Skilled for life - Results from the survey of adult skills
•Als PPTX, PDF herunterladen•
2 gefällt mir•3,079 views
Results of Japan in PISA and in PIAAC.
Empfohlen
Weitere ähnliche Inhalte
Andere mochten auch
Andere mochten auch (19)
Mehr von EduSkills OECD
Mehr von EduSkills OECD (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (7)
Skilled for life - Results from the survey of adult skills
- 3. 数学的リテラシーの成績上位 平均点 … 上海‐中国はこのラインより上 (613) 580 シンガポール 570 560 台湾 韓国 550 540 マカオ - 中国 日本 リヒテンシュタイン スイス 530 520 510 500 490 480 470 香港 - 中国 ポーランド ベルギー ドイツ オーストリア スロベニア デンマーク ニュージーランド フランス チェコ共和国 ラトビア ルクセンブルグ ポルトガル スペイン スロバキア共和国 米国 ハンガリー オランダ エストニア フィンランド カナダ ベトナム オーストラリア アイルランド 英国 アイスランド ノルウェー イタリア ロシア連邦 リトアニア スウェーデン クロアチア イスラエル 460 450 ギリシャ セルビア トルコ ルーマニア 440 ブルアリア アラブ首長国連邦 カザフスタン タイ 430 チリ 420 410 … 12カ国はこのラインより下 マレーシア メキシコ 数学的リテラシーの成績下位 数学的リテラシーの 15歳平均成績 図 I.2.13
- 4. 数学的リテラシーの成績上位 シンガポール 台湾 数学的リテラシーの 15歳平均成績 香港 - 中国 韓国 マカオ - 中国 日本 リヒテンシュタイン スイス ポーランド ベルギー ドイツ 強い社会・経済的影響が 生徒の成績に及んでいる オーストリア スロベニア デンマーク ニュージーランド フランス チェコ共和国 ラトビア ルクセンブルグ ポルトガル スペイン スロバキア共和国 米国 ハンガリー オランダ エストニア フィンランド カナダ ベトナム オーストラリア アイルランド 英国 アイスランド ノルウェー イタリア ロシア連邦 リトアニア スウェーデン クロアチア イスラエル ギリシャ セルビア トルコ ルーマニア ブルアリア アラブ首長国連邦 カザフスタン タイ チリ マレーシア メキシコ 数学的リテラシーの成績下位 学習機会が社会的に 平等に分布
- 5. 2012年 上海 ‐ 中国 - - - - 強い社会・経済的影響が 生徒の成績に及んでいる 26 24 24 22 22 20 学習機会が社会的に 平等に分布 20 18 1816 16 14 14 12 12 10 10 8 8 6 6 44 22 0 0
- 9. 読解力に優れた成人が 社会的、経済的成果を上げやすくなる可能性 （得点がレベル４／５の成人をレベル１以下の成人と比較） オッズ比 平均 日本 3.0 2.5 2.0 1.5 1.0 Health, employment, trust, volunteering, political efficacy, wages
- 10. 国際成人力調査に参加した国々 2013 (**see notes A and B in the Reader’s Guide). 10
- 11. 国際成人力調査の概要 16万6千人の成人が… 24か国・地域の16～65歳の成人 7億2400万人を代表 国際的に承認された調査を 受けた… 調査分野：読解力、数的思考力、 ITを活用した問題解決能力 他者との協力や自分の時間管理といった一般的 なスキルや、そのスキルをどのように使っている かについても調査を実施 (**see notes A and B in the Reader’s Guide). 11
- 13. 成人のスキル 読解力 5th 25th 95 75th 95th 日本 フィンランド オランダ オーストラリア スウェーデン ノルウェー エストニア ベルギー ロシア チェコ スロバキア カナダ 平均 イングランド (イギリス) 韓国 ｲﾝｸﾞﾗﾝﾄﾞ、北ｱｲﾙﾗﾝﾄﾞ (ｲｷﾞﾘｽ) デンマーク ドイツ アメリカ オーストリア キプロス 北アイルランド (イギリス) ポーランド アイルランド フランス スペイン イタリア 240 7点は1年間の教育にほぼ相当する 250 260 270 得点 280 290 300
- 14. ITを活用した問題解決能力の習熟度 Adults at レベル 3の成人は、 • 使用するアプリケーションが複数 で、ステップの数が多く、行き詰 若者(16-24 歳) まりがあり、新しい環境の中でt区 スウェーデン 別なコマンドを見つけて使用しな フィンランド かればならないような課題を完了 オランダ レベル 2の成人は、正答するた ノルウェー することができる デンマーク めの明確な基準があり 、使用す • 解決に至る計画を立て、予想外の オーストラリア るアプリケーションの数が少な 結果や行き詰まりに対処しながら カナダ く、いくつかのステップや操作 実施状況を管理することができる ドイツ 全成人(16-65 歳) を要する課題を完了することが イギリス できる。解決に向けた進捗状況 日本 管理ができ予想外の結果や行き ベルギー 詰まりに対処することができ 平均 る。 チェコ オーストリア アメリカ 韓国 エストニア スロバキア アイルランド ポーランド %100 80 60 40 20 0 20 レベル 2 レベル 3 40 60 80 100 14
- 15. Evolution of employment in occupational groups defined by problem-solving skills % 25 20 Medium-low level of problem-solving 15 10 5 0 Low level of problem-solving -5 -10 -15 -20 Medium-high level of problem-solving 15
- 16. 質の高い初期教育と 生涯学習 成功事例から 学べること • 特に不利な状況の子どもに対 する質の高い幼児教育と初期 教育への投資 • 不利な状況を対象とした財政 的支援 • 職場及び職場外の双方におい て、継続的に能力開発を行う 機会とインセンティブ
- 18. 学習と職業の効果的な 連携 成功事例から 学べること • 仕事に基づく学習を重視する ことで、最新機器についての ハード・スキルと、実社会の 経験を通じたソフト・スキル を開発できる • 教育・訓練への雇用主の関与 と中小企業に対する支援 • 現在の職場と労働者の雇用可 能性の向上の双方に関連した 学習の強化
- 20. 学習によって最も利益 を得る人々は誰か • 不利な立場の成人には学習 機会を提供し、学習参加を 促す必要 成功事例から 学べること • 外国語を話す移民 • 高齢者 • スキルの向上が本人にとっ て経済的にも社会的にも利 益があることを示す
- 21. 透明性の向上 • 成人教育活動に関する情報 を見つけやすくする 成功事例から 学べること • 簡単に検索できる最新のオ ンライン情報と、個人向け ガイダンスやカウンセリン グサービスの併用 • 学歴の低い労働者は学習機 会があることに気づかない ことが多い • スキル習熟度の認定と証明
- 24. 仕事でのスキルの利用 最も使用頻度が高い= 4 3.6 3.4 3.2 3 平均 使用頻度の指標 2.8 2.6 2.4 2.2 日本 2 1.8 1.6 1.4 最も使用頻度が 低い= 0 Task discretion, learning, influencing, co-op, self-org, dexterity, physical アメリカ
- 25. 労働生産性と 仕事での読解スキルの使用頻度 4.6 4.4 (log) 労働生産性 4.2 Slope = 1.118 (0.407) R2 = 0.296 ﾉﾙｳｪｰ ｱｲﾙﾗﾝﾄﾞ Adjusted prediction Slope = 1.643 (0.504) R2 = 0.371 4 ｽﾍﾟｲﾝ ｲﾀﾘｱ ｵﾗﾝﾀﾞ ﾄﾞｲﾂ ﾃﾞﾝﾏｰｸ ｱﾒﾘｶ ｵｰｽﾄﾘｱ ｽｳｪｰﾃﾞﾝ ｵｰｽﾄﾗﾘｱ 3.8 ﾌｨﾝﾗﾝﾄﾞ 日本 3.6 ｶﾅﾀﾞ 3.4 ｽﾛﾊﾞｷｱ 3.2 ﾎﾟｰﾗﾝﾄﾞ ｲｷﾞﾘｽ 韓国 ﾁｪｺ ｴｽﾄﾆｱ 3 1.5 1.6 1.7 1.8 1.9 2 2.1 2.2 2.3 仕事での読解スキルの使用頻度 33
- 27. 賃金の男女差と 仕事での問題解決スキルの利用頻度の男女差 賃金のパーセンテージの男女差 (男性－女性) 35 エストニア 30 日本 Slope 0.840 (0.199) R2 = 0.472 25 韓国 チェコ アメリカ 20 ﾌｨﾝﾗﾝﾄﾞ イギリス ｵｰｽﾄﾘｱ スロバキア キプロス カナダ 15 ノルウェー ｵｰｽﾄﾗﾘｱ ﾃﾞﾝﾏｰｸ 10 オランダ スウェーデン ベルギー ﾎﾟｰﾗﾝﾄﾞ 5 スペイン Adjusted prediction Slope 0.068 (0.123) R2 = 0.015 ドイツ イタリア ｱｲﾙﾗﾝﾄﾞ 0 -10 -5 0 5 10 15 20 25 30 仕事での問題解決スキルの利用頻度のパーセンテージの男女差 (男性－女性) 35
- 28. ガイダンス • スキルの需要と供給につい てのタイムリーなデータ 成功事例から 学べること • 労働市場について最新の情 報を把握して学習者に助言 ができる有能な人材 • 各種資格が整理されており 解釈が容易
- 30. 雇用主に対し労働者の スキルの活用改善を促 す 成功事例から 学べること • 育児・介護義務のある労働 者や障がいを持つ労働者に 合わせた柔軟な雇用契約 • 高齢労働者の雇用継続の促 進 • 一時的な離職者の再雇用の 促進
- 32. 詳しくは: http://skills.oecd.org/skillsoutlook.htm All national and international publications The complete micro-level database Email Andreas.Schleicher@OECD.org …忘れないでください: 実証的データに基づかずにものを言う人は、 単に個人的な意見を持った人にすぎない 40
Hinweis der Redaktion
- The significance of our Survey of Adult Skills lies in telling us for the first time about the skills that people actually have, rather than just looking at the formal qualifications they attained in the past. Its like a ‘PISA for adults’
- (Fig. II.4.5)
- You see that highly skilled adults are twice as likely to report good health, or to be employed. You also see that are more likely to trust others, to participate in volunteering activities, that they are seeing themselves as actors rather than objects of political process, and that they are getting much larger wages. In short, poor skills severely limit people’s access to better-paying and more-rewarding jobs but also to effectively participate in our socieities and we can’t develop fair and inclusive policies and engage with all citizens if a lack of proficiency in basic skills prevents people from fully participating in society. And in some countries, the link between better skills and better lives is even stronger, look at the data for the UK, for example.
- We have got data from a good group of countries in this first report…
- A couple of facts about the survey itself…We have interviewed 166 thousand adults, who were randomly selected from the 24 countries that participated so far.They took an internationally agreed testIn literacy, numeracy and problem-solving skillsAnd we also surveyed their generic skills such as collaborating with others and organising their time; and we looked at adults actually use their skills.
- Here is the picture for the results in numeracy. On the horizontal axis you see the score of countries, and 7 points on this scale are roughly equivalent to one year of education.
- And here is the same picture for literacy, you see there is some movement, some countries do better in literacy than in numeracy, but overall the picture is rather similar, again, you you can see Japanese and Finnish adults around 6 years ahead of Italian and Spanish adults.But I want to bring a second dimension into the picture……and to do that, I am now going to compress the scale…
- (9) Does this matter? Yes, it does. When you look at the evolution of employment by those problem-solving skills, you can see that there has been a significant decline in employment by people with basic problem-solving skills. There has been little change in employment among the low-skilled. But there has been significant growth in employment among great problem-solvers. What you see here is the hollowing out of labour-markets. Those who have great skills are fine, and will be better and better off. The people most at risk are not the poorly-skilled but white-collar workers with so-so-problem-solving skills, because their skills can increasingly be digitised, automated or outsourced. Those at the low end of the spectrum keep their jobs but are seeing declining wages. That's because you cannot digitise your bus driver or outsource your hairdresser to India.
- But lets get to some positive aspects, the Skills Survey also shows that some countries have made amazing progress in equipping more people with better skills.
- Young Koreans, for example, are outperformed only by their Japanese counterparts, while Korea’s 55 to 64 year-olds are among the three lowest-performing groups of this age across all participating countries. Every decade, Korea has been the equivalent of two years in quality, wihtout raising quantity.The results from Finland tell a similar story. But progress has been uneven. Young Brits and Americans are entering a much more demanding job market with similar literacy and numeracy skills as their compatriots who are retiring. The talent pool in these countries could shrink significantly over the next decades unless urgent action is taken both to improve schooling and to provide adults with better opportunities to develop and maintain their skills
- These changes have had major implications on the composition of the global talent pool. Among those nearing retirement, more than 40% of adults are Americans. Among those entering the workforce, it is less than 30%. Korea was not on the map two generations ago. Young Koreans make up 6% of the highly skills talent pool. So the future workforce in the OECD area is going to look very differently than in the past.
- But our data also show that more education does not automatically translate into better skills, better jobs and better lives. Actual literacy levels often differ markedly from what formal education qualifications suggest. For example, Italy, Spain and the United States rank much higher internationally in the share of young people with tertiary degrees than in the level of literacy or numeracy proficiency among people that age.
- Look at this chart, where you see the middle half of the skill distribution of Italian graduates at different levels. You can see that Italians who did not complete school are not all low skilled. Significant overlap.It is also striking that, on average, young Japanese and Dutch high school graduates easily outperform university graduates in some other countries. In fact, in most countries at least a quarter of university graduates do not score higher than level 2 on our literacy test, and are thus insufficiently equipped for what their jobs demand of them. Conversely, in Australia, Finland, Japan, the Netherlands and Norway, more than one in four adults without a high school degree have made it to level 3 in literacy, which shows that people can, indeed, recover from poor initial schooling. Surely there are many reasons why skills and qualifications differ; but these data suggest that we may need to update and re-define our education qualifications. Countries like Italy or Spain also need to think whether their universities are telling their students the truth when they are certifying their skills.
- Beyond formal education, learning occurs in a range of other settings, including within the family, at the workplace and through self-directed individual activity. For skills to retain their value, they must be continuously developed throughout life.
- Average trend scores by age, adjusted for educational attainment and language background, foreign-born adults excluded
- So what can we learn form the most successful skills systems. We are at the very beginning with understanding the results from the survey, but some things are apparent.High quality initial education and lifelong learningInvesting in high quality early childhood education and initial schooling, particularly for children from disadvantaged backgroundsFinancial support targeted at disadvantageOpportunities and incentives to continued development of proficiency, both outside work and at the workplace.
- Make learning everybody’s businessGovernments, employers, workers and parents need effective and equitable arrangements as to who does and pays for what, when and howRecognise that individuals with poor skills are unlikely to engage in education on their own and tend to receive less employer-sponsored training .
- Effective links between learning and workEmphasis on workbased learning allows people to develop hard skills on modern equipment and soft skills through real-world experienceEmployer engagement in education and training with assistance to SMEsStrengthen relevance of learning, both for workplace and workers broader employability .
- Allow workers to adapt learning to their livesFlexibility in content and delivery (part-time, flexible hours, convenient location)Distance learning and open education resources .
- Identify those who can benefit from learning mostDisadvantaged adults need to be offered and encouraged to improve their learningForeign-language migrantsOlder adultsShow how adults can benefit from improved skills, both economically and socially .
- Improve transparencyEasy-to-find information about adult education activitiesCombination of easily searchable, up-to-date online information and personal guidance and counselling servicesLess educated workers tend to be less aware of the opportunitiesRecognise and certify skills proficiency .
- All this said, skills are only valuable when they are used effectively, and the Skills Survey shows that some countries are far better than others in making good use of their talent. While the US and England have a limited skills base, they are extracting good value from it. The reverse is true for Japan, where rigid labour-market arrangements prevent many high-skilled individuals, most notably women, from reaping the rewards that should accrue to them. At times, over-reliance on qualifications also makes it harder for those who have the right skills, but who did not have the same access to education as others, to gain entry into jobs where those skills can be put to full use. The data show that this is particularly true among migrant workers.
- Definitions Overqualification: A worker is classified as over-qualified when the difference between his or her qualification leveland the qualification level required in his or her job is positive.Underqualification: A worker is classified as under-qualified when the difference between his or her qualificationlevel and the qualification level required in his or her job is negative.Required qualification: Based on respondents’ answers to the question “If applying today, what would be the usualqualifications, if any, that someone would need to get this type of job?”Over-skilling in literacy, numeracy or problem solving: When a worker’s proficiency is above the maximum required by his or her job.Under-skilling: When a worker’s proficiency is below the minimum required by his or her job.Skill requirements: The minimum and maximum skill levels required correspond to the minimum and maximumobserved proficiency of workers who answer negatively to the questions: “Do you feel that youhave the skills to cope with more demanding duties than those you are required to perform inyour current job?”; and “Do you feel that you need further training in order to cope well withyour present duties?”
- Does skill match matter? This chart shows that it does. You see that people who use their skills more, produce more per hour worked. In fact, differences in the average use of reading skills explain around 30% of the variation in labour productivity across countries. Interestingly, our data show that some less-proficient workers use their skills even more intensively than more proficient workers do. Under-use of skills is particularly common among young and foreign-born workers and among those employed in small enterprises, in part-time jobs or on fixed-term contracts. And it shows in their wages.
- Gender differences in the use of literacy and numeracy skills are partly due to the fact that men appear to be slightly more proficient but also that they are more commonly employed in full-time jobs, where skills are used more intensively.
- Notes : The gender gap in wages is computed as the percentage difference between men's and women's average hourly wages, including bonuses. The wage distribution was trimmed to eliminate the 1st and 99th percentiles. Adjusted estimates are based on OLS regressions including controls for average literacy and numeracy scores, dummies for highest qualification (4), occupations (9) and industry (10). Lines are best linear predictions. The sample includes only full-time employees. Standard errors in parentheses.
- GuidanceTimely data about demand for and supply of skillsCompetent personnel who have the latest labour-market information at their fingertips to steer learnersQualifications that are coherent and easy to interpret .
- Flexible labour-marketsLabour-market arrangements that facilitate effective skill use and address skill mismatchesEncourage mobility to optimise skill match .
- Help employers make better use of workers skillsFlexible work arrangements that accommodate workers with care obligations and disabilitiesEncourage older workers to remain in the labour marketEncourage employers to hire those who temporarily withdrew from the labour market .
- Help economies move up the value chainGovernments can influence both employer competitiveness strategies and product-market strategies, which determine in what markets the company competesStrengthen 21st century skillsFoster entrepreneurship.