The ‘basic skills’ of literacy and numeracy are among the most fundamental attributes of human beings and their civilization, lying at the root of our capacity to communicate and live and work together, to develop and share knowledge, science and culture. Their contribution to workforce skills have increasingly been recognized as critical to economic success, while evidence on gaps in adult basic skills and the link with economic and social outcomes has also been growing, both at national and international level (e.g. International Survey of Adult Skills of 1994-98 and Adult Literacy and Life Skills Survey of 2003-2007). Most tellingly, there has been a belated realization that despite universal basic education in advanced countries, some adults have slipped through the net, leaving them with very weak literacy and numeracy. All of these factors underline the importance of the OECD’s new international Survey of Adult Skills.
This report on skills in the US draws out the policy implications of the Survey for the US, while also making use of some additional data collected for the Survey on the US alone. The study does not directly evaluate relevant US policies and programs – such as schooling and adult education. Instead it identifies in the results of the Survey some key lessons about the strategic objectives and directions which should form a frame for policy development in the US, including policy on adult learning and schooling.
Time for the U.S. to Reskill? What the Survey of Adult Skills Says
1. Skilled for Life?
Measuring the skills of adults
Washington, November 12
Andreas Schleicher
ANDREAS SCHLEICHER
Special advisor to the Secretary-General on Education Policy
Deputy Director for Education and Skills
0
2. Survey of Adult Skills
Participating countries
2013
(**see notes A and B in the Reader’s Guide).
1
3. Survey of Adult Skills
in brief
166 thousand adults…
Representing 724 million 16-65 yearolds in 24 countries/economies
… took an internationally
agreed assessment…
in literacy, numeracy and problem
solving in technology-rich
environments.
Also surveyed were generic skills such as
collaborating with others and organising
one’s time, and how adults use their skills
(**see notes A and B in the Reader’s Guide).
2
4. Age distribution of the
Survey of Adult Skills
Age
range:
55-65
45-54
35-44
25-34
16-24
1968-1977
1978-1987
1988-1997
1998-2007
2008-2016
High-School graduation year
University graduation year
1972-1980
1981-1990
1991-2000
2001-2010
2011-2020
4
5. Skills Transform Lives
and Drive Economies
What people know and what they can do with what
they know has a major impact on their life chances
SURVEY OF ADULT SKILLS
5
6. Increased likelihood of positive outcomes
among adults with higher literacy skills
(scoring at Level 4/5 compared with those scoring at Level 1 or below)
Odds ratio
4.5
United States
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Being
Employed
High wages
Good to
excellent
health
Participation High levels of High levels of
in volunteer
political
trust
activities
efficacy
6
7. Inequality in the distribution of
income and literacy skills
0.2
0.22
Average
Income inequality (Gini coefficient)
Low income inequality
High skills inequality
Low income inequality
Low skills inequality
Denmark
0.24
Norway
Sweden
0.26
Austria
Flanders (Belgium)
0.28
Slovak Republic
Czech Republic
Finland
Ireland
Germany
0.3
Netherlands
Korea
Estonia
Average
Poland
0.32
Spain
Canada
Japan
Australia
Italy
0.34
England/N. Ireland (UK)
0.36
United States
0.38
0.4
High income inequality
Low skills inequality
High income inequality
High skills inequality
1.7
1.65
1.6
1.55
1.5
1.45
1.4
Literacy skills inequality (9th/1st decile)
7
8. The level and distribution of skills
differs markedly across countries
Much of the variation in skills proficiency is observed
within countries, so most countries have significant
shares of struggling adults
SURVEY OF ADULT SKILLS
8
9. Skills of adults
Numeracy
5th
25th
Mean and .95
confidence
interval for
mean
75th
95th
Japan
Finland
Flanders (Belgium)
Netherlands
Sweden
Norway
Denmark
Slovak Republic
Czech Republic
Austria
Estonia
Germany
Russian Federation³
Average
Australia
Canada
Cyprus**
Korea
England (UK)
England/N. Ireland (UK)
Poland
Northern Ireland (UK)
Ireland
France
United States
Italy
Spain
240
7 points are roughly equal to one
year of education
250
260
270
Score
280
290
300
10. Skills of adults
Literacy
5th
25th
Mean and .95
confidence
interval for
mean
75th
95th
Japan
Finland
Netherlands
Australia
Sweden
Norway
Estonia
Flanders (Belgium)
Russian Federation³
Czech Republic
Slovak Republic
Canada
Average
England (UK)
Korea
England/N. Ireland (UK)
Denmark
Germany
United States
Austria
Cyprus**
Northern Ireland (UK)
Poland
Ireland
France
Spain
Italy
240
7 points are roughly equal to one
year of education
250
260
270
Score
280
290
300
11. What adults can do
Literacy
Japan
Finland
Netherlands
Australia
Sweden
Norway
Estonia
Flanders (Belgium)
Russian Federation³
Czech Republic
Slovak Republic
Canada
Average
Korea
England/N. Ireland (UK)
Denmark
Germany
United States
Austria
Poland
Ireland
France
Spain
Italy
1.2
Adults at Level 4/5 can
0.0
•2.3
Perform multiple-step operations to
integrate, interpret, or synthesise information from
1.9
complex or lengthy texts that involve conditional
0.0
and/or competing information.
2.2
Adults at
• Make complex inferences and appropriately apply Level 1 can
0.4
Adults at Level 3 can
background knowledge as well as interpret • Read relatively short digital or print
or
5.2
• Understand and respond appropriately continuous, non-continuous, or
Adults at Level 2 can
evaluate
claims
0.0 densesubtle truthtexts. or arguments. mixed texts or more pieces of piece
to
or lengthy
• Integrate two to locate a single
0.6
• Understand text structures and
of information.
information based on criteria
rhetorical devices.
0.3
• Complete contrast or reason about
• Compare and simple forms, understand
• Identify, interpret, or evaluate one or information and make low-level inferences.
0.9
basic vocabulary, determine the
more pieces of information and make • Navigate digital texts to access and
1.2
meaning of sentences, and read
appropriate inferences.
0.3
continuous texts with a degree of
identify information from various parts of a
• Perform multi-step operations and
fluency.
document.
1.4
select relevant data from competing •Shop assistants, machine operators
0.4
information in order to identify and
1.5
formulate responses.
4.2
•Technicians, Professionals
1.8
0.0
0.5
0.8
0.8
0.7
% 80
60
Level 2
40
Level 1
20
Below Level 1
0
20
Level 3
40
Level 4/5
60
80
No information
13
12. Mean numeracy proficiency in PISA and in the
Survey of Adult Skills (20-22 year-olds)
Mean reading score in PISA 2006 and literacy score in the Survey of Adult Skills 2012
570
550
+
–
530
Canada
Average at 20-22
PISA Score
Korea
Flanders (Belgium)
Finland
Netherlands
Japan
Estonia
Czech Republic
Austria
Sweden
Australia
Denmark
510
Ireland
OECD average for PISA 2006
470
450
220
Germany
Poland
490
Norway
–
–
Slovak Republic
Spain
–
+
United States
Italy
240
260
+
+
280
300
320
Survey of Adult Skills score
14
13. Problem solving skills
in a digital environment
Young adults (16-24 year-olds)
All adults (16-65 year-olds)
Sweden
Finland
Netherlands
Norway
Denmark
Australia
Canada
Germany
England/N. Ireland (UK)
Japan
Flanders (Belgium)
Average
Czech Republic
Austria
United States
Korea
Estonia
Slovak Republic
Ireland
Poland
%
100
Basic digital
problem-solving
skills
Advanced
digital problemsolving skills
80
60
40
20
0
20
40
60
80
100
15
14. Evolution of employment in occupational groups
defined by problem-solving skills
Percentage change in the share of employment relative to 1998, by occupational groups defined by workers’
average level of proficiency in problem solving (based on 24 OECD countries with 1998 LFS data)
%
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
16
15. Successful integration is not simply a matter of time.
In some countries, the time elapsed since immigrants
arrived appears to make little difference to their proficiency
in literacy and numeracy, suggesting either that the
incentives to learn the language of the receiving country are
not strong or that policies that encourage learning the
language of the receiving country are of limited effectiveness
Foreign-language immigrants
with low levels of education
tend to have low skills
SURVEY OF ADULT SKILLS
17
18. Literacy proficiency
by immigration background
320
300
280
260
240
220
172
200
Native-born
Foreign-born - < 5 years
Foreign-born - 5 years and more
19. Some countries have made
significant progress in
improving skills proficiency
SURVEY OF ADULT SKILLS
21
20. Literacy skills in younger
and older generations
Average 16-24 year-olds
Average 55-65 year-olds
UK
US
Norway
Germany
France
Finland
Spain
240
245
250
255
260
KOREA
265 270
275
280
285
290
295 300
Score
21. Adults at Level 4/5 in literacy
Those entering the job market
Those nearing retirement
Denmark, 0.5%
Estonia, 0.2%
Flanders
(Belgium)
, 1%
million
16-24 yearolds scoring
at Level 4/5
7.9 million
55-65 yearolds scoring
at Level 4/5
Korea, 1%
12.6
Ireland, 0.2%
22. Formal education is the key
to building foundation skills
… but more education does not
automatically translate into better skills
SURVEY OF ADULT SKILLS
24
23. Likelihood of lower literacy proficiency
by education and parental education
Odds ratio
11
Respondent's education at least high school, neither parent attained high school
10
Respondent's education lower than high school, at least one parent with high school or higher
Neither respondent nor either parent attained high school
9
8
7
Reference group: Both
respondent’s and parents’
educational attainment is at least
high school
6
5
4
3
2
1
25
24. Race/ethnicity of adults with
low literacy skills in the US
Below Level 1
Level 1
0
Hispanic
20
Black
40
60
White
80
100
Other
26
25. Mean literacy proficiency and distribution
of literacy scores, by educational
attainment
25th
percentile
Mean
75th
percentile
100 125 150 175 200 225 250 275 300 325 350 375 400 Score
College
High school
Qualifications don’t always
equal skills
Japan
Lower than high school
Level 1 and below
Level 2
College
United
States
High school
Lower than high school
100 125 150 175 200 225 250 275 300 325 350 375 400 Score
30
28. Putting skills to effective use
Skills will only translate into better
economic and social outcomes if they
are used effectively
SURVEY OF ADULT SKILLS
34
29. Labour productivity
and the use of reading skills at work
4.6
(log) Labour productivity
4.4
4.2
Slope = 1.118 (0.407)
R2 = 0.296
Norway
Ireland
Adjusted prediction
Slope = 1.643 (0.504)
R2 = 0.371
4
Spain
Italy
Netherlands
Denmark
Germany
United States
Austria
Sweden
Australia
3.8
Finland
Japan
3.6
3.4
Slovak Republic
3.2
Poland
Korea
Czech Republic
Canada
England/N. Ireland (UK)
Estonia
3
1.5
1.6
1.7
1.8
1.9
2
2.1
2.2
2.3
Use of reading skills at work
35
30. Use of skills at work
Most frequent use = 4
2.4
Average
Index of use
2.2
2
Japan
1.8
1.6
United
States
1.4
Reading at work riting at work
W
Numeracy at workICT at work
Problem solving at work
Least frequent use = 0
32. Gender gap in wages and in the use of problemsolving skills at work
Percentage difference between men’s and
women’s wages (men minus women)
35
Estonia
30
Japan
Korea
25
Czech Republic
United States
20
Austria
Finland
Slovak Republic
England/N. Ireland Cyprus1
(UK)
Canada
15
Norway
Australia
Denmark
10
Netherlands
Sweden
Flanders (Belgium)
5
Poland
Spain
After accounting for
occupations, industry
and proficiency
Germany
Italy
Ireland
0
-10
-5
0
5
10
15
20
25
30
Percentage difference in the use of problem-solving skills at work
(men minus women)
40
33. In Sum
• Weak skills more common than on average across countries –
36 million low-skilled adults in the US
•
Despite high levels of formal education
• Few signs of improvement
• Performance of initial schooling closely linked to adult skills
• Strong influence of socio-economic background
• Migration status and ethnicity remain important
•
•
One third of the low-skilled are immigrants
35% of black and 43% of Hispanic adults have low literacy
skills, compared with 10% of whites, racial differences in skills remain
even among adults with similar qualifications
• Strong links to wages and health
• 63% of low-skilled adults are in employment, more than in
other countries
• Participation rates in adult training are higher in the US than in
most countries at all skill levels
•
But those who need training most get the least of it
41
35. Concerted action
Lessons
from strong
performers
• to improve basic skills
• to tackle inequities
affecting sub-populations
with weak skills
• Accepting the relative
decline in skills would
mean accepting relative
decline in the economic
sphere, but also in other
domains that rely on high
levels of basic skills –
arts, sciences and
intellectual innovation .
36. Strengthen quality
of schooling
Lessons
from strong
performers
• Investing in high quality
early childhood education
and initial
schooling, particularly for
children from
disadvantaged
backgrounds
• Support targeted at
disadvantage
• Successful education
systems can tackle the
majority of basic skills
weaknesses by age 15.
37. Lessons
from strong
performers
Ensure effective
and accessible
education
opportunities for
young adults
… using strengths of
community college
system to support and
develop basic skills and
offer career options.
• One third of low-skilled US
adults under 35 – potential
for greater lifetime impact
• Community colleges – an
important route back to
education, with room for
improvement .
• .
38. Link efforts to
improve basic skills
to employability
Lessons
from strong
performers
… recognizing that good
jobs open up further
learning options, while
basic skills can often
be more readily
acquired in practical
contexts
• Integrating basic skills
development with career
preparation – promising
approach
• Both for high school
students and adults .
39. Lessons
from strong
performers
Adapt to diversity.
Work across all
levels of government
and across the public
and private sectors
• Diversity among lowskilled adults, multiple
causes – no single
solution
• Policies must be coherent
across different areas
• Unmet interest and need:
about 3 million lowskilled adults interested
in adult education .
40. Lessons
from strong
performers
Build awareness of
the implications of
weak basic skills
among adults.
Support action
with evidence
• Shared understanding of
the issues
consensus
for policies
• Raise awareness among
the adults concerned and
their immediate contacts
• Good data key to
effective interventions .
41. Find Out More at:
http://skills.oecd.org/skillsoutlook.htm
All national and international publications
The complete micro-level database
Email
Andreas.Schleicher@OECD.org
Twitter
@SchleicherEDU
…and remember:
Without data, you are just another person with an opinion
49
Editor's Notes
We have got data from a good group of countries in this first report…
(1) We found an innovative way to address that with our new Survey of Adult Skills, a first-of-its-kind tool that directly assesses the depth of countries’ talent pools. Essentially, we went to thousands of homes across 24 industrialised countries and tested people for their skills in literacy, numeracy and problem-solving. And then we linked that information with data on how people use their skills, and what benefits they gain from that.
We chose to focus the survey on the ability of people to understand, use and engage with written information; On their ability to use, interpret and communicate mathematical ideasAnd their capacity to use digital technologies and resources to get and evaluate knowledge.
The survey covered everyone from 16 to 65 years, so when you look for example at the 25-34-year-olds, they did their high school degree in the early 2000s, and their college degree in the mid 2000sAnd by looking at the skills of older adults, we are also getting an impression of education from the late 60s onwards.
If there is one central message from the Skills Survey, it is that what people know and what they do with what they know has a major impact on their life chances, much greater than what we would anticipate from looking at peoples qualifications alone.
(2) Here are some results. The first thing we found is that what people know and what they do with what they know has a major impact on their life chances. You see that highly skilled adults are twice as likely to be employed and almost three-times more likely to earn an above-median salary than poorly skilled adults. In short, poor skills severely limit people’s access to better-paying and more-rewarding jobs. Highly skilled people are also more likely to volunteer, and they see themselves as actors rather than as objects of political process. People with better skills are even more likely to trust others, so trust isn’t just about how you were brought up or about the people with whom you live, it closely relates to your skills. And that tells us that we can do something about trust by giving people the right skills. And that’s important, because without trust in public institutions, public support for ambitious and innovative policies is hard to mobilise, particularly where we ask people to make short-term sacrifices for long-term benefits. Without trust, citizens and businesses also avoid taking risks, and delay decisions on investment and innovation that are so important. So in the end, fairness, integrity and inclusiveness in public policy all hinge on the skills of citizens.
(3) And it works the same way for nations. This chart shows you that greater inequality in skills – here on the horizontal axis - goes together with greater inequality in the distribution of income, on the vertical axis. Think about it, how we distribute skills relates to how the benefits of economic growth are shared. Of course, there are many ways in which you can enhance social equity; you can use taxes, for example, to take money from the rich and give it to the poor. But that’s all about dealing with the symptoms. What you see here is one of the main sources of inequalities. Where large shares of adults have poor skills, it’s also difficult to introduce productivity-enhancing technologies and new ways of working. And that too stalls improvements in living standards.
So lets see where countries stands on this test.DefinitionsThe data from the Russian Federation are preliminary and may be subject to change. Readers should note that the sample for the Russian Federation does not include the population of the Moscow municipal area. The data published, therefore, do not represent the entire resident population aged 16-65 in Russia but rather the population of Russia excluding the population residing in the Moscow municipal area. More detailed information regarding the data from the Russian Federation as well as that of other countries can be found in the Technical Report of the Survey of Adult Skills (OECD, 2013, forthcoming).
(4) The case for skills is clear, so how well do nations prepare their citizens? Roughly one in five adults in Japan and Finland perform at the highest levels on our numeracy test. But in Italy and Spain just one in twenty adults performs at that level, and more than one in three perform at or below the baseline level.
(5) Some countries do better in literacy than in numeracy, but overall the picture is similar, again, you see Japanese and Finnish adults around 6 years ahead of Italian and Spanish adults. So where you live makes a big difference for your skills. But I want to bring a second dimension into the picture…
…and to do that, I am now going to (6) compress the scale…
(7) And then I show you how literacy skills are distributed within each country, that’s the blue bar here. What you see now is that skills gaps within each country are many times larger than the variation across countries. So even highly literate nations have shallow areas in their talent pool. In fact, at least one in ten adults doesn’t make it beyond our baseline level in literacy. Across the 24 countries that took the test, that translates into more than 80 million adults in the industrialised world who don’t read better than a ten-year-old child. On top of that, in countries like the US, Poland, Germany, Italy or England, a difficult social background often translates into poor adult skills.
We can look at the skills of nations in more refined ways, looking not just at how countries do relative to each other, but at what exactly adults can and cannot do.
(8) We can look at the skills of nations in greater detail, looking not just at how countries do relative to each other, but at what exactly people can and cannot do. Here you can see the share of adults who can use computers to solve basic everyday problems, like navigating a simple web page. And in light green you see adults who can complete computer tasks that involve multiple applications in more sophisticated ways. There is a lot of hype about the digital society, but it seems that just around a third of adults are fully prepared for that. I know, now you are going to tell me this is just about older people being out-of-date, but even among 16-24-year-olds, there are very significant skill gaps. We even found that just half of university graduates are reasonably comfortable with new technologies.
(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.
The Skills Survey also shows that, in some countries, migrationbackgrounds also have a major impact on skills, which means that we are not yet good enough at leveraging all of our potential, particularly that of immigrants.
Lets look at the performance of adults without an immigrant background first. You can see them here doing quite well in most countries, largely at level 3, in some countries at level 2.
If you compare that with the performance of recent immigrants, you can see a big gap in some countries.
What is more surprising is that, in countries like Spain, Germany, France, the Netherlands or the US even immigrants who have spent 5 or more years in the country don’t do much better, which tells you that time alone does not make the challenges go away.But look at Finland or Sweden here. If you are more than 5 years in these countries as an immigrant, you have a fair chance of moving forward.
(10) So the skills of people differ, and the talent pool of nations differs. But these differences are not set in stone.
(11) In fact, our data show that some countries have made impressive progress in equipping more people with better skills. You see our literacy scale on the horizontal axis here. The red line here is the average performance of people across countries. The grey line is the performance of 16-24-year-olds and the pink line the performance of 55-64-year-olds. So, generally speaking, youth have better skills than older people. But look at young Korean’s, the yellow diamond here, they do much better than their peers in other countries, while older Koreans are among the three lowest-performers across countries. Every decade, Korea has added the equivalent of two years of education to its entire population. Spain has moved from poor to adequate, and Finland has moved from good to great. You can also see good progress in countries like France or Germany. But then you get to Norway, where the older generation does quite well, but the young fall behind. And look at the US or the UK. Young Brits and Americans enter a much more demanding job market with similar literacy and numeracy skills than their grandparents have who are retiring. The talent pool in these countries will shrink significantly over the next decades unless these countries succeed to improve schooling and to provide adults with better ways to develop and maintain their skills.
(12) And, in fact, that’s exactly what you see here. Among people nearing retirement, more than 40% of the highly skilled are Americans. Among those entering the workforce, it is less than 30%. All this tells you that in a global economy, success is no longer simply about improvement by national standards, but about the fastest improving countries internationally.
(13) So how do we develop skills? As you would expect, formal education is the main route to better skills.
Adjusted odds ratio of scoring at or below Level 2 in literacy, by respondent’s and parents’ level of education
Black and Hispanic adults are substantially overrepresented among adults with weak literacy skills. (as background information: about 13% of adults in the US are black, 15% are Hispanic and 66% are white).
Black and Hispanic adults are also over-represented among adults with weak numeracy skills.(as background information: about 13% of adults in the US are black, 15% are Hispanic and 66% are white).
Lets look at young people with different types of educational pathways come out, who have upper secondary level as their highest level of attainment. Lets put the average of academic qualifications also on the left side. And now I add the distribution of literacy skills among vocational graduates. What you see clearly is that, in all countries, there is a significant gap in foundation skills between people with academic and vocational qualifications. Minister Hancock asked whether this chart destroys the myth that in Austria and Germany, vocational education attracts the best and brightest. And yes, it does. But you can turn that argument around and say that vocational programmes in these countries start with a lower transversal skill base, but get people highly labour-market relevant qualifications with a good chance to succeed in the labour market, which makes them all the more impressive.
Mean literacy proficiency and distribution of literacy scores for adults aged 16 to 29 whose highest level of education is upper secondary, by orientation of education
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.
(5) But the difficulty with formal education is also that you get a lot of it at the beginning of your life - maybe more than you want - and very little thereafter. Let me show you the most depressing results from our skills survey, you see the skills of people on the vertical axis, and their age on the horizontal axis. So this is how the picture looks, for literacy and numeracy skills. And you discover why these results are so depressing when you figure out where you are on this chart. [You too will get to an age where you stop laughing]. You might think that’s all to do with the fact that older generations were not as well educated, or that the social composition of populations has changed. But if you adjust for that, the picture looks actually worse. Or you might think this is all about biological ageing, we get older and we forget more things and so on. There is some truth in that but our data also show that these curves vary markedly across countries. The Nordic countries, the Netherlands and Canada, for example, have been much better than other countries in making lifelong learning a reality. They’ve developed adult education that is relevant to users and flexible, both in content and in how it is delivered. They’ve made information about adult education easy to find and understand, and they provide recognition of skills that encourage adult learners to keep learning. They’ve also made skills everybody’s business, with governments, employers, and workers all engaged.
Adjusted odds ratios of adults participating in adult education and training during year prior to the survey, by level of proficiency in literacy
(16) Well, that’s one side of the story, and it’s surely important for a country to have many talented people. But there is another side to it. Skills are only valuable when they are used effectively.
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.
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?”
(19) Let me make one final point. We know that women tend to earn less than men, even if they have similar qualifications. People have spent a lot of time speculating about the reasons for that. We now have the data to better understand this. It’s not about skills, on our skills survey men and women show very similar literacy and numeracy skills.
(20) It’s about how men and women use their skills. On the vertical axis you see the gender gap in hourly wages in different countries. And you can see that gap is substantial in some countries, amounting to 30% or more in Japan or Estonia. On the horizontal axis you see the gender difference in the use of problem-solving skills. And now you can see that differences in the use of problem-solving skills explain half of the gender gap in wages. And we have been able to look further into what drives that relationship, and found that gender differences in the use of skills are mainly due to the fact that men are more commonly employed in full-time jobs and occupations where skills are used more intensively, even if they aren’t better skilled.
(21) This is another piece of evidence that we can – and should – make better use of talent. And underuse of skills is not just a matter for women, it is also common among young and foreign-born workers and among people employed in small enterprises, in part-time jobs or on temporary contracts. To do better, we’ll need more coherent, easy-to-understand certifications that aren’t just about degrees, but also incorporate formal and informal learning in life. Where people lack skills, we need better policies that incentivise employees and employers to invest in developing relevant skills. We need to better integrate the world of learning and the world of work. Workbased learning allows people to develop hard skills on modern equipment and soft skills, such as teamwork or negotiation in a real-world environment. It’s often also a great way to re-engage youth who have lost the interest in education. We also need experts with the latest labour-market intelligence at their fingertips, who guide people to make sound career choices.
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.
(22) None of that’s easy, and people sometimes say that changing public policy is like moving graveyards, you just can’t rely on the people out there to help you. But global comparisons like our Skills Survey show everyone what’s possible. They take away excuses from those who are complacent. And they help set meaningful targets in terms of measurable goals achieved by the world’s most effective policies. The bottom line is that, without data, we are all just people with an opinion. Thank you.