2023年成人技能调查报告_199页_3mb

Summary of OECD Skills Studies: Do Adults Have the Skills They Need to Thrive in a Changing World?

Core Content

The Survey of Adult Skills 2023, part of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), evaluates the literacy, numeracy, and adaptive problem-solving skills of adults across 31 countries and economies, representing over 673 million people. The study highlights the growing importance of these foundational skills in a rapidly changing world driven by technological advancement, demographic shifts, and the transition to net-zero.

Main Findings

1. The Relevance of Information-Processing Skills

• Literacy, numeracy, and adaptive problem-solving are critical for individuals to navigate economic, social, and technological changes.
• These skills are not only essential for personal and professional success but also for democratic participation, health outcomes, and overall well-being.
• The rise of artificial intelligence (AI) and digitalisation is reshaping job markets and increasing the demand for advanced skills in everyday life.

2. Adult Skills Performance in 2023

• The survey assessed about 160,000 adults aged 16–65.
• Literacy and numeracy are the primary focus areas, with adaptive problem-solving also being measured.
• Key findings:
  • Finland and Denmark saw significant improvements in literacy over the past decade.
  • Eight countries improved numeracy skills, with Finland and Singapore showing the largest gains.
  • Literacy and numeracy gaps are widening, with one-fifth of adults struggling to understand simple texts or solve basic arithmetic.
  • Gender disparities persist, with men outperforming women in numeracy but not in literacy.
  • Foreign-born adults generally have lower skill levels than native-born adults, and in some cases, their increased presence correlated with declining average proficiency scores.

3. Changes in Skills Over the Past Decade

• The Survey of Adult Skills has been conducted in two cycles, with the second cycle (2022/2023) delayed due to the COVID-19 pandemic.
• Non-response bias was a concern, with response rates dropping to between 27% and 73%, compared to 45%–75% in the first cycle.
• Despite these challenges, the Technical Advisory Group (TAG) concluded that the data from all participating countries and economies met satisfactory technical standards.
• The main drivers of change in skills proficiency include:
  • Demographic shifts (ageing populations).
  • Educational attainment.
  • Immigrant background.
  • Socio-economic characteristics.

4. Outcomes of Skills Investment

• Higher numeracy skills are strongly correlated with employment, wages, health, and life satisfaction.
• In some countries, adults with high numeracy skills are more likely to feel empowered in political and social contexts.
• Skills mismatches are widespread, with significant gaps in the demand and supply of skills.
• Over-qualification and over-skilling are also common, indicating that some individuals may not be matched to the right job or industry.
• The economic and social costs of mismatches are substantial, affecting both individual and national productivity and equity.

Key Recommendations

• Education and training systems must scale up efforts to improve access to lifelong learning and upskilling.
• Modular, targeted, and online courses can help reduce barriers to learning and improve adaptability.
• Skill recognition and visibility should be enhanced to support individuals in leveraging their competencies.
• AI and digital tools must be integrated into education and training to better prepare adults for the future.
• Policies should address inequalities in skills, particularly among low-skilled workers, immigrants, and older adults.

Data and Methodology

• The survey uses standardised assessments to measure literacy, numeracy, and adaptive problem-solving.
• Sampling weights were applied to ensure the sample reflects the population distribution.
• Non-response bias analyses (NRBAs) were conducted to assess the accuracy of proficiency estimates.
• While some discrepancies were identified between the PIAAC sample and alternative data sources, they did not significantly affect overall proficiency estimates.
• Country-specific issues are outlined in the Readers' Guide, with some countries showing more caution in interpreting results due to higher non-response bias.

Conclusion

The 2023 Survey of Adult Skills underscores the urgent need for a comprehensive re-evaluation of skills development policies. As the world evolves rapidly, equitable access to education and training is essential to ensure that all adults can thrive economically and socially. The findings call for a shift from traditional education models to flexible, inclusive, and technology-enhanced learning systems that support lifelong learning and employability.