2023年成人技能调查报告（英）.pdf

OECD Skills StudiesDo Adults Have theSkills They Need toThrive inaChanging World?SURVEY OFADULT SKILLS 2023OECD Skills StudiesDo Adults Have the Skills They Need to Thrive in a Changing World?SURVEY OF ADULT SKILLS 2023This work is published under the responsibility of the Secretary-General of the OECD.The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD.This document,as well as any data and map included herein,are without prejudice to the status of or sovereignty overany territory,to the delimitation of international frontiers and boundaries and to the name of any territory,city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities.The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights,East Jerusalem and Israeli settlements inthe West Bank under the terms of international law.Please cite this publication as:OECD(2024),Do Adults Have the Skills They Need to Thrive in a Changing World?:Survey of Adult Skills 2023,OECD Skills Studies,OECD Publishing,Paris,https:/doi.org/10.1787/b263dc5d-en.ISBN 978-92-64-70680-4(print)ISBN 978-92-64-98704-3(PDF)ISBN 978-92-64-46260-1(HTML)OECD Skills StudiesISSN 2307-8723(print)ISSN 2307-8731(online)Photo credits:Cover PeopleI-Yuri A/S.Corrigenda to OECD publications may be found at:https:/www.oecd.org/en/publications/support/corrigenda.html.OECD 2024 Attribution 4.0 International(CC BY 4.0)This work is made available under the Creative Commons Attribution 4.0 International licence.By using this work,you accept to be bound by the terms of this licence(https:/creativecommons.org/licenses/by/4.0/).Attribution you must cite the work.Translations you must cite the original work,identify changes to the original and add the following text:In the event of any discrepancy between the original work and the translation,only the text of original work should be considered valid.Adaptations you must cite the original work and add the following text:This is an adaptation of an original work by the OECD.The opinions expressed and arguments employed in this adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material the licence does not apply to third-party material in the work.If using such material,you are responsible for obtaining permission from the third party and for any claims of infringement.You must not use the OECD logo,visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration(PCA)Arbitration Rules 2012.The seat of arbitration shall be Paris(France).The number of arbitrators shall be one.3 DO ADULTS HAVE THE SKILLS THEY NEED TO THRIVE IN A CHANGING WORLD?OECD 2024 Acknowledgements The Survey of Adult Skills,a product of the OECD Programme for the International Assessment of Adult Competencies(PIAAC)is the outcome of a collaboration among participating countries and economies,the OECD Directorate for Education and Skills and the OECD Directorate for Employment,Labour and Social Affairs,and an international Consortium led by Educational Testing Service(ETS).The development of this report was guided by Stefano Scarpetta and Andreas Schleicher.The report was prepared by Francesco Avvisati,Elif Bahar,Anja Meierkord,Marco Paccagnella,Helke Seitz,Mila Staneva and Roland Tusz,under the supervision of Glenda Quintini and Claudia Tamassia.Franois Keslair provided statistical and analytical support,assisted by Hajar Sabrina Yassine.Sally Hinchcliffe provided editorial assistance.Administrative support was provided by Sabrina Leonarduzzi.Rachel Linden coordinated production and Fung Kwan Tam designed the tables and figures.The international Consortium was responsible for developing the assessment instruments and preparing the underlying data under the direction of Laura Halderman and Irwin Kirsch.Samuel Greiff,Jean-Franois Rouet,Dave Tout and Guido Schwerdt led the expert groups that oversaw the development of the cognitive assessment instruments and of the background questionnaire.Matthias von Davier chaired the projects Technical Advisory Group.The PIAAC Board of Participating Countries(BPC)co-chaired by Aviana Bulgarelli(Italy,until 2020),Ted Reininga(the Netherlands,until 2021),Katalin Zoltn(Hungary,since 2020)and James Davison(England,UK,since 2021)steered the development of the project and of the report.Feedback and comments on this report by members of the BPC are gratefully acknowledged.4 DO ADULTS HAVE THE SKILLS THEY NEED TO THRIVE IN A CHANGING WORLD?OECD 2024 Editorial In a world of rapid technological advancement,the transition to net-zero and demographic changes,the ability of adults to thrive increasingly depends on their foundational skills.Technological change,including automation and the latest strides of generative artificial intelligence,is transforming most industries and jobs.Alongside net-zero pledges,this transformation is creating new roles that require new skillsets.AI and digitalisation are also revolutionising how basic skills are used in everyday life,from managing personal finances to making data-driven decisions in the workplace.Ageing populations are leading to longer working lives and shifting demand for goods and services,including increased demand on healthcare systems.More than ever,beyond specialised skills for specific professions,information-processing skills literacy,numeracy and adaptive problem solving are becoming essential for individuals to navigate these profound transformations.Literacy equips people to process information,communicate effectively and participate in civic life.Numeracy underpins decision-making,financial literacy and the ability to interpret complex data.Problem-solving skills enable individuals to adapt,innovate and leverage technology.Together,these skills are not only indispensable for economic success but also fundamental for societies to address inequality,foster resilience and promote social cohesion.With skill needs evolving at an unprecedented pace,the 2023 Survey of Adult Skills stresses the urgent need for education and training systems to scale up their efforts and adapt.The survey assessed the literacy,numeracy and adaptive problem solving skills of about 160 000 adults aged 16-65 from 31 countries and economies,representing 673 million people.The data confirms the essential role of these skills in achieving positive economic and social outcomes.Adults with higher numeracy skills,for example,are more likely to be employed,earn a higher wage,and report better health and life satisfaction than those with lower numeracy skills.In some countries,adults with high numeracy skills are considerably more likely to feel they can understand and influence political affairs.Despite significant efforts by governments and social partners to strengthen education and adult training systems over the past decade,the survey reveals a starkly uneven skills landscape,with increasing numbers of people ill-prepared for the future.Over the past decade,only Finland and Denmark have seen significant improvements in adult literacy skills,while other participating countries and economies have experienced stagnation or decline.The situation is less gloomy when it comes to numeracy proficiency:eight countries saw their average scores improve,with Finland and Singapore recording the largest gains.Behind the declines in average skill levels,inequalities within countries are widening.Across all participating countries,one-fifth of adults are only able to understand simple texts or solve basic arithmetic.The incidence of this varies widely across countries.This is particularly worrying in the context of rapid technological and economic change,which increasingly rewards those with advanced literacy,numeracy and problem-solving skills,while leaving others behind.This evolving situation raises urgent questions about how societies can ensure that everyone benefits from technological and economic progress.The findings call for targeted policies to address these gaps,through 5 DO ADULTS HAVE THE SKILLS THEY NEED TO THRIVE IN A CHANGING WORLD?OECD 2024 improved access to education and training,stronger adult learning systems and efforts to equip all individuals with the skills they need to thrive.The data also highlight specific areas for intervention.For example,the survey shows larger declines in literacy among men than women,but men continue to outperform women in numeracy.Meanwhile,foreign-born adults have lower skills than native-born adults in nearly all countries.In some places,an increase in the share of foreign-born adults coincided with declining average literacy proficiency scores.These changes are notable but relatively small,with immigrants lack of familiarity with the local language a contributory factor.Tackling all these issues is not just a matter of equity;it is essential for economic resilience and social cohesion.To address the challenges,we need to rethink our approach to lifelong learning and employability.It is not merely a matter of funding but of boosting upskilling and reskilling opportunities,particularly for low-skilled workers.Adaptability is key;education and training need to become more accessible by reducing barriers to lifelong learning,including more modular,targeted courses and online options.This flexibility will make learning more attractive to both workers and employers,and potentially lead to a change in mindset:shifting from earning a degree to taking ownership over what we learn,how we learn,where we learn and when in our lives we learn.Improving the visibility and recognition of skills,and the effective use of AI,will likely play a crucial role in this transformation.Overall,the survey results underscore the urgent need for a comprehensive re-evaluation of how countries support skills development.By investing in skills,governments will support a more resilient and inclusive workforce that helps sustains prosperity for all.Andreas Schleicher Director for Education and Skills and Special Advisor to the Secretary-General on Education Stefano Scarpetta Director for Employment,Labour and Social Affairs 6 DO ADULTS HAVE THE SKILLS THEY NEED TO THRIVE IN A CHANGING WORLD?OECD 2024 Table of contents Acknowledgements 3 Editorial 4 Readers guide 10 Abbreviations and acronyms 21 Executive summary 22 1 The relevance of information-processing skills in rapidly changing societies 25 Introduction 26 Workforce skills:Rising to the task in the era of artificial intelligence 27 Making democracy work in increasingly diverse and interconnected societies 33 What the Survey of Adult Skills measures 37 What the Survey of Adult Skills can tell us 43 References 45 Notes 50 2 Literacy,numeracy and adaptive problem solving among adults in 2023 51 In Brief 52 Introduction 52 How did adults perform in the 2023 Survey of Adult Skills?53 Socio-demographic differences in key information-processing skills 69 References 94 Notes 99 3 How adults proficiency in key information-processing skills has changed over the past decade 100 In Brief 101 Introduction 102 Changes in the skills proficiency of the adult population 102 How trends in skills proficiency relate to changes in the socio-demographic composition of the population 113 Changes in inequalities in skills proficiency 135 References 144 Notes 146 7 DO ADULTS HAVE THE SKILLS THEY NEED TO THRIVE IN A CHANGING WORLD?OECD 2024 4 Outcomes of investment in skills 147 In Brief 148 Introduction 149 How are skills and education rewarded in the labour market?149 How do skills relate to social outcomes?162 How widespread are skills mismatches?170 What are the economic and social costs of mismatches?182 References 187 Notes 191 Annex A.Tables of results for countries and economies 193 Annex B.Additional tables 196 FIGURES Figure 1.1.Evolution of tasks performed by workers in the United States,1980-2012 27 Figure 1.2.How skill demand evolved in establishments that most likely adopted AI,relative to other establishments 31 Figure 1.3.Evolution of Internet usage,2012-23 34 Figure 1.4.Example literacy item:“Bread”38 Figure 1.5.Example numeracy item:“Wallpaper”39 Figure 1.6.Example adaptive problem solving item:“Best route”40 Figure 1.7.An illustration of the relationship between the difficulty of assessment items and proficiency of adults on the literacy,numeracy and adaptive problem solving scales 41 Figure 2.1.Comparison of countries and economies average proficiency in literacy and numeracy 57 Figure 2.2.Literacy proficiency among adults 64 Figure 2.3.Numeracy proficiency among adults 65 Figure 2.4.Proficiency in adaptive problem solving among adults 66 Figure 2.5.Share of adults who are low performing in more than one domain 67 Figure 2.6.Inequality in the distribution of key information-processing skills 68 Figure 2.7.Average proficiency in key information-processing skills,by age 70 Figure 2.8.Average proficiency in key information-processing skills,by educational attainment 73 Figure 2.9.Differences in key information-processing skills,by educational attainment 74 Figure 2.10.Share of tertiary-educated adults who studied STEM fields 76 Figure 2.11.Average numeracy proficiency among tertiary-educated adults,by field of study 77 Figure 2.12.Share of women among STEM and non-STEM graduates 79 Figure 2.13.Gender differences in numeracy among STEM graduates 80 Figure 2.14.Gender differences in key information-processing skills 82 Figure 2.15.Share of low performers in key information-processing skills,by gender 83 Figure 2.16.Average proficiency in key information-processing skills,by immigrant background 86 Figure 2.17.Differences in literacy proficiency,by immigrant background 87 Figure 2.18.Average literacy proficiency,by immigrant background and migration history 89 Figure 2.19.Average proficiency in key information-processing skills,by parental education 92 Figure 2.20.Differences in key information-processing skills,by parental education 93 Figure 3.1.Change in average literacy and numeracy proficiency between cycles,before and after accounting for demographic changes 104 Figure 3.2.Share of adults scoring at low and high proficiency levels in literacy in Cycle 1 and Cycle 2 108 Figure 3.3.Share of adults scoring at low and high proficiency levels in numeracy in Cycle 1 and Cycle 2 109 Figure 3.4.Change in the distribution of proficiency of literacy and numeracy between cycles 111 Figure 3.5.Long-term trends in literacy proficiency 114 Figure 3.6.Change in educational attainment of the adult population between cycles 116 Figure 3.7.Change in literacy proficiency between cycles,by educational attainment 117 Figure 3.8.Change in the gap in literacy proficiency between highly and low-educated adul