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The OECD Programme for the International Assessment of Adult Competencies: empirical evidences for future policy-challenges

Simona Mineo

Ricercatore Isfol

Regional Comparative Analysis of Regional Policies for Adult Learning

SVIMEZ

Consortium Meeting 29-30 May 2014

(2)

PIAAC has been underway in Italy under the scientific responsibility of ISFOL, commissioned by the Ministry of Employment and Social Policies.

PIAAC (Programme for the International Assessment of Adult Competencies)

 PIAAC is the most comprehensive international household-based survey ever implemented. The Survey of Adult Skills (PIAAC) assesses the proficiency of adults in literacy, numeracy and problem solving in technology-rich environments. These are considered to be “key information-processing skills” in that they are:

necessary for fully integrating and participating in the labour market, education and training, and social and civic life;

highly transferable, in that they are relevant to many social contexts and work situations;

“learnable” and, therefore, subject to the influence of policy.

 The target population for the survey was the non-institutionalised population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status

(3)

PIAAC in the world

3 Round 1: Australia, Austria, Belgium (Flanders), Canada, Czech Republic, Denmark, Estonia, Finland,

France, Germany, Ireland, Italy, Japan, Korea (Republic of), Netherlands, Norway, Poland, Slovak Republic, Spain, Sweden, United Kingdom (England and Northern Ireland), and United States; and two partner countries –

Cyprus and Russian Federation.

Round 2: Chile, Greece, Indonesia, Israel, Lithuania, New Zealand, Singapore, Slovenia, Turkey

(4)

Agenda

1. The Main Elements of the Survey 2. Computer delivery platform

3. Summary of results 4. The policy challenges

(5)

The Main Elements of the Survey

5

1. The Main Elements of the Survey

BQ

• Demographic charateristics and background

• Educational attainment and participation in learning activities

• Labour-force status and employment

• Social outcomes

• Literacy and numeracy practices and the use of skills

Module on skills use

• Cognitive skills – reading, writing, numeracy and problem solving

• Technology skills – ICT

• Interaction skills – co- operation, influencing

• Learning skills – learning

• Organisation skills – organisation and planning

• Physical skills – physical requirements: use of gross and fine motor skills

DA

• Literacy

• Numeracy

• Reading Components (optional)

• Problem-solving in technology rich Environments (optional)

(6)

Computer delivery platform

PIAAC VM

Case Management System

Background Questionnaire Assessment

2. Computer Delivery Platform

(7)

PIAAC VM

PIAAC was the first large-scale assessment delivered on a laptop computer to respondents in their homes.

The integration of the 3 components (Case Management System, Virtual Machine e TAO platform) address the following issues:

- all countries fully met the required quality standards;

- test and evaluate the functioning of the cognitive portion of the delivery platform, particularly response capturing and automatic scoring;

- test and evaluate the functioning of the CAPI system, particularly the flow of questions and efficiency of the system in capturing information.

Overview of the quality

Computer delivery platform

2. Computer Delivery Platform

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The level and distribution of skills across country

8

296

288 284

280 279 278

276 275 275 274 274 273 273 273 272 271 270 270 269 269

267 267 262

252 250

225 235 245 255 265 275 285 295 305

Punteggio literacy

Livello 2 Livello 3

3. Summary of results

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9

80 60 40 20 0 20 40 60

Italia Spagna Francia Irlanda Polonia Cipro Austria Stati Uniti Germania Danimarca Regno Unito Repubblica di Corea Media OCSE-PIAAC Canada Repubblica Slovacca Repubblica Ceca Belgio (Fiandre) Estonia Norvegia Svezia Australia Paesi Bassi Finlandia Giappone

Below Level 1 Level 1 Level 2 Level 3 Level 4/5

The level and distribution of skills across country

3. Summary of results

(10)

The adult proficiency across survey

10

35

8 7

2

0 -2 -2 -2 -3 -4 -5 -12 -16 -18 -26

-30 -20 -10 0 10 20 30 40

PIAAC mean score is significantly different from IALS mean score

PIAAC mean score is NOT significantly different from IALS mean score

3. Summary of results

(11)

The adult proficiency across survey

11

Australia Belgium

Canada Denmark

Finland

Germany

Ireland

Italy Netherlands

Norway

Poland Sweden

USA Czech Republic

240 260 280 300

-40 -35 -30 -25 -20 -15 -10 -5 0 5 10 15 20 25 30 35 40

Score literacy

Average OCSE-PIAAC Risultati di PIAAC

sopra la media OCSE Risultati di PIAAC

sopra la media OCSE - risultati peggiorati da IALS 94-98

Risultati di PIAAC sopra la media OCSE Risultati di PIAAC

sopra la media OCSE - risultati peggiorati da IALS 94-98

Risultati di PIAAC sopra la media OCSE Risultati di PIAAC

sopra la media OCSE - risultati peggiorati da IALS 94-98

PIAAC country results above PIAAC OECD average -

PIAAC country results better than IALS 94-98 PIAAC country results

above PIAAC OECD average -

PIAAC country results worst than IALS 94-98

PIAAC country results below PIAAC OECD average -

PIAAC country results worst than IALS 94-98

PIAAC country results below PIAAC OECD average -

PIAAC country results better than IALS 94-98

3. Summary of results

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Italy

• Italy badly performed in adult skills proficiency:

A significant number of adults have low levels of proficiency in the information-processing skills increasingly needed in the information societies of today (28% at or below level 1).

Young adults perform better than older ones.

12

5°percentile 25°percentile 75°percentile 95°percentile

Average

150 175 200 225 250 275 300 325 350 375

16-24 25-34 35-44 45-54 55-65 16-24 25-34 35-44 45-54 55-65

Italy Average OCSE

Skill score Levels

Bel. Lev. 1 Level 1 Level 2 Level 3 Level 4

3. Summary of results

(13)

Italy

• Italy badly performed in adult skills proficiency:

A significant number of adults have low levels of proficiency in the information-processing skills increasingly needed in the information societies of today (28% at or below level 1).

Young adults perform better than older ones.

Women perform as men.

Performance gap is wide between regions: North Eastern and Central Italy with scores around OECD average and Southern Italy much below the average

13

250

267 270

274 273

248

261 261

241 241

225 235 245 255 265 275 285 295

Italy Ireland Germany Slovak Republic

Average OCSE/PIAAC

North Ovest North East Center South Islands

3. Summary of results

(14)

NEET

• NEETs are the worst performers

14

3. Summary of results

(15)

NEET

• NEETs are the worst performers

15

0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0

In education only Neither in education nor work but has been in education or training during previous 12

months

In education and work In work only NEET Italy Average OECD

Odds ratio

3. Summary of results

Adjusted odds ratios of 16-24 year-olds scoring at or below proficiency Level 2 on the literacy scale, by education and work status

(16)

Formal education and its relationship to proficiency

• Formal education plays a key role in developing foundation skills:

Students are the best performer in Italy (273 score)

16-24 aged students show an evident advantage than workers

16

3. Summary of results

(17)

Level of education and skills proficiency

• The relationship between formal education (educational attainment) and proficiency in the skills assessed by the survey is strong and complex.

• More education does not automatically translate into better skills

17

3. Summary of results

(18)

Adult education and training and proficiency

18

 PIAAC results show a strong positive relationship between participation in adult education and literacy skills

 In Italy there is the lowest participation rates in adult education and training activities: 24,3% vs. 51,9% OCSE average.

3. Summary of results

Ireland Average

Germany Italy Slovak Republic

Below level 1 Level 1 Level 2 Level 3 Level 4/5

Percentage of adults who participated in adult education and training during year prior to the survey, by level of proficiency in literacy

(19)

The policy challenges

19

 PIAAC evidences allow for systemic analyses, as a prerequisite for setting up consistent strategies and skills policies.

 In Italy many factors have an impact on foundation skills performance:

Early School Leaving

Low Levels of Participation in Tertiary Education

Low Levels of Participation in Adult Education and Training

High Level of Neets

Women Low Activity Rates

Aged Population (Older Cohorts with Very Low Levels of Edu)

Spells of Long-term Unemployment

Social Background

Mismatch and Low Skills Use

 Improve virtuous cycle for adults with high proficiency as adult learning can play an important role in helping adults to develop and maintaining key information-processing skills and acquire other knowledge and skills.

 The key policy challenge is to help low-skilled adults breaking the vicious cycle for those with low proficiency.

Migliorare le competenze

degli adulti italiani High Level italian expert group report on PIAAC Project

(20)

Key points for policy

20

 Make lifelong learning opportunities accessible to all

 Provide high-quality initial education and lifelong learning opportunities

 Make sure all children have a strong start in education

 Develop links between the world of learning and the world of work

 Provide training for workers

 Identify those most at risk of poor skills proficiency

 Show how adults can benefit from better skills

 Recognise and certify skills proficiency

(21)

21

Thank you for your attention

Simona Mineo s.mineo@isfol.it

www.isfol.it/piaac

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