Author: Innovation and Skills Department for BusinessPublisher:
ISBN:
Category :
Languages : en
Pages : 425
Book Description
The Skills for Life 2011 Survey was commissioned by the Department for Business, Innovation and Skills and designed to measure basic skills amongst people aged between 16 and 65 (inclusive) in England. In a large part, the survey replicated the 2003 survey, using the same literacy and numeracy tools to assess people's skills. This report (425 pages) presents the main findings from Skills for Life 2011 Survey. Table of contents: * Summary of Findings (The Skills for Life 2011 Survey. Profile of the population of 16-65 year-olds in 2011. Distribution of skills. Skills levels by demographic characteristics. Personal characteristics associated with weak skills. Changes in literacy and numeracy performance over time. Basic skills and education. Literacy and numeracy in everyday life. Basic skills in work. Basic skills and computer use. Training in basic skills. Attitudes towards learning. A focus on policy sub-groups. A focus on sub-skills. Comparison of assessments. Conclusions) * Introduction (General introduction. Policy background and standards. Research aims and objectives. The Skills for Life 2003 Survey. Development and piloting of the Skills for Life 2011 Survey. The Skills for Life 2011 Survey. Scope and structure of the report. Notes on the report) * Population profile * Distributions of literacy, numeracy and ICT skills (Literacy, numeracy and ICT distributions by age. The Relationship between Literacy, Numeracy and ICT skills. Literacy and Numeracy. Literacy, Numeracy and ICT. Correlations between ICT components) * Skills Levels and demographic characteristics (Skills amongst respondents from different linguistic and cultural backgrounds. The relationship between skills and geo-demographic characteristics. The relationship between skills and personal demographic characteristics. The relationship between literacy, numeracy and ICT by age) * Understanding the relationship between skills and personal characteristics *(Personal characteristics that predict 'weak' skills - results of regression analysis. Analysis: literacy. Analysis: numeracy) * Education (Key Findings. When left education. Highest qualifications. Specific English and Maths qualifications. Parental education. Literacy and Numeracy. ICT) * Literacy, numeracy and ICT skills in everyday life and work (Key findings. Introduction. Self-assessment of everyday literacy and numeracy skills. Using literacy and numeracy in everyday life. Basic skills and job prospects. Basic skills and economic activity. Basic skills and occupation. Basic skills and industry sector. Basic skills and earnings. Basic skills and benefits) * Computer use (Computer access and Literacy and Numeracy Levels. How the internet is used) * Training in basic skills (Key findings. Introduction. Literacy training. Numeracy training. ICT training. The relationship between ICT training and Literacy and Numeracy Levels) * Attitudes towards learning * Analysis of policy subgroups (Key Findings. Introduction. People who are unemployed and on benefits. Low skilled adults in employment. Individuals who are not in education, employment or training. Individuals at risk from social exclusion. Individuals at risk from digital exclusion. Individuals whose first language is not English. Individuals with disabilities, including learning difficulties. Young people) * Spiky profiles (Key Findings. Introduction. Methodology for analysis of literacy and numeracy sub-skills. Literacy spiky profiles. Numeracy spiky profiles. Methodology for analysis of ICT sub-skills. Sub-skills outcomes for ICT. Correlations between the ICT assessment components. ICT spiky profiles) * Comparisons of survey results with other surveys and standards (National Tests. Key Skills tests. Functional Skills assessments. The International Adult Literacy Survey (IALS 1997). The Centre for Longitudinal Studies/National Foundation for Educational Research. Survey for literacy The National Survey of Adult Skills in Wales 2010 for literacy and numeracy. The Scottish Survey of Adult Literacies (SSAL) 2009. The Progress in International Reading Literacy Study (PIRLS) for literacy. The Programme for International Student Assessment (PISA) (2000, 2003, 2006, 2009) reading outcomes. The Trends in International Mathematics and Science Study (TIMSS) for numeracy. The Programme for International Student Assessment (PISA) (2000, 2003, 2006, 2009) mathematics outcomes. Future international survey of literacy and numeracy: Programme for the International Assessment of Adult Competences (PIAAC). Comparisons of the Skills for Life 2011 Survey ICT assessment. The Skills for Life 2011 ICT assessment and national IT standards. The Skills for Life 2011 ICT assessment and Functional Skills ICT assessments) * Summary of findings and issues for further consideration (Summary of the findings from the Skills for Life 2011 Survey. Survey validity and comparability. Comparability of results from 2003 and 2011. Initial interpretation of trends in literacy and numeracy. Skills loss in literacy and numeracy. Numeracy skills have worsened due to poorly skilled young people entering the survey population. Ineffective training in numeracy. Population changes relating to migration balance out literacy and numeracy skills gains in the 'base population'. Skills improvement is marginal or long term, or not measured in terms of literacy and numeracy. Other possibilities. Discussion and initial interpretation of the ICT headline findings. Further work).