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Author: Joel Williams Publisher: The Stationery Office ISBN: 9780112711605 Category : Education Languages : en Pages : 326
Book Description
Basic skills tests (based on the National Standards for adult basic skills) were carried out between June 2002 and May 2003, on a sample of over eight thousand adults normally resident in England. The tests were combined with a background questionnaire (social survey). This report provides many detailed statistics but some of the the main findings are noted below. 44 per cent of the respondents achieved Level 2 or above in the literacy assessment, but 16 per cent were classified at Entry level 3. In the numeracy test, 25 per cent achieved Level 2 or above, but 47 per cent were classified at Entry level 3 or below. Overall, 47 per cent were classified at Entry level 3 or below, in either literacy or numeracy, and only 18 per cent achieved Level 2 or above for both literacy and numeracy.
Author: Joel Williams Publisher: The Stationery Office ISBN: 9780112711605 Category : Education Languages : en Pages : 326
Book Description
Basic skills tests (based on the National Standards for adult basic skills) were carried out between June 2002 and May 2003, on a sample of over eight thousand adults normally resident in England. The tests were combined with a background questionnaire (social survey). This report provides many detailed statistics but some of the the main findings are noted below. 44 per cent of the respondents achieved Level 2 or above in the literacy assessment, but 16 per cent were classified at Entry level 3. In the numeracy test, 25 per cent achieved Level 2 or above, but 47 per cent were classified at Entry level 3 or below. Overall, 47 per cent were classified at Entry level 3 or below, in either literacy or numeracy, and only 18 per cent achieved Level 2 or above for both literacy and numeracy.
Author: OECD Publisher: OECD Publishing ISBN: 9264385134 Category : Languages : en Pages : 136
Book Description
This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults.
Author: Organisation for Economic Co-operation and Development Publisher: OCDE ISBN: 9789264204898 Category : Adult education and state Languages : en Pages : 0
Book Description
This study identifies 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.
Author: OECD Publisher: OECD Publishing ISBN: 9264010394 Category : Languages : en Pages : 333
Book Description
Based on the Adult Literacy and Life Skills survey conducted in Bermuda, Canada, Italy, Mexico (Nuevo Leon), Norway, and the United States of America in 2003 and 2004, this book presents an initial set of findings that shed new light on the twin processes of skill gain and loss.
Author: Paul Satherley Publisher: ISBN: 9780478136715 Category : Functional literacy Languages : en Pages : 14
Book Description
The Adult Literacy and Life Skills (ALL) Survey: An Introduction is intended as an introduction to the ALL survey. It explains the nature of the ALL survey, its application and how the ALL survey results will be presented. It contains none of the ALL survey results. Table of contents: * Overview * Introduction * The ALL survey in detail * How will the findings be presented? * Timeline * Further information.
Author: OECD Publisher: OECD Publishing ISBN: 9264799001 Category : Languages : en Pages : 132
Book Description
In the wake of the technological revolution that began in the last decades of the 20th century, labour-market demand for information-processing and other high-level cognitive and interpersonal skills have been growing substantially. Based on the results from the 39 countries and regions that participated in the 1st cycle of the Survey of Adult Skills (PIAAC), it places special emphasis on the results from the 3rd round of this cycle, with 6 new countries collecting data in 2018-19. This report describes adults’ proficiency in information-processing skills and examines how proficiency is related to education, labour-market and social outcomes.
Author: National Research Council Publisher: National Academies Press ISBN: 0309256496 Category : Education Languages : en Pages : 203
Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Author: Innovation and Skills Department for Business Publisher: 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).
Author: Joel Williams
Author: Joel Williams
Author: OECD
Author: Organisation for Economic Co-operation and Development
Author: Paul Satherley
Author: OECD
Author: Paul Satherley
Author: DEPARTMENT FOR EDUCATION AND SKILLS.
Author: OECD
Author: National Research Council
Author: Innovation and Skills Department for Business