4.6. Enablers of effective use

Solid cognitive skills such as literacy and numeracy, coupled with the ability to solve problems, learn and think creatively, are key to adapting to the scale, speed and scope of digital transformations.

The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), is designed to measure adults’ proficiency in several key information-processing skills, namely literacy, numeracy and problem solving in technology-rich environments. Such test-based skill assessments have a strong advantage in comparison to other sources, as they provide a normalised, internationally comparable picture across countries.

In PIAAC, literacy and numeracy assessments cover a range of contexts including work, personal life, education and training, and society, economy and the environment. Tasks undertaken at levels three, four and five correspond to the highest levels of proficiency in numeracy and literacy. With a few exceptions, countries exhibit comparable ratios of top and low performers in numeracy and literacy assessments. In Japan, Finland, Sweden and the Netherlands, around 60% of 16-64 year-olds performed at the highest levels of numeracy and literacy, as opposed to less than 15% in Turkey, Chile and Indonesia.

The PIAAC assessment of problem solving in technology- rich environments refers to specific types of problems that individuals deal with when using ICTs. It contains three levels with levels two and three representing the most sophisticated tasks. Across all OECD countries for which data are available, slightly more than 30% of 16-64 year olds performed at the highest levels of the skills assessment, with the majority performing at level two, rather than at level three (which indicates the highest degree of proficiency).

Training is one crucial way to up-skill individuals to meet their personal digital skills needs. With the widespread use of digital technologies, alternative training channels such as massive open online courses (MOOCs) have become popular, especially among younger people. In 2018, around 11% of Internet users in the EU28 undertook free online training courses or self-studied to improve their skills related to the use of computers, software or applications; only 3% undertook self-paid training courses. About 12% of Internet users reported having received on-the-job training from co-workers or supervisors and 9% took part in a training course paid for or directly provided by their employer.

Did You Know?

The share of young workers with good skills for problem solving in technology-rich environments is almost five-times that of the oldest workers.

Definitions

Numeracy refers to the ability to access, use, interpret, and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. The assessment involves managing a situation or solving a problem in a real-world context, by responding to mathematical content/information/ideas represented in multiple ways.

Literacy refers to the ability to understand, evaluate, use and engage with written texts, in order to participate in society, achieve goals, and develop knowledge and potential. The assessment encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation and evaluation of complex texts. It does not, however, involve the production of text (writing).

Problem solving in technology-rich environments refers to the ability to use digital technologies, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The assessment focuses on the abilities needed to solve problems for personal, work and civic purposes by setting appropriate goals and plans, as well as accessing and making use of information through computers and computer networks.

On-the-job training comprises informal learning activities undertaken at work, often with input from other individuals such as co-workers or supervisors. It is surveyed as a separate item from training paid for or provided by the employer.

Measurability

This analysis encompasses both cognitive and non-cognitive skills, (i.e. skills that are generally only partially learnt at school and that relate to people’s attitudes and personality). Literacy, numeracy and problem solving in technology-rich environments are cognitive skills that are measured through assessment tests. Measures for non-cognitive skills and social skills have been developed using information about the tasks that workers perform on the job from the OECD Programme for International Assessment of Adults (PIAAC).

Figures related to problem solving in technology-rich environments are based on a subset of PIAAC countries, as France, Italy and Spain did not participate in the relevant assessment tests.

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