copy the linklink copied! Annex A. Skills Matter: Additional Results from the Survey of Adult Skills Tables of results
copy the linklink copied! List of tables available on line
The following tables are available in electronic form only.
Chapter 2 Adults’ proficiency in key information-processing skills
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Table A2.1 |
Percentage of adults scoring at each proficiency level in literacy |
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Table A2.2 |
Mean literacy proficiency and distribution of literacy scores, by percentile |
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Table A2.3 |
Percentage of adults scoring at each proficiency level in numeracy |
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Table A2.4 |
Mean numeracy proficiency and distribution of numeracy scores, by percentile |
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Table A2.5 |
Percentage of adults who score at or below Level 1 in literacy and/or numeracy |
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Table A2.6 |
Performance in the reading component assessment, by literacy proficiency level |
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Table A2.7 |
Percentage of adults scoring at each proficiency level in problem solving in technology-rich environments |
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Table A2.8 |
Correlation between literacy and numeracy proficiency |
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Table A2.9 |
Performance in the reading component assessment, by results to the core test |
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Table A2.10 |
Performance in the reading component assessment, by results to the core test (population at or below level 1) |
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Table A2.11 |
Percentage of adults with low ICT and information-processing skills |
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Table A2.12 |
Per capita GDP In USD, constant 2010 prices, using PPPs |
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Table A2.13 |
Percentage of adults with no/limited computer experience and participation in the computer-based assessment, by socio-demographic characteristics |
Chapter 3 The socio-demographic distribution of key information-processing skills
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Table A3.1 (L) |
Difference in literacy scores between contrast categories, by socio-demographic characteristics |
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Table A3.1 (N) |
Difference in numeracy scores between contrast categories, by socio-demographic characteristics |
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Table A3.2 (L) |
Mean literacy proficiency, by educational attainment, and score difference between high- and low-educated adults |
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Table A3.2 (N) |
Mean numeracy proficiency, by educational attainment, and score difference between high- and low-educated adults |
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Table A3.3 (L) |
Percentage of adults at each proficiency level in literacy, by educational attainment |
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Table A3.3 (N) |
Percentage of adults at each proficiency level in numeracy, by educational attainment |
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Table A3.3 (P) |
Percentage of adults at each proficiency level in problem solving in technology-rich environments, by educational attainment |
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Table A3.4 (L) |
Mean literacy proficiency among 16-24 and 20-24 year-olds, by educational attainment |
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Table A3.4 (N) |
Mean numeracy proficiency among 16-24 and 20-24 year-olds, by educational attainment |
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Table A3.5 (L) |
Mean literacy proficiency, by age groups, and score difference between youngest and oldest adults |
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Table A3.5 (N) |
Mean numeracy proficiency, by age groups, and score difference between youngest and oldest adults |
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Table A3.6 (L) |
Relationship between age and literacy proficiency |
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Table A3.6 (N) |
Relationship between age and numeracy proficiency |
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Table A3.6 (P) |
Relationship between age and proficiency in problem solving in technology-rich environments |
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Table A3.7 (L) |
Percentage of adults at each proficiency level in literacy, by age groups |
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Table A3.7 (N) |
Percentage of adults at each proficiency level in numeracy, by age groups |
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Table A3.7 (P) |
Percentage of adults at each proficiency level in problem solving in technology-rich environments, by age groups |
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Table A3.8 (L) |
Mean literacy proficiency, by gender, and score difference between men and women |
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Table A3.8 (N) |
Mean numeracy proficiency, by gender, and score difference between men and women |
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Table A3.9 (L) |
Mean literacy proficiency, by age and gender |
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Table A3.9 (N) |
Mean numeracy proficiency, by age and gender |
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Table A3.10 (L) |
Percentage of adults at each proficiency level in literacy, by gender |
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Table A3.10 (N) |
Percentage of adults at each proficiency level in numeracy, by gender |
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Table A3.10 (P) |
Percentage of adults at each proficiency level in problem solving in technology-rich environments, by gender |
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Table A3.11 (L) |
Mean literacy proficiency and score difference, by parents’ educational attainment |
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Table A3.11 (N) |
Mean numeracy proficiency and score difference, by parents’ educational attainment |
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Table A3.12 (L) |
Percentage of adults at each proficiency level in literacy, by parents’ educational attainment |
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Table A3.12 (N) |
Percentage of adults at each proficiency level in numeracy, by parents’ educational attainment |
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Table A3.12 (P) |
Percentage of adults at each proficiency level in problem solving in technology-rich environments, by parents’ educational attainment |
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Table A3.13 |
Percentage of adults, by socio-demographic characteristics |
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Table A3.14 |
Percentage of adults, by age and level of educational attainment |
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Table A3.15 |
Percentage of men and women at each level of educational attainment, by age groups |
Chapter 4 Use of skills in everyday life and at work
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Table A4.1 |
Descriptive statistics of the use of numeracy skills in everyday life and at work by country |
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Table A4.2 |
Index of intensity of engagement in numeracy practices in everyday life and at work, by country |
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Table A4.3 |
Percentage of adults scoring at each level of intensity in numeracy practices in everyday life and at work, by country |
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Table A4.4 |
Adjusted and unadjusted gender differences in engagement in numeracy practices in everyday life and at work |
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Table A4.5 |
Adjusted and unadjusted age differences in engagement in numeracy practices in everyday life and at work |
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Table A4.6 |
Adjusted and unadjusted differences in engagement in numeracy practices in everyday life and at work, by educational attainment |
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Table A4.7 |
Determinants of engagement intensity in numeracy practices in everyday life by labour force status |
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Table A4.8 |
Determinants of engagement intensity in numeracy practices in everyday life and at work |
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Table A4.9 |
Variations in using information-processing skills at work |
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Table A4.10 |
Index of intensity of engagement in problem solving and social interaction tasks at work, by country |
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Table A4.11 |
Percentage of the variance in engagement in problem solving and social interaction task at work explained by industry and occupation |
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Table A4.12 |
Percentage of workers by risk of automation |
Chapter 5 The outcomes of investment in skills
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Table A5.1 (L) |
Effect of education and literacy proficiency on the likelihood of being employed |
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Table A5.1 (N) |
Effect of education and numeracy proficiency on the likelihood of being employed |
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Table A5.2 (L) |
Effect of education, literacy proficiency and reading use at work on wages |
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Table A5.2 (N) |
Effect of education, numeracy proficiency and numeracy use at work on wages |
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Table A5.3 |
Contribution of education, literacy and numeracy to the variation in hourly wages |
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Table A5.4 |
Contribution of education, literacy and numeracy to the variation in hourly wages, by age group |
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Table A5.5 |
Contribution of education, literacy and numeracy to the variation in hourly wages, by gender |
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Table A5.6 |
Qualification, literacy, numeracy and field-of-study mismatch |
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Table A5.7 |
Effect on wages of qualification, numeracy and field-of-study mismatch |
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Table A5.8 (L) |
Marginal effects of literacy proficiency on adults reporting positive social outcomes |
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Table A5.8 (N) |
Marginal effects of numeracy proficiency on adults reporting positive social outcomes |
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