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ERIC Number: ED560557
Record Type: Non-Journal
Publication Date: 2015
Pages: 192
Abstractor: ERIC
Reference Count: N/A
ISBN: 978-92-64-23683-7
ISSN: ISSN-2307-8723
Adults, Computers and Problem Solving: "What's the Problem?" OECD Skills Studies
Chung, Ji Eun; Elliott, Stuart
OECD Publishing
The "OECD Skills Studies" series aims to provide a strategic approach to skills policies. It presents OECD internationally comparable indicators and policy analysis covering issues such as: quality of education and curricula; transitions from school to work; vocational education and training (VET); employment and unemployment; innovative workplace learning; entrepreneurship; brain drain and migrants; and skills matching with job requirements. This document was prepared as part of the analytical work of the OECD Programme for the International Assessment of Adult Competencies (PIAAC) Board of Participating Countries. The report provides an in-depth analysis of the results from the Survey of Adult Skills related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving. The Nordic countries and the Netherlands have the largest proportions of adults (around 40%) who score at the higher levels in problem solving, while Ireland, Poland, and the Slovak Republic have the smallest proportions of adults (around 20%) who score at those levels. Variations in countries' proficiency in problem solving using ICT are found to reflect differences in access to the Internet and in the frequency with which adults use e-mail. The report finds that problem-solving proficiency is strongly associated with both age and general cognitive proficiency, even after taking other relevant factors into account. Proficiency in problem solving using ICT is related to greater participation in the labour force, lower unemployment, and higher wages. By contrast, a lack of computer experience has a substantial negative impact on labour market outcomes, even after controlling for other factors. The discussion considers policies that promote ICT access and use, opportunities for developing problem-solving skills in formal education and through lifelong learning, and the importance of problem-solving proficiency in the context of e-government services. Following a foreword by Andreas Schleicher, the Director of the Directorate for Education and Skills, an executive summary, information about the Survey of Adult Skills, and a Reader's Guide, the following chapters are included: (1) Problem Solving in Technology-Rich Environments and the Survey of Adult Skills; (2) Proficiency in Problem Solving in Technology-Rich Environments; (3) Differences within Countries in Proficiency in Problem Solving in Technology-Rich Environments; (4) Proficiency in Problem Solving in Technology-Rich Environments, the Use of Skills and Labour Market Outcomes; and (5) Some Pointers for Policy. The following are appended: (1) Tables of Results; and (2) Additional Tables. Individual chapters contain references. [This report was prepared under the supervision of William Thorn, with assistance from Veronica Borg, Vanessa Denis, and François Keslair. Editorial assistance was provided by Marilyn Achiron and Célia Braga-Schich.]
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Organisation for Economic Cooperation and Development
Identifiers - Location: Australia; Austria; Belgium; Canada; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Ireland; Italy; Japan; Netherlands; Norway; Poland; Russia; Slovakia; South Korea; Spain; Sweden; United Kingdom; United States