Brussel - 20 maart 2014

Vaardig genoeg voor de 21ste eeuw? Samen aan de slag met de Vlaamse PIAAC resultaten!

GELETTERDHEIDSCOMPETENTIES ZIJN VAN CRUCIAAL BELANG, MAAR BLIJKBAAR DAN

OOK WEER NIET…

Dirk Van Damme, Head of the Innovation and Measuring Progress Division, Directorate for Education and Skills, OECD

• Lage maar ook laag-midden competentie-niveaus vormen een maatschappelijk risico

• Niet alleen opleiding, maar ook gebruik van competenties is cruciaal

• Competenties versus kwalificaties

• Voorbij geletterdheid

• Enkele conclusies

3

Overzicht

LAGE MAAR OOK LAAG-MIDDEN COMPETENTIE-NIVEAUS

VORMEN MAATSCHAPPELIJK RISICO

4

5

Evolution of employment in occupational groups defined by level of skills proficiency

6

Changing skills demand

Percentage workers in high-qualified and unqualified jobs

30

20

10

0

10

20

30

40

50

60

Au

stri

a

Ital

y

Cze

ch R

epu

blic

Slo

vak

Rep

ub

lic

Jap

an

Ger

man

y

Engl

and

/N. I

rela

nd

(U

K)

Au

stra

lia

Po

lan

d

Ave

rage

Irel

and

Un

ited

Sta

tes

Net

her

lan

ds

Spai

n

Swed

en

Esto

nia

No

rway

Den

mar

k

Ko

rea

Cyp

rus¹

²

Can

ada

Fin

lan

d

Flan

der

s (B

elgi

um

)

Primary education or less Tertiary education or more

7

8

210

230

250

270

290

310

330

PIAAC mean literacy proficiency scores for 25-64 year-olds by educational attainment (2012)

Tertiary Education Below upper secondary education Upper secondary or post-secondary non-tertiary education

0

5

10

15

20

25

30

35

40

Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education

9

Proportion of 25-64 year-olds scoring at PIAAC proficiency level 4 and 5, by educational attainment of the population (2012)

-1%

0%

1%

2%

3%

4%

5%

Ko

rea

Cze

ch R

epu

blic

Swed

en

Fin

lan

d

Can

ada

Co

un

try

aver

age

Swit

zerl

and

Un

ited

Sta

tes

No

rway

Un

ited

Kin

gdo

m

Au

stri

a

Ger

man

y

Fran

ce

Irel

and

Den

mar

k

GDP Growth ISCED 5B/5A/6 ISCED 3/4 ISCED 0/1/2

Average GDP growth (real percentage change from the previous

year) and labour income growth in GDP, by educational categories

(2000-10)

11

Employment rate and earnings by educational attainment and literacy - Flanders

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

0

10

20

30

40

50

60

70

80

90

100

Average monthly earnings ($USD)

Employment rate (%)

Earnings

ISCED 0/1/2 ISCED 3/4 ISCED 5/6

Level 1 Level 2 Level 3 Level 4/5

Literacy skills also matter for social outcomes in life (PIAAC data)

Odds are adjusted for age, gender, and immigration status.

1,0

1,2

1,4

1,6

1,8

2,0

2,2

2,4

2,6

Level 5 Level 4 Level 3 Level 2 Level 1

Has fair to poor health

Does not volunteer forcharity or non-profitorganizations

Poor understanding ofpolitical issues facingcountry

Poor level of general trust

Higher propensity ofbelieving people try to takeof advantage of others

Lower propensity toreciprocate

Poor political efficacy

Odds ratios

12

Likelihood of positive social and economic outcomes among highly literate adults

1,0

1,5

2,0

2,5

3,0

3,5

4,0

4,5

5,0

Good toexcellent

health

BeingEmployed

High levels oftrust

Participation involunteeractivities

High levels ofpoliticalefficacy

High wages

Average Germany England (UK) Flanders (Belgium)

(scoring at Level 4/5 compared with those scoring at Level 1 or below)

Odds ratio

13

COMPETENTIES GEBRUIKEN IS CRUCIAAL

14

Use of skills at work

1,4

1,6

1,8

2

2,2

Reading at work Writing at work Numeracy atwork

ICT at work Problem solvingat work

Average

England/N.Ireland (UK)

Italy

Flanders

Netherlands2

Most frequent use = 4

Least frequent use = 0

Ind

ex o

f u

se

What matters for literacy proficiency (score point differences)

Canada

Flanders

Germany

Netherlands

Average

England/N.Irel

Italy

16

COMPETENTIES OF KWALIFICATIES?

17

18

The effect of education and literacy on labour market participation

Difference in average earnings of tertiary educated workers (with skill level 2) and more highly skilled non-tertiary educated workers (with skill level 3)

Higher skilled, less educated workers

earn more

Less skilled, tertiary educated workers earn

more

19

• Difference in average earnings of tertiary educated workers (with skill level 2) and more highly skilled non-tertiary educated workers (with skill level 4/5)

Higher skilled, less educated workers

earn more

Less skilled, tertiary educated workers earn

more

Difference in average earnings of tertiary educated workers (with skill level 2)

and more highly skilled non-tertiary educated workers (with skill level 4/5)

20

MEER DAN GELETTERDHEID

21

22

Educational attainment related to positive social outcomes

0,4

0,5

0,5

0,6

0,6

0,7

0,7

0,8

0,8

High levels of health High levels ofpolitical efficacy

High levels of trust Participation involunteer activities

Level 3 or higher, tertiary

Level 2 or below, tertiary

Level 3 or higher, belowupper secondary

Level 2 or below, belowupper secondary

Probability

0

0,1

0,2

0,3

0,4

0,5

0,6

0,7

0,8

0,9

1

Cognitive skills Non-cognitive skills

∆St

and

ard

dev

iati

on

Alcohol dependency

Obesity

Non-cognitive skills matter as well

Causal effects of skills on health

Source: ZEW 2012

∆standard deviation in outcomes due to ∆standard deviation of skills

23

24

Impact of social and emotional skills on criminal behaviour

-35%

-30%

-25%

-20%

-15%

-10%

-5%

0%

5%

Percentage points

Cognitive Social and emotional

Less likely to report engaging ↑ in conduct problems

25

Interaction between cognitive and non-cognitive skills

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

1 2 3 4 5 6 7 8 9 10

Likelihood of reporting mild depression

Deciles of cognitive skills

High social and emotional

Low social and emotional

Confidence intervals (95%)

ENKELE CONCLUSIES

26

• We moeten ons niet alleen zorgen maken over blijvend hoog aantal laaggeletterden, maar ook over de groep laag-midden geletterden

• Lage geletterdheid heeft allerlei problematische gevolgen, waarvan de maatschappelijke kost op lange termijn ondergewaardeerd wordt

27

Enkele conclusies

• Stimuleren van gebruik van competenties in werk en niet-werk omgevingen is cruciaal

• We moeten op een radicalere manier het kwalificatie-fetisjisme in vraag stellen en competenties beter valoriseren en waarden

• Naast en doorheen geletterdheid en cognitieve competenties blijken sociale en emotionele competenties erg belangrijk te zijn

28

Enkele conclusies

Dank!

dirk.vandamme@oecd.org www.oecd.org/edu/ceri

twitter @VanDammeEDU

29

Brussel - 20 maart 2014

Vaardig genoeg voor de 21ste eeuw? Samen aan de slag met de Vlaamse PIAAC resultaten!