In a world of rapid technological advancement, the transition to net-zero and demographic changes, the ability of adults to thrive increasingly depends on their foundational skills. Technological change, including automation and the latest strides of generative artificial intelligence, is transforming most industries and jobs. Alongside net-zero pledges, this transformation is creating new roles that require new skillsets. AI and digitalisation are also revolutionising how basic skills are used in everyday life, from managing personal finances to making data-driven decisions in the workplace. Ageing populations are leading to longer working lives and shifting demand for goods and services, including increased demand on healthcare systems.
More than ever, beyond specialised skills for specific professions, information-processing skills – literacy, numeracy and adaptive problem solving – are becoming essential for individuals to navigate these profound transformations. Literacy equips people to process information, communicate effectively and participate in civic life. Numeracy underpins decision-making, financial literacy and the ability to interpret complex data. Problem-solving skills enable individuals to adapt, innovate and leverage technology.
Together, these skills are not only indispensable for economic success but also fundamental for societies to address inequality, foster resilience and promote social cohesion.
With skill needs evolving at an unprecedented pace, the 2023 Survey of Adult Skills stresses the urgent need for education and training systems to scale up their efforts and adapt. The survey assessed the literacy, numeracy and adaptive problem solving skills of about 160 000 adults aged 16-65 from 31 countries and economies, representing 673 million people. The data confirms the essential role of these skills in achieving positive economic and social outcomes. Adults with higher numeracy skills, for example, are more likely to be employed, earn a higher wage, and report better health and life satisfaction than those with lower numeracy skills. In some countries, adults with high numeracy skills are considerably more likely to feel they can understand and influence political affairs.
Despite significant efforts by governments and social partners to strengthen education and adult training systems over the past decade, the survey reveals a starkly uneven skills landscape, with increasing numbers of people ill-prepared for the future.
Over the past decade, only Finland and Denmark have seen significant improvements in adult literacy skills, while other participating countries and economies have experienced stagnation or decline. The situation is less gloomy when it comes to numeracy proficiency: eight countries saw their average scores improve, with Finland and Singapore recording the largest gains.
Behind the declines in average skill levels, inequalities within countries are widening. Across all participating countries, one-fifth of adults are only able to understand simple texts or solve basic arithmetic. The incidence of this varies widely across countries. This is particularly worrying in the context of rapid technological and economic change, which increasingly rewards those with advanced literacy, numeracy and problem-solving skills, while leaving others behind.
This evolving situation raises urgent questions about how societies can ensure that everyone benefits from technological and economic progress. The findings call for targeted policies to address these gaps, through improved access to education and training, stronger adult learning systems and efforts to equip all individuals with the skills they need to thrive.
The data also highlight specific areas for intervention. For example, the survey shows larger declines in literacy among men than women, but men continue to outperform women in numeracy. Meanwhile, foreign-born adults have lower skills than native-born adults in nearly all countries. In some places, an increase in the share of foreign-born adults coincided with declining average literacy proficiency scores. These changes are notable but relatively small, with immigrants’ lack of familiarity with the local language a contributory factor.
Tackling all these issues is not just a matter of equity; it is essential for economic resilience and social cohesion. To address the challenges, we need to rethink our approach to lifelong learning and employability. It is not merely a matter of funding but of boosting upskilling and reskilling opportunities, particularly for low-skilled workers.
Adaptability is key; education and training need to become more accessible by reducing barriers to lifelong learning, including more modular, targeted courses and online options. This flexibility will make learning more attractive to both workers and employers, and potentially lead to a change in mindset: shifting from earning a degree to taking ownership over what we learn, how we learn, where we learn and when in our lives we learn. Improving the visibility and recognition of skills, and the effective use of AI, will likely play a crucial role in this transformation.
Overall, the survey results underscore the urgent need for a comprehensive re-evaluation of how countries support skills development. By investing in skills, governments will support a more resilient and inclusive workforce that helps sustains prosperity for all.
Andreas Schleicher
Director for Education and Skills and Special Advisor to the Secretary-General on Education
Stefano Scarpetta
Director for Employment, Labour and Social Affairs