Do Adults Have the Skills They Need to Thrive in a Changing World?

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Table A.2.1 (L)

Mean literacy score and variation

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Table A.2.1 (N)

Mean numeracy score and variation

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Table A.2.1 (A)

Mean adaptive problem solving score and variation

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Table A.2.2 (L)

Percentage of adults who performed at each proficiency level in literacy

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Table A.2.2 (N)

Percentage of adults who performed at each proficiency level in numeracy

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Table A.2.2 (A)

Percentage of adults who performed at each proficiency level in adaptive problem solving

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Table A.2.3

Overlap in low-performing adults across proficiency levels in literacy, numeracy and adaptive problem solving

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Table A.2.4 (L)

Literacy proficiency, by age group

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Table A.2.4 (N)

Numeracy proficiency, by age group

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Table A.2.4 (A)

Proficiency in adaptive problem solving, by age group

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Table A.2.5 (L)

Literacy proficiency, by educational attainment

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Table A.2.5 (N)

Numeracy proficiency, by educational attainment

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Table A.2.5 (A)

Proficiency in adaptive problem solving, by educational attainment

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Table A.2.6 (L)

Literacy proficiency, by educational attainment and field of study (STEM versus non-STEM)

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Table A.2.6 (N)

Numeracy proficiency, by educational attainment and field of study (STEM versus non-STEM)

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Table A.2.6 (A)

Proficiency in adaptive problem solving, by educational attainment and field of study (STEM versus non-STEM)

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Table A.2.7 (L)

Literacy proficiency, by gender

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Table A.2.7 (N)

Numeracy proficiency, by gender

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Table A.2.7 (A)

Proficiency in adaptive problem solving, by gender

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Table A.2.8 (L)

Literacy proficiency, by gender and age group

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Table A.2.8 (N)

Numeracy proficiency, by gender and age group

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Table A.2.8 (A)

Proficiency in adaptive problem solving, by gender and age group

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Table A.2.9 (L)

Literacy proficiency, by gender, educational attainment and field of study (STEM versus non-STEM)

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Table A.2.9 (N)

Numeracy proficiency, by gender, educational attainment and field of study (STEM versus non-STEM)

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Table A.2.9 (A)

Proficiency in adaptive problem solving, by gender, educational attainment and field of study (STEM versus non-STEM)

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Table A.2.10 (L)

Literacy proficiency, by immigrant background

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Table A.2.10 (N)

Numeracy proficiency, by immigrant background

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Table A.2.10 (A)

Proficiency in adaptive problem solving, by immigrant background

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Table A.2.11 (L)

Literacy proficiency of foreign-born adults of foreign-born parents, by adults' migration history

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Table A.2.11 (N)

Numeracy proficiency of foreign-born adults of foreign-born parents, by adults' migration history

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Table A.2.11 (A)

Proficiency in adaptive problem solving of foreign-born adults of foreign-born parents, by adults' migration history

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Table A.2.12 (L)

Literacy proficiency, by parental education

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Table A.2.12 (N)

Numeracy proficiency, by parental education

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Table A.2.12 (A)

Proficiency in adaptive problem solving, by parental education

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Table A.3.1 (N)

Mean and variation of numeracy proficiency, Cycle 1 and Cycle 2

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Table A.3.2 (L)

Percentage of adults scoring at each proficiency level in literacy, Cycle 1 and Cycle 2

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Table A.3.2 (N)

Percentage of adults scoring at each proficiency level in numeracy, Cycle 1 and Cycle 2

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Table A.3.3 (L)

Distribution of literacy scores, Cycle 1 and Cycle 2

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Table A.3.3 (N)

Distribution of numeracy scores, Cycle 1 and Cycle 2

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Table A.3.4 (L)

Literacy proficiency by gender and age, Cycle 1 and Cycle 2

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Table A.3.4 (N)

Numeracy proficiency by gender and age, Cycle 1 and Cycle 2

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Table A.3.5 (L)

Gender differences in literacy proficiency, Cycle 1 and Cycle 2

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Table A.3.5 (N)

Gender differences in numeracy proficiency, Cycle 1 and Cycle 2

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Table A.3.6 (L)

Gender differences in literacy proficiency (adjusted), Cycle 1 and Cycle 2

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Table A.3.6 (N)

Gender differences in numeracy proficiency (adjusted), Cycle 1 and Cycle 2

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Table A.3.7 (L)

Literacy proficiency by age, Cycle 1 and Cycle 2

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Table A.3.7 (N)

Numeracy proficiency by age, Cycle 1 and Cycle 2

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Table A.3.8 (L)

Age differences in literacy proficiency, Cycle 1 and Cycle 2

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Table A.3.8 (N)

Age differences in numeracy proficiency, Cycle 1 and Cycle 2

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Table A.3.9 (L)

Age differences in literacy proficiency (adjusted), Cycle 1 and Cycle 2

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Table A.3.9 (N)

Age differences in numeracy proficiency (adjusted), Cycle 1 and Cycle 2

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Table A.3.10 (L)

Mean literacy proficiency in Cycle 1 and Cycle 2 for corresponding cohorts

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Table A.3.10 (N)

Mean numeracy proficiency in Cycle 1 and Cycle 2 for corresponding cohorts

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Table A.3.11 (L)

Literacy proficiency by educational attainment and age, Cycle 1 and Cycle 2

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Table A.3.11 (N)

Numeracy proficiency by educational attainment and age, Cycle 1 and Cycle 2

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Table A.3.12 (L)

Differences in literacy proficiency between low- and highly educated adults, Cycle 1 and Cycle 2

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Table A.3.12 (N)

Differences in numeracy proficiency between low- and highly educated adults, Cycle 1 and Cycle 2

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Table A.3.13 (L)

Differences in literacy proficiency between low- and highly educated adults (adjusted), Cycle 1 and Cycle 2

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Table A.3.13 (N)

Differences in numeracy proficiency between low- and highly educated adults (adjusted), Cycle 1 and Cycle 2

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Table A.3.14 (L)

Literacy proficiency by immigrant background, Cycle 1 and Cycle 2

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Table A.3.14 (N)

Numeracy proficiency by immigrant background, Cycle 1 and Cycle 2

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Table A.3.15 (L)

Differences in literacy proficiency between immigrants and non-immigrants, Cycle 1 and Cycle 2

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Table A.3.15 (N)

Differences in numeracy proficiency between immigrants and non-immigrants, Cycle 1 and Cycle 2

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Table A.3.16 (L)

Differences in literacy proficiency between immigrants and non-immigrants (adjusted), Cycle 1 and Cycle 2

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Table A.3.16 (N)

Differences in numeracy proficiency between immigrants and non-immigrants (adjusted), Cycle 1 and Cycle 2

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Table A.3.17 (L)

Literacy proficiency by parental education, Cycle 1 and Cycle 2

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Table A.3.17 (N)

Numeracy proficiency by parental education, Cycle 1 and Cycle 2

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Table A.3.18 (L)

Literacy proficiency by parental education and age, Cycle 1 and Cycle 2

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Table A.3.18 (N)

Numeracy proficiency by parental education and age, Cycle 1 and Cycle 2

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Table A.3.19 (L)

Differences in literacy proficiency between adults with low- and highly educated parents, Cycle 1 and Cycle 2

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Table A.3.19 (N)

Differences in numeracy proficiency between adults with low- and highly educated parents, Cycle 1 and Cycle 2

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Table A.3.20 (L)

Differences in literacy proficiency between adults with low- and highly educated parents (adjusted), Cycle 1 and Cycle 2

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Table A.3.20 (N)

Differences in numeracy proficiency between adults with low- and highly educated parents (adjusted), Cycle 1 and Cycle 2

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Table A.3.21 (L)

Differences in literacy proficiency between adults with low-/medium-educated parents and highly educated parents , by age, Cycle 1 and Cycle 2

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Table A.3.21 (N)

Differences in numeracy proficiency between adults with low-/medium-educated parents and highly educated parents , by age, Cycle 1 and Cycle 2

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Table A.3.22 (L)

Differences in literacy proficiency between adults with low-/medium-educated parents and highly educated parents , by age (adjusted), Cycle 1 and Cycle 2

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Table A.3.22 (N)

Differences in numeracy proficiency between adults with low-/medium-educated parents and highly educated parents , by age (adjusted), Cycle 1 and Cycle 2

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Table A.3.23 (L)

Mean literacy proficiency in the International Adult Literacy Survey (IALS) and the Survey of Adult Skills (PIAAC)

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Table A.3.23 (N)

Mean numeracy proficiency in the Adult Literacy and Life Skills Survey (ALL) and the Survey of Adult Skills (PIAAC)

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Table A.3.24 (L)

Distribution of literacy proficiency in the International Adult Literacy Survey (IALS) and the Survey of Adult Skills (PIAAC)

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Table A.3.24 (N)

Distribution of numeracy proficiency in the Adult Literacy and Life Skills Survey (ALL) and the Survey of Adult Skills (PIAAC)

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Table A.3.25 (L)

Percentage of adults scoring at each proficiency level in literacy in the International Adult Literacy Survey (IALS) and the Survey of Adult Skills (PIAAC)

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Table A.3.25 (N)

Percentage of adults scoring at each proficiency level in numeracy in the Adult Literacy and Life Skills Survey (ALL) and the Survey of Adult Skills (PIAAC)

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Table A.3.26

Oaxaca decomposition: Frequencies of educational levels, age categories and immigrant background

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Table A.3.27 (L)

Oaxaca decomposition: Effects of education, age and immigrant background on literacy proficiency

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Table A.3.27 (N)

Oaxaca decomposition: Effects of education, age and immigrant background on numeracy proficiency

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Table A.3.28 (L)

Oaxaca decomposition of the trends in literacy

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Table A.3.28 (N)

Oaxaca decomposition of the trends in numeracy

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Table A.4.1 (N)

Average proficiency in numeracy by labour force status

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Table A.4.1 (A)

Average proficiency in adaptive problem solving by labour force status

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Table A.4.2 (L)

Probability of labour force outcome by level of literacy proficiency

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Table A.4.2 (N)

Probability of labour force outcome by level of numeracy proficiency

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Table A.4.2 (A)

Probability of labour force outcome by level of adaptive problem solving proficiency

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Table A.4.3 (L,N,A)

Effect of education and information-processing skills on the likelihood of being employed

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Table A.4.4 (L,N,A)

Effect of education and information-processing skills on the likelihood of full-time employment

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Table A.4.5 (L,N,A)

Effect of education and information-processing skills on the likelihood of being in the labour force

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Table A.4.6 (N)

Effect of numeracy on the likelihood of being employed, Cycle 1 and Cycle 2

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Table A.4.7 (L)

Distribution of wages among employees and self-employed by level of literacy proficiency

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Table A.4.7 (N)

Distribution of wages among employees and self-employed by level of numeracy proficiency

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Table A.4.7 (A)

Distribution of wages among employees and self-employed by level of adaptive problem solving proficiency

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Table A.4.8 (L,N,A)

Effect of education and information-processing skills on wages

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Table A.4.9a (L,N)

Contribution of information-processing skills, education and other characteristics to variation in hourly wages, Cycle 1 and Cycle 2

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Table A.4.9b (L,N)

Contribution of information-processing skills, education and other characteristics to variation in hourly wages, by age group, Cycle 1 and Cycle 2

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Table A.4.9c (L,N)

Contribution of information-processing skills, education and other characteristics to variation in hourly wages, by gender, Cycle 1 and Cycle 2

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Table A.4.10 (L)

Percentage of adults reporting positive social outcomes by level of literacy proficiency

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Table A.4.10 (N)

Percentage of adults reporting positive social outcomes by level of numeracy proficiency

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Table A.4.10 (A)

Percentage of adults reporting positive social outcomes by level of adaptive problem solving proficiency

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Table A.4.11 (L)

Effect of literacy proficiency on likelihood of reporting positive social outcomes

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Table A.4.11 (N)

Effect of numeracy proficiency on likelihood of reporting positive social outcomes

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Table A.4.11 (A)

Effect of adaptive problem solving proficiency on likelihood of reporting positive social outcomes

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Table A.4.12

Incidence of qualification, skills and field of study mismatch

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Table A.4.13

Incidence of under-skilling by skill type

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Table A.4.14 (N)

Effect of numeracy, education, and other characteristics on likelihood of over-qualification

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Table A.4.15 (N)

Effect of numeracy, education, and other characteristics on likelihood of over-skilling

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Table A.4.16

Effect of qualification mismatches, skills mismatches and field of study mismatches on wages

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Table A.4.17

Effect of qualification mismatches, skills mismatches and field of study mismatches on life satisfaction