Why are immigrants less proficient in literacy than native-born adults? 

Immigrants have weaker literacy skills than native-born adults on average and the gap is the equivalent of 3.5 years of schooling.

 On average, about two-thirds of the difference in literacy proficiency between foreignborn and native-born adults is explained by how well immigrants have mastered the host country’s language and where they acquired their highest qualification.

 Long-settled immigrants and those who arrived in their host country as young children have better literacy proficiency than other groups of immigrants.





Results from the Survey of Adult Skills (PIAAC) confirm that mastery of the host country’s language is essential if immigrants are to integrate successfully into their new communities and into the host country’s labour market. Given these findings, host countries could design and implement policies to provide language training to immigrants as soon as feasible after they arrive. This is particularly important for immigrant children, who can then attend school with their native-born peers.

OECD Skills Outlook 2017 Skills and Global Value Chains

OECD Skills Outlook 2017

Skills and Global Value Chains

The OECD Skills Outlook 2017 shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a “whole of government” approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies. This report presents new analyses based on the Survey of Adult Skills and the Trade in Value Added Database. It also explains what countries would need to do to specialise in technologically advanced industries.

Skilled for Life - by Andreas Schleicher - PIAAC

Skilled for Life - Presentation by Andreas Schleicher at the PIAAC International Conference held in Haarlem, the Netherlands 22 November 2015.

Skilled for Life - Presentation by Andreas Schleicher at the PIAAC International Conference held in Haarlem, the Netherlands 22 November 2015. from EduSkills OECD

What teachers know and how that compares with college graduates around the world

(...) we published results from our first Survey of Adult Skills, which tested the skills of countries’ workforces – including teachers – in key areas such as numeracy, literacy and problem-solving. With a back-of-the-envelope calculation (teachers are only a small group of the 5000+ workers in each country who were tested) it is possible to compare the numeracy and literacy skills of teachers with those of other college and university graduates (see the chart above).

(..) While, in each country, teachers tend to score similarly to college graduates on our numeracy test, the numeracy skills of the workforce themselves differ substantially across countries, and so the numeracy skills of teachers vary too: Teachers in Japan and Finland come out on top, followed by their Flemish (Belgium), German, Norwegian and Dutch colleagues, while teachers in Italy, the Russian Federation, Spain, Poland, Estonia and the United States come out at the bottom.

We will all find out on 3 December when results from the next PISA round, the global metric of student performance.

Big data and PISA: Andreas Schleicher en el Congreso de los Diputados apoyando la LOMCE

(..)The prerequisite for using big data as a catalyst to change education practice is to get out of the “read-only” mode of our societies. It’s about combining transparency with collaboration. The way in which educational institutions often work is that you have a single expert sitting somewhere in a corner who determines the application of rules and regulations affecting hundreds of thousands of students and teachers – and nobody can figure out how those decisions were made. Big data can lead to big trust if we make that data available, train civic innovators, experiment, create a maker culture. It is no surprise that OECD’s new Survey of Adult Skills shows that the more proficient people are in literacy, the more they trust others.

The Survey of Adult Skills (PIAAC)


(..)This year we put in place a kind of “MyPISA” – PISA-type instruments that we circulated out into the field. The PISA based test for schools provides comparisons with other schools anywhere else in the world, schools that are similar to them or schools that are very different.

PISA-Based Test for Schools



Andreas Schleicher

Intervención de D. Andreas Schleicher en el Congreso de los Diputados para informar en relación al Proyecto de Ley Orgánica para la mejora de la calidad educativa.

PISA para Centros Educativos (PISA for Schools)Carámbanos con Wert

 

El responsable de PISA respalda la reforma educativa

 

 

Andreas Schleicher defiende las reválidas para "mejorar el rendimiento" y apuesta por los ranking de centros que contempla la Lomce.ABC. Andreas Schleicher ha indicado que las evaluaciones externas son una de las herramientas "más poderosas" para hacer más eficaces los sistemas educativos.Magisnet.

Andreas Schleicher defiende en el Congreso la reforma educativa que hoy se somete a once enmiendas a la totalidad de la oposición . La Voz digital.

Schleicher: “El sistema de ‘ranking’ de la LOMCE puede ser perjudicial”.El Pais,