[Reading-hall-of-fame] Key PIAAC Finding: Adult Literacy and Numeracy Surplus in OECD Nations

[tsticht at znet.com]

10/8/2013

Key PIAAC Finding: Adult  Literacy and Numeracy Surplus In OECD Nations

Tom Sticht           International Consultant in Adult Education


On October 8, 2013 the Program for International Assessment of Adult
Competencies (PIAAC) reported the finding that U. S. adults performed below
the average of OECD countries on literacy, numeracy, and technology tests.
This lead U. S. Education Secretary Arne Duncan to say that "Adults who have
trouble reading, doing math, solving problems and using technology will find
the doors of the 21st century workforce closed to them. "We need to find
ways to challenge and reach more adults to upgrade their skills."


However, in addition to reporting about the international standings of
nations on the literacy, numeracy and problem solving skills of adults, the
PIAAC has reported that in the United States and among each of its member
states there is an overall surplus of education, literacy, and numeracy
skills among the employed workforces over what their jobs require.


In the United States, some 20 percent of U. S. adults are overqualified in
education for the work they are doing while 13 percent are under-qualified
in terms of the education level needs of their jobs. Overall, over
two-thirds (67 percent) appear to be well-matched to the education demands
of their jobs. Overall, then, some 87 percent of working adults in the U.
S. are qualified or over-qualified for their jobs in terms of the education
qualifications needed.


In terms of literacy skills,  only some 4 percent of U. S. workers lacked
the skill level needed by their jobs, while 9 percent exceeded the literacy
skills demands of their jobs and 87 percent were well-matched to the needs
for literacy in their jobs. So some 96 percent of workers are meeting or
exceeding the demands for 21st century literacy skills.


Similarly, some 3 percent lacked the needed numeracy skills for their jobs
while about 10 percent of adults were over-skilled in numeracy for their
jobs and 87 percent were well-matched in their skills and job demands for
numeracy skills. So some 97 percent of workers are meeting or exceeding the
demands for 21st century numeracy skills.


These PIAAC findings suggest that we should temper such claims as "The
demand for skilled workers far exceeds the current supply
" because the
"hard" evidence is not there to support such claims. This in no way lessens
the importance of the numerous findings of  correlations among literacy (and
other cognitive ) skills and further education, better occupational
opportunities and higher earnings. There are still likely to be very few
paths to a better standard of living in industrialized nations that are to
at least some extent under the control of the individual as getting as much
education and developing as much literacy and other intellectual, creative,
and interpersonal "skills" as one can.


For adult literacy education policy, there would seem to be a need to
emphasize the many benefits of literacy education in addition to those
related to improving one’s job opportunities. Improvements in health
related activities, caring better for one’s children, improving
children’s educational achievements, enjoying a broader range of
informational and entertainment resources, prolonging one’s life, with
reductions in medical expenses, are all among other benefits of adult
literacy education in addition to workforce related impacts.


Speaking of her work in adult literacy education in the United States to
help African American adults obtain the vote in the middle of the 20th
century, Septima Poinsette Clark, known as the Queen Mother of the Civil
Rights Movement, expressed inherent values of attaining literacy:


“How can anybody estimate the worth of pride achieved,hope accomplished,
faith affirmed, citizenship won? These are intangible things but real
nevertheless,solid and of inestimable value.”

These are things not measured in the PIAAC. But they are the 21st century
building blocks for the motivational foundation for teachers to teach and
adults to seek and succeed in adult literacy education.

tsticht at aznet.net