Literacy in the Information Age : Final Report of the International Adult Literacy Survey.

Literacy In The Information Age, The Final Report From The International Adult Literacy Survey, Presents Evidence On The Nature And Magnitude Of The Literacy Gaps Faced By Oecd Countries. It Offers New Insights Into The Factors That Influence The Development Of Adult Skills In Various Settings - At Home, At Work And Across The 20 Countries For Which Comparable Household Assessment Results Are Included. Findings Point To Large Differences In The Average Level And Population Distribution Of Literacy Skills Both Within And Between Countries. Low Literacy Skills Are Evident Among All Adult Groups In Significant - Albeit Varying - Proportions. Literacy Proficiency Varies Considerably According To Home Background Factors And Educational Attainment In Most Of The Countries Surveyed. However, The Relationship Between Literacy Skills And Educational Attainment Is Complex. Many Adults Have Managed To Attain High Levels Of Literacy Proficiency Despite A Low Level Of Education; Conversely, Some Have Low Literacy Skills Despite A High Level Of Education. These Differences Matter Both Economically And Socially: Literacy Affects, Inter Alia, Labour Quality And Flexibility, Employment, Training Opportunities, Income From Work And Wider Participation In Civic Society. Improving The Literacy Skills Of The Population Remains A Large Challenge For Policy Makers. The Results Suggest That High-quality Foundation Learning In Schools Is Important But Insufficient As A Sole Means To That End. Policies Directed At The Workplace And Family Settings Are Also Needed. The Employers’ Role In Promoting And Rewarding Literacy Skills Is Particularly Important For Skills Development. Introduction -- Highlights And Note To Readers -- Chapter 1. Skills For The 21st Century -- -1.1 Introduction -- 1.2 Structural Changes In The Knowledge Economy -- 1.3 Impact On The Demand For Skills -- 1.4 Conclusion -- References -- Chapter 2. Population Distributions Of Adult Literacy -- -2.1 Introduction -- 2.2 Patterns Of Adult Literacy Skills -- 2.3 Literacy Skills And Education -- 2.4 Conclusion -- References -- Chapter 3. How Literacy Is Developed And Sustained -- -3.1 Introduction -- 3.2 Home Background And Literacy Outcomes -- 3.3 Literacy And Education By Age -- 3.4 Literacy And Work -- 3.5 Literacy And Formal Adult Education -- 3.6 Literacy, Culture, And Civic Skills -- 3.7 Self-assessed Literacy Skills -- 3.8 Factors Explaining Literacy Proficiency -- 3.9 Conclusion -- References -- Chapter 4. Outcomes And Benefits Of Literacy -- -4.1 Introduction -- 4.2 Literacy And The Labour Force -- 4.3 Education, Literacy, And Experience -- 4.4 Windows Into The Socio-economic Benefits Of Literacy -- 4.5 Conclusion -- References -- Chapter 5. Future Developments -- -5.1 Introduction -- 5.2 Methodological Advances -- 5.3 Main Findings -- 5.4 Issues For Further Analysis -- References -- Annex A. Definitions Of Literacy Performance On Three Scales -- Annex B. Survey Methodology And Data Quality -- Annex C. Note On International Comparability Of Ials Data -- Annex D. Data Values For The Figures -- Annex E. Source Database For The International Adult Literacy Survey -- Annex F. Principal Participants In The Project Includes Bibliographical References. Available Also On The Internet. Available Also On The Internet. Data drawn from 3 cycles of data collection for the International Adult Literacy Survey (IALS) were analyzed to identify the levels and distributions of literacy skills in the adult populations of 20 countries. The following were among the main conclusions: (1) in 14 of the countries, at least 15% of all adults have literacy skills at only the most rudimentary level, making it difficult for them to cope with the rising skill demands of the information age; (2) low literacy skills are found not just among marginalized groups but also among significant portions of the adult populations in all 20 countries; (3) educational attainment is the most important predictor of literacy proficiency; (4) higher levels of literacy skills in the work force are associated with larger proportions of knowledge jobs in the economy. (The end-of-chapter reference lists contain 82 references. Fifty tables/figures are included. Appendixes, constituting approximately 50% of the document, contain the following: (1) definitions of literacy performance on three scales; (2) discussion of the survey's methodology and data quality; (3) notes on the international comparability of IALS data; (4) data values for the figures; (5) the source database for the IALS; and (6) lists of principal participants in the project.) (MN) As we move into the information age, policy makers in all countries are increasingly concerned about the role knowledge and skills play in enhancing productivity growth and innovation and in improving social cohesion. The data presented in this publication, drawn from 20 countries over three cycles of data collection for the International Adult Literacy Survey, provide the world's first reliable and comparable estimates of the levels and distributions of literacy skills in the adult population. The study offers an understanding of the nature and magnitude of literacy issues faced by countries and explores new insights into the factors that influence the development of adult skills in various settings - at home, at work and across countries. The 20 countries represented account for over 50 per cent of the world's entire gross domestic product. As such, the literacy data can contribute importantly to an understanding of the demand and supply of skills in the global, knowledge-based economy