Ageing and Skills

Abstract

JT03318723Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. OECD EDUCATION WORKING PAPERS SERIESThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries.Applications for permission to reproduce or translate all, or part of, this material should be sent to OECD Publishing, rights@oecd.org or by fax 33 1 45 24 99 30. org/edu/workingpapers -------------------------------------------------------------------------- ABSTRACTThe relationship between ageing and skills is becoming an important policy issue, not least in the context of population ageing. Data from the Programme for the International Assessment of Adult Competencies (PIAAC) will potentially add considerably to the understanding of the relationship between ageing and foundation skills. In particular, the fact that data from the 1994-1998 International Adult Literacy Survey (IALS) and the 2003-2007 Adult Literacy and Lifeskills Survey (ALL) will be linked with PIAAC offers a unique opportunity to examine trends over time at the cohort level for a wide range of countries. Specifically, repeated measures will enable an analysis of whether there is skill gain and skill loss over the lifespan of cohorts and overtime between cohorts. This is especially important because age-skill profiles observed on the basis of a single cross-section are difficult to interpret. With this as a backdrop, this paper has sought to provide an overview of what is known about age-skill profiles and to conduct an analysis that demonstrates how trend data based on repeated cross-sectional observations of direct measures of skill at the cohort level can be used to estimate skill gain and skill loss over the lifespan and over time.

On the comparability of adults with low literacy across LEO, PIAAC, and NEPS. Methodological considerations and empirical evidence

“…Finally, low literacy tends to be more prevalent in older compared to younger adults (e.g., Desjardins and Warnke 2012;Flisi et al 2019;Paccagnella 2016). These age differences in the prevalence of low literacy could reflect cohort differences in educational opportunities (e.g., the average years of schooling increased in younger cohorts).…”

Beauty Capital: The Role of Attractiveness in the Labour Market

“…V textu často tuto proměnnou považujeme za indikátor inteligence (IQ). Jsme si vědomi toho, že kompetence a inteligence jsou v teorii odlišné koncepty, ale s ohledem na to, že mezi měřenými kompetencemi a inteligencí je velmi silný vztah [viz například Desjardins, Warnke 2012], jde podle našeho názoru o přijatelné zjednodušení, k němuž se nezřídka uchylují i někteří psychologové analyzující inteligenci v rámci sociologických šetření, která vždy měří inteligenci jednodušeji než klasické inteligenční testy [viz např. Kanazawa 2011].…”

Instrumentos para la medición de las habilidades de la fuerza de trabajo

“…Desjardins, R. and A. Warnke (2012) compare literacy over time and find that older cohorts display better performance than younger ones up to the age of 30, after which the difference is reversed. Controlling for education, young cohorts display consistently better results, demonstrating that education plays an important role.…”