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Projects on Competencies in the OECD Context - Analysis - DeSeCo

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Def<strong>in</strong>iti<strong>on</strong> and Selecti<strong>on</strong> of <strong>Competencies</strong>Internati<strong>on</strong>al Adult Literacy Survey (IALS)Descripti<strong>on</strong>The basic goal of <strong>the</strong> Internati<strong>on</strong>al Adult Literacy Survey (IALS) wasto assess <strong>the</strong> literacy performance am<strong>on</strong>g people from different countriesus<strong>in</strong>g measures specifically developed for cross-nati<strong>on</strong>al comparis<strong>on</strong>s.The first phase of <strong>the</strong> survey was c<strong>on</strong>ducted <strong>in</strong> 1994 <strong>in</strong> eight countriesand resulted <strong>in</strong> <strong>the</strong> 1995 <strong>OECD</strong>/Statistics Canada publicati<strong>on</strong> Literacy,Ec<strong>on</strong>omy and Society. The sec<strong>on</strong>d phase of <strong>the</strong> survey was c<strong>on</strong>ducted<strong>in</strong> four additi<strong>on</strong>al countries <strong>in</strong> 1995 and was used, al<strong>on</strong>g withdata from <strong>the</strong> first phase, to produce <strong>the</strong> 1997 <strong>OECD</strong>/Human ResourcesCanada publicati<strong>on</strong> Literacy Skills for <strong>the</strong> Knowledge Society. A thirdphase is currently collect<strong>in</strong>g data <strong>in</strong> 12 countries.To collect <strong>the</strong> data for <strong>the</strong> study, all participat<strong>in</strong>g countries adm<strong>in</strong>istereda household survey to a probability sample of adults aged 16 to65. Some countries <strong>in</strong>cluded older adults also. The survey c<strong>on</strong>sisted of abackground questi<strong>on</strong>naire and booklets with literacy assessment items.Background questi<strong>on</strong>s covered socioec<strong>on</strong>omic status, educati<strong>on</strong>al atta<strong>in</strong>ment,literacy practices at work and at home, labor force status,adult educati<strong>on</strong> participati<strong>on</strong>, and literacy self-assessment. The literacyitems were based <strong>on</strong> materials from both North American and Europeansources and were designed to assess skills <strong>in</strong> three areas:Prose literacy – <strong>the</strong> knowledge and skills needed to understand anduse <strong>in</strong>formati<strong>on</strong> from texts <strong>in</strong>clud<strong>in</strong>g editorials, news stories, poems,and ficti<strong>on</strong>;Document literacy – <strong>the</strong> knowledge and skills required to locate anduse <strong>in</strong>formati<strong>on</strong> c<strong>on</strong>ta<strong>in</strong>ed <strong>in</strong> various formats, <strong>in</strong>clud<strong>in</strong>g job applicati<strong>on</strong>s,payroll forms, transportati<strong>on</strong> schedules, maps, tables, andgraphics; andQuantitative literacy – <strong>the</strong> knowledge and skills required to applyarithmetic operati<strong>on</strong>s, ei<strong>the</strong>r al<strong>on</strong>e or sequentially, to numbers embedded<strong>in</strong> pr<strong>in</strong>ted materials, such as balanc<strong>in</strong>g a checkbook, figur<strong>in</strong>gout a tip, complet<strong>in</strong>g an order form, or determ<strong>in</strong><strong>in</strong>g <strong>the</strong> amount of<strong>in</strong>terest <strong>on</strong> a loan from an advertisement (<strong>OECD</strong> and StatisticsCanada 1995: 14).SFSO <strong>OECD</strong> ESSI 23

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