Information and communication technologies (ICT) permeate every aspect of our lives, from how we work, to how we “talk” with friends, to how we participate in political processes. But what are the returns to “digital skills” – the capacity to use digital devices and applications to access and manage information and solve problems – on the labour market? Do they help land a job or earn higher wages?
The report provides an in-depth analysis of the results from the Survey of Adult Skills related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving. The Nordic countries and the Netherlands have the largest proportions of adults (around 40%) who score at the higher levels in problem solving, while Ireland, Poland and the Slovak Republic have the smallest proportions of adults (around 20%) who score at those levels. Variations in countries’ proficiency in problem solving using ICT are found to reflect differences in access to the Internet and in the frequency with which adults use e-mail. The report finds that problem-solving proficiency is strongly associated with both age and general cognitive proficiency, even after taking other relevant factors into account. Proficiency in problem solving using ICT is related to greater participation in the labour force, lower unemployment, and higher wages. By contrast, a lack of computer experience has a substantial negative impact on labour market outcomes, even after controlling for other factors. The discussion considers policies that promote ICT access and use, opportunities for developing problem-solving skills in formal education and through lifelong learning, and the importance of problem-solving proficiency in the context of e-government services.
English, PDF, 2,219kb
Norway’s early childhood education and care (ECEC) system has experienced a strong expansion over the last decade. More children than ever are enrolled in its kindergartens.
Countries and economies participating in PISA have invested substantial resources and used a wide variety of strategies during the past ten years to improve the quality of their schools. Have these efforts paid off?
English, PDF, 348kb
Better investment in skills would help Slovenia to realise the potential of advanced technology and give a new impetus to the recently stalled growth in productivity.
Studies show that interpersonal trust is fundamental for promoting the resilience of our societies, but many individuals say that they have little trust in others.
Spanish, PDF, 2,765kb
¿La distribución de la formación y las competencias es más inclusiva?
Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another.
Bringing you the highlights from the OECD Directorate for Education and Skills
When societies move forward, not everyone benefits in the same way or to the same extent. Some social groups change faster than others, while other groups risk falling behind. Change in education is no exception. In understanding social change it is critically important not only to look at the average change, but also to look at how change affects the entire population.