Chapter 3: The socio-demographic distribution of key information-processing skills

 

The Excel® figures and tables for Chapter 3 can be viewed and downloaded below. The individual Figures and tables listed below are included in one single Excel file, which you can access by clicking on the Download link.

Figures

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  • Figure 3.1 (L) Synthesis of socio-demographic differences in literacy proficiency
  • Figure 3.2 (L) Age differences in literacy proficiency
  • Figure 3.3 (P) Problem-solving proficiency among younger and older adults
  • Figure 3.4 (N) Gender differences in numeracy proficiency
  • Figure 3.5 (P) Problem-solving proficiency among women and men
  • Figure 3.6 (L) Differences in literacy proficiency, by socio-economic background
  • Figure 3.7 (P) Problem-solving proficiency among adults with low- and high-educated parents
  • Figure 3.8a (L) Relationship between literacy proficiency and socio-economic background among young adults
  • Figure 3.8b (L) Relationship between literacy proficiency and socio-economic background among adults
  • Figure 3.8c (L) Relationship between literacy proficiency and impact of socio-economic background on proficiency
  • Figure 3.9 (L) Differences in literacy proficiency, by educational attainment
  • Figure 3.10 (P) Problem-solving proficiency, by educational attainment
  • Figure 3.11 (L) Likelihood of lower literacy proficiency among young adults
  • Figure 3.12 (L) Likelihood of lower literacy proficiency among low-educated adults
  • Figure 3.13 (L) Likelihood of lower literacy proficiency among older women and men
  • Figure 3.14 (L) Differences in literacy proficiency scores between native- and foreign-born adults
  • Figure 3.15 (L) Differences in literacy proficiency scores, by immigrant and language background
  • Figure 3.16 (P) Problem-solving proficiency among foreign-language immigrants and non-immigrants
  • Figure 3.17a (L) Likelihood of lower literacy proficiency among foreign-born and foreign-language adults
  • Figure 3.18a (P) Likelihood of lower problem-solving proficiency among foreign-born and foreign-language women
  • Figure 3.19 (L) Occupation differences in literacy proficiency
  • Figure 3.20 (P) Problem-solving proficiency among workers in skilled and elementary occupations
  • Figure 3.21 (L) Likelihood of lower literacy proficiency among adults in low-/semi-skilled occupations
  • Figure 3.22 (P) Likelihood of lower problem-solving proficiency among older adults in low-/semi-skilled occupations

Tables

Download tables for Chapter 3

  • Table A3.1 (L) Difference in literacy scores between contrast categories, by socio-demographic characteristics (adjusted)
  • Table A3.2 (L) Mean literacy proficiency, by 10-year age groups, and score difference between youngest and oldest adults
  • Table A3.2 (N) Mean numeracy proficiency, by 10-year age groups, and score difference between youngest and oldest adults
  • Table A3.3 (P) Percentage of adults at each proficiency level in problem solving in technology-rich environments, by 10-year age groups
  • Table A3.4 (N) Mean numeracy proficiency, by gender, and score difference between men and women
  • Table A3.5 (P) Percentage of adults at each proficiency level in problem solving in technology-rich environments, by gender and labour force status
  • Table A3.6 (L) Mean literacy proficiency and score difference, by parents’ educational attainment
  • Table A3.7 (P) Percentage of adults at each proficiency level in problem solving in technology-rich environments, by parents’ educational attainment
  • Table A3.8 (L) Mean literacy proficiency, by parents’ educational attainment, and impact of parents’ education on proficiency, adults aged 16-24, 25-44 and 45-65
  • Table A3.9 (L) Mean literacy proficiency, by level of educational attainment, and score difference between high- and low-educated adults
  • Table A3.10 (P) Percentage of adults at each proficiency level in problem solving in technology-rich environments, by level of educational attainment
  • Table A3.11 (L) Likelihood of 16-24 year-olds scoring at or below Level 2 in literacy, by education and work status (adjusted)
  • Table A3.12 (L) Likelihood of scoring at or below Level 2 in literacy, by respondent’s and parents’ level of education (adjusted)
  • Table A3.13 (L) Likelihood of 45-65 year-olds scoring at or below Level 2 in literacy, by gender and by respondent’s and parents’ educational attainment (adjusted)
  • Table A3.14 (L) Mean literacy proficiency, by immigrant background, and score difference between native- and foreign-born adults
  • Table A3.15 (L) Mean literacy proficiency, by immigrant and language background, and score difference between native-born/native-language and foreign-born/foreign-language 
  • Table A3.16 (P) Percentage of adults at each proficiency level in problem solving in technology-rich environments, by immigrant and language background
  • Table A3.17 (L) Likelihood of scoring at or below Level 2 in literacy, by immigrant, language and socio-economic background (adjusted)
  • Table A3.18 (P) Likelihood of scoring at or below Level 1, or receiving no score, in problem solving in technology-rich environments, by immigrant and language background, and gender (adjusted)
  • Table A3.19 (L) Mean literacy proficiency, by type of occupation, and score difference between workers in skilled and elementary occupations
  • Table A3.20 (P) Percentage of adults who worked during previous five years at each proficiency level in problem solving in technology-rich environments, by type of occupation
  • Table A3.21 (L) Likelihood of scoring at or below Level 2 in literacy, by educational attainment and type of occupation (adjusted)
  • Table A3.22 (P) Likelihood of scoring at or below Level 1, or receiving no score, in problem solving in technology-rich environments, by age, gender and type of occupation (adjusted)