Are Adults Losing Literacy? What a New OECD Skills Survey Reveals

Contents:

• What is the PIAAC project?
• Which countries have the most literate adults?
• How many low-literacy adults are there in different countries?
• Who is doing better and worse with literacy?
• How much have the results worsened compared to the first PIAAC and why?
• Do these skills even matter?

What is the PIAAC project?

PIAAC is a large-scale study of functional literacy among adults that assesses a person’s ability to use reading, writing, and numeracy skills to solve everyday problems. This study is similar to the well-known PISA survey, conducted by the OECD every three years and aimed at assessing the literacy of adolescents. The latest PISA results showed that literacy levels among adolescents were lower than expected, which highlights the importance of analyzing and improving educational programs for all age groups. The PIAAC study helps identify gaps in knowledge and skills, which is an important step towards improving overall literacy in society.

Between 2022 and 2023, all participants in the PIAAC study completed tasks in a digital format. This study assessed three key competencies: reading literacy, numeracy, and problem solving. In addition, the test included questionnaires that collected information on the respondents' age, gender, education level, and employment status. Participants' social-emotional skills, health status, and overall life satisfaction were also assessed. This study has important implications for understanding literacy and skills in modern society.

The study included tasks of varying difficulty, covering three core skills. Reading literacy was assessed based on participants' ability to understand text and extract relevant information from it. As an example, the developers presented tasks concerning the storage conditions of bread and crackers. These tasks illustrate the importance of not only reading text but also being able to analyze and apply acquired knowledge in practice.

• To confirm a basic skill level, it was sufficient to answer a direct question about the moisture level at which crackers soften. The answer (worded the same as the question) was contained in a separate sentence at the end of the text—it was hard to miss.
• At the second difficulty level, participants were required to evaluate the truth of three statements—they were based on the text, but did not repeat it verbatim. This meant that the participant was required to not just see the necessary information in the text, but to understand it.
• Finally, at the third difficulty level, a different, less detailed text was provided with information on the temperature conditions that ensure or impair the preservation of bread. The participant was required to rank different storage locations based on this information.

In the mathematical literacy tasks, participants were asked to solve practical problems. For example, in simple tasks, it was necessary to determine whether the specified temperature corresponds to acceptable conditions for storing food, while the temperature range was clearly stated in the conditions. At the next difficulty level, participants had to calculate how many kilograms of plaster mix would be required for a wall of a given area, following a specific algorithm. The highest difficulty level involved calculating the amount of wallpaper needed to cover the walls of a room. A special calculator was used, but the data was initially entered with an error. The participant had to apply their knowledge of units of measurement to correct the error and obtain the correct result. Such tasks develop not only mathematical skills, but also critical thinking, which is extremely important in everyday life.

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There are several types of literacy that play an important role in modern society. The main ones include:

1. Reading and writing. This is the basic literacy necessary for understanding information and communicating effectively.

2. Financial literacy. This form of literacy helps people manage their finances, budget, invest, and plan for the future.

3. Digital literacy. In the modern world, the ability to work with technology and the Internet has become essential for obtaining information and interacting with the world around us.

4. Media literacy. This is the ability to critically analyze and evaluate information from various sources, which is especially important in the age of fake news.

5. Environmental literacy. Understanding environmental issues and sustainable development helps people make informed decisions in everyday life.

Each of these types of literacy has its own characteristics and importance, affecting the quality of life and the level of education of the population. Developing literacy in these areas contributes to more effective interaction in society and an improved overall standard of living.

The problem-solving tasks required plotting a route on an interactive map, taking into account time constraints, in order to take a child to school, buy groceries, and return home by a set time. At more complex levels, the conditions were modified during the task: for example, the participant was informed that the chosen store was closed halfway through the route. Such tasks develop planning and adaptation skills, which are especially important in everyday life.

PIAAC (Programme for the International Assessment of Adult Skills) determines skill levels based on test results covering several key areas. The main focus is on assessing reading literacy, numeracy, and problem solving in a digital environment. Skill levels are classified from low to high, revealing the respondents' level of competence.

Low levels indicate basic skills necessary for everyday life, while high levels indicate the ability to perform complex tasks and adapt to new technological conditions. PIAAC provides valuable information to governments and educational institutions, helping them develop programs aimed at improving the skills of the adult population.

PIAAC results are thus key to understanding the level of education and training of the workforce, as well as to formulating policies that promote the development of skills needed in the modern world.

Reading literacy is an essential skill that enables people to effectively perceive and analyze information. It involves not only reading texts but also understanding their content, interpreting ideas, and critically evaluating presented material. In today's world, where information is available in large quantities, developing reading literacy is especially important.

To improve reading literacy, it is recommended to regularly read a variety of materials, including fiction, scientific articles, and business documents. This helps expand vocabulary and improve analytical skills. Furthermore, it is useful to participate in discussions about what you've read, which helps reinforce acquired knowledge and develop critical thinking.

Reading literacy also plays a key role in the educational process, as it contributes to successful learning and professional development. People with a high level of reading literacy are better able to cope with tasks related to information analysis, which is an important aspect in most professions.

In conclusion, reading literacy is not only the ability to read but also the ability to meaningfully interact with texts, making it an essential skill in modern society.

Mathematical literacy is the ability to effectively use mathematical knowledge in everyday life. This includes the ability to solve problems, interpret data, analyze statistics, and apply mathematical principles in various situations. Developing mathematical literacy is important not only for success in school but also for work and personal life. By refreshing your skills, a person becomes more confident in making decisions related to finance, technological innovations, and scientific research. Mathematical literacy promotes critical thinking and helps to better understand the world around us. Curriculums aimed at developing these skills play a key role in preparing future professionals and citizens capable of effectively solving modern economic and social problems.

Problem solving is an important aspect in various areas of life. The ability to effectively solve problems contributes to personal growth and professional development. In the process of solving problems, it is necessary to analyze the situation, identify the main problems and find optimal solutions.

There are many methods and approaches to problem solving, including logical thinking, creativity and the use of modern technology. It is important not only to find the answer, but also to understand how exactly the solution was achieved. This will allow you to apply the acquired knowledge in the future and improve your own skills.

Effective problem solving requires a systematic approach and the ability to work with information. Developing critical thinking and analytical skills will help not only in professional activities, but also in everyday life. Success in problem solving depends on persistence, patience and a desire to learn.

Which countries have the most literate adults?

The study confirms that a high score in one type of literacy in a country indicates a high level of other skills. The top 5 countries with the highest average scores on all three scales include Finland, Japan, Sweden, Norway and the Netherlands. These countries demonstrate successful education systems that promote the development of all aspects of literacy.

Seven countries and Territories performed above the OECD average in all three literacy skills. These include Canada, Denmark, England, Estonia, the Flemish Region of Belgium, Germany, and Switzerland. These data highlight the high level of educational standards and literacy in these countries, which can serve as a model for other regions seeking to improve their performance.

Average PIAAC scores for participating countries that performed well in each skill, as well as the OECD average. The PIAAC (Programme for the International Assessment of Adult Skills) survey provides data on reading, numeracy, and digital problem-solving skills. These indicators help assess the level of education and workforce training in different countries and identify areas for improvement. Comparing average scores between participants helps identify leaders in learning and skills development, which is an important aspect for formulating effective education policies and improving competitiveness in the global labor market.

Data provided by the Organisation for Economic Co-operation and Development (OECD).

Eleven countries performed below the OECD average in all three skill categories. These countries include Chile, Croatia, France, Hungary, Israel, Italy, Korea, Lithuania, Poland, Portugal, and Spain. These data highlight the need to improve education systems and enhance the quality of specialist training in these countries to achieve more competitive positions in the international arena.

How many adults are low in literacy in different countries

The results of PIAAC participants from different countries show that even among the leaders, the level of functional literacy remains at an average level, reaching at best the third level. This is because in many countries a significant number of participants showed low results, scoring below 226 points. On average, a quarter or more of adults in OECD countries are at or below level 1 literacy on each of the three assessment scales.

• In reading literacy - 26%. This means that such readers understand the content of individual sentences, short texts, lists, and can also find direct answers to the question in them.
• In numeracy - 25%. These levels correspond to the ability to perform basic arithmetic operations with whole numbers and compare different numerical values.
• In problem solving - 29%. This corresponds to the ability to solve problems that require one step, under constant conditions.

Among the study participants, the level of achievement of maximum skills is very low, only about 1% according to the OECD. Most respondents demonstrated average literacy values, being at levels 2 and 3. Only slightly more than 10% reached level four.

Who is better and who is worse at literacy

Research shows that people with certain characteristics perform better on PIAAC tests than others. The key differences between these individuals are as follows:

• Young age. The study included people under 65, and the older age group (55–65 years) performed worse across all skills in the vast majority of countries.
• High level of education. As expected, those who completed vocational or higher education after high school performed quite well on the PIAAC tasks. But different levels do not mean the same thing in different countries: Finnish high school graduates outperform adults with vocational education in Austria, Hungary, New Zealand, Singapore, and many other countries.
• STEM education. Those who studied engineering and natural sciences at university or college outperform participants with the same level of education in other fields. In mathematical literacy, the gap between them reaches 28 points, and in problem solving, people with a STEM education scored, on average, 10 points higher in the OECD than similarly educated humanities majors.
• Origin from the country where the person was studied. Immigrants and children of immigrants, on average, performed worse on the PIAAC test than adults living in the same country where their parents were born. The relationship is quite clear. Thus, on average in the OECD, in reading literacy, adult children of those born in the same country scored 267 points. Those born in the same country but to immigrant parents scored 260 points. And those adults born in another country scored 222 points.
• High level of parental education. The OECD average PIAAC score gap between children of highly and poorly educated parents is 50 points in reading literacy, 49 in mathematics, and 42 in problem solving. It's likely that today's adult PIAAC participants whose parents were well-educated grew up in better circumstances and had more opportunities to learn and develop their skills. That is, this characteristic reflects socio-economic inequality.

Reading is an important aspect of our development and education. It helps not only to broaden our horizons but also to improve our critical thinking skills. In today's world, access to information has become easier, and anyone can find books, articles, and research on any topic. Reading promotes personal growth, improves vocabulary, and helps develop imagination. It's important to choose quality sources and regularly devote time to reading to maximize the benefits. Remember that reading not only entertains but also enriches, opening up new horizons and ideas. Educational inequality and educational poverty are major factors in student failure. These phenomena impact access to quality education and the resources needed for successful learning. Differences in teacher training, school infrastructure, and access to educational materials create a gap between students from different social and economic backgrounds. This situation leads to many children failing to realize their potential, which in turn impacts their academic performance. Addressing educational inequalities requires a comprehensive approach that includes improving the quality of education, access to resources, and support for those at a disadvantage.

How much have results worsened since the first PIAAC and why?

The first cycle of the PIAAC survey began in 2008, but most participating countries conducted the test in 2011. Comparison of results from the new cycle is only possible for two of the three skills, as the problem solving test in this survey has undergone significant changes.

Analysis of data for countries that participated in both cycles of PIAAC shows that overall adult literacy and numeracy skills have worsened. This highlights the need to implement effective educational programs and strategies aimed at improving these key competencies. The decline in reading and mathematics skills may negatively impact economic development and social adaptation of the adult population.

• Reading literacy scores have increased over the decade in only two countries – Finland and Denmark. In another 14, they remained at the same level, and in 11, average scores fell. Particularly noticeable deterioration occurred in Poland (minus 31 points), Lithuania (minus 28 points), South Korea (minus 23 points), and New Zealand (minus 21 points).
• Results in numeracy are better: scores increased in eight countries, remained the same in twelve, and fell in seven. The average score fell the most in Lithuania (by 22 points) and Poland (by 21 points).

Changes in average scores indicate an increase in the proportion of those who demonstrated low results, not reaching the second level in various aspects of literacy. Half of the countries studied showed an increase in low scores in reading literacy, and a third also showed an increase in low scores in mathematics. OECD experts attribute these changes to adults' reduced reading and complex information processing. Last year, a study using PISA data confirmed a similar hypothesis for adolescents: today's schoolchildren are more likely to read short and fragmented texts, such as social media posts and instant messaging. As a result, reading literacy is not developed in everyday life, but is limited to schoolwork. According to the PIAAC study, experts proposed two hypotheses to explain the decline in adult skills. First, a number of countries are seeing an increase in the number of immigrants, making it difficult for them to pass literacy tests in a foreign language. Second, OECD countries are experiencing rapidly aging populations, and older people also perform worse on literacy tests. These factors highlight the need to develop support programs and educational initiatives for different age groups and migrants to improve overall literacy levels.

To test these assumptions, we calculated hypothetical average scores that would have arisen if the demographic structure of the populations in the countries studied had remained the same as ten to fifteen years ago. The calculations showed that most countries would have seen similar trends to those observed today, even if the proportions of immigrants and elderly people remained the same.

There are exceptions. In Norway and Sweden, reading literacy indicators could have improved even if the demographic structure had remained the same, although in reality they remained stable. Meanwhile, Austria and France would have seen a decline, but not as significant as in reality. In terms of numeracy, scores could have increased in Chile, the Flemish region of Belgium, Spain, and Sweden, while the decline was less significant in South Korea and the United States.

Do these skills even matter?

The PIAAC study data confirms a direct link between skill levels and economic success. It is difficult to determine cause and effect, but it is noteworthy that people with high levels of numeracy are more likely to have a good education and hold high-paying jobs. This underscores the importance of educational programs aimed at developing key competencies that contribute to career success and increased income.

Research Studies show that high literacy levels directly impact self-rated health and overall life satisfaction. People who experience difficulties reading and understanding texts tend to have low incomes and are more likely to experience unhappiness. The Organisation for Economic Co-operation and Development (OECD) emphasizes that this phenomenon points to a serious political and social problem: adults with insufficient literacy cannot fully participate in public, political, and economic life. Improving literacy levels is essential for improving quality of life and actively engaging citizens in societal development.

In a PIAAC research report, the organization's experts note that in 2022, generative artificial intelligence demonstrated the ability to successfully complete 80% of reading literacy tasks. However, the majority of study participants failed to achieve this result. It is expected that in the coming years, generative artificial intelligence will be able to achieve a PIAAC score of 500, which is virtually unachievable for humans, meaning it will complete 100% of tasks. This highlights the significant advances AI technologies are making in literacy learning and assessment, which could impact the future of education and skills. OECD experts predict that in the future, generative artificial intelligence will be capable of performing virtually all types of intellectual work, while robotic systems will take over various forms of manual labor. However, workers may not be left without jobs: accelerated production thanks to AI could lead to increased demand for goods, which in turn will create the need for additional human tasks. However, this is just one of many hypotheses, and the prospects for automation for the labor market remain uncertain.

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The potential of artificial intelligence should not be assessed solely by its ability to pass a “human” exam. Exams designed to assess knowledge and skills often focus on a narrow range of tasks and questions. Artificial intelligence is capable of much more than simply passing tests. It can process vast amounts of data, identify patterns, and make predictions, opening up new horizons in fields as diverse as medicine, finance, and science. By narrowing AI assessment to exam results alone, we overlook its potential for real-world applications that could significantly improve our lives and accelerate scientific progress. It's important to understand that the true power of AI lies in its ability to adapt and solve complex problems, not in its ability to meet traditional assessment criteria.

Many skills acquired through education and work become irrelevant over time. However, the OECD emphasizes that the high-level foundational skills discussed in the PIAAC study will remain valuable. These skills serve as the foundation for acquiring new knowledge and skills, making them indispensable in a rapidly changing labor market.

Generative intelligence (GII) demonstrates strong performance on literacy tasks, but this does not reflect its full capabilities. For example, a study by the Higher School of Economics showed that neural networks sometimes struggle with basic concepts that form the basis for more complex tasks. This means that successfully solving a complex task does not guarantee that a neural network possesses all the necessary skills in a given area. Therefore, it is important to consider that the effectiveness of GII in individual cases does not always indicate its overall level of competence.

The laws of psychometrics apply to the assessment of human abilities. Correct answers on tests such as the PIAAC are not an end in themselves. They serve as an indicator of a person's ability to solve similar and simpler problems in different contexts. Even in a situation of radical changes in the labor market, when, for example, programming may become less relevant and the use of assistants becomes a priority, basic information processing skills will remain in demand. The ability to effectively process and interpret information will be a key element for successful adaptation to new working conditions.