OECD Education Working Papers

ISSN: 
1993-9019 (online)
http://dx.doi.org/10.1787/19939019
Hide / Show Abstract
This 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.
 

Youth in Transition

How Do Some of The Cohorts Participating in PISA Fare in PIAAC? You or your institution have access to this content

English
Click to Access: 
    http://oecd.metastore.ingenta.com/content/51479ec2-en.pdf
  • PDF
  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/youth-in-transition_51479ec2-en
  • READ
Author(s):
Francesca Borgonovi1, Artur Pokropek2, François Keslair1, Britta Gauly3, Marco Paccagnella1
Author Affiliations
  • 1: OECD, France

  • 2: Polish Academy of Science, Poland

  • 3: GESIS - Leibniz Institute for the Social Sciences, Germany

28 Mar 2017
Bibliographic information
No.:
155
Pages:
117
http://dx.doi.org/10.1787/51479ec2-en

Hide / Show Abstract

This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part in both studies. Socio-economic disparities are exacerbated between the age of 15 and 27 and the socio-economic gap in proficiency widens, particularly among low-achievers. Gender disparities in literacy at age 15 are marked across the performance spectrum but are particularly wide among low-performers. However, by age 24 there is no difference in the literacy proficiency of males and females. The gender gap in numeracy at age 15 is quantitatively small when compared with the gap in literacy, although it is more pronounced among high achievers. The paper canvasses possible explanations for the trends observed and discusses implications for policy and practice, including the extent to which the lack of an established link between PISA and PIAAC limits the analytical value of the two studies.
 
Visit the OECD web site