copy the linklink copied! Annex A. Skills Matter: Additional Results from the Survey of Adult Skills Tables of results

Table A2.1

Percentage of adults scoring at each proficiency level in literacy

Table A2.2

Mean literacy proficiency and distribution of literacy scores, by percentile

Table A2.3

Percentage of adults scoring at each proficiency level in numeracy

Table A2.4

Mean numeracy proficiency and distribution of numeracy scores, by percentile

Table A2.5

Percentage of adults who score at or below Level 1 in literacy and/or numeracy

Table A2.6

Performance in the reading component assessment, by literacy proficiency level

Table A2.7

Percentage of adults scoring at each proficiency level in problem solving in technology-rich environments

Table A2.8

Correlation between literacy and numeracy proficiency

Table A2.9

Performance in the reading component assessment, by results to the core test

Table A2.10

Performance in the reading component assessment, by results to the core test (population at or below level 1)

Table A2.11

Percentage of adults with low ICT and information-processing skills

Table A2.12

Per capita GDP In USD, constant 2010 prices, using PPPs

Table A2.13

Percentage of adults with no/limited computer experience and participation in the computer-based assessment, by socio-demographic characteristics

Table A3.1 (L)

Difference in literacy scores between contrast categories, by socio-demographic characteristics

Table A3.1 (N)

Difference in numeracy scores between contrast categories, by socio-demographic characteristics

Table A3.2 (L)

Mean literacy proficiency, by educational attainment, and score difference between high- and low-educated adults

Table A3.2 (N)

Mean numeracy proficiency, by educational attainment, and score difference between high- and low-educated adults

Table A3.3 (L)

Percentage of adults at each proficiency level in literacy, by educational attainment

Table A3.3 (N)

Percentage of adults at each proficiency level in numeracy, by educational attainment

Table A3.3 (P)

Percentage of adults at each proficiency level in problem solving in technology-rich environments, by educational attainment

Table A3.4 (L)

Mean literacy proficiency among 16-24 and 20-24 year-olds, by educational attainment

Table A3.4 (N)

Mean numeracy proficiency among 16-24 and 20-24 year-olds, by educational attainment

Table A3.5 (L)

Mean literacy proficiency, by age groups, and score difference between youngest and oldest adults

Table A3.5 (N)

Mean numeracy proficiency, by age groups, and score difference between youngest and oldest adults

Table A3.6 (L)

Relationship between age and literacy proficiency

Table A3.6 (N)

Relationship between age and numeracy proficiency

Table A3.6 (P)

Relationship between age and proficiency in problem solving in technology-rich environments

Table A3.7 (L)

Percentage of adults at each proficiency level in literacy, by age groups

Table A3.7 (N)

Percentage of adults at each proficiency level in numeracy, by age groups

Table A3.7 (P)

Percentage of adults at each proficiency level in problem solving in technology-rich environments, by age groups

Table A3.8 (L)

Mean literacy proficiency, by gender, and score difference between men and women

Table A3.8 (N)

Mean numeracy proficiency, by gender, and score difference between men and women

Table A3.9 (L)

Mean literacy proficiency, by age and gender

Table A3.9 (N)

Mean numeracy proficiency, by age and gender

Table A3.10 (L)

Percentage of adults at each proficiency level in literacy, by gender

Table A3.10 (N)

Percentage of adults at each proficiency level in numeracy, by gender

Table A3.10 (P)

Percentage of adults at each proficiency level in problem solving in technology-rich environments, by gender

Table A3.11 (L)

Mean literacy proficiency and score difference, by parents’ educational attainment

Table A3.11 (N)

Mean numeracy proficiency and score difference, by parents’ educational attainment

Table A3.12 (L)

Percentage of adults at each proficiency level in literacy, by parents’ educational attainment

Table A3.12 (N)

Percentage of adults at each proficiency level in numeracy, by parents’ educational attainment

Table A3.12 (P)

Percentage of adults at each proficiency level in problem solving in technology-rich environments, by parents’ educational attainment

Table A3.13

Percentage of adults, by socio-demographic characteristics

Table A3.14

Percentage of adults, by age and level of educational attainment

Table A3.15

Percentage of men and women at each level of educational attainment, by age groups

Table A4.1

Descriptive statistics of the use of numeracy skills in everyday life and at work by country

Table A4.2

Index of intensity of engagement in numeracy practices in everyday life and at work, by country

Table A4.3

Percentage of adults scoring at each level of intensity in numeracy practices in everyday life and at work, by country

Table A4.4

Adjusted and unadjusted gender differences in engagement in numeracy practices in everyday life and at work

Table A4.5

Adjusted and unadjusted age differences in engagement in numeracy practices in everyday life and at work

Table A4.6

Adjusted and unadjusted differences in engagement in numeracy practices in everyday life and at work, by educational attainment

Table A4.7

Determinants of engagement intensity in numeracy practices in everyday life by labour force status

Table A4.8

Determinants of engagement intensity in numeracy practices in everyday life and at work

Table A4.9

Variations in using information-processing skills at work

Table A4.10

Index of intensity of engagement in problem solving and social interaction tasks at work, by country

Table A4.11

Percentage of the variance in engagement in problem solving and social interaction task at work explained by industry and occupation

Table A4.12

Percentage of workers by risk of automation

Table A5.1 (L)

Effect of education and literacy proficiency on the likelihood of being employed

Table A5.1 (N)

Effect of education and numeracy proficiency on the likelihood of being employed

Table A5.2 (L)

Effect of education, literacy proficiency and reading use at work on wages

Table A5.2 (N)

Effect of education, numeracy proficiency and numeracy use at work on wages

Table A5.3

Contribution of education, literacy and numeracy to the variation in hourly wages

Table A5.4

Contribution of education, literacy and numeracy to the variation in hourly wages, by age group

Table A5.5

Contribution of education, literacy and numeracy to the variation in hourly wages, by gender

Table A5.6

Qualification, literacy, numeracy and field-of-study mismatch

Table A5.7

Effect on wages of qualification, numeracy and field-of-study mismatch

Table A5.8 (L)

Marginal effects of literacy proficiency on adults reporting positive social outcomes

Table A5.8 (N)

Marginal effects of numeracy proficiency on adults reporting positive social outcomes