Education, Age and Skills: An Analysis Using PIAAC Data

Autor/inn/en	Calero, Jorge; Murillo Huertas, Inés P.; Raymond Bara, Josep Lluís
Titel	Education, Age and Skills: An Analysis Using PIAAC Data
Quelle	In: European Journal of Education, 54 (2019) 1, S.72-92 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12318
Schlagwörter	Cognitive Ability; Numeracy; Literacy; Adult Learning; Educational Attainment; Gender Differences; Age Differences; Profiles; Aging (Individuals); Educational Quality; Family Characteristics; Efficiency; International Assessment; Cross Cultural Studies; Skill Development; Higher Education + Suchen Sie Ihr Suchwort? Denkfähigkeit; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Adulte education; Adult training; Erwachsenenbildung; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Charakterisierung; Profilanalyse; Aging; Altern; Quality of education; Bildungsqualität; Effectiveness; Effektivität; Wirkungsgrad; Cultural comparison; Kulturvergleich; Kompetenzentwicklung; Qualifikationsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The main aim of this article is to analyse the change of adult skills, as captured by cognitive skills assessed in PIAAC, across age cohorts, taking into account that the quality of schooling may change from one cohort to another. We estimate a model that relates numeracy and literacy skills to age, schooling, gender and variables related to both family background and labour market performance. The specification allows us to control for changes in the efficiency of the transformation of schooling into skills when drawing age-skill profiles. Our results show that the effect of ageing on skills, once isolated from cohort effects related to schooling, decreases monotonically across consecutive cohorts. The change of the efficiency of the transformation of schooling into both numeracy and literacy skills shows a remarkably similar pattern. Nonetheless, this change differs substantially between education levels, with the efficiency of the transformation of schooling into skills showing a steadier profile for intermediate than for higher education. Finally, empirical evidence is provided for the decomposition of the differences in the skill levels of the older vs. the prime age generations. The results suggest that the progressive expansion of schooling across younger generations partially offsets the negative effect of the irrepressible ageing of society on skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01