PIAAC Fact Sheet

Long title
Programme for the International Assessment of Adult Competencies
Frequency of data collection
Every 10 years
Schedule
  • 2002−2007: scoping phase
  • 2008−2009: development phase (framework and instrument development)
  • 2010 (April−June): field test, Round-1 countries
  • 2011−2012: data collection, Round 1
  • 2013 (October): release of the first international report and international database for Round 1
  • 2014−2015: data collection, Round 2
  • 2016 (June): release of the second international report and international database for Round 2
  • 2017−18: data collection, Round 3
  • 2019: release of the third international report and international database for Round 3
Objectives

Measure the key cognitive and workplace skills needed for individuals to participate in society and for economies to prosper. The evidence from this survey will help countries better understand how education and training systems can nurture these skills. Educators, policy makers, and labor economists will use this information to develop economic, education and social policies that will continue to enhance the skills of adults.‌

In particular, data from this survey will facilitate a better understanding of:

  • Performance of education and training systems
  • The extent and dimensions of illiteracy and poor literacy
  • Gaps between labor markets and education and training
  • Equity levels in access to education and intergenerational mobility
  • Young people’s transition from education to work
  • Identification of at-risk populations
  • Links between key cognitive skills and variables such as demographics, educational background, health, etc.
Assessment domain(s)
  • Numeracy
  • Problem solving in technology-rich environments
  • Literacy
Study framework (summary)

The background questionnaire (BQ)

  • Personal characteristics and background information
  • Education and training
  • Current status and work history
  • Skills used at work and in everyday life

 

Literacy assessment

  • Content dimension
  • Cognitive strategies dimension
  • Context dimension

 

Numeracy assessment

  • Content dimension
  • Cognitive strategies dimension
  • Context dimension

 

Problem solving in technology-rich environments assessment

  • Content dimension
  • Cognitive strategies dimension
  • Context dimension
Participating entities

In Round 1(2008−2013): 24 countries and economies

Australia, Austria, Belgium (Flanders), Canada, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Ireland, Italy, Japan, Korea, Netherlands, Norway, Poland, Russian Federation, Slovak Republic, Spain, Sweden, United Kingdom (England and Northern Ireland), United States

 

In Round 2 (2012−2016): 8 countries and economies

Chile, Greece, Israel, Lithuania, New Zealand, Singapore, Slovenia, Turkey

 

In Round 3 (2016−2019): 5 additional countries

Ecuador, Hungary, Kazakhstan, Mexico, Peru, United States

Target population and sample (summary)

Target population (adults)

Non-institutionalized individuals ages 16 to 65, residing in the participating country or economy

 

Sample (adults)

Overall approximately 250,000 adults in 33 countries/economies

Data collection techniques and instruments (summary)

Household interview and achievement tests

Initiator
Study director(s)
Study website(s)
Contact

OECD

2, rue André Pascal

75775 Paris Cedex 16

France

Tel: +33 1 45 24 82 00

Fax: +33 1 45 24 85 00

E-Mail: edu.piaac@oecd.org