Programme for the International Assessment of Adult Competencies, Australia methodology

1 If the respondent indicated in the background questionnaire that they had experience using a computer, they were directed to do a computer-based exercise. If the respondent did not have experience using a computer, or they refused to do the exercise on a computer, they were directed to do a paper-based exercise.

2 In the computer-based exercises, the computer calculated the respondent's scores and also collected processing information.

3 For the core booklet in the paper-based path, the interviewer entered the respondent's scores into the computer to determine if they were to proceed to the main exercise.

4 Core Stage 1 of the computer-based path assessed if the respondent had the necessary basic computer skills (such as clicking, typing, scrolling, dragging, highlighting and using pull-down menus) to proceed with the computer-based exercises. If they did not pass this stage, they were directed to do a paper-based core exercise.

5 Core Stage 2 of the computer-based path assessed if the respondent had the basic literacy and numeracy skills to proceed to the main exercise. If the respondent passed this stage, they then proceeded to the computer-based main exercise. If the respondent did not pass this stage, they were directed to the Reading Components booklet (see paragraph 14 below).

6 The paper-based core booklet contained eight basic tasks (four literacy tasks and four numeracy tasks) which assessed to check if the respondent had the basic literacy and numeracy skills to proceed to the main exercise. If the respondent passed this stage, they then proceeded to the paper-based main exercise. If the respondent did not pass the core booklet, they were directed to the Reading Components booklet (see paragraph 14 below).

7 The tasks in the main exercise were more diverse in complexity and subject matter than the core booklet, and were designed to provide an understanding of the skills of the general population.

8 The computer-based main exercise contained modules which each assessed either literacy, numeracy or problem solving in technology-rich environments. Each respondent was randomly allocated two modules. For example, a respondent could be allocated a numeracy module and a problem solving module. Each module was designed to take an average of 30 minutes.

9 The tasks within the literacy and numeracy modules varied in difficulty, and the tasks were allocated to respondents on the basis of their performance at different stages of the assessment. The literacy and numeracy module contained 20 tasks each. The problem solving modules contained seven fixed tasks in each module.

10 Respondents were sequenced through an orientation session which contained instructions on how to navigate through each module before they began the module.

11 Seventy per cent of respondents were directed to the computer-based main exercise.

12 The paper-based main exercise required the respondent to complete a booklet containing either 20 literacy tasks or 20 numeracy tasks. The computer randomly allocated which booklet to issue to the respondent.

13 Thirty per cent of respondents were directed to the paper-based main exercise.

14 The Reading Components booklet was designed to measure basic reading skills and contained three parts: word meaning, sentence processing and basic passage comprehension.

15 All respondents who were issued a paper-based core exercise, as well as those respondents who did not pass Core Stage 2 of the computer-based exercise, were issued a Reading Components booklet.

16 Refer to the OECD publication 'Literacy, Numeracy and Problem Solving in Technology-Rich Environments - Framework for the OECD Survey of Adult Skills' for examples of literacy, numeracy and PSTRE tasks.

For each skill domain, proficiency scores are derived on a scale ranging from 0 to 500 points. Item Response Theory is used so that the score reflects the percentage of items in the skill domain that the respondent answered correctly, as well as the probability of the respondent (or persons with similar characteristics) successfully completing tasks with a similar level of difficulty. For PIAAC a response probability (RP) value of 0.67 was chosen, meaning that the respondent (or persons with similar characteristics) had a 67 per cent chance of successfully completing tasks with a similar level of difficulty.

For each respondent in PIAAC, ten plausible values (scores) were generated for the domains measured. While simple population estimates for any domain can be produced by choosing at random only one of the ten plausible values, this publication uses an average of the ten values. For example in order to report an estimate of the total number of people at Level 1 for literacy, the weighted estimate of the number of respondents at Level 1 for each of the ten plausible values for literacy individually, was calculated. The ten weighted estimates were then summed. Finally, this result was divided by ten to obtain the estimate of the total number of people at Level 1 for literacy. The process was repeated for each skill level.

This process must be performed for each skill level by each variable category (e.g. males) when producing estimates for other tabulations. For example in order to report an estimate of the total number of males at Level 1 for literacy, the weighted estimate of the number of males at Level 1 for each of the ten plausible values for literacy individually was calculated. Then the ten weighted estimates were summed. Finally, this result was divided by ten to obtain the estimate of the total number of males at Level 1 for literacy. The process was then repeated for each skill level.

All estimates presented in this publication are obtained by using all ten plausible values in combination, as described above.

In order to minimise respondent burden, respondents did not complete exercises in all three of the skill domains. Respondents completed exercise tasks in only one or two of these domains, depending on the assessment path they followed. Refer to the appendix titled Pathways through the self-enumerated exercise for further information about the possible assessment paths. To address this, PIAAC used multiple imputation methodology to obtain proficiency scores for each respondent for the skill domains for which the respondent was not required to do an exercise. Problem solving in technology-rich environments scores were not imputed for respondents who were sequenced to the paper-based Core booklet (i.e. they had no computer experience, or they did not agree to do the exercise on the computer, or they did not pass the computer-based Core Stage 1). The effect of the significant imputation variability, due to the use of multiple possible assessment tasks and the complex scaling procedures on the estimation, can be reliably estimated and is included in the calculated standard errors (SEs). See the Data quality (Technical Note) for further information about the reliability of the estimates.

In this report, proficiency levels have a descriptive purpose. They are intended to aid the interpretation and understanding of the reporting scales by describing the attributes of the tasks that adults with particular proficiency scores can typically successfully complete. In particular, they have no normative element and should not be understood as “standards” or “benchmarks” in the sense of defining levels of proficiency appropriate for particular purposes (e.g. access to post-secondary education or fully participating in a modern economy) or for particular population groups

Further information to assist with the interpretation of the skill levels is available in the OECD publication, The Survey of Adult Skills: Reader's Companion. The technical manual is available from the OECD website at www.oecd.org.

Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency.

The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts.

Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognising basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected.

At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to:

• cycle through or integrate two or more pieces of information based on criteria;
• compare and contrast or reason about information requested in the question; or
• navigate within digital texts to access-and-identify information from various parts of a document.
   

Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information.

Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesise information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information.

At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialised background knowledge.

Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways.

Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognising common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors.

Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple per cents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations.

Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, per cents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs.

Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognising and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs.

Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.

Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices.

Problems solving in technology-rich environments is defined as using digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. PIAAC focuses on abilities to solve problems for personal, work and civic purposes by setting up appropriate goals and plans, accessing and making use of information through computers and computer networks.

Adults in this category reported having no prior computer experience; therefore, they did not take part in computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environments domain.

Adults in this category had prior computer experience but failed the ICT core test, which assesses basic ICT skills, such as the capacity to use a mouse or scroll through a web page, needed to take the computer-based assessment. Therefore, they did not take part in computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environments domain.

Adults in this category opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environments domain.

Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated.

At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The problem may be solved regardless of the respondent’s awareness and use of specific tools and functions (e.g. a sort function). The tasks involve few steps and a minimal number of operators. At the cognitive level, the respondent can readily infer the goal from the task statement; problem resolution requires the respondent to apply explicit criteria; and there are few monitoring demands (e.g. the respondent does not have to check whether he or she has used the appropriate procedure or made progress towards the solution). Identifying content and operators can be done through simple match. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information.

At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) can facilitate the resolution of the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed.

At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur.
The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent.

Data released in the previous ALLS and SAL publications are not comparable with PIAAC data for the following reasons:

• The literacy and numeracy scores previously published for ALLS and SAL have been remodelled to make them consistent with PIAAC. These scores were originally based on a model with a response probability (RP) value of 0.8 but are now based on a model with a RP value of 0.67. The latter value was used in PIAAC to achieve consistency with the OECD survey Programme for International Student Assessment (PISA), in the description of what it means to be performing at a particular level of proficiency. The new RP value does not affect the score that was calculated for a respondent. However, it does affect the interpretation of the score. Therefore, users of this data should refer to the new skill level descriptions provided (above) in this PIAAC publication when performing time-series comparisons.
• The prose and document literacy scales from ALLS and SAL have been combined to produce a single literacy scale which is comparable to the PIAAC literacy scale.
• The numeracy scores from ALLS have been recalculated using a model that incorporates the results of all countries that participated in ALLS. (The previous model was based only on countries that participated in the first round of ALLS). This has resulted in some minor changes to the ALLS numeracy scores. SAL did not collect a numeracy domain which is comparable with ALLS and PIAAC.
   

These remodelled literacy scores (from ALLS and SAL) and numeracy scores (from ALLS) are included in additional data cubes.

Note that some common concepts used in other ABS publications that differ for PIAAC are indicated by the use of "For PIAAC".

For PIAAC, an apprenticeship or other training scheme is where a person has signed a legal contract with an employer to undertake on-the-job training to become a trades person. An apprenticeship includes additional studies.

For PIAAC, a computer refers to a mainframe, desktop or laptop computer, or any other device that can be used to do such things as sending or receiving email messages, processing data or text, or finding things on the internet. This includes mobile phones and other hand-held electronic devices that are used to connect to the internet, check emails etc.

Self-enumerated exercises for the respondent to complete on the computer which measured literacy, numeracy or problem solving in technology-rich environments skills. Respondents were directed to complete a computer-based exercise if they had indicated that they had prior computer experience.

The core stage of the self-enumerated exercise was designed to assess the respondent's capacity to undertake the main exercise. The computer-based path contained Core Stage 1 which determined if the respondent had the necessary basic computer skills (such as clicking, typing, scrolling, dragging, highlighting and using pull-down menus) to proceed with the computer-based path, and Core Stage 2 which determined if the respondent had the basic literacy and numeracy skills to proceed to the main exercise. The paper-based path had a core booklet to determine if the respondent had the basic literacy and numeracy skills to continue to the main exercise.

Correspondence or distance courses require communicating with a teacher or trainer by exchanging printed or electronic media, or through technology that allows communication in real time. Such a course may include periodic live-in or residential sessions. It may be also be referred to as studying 'externally'.

This measure of literacy was collected in ALLS 2006 and SAL 1996. It is defined as the knowledge and skills required to locate and use information contained in various formats including job applications, payroll forms, transportation schedules, maps, tables and charts. The document literacy scores from ALLS and SAL will be combined with the prose literacy scores (from ALLS and SAL), and remodelled to produce a combined literacy scale comparable to the PIAAC literacy scale.

For PIAAC, people who, during the reference week:

• did paid work for one hour or more for an employer or in their own business; or
• were away from a job or business that they plan to return to; or
• did unpaid work for at least one hour for a business that they or a relative owns.
   

Equivalised gross household income is household income adjusted by the application of an equivalence scale to facilitate comparison of income levels between households of differing size and composition, reflecting that a larger household would normally need more income than a smaller household to achieve the same standard of living. Equivalised gross household income is derived by calculating an equivalence factor according to the 'modified OECD' equivalence scale, and then dividing income by the factor. The equivalence factor is built up by allocating points to each person in a household (1 point to the first adult, 0.5 points to each additional person who is 15 years and over, and 0.3 to each child under the age of 15) and then summing the equivalence points of all household members. Equivalised gross household income can be viewed as an indicator of the economic resources available to a standardised household. For a lone person household it is equal to household income. For a household comprising more than one person, it is an indicator of the household income that would be needed by a lone person household to enjoy the same level of economic wellbeing.

A fixed term contract refers to a contract that has a specific end date or is for a specific event.

Refers to studies that, when completed, result in formal qualifications at primary, secondary, university or post-secondary level.

An indefinite contract is a contract or agreement (e.g. a Collective or Enterprise Agreement) with no set end or finish date.

Respondents who indicated they had prior computer experience provided information about the frequency of their computer and internet usage and, if applicable, the level of computer skills required for their current/last job.

For PIAAC, activities that are job-related do not necessarily refer to one specific job, but to employment in general.

A classification into the categories of employed, unemployed and out of the labour force (international terminology) or not in labour force (Australian terminology). The tables of this publication contain labour force data which applies concepts more closely aligned with the ABS Labour Force Survey. However, there is a subtle difference in the concept of 'Unemployed', which in turn impacts on the estimates for 'Out of labour force'. See the Unemployed definitions provided below for further detail.

This is relevant for people who do not have current employment, but have recent work experience in the 12 months prior to the interview, or who left paid work within the five years prior to the interview.

Literacy, as defined by the OECD for the PIAAC survey, is understanding, evaluating, using and engaging with written texts to participate in society, to achieve one's goals, and to develop one's knowledge and potential. Refer to the appendix titled Scores and skill levels for further information about literacy skill levels.

The main English speaking countries (excluding Australia) are: Canada, Republic of Ireland, New Zealand, South Africa, United Kingdom and United States of America.

The main exercise was a set of self-enumerated tasks which were designed to measure the respondent's skills in the domains of literacy, numeracy or problem solving in technology-rich environments. The main exercise could be conducted by either a computer-based exercise or paper-based exercise. The problem solving in technology-rich environments domain was only assessed in the computer-based exercises. Respondents proceeded to the main exercise if they passed the core stage.

This refers to the job or business where the person was employed for the most hours during the reference week. If the person had two jobs or businesses where they worked the same amount of time, this refers to the job or business where they earned the most.

People who were not in the labour force in the reference week, wanted to work and:

• were actively looking for work but did not meet the availability criteria to be classified as unemployed; or
• were not actively looking for work but were available to start work within four weeks.
   

The criteria for determining those in the labour force are based on activity (i.e. working or looking for work) and availability to start work during the reference week. The criteria associated with marginal attachment to the labour force, in particular the concepts of wanting to work and reasons for not actively looking for work, are more subjective. Hence, the measurement against these criteria is affected by the respondent's own interpretation of the concepts used. An individual respondent's interpretation may be affected by their work aspirations, as well as family, economic and other commitments.

People who did not receive a proficiency score because they were not able to answer more than five questions in the background questionnaire, as they were unable to speak or read the language of the assessment, had difficulty reading or writing, or had a learning or mental disability.

Non-school qualifications are awarded for educational attainments other than those of pre-primary, primary or secondary education. They include qualifications at the Postgraduate Degree level, Master Degree level, Graduate Diploma and Graduate Certificate level, Bachelor Degree level, Advanced Diploma and Diploma level, and Certificates I, II, III and IV levels. Non-school qualifications may be attained concurrently with school qualifications.

People who were not in the categories 'employed' or ' unemployed'.

Numeracy, as defined by the OECD for the PIAAC survey, is the ability to access, use, interpret, and communicate mathematical information and ideas, in order to engage in and manage the mathematical demands of a range of situations in adult life. This definition should be paired with the definition of numerative behaviour which is managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. Refer to the appendix titled Scores and skill levels for further information about numeracy skill levels.

The observation module was a series of questions that the interviewer answered when the interview was complete and the interviewer had left the respondent's home. The questions collected information about the interview setting such as any events that might have interrupted or distracted the respondent during the exercise.

The OECD is an international organisation that works with governments to understand what drives economic, social and environmental change in order to promote policies that will improve economic and social well-being. For PIAAC, the OECD coordinated an international consortium of organisations to manage the survey across the 24 countries that participated in the survey.

People who were not in the categories 'employed' or 'unemployed'.

Paid work is any work for pay or profit, even for as little as one hour per week. Pay includes cash payments or 'payment in kind' (payment in goods or services rather than money), whether payment was received in the week the work was done or not. Also counted as working for pay is anyone who receives wages for on-the-job training that involves the production of goods or services.

Self-enumerated exercises for the respondent to complete in paper booklets which measured literacy or numeracy as well as basic reading skills. Respondents were directed to complete a paper-based exercise if they did not have prior computer experience (as determined by their answers in the background questionnaire), if they did not pass the computer-based Core Stages, or they refused to take the computer-based exercise.

For each respondent in PIAAC, ten plausible values (scores) were generated for the domains measured. While simple population estimates for any domain can be produced by choosing at random only one of the ten plausible values, this publication uses an average of the ten values. For example in order to report an estimate of the total number of people at Level 1 for literacy, the weighted estimate of the number of respondents at Level 1 for each of the ten plausible values for literacy individually, was calculated. The ten weighted estimates were then summed. Finally, this result was divided by ten to obtain the estimate of the total number of people at Level 1 for literacy. The process was repeated for each skill level. Refer to the appendix titled Scores and skill levels for further information about the calculation of estimates using all ten plausible values in combination.

PSTRE, as defined by the OECD for the PIAAC survey, is using digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. PIAAC focuses on abilities to solve problems for personal, work and civic purposes by setting up appropriate goals and plans, accessing and making use of information through computers and computer networks. Refer to the appendix titled Scores and skill levels for further information about PSTRE skill levels.

This measure of prose literacy was collected in ALLS 2006 and SAL 1996. It is defined as the knowledge and skills needed to understand and use various kinds of information from text including editorials, news stories, brochures and instruction manuals. The prose literacy scores from ALLS and SAL have been combined with the document literacy scores (from ALLS and SAL), and have been remodelled to produce a combined literacy scale comparable to the PIAAC literacy scale.

The Reading Components booklet measured basic reading skills and contained three parts: word meaning, sentence processing and basic passage comprehension.

The week preceding the week in which the interview was conducted.

This is the probability of a respondent providing a correct answer to an item in the self-enumerated assessment. It is a function of two things: an item's characteristics (e.g. level of difficulty) and a respondent's characteristics (e.g. age, education). For PIAAC, a model with a response probability value of 0.67 was used. Therefore, the proficiency score in a skill domain reflects the level of difficulty of items that a respondent, as well as other people with a similar profile, are able to answer correctly 67% of the time.

Self-employed includes people who have their own business or are partners in a business as well as freelancers. A self-employed person may or may not have employees.

The self-enumerated exercise was designed to measure skills in the areas of literacy, numeracy or problem solving in technology-rich environments. The respondents completed the exercise either on a computer or in paper booklets. The exercise consisted of a core stage, a main exercise, and some respondents completed a Reading Components booklet. There were no time limits and no assistance was allowed, See the Explanatory Notes for further information about the self-enumerated exercise.

The three skill domains measured in PIAAC are literacy, numeracy and problem solving in technology-rich environments.

To facilitate analysis, the proficiency scores for literacy and numeracy have been grouped into five skill levels, and the problem solving in technology-rich environments scores have been grouped into three levels, with Level 1 being the lowest measured level of literacy. The levels indicate specific sets of abilities, and therefore, the thresholds for the levels are not equidistant. As a result, the ranges of scores in each level are not identical. Refer to the appendix titled Scores and skill levels for a detailed description of the skill levels for each skill domain.

People aged 15 to 74 years who were not employed, were available for work in the reference week, and at any time in the four weeks up to the end of the reference week:

• had actively looked for full-time or part-time work; or
• were waiting to start a new job.
   

The definition of unemployed, using the labour force concept defined for the international PIAAC survey, is people aged 15 to 74 years who were not employed, and:

• had actively looked for full-time or part-time work at any time in the four weeks up to the end of the reference week and were available for work within two weeks, or
• will be starting a job within three months and could have started within two weeks had the job been available then.
   

Unpaid work is any task directly contributed to the operation of a business for which the person did not receive or expected to receive any pay, payment in kind or profit.

Responses in this category represent respondents who did not get asked the question for the data item because the question was not relevant for that respondent.

VET is a program of study that is intended to develop proficiency in skills relevant to the workplace or entry to further education. These courses are typically associated with preparatory, operative, trades/skilled and para-professional education and training. VET may also be referred to as 'school based traineeship' and includes subjects that lead to a certificate or statement of attainment. Students in some schools can receive a VET qualification while still attending school.

For information on the institutional environment of the Australian Bureau of Statistics (ABS), including the legislative obligations of the ABS, financing and governance arrangements, and mechanisms for scrutiny of ABS operations, please see ABS Institutional Environment.

The 2011–2012 Programme for the International Assessment of Adult Competencies (PIAAC) is an international survey coordinated by the Organisation for Economic Co-operation and Development (OECD) which aims to:

• understand the current skills and competencies of the adult population;
• assess the performance of current education and training systems in providing the required skill base for the economy; and
• develop policies and programs to improve the skills adults need to participate successfully in society in the 21st century.

PIAAC provides information on skills and competencies for people aged 15 to 74 years in the three domains of:

• literacy;
• numeracy; and
• problem solving in technology-rich environments.

PIAAC also collected information on topics including education and training, labour force activities, income, and skills used at work and everyday life.

PIAAC is the third survey of international comparisons of adult literacy skills conducted in Australia. Its predecessors were the Adult Literacy and Life Skills Survey (ALLS) 2006 and Survey of Aspects of Literacy (SAL) 1996. Internationally, SAL was known as the International Adult Literacy Survey (IALS). Data from PIAAC, ALLS and SAL are used to inform policy matters including the Council of Australian Governments (COAG) National Agreement for Skills and Workforce Development.

The Explanatory Notes section of this publication contains information about the scope of the survey as well as a list of the Australian and international classifications used.

The OECD published international results on 8 October 2013 in the OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. The report is available from the OECD website at www.oecd.org.

PIAAC was conducted throughout Australia from October 2011 to March 2012.

Additional data cubes containing state and territory data are to be appended to this product in 2014. Users can subscribe to receive Email Notifications to be advised when updates are available for this product. From the attached link, select 4. Social Statistics, sub-topic 42. Education, then select the product 4228.0 Programme for the International Assessment of Adult Competencies.

The initial sample for PIAAC consisted of 14,442 private dwellings. Of the 11,532 households that remained in the survey after sample loss, 8,446 (73%) were fully responding or provided sufficient detail for literacy scores to be determined.

PIAAC was designed to provide reliable estimates at the national level and for each state and territory.

Refer to the Explanatory Notes for more detailed information about PIAAC's sample design, reliability of estimates and data quality. The Data quality (Technical Note) also provides further information about the reliability of the estimates.

Data previously released in the ALLS and SAL publications are not directly comparable with PIAAC data due to:

• changes in the interpretation of the skill levels;
• combining the prose and document literacy scales into a single literacy scale; and
• the numeracy scores from ALLS have been recalculated using a model to incorporate the results of all countries which participated in the second round of ALLS.
   

Data based on remodelled literacy scores (from ALLS and SAL) and numeracy scores (from ALLS) are included in additional data cubes to allow direct comparison.

Caution however is advised when comparing results from ALLS and SAL with data from PIAAC. While the re-modelled data should facilitate comparability over time, analysis undertaken by the ABS and internationally has shown that in some cases the observed trend is difficult to reconcile with other known factors and is not fully explained by sampling variability. For more information see the Explanatory Notes section of Programme for the International Assessment of Adult Competencies (PIAAC), 2011-2012 (cat. no. 4228.0).

PIAAC expands on the previous surveys by assessing skills in the domain of 'problem solving in technology-rich environments'. This domain is a new edition in PIAAC and is not comparable to the problem solving scale derived in ALLS.

New data items in PIAAC collected information about skill use and practices at work, including:

• the use of generic skills in the workplace including communication, presentation and team-working skills; and
• skill practices at work, specifically reading, writing, mathematics and ICT skill activities.
   

The Explanatory Notes section of this publication contains more detailed information on the differences between the surveys over time, and also the comparability with other ABS surveys.

This publication contains data cubes and summary commentary of the main findings to assist with the interpretation of the results of the survey.

Further information about the definitions, classifications and other technical aspects associated with these statistics are available from the Methodology page of this publication (including a Glossary and Appendices).

For more comprehensive information about the background and conceptual information of PIAAC, refer to the OECD website at www.oecd.org.

Data cubes (spreadsheet) containing estimates, proportions and associated relative standard errors (RSEs) and margin of errors (MOEs) are available from the Data downloads section of this publication. Additional data cubes containing state and territory data are to be appended to this product in 2014. Users can subscribe to receive Email Notifications to be advised when updates are available for this product. From the attached link, select 4. Social Statistics, sub-topic 42. Education, then select the product 4228.0 Programme for the International Assessment of Adult Competencies.

A basic confidentialised unit record data file (CURF) is available on CD-ROM from Microdata: Programme for the International Assessment of Adult Competencies (PIAAC) (cat. no. 4228.0.30.001).

Further information about microdata is available from the Microdata Entry Page on the ABS web site.

The OECD published international results on 8 October 2013 in the OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. The report is available from the OECD website at www.oecd.org.

Data are available on request. Note that detailed data can be subject to high relative standard errors which in some cases may result in data being confidentialised.

For further information about these or related statistics, contact the National Information and Referral Service on 1300 135 070.