„Im Rahmen der OECD-Erhebung über die Kompetenzen Erwachsener (PIAAC) fielen 12 % der 16- bis 24-Jährigen in die Lesekompetenzstufe 1 oder darunter, was bedeutet, dass sie typischerweise nur kurze Texte lesen können, Schwierigkeiten haben, deren Inhalt zu umschreiben, und nur eingeschränkt Schlussfolgerungen aus ihnen ziehen können (OECD-Durchschnitt: 14 %). Ein genauso hoher Anteil, 12 %, erreichte maximal die Mathematikkompetenzstufe 1, verfügt also bestenfalls über ein sehr grundlegendes Verständnis für mathematische Operationen (19 % im OECD-Durchschnitt).“
BMASGK (Hrsg.), Soziale Mobilität und Vermögensverteilung (2019), S. 49f.

„Im Durchschnitt der OECD-Länder und subnationalen Einheiten beträgt die durchschnittliche Lesekompetenz bei Erwachsenen, die angaben, im Alltag nie Bücher zu lesen, 243 Punkte. Der Wert steigt auf 269 Punkte bei denjenigen, die eine Häufigkeit von weniger als einmal pro Monat angaben, bzw. auf 273 bei denen, die laut Angabe weniger als einmal pro Woche, aber mindestens einmal pro Monat lesen, und auf 277 bei den Befragten, die angaben, im Alltag mindestens einmal pro Woche Bücher zu lesen.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 143.
Österreich: 246, 265, 271 bzw. 277 (Quelle: ibidem, Abbildung 6.b.)

„Teachers come from the upper part of the college skill distribution in some countries (e.g., Finland, Singapore, Ireland, and Chile) and from the lower part in others (e.g., Austria, Denmark, the Slovak Republic, and Poland).“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 11

„The 2012 Survey of Adult Skills showed young people in England had low basic skills. Young people in England perform less well on the basic skills of literacy and numeracy than their peers in many other OECD countries. According to the Survey of Adult Skills, England has one of the largest shares of 16-24 year-olds with weak basic skills among the participating countries, and those with vocational qualifications are particularly at risk.“

OECD (Hrsg.), „Apprenticeship in England, United Kingdom“ (2018), S. 38

„In England in 2012 approaching one-third (29 %) of 16-24 year-olds had weak basic skills in the sense of numeracy and/or literacy below Level 2 in the PIAAC survey, one of the highest levels among OECD countries in the survey, and three times the level of a strong performer like the Netherlands (9 %) and substantially more than – say – Germany (19 %). While those from less advantaged family backgrounds are everywhere more likely to suffer from weak basic skills, this factor of inheritance is stronger in England than in most other countries.“

OECD (Hrsg.), „Apprenticeship in England, United Kingdom“ (2018), S. 92

„In Australia, Canada, England, the Netherlands and Norway, inequity increases significantly during early adulthood (as measured by the Survey of Adult Skills among 25-29 year-olds)“
OECD (Hrsg.), „Equity in Education“ (2018), S. 39

„In Canada, the magnitude of the socio-economic gap in mathematics achievement at age 10 (as measured by the Trends in International Mathematics and Science Study [TIMSS]) is about 43 % as large as the gap observed among 15 year-olds (as measured by PISA), and about 32 % as large as the gap in numeracy proficiency among 25-29 year-olds (as measured by the Survey of Adult Skills [PIAAC].“
OECD (Hrsg.), „Equity in Education: Breaking Down Barriers to Social Mobility. Country Note Canada“ (2018), S. 2
In Österreich geht die sozioökonomisch bedingte Leistungsschere in erster Linie im ersten Lebensjahrzehnt auf: mit 10 sind schon über 77 % der sozioökonomisch bedingten Leistungsdifferenz mit 15 und über 66 % der mit 25-29 gegeben.

„The Survey of Adult Skills (PIAAC) shows that tertiary attainment does not always translate equally into high skill proficiency: around 30% of 25-64 year-old tertiary-educated adults have a literacy or numeracy proficiency at or below level 2.“

OECD (Hrsg.), „Education Indicators in Focus 57“ (Dezember 2017), S. 4

„According to the Survey of Adult Skills (PIAAC) data, France is among the 24 participating countries with the lowest numeracy and literacy skills. More specifically, France has an above average share of adults with literacy and/or numeracy levels in or below the lowest scale.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 22

„Basic skill levels of adults in France are low compared to many other OECD countries, with 31 % of adults scoring low in literacy or numeracy in the PIAAC survey

(compared to an OECD average of 26 %).“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 64

„The weak performance of Italian graduates is similar in both young (20-24 years) and older cohorts (25-64 years), pointing to the fact that a considerable share of young Italian graduates lacks the skills needed to compete in international labour markets. In addition, in Italy, the difference in literacy proficiency between adults with a tertiary degree and adults with lower than upper secondary degrees is among the smallest in the OECD pointing to marginal skills development in universities.“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 38

Großbritannien: „Many young adult Britons have low levels of literacy and numeracy. Based on the OECD Survey of Adult Skills (PIAAC), young adults (16-24 year-olds) in England and Northern Ireland have lower literacy and numeracy skills than their peers in almost all other participant countries. Even among university students, about one in ten have low numeracy or literacy levels […] England is also among a minority of countries where young people perform worse on literacy and numeracy than either prime-aged adults (25-54) or seniors (55-65). This decline in test scores from generation to generation could suggest deterioration in the quality of schooling over time.“

OECD (Hrsg.), „Getting Skills Right: United Kingdom“ (2017), S. 23

„Low basic skills among adults remains an acute challenge facing the English education system. One third of the potential entrant pool to university (age 16-19) has low basic skills, higher than almost all other countries surveyed by PIAAC. Early intervention is needed to improve basic skills during compulsory education, since later remediation is more challenging.“

OECD (Hrsg.), „Getting Skills Right: United Kingdom“ (2017), S. 69

„Japanese pupils achieved excellent scores in all PISA rounds, and adults were the best-performers in the PIAAC Survey of Adult Skills. Japan scores well also in terms of educational equity: socio-economic background matters less for academic performance than in most other OECD countries.“

OECD (Hrsg.), „Investing in Youth: Japan“ (2017), S. 139

Italien: „The OECD Survey of Adult Skills (PIAAC) provides evidence that Italian workers have low average levels of cognitive skills and are less likely to use certain cognitive skills that are important drivers of workers’ and firms’ performance. These deficiencies are found even among university graduates.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 19

Italien: „Adult graduates in Italy have among the lowest average literacy and numeracy scores compared with tertiary graduates in other countries (26th out of 29 OECD countries, in both dimensions).“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 26

„Italian graduates have relatively low literacy and numeracy skills as shown in the OECD Survey of Adult Skills. Only 12 % of Italian university graduates attain the highest levels of literacy proficiency (levels 4 or 5) as compared to 20 % of graduates across the 33 nations participating in the Survey.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 76

„Around 9 % of Italy’s tertiary graduates have very low levels of literacy proficiency (less than level 2), as compared to an average of 7 % for the 33 PIAAC countries.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 76

Italien: „Approximately 39 % of 25-65 year-olds (13.1 million adults) in Italy have low levels of literacy and/or numeracy proficiency, a share larger than in all but two other OECD PIAAC countries.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 94

Schweden: „25 % of young adults with a tertiary education show lower skills than the 25 % best performing with only compulsory school degrees.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 11

„In England there is a larger gap in literacy and numeracy scores between the highest and lowest achievers than in most other countries.“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 3

„The relationship between parental background and adult literacy and numeracy among those aged 16 to 24 is stronger in England than in all other countries except the Slovak Republic.“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 3

„England ranks equal fourth amongst countries and regions in numeracy inequality. Only France, English-speaking Canada and the USA are significantly more unequal in numeracy.“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 9

England: „The exceptionally high levels of skills inequality visible amongst the 16-24 year old age group is still apparent amongst 25-29 year olds.“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 13

„For numeracy, almost a quarter (24 per cent) of adults in England scored at Level One or below, a higher proportion than the OECD average of 19 percent. Most countries had a lower proportion of adults at the lowest two numeracy levels than England and only six countries had a higher proportion (Northern Ireland, the Republic of Ireland, France, the United States, Spain and Italy).“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 19

Österreich gehört mit 14 % zu den Staaten, in denen sich die wenigsten Menschen mit ihrer Mathematikkompetenz im Risikobereich (Level One or below) befinden.

England: „For the 16-24 age group there is only one other country, the Slovak Republic, where parental education has more influence on individual literacy and numeracy skills attainment.“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 23

„Among countries participating in the OECD Survey of Adult Skills, 16-24 year-olds in England have particularly low literacy and numeracy skills.“

OECD (Hrsg.), „Education Policy Outlook. United Kingdom“ (2015), S. 6

„In some OECD countries, including Canada, France, Italy, Ireland, Poland, Spain, the United Kingdom and the United States, large proportions of young adults who have upper secondary qualifications also perform (Anm.: bei PIAAC) below Level 2 in numeracy.“

OECD (Hrsg.), „OECD Skills Outlook 2015“ (2015), S. 38

Italiens, Irlands, Spaniens und Englands unter 30-jährige AkademikerInnen haben, wie die OECD bestätigt, eine geringere Mathematikkompetenz als Österreichs unter 30-Jährige, deren höchster Bildungsabschluss die Sekundarstufe II ist (ibidem, S. 35)

Südkorea: „The literacy proficiency of the top 25 % students with tertiary-type A education attainment is among the lowest in the OECD.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Korea 2015“ (2015), S. 49

„Italy, together with Spain and Ireland, had the lowest literacy scores among tertiary-educated 25-34 year-olds who participated in the OECD Survey of Adult Skills.“

OECD (Hrsg.), „Education at a Glance. Country Note Italy“ (2015), S. 4

„Es ist auch – durchaus entgegen den Erwartungen – nicht nachweisbar, dass die formal und offensichtlich differenzierten und segmentierten Systeme eine größere Ungleichheit der Kompetenzen bewirken als die ‚Gesamtschulsysteme‘, da letztere ebenfalls oft einen hohen, aber versteckten Grad an Differenzierung aufweisen.“

Dr. Lorenz Lassnigg u. a., „Das österreichische Modell der Formation von Kompetenzen im Vergleich“. In: Statistik Austria (Hrsg.), „Schlüsselkompetenzen von Erwachsenen – Vertiefende Analysen der PIAAC-Erhebung 2001/12“ (2014), S. 46

„Während autochthone Jugendliche und junge Erwachsene nur zu 6,1 % kompetenzarm sind, sind dies 27,1 % bzw. 23,3 % der 1. bzw. 2. Migrationsgeneration.“

Mag. Marlene Lentner u. a., „Jugendliche und junge Erwachsene mit geringen Kompetenzen“. In: Statistik Austria (Hrsg.), „Schlüsselkompetenzen von Erwachsenen – Vertiefende Analysen der PIAAC-Erhebung 2001/12“ (2014), S. 286

„[Es] sind 31,4 % aller Jugendlichen und jungen Erwachsenen (Anm.: 16- bis 29- Jährige) mit einer anderen Erstsprache als Deutsch von Kompetenzarmut betroffen, während dies nur auf 6,8 % jener zutrifft, deren Erstsprache Deutsch ist.“

Mag. Marlene Lentner u. a., „Jugendliche und junge Erwachsene mit geringen Kompetenzen“. In: Statistik Austria (Hrsg.), „Schlüsselkompetenzen von Erwachsenen – Vertiefende Analysen der PIAAC-Erhebung 2001/12“ (2014), S. 286

„Insgesamt ist die Korrelation zwischen PIAAC und PISA nicht hoch, es stellt sich die Frage, woher die Unterschiede in den Werten kommen, wenn die beiden Erhebungen im Prinzip die gleichen Kompetenzen erfassen sollen.“

Statistik Austria (Hrsg.), „Schlüsselkompetenzen von Erwachsenen – Vertiefende Analysen der PIAAC-Erhebung 2001/12“ (2014), S. 72

„Adults (aged 16-65) in Austria score far above the EU average in the Survey of Adult Skills (PIAAC) numeracy proficiency tests. The same holds true for young people (aged 16-24).“

EU-Kommission (Hrsg.), „Education and Training Monitor 2014 – Austria“ (2014), S. 5

„Countries with greater social equality tend to have more numerate adult populations. Austria, the Czech Republic, Flanders (Belgium), the Nordic countries and the Slovak Republic have relatively high mean numeracy scores and also have relatively modest income inequality.“

Univ.-Prof. Dr. Dirk Van Damme, „How closely is the distribution of skills related to countries’ overall level of social inequality and economic prosperity?“ (2014), S. 4

„Adolescent achievement test scores only explain at most 17 % of the variability in later-life earnings. […] Achievement tests do not adequately capture non-cognitive skills such as perseverance ('grit'), conscientiousness, self-control, trust, attentiveness, self-esteem and self-efficacy, resilience to adversity, openness to experience, empathy, humility, tolerance of diverse opinions and the ability to engage productively in society, which are valued in the labour market, in school, and in society at large.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 9

„Italy (250) and Spain (252), but also France (262), fall substantially short of the international performance and constitute the bottom of the international league tables.“

Univ.-Prof. Dr. Ludger Wößmann, „The Economic Case for Education“ (2014), S. 23

„The recent results of the OECD’s survey of adult skills show that in England and Northern Ireland, parents’ educational attainment has a stronger-than-average impact on adults’ proficiency in both literacy and numeracy.“

NIACE (Hrsg.), „Family Learning Works“ (2013), S. 5