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  • One of the key tasks of education systems is to impart basic skills, for example in reading, writing, and arithmetic, thereby preparing pupils for the future. The results of the PISA study, in particular, have shown that, in Germany, attendance at different school types is associated with clear proficiency differences in different skill domains. It is therefore expected that a strong association also exists be-tween formal education and basic skills in adulthood. Previous studies on adult skills have furnished empirical evidence in support of this assumption (Lehmann 1997; Wölfel et al. 2011). It can be assumed that formal education (and training) and skills mutually reinforce each other: On the one hand, school and vocational training impart basic skills; on the other hand, there is a high probability that persons who have deficits in basic skills will leave the education and training system earlier. In addition, an indirect effect of the education system is expected because attitudes, for example toward learning and reading, fostered within the education system increase the probability that people will undergo further education and training in later life, thereby maintaining and expanding their skills (OECD 2013). (xsd:string)
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  • https://nbn-resolving.org/urn:nbn:de:0168-ssoar-396178. (PIAAC) (xsd:string)
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  • 2014 (xsd:gyear)
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  • 2014 (xsd:gyear)
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  • Erhebliche Kompetenzunterschiede im Erwachsenenalter nach Bildungsgruppen: Ergebnisse von PIAAC 2012 [High variation in skills of adults with different educational backgrounds] (xsd:string)
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  • In Social Indicators Information Service (ISI), 52, 1-5, 2014 (xsd:string)
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  • PIAAC - Programme for the International Assessment of Adult Competencies (xsd:string)
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  • 52 (xsd:string)