The OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) represents a comprehensive international comparative assessment of the information processing skills of adults vital for the full participation in social and economic life in the 21st century. PIAAC is now in its second cycle and continues a series of international assessments of adult skills that began in the mid-1990s with the International Adult Literacy Survey (IALS).

The OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) represents a comprehensive international comparative assessment of the information processing skills of adults vital for the full participation in social and economic life in the 21st century. PIAAC is now in its second cycle and continues a series of international assessments of adult skills that began in the mid-1990s with the International Adult Literacy Survey (IALS).The Assessment Frameworks for Cycle 2 of PIAAC provide an essential background for understanding the skills assessed by the PIAAC assessment and for interpreting the results of the study. The Assessment Frameworks define and describe the skills assessed in the study – literacy, numeracy and problem solving – and outline the key features of the assessment of these skills. In addition, the relationship between Cycle 2 of PIAAC and previous assessments of these skills among the adult population is explained and an overview is provided of the changes that have occurred in the conceptualisation of these skills in the different international assessments of adult skills implemented over the last two decades.

The OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) represents a comprehensive international comparative assessment of the information processing skills of adults vital for the full participation in social and economic life in the 21st century. PIAAC is now in its second cycle and continues a series of international assessments of adult skills that began in the mid-1990s with the International Adult Literacy Survey (IALS).The Assessment Frameworks for Cycle 2 of PIAAC provide an essential background for understanding the skills assessed by the PIAAC assessment and for interpreting the results of the study. The Assessment Frameworks define and describe the skills assessed in the study – literacy, numeracy and problem solving – and outline the key features of the assessment of these skills. In addition, the relationship between Cycle 2 of PIAAC and previous assessments of these skills among the adult population is explained and an overview is provided of the changes that have occurred in the conceptualisation of these skills in the different international assessments of adult skills implemented over the last two decades.

This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA) Vocational Education and Training (VET), currently in the Development Phase of implementation which aims to provide a comprehensive and rigorous international survey of student knowledge and skills that are essential for success in selected occupational areas.

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Advances in artificial intelligence (AI) are ushering in a large and rapid technological transformation. Understanding how AI capabilities relate to human skills and how they develop over time is crucial for understanding this process.

This volume describes the second phase of the project: exploring three different approaches to assessing AI.

Spillovers from Russia’s war of aggression against Ukraine have derailed the Czech Republic’s post-pandemic recovery and further disrupted the impressive catch-up with OECD average incomes seen in the previous two decades. Inflation is high and a tight macroeconomic policy stance is needed to restore price stability.

The Programme for the International Assessment of Adult Competencies (PIAAC) is an international assessment of adult skills. The assessment framework provides an agreed definition of what should be measured and guide the construction and interpretation of tasks included in the assessment.