A Brief Assessment of Adult Skills in Turkey: Results from Survey of Adult Skills (PIAAC)
Öz
In this study, we compare the adults’ proficiency in key information-processing skills in Turkey with the rest of the OECD countries using the results of OECD Programme for the International Assessment of Adult Competencies (PIAAC) survey. Several key observations can be summarized as follows; While the performance of adults in OECD countries are mostly grouped at intermediate levels, adults in Turkey are concentrated at elementary levels. Both in literacy and numeracy skills, individuals with tertiary education in Turkey perform the same as individuals with secondary education in the OECD countries. We observe that low level of skill use in the labor market might also reflects poor skill returns; thereby individuals prefer not to invest heavily in those skills. Findings of the PIAAC survey reveal that the improvement in quantity should be complemented with progress in quality in Turkey. Moreover, low returns to skills put more emphasis on institutional issues concerning the structure of labor demand. Lack of incentives in firms could be a factor restricting skill development of workers and could lead to low investment in skill upgrading. We complement our comparison by providing some evidence from other data sources and underline the importance of skill development for growth.
Anahtar Kelimeler
Skill, human capital, productivity, labor force
Destekleyen Kurum
We would like to thank REF for financial support
Teşekkür
Current study has first appeared as a working paper at TUSIAD-Sabanci University Competitiveness Forum (REF). We would also like to thank Izak Atiyas and Alpay Filiztekin for their valuable comments and suggestions. The usual disclaimer applies.
Kaynakça
- Aydede, Y. and B. Z. Orbay (2016), “Comparison of Economic Benefits of University and Vocational High School Education Among Different Majors in Turkey,” European Journal of Higher Education, 6(2): 176-192.
- Bol, T. and H. G. Van de Werfhorst (2013), “Educational systems and the trade-off between labor market allocation and equality of educational opportunity,” Comparative Education Review, 57(2): 285-308.
- Broecke, S., G. Quintini and M. Vandeweyer (2017), “Explaining International Differences in Wage Inequality: Skills Matter,” Economics of Education Review, 60: 112-124. Dodgson, M. (1993), “Learning, Trust, and Technological Collaboration,” Human Relations, 46(1): 77-95.
- Eraut, M. (2007), “Learning from Other People in the Workplace,” Oxford Review of Education, 33(4): 403-422.
- Hamalainen, R., B. De Wever, K. Nissinen and S. Cincinnato (2019), “What Makes the Difference–PIACC as a Resource for Understanding the Problem-Solving Skills of Europe’s Higher-Education Adults,” Computers & Education, 129: 27-36.
- Hampf, F. and L. Woessmann (2017), “Vocational vs. General Education and Employment Over the Life Cycle: New Evidence from PIAAC,” CESifo Economic Studies, 63(3): 255-269.
- Hanushek, E. A., G. Schwerdt, S. Wiederhold and L. Woessmann (2015), “Returns to Skills Around the World: Evidence from PIAAC,” European Economic Review, 73: 103-130.
- Hidalgo-Cabrillana, A., Z. Kuehn and C. Lopez-Mayan (2017),” Development Accounting Using PIAAC Data,” SERIEs, 8(4): 373-399.
- Jimeno, J. F., A. Lacuesta, M. Martinez-Matute and E. Villanueva (2016), “Education, Labour Market Experience and Cognitive Skills: Evidence from PIAAC,” Technical report, Banco de Espan˜a.
- Liu, H. (2018), “Education Systems, Education Reforms, and Adult Skills in the Survey of Adult Skills (PIAAC),” OECD Education Working Papers No. 182.