How are adult skills acquired? Three comparative essays based on PIAAC
This thesis deals with how adult skills are acquired. The proxies of adult skills used throughout the thesis are extracted from the Programme of International Assessment of Adult Skills (PIAAC), a survey coordinated by the OECD. The thesis is composed of three chapters. The first research study is,...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/398151 |
| Acceso en línea: | http://hdl.handle.net/10803/398151 |
| Access Level: | acceso abierto |
| Palabra clave: | Competències professionals Cualificaciones profesionales Vocational qualifications Educació Educación Education Igualtat d'oportunitats educatives Igualdad de oportunidades en la enseñanza Educational equalization Models d'equacions estructurals Modelos de ecuaciones estructurales Structural equation modeling Ciències Jurídiques, Econòmiques i Socials 316 |
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How are adult skills acquired? Three comparative essays based on PIAAC |
| title |
How are adult skills acquired? Three comparative essays based on PIAAC |
| spellingShingle |
How are adult skills acquired? Three comparative essays based on PIAAC Scandurra, Rosario Ivano Competències professionals Cualificaciones profesionales Vocational qualifications Educació Educación Education Igualtat d'oportunitats educatives Igualdad de oportunidades en la enseñanza Educational equalization Models d'equacions estructurals Modelos de ecuaciones estructurales Structural equation modeling Ciències Jurídiques, Econòmiques i Socials 316 |
| title_short |
How are adult skills acquired? Three comparative essays based on PIAAC |
| title_full |
How are adult skills acquired? Three comparative essays based on PIAAC |
| title_fullStr |
How are adult skills acquired? Three comparative essays based on PIAAC |
| title_full_unstemmed |
How are adult skills acquired? Three comparative essays based on PIAAC |
| title_sort |
How are adult skills acquired? Three comparative essays based on PIAAC |
| dc.creator.none.fl_str_mv |
Scandurra, Rosario Ivano |
| author |
Scandurra, Rosario Ivano |
| author_facet |
Scandurra, Rosario Ivano |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Almeda Samaranch, Elisabet Calero, Jorge, 1963- Universitat de Barcelona. Departament de Sociologia i Anàlisi de les Organitzacions |
| dc.subject.none.fl_str_mv |
Competències professionals Cualificaciones profesionales Vocational qualifications Educació Educación Education Igualtat d'oportunitats educatives Igualdad de oportunidades en la enseñanza Educational equalization Models d'equacions estructurals Modelos de ecuaciones estructurales Structural equation modeling Ciències Jurídiques, Econòmiques i Socials 316 |
| topic |
Competències professionals Cualificaciones profesionales Vocational qualifications Educació Educación Education Igualtat d'oportunitats educatives Igualdad de oportunidades en la enseñanza Educational equalization Models d'equacions estructurals Modelos de ecuaciones estructurales Structural equation modeling Ciències Jurídiques, Econòmiques i Socials 316 |
| description |
This thesis deals with how adult skills are acquired. The proxies of adult skills used throughout the thesis are extracted from the Programme of International Assessment of Adult Skills (PIAAC), a survey coordinated by the OECD. The thesis is composed of three chapters. The first research study is, “A comparative analysis of skills formation.” It aims at providing an overview of how OECD countries differ in the configuration of skills. It explores whether there are any similarities or divergences between OECD countries and how life course factors contribute to the diverging education and training models. A decomposition analysis using Shapley rule was applied and then, the results were clustered. Findings show diverging models of skills formation which are compatible with the literature of education and training models. The second research study, “An integral model of adult skills in OECD countries” examines whether it is possible to identify a model of adult skills acquisition which is common for the OECD countries. Additionally, it estimates how diverse life course factors intervene in the formation of adult skills. Results provide an overall model of configuration of skills acquisition and show how unequal access to education affects skills at a later stage in life. Moreover, skills practices in the workplace and in daily life have a consistent impact on skills. The third study, “How different education and training systems configure adult skills? A comparative analysis of five OECD countries using structural equation modelling” analyses whether there are differences between diverse education and training models in the acquisition of adult skills. Based on the framework of the second study, this work delves deeper into the differences between some country specific models’, which are defined in the comparative education literature as a diverging type of skills formation. These three pieces of research are closely connected and might be considered in aggregate terms as they provide an overall picture of the research objective. The points of connections are basically three: a) the analysis of a common measure of educational outcomes; b) an assessment of a group of countries (e.g. OECD); c) a special attention to intergenerational inequality transmission and to diverse sources of inequality; d) the identification of the internal consistencies and divergences between the group of countries analysed in the first and third studies. The implications of this research are two-fold. First, it illustrates with different statistical techniques the configuration of adult skills by using a newly implemented dataset. Second, it proposes a comprehensive theoretical model of adult skills acquisition, providing evidence on the impact of diverse life-course factors. |
| publishDate |
2016 |
| dc.date.none.fl_str_mv |
2016 2016 2017 |
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info:eu-repo/semantics/doctoralThesis info:eu-repo/semantics/publishedVersion |
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doctoralThesis |
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publishedVersion |
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http://hdl.handle.net/10803/398151 |
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http://hdl.handle.net/10803/398151 |
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Inglés |
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Inglés |
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info:eu-repo/semantics/openAccess |
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openAccess |
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142 p. application/pdf application/pdf |
| dc.publisher.none.fl_str_mv |
Universitat de Barcelona |
| publisher.none.fl_str_mv |
Universitat de Barcelona |
| dc.source.none.fl_str_mv |
TDX (Tesis Doctorals en Xarxa) reponame:TDR. Tesis Doctorales en Red instname:CBUC, CESCA |
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CBUC, CESCA |
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TDR. Tesis Doctorales en Red |
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TDR. Tesis Doctorales en Red |
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1869407267472801792 |
| spelling |
How are adult skills acquired? Three comparative essays based on PIAACScandurra, Rosario IvanoCompetències professionalsCualificaciones profesionalesVocational qualificationsEducacióEducaciónEducationIgualtat d'oportunitats educativesIgualdad de oportunidades en la enseñanzaEducational equalizationModels d'equacions estructuralsModelos de ecuaciones estructuralesStructural equation modelingCiències Jurídiques, Econòmiques i Socials316This thesis deals with how adult skills are acquired. The proxies of adult skills used throughout the thesis are extracted from the Programme of International Assessment of Adult Skills (PIAAC), a survey coordinated by the OECD. The thesis is composed of three chapters. The first research study is, “A comparative analysis of skills formation.” It aims at providing an overview of how OECD countries differ in the configuration of skills. It explores whether there are any similarities or divergences between OECD countries and how life course factors contribute to the diverging education and training models. A decomposition analysis using Shapley rule was applied and then, the results were clustered. Findings show diverging models of skills formation which are compatible with the literature of education and training models. The second research study, “An integral model of adult skills in OECD countries” examines whether it is possible to identify a model of adult skills acquisition which is common for the OECD countries. Additionally, it estimates how diverse life course factors intervene in the formation of adult skills. Results provide an overall model of configuration of skills acquisition and show how unequal access to education affects skills at a later stage in life. Moreover, skills practices in the workplace and in daily life have a consistent impact on skills. The third study, “How different education and training systems configure adult skills? A comparative analysis of five OECD countries using structural equation modelling” analyses whether there are differences between diverse education and training models in the acquisition of adult skills. Based on the framework of the second study, this work delves deeper into the differences between some country specific models’, which are defined in the comparative education literature as a diverging type of skills formation. These three pieces of research are closely connected and might be considered in aggregate terms as they provide an overall picture of the research objective. The points of connections are basically three: a) the analysis of a common measure of educational outcomes; b) an assessment of a group of countries (e.g. OECD); c) a special attention to intergenerational inequality transmission and to diverse sources of inequality; d) the identification of the internal consistencies and divergences between the group of countries analysed in the first and third studies. The implications of this research are two-fold. First, it illustrates with different statistical techniques the configuration of adult skills by using a newly implemented dataset. Second, it proposes a comprehensive theoretical model of adult skills acquisition, providing evidence on the impact of diverse life-course factors.Este trabajo trata de la adquisición de competencias en la población adulta. La tesis se compone de tres capítulos. El primero lleva por título "Un análisis comparativo de la formación de competencias". El objetivo es proporcionar una visión general de cómo los países OCDE difieren en la configuración de las competencias. La investigación explora similitudes y divergencias entre los países OCDE y cómo diferentes factores a lo largo de la vida contribuyen a la configuración de modelos divergentes de educación y formación. Los resultados muestran modelos divergentes de formación de competencias compatibles con la literatura de los modelos de educación y formación. El segundo estudio, "Un modelo integral de las competencias de los adultos en los países OCDE" examina la posibilidad de identificar un modelo de adquisición de competencias para la población adulta que sea común para los países OCDE. Además, analiza la manera en que diversos factores a lo largo de la vida intervienen en la formación de las competencias de los adultos. Los resultados proporcionan un modelo general de configuración de la adquisición de competencias y muestran cómo el acceso desigual a la educación afecta las competencias en una etapa posterior de la vida. Además, las prácticas de uso de las competencias en el lugar de trabajo y en la vida cotidiana tienen un impacto relevante en las competencias. El tercer estudio, "¿Cómo diferentes sistemas de educación y formación configuran las competencias de los adultos?” analiza si existen diferencias entre diversos modelos de educación y formación en la adquisición de competencias. Basándose en el marco del segundo estudio, este trabajo profundiza en las diferencias entre algunos modelos, definidos previamente por la educación comparada. Estas tres investigaciones están estrechamente relacionadas y pueden considerarse en términos agregados. Los puntos de conexión son cuatro: i) el análisis de una medida común de competencias; ii) una evaluación de un grupo de países (OCDE); iii) la atención a la transmisión de desigualdad intergeneracional y a diversas fuentes de desigualdad; iv) la identificación de unas consistencias y divergencias, entre el grupo de países analizados en el primer y tercer estudio.Universitat de BarcelonaAlmeda Samaranch, ElisabetCalero, Jorge, 1963-Universitat de Barcelona. Departament de Sociologia i Anàlisi de les Organitzacions201620172016info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersion142 p.application/pdfapplication/pdfhttp://hdl.handle.net/10803/398151TDX (Tesis Doctorals en Xarxa)reponame:TDR. Tesis Doctorales en Redinstname:CBUC, CESCAInglésADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs.info:eu-repo/semantics/openAccessoai:www.tdx.cat:10803/3981512026-06-14T12:46:07Z |
| score |
15,301603 |