Adult skills

This concept is assessed through several multiple sub-indicators.

• Proportion of 16 to 65 year olds by level of mathematic proficiency.
• Proportion of 16 to 65 year olds by level of reading proficiency.
• Proportion of 16 to 65 year olds by level of science proficiency.

Each component of this indicator is measured differently by the Programme for the International Assessment of Adult Competencies (PIAAC) through the Survey of Adult Skills. The competencies assessed in the PIAAC are understood as involving a continuum of proficiency. Individuals are considered to be proficient to a greater or a lesser degree in the competency in question, as opposed to being either “proficient” or “not proficient.” In other words, there is no threshold that separates those who have the competency in question from those who do not. The measurement scales describe gradations in the complexity of the information-processing tasks in the domains of literacy, numeracy and adaptive problem solving.

Proportion of 16 to 65 year olds by level of proficiency in numeracy

This indicator is measured by the Programme for the International Assessment of Adult Competencies (PIAAC). Numeracy is defined as accessing, using and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life.

The PIAAC numeracy assessment aims to describe the full range of numeracy capability in the adult population aged 16 to 65. Estimates are reported on a 500-point scale. The scale is divided into six levels: below level 1, and levels 1 to 5.

For a complete breakdown of the levels and their meaning, see Table 2.4 (Description of what adults can do at each proficiency level in numeracy) in the OECD report Do Adults Have the Skills They Need to Thrive in a Changing World?

Proportion of 16 to 65 year olds by level of proficiency in literacy

This indicator is measured by the Programme for the International Assessment of Adult Competencies (PIAAC). Literacy is defined as accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential and to participate in society.

The PIAAC literacy assessment aims to provide a complete and accurate description of what adults can do with texts in a broad range of contexts and tasks. The PIAAC literacy assessment aims to describe the full range of literacy capability in the adult population aged 16 to 65. Estimates are reported on a 500-point scale. The scale is divided into six levels: below level 1, and levels 1 to 5.

For a complete breakdown of the levels and their meaning, see Table 2.5 (Description of what adults can do at each proficiency level in literacy) in the OECD report Do Adults Have the Skills They Need to Thrive in a Changing World?

Proportion of 16 to 65 year olds by level of proficiency of adaptive problem solving

This indicator is measured by the Programme for the International Assessment of Adult Competencies (PIAAC). Adaptive Problem Solving (APS) involves the capacity to achieve one's goals in a dynamic situation, in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts.

The PIAAC adaptive problem solving assessment aims to describe the full range of adaptive problem solving capability in the adult population aged 16 to 65. Estimates are reported on a 500-point scale. The scale is divided into five levels: below level 1, and levels 1 to 4.

For a complete breakdown of the levels and their meaning, see Table 2.6 (Description of what adults can do at each proficiency level in adaptive problem solving) in the OECD report Do Adults Have the Skills They Need to Thrive in a Changing World?

Literacy, numeracy and adaptive problem solving are foundational skills enabling individuals to engage and function effectively across a broad spectrum of everyday situations, to achieve personal goals, navigate mathematical challenges, define problems and seek relevant information. These skills also support individuals' capacity to adapt and manage changes in their lives.

The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, at times questioned and doubted, and analysed for their relevance to the responses needed.

Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.

Now, more than ever, adults are required to both continually adapt to new circumstances and engage in lifelong learning as a result of an increasingly complex and changing society. This need to assess and adjust to changing conditions prompted the inclusion of adaptive problem solving as a new area of assessment.

Visit the PIAAC Canada website and their FAQ page to learn more about the Programme for the International Assessment of Adult Competencies.

Proportion of 16 to 65 year olds by level of proficiency in numeracy

Programme for the International Assessment of Adult Competencies (PIAAC)

• Table 37-10-0259-01 – Average scores and distribution of proficiency levels in literacy, numeracy and adaptive problem solving, by age group and gender
• Table 37-10-0260-01 – Average scores in literacy, numeracy and adaptive problem solving, by labour force status, age group and gender
• Table 37-10-0261-01 – Average scores in literacy, numeracy and adaptive problem solving, by highest level of education, age group and gender
• Table 37-10-0262-01 – Average scores in literacy, numeracy and adaptive problem solving, by occupation and gender

Proportion of 16 to 65 year olds by level of proficiency in literacy

Programme for the International Assessment of Adult Competencies (PIAAC)

• Table 37-10-0259-01 – Average scores and distribution of proficiency levels in literacy, numeracy and adaptive problem solving, by age group and gender
• Table 37-10-0260-01 – Average scores in literacy, numeracy and adaptive problem solving, by labour force status, age group and gender
• Table 37-10-0261-01 – Average scores in literacy, numeracy and adaptive problem solving, by highest level of education, age group and gender
• Table 37-10-0262-01 – Average scores in literacy, numeracy and adaptive problem solving, by occupation and gender

Proportion of 16 to 65 year olds by level of proficiency of adaptive problem solving

Programme for the International Assessment of Adult Competencies (PIAAC)

• Table 37-10-0259-01 – Average scores and distribution of proficiency levels in literacy, numeracy and adaptive problem solving, by age group and gender
• Table 37-10-0260-01 – Average scores in literacy, numeracy and adaptive problem solving, by labour force status, age group and gender
• Table 37-10-0261-01 – Average scores in literacy, numeracy and adaptive problem solving, by highest level of education, age group and gender
• Table 37-10-0262-01 – Average scores in literacy, numeracy and adaptive problem solving, by occupation and gender

For products related to adult skills, including data tables, data visualizations, articles, and other product types see Analytical releases: Adult skills or view all analytical releases.

This indicator aligns with the following frameworks:

• Global Indicator Framework for the Sustainable Development Goals (SDG) Data Hub
• SDG Indicator 4.6.1 – Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
• Education Indicators in Canada: Report of the Pan-Canadian Education Indicators Program, March 2024 (statcan.gc.ca)
• Gender Results Framework (GRF)
• Equal lifelong learning opportunities and outcomes for adults
• GRF indicator 1.3.1 – Adults' literacy and numeracy test scores

Social and emotional skills are commonly identified as an element of the set of key competencies required for success in the labour market and in life more generally, and feature prominently in international and national frameworks setting out objectives for skills development and learning outcomes expected of education and training systems. The 2023 Survey of Adult Skills (PIAAC) collected data through self-assessment on social and emotional skills, and a future thematic report is planned for release.

In response to evolving labour market and changing skill needs, Employment and Social Development Canada's Skills for Success model was launched, defining nine key skills Canadians need to participate in work, education and training, and in modern society.

More information on education, training and learning statistics can be found at The Canadian Centre for Education Statistics.