Australia
Australia
Interactive data profiles:
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Country reports and publications 
Australia
Adult skills (Survey of Adult Skills, PIAAC, 2012)
| Survey of Adult Skills (PIAAC) | Skills Matter: Additional Results from the Survey of Adult Skills (2019) | Country Note | National reports |
Select first some countries to compare, choose the charts you wish to display and customise them.
The following list displays indicators for which your selected country shows the highest and lowest values among countries.
The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD
and partner countries.
Find out more about the methodology here.
Show indicators for which your country ranks among the top or bottom:
Sort by:
Problem solving in technology-rich environments
The percentage of adults who opted out of the computer based assessment is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (13.7 %, rank 9/36 , 2018) Download Indicator
The percentage of adults with missing values in the assessment of problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (2.7 %, rank 6/33 , 2018) Download Indicator
The percentage of adults who failed the ICT core is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (3.5 %, rank 27/36 , 2018) Download Indicator
The percentage of adults who had no computer experience is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (4 %, rank 29/36 , 2018) Download Indicator
The percentage of adults scoring below Level 1 in problem solving in technology-rich environments is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (9.2 %, rank 31/33 , 2018) Download Indicator
The percentage of adults scoring at Level 2 in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (31.8 %, rank 7/33 , 2018) Download Indicator
Skills differences between age groups
The percentage of older adults (55-65 year-olds) scoring high (at Level 2 or 3) in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (17.2 %, rank 5/32 , 2018) Download Indicator
Skills differences by gender
The percentage of women scoring at Level 2 or 3 in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (37.5 %, rank 6/33 , 2018) Download Indicator
Skills differences by level of education
The percentage of adults without upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (14.2 %, rank 3/32 , 2018) Download Indicator
The percentage of adults with an upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (30.2 %, rank 4/33 , 2018) Download Indicator
The percentage of adults with tertiary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (55.5 %, rank 6/33 , 2018) Download Indicator
Skills by parents' educational attainment
The percentage of adults whose parents had not attained upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (26.7 %, rank 3/33 , 2018) Download Indicator
The percentage of adults with at least one parent with upper secondary education scoring high (at Level 2 or 3) in problem solving in technology-rich environments is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (45.2 %, rank 6/33 , 2018) Download Indicator
The data table will display up to six selected countries.
General findings
- In the 2023 Survey of Adult Skills, 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" (Rouet et al., 2021). 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.
Visualisations
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- In the 2023 Survey of Adult Skills, numeracy encompasses "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" (Tout et al., 2021). 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, and at times questioned and doubted, and analysed for their relevance to the responses needed.
Visualisations
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- The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This 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" (Greiff et al., 2021).
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
Visualisations
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Click on the diagram to get a PDF version
Click on the coverpage to see the full OECD iLibrary version
Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2024 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2024 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.