National Higher Education Policy and the Development of Generic Skills

Autor/in	Williams, Ross
Titel	National Higher Education Policy and the Development of Generic Skills
Quelle	In: Journal of Higher Education Policy and Management, 41 (2019) 4, S.404-415 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Ross)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2019.1606690
Schlagwörter	Educational Policy; Higher Education; Numeracy; Literacy; College Role; Young Adults; College Students; College Graduates; Scores; Expenditures; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Educational Finance; Program for International Student Assessment; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Young adult; Junger Erwachsener; Collegestudent; Hochschulabsolvent; Hochschulabsolventin; Ausgaben; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Bildungsfonds
Abstract	This article explores the contribution of higher education to the development of numeracy and literacy competencies. To control for other post-schooling determinants of generic skills, the analysis is confined to adults aged 20-24 years who have completed or who are enrolled in tertiary studies. The quality of incoming students is controlled for by estimating the average PISA score attributable to this cohort using a truncated distribution approach. Average tertiary competencies are obtained for 31 countries from the OECD's Programme for the Assessment of Adult Competencies (PIAAC). The empirical findings are that the PISA scores account for most (70 per cent) of the international variation in PIAAC scores. Government expenditure on higher education is found to exert a small positive effect on PIAAC scores, at least for numeracy. The level of national research activity, as measured by research publications, has a small negative effect on PIAAC scores (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01