Percentage of 16- to 65-year-olds performing at PIAAC Problem Solving in Technology-Rich Environments performance level 2 or higher, by sex, age group, and high/low income quartile

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Headline data

Percentage of US persons ages 16 to 65 performing at level 2 or higher of the PIAAC Problem Solving in Technology-Rich Environments
Year Value
2012 39

Source: Organization for Economic Cooperation and Development (OECD), Program for the International Assessment of Adult Competencies (PIAAC), 2012

Geographical Area:

Unit of Measurement:

Footnote:

This table provides metadata for the actual indicator available from United States statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from American statistics, this table should be consulted for information on national methodology and other American-specific metadata information.

Indicator

Percentage of 16- to 65-year-olds performing at PIAAC Problem Solving in Technology-Rich Environments performance level 2 or higher, by sex, age group, and high/low income quartile
Organisation

Organization for Economic Cooperation and Development (OECD), Program for the International Assessment of Adult Competencies (PIAAC), 2012
Unit of measure

Percentage
Data sources

Organization for Economic Cooperation and Development (OECD), Program for the International Assessment of Adult Competencies (PIAAC), 2012 - http://nces.ed.gov/surveys/piaac/ideuspiaac/
Data providers

tom.snyder
Comment and limitations

The first round of data collection in the United States (officially known as the U.S. PIAAC Main Study) was conducted from August 2011 through April 2012 with a nationally representative household sample of 5,000 adults between the ages of 16 and 65.
Method of computation

Weighted percentage of respondents in the survey achieving a score level of 2 or higher
Actual indicator available - description

Problem solving in technology-rich environments (PS-TRE) is an innovative addition to adult literacy and large-scale assessments. In the PIAAC PS-TRE framework, PS-TRE is defined as: “using digital technology, communication tools, and networks to acquire and evaluate information, communicate with others, and perform practical tasks.” PS-TRE measures skills and abilities that are required for solving problems while operating in a technology-rich environment. Specifically, it assesses the cognitive processes of problem solving—goal setting, planning, selecting, evaluating, organizing, and communicating results. The environment in which PS-TRE assesses these processes is meant to reflect the reality that digital technology has revolutionized access to information and communication capabilities over the past decades. In particular, the Internet has immensely increased instantaneous access to large amounts of information in multiple formats and has expanded capabilities of instant voice, text, visual, and graphic communications across the globe.

In order to effectively operate in this environment, it is necessary to have mastery of foundational computer (ICT) skills, including (a) skills associated with manipulating input and output devices (e.g., the mouse, keyboard, and digital displays), (b) awareness of concepts and knowledge of how the environment is structured (e.g., files, folders, scrollbars, hyperlinks, and different types of menus or buttons), and (c) the ability to interact effectively with digital information (e.g., how to use commands such as save, delete, open, close, move, highlight, submit, and send). Such interaction involves familiarity with electronic texts, images, graphics and numerical data, as well as the ability to locate, evaluate, and critically judge the validity, accuracy, and appropriateness of accessed information. These skills constitute the core aspects of the PIAAC PS-TRE assessment. Problem Solving in Technology-Rich Environments items present tasks of varying difficulty to be performed in simulated software applications using commands and functions commonly found in the technology environments of email, web pages, and spreadsheets. These tasks range from purchasing particular goods or services online and finding interactive health information to managing personal information and business finances.

Variable name Variable label
I4_4_1_tech_total PIAAC, problem solving in a technology rich environment, level 2 or higher, total
I4_4_1_tech_male PIAAC, problem solving in a technology rich environment, level 2 or higher, male
I4_4_1_tech_female PIAAC, problem solving in a technology rich environment, level 2 or higher, female
I4_4_1_tech_24 PIAAC, problem solving in a technology rich environment, level 2 or higher, 24 or less
I4_4_1_tech_34 PIAAC, problem solving in a technology rich environment, level 2 or higher, 25 to 34
I4_4_1_tech_44 PIAAC, problem solving in a technology rich environment, level 2 or higher, 35 to 44
I4_4_1_tech54 PIAAC, problem solving in a technology rich environment, level 2 or higher, 45 to 54
I4_4_1_tech_65 PIAAC, problem solving in a technology rich environment, level 2 or higher, 55 to 65
I4_4_1_tech_lowinc PIAAC, problem solving in a technology rich environment, level 2 or higher, lowest income quartile
I4_4_1_tech_highinc PIAAC, problem solving in a technology rich environment, level 2 or higher, highest income quartile
Date of national source publication

10/2013
Periodicity

One time survey
Scheduled update by national source

NA
Date metadata updated

10/2016
Disaggregation geography

National
Disaggregation categories

Sex, age group, and income quartile
International and national references

http://piaacgateway.com/
Time period

About every 10 years

This table provides information on metadata for SDG indicators as defined by the UN Statistical Commission. Complete global metadata is provided by the UN Statistics Division.

Indicator

Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
Target

Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
Organisation

International Telecommunication Union (ITU)
Definition and concepts

Definition:

The proportion of youth and adults with Information and Communications Technology (ICT) skills, by type of skill defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. From 2023, the percentage of individuals that have basic or above-basic ICT skills, by skill area can also be calculated. The indicator is expressed as a percentage.

Concepts:

The indicator on the proportion of individuals with ICT skills, by type of skills refers to individuals that have undertaken certain activities in the last three months. (Please note however, that until 2019 this data refer to computer-related activities and response categories, as explained below.)

Computer-related activities to measure ICT skills are as follows:

  • Copying or moving a file or folder
  • Using copy and paste tools to duplicate or move information within a document
  • Sending e-mails with attached files (e.g. document, picture, video)
  • Using basic arithmetic formulas in a spreadsheet
  • Connecting and installing new devices (e.g. a modem, camera, printer)
  • Finding, downloading, installing and configuring software
  • Creating electronic presentations with presentation software (including images, sound, video or charts)
  • Transferring files between a computer and other devices
  • Writing a computer program using a specialized programming language

A computer refers to a desktop computer, a laptop (portable) computer or a tablet (or similar handheld computer). It does not include equipment with some embedded computing abilities, such as smart TV sets, and devices with telephony as their primary function, such as smartphones.

Most individuals will have carried out more than one activity and therefore multiple responses are expected. The tasks are broadly ordered from less complex to more complex, although there is no requirement for a respondent to select simpler tasks before selecting a more complex task.

From 2020, the definition has been expanded to refer to skills irrespective of the device used. From 2023, skills have been organized by areas and additional activities have been added to provide more balance to the assessment of ICT skills. The current skills categories are:

Information and data literacy

  • Verifying the reliability of information found online
  • Getting information about goods or services
  • Reading or downloading newspapers, magazines or electronic books in a digital format
  • Seeking health information (on injury, disease, nutrition, etc.)

Communication and collaboration

  • Sending messages (e.g. e-mail, messaging service, SMS) with attached files (e.g. document, picture, video)
  • Making calls (Telephoning over the Internet/VoIP, using Skype, Whatsapp, Viber, iTalk, etc.; includes video calls via webcam)
  • Participating in social networks
  • Taking part in consultations or voting via the Internet to define civic or political issues

Digital content creation

  • Using copy and paste tools to duplicate or move data, information and content in digital environments (e.g. within a document, between devices, on the cloud)
  • Using basic arithmetic formulae in a spreadsheet
  • Creating electronic presentations with presentation software (including text, images, sound, video or charts)
  • Programming or coding in digital environments (e.g. computer software, app development)
  • Using software run over the Internet for editing text documents, spreadsheets or presentations
  • Uploading self/user-created content to a website to be shared

Problem solving

  • Connecting and installing new devices (e.g. a modem, camera, printer) through wired or wireless technologies
  • Finding, downloading, installing and configuring software and apps
  • Transferring files or applications between devices (including via cloud-storage)
  • Internet banking
  • Doing an online course (in any subject)
  • Purchasing or ordering goods or services

Safety

  • Setting up effective security measures (e.g. strong passwords, log-in attempt notification) to protect devices and online accounts
  • Changing privacy settings on your device, account or app to limit the sharing of personal data and information (e.g. name, contact information, photos)

Aggregate measure of ICT skills

From 2023, additional indicators to provide an overall view of an individual’s level of ICT skills have been added. Countries should assess each individual’s skill level by the above listed skill areas.

  • Individuals are assessed on the number of activities within a skill area they report having done in the last three months using the following categories:

None

Basic

Above basic

0 activities

1 activity

More than 1 activity
  • Skill levels are not assessed in skill areas where fewer than two components of the skill area are collected
  • Indicators are weighted equally within each skill area.
Unit of measure

Percent (%)
Data sources

Countries can collect data on this indicator through national household surveys. Data for different countries are compiled by the International Telecommunication Union (ITU).
Data providers

Bodies responsible for conducting household surveys (including National Statistical Offices and Government Ministries) in which information on the use of ICT skills is collected. Data is compiled by the International Telecommunication Union (ITU).
Comment and limitations

This indicator is relatively new but based on an internationally-agreed definition and methodology, which have been developed under the coordination of International Telecommunications Union (ITU), through its Expert Groups and following an extensive consultation process with countries. It was also endorsed by the UN Statistical Commission in 2014[1], and again in 2020.

The indicator is based on the responses provided by interviewees regarding certain activities that they have carried out in a reference period of time. However, it is not a direct assessment of skills nor do we know if those activities were undertaken effectively.

1

As one of the Core List of Indicators of the Partnership on Measuring ICT for Development. ↑
Method of computation

This indicator is calculated as the proportion of in-scope individuals who have carried out each activity in the past 3 months, regardless of where that activity took place.

[ n u m b e r   o f   i n - s c o p e   i n d i v i d u a l s   b y   t y p e   o f   s k i l l s

/ ( n u m b e r   o f   i n - s c o p e   i n d i v i d u a l s ) ] * 100

For aggregate measures the indicator is calculated as the proportion of in-scope individuals who have basic or above-basic ICT skill levels in each skill area. This is based on the activities that in-scope individuals have carried out within each skill area in the past 3 months, regardless of where that activity took place.

Proportion of individuals with basic ICT skills = n u m b e r   o f   i n - s c o p e   i n d i v i d u a l s   c a r r y i n g   o u t   a t   l e a s t   o n e   a c t i v i t y   w i t h i n   a   s k i l l   a r e a

/ ( n u m b e r   o f   i n - s c o p e   i n d i v i d u a l s ) ] * 100

Proportion of individuals with above-basic ICT skills = n u m b e r   o f   i n - s c o p e   i n d i v i d u a l s   c a r r y i n g   o u t   m o r e   t h a n   o n e   a c t i v i t y   w i t h i n   a   s k i l l   a r e a

/ ( n u m b e r   o f   i n - s c o p e   i n d i v i d u a l s ) ] * 100

Figures supplied are expressed as a proportion of the in-scope population.
Metadata update

2024-05-24
International organisations(s) responsible for global monitoring

International Telecommunication Union (ITU)
Related indicators

4.5.1, 9.c.1, 17.6.1, 17.8.1

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