Socio-demographic and practice-oriented factors related to proficiency in problem solving: a lifelong learning perspective

Abstract

This article explores the relative importance of different socio-demographic and practice-oriented factors that are related to proficiency in problem solving in technology-rich environments (PSTREs) and by extension may be related to complex problem solving (CPS). The empirical analysis focuses on the proficiency measurements of PSTRE made available by the Programme for the International Assessment of Adult Competencies, which is relevant for gaining insight on some of the factors related to CPS. The purpose was to examine the relationship between the broad information processing experience that individuals gather in different contexts over the lifespan, and the chances to develop problem-solving skills that adults receive in different socio-demographic profiles. Results reveal that socio-demographic factors such as age, education and immigration status as well as practice-oriented factors such as ICT use and reading practice at and outside work are strongly related to proficiency.

Keywords:

• Problem-solving skills
• PIAAC
• skill formation
• skill development
• practice engagement theory

Acknowledgements

This research was made possible by European Union support for the FP7 research project ‘LLLightinEurope’ (290683).

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Richard Desjardins

Richard Desjardins is a professor of political economy and education at the University of California, Los Angeles (UCLA). His most recent book is Rewards to Skill Supply, Skill Demand, and Skill Match-Mismatch (Lund University 2014) and he guest edited a special issue of the European Journal of Education entitled Education and Social Transformation (volume 50, number 3 2015).

Peer Ederer

Peer Ederer is a professor at Zeppelin University and at Leuphana University in Germany. He researches, publishes, teaches and practices on the link between human capital formation, economic growth, and innovation. He is the project director of the EU-funded LLLight’in’Europe research project, leading a consortium of eight globally leading research universities on Lifelong Learning, Innovation, Growth and Human Capital Tracks (www.lllightineurope.com).