国際成人能力調査:日本人読解力,数學思考力居首位

Last month the Mainichi News on-line reported the following:

国際成人力調査:日本、読解力と数的思考力で首位

毎日新聞　2013年10月08日　19時21分（最終更新　10月08日　23時52分）

　経済協力開発機構（ＯＥＣＤ）は８日、加盟国を中心に世界２４カ国・地域を対象に、社会生活に必要な能力を調べた初の「国際成人力調査（ＰＩＡＡＣ、ピアック）」の結果を発表した。調査は「読解力」「数的思考力」「ＩＴ（情報技術）活用力」の３分野で、日本は読解力、数的思考力の平均点で１位。「ＩＴ活用力」は、高い習熟度を持つ人の割合は１０位だったが平均点では１位となり、全３分野で平均点がトップだった。文部科学省は、義務教育と企業の社員教育の成果を理由に挙げている。

　テストはコンピューター（使えない人は紙のテスト）で実施し、正しい情報や数値を選ぶ問題や情報を分析させる問題を解かせた。読解力（文章を理解、評価、利用する力）▽数的思考力（統計などの数学的な情報を利用、解釈、伝達する力）▽ＩＴを利用した問題解決能力（コンピューターやインターネットを使い、実生活に活用する力）−−の３分野について、各０〜５００点の間で採点した。

　日本は、読解力が平均２９６点で、２位のフィンランドに８点差をつけて１位。数的思考力でも２位フィンランドに６点差の２８８点でトップだった。

　ＩＴ活用力は、全解答者（コンピューターと紙テストの合計）のうち、得点上位のコンピューター回答者の割合で、国民の能力を測った。日本は３５％で、２０カ国・地域中１０位。１位はスウェーデン（４４％）だった。これとは別に、日本の国立教育政策研究所でコンピューター回答者だけで平均点を独自算出したところ、日本は２９４点で、２位（フィンランド２８９点）を引き離してトップだった。

　また、年齢や学歴などを考慮して分析すると、日本の成績はＯＥＣＤ平均より上位と下位の差が小さい▽中高年になってもレベルが落ちない▽中卒者の読解力は、高卒者のＯＥＣＤ平均とほぼ同等−−などが確認された。

　文科省生涯学習政策局政策課の亀岡雄・主任社会教育官は「義務教育をはじめとする日本の教育の成果が大きく反映されており、企業の職員研修も影響していると考えられる」と分析している。【福田隆】

(試譯文)

     On the 8^th (October) for the first time the Organization for Economic Cooperation and Development (OECD) released the result of "The international adult power investigation (PIAAC, Piakku)" that aimed at investigating the abilities that were required to conduct social life in 24 nations and areas in the world, centering on the member nations. The investigation focused on the three fields: "reading ability", "numerical thinking ability", and "IT (information technology) practical use ability". Japan was in the 1st place at the average mark in “reading ability” and “numerical thinking ability”. Although the percentage of people that had high skill in "IT practical use ability" was at the 10th place, Japan ranked 1st in the average marks; in all the 3 fields the average mark was at the top. The Ministry of Education, Culture, Sports, Science and Technology mentioned that the reason of the good result was due to the compulsory education, and the employee education run by companies.

     The test was carried out by computer (paper tests were used for those who could not use computer), problems were to be solved by choosing the right information and numerical value, and also to solve the problems by doing information analysis. Reading ability (the power to evaluate, understand and use a text) ▽ numerical thinking ability (the power to interpret and use mathematical information, including statistics etc., and the ability to transmit them) ▽IT ability to solve problems (the power to use computer and the Internet, and to utilize it in everyday life). All the three fields of problem-solving abilities were tested, and each would be graded between zero and 500 points.

     Japan was in the 1st place in Reading ability, having an average of 296 points, with eight points leading Finland which was at the 2nd place. Numerical thinking ability was also at the top with 288 points, with six points leading Finland which was at the 2nd place.

     IT practical use ability was indicated through the percentage of the computer respondents that had high score ranking among all the panelists (the sum total of computer and paper test); it measured the overall national capability. Japan was 35%, being at the 10th place among 20 nations and the areas. The 1st place was Sweden (44%). Aside from this, when the calculation of the average mark was carried out solely focusing on those computer respondents in National Institute for Educational Policy Research of Japan, Japan was at the top with 294 points, distanced itself from the 2nd place (Finland with 289).

     Moreover, when the result of Japan compared with the OECD average was further analyzed in consideration of age, school education etc., the difference between the higher rank and the low rank was small; ▽ even people become middle or advanced age, their level did not fall ▽the reading ability of junior high school graduates was confirmed being equivalent to the average of a high school graduate of the OECD  etc.

     Takeshi Kameoka, the chief social education officer of the Lifelong Learning Policy Bureau aid policy division of the Ministry of Education, Culture, Sports, Science and Technology analyzed that "the result reflects greatly the education of Japan including compulsory education, and it is thought that the staff training run by companies also had an influence".

I think continuous education is important to improve the competitiveness of the work force of a country.