Skill acquisition, skill loss, and age. A comparative study of cognitive foundation skills (SASLA)

Cognitive Foundation Skills (CFS) are typically weaker among older individuals than among younger ones. This study focuses on the links between age, CFS and the factors that promote skill acquisition and prevent a depreciation of skills in the adult population age 16–65 in Denmark, Finland, Norway, and Sweden. Three domains of CFS are examined: literacy, numeracy, and problem solving with ICT.

The study will combine PIAAC (Programme for the International Assessment of Adult Competencies) data with data from official registries and with earlier IALS (International Adult Literacy Survey) data. How are the associations between age and CFS to be explained? Are there differences between categories of adults defined by e.g. educational level, gender, immigrant status, educational and employment/unemployment background? Do the data support the hypothesis that we lose CFS as we age? What are the similarities and differences among the Nordic countries with respect to CFS and age?

Scientific Publications

Data source: Crossref. The list should not be assumed to represent the complete published research output of the project.

Cognitive Foundation Skills Following Vocational Versus General Upper-Secondary Education: A Long-Term Perspective

Journal Article published 2018-06-18 in Scandinavian Journal of Educational Research
Research funded by Nordisk Ministerråd | NordForsk
Authors: Maria Rasmusson, Karsten Albæk, Patrik Lind, Mats Myrberg.

Decomposing Cross-Country Differences in Skills: Evidence from Four Nordic Countries

Journal Article published 2017-07-11 in Scandinavian Journal of Educational Research volume 63 issue 2
Research funded by NordForsk
Authors: Karsten Albæk, Anders Rosdahl.

Literacy, Age and Recentness of Education Among Nordic Adults

Journal Article published 2017-06-05 in Scandinavian Journal of Educational Research volume 62 issue 6
Research funded by NordForsk
Authors: Sari Sulkunen, Antero Malin.

Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC

Journal Article published 2016-10-11 in Assessment in Education: Principles, Policy & Practice volume 25 issue 1
Research funded by NordForsk
Authors: Oddny Judith Solheim, Kjersti Lundetræ.
Facts about the project

Project number: 54861

Project leader

Antero Malin, University of Jyväskylä, Finland


Participating countries

Denmark, Finland, Norway, and Sweden