Employers of AAC users report that skills in time management, problem solving, communication, technology and a good education are important to employers.
Getting a formal education, especially at a young age, is necessary, but not sufficient for developing proficiency in the areas of numeracy, problem solving with technology, and literacy.
Take a look at the recent headlines: NAEP scores are down; SAT scores are flat; Americans rank last in problem solving using technology; kids are Internet illiterate; most professors find high school grads unprepared for college or work; and on and on (not to mention the engagement issues mentioned above).
The target skills were literacy (the ability to understand and interact meaningfully with written texts), numeracy (the ability to use and interpret mathematical information), and problem solving in technology-rich environments (the ability to use digital technologies to perform tasks).
Problem solving in technology-rich environments (simply problem solving or PSTRE hereafter) is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks.
Problem solving in technology-rich environments (PSTRE).
The PIACC measures the proficiency of 16 65 year-olds in literacy, numeracy and problem solving in technology-rich environments.
PIAAC-L does not include the domain problem solving in technology-rich environments in its cognitive assessment.
While the first cycle of PIAAC made an assessment across three domains literacy, numeracy and problem solving in technology-rich environments no non-cognitive measures are available.
For problem solving in technology-rich environments the corresponding categories were: low proficient (level 1 and below), proficient (level 2), and highly proficient (level 3).
