11. The third dimension of life skills: Context

Although the ALL framework was derived in large measure from the literature on job and task analysis it is obvious that these same skills are relevant to life contexts other than work. Adults assume multiple roles in everyday life — they are citizens, consumers, parents, caregivers, volunteers, friends and lovers. Each of these roles present adults with problems to solve, be it writing a cheque, reading instructions on a medicine bottle, giving someone instructions, or deciding which clock to buy.

Individuals have the choice of:

• avoiding or delaying such problems
• relying on others to solve their problems, or
• solving the problems themselves.

Those who choose to solve their own problems can do so by calling upon different combinations of skills and by applying different ways of thinking.

Two fundamental assumptions underlying the ALL study are that:

• individuals with low skill levels will be placed at a disadvantage as measured on a number objective social, health, educational and economic outcomes, whereas those with high skills will be advantaged
• demand for the skills measured in ALL are growing rapidly in most OECD member states, a fact that suggests that they will play an increasingly important role in defining outcomes in all life contexts and at all levels.

Rapid changes in the dominant technologies of production and related changes in the organization of work have precipitated rapid changes in the demand for skill.

Increasingly, workers are asked to solve problems themselves using a combination of literacy, numeracy and computer literacy skills, including understanding information on their own benefits responsibilities, expected quality and occupational health and safety.