This article, written by Volante et al., shares the authors' opinion that literacy is beyond what it was known for in the past. They claim, it is much more than just reading, writing, speaking and listening, referring to including skills and knowledge to the definition of literacy. The competencies of literacy have increased in the global age of today where digitization and knowledge is growing immensely. The authors, therefore, suggest that the large-scale assessment studies must come up with new techniques to test literacy in which skills and knowledge is also adequately measured.

In his article, Jason Richwine discusses, based on data from OECD's PIAAC data, that the skill level of college graduates differs across countries. He bases this observation on the indicators that immigrant college graduates in the US hold lower-skilled jobs than the native college graduates. This opinion is furthered by the observation that the immigrants are still lacking behind in poverty, welfare and income measures despite increasing numbers of immigrant college graduates.

Educational Testing Service (ETS) in their article discuss the findings of a new study conducted by Neeta Fogg, Paul Harrington and Ishwar Khatiwada of Drexel University's Center for Labor Markets and Policy. This article expresses that the college graduates do not have the necessary skills to obtain a high earning job. with skills lacking in literacy and numeracy, specifically.

The new OECD report based on the TALIS report, suggests that for students to get up-to-the-mark education and skills training, teaching opportunities must be made more financially and intellectually attractive. It further highlights that the key is to incentivize teachers to do better at their jobs so educational targets are improved greatly.

In this article, writer Andreas Schleicher explains how the Program for International Student Assessment (PISA) has evolved over time and why it is necessary to change the way we evaluate students in the present day compared to the past.