Factors affecting digital skills were analyzed using open data from the International Adult Power Survey (PIAAC: Programme for the International Assessment of Adult Competencies) conducted in 38 countries in 2011-2018. The number of correct answers (15,702 cases from 25 countries) to questions on problem solving ability (PSTRE: Problem Solving in Technology-Rich Environments) utilizing information technology (IT) that are supposed to reflect digital skills were used. The analysis procedure was as follows. 1. Comparison of the correct answer rates for PSTRE tasks in each country. 2. Factor analysis of 63 questions selected from background surveys (such as daily media use). 3. Regression analysis using the factor scores for selected factors, age, gender and educational background as the explanatory variable, and the number of correct answers to PSTRE for each respondent as the objective variable. The results for all 25 countries, Japan, and three countries in Northern Europe (Nordic countries) were grouped and analyzed. The results indicated that the correct answer rate for each question varied between countries, and the factors affecting the number of correct answers for the question varied between the three groups. In particular, age and educational background factors affected PSTRE in all groups, and there was no significant difference between genders in Japan and the three Nordic countries.

This study aims to clarify the current situation and characteristics of a quality assurance (QA) system and international recognition for Library and Information Science (LIS) professionals.

Since the enactment of the General Agreement on Trade in Services in 1995, the internationalization of higher education in the form of transnational education has increased, requiring evidence on the higher education quality in a borderless educational environment. The accreditation system applied to US academic institutions is a core system to measure the institutional/program value. In addition, the Mutual Recognition Agreement regarding a professional/vocational qualification for transnational professionals in the European Union and the Association of Southeast Asian Nations promotes the global migration of professional immigrants.

These trends have affected education and the labor market for LIS professionals. The QA for them has been shown by academic/educational qualification or professional/vocational qualification globally. A program accreditation through a professional association is a well-referred model for the QA of LIS professionals. Since globalization has promoted the internationalization of LIS education as well as of higher education, it is of high priority for prospective professionals to know whether an academic program is accredited.

There are few countries with a professional accreditation system in place for the LIS program. In these countries, proof of a professionalʼs quality is based on institutional accreditation by a government agency or an overseas accreditation from the United States and United Kingdom. Further research on international accreditation is required.