Employer Voices, Employer Demands, and Implications for Public Skills Development Policy

Vista sencilla de ítem
dc.creatorVillasenor, Paula
dc.creatorCunningham, Wendy
dc.date2016-03-09T22:56:10Z
dc.date2016-03-09T22:56:10Z
dc.date2016-02
dc.date.accessioned2026-07-01T00:49:48Z
dc.descriptionEducators believe that they are adequately preparing youth for the labor market while at the same time employers lament the students’ lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. Using economics and psychology literature to define four skills sets—socio-emotional, higher-order cognitive, basic cognitive, and technical—this paper reviews the literature that quantitatively measures employer skill demand, as reported in a preference survey. A sample of 27 studies reveals remarkable consistency across the world in the skills demanded by employers. While employers value all skill sets, there is a greater demand for socio-emotional skills and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across region, industry, occupation, and education level. Employers perceive that the greatest skills gaps are in socio-emotional and higher-order cognitive skills. These findings suggest the need to re-conceptualize the public sector’s role in preparing children for a future labor market. Namely, technical training is not equivalent to job training; instead, a broad range of skills, many of which are best taught long before labor market entry, should be included in school curricula from the earliest ages. The skills most demanded by employers— higher-order cognitive skills and socio-emotional skills—are largely learned or refined in adolescence, arguing for a general education well into secondary school until these skills are formed. Finally, the public sector can provide programming and incentives to non-school actors, namely parents and employers, to encourage them to invest in the skills development process. Skills, labor demand, cognitive, non-cognitive, behavioral skills, competences, employer surveys, skills policy, education policy, training policy.
dc.formatapplication/pdf
dc.identifierhttp://documents.worldbank.org/curated/en/2016/02/25994096/employer-voices-employer-demands-implications-public-skills-development-policy-connecting-labor-education-sectors
dc.identifierhttps://hdl.handle.net/10986/23921
dc.identifier10.1596/1813-9450-7582
dc.identifier.urihttp://hdl.handle.net/123456789/411645
dc.languageEnglish
dc.languageen_US
dc.publisherWorld Bank, Washington, DC
dc.relationPolicy Research Working Paper;No. 7582
dc.rightsCC BY 3.0 IGO
dc.rightshttp://creativecommons.org/licenses/by/3.0/igo/
dc.rightsWorld Bank
dc.subjectSKILLS
dc.subjectCOMPUTER LITERACY
dc.subjectSKILLS FOR EMPLOYMENT
dc.subjectCAREGIVERS
dc.subjectAPPLIED SKILLS
dc.subjectPERSONALITY
dc.subjectTEACHERS
dc.subjectSKILLED WORKERS
dc.subjectORAL COMMUNICATION
dc.subjectSCHOOLING
dc.subjectPSYCHOLOGY
dc.subjectEARLY CHILDHOOD DEVELOPMENT
dc.subjectNUMERACY
dc.subjectSKILLS DEVELOPMENT
dc.subjectLITERACY SURVEY
dc.subjectGROUPS
dc.subjectINTELLIGENCE
dc.subjectEDUCATIONAL ACHIEVEMENT
dc.subjectEDUCATION POLICY
dc.subjectLEVELS OF EDUCATION
dc.subjectHIGH SCHOOL
dc.subjectLIFE SKILLS
dc.subjectHIGHER EDUCATION
dc.subjectBASIC KNOWLEDGE
dc.subjectGENERAL EDUCATION
dc.subjectCOMPUTER SKILLS
dc.subjectTEACHER QUALIFICATIONS
dc.subjectTRAINING PROGRAMS
dc.subjectTHINKING
dc.subjectSCHOOL SETTING
dc.subjectPROFESSIONAL KNOWLEDGE
dc.subjectADULTS
dc.subjectLANGUAGE
dc.subjectEXAMS
dc.subjectLITERACY
dc.subjectWORK EXPERIENCE
dc.subjectEDUCATION SECTOR
dc.subjectKNOWLEDGE
dc.subjectEDUCATED WORKERS
dc.subjectCOGNITIVE DEVELOPMENT
dc.subjectCRITICAL THINKING
dc.subjectCOGNITIVE TEST
dc.subjectHEAD START
dc.subjectTRAINING
dc.subjectEARLY STIMULATION
dc.subjectEDUCATORS
dc.subjectSECONDARY SCHOOLS
dc.subjectSCHOOL CLIMATE
dc.subjectABILITY
dc.subjectSECONDARY SCHOOL
dc.subjectCHILD DEVELOPMENT
dc.subjectHIGHER EDUCATION INSTITUTIONS
dc.subjectPRIMARY SCHOOLING
dc.subjectSCHOOL CURRICULUM
dc.subjectNEEDS
dc.subjectVOCATIONAL EDUCATION
dc.subjectLEARNING
dc.subjectEDUCATION SYSTEM
dc.subjectEDUCATIONAL INFRASTRUCTURE
dc.subjectJOB TRAINING
dc.subjectPRIMARY SCHOOL
dc.subjectREASONING
dc.subjectINFORMATION PROCESSING
dc.subjectTEACHING
dc.subjectDISADVANTAGED CHILDREN
dc.subjectPROBLEM SOLVING
dc.subjectDEVELOPMENTAL PSYCHOLOGY
dc.subjectCOGNITION
dc.subjectSKILL ACQUISITION
dc.subjectSTUDY
dc.subjectSKILLS ACQUISITION
dc.subjectATTITUDES
dc.subjectSCIENCE
dc.subjectADOLESCENCE
dc.subjectVALUES
dc.subjectPRIMARY DATA
dc.subjectSCHOOLS
dc.subjectEDUCATION INSTITUTIONS
dc.subjectPARTICIPATION
dc.subjectCURRICULA
dc.subjectLEARNING OUTCOMES
dc.subjectCOGNITIVE” SKILLS
dc.subjectACHIEVEMENT
dc.subjectEMOTIONAL DEVELOPMENT
dc.subjectEFFORT
dc.subjectEARLY CHILDHOOD
dc.subjectYOUTH
dc.subjectDECISION MAKING
dc.subjectPRESCHOOL EDUCATION
dc.subjectSCHOOL CURRICULA
dc.subjectPEDAGOGICAL METHODS
dc.subjectNUTRITION
dc.subjectINFORMATION‐PROCESSING
dc.subjectSCHOOL IMPROVEMENT
dc.subjectADOLESCENTS
dc.subjectELEMENTARY SCHOOL
dc.subjectSCHOOL SCHOOLS
dc.subjectSCHOOL CLUBS
dc.subjectCURRICULUM
dc.subjectTEACHER
dc.subjectSCHOOL ACTIVITIES
dc.subjectNEW ENTRANTS
dc.subjectBASIC LITERACY
dc.subjectETHICS
dc.subjectEDUCATION PROVIDERS
dc.subjectPERCEPTION
dc.subjectCOGNITIVE SKILLS
dc.subjectWRITING
dc.subjectUNDERSTANDING
dc.subjectCHILDREN
dc.subjectEDUCATION
dc.subjectSKILL DEVELOPMENT
dc.subjectCREATIVITY
dc.subjectREGIONAL EDUCATION
dc.subjectINVESTMENT
dc.subjectACADEMIC LEARNING
dc.subjectPERSONALITY TRAITS
dc.subjectBASIC NUMERACY
dc.subjectBASIC SKILLS
dc.subjectPERFORMANCE
dc.subjectEXPERIENCE
dc.subjectINSTRUCTION
dc.subjectCHILDHOOD DEVELOPMENT
dc.subjectTEACHING METHODS
dc.subjectGIRLS
dc.subjectSTUDENTS
dc.subjectEARLY ENRICHMENT
dc.subjectCOMMUNICATION
dc.subjectLEADERSHIP
dc.subjectINTERVENTIONS
dc.subjectBODY LANGUAGE
dc.subjectWOMEN
dc.subjectCONCEPTS
dc.subjectMEMORY
dc.subjectGLOBAL EDUCATION
dc.subjectCLASSROOM
dc.subjectSCHOOL
dc.subjectSECONDARY EDUCATION
dc.subjectADULT LITERACY
dc.subjectHUMAN DEVELOPMENT
dc.titleEmployer Voices, Employer Demands, and Implications for Public Skills Development Policy
dc.titleConnecting the Labor and Education Sectors
dc.typeWorking Paper
dc.typeDocument de travail
dc.typeDocumento de trabajo

Archivos

Colecciones

AgroKnow