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

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dc.creatorVillasenor, Paula
dc.creatorCunningham, Wendy
dc.date2014-05-15T16:08:20Z
dc.date2014-05-15T16:08:20Z
dc.date2014-05
dc.date.accessioned2026-07-01T00:54:28Z
dc.descriptionEducators believe that they are adequately preparing youth for the labor market while employers lament the 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. This paper uses economics and psychology literature to define four skills sets: socio-emotional, higher-order cognitive, basic cognitive, and technical skills. The paper reviews the literature that quantitatively measures employer skill demand, as reported in preference surveys. A sample of 28 studies reveals remarkable consistency across the world in the skills demanded by employers. Although employers value all skill sets, there is a greater demand for socio-emotional and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across economy size and level of development, sector, export-orientation, and occupations. Employers perceive that the greatest skills gaps are in socio-emotional and technical skills. These findings suggest the need to re-conceptualize education and training systems. Taking into consideration the developmental process to acquire the skills identified by employers, this implies the need to recognize that (a) the job-skills development process necessarily begins at birth and continues throughout the life cycle so skills policy should, as well; (b) schools play a relevant, but limited, role in skills development and the role of parents, mentors, and the work place must be defined and enhanced; and (c) the skills most demanded by employers -- higher-order cognitive and socio-emotional skills -- are largely taught (the former) or refined in secondary school, which argues for a general education until these skills are formed.
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dc.formattext/plain
dc.identifierhttp://documents.worldbank.org/curated/en/2014/05/19457163/employer-voices-employer-demands-implications-public-skills-development-policy
dc.identifierhttps://hdl.handle.net/10986/18345
dc.identifierhttps://doi.org/10.1596/1813-9450-6853
dc.identifier.urihttp://hdl.handle.net/123456789/412777
dc.languageEnglish
dc.languageen_US
dc.publisherWorld Bank, Washington, DC
dc.relationPolicy Research Working Paper;No. 6853
dc.rightsCC BY 3.0 IGO
dc.rightshttp://creativecommons.org/licenses/by/3.0/igo/
dc.subjectABSTRACT THINKING
dc.subjectACADEMIC KNOWLEDGE
dc.subjectACADEMIC PERFORMANCE
dc.subjectACHIEVEMENT TESTS
dc.subjectADOLESCENCE
dc.subjectADULT LITERACY
dc.subjectADULTS
dc.subjectATTENTION
dc.subjectBASIC LITERACY
dc.subjectBASIC NUMERACY
dc.subjectBASIC SKILLS
dc.subjectBELIEFS
dc.subjectCAREERS
dc.subjectCBI
dc.subjectCHILD DEVELOPMENT
dc.subjectCLASSROOM
dc.subjectCOGNITION
dc.subjectCOGNITIVE DEVELOPMENT
dc.subjectCOGNITIVE SKILLS
dc.subjectCOGNITIVE TEST
dc.subjectCOGNITIVE TESTS
dc.subjectCOMMUNICATION SKILLS
dc.subjectCOMPETENCE
dc.subjectCOMPETENCIES
dc.subjectCOMPUTER LITERACY
dc.subjectCOMPUTER SKILLS
dc.subjectCONTROL GROUPS
dc.subjectCOUNTRY STUDIES
dc.subjectCREATIVITY
dc.subjectCRITICAL THINKING
dc.subjectCURRICULUM
dc.subjectDECISION MAKING
dc.subjectDEVELOPMENTAL PSYCHOLOGY
dc.subjectDISADVANTAGED CHILDREN
dc.subjectEARLY CHILDHOOD
dc.subjectEARLY CHILDHOOD DEVELOPMENT
dc.subjectEARLY STIMULATION
dc.subjectEDUCATED WORKERS
dc.subjectEDUCATION DEVELOPMENT
dc.subjectEDUCATION LEVEL
dc.subjectEDUCATION POLICY
dc.subjectEDUCATION PROVIDERS
dc.subjectEDUCATION QUALITY
dc.subjectEDUCATION SECTOR
dc.subjectEDUCATIONAL ACHIEVEMENT
dc.subjectEDUCATIONAL INSTITUTIONS
dc.subjectEDUCATORS
dc.subjectEMOTIONAL DEVELOPMENT
dc.subjectEMPATHY
dc.subjectENTREPRENEURSHIP
dc.subjectETHICS
dc.subjectGENDER
dc.subjectGENERAL EDUCATION
dc.subjectGIRLS
dc.subjectGRADE LEVELS
dc.subjectHIGH SCHOOL
dc.subjectHIGHER EDUCATION
dc.subjectHIGHER EDUCATION INSTITUTIONS
dc.subjectHUMAN DEVELOPMENT
dc.subjectINFORMATION PROCESSING
dc.subjectINSTRUCTION
dc.subjectINTELLIGENCE
dc.subjectJOB TRAINING
dc.subjectLANGUAGE SKILLS
dc.subjectLEADERSHIP
dc.subjectLEARNING
dc.subjectLEARNING OPPORTUNITIES
dc.subjectLEARNING PROCESSES
dc.subjectLEVELS OF EDUCATION
dc.subjectLIFE SKILLS
dc.subjectLITERACY
dc.subjectLITERACY SURVEY
dc.subjectLOW LEVELS OF EDUCATION
dc.subjectLOWER LEVELS OF EDUCATION
dc.subjectMATHEMATICS
dc.subjectMEMORY
dc.subjectMENTORS
dc.subjectMOTIVATION
dc.subjectNUMERACY
dc.subjectNUTRITION
dc.subjectOCCUPATIONAL CHOICE
dc.subjectOCCUPATIONS
dc.subjectORAL COMMUNICATION
dc.subjectPAPERS
dc.subjectPARENTAL GUIDANCE
dc.subjectPEDAGOGICAL METHODS
dc.subjectPEDAGOGY
dc.subjectPERCEPTION
dc.subjectPERSONALITY
dc.subjectPERSONALITY TRAITS
dc.subjectPHYSICS
dc.subjectPLAYING
dc.subjectPRIMARY SCHOOL
dc.subjectPROBLEM SOLVING
dc.subjectPROBLEM SOLVING SKILLS
dc.subjectPROBLEM-SOLVING SKILLS
dc.subjectPROFESSIONAL KNOWLEDGE
dc.subjectPROFICIENCY
dc.subjectRATES OF RETURN
dc.subjectREADING
dc.subjectREASONING
dc.subjectRETURNS TO EDUCATION
dc.subjectSCHOOL CLUBS
dc.subjectSCHOOL COMPLETION
dc.subjectSCHOOL CURRICULUM
dc.subjectSCHOOL DROPOUTS
dc.subjectSCHOOL GRADUATES
dc.subjectSCHOOL PROGRAM
dc.subjectSCHOOLING
dc.subjectSCHOOLS
dc.subjectSECONDARY EDUCATION
dc.subjectSECONDARY SCHOOL
dc.subjectSKILL ACQUISITION
dc.subjectSKILL DEVELOPMENT
dc.subjectSKILL PREFERENCES
dc.subjectSKILLED WORKERS
dc.subjectSKILLS ACQUISITION
dc.subjectSKILLS DEVELOPMENT
dc.subjectSKILLS FOR EMPLOYMENT
dc.subjectSOCIAL PROCESSES
dc.subjectSOCIAL SKILLS
dc.subjectSPORTS
dc.subjectSTUDENT ASSESSMENT
dc.subjectTEACHING
dc.subjectTEACHING METHODS
dc.subjectTECHNICAL TRAINING
dc.subjectTERTIARY EDUCATION
dc.subjectTEST SCORES
dc.subjectTRAINING PROGRAMS
dc.subjectVOCATIONAL SCHOOL
dc.subjectVOCATIONAL SKILLS
dc.subjectWORK EXPERIENCE
dc.subjectYOUNG CHILDREN
dc.subjectYOUTH
dc.titleEmployer Voices, Employer Demands, and Implications for Public Skills Development Policy

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