Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors
Educators 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 th...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2016/02/25994096/employer-voices-employer-demands-implications-public-skills-development-policy-connecting-labor-education-sectors http://hdl.handle.net/10986/23921 |
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okr-10986-23921 |
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oai_dc |
| repository_type |
Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
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World Bank |
| language |
English en_US |
| topic |
SKILLS COMPUTER LITERACY SKILLS FOR EMPLOYMENT CAREGIVERS APPLIED SKILLS PERSONALITY TEACHERS SKILLED WORKERS ORAL COMMUNICATION SCHOOLING PSYCHOLOGY EARLY CHILDHOOD DEVELOPMENT NUMERACY SKILLS DEVELOPMENT LITERACY SURVEY GROUPS INTELLIGENCE EDUCATIONAL ACHIEVEMENT EDUCATION POLICY LEVELS OF EDUCATION HIGH SCHOOL LIFE SKILLS HIGHER EDUCATION BASIC KNOWLEDGE GENERAL EDUCATION COMPUTER SKILLS TEACHER QUALIFICATIONS TRAINING PROGRAMS THINKING SCHOOL SETTING PROFESSIONAL KNOWLEDGE ADULTS LANGUAGE EXAMS LITERACY WORK EXPERIENCE EDUCATION SECTOR KNOWLEDGE EDUCATED WORKERS COGNITIVE DEVELOPMENT CRITICAL THINKING COGNITIVE TEST HEAD START TRAINING EARLY STIMULATION EDUCATORS SECONDARY SCHOOLS SCHOOL CLIMATE ABILITY SECONDARY SCHOOL CHILD DEVELOPMENT HIGHER EDUCATION INSTITUTIONS PRIMARY SCHOOLING SCHOOL CURRICULUM NEEDS VOCATIONAL EDUCATION LEARNING EDUCATION SYSTEM EDUCATIONAL INFRASTRUCTURE JOB TRAINING PRIMARY SCHOOL REASONING INFORMATION PROCESSING TEACHING DISADVANTAGED CHILDREN PROBLEM SOLVING DEVELOPMENTAL PSYCHOLOGY COGNITION SKILL ACQUISITION STUDY SKILLS ACQUISITION ATTITUDES SCIENCE ADOLESCENCE VALUES PRIMARY DATA SCHOOLS EDUCATION INSTITUTIONS PARTICIPATION CURRICULA LEARNING OUTCOMES COGNITIVE” SKILLS ACHIEVEMENT EMOTIONAL DEVELOPMENT EFFORT EARLY CHILDHOOD YOUTH DECISION MAKING PRESCHOOL EDUCATION SCHOOL CURRICULA PEDAGOGICAL METHODS NUTRITION INFORMATION‐PROCESSING SCHOOL IMPROVEMENT ADOLESCENTS ELEMENTARY SCHOOL SCHOOL SCHOOLS SCHOOL CLUBS CURRICULUM TEACHER SCHOOL ACTIVITIES NEW ENTRANTS BASIC LITERACY ETHICS EDUCATION PROVIDERS PERCEPTION COGNITIVE SKILLS WRITING UNDERSTANDING CHILDREN EDUCATION SKILL DEVELOPMENT CREATIVITY REGIONAL EDUCATION INVESTMENT ACADEMIC LEARNING PERSONALITY TRAITS BASIC NUMERACY BASIC SKILLS PERFORMANCE EXPERIENCE INSTRUCTION CHILDHOOD DEVELOPMENT TEACHING METHODS GIRLS STUDENTS EARLY ENRICHMENT COMMUNICATION LEADERSHIP INTERVENTIONS BODY LANGUAGE WOMEN CONCEPTS MEMORY GLOBAL EDUCATION CLASSROOM SCHOOL SECONDARY EDUCATION ADULT LITERACY HUMAN DEVELOPMENT |
| spellingShingle |
SKILLS COMPUTER LITERACY SKILLS FOR EMPLOYMENT CAREGIVERS APPLIED SKILLS PERSONALITY TEACHERS SKILLED WORKERS ORAL COMMUNICATION SCHOOLING PSYCHOLOGY EARLY CHILDHOOD DEVELOPMENT NUMERACY SKILLS DEVELOPMENT LITERACY SURVEY GROUPS INTELLIGENCE EDUCATIONAL ACHIEVEMENT EDUCATION POLICY LEVELS OF EDUCATION HIGH SCHOOL LIFE SKILLS HIGHER EDUCATION BASIC KNOWLEDGE GENERAL EDUCATION COMPUTER SKILLS TEACHER QUALIFICATIONS TRAINING PROGRAMS THINKING SCHOOL SETTING PROFESSIONAL KNOWLEDGE ADULTS LANGUAGE EXAMS LITERACY WORK EXPERIENCE EDUCATION SECTOR KNOWLEDGE EDUCATED WORKERS COGNITIVE DEVELOPMENT CRITICAL THINKING COGNITIVE TEST HEAD START TRAINING EARLY STIMULATION EDUCATORS SECONDARY SCHOOLS SCHOOL CLIMATE ABILITY SECONDARY SCHOOL CHILD DEVELOPMENT HIGHER EDUCATION INSTITUTIONS PRIMARY SCHOOLING SCHOOL CURRICULUM NEEDS VOCATIONAL EDUCATION LEARNING EDUCATION SYSTEM EDUCATIONAL INFRASTRUCTURE JOB TRAINING PRIMARY SCHOOL REASONING INFORMATION PROCESSING TEACHING DISADVANTAGED CHILDREN PROBLEM SOLVING DEVELOPMENTAL PSYCHOLOGY COGNITION SKILL ACQUISITION STUDY SKILLS ACQUISITION ATTITUDES SCIENCE ADOLESCENCE VALUES PRIMARY DATA SCHOOLS EDUCATION INSTITUTIONS PARTICIPATION CURRICULA LEARNING OUTCOMES COGNITIVE” SKILLS ACHIEVEMENT EMOTIONAL DEVELOPMENT EFFORT EARLY CHILDHOOD YOUTH DECISION MAKING PRESCHOOL EDUCATION SCHOOL CURRICULA PEDAGOGICAL METHODS NUTRITION INFORMATION‐PROCESSING SCHOOL IMPROVEMENT ADOLESCENTS ELEMENTARY SCHOOL SCHOOL SCHOOLS SCHOOL CLUBS CURRICULUM TEACHER SCHOOL ACTIVITIES NEW ENTRANTS BASIC LITERACY ETHICS EDUCATION PROVIDERS PERCEPTION COGNITIVE SKILLS WRITING UNDERSTANDING CHILDREN EDUCATION SKILL DEVELOPMENT CREATIVITY REGIONAL EDUCATION INVESTMENT ACADEMIC LEARNING PERSONALITY TRAITS BASIC NUMERACY BASIC SKILLS PERFORMANCE EXPERIENCE INSTRUCTION CHILDHOOD DEVELOPMENT TEACHING METHODS GIRLS STUDENTS EARLY ENRICHMENT COMMUNICATION LEADERSHIP INTERVENTIONS BODY LANGUAGE WOMEN CONCEPTS MEMORY GLOBAL EDUCATION CLASSROOM SCHOOL SECONDARY EDUCATION ADULT LITERACY HUMAN DEVELOPMENT Cunningham, Wendy Villasenor, Paula Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors |
| relation |
Policy Research Working Paper;No. 7582 |
| description |
Educators 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. |
| format |
Working Paper |
| author |
Cunningham, Wendy Villasenor, Paula |
| author_facet |
Cunningham, Wendy Villasenor, Paula |
| author_sort |
Cunningham, Wendy |
| title |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors |
| title_short |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors |
| title_full |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors |
| title_fullStr |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors |
| title_full_unstemmed |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors |
| title_sort |
employer voices, employer demands, and implications for public skills development policy : connecting the labor and education sectors |
| publisher |
World Bank, Washington, DC |
| publishDate |
2016 |
| url |
http://documents.worldbank.org/curated/en/2016/02/25994096/employer-voices-employer-demands-implications-public-skills-development-policy-connecting-labor-education-sectors http://hdl.handle.net/10986/23921 |
| _version_ |
1764455173596381184 |
| spelling |
okr-10986-239212021-04-23T14:04:18Z Employer Voices, Employer Demands, and Implications for Public Skills Development Policy : Connecting the Labor and Education Sectors Cunningham, Wendy Villasenor, Paula SKILLS COMPUTER LITERACY SKILLS FOR EMPLOYMENT CAREGIVERS APPLIED SKILLS PERSONALITY TEACHERS SKILLED WORKERS ORAL COMMUNICATION SCHOOLING PSYCHOLOGY EARLY CHILDHOOD DEVELOPMENT NUMERACY SKILLS DEVELOPMENT LITERACY SURVEY GROUPS INTELLIGENCE EDUCATIONAL ACHIEVEMENT EDUCATION POLICY LEVELS OF EDUCATION HIGH SCHOOL LIFE SKILLS HIGHER EDUCATION BASIC KNOWLEDGE GENERAL EDUCATION COMPUTER SKILLS TEACHER QUALIFICATIONS TRAINING PROGRAMS THINKING SCHOOL SETTING PROFESSIONAL KNOWLEDGE ADULTS LANGUAGE EXAMS LITERACY WORK EXPERIENCE EDUCATION SECTOR KNOWLEDGE EDUCATED WORKERS COGNITIVE DEVELOPMENT CRITICAL THINKING COGNITIVE TEST HEAD START TRAINING EARLY STIMULATION EDUCATORS SECONDARY SCHOOLS SCHOOL CLIMATE ABILITY SECONDARY SCHOOL CHILD DEVELOPMENT HIGHER EDUCATION INSTITUTIONS PRIMARY SCHOOLING SCHOOL CURRICULUM NEEDS VOCATIONAL EDUCATION LEARNING EDUCATION SYSTEM EDUCATIONAL INFRASTRUCTURE JOB TRAINING PRIMARY SCHOOL REASONING INFORMATION PROCESSING TEACHING DISADVANTAGED CHILDREN PROBLEM SOLVING DEVELOPMENTAL PSYCHOLOGY COGNITION SKILL ACQUISITION STUDY SKILLS ACQUISITION ATTITUDES SCIENCE ADOLESCENCE VALUES PRIMARY DATA SCHOOLS EDUCATION INSTITUTIONS PARTICIPATION CURRICULA LEARNING OUTCOMES COGNITIVE” SKILLS ACHIEVEMENT EMOTIONAL DEVELOPMENT EFFORT EARLY CHILDHOOD YOUTH DECISION MAKING PRESCHOOL EDUCATION SCHOOL CURRICULA PEDAGOGICAL METHODS NUTRITION INFORMATION‐PROCESSING SCHOOL IMPROVEMENT ADOLESCENTS ELEMENTARY SCHOOL SCHOOL SCHOOLS SCHOOL CLUBS CURRICULUM TEACHER SCHOOL ACTIVITIES NEW ENTRANTS BASIC LITERACY ETHICS EDUCATION PROVIDERS PERCEPTION COGNITIVE SKILLS WRITING UNDERSTANDING CHILDREN EDUCATION SKILL DEVELOPMENT CREATIVITY REGIONAL EDUCATION INVESTMENT ACADEMIC LEARNING PERSONALITY TRAITS BASIC NUMERACY BASIC SKILLS PERFORMANCE EXPERIENCE INSTRUCTION CHILDHOOD DEVELOPMENT TEACHING METHODS GIRLS STUDENTS EARLY ENRICHMENT COMMUNICATION LEADERSHIP INTERVENTIONS BODY LANGUAGE WOMEN CONCEPTS MEMORY GLOBAL EDUCATION CLASSROOM SCHOOL SECONDARY EDUCATION ADULT LITERACY HUMAN DEVELOPMENT Educators 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. 2016-03-09T22:56:10Z 2016-03-09T22:56:10Z 2016-02 Working Paper http://documents.worldbank.org/curated/en/2016/02/25994096/employer-voices-employer-demands-implications-public-skills-development-policy-connecting-labor-education-sectors http://hdl.handle.net/10986/23921 English en_US Policy Research Working Paper;No. 7582 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper |