Employer Voices, Employer Demands, and Implications for Public Skills Development Policy
Educators 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 o...
| Main Authors: | , |
|---|---|
| Format: | Policy Research Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2014
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2014/05/19457163/employer-voices-employer-demands-implications-public-skills-development-policy http://hdl.handle.net/10986/18345 |
| id |
okr-10986-18345 |
|---|---|
| recordtype |
oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ABSTRACT THINKING ACADEMIC KNOWLEDGE ACADEMIC PERFORMANCE ACHIEVEMENT TESTS ADOLESCENCE ADULT LITERACY ADULTS ATTENTION BASIC LITERACY BASIC NUMERACY BASIC SKILLS BELIEFS CAREERS CBI CHILD DEVELOPMENT CLASSROOM COGNITION COGNITIVE DEVELOPMENT COGNITIVE SKILLS COGNITIVE TEST COGNITIVE TESTS COMMUNICATION SKILLS COMPETENCE COMPETENCIES COMPUTER LITERACY COMPUTER SKILLS CONTROL GROUPS COUNTRY STUDIES CREATIVITY CRITICAL THINKING CURRICULUM DECISION MAKING DEVELOPMENTAL PSYCHOLOGY DISADVANTAGED CHILDREN EARLY CHILDHOOD EARLY CHILDHOOD DEVELOPMENT EARLY STIMULATION EDUCATED WORKERS EDUCATION DEVELOPMENT EDUCATION LEVEL EDUCATION POLICY EDUCATION PROVIDERS EDUCATION QUALITY EDUCATION SECTOR EDUCATIONAL ACHIEVEMENT EDUCATIONAL INSTITUTIONS EDUCATORS EMOTIONAL DEVELOPMENT EMPATHY ENTREPRENEURSHIP ETHICS GENDER GENERAL EDUCATION GIRLS GRADE LEVELS HIGH SCHOOL HIGHER EDUCATION HIGHER EDUCATION INSTITUTIONS HUMAN DEVELOPMENT INFORMATION PROCESSING INSTRUCTION INTELLIGENCE JOB TRAINING LANGUAGE SKILLS LEADERSHIP LEARNING LEARNING OPPORTUNITIES LEARNING PROCESSES LEVELS OF EDUCATION LIFE SKILLS LITERACY LITERACY SURVEY LOW LEVELS OF EDUCATION LOWER LEVELS OF EDUCATION MATHEMATICS MEMORY MENTORS MOTIVATION NUMERACY NUTRITION OCCUPATIONAL CHOICE OCCUPATIONS ORAL COMMUNICATION PAPERS PARENTAL GUIDANCE PEDAGOGICAL METHODS PEDAGOGY PERCEPTION PERSONALITY PERSONALITY TRAITS PHYSICS PLAYING PRIMARY SCHOOL PROBLEM SOLVING PROBLEM SOLVING SKILLS PROBLEM-SOLVING SKILLS PROFESSIONAL KNOWLEDGE PROFICIENCY RATES OF RETURN READING REASONING RETURNS TO EDUCATION SCHOOL CLUBS SCHOOL COMPLETION SCHOOL CURRICULUM SCHOOL DROPOUTS SCHOOL GRADUATES SCHOOL PROGRAM SCHOOLING SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SKILL ACQUISITION SKILL DEVELOPMENT SKILL PREFERENCES SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS FOR EMPLOYMENT SOCIAL PROCESSES SOCIAL SKILLS SPORTS STUDENT ASSESSMENT TEACHING TEACHING METHODS TECHNICAL TRAINING TERTIARY EDUCATION TEST SCORES TRAINING PROGRAMS VOCATIONAL SCHOOL VOCATIONAL SKILLS WORK EXPERIENCE YOUNG CHILDREN YOUTH |
| spellingShingle |
ABSTRACT THINKING ACADEMIC KNOWLEDGE ACADEMIC PERFORMANCE ACHIEVEMENT TESTS ADOLESCENCE ADULT LITERACY ADULTS ATTENTION BASIC LITERACY BASIC NUMERACY BASIC SKILLS BELIEFS CAREERS CBI CHILD DEVELOPMENT CLASSROOM COGNITION COGNITIVE DEVELOPMENT COGNITIVE SKILLS COGNITIVE TEST COGNITIVE TESTS COMMUNICATION SKILLS COMPETENCE COMPETENCIES COMPUTER LITERACY COMPUTER SKILLS CONTROL GROUPS COUNTRY STUDIES CREATIVITY CRITICAL THINKING CURRICULUM DECISION MAKING DEVELOPMENTAL PSYCHOLOGY DISADVANTAGED CHILDREN EARLY CHILDHOOD EARLY CHILDHOOD DEVELOPMENT EARLY STIMULATION EDUCATED WORKERS EDUCATION DEVELOPMENT EDUCATION LEVEL EDUCATION POLICY EDUCATION PROVIDERS EDUCATION QUALITY EDUCATION SECTOR EDUCATIONAL ACHIEVEMENT EDUCATIONAL INSTITUTIONS EDUCATORS EMOTIONAL DEVELOPMENT EMPATHY ENTREPRENEURSHIP ETHICS GENDER GENERAL EDUCATION GIRLS GRADE LEVELS HIGH SCHOOL HIGHER EDUCATION HIGHER EDUCATION INSTITUTIONS HUMAN DEVELOPMENT INFORMATION PROCESSING INSTRUCTION INTELLIGENCE JOB TRAINING LANGUAGE SKILLS LEADERSHIP LEARNING LEARNING OPPORTUNITIES LEARNING PROCESSES LEVELS OF EDUCATION LIFE SKILLS LITERACY LITERACY SURVEY LOW LEVELS OF EDUCATION LOWER LEVELS OF EDUCATION MATHEMATICS MEMORY MENTORS MOTIVATION NUMERACY NUTRITION OCCUPATIONAL CHOICE OCCUPATIONS ORAL COMMUNICATION PAPERS PARENTAL GUIDANCE PEDAGOGICAL METHODS PEDAGOGY PERCEPTION PERSONALITY PERSONALITY TRAITS PHYSICS PLAYING PRIMARY SCHOOL PROBLEM SOLVING PROBLEM SOLVING SKILLS PROBLEM-SOLVING SKILLS PROFESSIONAL KNOWLEDGE PROFICIENCY RATES OF RETURN READING REASONING RETURNS TO EDUCATION SCHOOL CLUBS SCHOOL COMPLETION SCHOOL CURRICULUM SCHOOL DROPOUTS SCHOOL GRADUATES SCHOOL PROGRAM SCHOOLING SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SKILL ACQUISITION SKILL DEVELOPMENT SKILL PREFERENCES SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS FOR EMPLOYMENT SOCIAL PROCESSES SOCIAL SKILLS SPORTS STUDENT ASSESSMENT TEACHING TEACHING METHODS TECHNICAL TRAINING TERTIARY EDUCATION TEST SCORES TRAINING PROGRAMS VOCATIONAL SCHOOL VOCATIONAL SKILLS WORK EXPERIENCE YOUNG CHILDREN YOUTH Cunningham, Wendy Villasenor, Paula Employer Voices, Employer Demands, and Implications for Public Skills Development Policy |
| relation |
Policy Research Working Paper;No. 6853 |
| description |
Educators 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. |
| format |
Publications & Research :: Policy Research 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 |
| title_short |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy |
| title_full |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy |
| title_fullStr |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy |
| title_full_unstemmed |
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy |
| title_sort |
employer voices, employer demands, and implications for public skills development policy |
| publisher |
World Bank, Washington, DC |
| publishDate |
2014 |
| url |
http://documents.worldbank.org/curated/en/2014/05/19457163/employer-voices-employer-demands-implications-public-skills-development-policy http://hdl.handle.net/10986/18345 |
| _version_ |
1764440678882869248 |
| spelling |
okr-10986-183452021-04-23T14:03:44Z Employer Voices, Employer Demands, and Implications for Public Skills Development Policy Cunningham, Wendy Villasenor, Paula ABSTRACT THINKING ACADEMIC KNOWLEDGE ACADEMIC PERFORMANCE ACHIEVEMENT TESTS ADOLESCENCE ADULT LITERACY ADULTS ATTENTION BASIC LITERACY BASIC NUMERACY BASIC SKILLS BELIEFS CAREERS CBI CHILD DEVELOPMENT CLASSROOM COGNITION COGNITIVE DEVELOPMENT COGNITIVE SKILLS COGNITIVE TEST COGNITIVE TESTS COMMUNICATION SKILLS COMPETENCE COMPETENCIES COMPUTER LITERACY COMPUTER SKILLS CONTROL GROUPS COUNTRY STUDIES CREATIVITY CRITICAL THINKING CURRICULUM DECISION MAKING DEVELOPMENTAL PSYCHOLOGY DISADVANTAGED CHILDREN EARLY CHILDHOOD EARLY CHILDHOOD DEVELOPMENT EARLY STIMULATION EDUCATED WORKERS EDUCATION DEVELOPMENT EDUCATION LEVEL EDUCATION POLICY EDUCATION PROVIDERS EDUCATION QUALITY EDUCATION SECTOR EDUCATIONAL ACHIEVEMENT EDUCATIONAL INSTITUTIONS EDUCATORS EMOTIONAL DEVELOPMENT EMPATHY ENTREPRENEURSHIP ETHICS GENDER GENERAL EDUCATION GIRLS GRADE LEVELS HIGH SCHOOL HIGHER EDUCATION HIGHER EDUCATION INSTITUTIONS HUMAN DEVELOPMENT INFORMATION PROCESSING INSTRUCTION INTELLIGENCE JOB TRAINING LANGUAGE SKILLS LEADERSHIP LEARNING LEARNING OPPORTUNITIES LEARNING PROCESSES LEVELS OF EDUCATION LIFE SKILLS LITERACY LITERACY SURVEY LOW LEVELS OF EDUCATION LOWER LEVELS OF EDUCATION MATHEMATICS MEMORY MENTORS MOTIVATION NUMERACY NUTRITION OCCUPATIONAL CHOICE OCCUPATIONS ORAL COMMUNICATION PAPERS PARENTAL GUIDANCE PEDAGOGICAL METHODS PEDAGOGY PERCEPTION PERSONALITY PERSONALITY TRAITS PHYSICS PLAYING PRIMARY SCHOOL PROBLEM SOLVING PROBLEM SOLVING SKILLS PROBLEM-SOLVING SKILLS PROFESSIONAL KNOWLEDGE PROFICIENCY RATES OF RETURN READING REASONING RETURNS TO EDUCATION SCHOOL CLUBS SCHOOL COMPLETION SCHOOL CURRICULUM SCHOOL DROPOUTS SCHOOL GRADUATES SCHOOL PROGRAM SCHOOLING SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SKILL ACQUISITION SKILL DEVELOPMENT SKILL PREFERENCES SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS FOR EMPLOYMENT SOCIAL PROCESSES SOCIAL SKILLS SPORTS STUDENT ASSESSMENT TEACHING TEACHING METHODS TECHNICAL TRAINING TERTIARY EDUCATION TEST SCORES TRAINING PROGRAMS VOCATIONAL SCHOOL VOCATIONAL SKILLS WORK EXPERIENCE YOUNG CHILDREN YOUTH Educators 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. 2014-05-15T16:08:20Z 2014-05-15T16:08:20Z 2014-05 http://documents.worldbank.org/curated/en/2014/05/19457163/employer-voices-employer-demands-implications-public-skills-development-policy http://hdl.handle.net/10986/18345 English en_US Policy Research Working Paper;No. 6853 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research |