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This paper examines the relationship between individuals' skills and labor market outcomes for the working-age population of Colombia's urban areas. Using a 2012 unique household survey, the paper finds that cognitive skills (aptitudes to perform mental tasks such as comprehension or reasoning) and socio-emotional skills (personality traits and behaviors) matter for favorable labor market outcomes in the Colombian context, although they have distinct roles. Cognitive skills are greatly associated with higher earnings and holding a formal job or a high-qualified occupation. By contrast, socio-emotional skills appear to have little direct influence on these outcomes, but play a stronger role in labor market participation. Both types of skills, especially cognitive skills, are largely associated with pursuing tertiary education. The analysis applies standard econometric techniques as a benchmark and structural estimations to correct for the measurement error of skill constructs.

Cognitive skills --- Education --- Education for all --- Educational sciences --- Effective schools & teachers --- Labor market outcomes --- Labor markets --- Latent skills --- Personality traits --- Primary education --- Returns to skills --- Social protections and labor --- Socio-emotional skills --- Unobserved heterogeneity

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Bangladesh has experienced the largest mass poisoning of a population in history owing to contamination of groundwater with naturally occurring inorganic arsenic. Continuous drinking of such metal-contaminated water is highly cancerous; prolonged drinking of such water risks developing diseases in a span of just 5-10 years. Arsenicosis-intake of arsenic-contaminated drinking water-has implications for children's cognitive and psychological development. This study examines the effect of arsenicosis at school and at home on cognitive achievement of children in rural Bangladesh using recent nationally representative school survey data on students. Information on arsenic poisoning of the primary source of drinking water-tube wells-is used to ascertain arsenic exposure. The findings show an unambiguously negative and statistically significant correlation between mathematics score and arsenicosis at home, net of exposure at school. Split-sample analysis reveals that the effect is only specific to boys; for girls, the effect is negative but insignificant. Similar correlations are found for cognitive and non-cognitive outcomes such as subjective well-being, that is, a self-reported measure of life satisfaction (also a direct proxy for health status) of students and their performance in primary-standard mathematics. These correlations remain robust to controlling for school-level exposure.

Achievement of Children --- Cognitive skills --- Education --- Education for All --- Educational participation --- Health Monitoring and Evaluation --- Health, Nutrition and Population --- Learning --- Learning outcomes --- Population Policies --- Primary data --- Reading --- School survey --- Schooling --- Secondary school --- Tertiary Education --- Urban Solid Waste Management

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The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic well-being, focusing on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population-rather than mere school attainment-are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes it clear that closing the economic gap with industrial countries will require major structural changes in schooling institutions.

Access and Equity in Basic Education --- Adult Literacy --- Cognitive Skills --- Education --- Education For All --- Education for All --- Education For All Initiative --- Education Policy --- Educational Outcomes --- Educational Quality --- Effective Schools and Teachers --- Enrollment Rates --- Finance and Financial Sector Development --- Financial Literacy --- Health, Nutrition and Population --- Knowledge --- Learning --- Literacy Survey --- Population Policies --- Primary Education --- Quality of Education --- Returns to Education --- School --- School Enrollment --- School Improvement --- Schooling --- Schools --- Secondary Education --- Student Outcomes --- Tertiary Education

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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 emand, 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 evelopment process. Skills, labor demand, cognitive, non-cognitive, behavioral skills, competences, employer surveys, skills policy, education policy, training policy.

Ability. --- Academic Learning. --- Access and Equity in Basic Education. --- Achievement. --- Adolescence. --- Adolescents. --- Adult Literacy. --- Adults. --- Applied Skills. --- Attitudes. --- Basic Knowledge. --- Basic Literacy. --- Basic Numeracy. --- Basic Skills. --- Body Language. --- Caregivers. --- Child Development. --- Childhood Evelopment. --- Children. --- Classroom. --- Cognition. --- Cognitive Development. --- Cognitive Skills. --- Cognitive Test. --- Communication. --- Computer Literacy. --- Computer Skills. --- Concepts. --- Creativity. --- Critical Thinking. --- Curricula. --- Curriculum. --- Decision Making. --- Developmental Psychology. --- Disadvantaged Children. --- Early Childhood Development. --- Early Childhood. --- Early Enrichment. --- Early Stimulation. --- Educated Workers. --- Education for All. --- Education Institutions. --- Education Policy. --- Education Providers. --- Education Sector. --- Education System. --- Education. --- Educational Achievement. --- Educational Infrastructure. --- Educational Sciences. --- Educators. --- Effective Schools and Teachers. --- Effort. --- Elementary School. --- Emotional Development. --- Ethics. --- Exams. --- Experience. --- General Education. --- Girls. --- Global Education. --- Groups. --- Head Start. --- High School. --- Higher Education Institutions. --- Higher Education. --- Human Development. --- Information Processing. --- Instruction. --- Intelligence. --- Interventions. --- Investment. --- Job Training. --- Knowledge. --- Language. --- Leadership. --- Learning Outcomes. --- Learning. --- Levels of Education. --- Life Skills. --- Literacy Survey. --- Literacy. --- Memory. --- Needs. --- New Entrants. --- Numeracy. --- Nutrition. --- Oral Communication. --- Participation. --- Pedagogical Methods. --- Perception. --- Performance. --- Personality Traits. --- Personality. --- Preschool Education. --- Primary Data. --- Primary Education. --- Primary School. --- Primary Schooling. --- Problem Solving. --- Professional Knowledge. --- Psychology. --- Reasoning. --- Regional Education. --- School Activities. --- School Climate. --- School Clubs. --- School Curricula. --- School Curriculum. --- School Improvement. --- School Schools. --- School Setting. --- School. --- Schooling. --- Schools. --- Science. --- Secondary Education. --- Secondary School. --- Skill Acquisition. --- Skill Evelopment. --- Skilled Workers. --- Skills Acquisition. --- Skills Evelopment. --- Skills for Employment. --- Skills. --- Students. --- Study. --- Teacher Qualifications. --- Teacher. --- Teaching Methods. --- Teaching. --- Thinking. --- Training Programs. --- Training. --- Understanding. --- Values. --- Vocational Education. --- Women. --- Work Experience. --- Writing. --- Youth.

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Sous une nouvelle couverture, enrichie d'un important chapitre sur la médiation et la résolution des conflits, voici la troisième édition de l'ouvrage phare de la Communication NonViolente, traduit dans plus de 30 langues et vendu à 170 000 exemplaires en France. Grâce à des histoires, des exemples et des dialogues simples, ce livre permet d'améliorer radicalement et de rendre vraiment authentique notre relation aux autres.La plupart d'entre nous avons été élevés dans un esprit de compétition, de jugement, d'exigence et de pensée de ce qui est " bon " ou " mauvais ". Au mieux, ces conditionnements peuvent conduire à une mauvaise compréhension des autres, au pire, ils génèrent colère, frustration, et peuvent conduire à la violence. Une communication de qualité entre soi et les autres est aujourd'hui une des compétences les plus précieuses. Par un processus en quatre points, Marshall Rosenberg met ici à notre disposition un outil très simple dans son principe, mais extrêmement puissant, pour améliorer radicalement et rendre vraiment authentique notre relation aux autres. Grâce à des histoires, des exemples et des dialogues simples, ce livre nous apprend principalement : à manifester une compréhension respectueuse à tout message reçu ; à briser les schémas de pensée qui mènent à la colère et à la déprime ; à dire ce que nous désirons sans susciter d'hostilité et à communiquer en utilisant le pouvoir guérisseur de l'empathie. Cette nouvelle édition est par ailleurs enrichie d'un important chapitre sur la médiation et la résolution des conflits. Bien plus qu'un processus, c'est un chemin de liberté, de cohérence et de lucidité qui nous est ici proposé !

Communication --- Interpersonal Relations --- Speech --- Interpersonal communication --- Interpersonal relations --- Nonviolence --- Communication interpersonnelle. --- Éthique de la discussion. --- Non-violence. --- Interpersonal relations. --- Aspect psychologique. --- Psychological aspects. --- pratique de communication --- communication non-violente --- комуникационни умения --- комуникациски вештини --- komunikacijske vještine --- ħiliet ta’ komunikazzjoni --- viestintäkäytäntö --- scileanna cumarsáide --- τεχνική της επικοινωνίας --- Redegewandtheit --- pratica di comunicazione --- kommunikációs készségek --- kommunikation i praksis --- suhtlemisoskus --- schopnost komunikace --- abilități de comunicare --- umiejętność komunikacji --- prática da comunicação --- communicatie in de praktijk --- sposobnost komuniciranja --- bendravimo įgūdžiai --- praktisk kommunikation --- komunikačné schopnosti --- técnicas de comunicación --- aftësi komunikimi --- вештина комуникације --- communication skills --- sazināšanās prasme --- komunicēšanās prasmes --- bendravimo būdai --- комуникациска практика --- tehnici de comunicare --- komunikační metody --- kommunikationsförmåga --- komunikační schopnost --- praktika komunikimi --- communication practices --- комуникациски техники --- komunikační dovednosti --- комуникациска способност --- dorozumívací dovednosti --- psychologie --- compétences non cognitives --- icke-kognitiva färdigheter --- nekognityviniai įgūdžiai --- ei-kognitiiviset taidot --- umiejętności inne niż poznawcze --- competências não cognitivas --- competențe non-cognitive --- competenze non cognitive --- nicht kognitive Fähigkeiten --- nekognitivna znanja in spretnosti --- ikke-kognitive færdigheder --- непознавателни умения --- nekognitívne zručnosti --- nekognitivne vještine --- niet-cognitieve vaardigheden --- nem kognitív készségek --- capacidades no cognitivas --- nekognitīvās prasmes --- mittekognitiivsed oskused --- μη γνωστικές δεξιότητες --- non cognitive skills --- ħiliet mhux konjittivi --- scileanna neamh-chognaíocha --- nekognitivní dovednosti --- nem kognitív képességek --- critical thinking --- kompetencje pozapoznawcze --- soft skills --- muut kuin kognitiiviset taidot --- adaptability --- umiejętności pozapoznawcze --- kompetencje miękkie --- nem-kognitív készségek --- umiejętności miękkie --- resilience --- readiness to learn --- emotional intelligence --- creativity --- psychológia --- psihologie --- psiholoģija --- psühholoogia --- psychologia --- psykologia --- psichologija --- psikologji --- psicología --- психологија --- síceolaíocht --- pszichológia --- psykologi --- psikoloġija --- ψυχολογία --- psychology --- psicologia --- psihologija --- Psychologie --- психология --- psikofiziologji --- psicología de la educación --- lapsipsykologia --- κοινωνική ψυχολογία --- prison psychology --- психопатологија --- παιδοψυχολογία --- sociální psychologie --- börtönpszichológia --- psicología social --- psychopatologie --- vězeňská psychologie --- gyermeklélektan --- kalėjimo psichologija --- inlärningspsykologi --- Kinderpsychologie --- sosiaalipsykologia --- child psychology --- neveléspszichológia --- psicologia social --- psychologické poradenství --- social psychology --- lélektan --- uddannelsespsykologi --- socialpsykologi --- psühhofüsioloogia --- gevangenispsychologie --- udvikling af personligheden --- vankilapsykologia --- psicofisiologia --- psychophysiologie --- kinderpsychologie --- ontwikkelingspsychologie --- Gefängnispsychologie --- Psychophysiologie --- švietimo psichologija --- bērnu psiholoģija --- psychologie de l'enfant --- sociálna psychológia --- koulutuspsykologia --- zatvorska psihologija --- Sozialpsychologie --- psicologia sociale --- ψυχοφυσιολογία --- børnepsykologi --- psihofizioloģija --- socialinė psichologija --- lapsepsühholoogia --- skolpsykologi --- psihologia deținuților --- psicologia infantile --- ψυχολογία της εκπαίδευσης --- sociālā psiholoģija --- psykologi i kriminalvården --- psychologie de l'éducation --- psicología de prisiones --- psychophysiology --- psikologji sociale --- szociálpszichológia --- psykofysiologia --- socijalna psihologija --- psikologjia në burg --- ieslodzīto psiholoģija --- etologie --- pszichofiziológia --- hariduspsühholoogia --- detská psychológia --- pedagoģiskā psiholoģija --- psychologie carcérale --- psicologia infantil --- Schulpsychologie --- sotsiaalpsühholoogia --- sociale psychologie --- dětská psychologie --- психологија на личноста --- barnpsykologi --- psicologia da educação --- psykofysiologi --- psicofisiología --- psychologie sociale --- psicología infantil --- educational psychology --- psichofiziologija --- psicologia carceraria --- psychofysiologie --- σωφρονιστική ψυχολογία --- psikologji e fëmijës --- psihologie socială --- psihologia copilului --- vaiko psichologija --- dječja psihologija --- psihologija obrazovanja --- vanglapsühholoogia --- psikologji edukative --- psicologia dell'educazione --- väzenská psychológia --- Éthique de la discussion.