Listing 1 - 4 of 4 |
Sort by
|
Choose an application
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
Choose an application
A vast literature shows the importance of socioemotional skills in earnings and employment, but whether they matter in getting hired remains unanswered. This study seeks to address this question and further investigates whether socioemotional skill signals in job applicants' resumes have the same value for male and female candidates. In a large-scale randomized audit study, an online job portal in Turkey is used to send fictitious resumes to real job openings, collecting a unique data set that enables investigating different stages of candidate screening. The study finds that socioemotional skills appear to be valued only when an employer specifically asks for such skills in the vacancy ad. When not asked for, however, candidates can face a penalty in the form of lower callback rates. A significant penalty is only observed for women, not for men. The study does not find evidence of other gender differences in the hiring process.
Field Experiment --- Gender --- Gender and Social Development --- Gender Discrimination --- Gender Hiring Bias --- Labor Markets --- Labor Policies --- Living Standards --- Poverty Reduction --- Psychology --- Skills Development and Labor Force Training --- Social Development --- Socio-Emotional Skills
Choose an application
Although there is a general agreement in the literature of the importance of social-emotional skills for labor market success, there is little consensus on the specific skills that should be acquired or how and when to teach them. The psychology, economics, policy research, and program implementation literatures all touch on these issues, but they are not sufficiently integrated to provide policy direction. The objective of this paper is to provide a coherent framework and related policies and programs that bridge the psychology, economics, and education literature, specifically that related to skills employers value, non-cognitive skills that predict positive labor market outcomes, and skills targeted by psycho-educational prevention and intervention programs. The paper uses as its base a list of social-emotional skills that employers value, classifies these into eight subgroups (summarized by PRACTICE), then uses the psychology literature-drawing from the concepts of psycho-social and neuro-biological readiness and age-appropriate contexts-to map the age and context in which each skill subset is developed. The paper uses examples of successful interventions to illustrate the pedagogical process. The paper concludes that the social-emotional skills employers value can be effectively taught when aligned with the optimal stage for each skill development, middle childhood is the optimal stage for development of PRACTICE skills, and a broad international evidence base on effective program interventions at the right stage can guide policy makers to incorporate social-emotional learning into their school curriculum.
Education --- Education For All --- Education Policy --- Educational Sciences --- Employment --- Human Capital Development --- Knowledge for Development --- Non-Cognitive Skills --- Primary Education --- Psychology --- Social Development --- Social Protections and Labor --- Socio-Emotional Skills --- Teaching and Learning --- Training
Choose an application
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
Listing 1 - 4 of 4 |
Sort by
|