ERIC Number: ED676584
Record Type: Non-Journal
Publication Date: 2024-Mar
Pages: 11
Abstractor: ERIC
ISBN: 978-1-916567-01-6
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Revised Employment and Skills Projections for the Skills Imperative 2035
Luke Bocock
National Foundation for Educational Research
The Skills Imperative 2035 is centred on the premise that the global economy is changing and new technologies, coupled with major demographic and environmental changes, will continue to disrupt the labour market in the coming decades. These drivers of change will impact on the jobs that will exist in the future and the skills that will be needed to do them, but the extent to which this will happen is not well understood. The Skills Imperative 2035 programme is addressing this knowledge gap. This report presents revised employment and skills projections using corrected Labour Force Survey (LFS) data for 2021 and have compared new results to old results to determine the impact of the coding errors on the findings originally reported. The effect of the errors on overall employment projections is fairly minimal. However, the errors do affect the scale of change projected in each occupation's share of UK employment, and the degree to which the change in share differs between the new and old projections varies by occupational group.
Descriptors: Employment Projections, Job Skills, Foreign Countries, Futures (of Society), Coding, Employment Statistics
National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Related Records: ED676410, ED676411, ED676412, ED676413, ED676414, ED676550, ED676553, ED676554, ED676547, ED676549, ED676583, ED676567, ED676569, ED676571, ED676572, ED676573, ED676582, ED619280
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Nuffield Foundation (United Kingdom)
Authoring Institution: National Foundation for Educational Research (NFER) (United Kingdom); Cambridge Econometrics (United Kingdom); Kantar Public; Learning and Work Institute (United Kingdom); University of Roehampton, London (United Kingdom); University of Sheffield (United Kingdom); University of Warwick, Warwick Institute for Employment Research (IER)
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A


