ERIC Number: ED676550
Record Type: Non-Journal
Publication Date: 2024-Jun
Pages: 44
Abstractor: ERIC
ISBN: 978-1-916567-08-5
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Rethinking Skills Gaps and Solutions. Working Paper 4 of "The Skills Imperative 2035": Essential Skills for Tomorrow's Workforce
Luke Bocock; Juan Manuel Del Pozo Segura; Jude Hillary
National Foundation for Educational Research
Previous stages of "The Skills Imperative 2035" research programme involved projecting what jobs will be available in the future labour market and what skills will be needed to do those jobs. The skills projections identified a set of skills that are intensively utilised across the labour market today, but which will be in even greater demand in 2035. These 'Essential Employment Skills' (EES) are communication, collaboration, problem-solving, organising, planning and prioritising work, creative thinking and information literacy. These skills are growing in importance across the labour market and are also most intensively utilised in the occupations that are expected to grow their share of UK employment by 2035. This next stage of "The Skills Imperative 2035" moves the focus to looking at the supply of EES. The authors seek to quantify what the current supply of EES skills is across the population and forecast how this may change in future. They also seek to identify the "Skills Gaps" that exist between workers' "Skills Supply" and the "Skills Requirements" of their jobs.
Descriptors: Labor Market, Job Skills, Futures (of Society), Foreign Countries, Demand Occupations, Labor Supply, Employment Potential, Employees
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, ED656414, ED676554, ED676547, ED676549, ED676583, ED676567, ED676571, ED676572, ED676573, ED676582, ED676584, ED676553, ED619280, ED676569
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Nuffield Foundation (United Kingdom)
Authoring Institution: National Foundation for Educational Research (NFER) (United Kingdom)
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A


