This final working paper in The Skills Imperative 2035 project builds on and extends the previous work undertaken, with the focus here being on the supply of skills and looking at the extent to which the skills that individuals possess at the end of education vary according to the pathway they followed through their education system. This paper builds on this evidence by investigating whether Essential Employment Skills (EES) also varies, amongst adult workers and young people, according to their pathway through each qualification level. The authors also extend the analysis of differences between pathways to cognitive skills (numeracy, literacy and problem-solving), and non-economic outcomes, specifically people's attitudes to trust and politics, patience, and volunteering. Data were drawn from the National Foundation for Educational Research (NFER) Essential Employment Skills survey, which provides data on the EES that over 11,000 people possess coupled with the skills requirements of their jobs. The Survey of Adult Skills provides data on the cognitive skills and attitudes of those who responded to both surveys. This paper also explores the relationship between occupation and post-16 pathway using data from the Annual Survey of Hours and Earnings (ASHE) linked to the Longitudinal Education Outcomes (LEO). Key findings highlight the role having a level 6 or higher qualification plays in enabling people to enter growing, higher-skilled occupations. However, they also suggest that a significant minority of graduates do work in declining low- and mid-skilled occupations, and graduates from low-income households are less likely to work in a higher skilled occupation than their peers from more affluent backgrounds. Whilst the findings highlight that people's cognitive skills appear to vary substantially depending on the post-16 pathway they followed, the same does not appear to be true of their EES.