The Empirical Determination of Key Skills from an Economic Perspective
AbstractNotwithstanding an impressive research tradition on key skills, no clear statistical criterion exists that is suitable to determine which skills may be considered key skills. This contribution proposes one possible methodology that can be used to identify key skills. Proposing an economic definition of the key skill concept and by disentangling the direct and indirect effects of skills on productivity, we develop an empirical criterion for the identification of key skills. We apply this methodology to a dataset of employed vocational education graduates. We find that problem-solving skills, independence, oral presentation/speaking skills, accuracy/carefulness and initiative/creativity may be considered key skills
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Bibliographic InfoPaper provided by Maastricht : ROA, Research Centre for Education and the Labour Market in its series Research Memoranda with number 004.
Date of creation: 2004
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Web page: http://www.maastrichtuniversity.nl/web/UMPublications.htm
education; training and the labour market;
Other versions of this item:
- Jasper Van Loo & Bert Toolsema, 2005. "The empirical determination of key skills from an economic perspective," Education Economics, Taylor & Francis Journals, vol. 13(2), pages 207-221.
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- Gary S. Becker, 1962. "Investment in Human Capital: A Theoretical Analysis," Journal of Political Economy, University of Chicago Press, vol. 70, pages 9.
- Stevens, Margaret, 1994. "A Theoretical Model of On-the-Job Training with Imperfect Competition," Oxford Economic Papers, Oxford University Press, vol. 46(4), pages 537-62, October.
- Andy Dickerson & Francis Green, 2004. "The growth and valuation of computing and other generic skills," Oxford Economic Papers, Oxford University Press, vol. 56(3), pages 371-406, July.
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