Developing Socioemotional Skills for the Philippines' Labor Market.

Front Cover -- Contents -- Acknowledgments -- Main Messages -- Abbreviations -- Executive Summary -- Demand for Socioemotional Skills in the Philippines -- Socioemotional Skills and Labor-Market Outcomes -- Education and Skills Development in the Philippines -- Policy Options to Foster Socioemotional Skills -- References -- Chapter 1 Education and Labor-Market Outcomes in the Philippines -- Notes -- References -- Chapter 2 Demand for Socioemotional Skills in the Philippine Labor Market -- Introduction -- Demand for Skills among Philippine Firms -- Hiring Constraints among Philippine Firms -- Training Practices among Philippine Firms -- Notes -- References -- Chapter 3 Socioemotional Skills in the Philippine Labor Force -- Introduction -- Measuring Different Types of Workforce Skills -- The Distribution of Skills in the Workforce -- Labor-Market Returns to Socioemotional Skills -- Socioemotional Skills and Employment Probability -- Socioemotional Skills and Educational Attainment -- Notes -- References -- Chapter 4 Promoting the Development of Socioemotional Skills in the Philippines -- Introduction -- Critical Stages to Foster the Development of Socioemotional Skills -- Review of International Experiences in Socioemotional Skills Development -- The Current State of Socioemotional Development Policy in the Philippines -- Notes -- References -- Chapter 5 Conclusion and Recommendations -- Reference -- Appendix A -- Boxes -- Box 1.1 Understanding Socioemotional Skills -- Box 2.1 Findings from Previous World Bank Research -- Box 2.2 Global Demand for Workforce Skills -- Box 3.1 Understanding the "Big Five" Personality Traits -- Box 3.2 Comparability of STEP with Other National Household Surveys -- Box 3.3 Methodological Considerations in Estimating Associations between Skills, Labor Market Outcomes, and Educational Trajectories.

Box 3.4 Workforce Skills and Labor Market Outcomes in Other Developing Countries -- Box 4.1 The PRACTICE Model -- Box 4.2 The Jamaican Study Program -- Box 4.3 Save the Children's Early Childhood Development Program, Mozambique -- Box 4.4 Schoolwide Positive Behavior Support, the United States -- Box 4.5 Building Socioemotional Skills in the Education System, Singapore and Mexico -- Box 4.6 Best Practices for Training Teachers in Socioemotional Skills -- Box 4.7 Teacher Training in Socioemotional Skills Development, Peru -- Box 4.8 Big Brothers and Big Sisters of America, the United States -- Box 4.9 Postschool Interventions, the Dominican Republic -- Box 4.10 The Results of an Integrated Multisector Approach to ECED in the Philippines -- Box 4.11 The JobStart Apprenticeship Program -- Box 4.12 The TalentMap Initiative -- Figures -- Figure ES.1 Educational Attainment Has Increased Substantially across Generations, 2010 and 2015 -- Figure ES.2 Workers with Adequate Socioemotional Skills Are among the Hardest to Find -- Figure ES.3 All Socioemotional Skills Are Correlated with Higher Labor Income -- Figure ES.4 Philippine Schools Allocate Little Time to Subjects That Foster the Development of Socioemotional Skills -- Figure 1.1 Distribution of the Population Older Than Age 25, by Educational Attainment, 1950-2010 -- Figure 1.2 Distribution of the Labor Force, by Educational Attainment, 2015 -- Figure 1.3 Share of the Labor Force with Tertiary Education and Log GDP per Capita -- Figure 1.4 Gross Enrollment by Education Level, 2012-13 -- Figure 1.5 Incidence of Highly Paid Jobs, by Education Attainment -- Figure 1.6 Distribution of Wage Workers, by Educational Attainment -- Figure 1.7 Firms' Most Frequently Cited Reasons for Unfilled Vacancies -- Figure 1.8 Pass Rate for License Examinations, by Discipline.

Figure 2.1 Extent to Which Philippine Firms Perceive Inadequate Workforce Skills as an Obstacle to Doing Business in the Philippines -- Figure 2.2 Percentage of Firms that Identify Inadequate Skills as a Major Obstacle to Doing Business in the Philippines, by Country -- Figure 2.3 Major Obstacles to Doing Business Identified by Firms in the Philippines -- Figure 2.4 Share of Firms Citing Inadequate Skills as a Major Obstacle to Doing Business in the Philippines, by Hiring Status -- Figure 2.5 Share of Firms Citing Inadequate Skills as a Major Obstacle to Doing Business in the Philippines, by Firm Growth Trajectory -- Figure 2.6 Share of Firms Citing Inadequate Skills as a Major Obstacle to Doing Business in the Philippines, by Propensity to Innovate -- Figure 2.7 Share of Firms Citing Inadequate Skills as a Major Obstacle to Doing Business in the Philippines, by Firm Size -- Figure 2.8 Share of Firms Citing Inadequate Skills as a Major Obstacle to Doing Business in the Philippines, by Firm Location -- Figure 2.9 Challenges Cited by Philippine Firms Unable to Fill Vacancies -- Figure 2.10 Skills that Philippine Firms Report Having Difficulty Acquiring Applicants to Fulfill -- Figure B2.1.1 Skills Demanded by Employers in the Philippines, by Occupation -- Figure 2.11 Share of Philippine Firms That Fired Workers over the Past Two Years for Lack of Required Skills or Poor Performance, by Firm Propensity to Innovate -- Figure 2.12 Share of Firms Providing Formal Employee Training, Philippines and Comparators, circa 2015 -- Figure 2.13 Share of Firms That Provide Training in the Philippines, by Firm Age -- Figure 2.14 Share of Philippine Firm Training Programs, by Primary Focus Area -- Figure B3.2.1 Labor Market Status in Urban Areas, STEP vs LFS -- Figure B3.2.2 Educational Attainment among Working-Age Filipinos in Urban Areas, STEP vs LFS.

Figure 3.1 Share of Respondents Who Passed the STEP Basic Literacy Test -- Figure 3.2 Length of Longest Documents Read at Work over the Past 12 Months -- Figure 3.3 Use of Math at Work over the Past 12 Months -- Figure 3.4 Distribution of Socioemotional Skills, by Gender -- Figure 3.5 Distribution of Socioemotional Skills, by Age Group -- Figure 3.6 Distribution of Socioemotional Skills, by Education Level -- Figure 3.7 Distribution of Socioemotional Skills, by Employment Status -- Figure 3.8 Correlation Coefficients for Job Tasks and Years of Education, Gender, and Age -- Figure 3.9 Correlations between Socioemotional Skills, Cognitive Skills, and Technical Skills -- Figure 3.10 Share of Respondents Citing Lack of Literacy or Computer Skills as an Obstacle to Employment or Promotion -- Figure 3.11 Share of Workers Reporting That Their Formal Education Is Useful in the Workplace -- Figure 3.12 Wage Differences Associated with Socioemotional Skills, Cognitive Skills, and Education -- Figure 3.13 Wage Differences Associated with Socioemotional Skills, Cognitive Skills, and Education, by Gender -- Figure 3.14 Wage Differences Associated with Socioemotional Skills, Cognitive Skills, and Education, by Age -- Figure 3.15 Wage Differences Associated with Socioemotional Skills, Cognitive Skills, and Education, by Education Level -- Figure 3.16 Wage Differences Associated with Socioemotional Skills, Cognitive Skills, and Education, by Employment Type -- Figure 3.17 Wage Differences Associated with Socioemotional Skills, Cognitive Skills, and Education, by Economic Sector -- Figure 3.18 Wage Differences Associated with Tasks Involving Technical Skills -- Figure 3.19 Correlations between Socioemotional Skills, Cognitive Skills, and Education, and Changes in Employment Probability.

Figure 3.20 Socioemotional Skills, Cognitive Skills, Education, and Employment Probability, by Gender -- Figure 3.21 Socioemotional Skills, Cognitive Skills, Education, and Employment Probability, by Education Level -- Figure B3.4.1 Socioemotional Skills, Cognitive Skills, Education, and Employment Probability, Philippines and Select Comparators -- Figure B3.4.2 Socioemotional Skills, Cognitive Skills, Education, and Wages, Philippines and Select Comparators -- Figure 3.22 The Marginal Impact of Socioemotional Skills on Secondary School Completion -- Figure 3.23 The Marginal Impact of Socioemotional Skills on Tertiary Enrollment and Completion -- Figure 4.1 Instructional Time Allocated to Cognitive Skills, Philippines and Select Comparators -- Figure 4.2 Instructional Time Allocated to Socioemotional Skills Development, Philippines and Select Comparators -- Tables -- Table 1.1 Average Wages and Distribution of Workers by Occupation and Education, 2015 -- Table 1.2 Distribution of Workers, by Education Level -- Table B1.1.1 Socioemotional Skills and Related Concepts -- Table 2.1 Percentage of Firms Identifying Inadequate Skills as a Major Obstacle to Doing Business in the Philippines, 2009 and 2015 -- Table 2.2 Share of Firms That Provide Training, by Firm Characteristics -- Table 3.1 Definitions of Skills Used in This Study -- Table 3.2 The Distribution of the STEP Survey Sample, by Region -- Table 3.3 Correlations between Socioemotional Skills -- Table 3.4 Labor-Market Outcomes by Worker Characteristics -- Table B4.1.1 Optimal Stages of Development for PRACTICE Skills -- Table 5.1 Potential Interventions on Socioemotional Skills Development Drawing from Global Experiences -- Table A.1 Ordinary Least Squares Analysis of Labor Earning and Socioemotional Skills -- Table A.2 Marginal Effect on Employment Probability and Socioemotional Skills.

Table A.3 Marginal Effect on Completion of Secondary Education and Socioemotional Skills.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.