Skill Heterogeneity Research Articles

The Labor Market and Growth Implications of Skill Distribution: A Dynamic General Equilibrium Model with Skill Heterogeneity

This paper develops a dynamic general equilibrium model which explicitly incorporates the skill distribution of heterogeneous workers. Workers are distributed heterogeneously in their individual skill level and can be endogenously sorted into different tasks using different technologies. In doing so, we study in depth the labor market and growth implications of the changes in skill distribution. Specifically, we consider two changes in the skill distribution in a given population, (i) the increased density in the upper tail (skill upgrading), and (ii) the increased density both in the lower and upper tails (skill polarization). It is shown that, though the labor market implications for individual workers are likely to be largely different and complex (skill polarization even leads to nonlinear labor market changes), both changes in the skill distribution may increase steady-state real investment and enhance growth so that all workers gain with time.

Labour market skills, endogenous productivity and business cycles

This paper analyses how labour market heterogeneity affects unemployment, productivity and business cycle dynamics. To this aim, we set up a model with asymmetric search and matching frictions across skilled and unskilled workers, and endogenous productivity through R&D investment and intangible capital accumulation. Skill mismatch and skill-specific labour market institutions have three main effects on business cycles and growth dynamics. First, the relative scarcity of skilled workers increases the natural rate of unemployment and reduces total factor productivity with long-run effects on the growth rate of output. Second, skill heterogeneity in the labour market generates asymmetric outcomes and amplifies measures of employment, wages and consumption inequality. Finally, the model provides important insights for the Phillips and Beveridge curves. Incorporating skill heterogeneity leads to a flattening of the Phillips curve as wages and unemployment respond unevenly across skill types. Also, the model generates sideward shifts of the Beveridge curve following business cycle shocks, with the extent of these shifts depending on the degree of skill heterogeneity.

Non-Word Repetition in Arabic-speaking children with and without Autism Spectrum Disorder (ASD): A closer look into accuracy and error patterns

ABSTRACT Non-Word Repetition (NWR) tasks effectively identify language impairments and assess phonological skills across diverse populations and languages, including Arabic. Prior research revealed heterogeneity of performance in children with Autism Spectrum Disorder (ASD) on NWR tasks. The current study is the first to evaluate phonological skills of Palestinian-Arabic-speaking children with and without ASD, employing a Palestinian-Arabic NWR task. A total of 142 Palestinian-Arabic-speaking children, aged 5–11 participated in the study, including 75 children with Typical Language Development (TLD) and 67 children with ASD. The NWR task included 18 non-words of varying length (1–4 syllables) and complexity (with and without consonant clusters). Quantitative analysis examined the effects of length and phonological complexity on the NWR accuracy scores in children with TLD and ASD. Error pattern analysis accounting for phoneme and syllable substitutions/deletions/additions and lexicalisations aimed to shed light on the phonological representations of children with and without ASD. Within the ASD group, two subgroups emerged: 72% exhibited age-appropriate NWR performance, while 28% showed performance at-risk for phonological impairment. Non-word length, rather than complexity, significantly influenced the children’s performance. Consonant substitution was the most frequent error pattern across all groups. On the theoretical side, these findings extend cross-linguistic evidence of phonological skill heterogeneity in children with ASD to Arabic-speaking children. Additionally, they highlight an overall delayed but qualitatively similar pattern of phonological development in children with ASD. On the clinical side, results underscore the importance of comprehensive language assessment in children with ASD.

Spatial-temporal evolution of digital skills in the EU countries

Digital skills, integral to the functioning of the digital economy and information society, show temporal and spatial variations measured by various indicators. In this article, we assess the spatial and temporal evolution of digital skills under the influence of key factors and domains in the EU countries from 2015 to 2021. Applying spatial autocorrelation analysis, robust geographical heterogeneity and consistent spatial patterns in digital skills are outlined, resulting in two ‘high–high’ and ‘high–low’ clusters in the North and Center, and a ‘low–low’ cluster in the South. Using feature importance selection, key indicators within aggregate domains driving digital skills policy are identified. Spatial lag regression analysis highlights the significance of all domains, revealing spatial and spillover effects on digital skills, with the primary influence observed in the social sphere, technology and innovations, and demography domains. Although the ICT infrastructure domain is statistically more significant in our spatial model along with the economy and technology and innovations, its spillover effects appear relatively modest, indicating a corresponding degree of within-country localization. This study contributes to the understanding of the evolution of digital skills by revealing both spatial relationships and temporal dynamics and strengthening spatial digital policy measures in the EU. The spatial coherence of digital policies, the spatial network of technological and innovation centers in both ‘high–low’ clusters and cross-border locations, and improving the social, demographic, and economic profiles of citizens are critical among other measures to improve digital skills in EU countries.

Content analysis of current role/job descriptors for Band 5/junior physiotherapists and mapping of these to Physiotherapy Professional standards of practice

BackgroundKNOWBEST was a mixed methods study exploring the KNOWledge, BEhaviours and Skills required of the modern physioTherapy graduate. ObjectivesTo undertake a content analysis of current role descriptors (RDs) for Band5/junior physiotherapists and map these to the knowledge, skills, behaviours and attributes required for contemporary physiotherapy practice. DesignContent analyses and mapping. SettingAll health care settings: ParticipantsAvailable RDs for newly qualified/Band 5 physiotherapists across a representative range of roles and settings for this stage of a physiotherapist’s career across the UK and all health care settings. MethodsJob descriptors were obtained using three approaches 1) via direct upload to the study website, 2) on-line searches of job vacancies, 3) directly emailing managers to fill any gaps in representativeness. Data regarding knowledge, skills, behaviours and attributes were extracted, coded (BC) and checked (CML). Data analysesDocumentary content analyses and mapping of these to Professional Standards of practice. Results19 RDs were analysed. High expectations of behaviours and attributes, and extensive pre-requisite knowledge and skills were identified and detailed. Considerable variability was seen across RDs, at least seven being suited to more highly specialist and/or experienced staff. Equality, diversity and inclusivity concerns were evidenced. Active research was not included in many RDs and not mentioned in any standards. Digital learning and skills were not strongly evidenced. ConclusionsA review of Band 5/Junior post and RD requirements is recommended including a standard template developed to promote equity. Professional standards emphasise some pillars of practice, such as clinical, more than others. Contribution of the Paper•Role descriptors for band 5/junior/recently qualified physiotherapists demonstrated wide heterogeneity in knowledge, skills, attributes and behaviours.•Analysis of RDs revealed high expectations of behaviours and attributes, and extensive pre-requisite knowledge and skills in qualified physiotherapists.•A review of Band 5 post and role descriptor requirements is recommended and a standard template developed and designed to promote equity.•Findings indicate that some areas of physiotherapy practice are featured less strongly in professional standards of practice than others. It is evident that some of the pillars of advanced practice, such as clinical practice, are weighted more heavily than others.

How to overcome rent seeking in Tanzania’s skills sector? Exploring feasible reforms through discrete choice experiments

Skills gaps and mismatches are widely documented as a hindrance to inclusive structural transformation across developing countries, especially in Africa. What is often overlooked, however, is the fact that skills development is a complex political economy process challenged by institutional and financing problems on the supply side, and inadequate demand, that is, a shortage of firms that can organise skilled labour and provide on-the-job training effectively. In such adverse contexts, rent seeking and corruption may arise from conflicting objectives, trade-offs and mis-aligned incentives among stakeholders – public sector skills providers and firms. With a focus on Tanzania, we (i) analyse the incentive structures underlying such rule-breaking behaviours and processes, and (ii) empirically test alternative institutional design strategies that would better align the interests of different stakeholders towards improved skills development outcomes. Building on over 30 in-depth stakeholder interviews in 2018, we conducted three Discrete Choice Experiments with over 200 firms to test the feasibility of different incentive packages in 2019. Our main hypothesis is that the successful re-alignment of stakeholders’ incentives must consider both the different and potentially conflicting objectives of public training institutions and the heterogeneity in skills needs and capabilities of different types of firms. We uncover latent preference structures differentiated by observable firm characteristics, most strongly by differences in technical capabilities, existing training provision and firm size. We conclude advancing an evidence-based tailored skills policy reform.

Strengthening the labour force participation of low-qualified individuals in Europe

This article addresses the labour market challenges faced by adults with low formal qualifications. While low-level formal qualifications are usually associated with a lower skill level, it is crucial to recognise the large heterogeneity of skills within the group of low-qualified individuals in all countries. Although better skills enhance the job opportunities of low-qualified workers, their lack of formal qualifications limits their job prospects, even if they are as skilled as more highly qualified workers. Their placement in low-skilled jobs has implications for their participation in further training. Limited access to adult training is primarily caused by employment in these low-skilled jobs rather than by differences in cognitive skills or motivation to learn. Policies should, therefore, focus on strategies that improve training opportunities in the workplace, and employers should consider modifying hiring methods to place greater weight on actual skills in addition to formal qualifications. Both approaches would, economically speaking, enable the utilisation of the existing skill potential of low-qualified adults and, socially, enhance the employment prospects of this group.

Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network

Students’ gains from Pre-K converge with similar students who did not attend Pre-K in elementary school. One theory for convergence is that students who attend Pre-K enter kindergarten classrooms that are skill heterogeneous, and these students are positioned near the top of the classroom skill distribution. Kindergarten teachers, however, focus their instruction on students toward the bottom of the skill distribution, which generates observed convergence. We explore this theory by analyzing data from six rural school districts in North Carolina (N = 655, aged 4–6, 51 % female, 77 % non-White). We find mixed evidence in support of this hypothesis. Our measures of kindergarten classroom heterogeneity were inconsistently related to skill convergence based on both the outcome measure and the specific construction of the heterogeneity measure, but all significant associations were in the predicted direction.

Home Production, Skill Heterogeneity and the Labor Wedge

Home Production, Skill Heterogeneity and the Labor Wedge

Bad Luck or Bad Decisions? Macroeconomic Implications of Persistent Heterogeneity in Cognitive Skills and Overconfidence

Bad Luck or Bad Decisions? Macroeconomic Implications of Persistent Heterogeneity in Cognitive Skills and Overconfidence

Bad Luck or Bad Decisions? Macroeconomic Implications of Persistent Heterogeneity in Cognitive Skills and Overconfidence

Bad Luck or Bad Decisions? Macroeconomic Implications of Persistent Heterogeneity in Cognitive Skills and Overconfidence

Meta-Analisis : Studi Pentingnya Mengukur Keterampilan Metakognitif Siswa

This study aims to find the effect size of several journals that contain articles with uniform topics. The purpose of finding effect size is to measure the extent of differences or relationships between two or more variables or groups in scientific research. Effect size provides information regarding the strength and size of the observed effect, regardless of the sample size used. By evaluating effect size, researchers can determine the practical significance of their findings and compare the results of studies conducted by other researchers. The key word of this meta-analysis study is metacognitive skills. This meta-analysis is important to get an idea of studies that report the results of measuring metacognitive skills at various levels. The research method used in this study is a meta-analysis method with an experimental approach to journal tracking using OpenMEE software with keywords used, namely metacognitive skills, metacognition, metacognition awareness. Based on meta-analysis calculations that there is a relationship between all metacognitive skill measurement articles, a p value of < 0.001 means that the analysis is significant with sig. 0.05 and I^2 above 80% indicate that heterogeneity of learning measures metacognitive skills of 93.985 and the sample effect size in this study is very high heterogeneity.

Lexical skills in children with and without autism in the context of Arabic diglossia: Evidence from vocabulary and narrative tasks

ABSTRACT Arabic is characterized by diglossia, which involves the use of two language varieties within a single speech community: Spoken Arabic (SpA) for everyday speech and Modern Standard Arabic (MSA) for formal speech and reading/writing. Earlier research suggests that some Arabic-speaking children with Autism spectrum disorder (ASD) might favor MSA over SpA in informal settings, unlike those with Typical Language Development (TLD). Research on typical and atypical lexical abilities within the diglossic context of Arabic is limited. This study investigated the manifestation of diglossia in the lexical skills of Palestinian-Arabic speaking children with and without ASD. A total of 57 Palestinian-Arabic speaking children aged 4-11 were evaluated, comprising three groups: TLD, ASD with language Impairment (LI) (ASD+LI), and ASD with normal language skills (ASD+NL). Two vocabulary tasks were used: comprehension and production of nouns and verbs that manipulated the lexico-phonological distance between SpA and MSA. Moreover, a LITMUS-MAIN narrative production task in SpA was administered to all children. The vocabulary comprehension and production tasks were coded for accuracy of response. The production tasks (vocabulary and narrative) were also coded using a special coding rubric according to which all words used were categorized as either SpA or MSA. No differences emerged between the TLD and ASD+NL groups in any vocabulary measure, yet lower scores were observed in the ASD+LI group. In production tasks, all groups utilized SpA more than MSA. Nonetheless, some children with ASD overused MSA lexis. These findings highlight the heterogeneity of lexical skills among children with ASD. The results further underscore the role of diglossia in Arabic in lexical abilities in autism, and thus call for thorough language assessment procedures across different domains.

Firm Heterogeneity in Skill Returns

Firm Heterogeneity in Skill Returns

Multiobjective optimization allocation of multi‐skilled workers considering the skill heterogeneity and time‐varying effects in unit brake production lines

AbstractThe optimal allocation of multi‐skilled workers in labor‐intensive industries can improve production capacity and reduce production costs. In actual production, the efficiency of workers will change with time due to their proficiency, fatigue, and other effects. In this article, we attempt to solve the problem of multi‐skilled workers allocation in unit brake production lines considering the heterogeneity of skills and time‐varying effects. A nonlinear mixed‐integer programming model is established, which fully considers the impact of worker efficiency due to proficiency, fatigue, and multi‐task rest recovery. The product production cycle and worker cost are the two objectives of the optimization solution. An enhanced NSGA‐II algorithm that combines the improved NSGA‐II algorithm and the variable neighborhood search (VNS) algorithm is used to solve the multiobjective optimization problem. Finally, the weighted ideal point method is used to obtain the Pareto optimal solution. The application case of a unit brake production is considered to evaluate the proposed model. The results indicate that the time cost and salary cost of workers are reduced by 8.03% and 18.91% compared with the original scheduling. The scheduling model considering learning, fatigue and recovery factors is more suitable for the actual production situation, ensuring the completion time and reducing the labor cost.

A three-state language competition model including language learning and attrition

We develop a three-state agent-based language competition model that takes into account the fact that language learning and attrition are not instantaneous but occur over a finite time interval; i.e., we introduce memory in the system. We show that memory effects significantly impact the dynamics of language competition. Furthermore, we find that including heterogeneity in the linguistic skills of the agents affects the results substantially. We also explore the role of other factors, such as different levels of language learning difficulty, initial population fractions, and daily interaction rates.

Skill heterogeneity and market labour income inequality

Occupational choice models predict that, ceteris paribus, countries with higher dispersion of skill will have higher market labour income inequality. However, an extended conclusion from empirical research is that cross-country variations in dispersion of skill explain little of the variation in income inequality. This paper identifies factors related to production and organization technologies that moderate the relationship between dispersion of skill and dispersion of income in occupational choice equilibrium outcomes and that, if not properly accounted for, can bias the results of the empirical studies that explain dispersion of income as a function of dispersion of skill. In particular, comparing equilibrium outcomes from occupational choices in economies that differ in the distribution of skill and in the efficiency of supervision hierarchies, the paper can explain why the US and Sweden have similar labour productivity, but income inequality is higher in the US than in Sweden, and why productivity is lower and income inequality is higher in Spain than in Sweden.

Irregular migration is skilled migration: reimagining skill in EU’s migration policies

Irregular migration, the movement of people outside legal regulations, is largely viewed either as a security threat or a moral, humanitarian impetus to help the vulnerable. The lack of data on irregular migration obscures the contribution of migrants without legal residence in the farms and factories of Europe. It also makes invisible their skill levels and labour market potential. A growing body of literature that centres coloniality and racism in contemporary migration policies informs our study on how the category of skill is instrumentalised as an othering tool. Through the lived experiences of 34 non-European migrants who arrived in Belgium through irregular routes, we examine skilled migration and irregular migration as modalities of inclusion and exclusion. What we find is a high degree of heterogeneity of skills among irregular migrants in terms of education levels and aspirations. Skills are dynamic and responsive to migration trajectories as individuals acquire a whole gamut of proficiencies while on the move. At the same time, individuals face a high degree of deskilling when forced into legal limbo, especially those living in camps without pathways to legalisation. Experiences also highlight how the construct of illegality and irregularity leaves migrants vulnerable to labour market exploitation and negative social discourses. The core of our contribution lies in challenging the assumptions of rigid migration categories and their role in reproducing global inequalities and racial hierarchies.

Migration, Search and Skill Heterogeneity

Migration, Search and Skill Heterogeneity

Examining the Heterogeneous Early Literacy Profiles of First-Grade Students Who Are English Learners.

This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and language-based measures administered in the beginning of first grade. Participants included 11,803 English learners and 34,129 non-English learners. Three early literacy profiles emerged for English learners while four profiles emerged for non-English learners. Both sets of profiles can be identified based on the severity of students' difficulties with component skills rather than the specificity of their difficulties. Resulting profiles in both samples were then utilized to predict performance on a measure of broad reading comprehension administered at the end of first and second grade. Results indicated that the profile that was associated with the greatest success on the later measures of reading comprehension for both samples included the strongest performance on measures of both code-related and language-related skills. Results highlight the heterogeneity of early literacy skills within the English learner and non-English learner populations and demonstrate the importance of designing instruction that addresses the severity of a student's skill deficit.