Returns to skills around the world: Evidence from PIAAC

Existing estimates of the labor-market returns to human capital give a distorted picture of the role of skills across different economies. International comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital, and evidence incorporating direct measures of cognitive skills is mostly restricted to early-career workers in the United States. Analysis of the new PIAAC survey of adult skills over the full lifecycle in 23 countries shows that the focus on early-career earnings leads to underestimating the lifetime returns to skills by about one quarter. On average, a one-standard-deviation increase in numeracy skills is associated with an 18 percent wage increase among prime-age workers. But this masks considerable heterogeneity across countries. Eight countries, including all Nordic countries, have returns between 12 and 15 percent, while six are above 21 percent with the largest return being 28 percent in the United States. Estimates are remarkably robust to different earnings and skill measures, additional controls, and various subgroups. Instrumental-variable models that use skill variation stemming from school attainment, parental education, or compulsory-schooling laws provide even higher estimates. Intriguingly, returns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares.     

Returns to basic skills in central and eastern Europe

This article uses semi-parametric econometric techniques to investigate the relationship between basic skills and earnings in three post-communist countries: the Czech Republic, Hungary and Slovenia, using the International Adult Literacy Survey dataset. It finds that including a measure of basic skills in a Mincer model reduces the returns to education. In addition, using a partially linear model, in which log earnings is linear in education but is an arbitrary function of basic skills, it finds that this relationship is not well described by the common assumption of linearity at the tails of the distribution.     

Human capital and leadership: the impact of cognitive and noncognitive abilities

We conduct an economic analysis about the impact of human capital on an individual’s potential of becoming a leader based on data from the Programme for the International Assessment of Adult Competencies Survey (PIAAC). Our human capital indicators include not only traditional measures such as education and experience, but also various measures of cognitive and noncognitive ability. Our cognitive ability measures include numeracy, literacy, and problem solving abilities, and noncognitive ability measures include perseverance, motivation to learn, and social trust. We specifically investigate the effect of measurement error and reverse causality on the estimation results. We find that problem-solving ability is the most important in affecting leadership among cognitive ability measures, and perseverance shows the strongest impact among noncognitive ability measures. As a leader supervises more employees, the role of cognitive and noncognitive ability becomes more critical.     

The acquisition and labor market value of four English skills: new evidence from NALS

This study investigates the factors related to proficiency in understanding, speaking, reading, and writing English among immigrants using data from the 1992 National Adult Literacy Survey (NALS). It also investigates the earnings-English relationship for each of these four skills to establish which is more valuable in the labor market. English as a Second Language (ESL) courses, education, and years in the United States are found especially to affect English proficiency. Furthermore, the returns on oral proficiency are greater than the returns on literacy skills, although writing skills are more valuable than reading skills. The study concludes that English acquisition is a dynamic process, rather than static as argued by supporters of English-only legislation. An increased role for ESL courses in the acquisition of English is suggested as an alternative policy to English-only laws as long as the marginal cost is less than the marginal benefit.     

Search equilibrium and social and private returns to education

Social and private returns to education are computed using the structural estimates of an extended Burdett-Mortensen search equilibrium model. The extension includes different skill groups linked via a production function with variable degree of homogeneity, allowing thereby for a unimodal earnings density with a decreasing right tail. We find that the decreasing unemployment risk for higher skill groups and the absence of tuition fees in Germany increase private returns and lead to a too large share of high skilled individuals in the workforce, which is suboptimal from the social point of view.     

ARE COGNITIVE SKILLS RELEVANT IN GENDER EARNINGS DECOMPOSITIONS?

While cognitive skills are known to play an important role in labour market success, empirical evidence is mainly concentrated in its effect on returns to schooling. Evidence on the role of cognitive skills in gender earnings gap decompositions is virtually absent. I use two approaches to investigate the potential for cognitive skills to affect the size and pattern of the unexplained component of the earnings gap (‘relative discrimination’) across the wage distribution, using data from the International Adult Literacy Survey (IALS). It has been shown that when the raw cognitive score is used to control for cognitive skills, the return to schooling cognitive skills is generally underestimated. Once a distinction is made about the origins of cognitive skills (acquired in school versus outside the school), the returns to cognitive skills can vary depending on their origin. I find that using the raw score to control for cognitive skills does not result in any significantly different estimates of the unexplained component of the gap compared to when cognitive skills are not controlled for. However, once cognitive skills by origin of skill are used in place of total cognitive skills, the results change substantially for three of the five countries examined.     

Adult Literacy Surveys in Australia

In 1996 and 2006, Australia conducted the International Adult Literacy Survey and the Adult Literacy and Lifeskills Survey to measure literacy (and numeracy) competencies. Good literacy skills are increasingly essential for individuals to participate in contemporary society and the modern economy. These surveys also collected background information, enabling an examination of the factors that influence literacy and of how literacy may affect individual opportunities and outcomes. The time series of adult literacy surveys will be enhanced when the 2011–12 Programme for the International Assessment of Adult Competencies is published in 2013.     

Occupational Attainment and Immigrant Economic Progress in Australia*

Using data from the 2001 Australian Census of Population and Housing, on adult men in full‐time employment, this paper augments a conventional human capital earnings function with information on occupations. It also estimates models of occupational attainment. The results from both the earnings function and model of occupational attainment indicate that the limited international transferability of human capital skills results in immigrants entering into relatively low status occupations when they first enter the Australian labour market. Comparison with similar research for the USA suggests that the different immigrant selection regimes (primarily family reunion in the USA, skill‐based immigration in Australia) do not impact on the negative association between current occupational status and pre‐immigration labour market experience.     

Human capital values and returns: Bounds implied by earnings and asset returns data

We provide theory for calculating bounds on both the value of an individual?s human capital and the return on an individual?s human capital, given knowledge of the process governing earnings and financial asset returns. We calculate bounds using U.S. data on male earnings and financial asset returns. The large idiosyncratic component of earnings risk implies that bounds on values and returns are quite loose. However, when aggregate shocks are the only source of earnings risk, both bounds are tight.     

Skill transferability and the earnings of immigrants

Using data on immigrants from the Canadian Census, we compare immigrants who received a bachelor's degree from a Canadian university to immigrants who receive a bachelor's degree in their home country, in order to investigate the returns to skills acquired in Canada versus skills acquired abroad. Our measure of skill is based on postsecondary fields of study linked to the O*NET matrix of skills and competencies. We find that immigrants educated in Canada receive higher returns to their communication skills than those educated abroad. To a lesser degree, they also receive higher returns to their logical and technical skills. These gaps in skill returns explain the entirety of Canadian-educated immigrant's 10% earnings advantage. Our results are robust to controlling for the quality of universities in the immigrant's country of study and for occupation and industry choice. The gaps are stable across time and across quantiles of the immigrant earnings distribution.     

Ethnic enclaves and immigrant earnings growth

Abstract.  The impact of living in an ethnic enclave on earnings growth of immigrants in Canada is examined using the 1981–2001 Censuses. Consistent with U.S. findings, enclaves are found to have a negative impact on the earnings growth of male immigrants. A negative impact is also found for female immigrants. Living in an enclave was found to be particularly harmful for individuals immigrating as adults, especially for females, but did not affect immigrants who arrived at a young age. Enclaves had a more negative impact on high-skilled male immigrants, especially if they had received the bulk of their education outside Canada. Enclaves were also found to hinder language skills.     

The Dynamics of Poverty and the Promotion of Transition from Non‐Regular to Regular Employment in Japan: Economic Effects of Minimum Wage Revision and Job Training Support

Comparison between Japan and other advanced countries shows that the relative poverty rate is high in Japan, and that many of the poor households are those with a non‐regular worker. As for mobility between income classes, the proportion of households remaining in the poor class for a long period of time in Japan is close to the average for EU countries. The panel estimation of its effect on wages shows that the raising of the minimum wage is statistically significantly associated with an increase in wages of non‐regular workers, in particular, female, but does not seem to decrease employment. The result shows that for male non‐regular workers, firm‐provided training promotes their transition to regular employment, and that for female non‐regular workers, occupational training promotes their transition to regular employment at different firms.     

Occupations,fields of study and returns to education

This paper considers several possible channels behind the well‐documented effect of education on earnings. The first channel is that education makes workers more productive on a given task, as in a conventional human capital framework. The second channel is based on the idea that education helps workers get assigned to higher‐paying occupations where output is more sensitive to skill. A third and final channel is that workers are more productive and earn more when they are matched to a job related to their field of study. Using data from the 2005 National Graduate Survey and the 2006 Canadian Census, I find that channels two and three account for close to half of the conventionally measured return to education. The results indicate that the return to education varies greatly depending on occupation, field of study and the match between these two factors.     

Schooling,experience and earnings: The case of an LDC

This is an application of the strict human capital model in accounting for income inequality in an LDC. Using individual characteristics of 1600 male Moroccan full-time employees, differences in schooling and experience explain about 70 percent of relative earnings dispersion. This result is based on the existence of an 'overtaking year of experience' occuring within the first decade of the working life of the individual. Furthermore, an attempt is made to isolate the rate of return to training from the returns to schooling by analysing the earnings of illiterate manual workers differentiated by the level of their skill. The results regarding the relationship between the returns to schooling versus training, the overtaking point, and the explanatory power of human capital variables are remarkably similar to those obtained in advanced countries.     

The changing role of education in the distribution of earnings and household income

This article draws on income surveys from the last two decades to report on trends in earnings disparities and household income inequality in the Czech Republic. Education has been the main axis of change in this area, having acquired a much greater role in the entire process of collecting and distributing income. First, an increasing influence of education is evident in the personal earnings of employees, returns to education having doubled. Second, in couples, education has an important impact on both women’s employment and their earnings. Third, the importance of marital partners’ education levels on household income grew even more than its effect on earnings.     

Language training,language proficiency and earnings of immigrants in Norway

This paper uses a simple probit model to determine the impact of language training on the language proficiency of Third World immigrant men in Norway. It also estimates the labour market returns to Norwegian language proficiency. The results show that immigrants who participate in language training programme are more likely to acquire speaking and reading proficiencies in Norwegian language than those who do not. Contrary to expectation, language proficiency has no significant effect on immigrants' earnings. A probable explanation may be that immigrants need Norwegian language proficiency to get into jobs in the Norwegian labour market. Once they are in employment, their wages are not necessarily determined by their proficiency in Norwegian. Consistent with the assimilation hypothesis, earlier waves of immigrants have higher earnings than do more recent waves, and part of the initial earnings deficit experienced by more recent immigrants can be attributed to language deficiency. There was no evidence of sample selection bias in the earnings equation.     

Adaptability, productivity, and educational incentives in a matching model

We study the connections between the labour market and the education sector in a matching framework with ex-post wage bargaining. Workers have multidimensional skills and the search market is segmented by technology. Education is a time-consuming activity and determines jointly the scope - or adaptability - and intensity - or productivity - of individual skills. We establish three main results. First, unemployment provides incentives to schooling by raising the need for adaptability. Second, private returns to productivity are below social returns, but no hold-up phenomenon is involved. Third, due to wage and congestion externalities, private returns to adaptability exceed social returns. As a consequence, both over- and under-education may take place in equilibrium.     

The changing demand for skillsEvidence from the transition1

Transition has involved major job destruction and creation. This paper examines the skill content of these changes using a detailed three country firm survey. It shows that transition has exerted a strong bias against unskilled labour that has lost employment disproportionately. The skill content of blue collar work has shifted upwards. Shifts away from low‐skilled labour were accelerated by technological change. By 2000, the actual and desired levels of employment were close to each other but we find some evidence that technological changes had given rise to shortages of skilled blue collar workers. Although there is variation across the sampled countries, this appears to be explained by differences in the timing of reforms. The observed changes will have major longer run implications for the level and structure of employment and for inequality through the distribution of earnings.     

JOB FLOWS AND UNEMPLOYMENT IN AN EQUILIBRIUM UNEMPLOYMENT MODEL WITH FIRM‐SPECIFIC SKILL TRAINING*

We introduce productivity enhancing firm‐specific skill training into the labour search model in which the firm‐specific skill training intensity and the job destruction rate are endogenously determined. It is shown that the higher the intensity of such training, the lower the rates of unemployment, job creation and job destruction. The paper's model provides a theoretical framework to understand the often mentioned peculiarity of the Japanese labour market; prevalently low rates of unemployment, job creation and job destruction in Japan are due to its training system which promotes workers to acquire firm‐specific skills.     

Occupations and the evolution of gender differences in intergenerational socioeconomic mobility

This paper analyzes intergenerational mobility experiences of daughters and sons with respect to their fathers’ occupational status and documents changes in gender differences over time. While women have been in occupations with lower overall earnings potential, men are more likely to be in occupations characterized by long hours and low returns. The mobility gap in earnings has been closing and a mobility advantage with respect to education has been emerging.