Explore the vast range of titles available.

Parenting decisions are among the most consequential choices that people make throughout their lives. Starting with the work of pioneers such as Gary Becker, economists have used the tool set of their discipline to understand what parents do and how parents' actions affect their children. In recent years, the literature on parenting within economics has increasingly leveraged findings and concepts from related disciplines that also deal with parent-child interactions. For example, economists have developed models to understand the choice among various parenting styles that were first explored in the developmental psychology literature and have estimated detailed empirical models of children's accumulation of cognitive and noncognitive skills in response to parental and other inputs. In this review, we survey the economic literature on parenting and point out promising directions for future research.

PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially more than trainees and program leaders currently appreciate.

This paper aims to investigate the systematic use of an inquiry-based learning approach in science by using inquiry boxes for preschool children. The authors prepared four thematic inquiry boxes for the areas of magnetism and buoyancy, separation of substances, weighing objects, and the investigation of substances. The research sample consisted of twenty children aged four to five years. Ten children from the experimental group explored the material using the photo-type instructions on the instructional cards over a period of four weeks. Comparative test results for the control group children show that the experimental group children progressed both in content knowledge and in better-developed science process skills. The authors find that children develop autonomy in science process skills such as classifying, ordering, and weighing through prepared and guided inquiry with the help of the inquiry boxes. In doing so, children show increasing autonomy within each set of tasks that develop the chosen science process skill. In this manner, science practices with inquiry boxes allow children to build on science content knowledge. They can apply the skills they have learned through inquiry boxes to new knowledge instead of teaching science processes as isolated skills. This approach of individually guided inquiry by children using thematic inquiry boxes is therefore recommended as a proven didactic tool for developing science process skills and content knowledge. (DIPF/Orig.)

Given that recent research on entrepreneurial behavior and success has established skill variety as a central human capital factor, researchers, educators, and policymakers have turned their interest to a deeper understanding of the formation of skill variety. Based on human capital theory and the competence growth approach in developmental psychology (highlighting long-term, age-appropriate, and cumulative skill-growth processes), we hypothesize that a broad, early variety orientation in adolescence is a developmental precursor of such entrepreneurial human capital in adulthood. This was confirmed in an analysis of prospective longitudinal data via structural equation modeling and serial mediation tests. We also find that an entrepreneurial constellation of personality traits, but not entrepreneurial parents, predicts early variety orientation, skill variety, and entrepreneurial intentions. By shedding new light on the long-term formation of entrepreneurial human capital, the results suggest that establishing and benefiting from an early variety orientation is not only an important developmental mechanism in entrepreneurial careers but gives those with an entrepreneurial personality an early head start in their vocational entrepreneurial development. Implications for future research and practice are discussed.Plain English SummaryHuman capital is important for entrepreneurship. In particular, a varied skill set enables entrepreneurs to tackle the various tasks of starting a new firm. However, no one is born with such a skill set; it develops over time. In this study, we explore the origins of a varied skill set and its development. We find that skill variety in adulthood has its roots in a varied set of interests among teenagers, such as having many hobbies or finding different school subjects important. This growth in skill variety is driven by an entrepreneurial personality. For prospective entrepreneurs, our research suggests that investing in a varied skill set pays off. The implication for research is to look at the developmental process of how people become entrepreneurs. The most important conclusion for policymakers and educators is that educational support programs should center around encouraging especially adolescents and young adults to engage in varied activities and teach varied skills instead of focusing on a narrow curriculum.

To promote digital transformation, equal emphasis needs to be placed on digital skills development as to infrastructure development. Integral to investment in digital skills development is the subsequent management and evaluation of digital training programmes. This paper assesses mechanisms to ensure digital training programmes are adequately managed using a standardized data collection framework to measure an internationally accepted digital literacy index. Such an index requires an agile definition of digital literacy, responsive to the fluid nature of the digital economy. The paper also explores the extent to which a G20 advisory body may inform a nationally representative data collection strategy within the context of a data collection process that is cognizant of the evolving demands of businesses and users alike.

The transition to a green economy has significant implications for labour markets, driving increased demand for skills that support sustainable development. This study analyses Labour Force Survey data from a set of OECD countries to assess the role of vocational education and training (VET) in preparing the workforce for the green transition. The findings indicate that nearly one in four upper-secondary VET graduates work in jobs directly impacted by the transition, primarily in existing occupations where job content evolves or labour demand increases. VET graduates are also overrepresented in greenhouse gas-intensive jobs. These findings highlight the need for targeted upskilling and reskilling initiatives. To address these challenges, the study emphasises the need to align VET curricula with emerging green skills, expand access to continuous training, and ensure VET learners and graduates have opportunities to develop the advanced competencies essential for high-quality green employment, including through VET programmes at post-secondary levels.

Objective Continuous skills development is important for keeping up with new demands in workplaces and may also influence labour market participation. This systematic review aims to determine whether skills development affects labour market participation among workers aged 35 or older. Materials and methods A systematic review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was conducted. We searched Web of Science Core Collection, PubMed, EBSCO, ProQuest and Ovid in May 2023, and conducted an additional search in Google Scholar in November 2023. Eligibility criteria were; 1) prospective cohort studies 2) workers 35+ years 3) participation in, or opportunities to participate in skills development 4) outcomes related to labour market participation and 5) studies published in English or Scandinavian languages. Two independent reviewers’ extracted data, assessed the risk of bias (Newcastle Ottawa Scale) and evaluated the certainty of the evidence (GRADE) of the included studies. Results The literature search identified 5,147 records, of which 19 (n=1,089,749 and 759,931 person-years) met the inclusion criteria. GRADE indicated a “very low” quality of evidence for all outcomes. Overall, 12 studies found an association: 1) four studies found that skills development / opportunities for skills development reduced early retirement, 2) one study found that a lack of skills development increased the likelihood of early retirement, and 3) seven studies found that skills development / opportunities for skills development were associated with working longer. Conclusions This systematic review presents varied findings concerning the link between skills development and labour market participation. Trial registration This systematic review was registered with PROSPERO (CRD42023419005).

As many developed countries enact policies that allow children to begin universal childcare earlier, understanding how starting universal childcare earlier affects children’s cognitive and noncognitive skills is an important policy question. We provide comprehensive evidence on the multidimensional short-and longer-run effects of starting universal childcare earlier using a fuzzy discontinuity in the age at starting childcare in Germany. Combining rich survey and administrative data, we follow one cohort from age 6 to 15 and examine standardized cognitive test scores, noncognitive skill measures, and school track choice in a unified framework. Children who start universal childcare four months earlier around age 3 do not perform differently in terms of standardized cognitive test scores, measures of noncognitive skills, school track choice, or school entrance examinations. We also find no evidence of skill improvements for children with low socioeconomic status, although we provide suggestive evidence that they may benefit from high-quality care. Our estimates refer to children who start childcare before they become legally entitled, for whom the literature would predict low gains to starting childcare earlier. We provide further evidence on this relationship between parental resistance to and children’s potential gains from childcare. Simply allowing children to start universal childcare earlier is hence not sufficient to improve children’s skill development, particularly for children with low socioeconomic status.

Purpose The application of intelligent machine in the workplace has led to increasing concern about technically induced unemployment. This study is to investigate the mechanism of how such risk affects the job satisfaction. Design/methodology/approach We use the secondary data from SHARE (wave 8) and a longitudinal survey to examine the influence mechanism of how intelligent machine job substitution risk affects job satisfaction. Findings Results show that intelligent machine job substitution risk has a negative impact on job satisfaction. Besides, skill development opportunity mediates the negative relation between intelligent machine job substitution risk and job satisfaction. Further, work support buffers the negative relation between intelligent machine job substitution risk and skill development opportunity, while enhancing the positive relation between skill development opportunity and job satisfaction. Originality/value This study is the first to examine the mediation role of skill development opportunity in the relation between the intelligent machine job substitution risk and job satisfaction. Also, this study is the first to explore the role of work support in the above relation. This study enriches relevant research regarding the intelligent machine application in workplace and provides important insights for organization management.