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In an era of globalization and rapidly changing technology, the nature of work and skills required is also rapidly changing, and it calls for an urgent need to redefine the types of skills considered in public policy. Technology is reshaping the demand for skills by reducing the value of skills that can be substituted by technologies. Technology is particularly affecting the demand for three types of skills in the workplace. First, the demand for nonroutine cognitive and socio-behavioral skills appears to be rising in both advanced and emerging economies. Second, the demand for routine job-specific skills is declining, and third, the value of combinations of different skill types appears to be increasing (World Bank 2019a [available in VOCEDplus at TD/TNC 132.187]). In this context, skills - often used as a synonym for Technical and Vocational Education and Training (TVET) in public policy discussions - need to be redefined.

The World Bank's Skills Toward Employment and Productivity (STEP) framework (World Bank 2010 [available in VOCEDplus at TD/TNC 115.1547]) defined three types of skills: (a) cognitive skills, (b) socio-behavioral skills, and (c) technical skills. This report discusses how Pakistan should plan its skills development agenda for competitive economic growth. The report examines the current demand for skills, the profile of existing workers and future labor market entrants, and skills development opportunities. It also reviews models and policy options for new skills and human capital development systems in Pakistan.

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