In an era of globalization and rapidlychanging technology, the nature of work and skills requiredis also rapidly changing, and it calls for an urgent need toredefine the types of skills considered in public policy.Technology is reshaping the demand for skills by reducingthe value of skills that can be substituted by technologies.Technology is affecting the demand particularly for threetypes of skills in the workplace. First, the demand fornonroutine cognitive and socio-behavioral skills appear tobe rising in both advanced and emerging economies. Second,the demand for routine job-specific skills is declining, andthird, the value of combinations of different skill typesappear to be increasing. In this context, skills, often usedas a synonym for technical and vocational education andtraining (TVET) in public policy discussions, need to beredefined. The World Bank’s skills toward employment andproductivity (STEP) framework defined three types of skills:(a) cognitive skills, (b) socio-behavioral skills, and (c)technical skills. The aim of this report is to discuss howPakistan should deal with the skills development agenda forcompetitive economic growth. The study will focus on thebig-picture questions of skills demand and supply inPakistan by assessing the current situations of the skillsdemands, profiles of existing workers and future labormarket entrants, and skills development opportunities inPakistan and by discussing models and policy options for newskills and human capital development systems in Pakistan.
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