We are committed to helping to improve the means by which young people, including those from disadvantaged backgrounds, access opportunities and information that encourage them to understand their talents and interests, and identify appropriate education pathways to employment.
Our research explores the most effective ways of achieving this, and of increasing young people’s engagement with education.
The Skills Imperative 2035: Essential skills for tomorrow’s workforce
NFER is leading a strategic research partnership, funded by the Nuffield Foundation, to identify the essential employment skills people will need for work by 2035.
New technologies, coupled with major demographic and environmental changes, are predicted to transform employment over the coming decades. Skills such as creativity, critical thinking, team work, problem solving and resilience are likely to become increasingly important for jobs across the economy.
It is crucial that we support the future workforce to develop these skills if we are to avoid widespread under-employment and enduring social and economic problems.
The multi-disciplinary team led by NFER is investigating how essential employment skills can be developed through the education system and other mechanisms, identifying which groups of people are most at risk of not acquiring the necessary skills and therefore being excluded from the labour market.
Throughout the five-year programme, NFER and its co-investigators will work with employers, policy makers, and education leaders to provide practical insights and evidence which will inform longer-term planning for how to meet future demand for essential employment skills.
A distinguished team is tackling the substantial research questions that this programme seeks to address, to inform this important strategic challenge. The Principal Investigator (PI) for the study is Jude Hillary, Director of Quantitative Research at NFER, working in collaboration with Professor Andy Dickerson and Professor Steven McIntosh from the University of Sheffield, Professor Rob Wilson from the Institute for Employment Research at Warwick University, Cambridge Econometrics, Kantar Public, the Learning and Work Institute and Professor Bryony Hoskins at the University of Roehampton.