We study how employers and job-seekers respond to credible information on skills that are difficult to observe, and how this affects matching in the labor market. We experimentally vary whether certificates on workers' non-cognitive skills are disclosed to both sides of the market during job interviews between young workers and small firms in Uganda. The certificates cause workers to increase their labor market expectations, while high-ability managers revise their assessments of the workers' skills upwards. The reaction in terms of beliefs leads to an increase in positive assortative matching and to higher earnings for workers, conditional on employment.

These articles include recent research on ways to incorporate the noncognitive side of ability in economic theory and to empirically assess and explain its role in labor market and behavioral outcomes. Contributions investigate the extent to which assignment of workers is determined by traditional cognitive variables and by personality traits. Also presented in this collection is research on the role of noncognitive skills in explaining the labor market position of underrepresented groups and research that integrates the economic and psychological theory and evidence on noncognitive skills.

"Non-cognitive skills" are often used to refers to those skills that do not fall within the cognitive category but to describe a stable pattern of thought, feeling, and behavior in different situations and backgrounds with profitable and investable characteristics, such as conscientiousness, perseverance, and teamwork, which are critically important in education. However, for many years, "non-cognitive skills" have always been ignored in human capital theory. The book, using a multidisciplinary approach, tries to uncover the noncognitive components of human capital, so as to answer the question "what is the skill that should be invested in?" The author expands the connotations of human capital by exploring the value of noncognitive skills and their production patterns, constructing a measurement framework and a set of tools to measure noncognitive skills. She especially carries out an empirical survey which covers primary and secondary school students from seven provinces of China’s east, middle, and west areas. With the data collected, she analyzes Chinese students’ noncognitive development and further identifies the critical factors that may impact their noncognitive skills by applying the Bayesian Model Average approach. The book will be a theoretical contribution to education economics. Researchers interested in education in China, children’s development, and policymakers in the field of education will find this book helpful and resourceful.

"Employment and job creation are key components in achieving economic growth and sustainable development, particularly in low-income countries. The growing size of the working-age population in many developing regions underscores the need to further strengthen labour market structures in the world's poorest countries. Despite the importance of studying emerging labour markets, and investigating which policies are more successful, the evidence is rather limited. Against this backdrop, the joint IZA/FCDO Growth and Labour Markets in Low Income Countries (GLM|LIC) programme was established and has taken important steps to close this gap. Covering topics such as poverty, informality and rural labour, skills training and behaviour, gender inequality, youth and child labour, and migration, this volume presents key takeaways from most recent research in the field. Which development policies will work, which strategies will fail? The authors provide an in-depth discussion of current development programmes, based on the results of new evaluation studies, and derive important policy lessons"--Publisher's description.

The Global Investment Competitiveness Report 2019-2020 provides novel analytical insights, empirical evidence, and actionable recommendations for governments seeking to enhance investor confidence in times of uncertainty. The report's findings and policy recommendations are organized around "3 ICs" - they provide guidance to governments on how to increase investments' contributions to their country's development, enhance investor confidence, and foster their economies' investment competitiveness. The report presents results of a new survey of more than 2,400 business executives representing FDI in 10 large developing countries: Brazil, China, India, Indonesia, Malaysia, Mexico, Nigeria, Thailand, Turkey, and Vietnam. The results show that over half of surveyed foreign businesses have already been adversely affected by policy uncertainty, experiencing a decrease in employment, firm productivity, or investment. Foreign investors report that supporting political environments, stable macroeconomic conditions, and conducive regulatory regimes are their top three investment decision factors. Moreover, the report's new global database of regulatory risk shows that predictability and transparency increase investor confidence and FDI flows. The report also assesses the impact of FD! on poverty, inequality, employment, and firm performance using evidence from various countries. It shows that FDI in developing countries yields benefits to their firms and citizens-including more and better-paid jobs-but governments need to be vigilant about possible adverse consequences on income distribution. The report is organized in S chapters: Chapter 1 presents the results of the foreign investor survey. Chapter 2 explores the differential performance and development impact of greenfield FDI, local firms acquired by multinational corporations {i.e. brownfield FDI), and domestically-owned firms using evidence from six countries. Chapter 3 assesses the impact of FDI on poverty, inequality, employment and wages, using case study evidence from Ethiopia, Turkey and Vietnam. Chapter 4 presents a new framework to measure FDI regulatory risk that is linked to specific legal and regulatory measures. Chapter S focuses on factors for increasing the effectiveness of investment promotion agencies.

The role of cognitive and socioemotional skills alongside education in determining people’s success in the labour market has been the topic of a growing body of research - but previous studies have mostly missed middle-income countries and the developing world because measures of those skills and data on employment and earnings on large enough samples of adults have typically not been available. Using comparable survey data on these schooling, skills and labour market outcomes from 13 developing and emerging economies worldwide, this book revisits human capital and gender inequality models. It presents new estimates of the returns to different levels of schooling as well as cognitive and socioemotional skills for women and men. It examines whether those returns are due to levels of human capital or to structural bias in labour markets, and how these two factors work across the earnings spectrum. The book examines the existence of 'glass ceilings' and 'sticky floors' for women using this expanded measure of human capital. Further, by analyzing a group of countries of wide-ranging levels of economic development and socio-political contexts, the book reveals patterns and insights into how context mediates the relationship between skills and gender gaps in labour market outcomes. This book will be of interest to scholars of human capital and gender inequality in the labour market and development economics, as well as gender and development policy makers.

Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/.