It is said that some employees are hired because of their technical skills, but fired due to their behaviors or attitudes, such as arriving late or showing a lack of commitment to achieve the firms’ goals. This complaint seems to be frequently mentioned during our many discussions with Filipino employers.
But what does the hard evidence show, beyond anecdotal remarks? Do Filipino employers have difficulty finding workers with the right “soft skills” (socio-emotional skills, right attitudes and behaviors)? And if so, do we have evidence that it leads to better pay? And how are employers, employees and government responding to these labor market signals?
Scott Ozanus, guest blogger, is the Deputy Chairman and Chief Operating Officer at KPMG. He is also a member of the ReadyNation CEO Task Force on Early Childhood
Better workers. Better communities. Better lives for our citizens.
Why is a company that employs over 189,000 people around the world, and hires about 40,000 people every year, concerned with early childhood?
It’s because all over the globe, countries and companies face a common challenge: How best to strengthen their economy and workforce, while also taking societal concerns into consideration. Early childhood is key to a productive current workforce as well as nations’ future success.
Ed's note: This guest blog is by Heather Biggar Tomlinson (Executive Director, Roshan Learning Center) and Syifa Andina (Chairperson, Foundation for Mother and Child Health)
There is a dynamic and growing energy in Indonesia focusing on parenting education, particularly for low-income families. However, little is known about parenting styles and related outcomes, much less the coverage and effectiveness of various parenting education approaches.
At 9:00 am this past Monday morning, almost 30 people crammed into a small conference room at the World Bank in DC to talk about ... videogames. (A good number more were queued up online to join in, but unfortunately technical snafus prevented them from participating -- our continued apologies if you count yourself among that group.) The featured presenter at this discussion, my colleague Mariam Adil ("Meet the Woman Who's Shaking Up Pakistan's Social Gaming Industry"), the founder of GRID (Gaming Revolution for International Development), shared some of the interesting and innovative things she has been doing to help create and roll out a number of educational mobile apps, as a contribution to broader discussions on topics related to 'early childhood development' (ECD).
Providing children and their caregivers with access to quality pre-school education opportunities is a primary activity of the World Bank's work related to early childhood development. No one who participated in Monday's discussion expressed the view that 'technology is the answer to the challenges of ECD'. That said:
Are there approaches and activities related to early childhood development worth pursuing that can be complemented, and in some cases helpfully enabled by, new technologies?
As the related World Bank strategy states, "Investing in young children through ECD programs—ensuring they have the right stimulation, nurturing and nutrition—is one of the smartest investments a country can make to address inequality, break the cycle of poverty, and improve outcomes later in life."
Given the proliferation of mobile phones in communities around the world, there can be no denying that such things are increasingly in the hands of parents and caregivers (and, for better or worse in the hands of children as well, both briefly and for extended periods of time).
What are we learning about what is possible, and what is useful, to do with these devices that can complement and extend many ECD activities and programs?
For a region that is considered middle-income, it is unacceptable that one in every 40 children in the Middle East and North Africa (MENA) dies in the first year of life mostly from preventable causes. Neither does it makes sense that one fifth of its youngest population is stunted from malnutrition, and more than half are missing out on critical micronutrients such as iodine in salt, which impairs cognitive development. Moreover, with only 27 percent of children ages 3-5 enrolled in pre-school, almost half the world average, three quarters of children in the region are missing the opportunity to build the foundations for school readiness, and to acquire the skills they will need to lead a happy, autonomous, and healthy life.
What are the implications of these alarming trends?
When President Obama announced a number of investment priorities for his second term that would expand the economy and strengthen the middle class, his focus on bolstering early childhood education caught my attention. I agree with his premise and furthermore think that what is good for the United States is also good for developing countries. But what stands in the way of a more aggressive, nationwide emphasis on early childhood development worldwide? Are opportunities being missed because of lack of knowledge or coordination failures?