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Can cities outsmart the robots?
By
Elena Magrini
,
Naomi Clayton
| 10 October 2018
Can cities outsmart the robots?
By
Elena Magrini
,
Naomi Clayton
| 10 October 2018
Select Chapter
Executive summary
Figure Key findings
Figure Recommendations
Introduction
Figure Box 1: Mapping changing demand for skills
How is demand for skills changing in cities?
Figure Demand for skills varies across the country
Figure Figure 1: Demand for analytical, interpersonal and physical skills in Great Britain’s cities, 2016
Figure Box 2: Demand for skills in Oxford and Stoke
Figure Differences in demand for skills across the country reflect differences in economic performance
Figure Figure 3. The relationship between demand for analytical and interpersonal skills and demand for physical skills (left) and GVA per worker (right), 2016
Figure Demand for skills is continuing to shift towards interpersonal and analytical skills
Figure Figure 4: Growth in demand for skills in cities, 2006-2016 (%)
Figure Box 3: Change in demand for programming skills
Figure Figure 5: Job postings for software engineers, 2016-2018
What drives changes in demand for skills?
Figure Changes in the composition of jobs have varied across the country and impacted on demand for skills
Figure Figure 6: Job composition 2016 and change over time (2006/16)
Figure Demand for skills is also affected by changes in skills required within occupations
Figure Box 4: The change in skills demanded by assemblers (vehicles and metal goods)
Figure Figure 7: Skills importance for assemblers, 2006 and 2016
Does the education system develop interpersonal and analytical skills ?
Figure Preparing younger generations for the labour market – the early years
Figure Figure 8. Pupils’ performance at the Early Years Foundation Stage, 2018
Figure Case study 1: Islington council – using data to identify the needs of children
Figure Case study 2: EasyPeasy Bournemouth – finding ways to experiment with new ideas and act as a test bed
Figure Preparing younger generations for the labour market – schools and colleges
Figure Figure 9: GCSEs 9-4 achievements in Maths and English across English cities, 2016 (%)
Figure Case study 3: The Boston Compact – using local leadership to make provision of skills more efficient
Figure Case study 4: School improvement Liverpool – creating a common framework to improve education
Figure Ensuring the existing workforce is able to adapt to changes in skills demand – adult learning
Figure Figure 10: Technical and practical skills found hard to obtain among applicants, 2017
Figure Figure 11: Share of 16 – 64 workforce undertaking job-related training in the past 13 weeks, 2004 – 2017
Figure Case study 5: Step Up – supporting low-paid workers to progress their careers
Summary
Figure Figure 12: Pupils achieving early years goals and GCSEs in Maths and English 2017 and job-related training in England cities, 2016
Policy recommendations
02
2: Difference in demand for skills in Oxford and Stoke compared to the urban average, 2016
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