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Net zero
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
Box Key findings
Box Recommendations
Introduction
How is demand for skills changing in cities?
Box Demand for skills varies across the country
Box Figure 1: Demand for analytical, interpersonal and physical skills in Great Britain’s cities, 2016
Box Box 2: Demand for skills in Oxford and Stoke
Box Figure 2: Difference in demand for skills in Oxford and Stoke compared to the urban average, 2016
Box Differences in demand for skills across the country reflect differences in economic performance
Box Figure 3. The relationship between demand for analytical and interpersonal skills and demand for physical skills (left) and GVA per worker (right), 2016
Box Demand for skills is continuing to shift towards interpersonal and analytical skills
Box Figure 4: Growth in demand for skills in cities, 2006-2016 (%)
Box Box 3: Change in demand for programming skills
Box Figure 5: Job postings for software engineers, 2016-2018
What drives changes in demand for skills?
Box Changes in the composition of jobs have varied across the country and impacted on demand for skills
Box Figure 6: Job composition 2016 and change over time (2006/16)
Box Demand for skills is also affected by changes in skills required within occupations
Box Box 4: The change in skills demanded by assemblers (vehicles and metal goods)
Box Figure 7: Skills importance for assemblers, 2006 and 2016
Does the education system develop interpersonal and analytical skills ?
Box Preparing younger generations for the labour market – the early years
Box Figure 8. Pupils’ performance at the Early Years Foundation Stage, 2018
Box Case study 1: Islington council – using data to identify the needs of children
Box Case study 2: EasyPeasy Bournemouth – finding ways to experiment with new ideas and act as a test bed
Box Preparing younger generations for the labour market – schools and colleges
Box Figure 9: GCSEs 9-4 achievements in Maths and English across English cities, 2016 (%)
Box Case study 3: The Boston Compact – using local leadership to make provision of skills more efficient
Box Case study 4: School improvement Liverpool – creating a common framework to improve education
Box Ensuring the existing workforce is able to adapt to changes in skills demand – adult learning
Box Figure 10: Technical and practical skills found hard to obtain among applicants, 2017
Box Figure 11: Share of 16 – 64 workforce undertaking job-related training in the past 13 weeks, 2004 – 2017
Box Case study 5: Step Up – supporting low-paid workers to progress their careers
Summary
Box Figure 12: Pupils achieving early years goals and GCSEs in Maths and English 2017 and job-related training in England cities, 2016
Policy recommendations
00
1: Mapping changing demand for skills
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