Associations between education, information-processing skills, and job automation risk in the United States

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Adult and Continuing Education Pub Date : 2023-11-07 DOI:10.1177/14779714231213004

Donnette Narine, Takashi Yamashita, Runcie CW Chidebe, Phyllis A Cummins, Jenna W Kramer, Rita Karam

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Abstract

Job automation is a topical issue in a technology-driven labor market. However, greater amounts of human capital (e.g., often measured by education, and information-processing skills, including adult literacy) are linked with job security. A knowledgeable and skilled labor force better resists unemployment and/or rebounds from job disruption brought on by job automation. Therefore, the purpose of this study was to advance understanding of the association between educational attainment and literacy, and job automation risk. Using the 2012/2014/2017 Program for the International Assessment of Adult Competencies (PIAAC) data, survey-weighted linear regression was used to model the risk of job automation as a function of education, and literacy proficiency. Higher educational attainment (college or higher vs. less than high school: b = −18.23, p < .05) and greater literacy proficiency (score 0–500 points: b = −.038, p < .05) were associated with a decrease in job automation risk among the U.S. workforce.

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美国教育、信息处理技能和工作自动化风险之间的联系

在技术驱动的劳动力市场中，工作自动化是一个热门话题。然而，更多的人力资本(例如，通常以教育和信息处理技能，包括成人识字来衡量)与工作保障有关。有知识和技能的劳动力更能抵御失业和/或从工作自动化带来的工作中断中恢复过来。因此，本研究的目的是增进对受教育程度、读写能力和工作自动化风险之间关系的了解。使用2012/2014/2017年国际成人能力评估项目(PIAAC)数据，使用调查加权线性回归来模拟工作自动化风险作为教育和识字能力的函数。高等教育程度(大学或以上vs.高中以下):b =−18.23,p <.05)和更高的读写能力(0-500分:b =−。[qh](0.05)与美国劳动力中工作自动化风险的降低有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.30

自引率

10.50%

发文量

期刊介绍： The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.