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1、2025 ETS Human Progress Report WHAT IS THE NEW SHAPE OF PROGRESS?The 2025 ETS Human Progress Report explores the transforming landscape of education and career progression.Shifting from linear trajectories to dynamic journeys,this report delves into the evolving perspectives of people globally and u

2、nveils critical insights for action.22025 ETS Human Progress Report The world stands at an inflection point where human skills are being redefined,changing what it means to learn and prosper through considerable and dynamic change.In 2025,success belongs to those who can adapt.The second annual ETS

3、Human Progress Report reflects a world in transition.The ability to adapt,to be resilient,and to collaborate effectively is no longer a preference in the world of work its a necessity.Once considered soft or secondary,these are now the power skills fueling progress,propelling individuals and organiz

4、ations to not only navigate change but to shape it.In the 2024 ETS Human Progress Report we outlined the factors necessary for building prosperous societies:access to education,pursuit of upward mobility,and engagement in upskilling and reskilling.We asked how can we expand access to opportunities f

5、or prosperity amidst such dynamic change?In 2025,the pace of change has not eased,but new trends have emerged as we evaluate these factors once again in the 2025 ETS Human Progress Report.Drawing on insights from 18,000 people across 18 countries,the 2025 Human Progress Report reveals promising mome

6、ntum.The Human Progress Index rose by more than two points this year,highlighting gains in education access,career growth,and skill development.Yet the pace of progress is uneven.Employers and employees are aligned on the value of skills-based credentials as a pathway to opportunity and success.Howe

7、ver,education systems and government policies have yet to fully catch up.The challenge and the opportunity lies in closing this gap,ensuring that the benefits of this transformation are shared by all.PrefaceLetter from Amit Sevak,Chief Executive Officer,ETS32025 ETS Human Progress ReportIn reviewing

8、 the responses from this global study,5 key findings stood out for me as actionable insights:Skills are redefining work Globally by 2030,over 6 in 10 people expect a world of verified resumes and digital skill wallets to showcase their value to the market.Gen Z is worried 65%of Gen Z workers express

9、 concern about staying relevant in the face of rapid tech change,driven by the rise of AI and automation.Proof powers advancement 86%of people say certifying their skills improves the chance of securing a better or higher-paying job and improves their overall career trajectory.Dual skills fuel succe

10、ss Nearly two-thirds of people are seeking credentials in essential skills like AI literacy,problem solving,creativity,communication and technical skills.Skill development accelerates More than 8 in 10 people are focused on future-proofing their careers,with over half actively pursuing skill develop

11、ment to stay competitive.The 2025 report highlights a global truth for a second year in a row:over 80%agree continuous learning is essential for success.Perseverance,named a top skill,speaks to the human drive to keep going,to shape whats next.From education to work and every space in between,lifelo

12、ng learning and durable skills equip individuals and societies with the ability to adapt and thrive.In 2025,success and human progress belong to those who embrace change and build the skills to adapt.I hope the insights ahead inspire action and collaboration as we work together to create solutions t

13、hat advance human potential and power human progress.In 2025,success and human progress belong to those who embrace change and build the skills to adapt.42025 ETS Human Progress ReportExecutive summaryBarriers to progress show encouraging decreasesBreaking barriers and building opportunity:over the

14、last year,the world has experienced greater access to education,career growth,and skill development,driving upward mobility.The 2025 ETS Human Progress Index reveals a world moving forward,with measurable gains in education access,skill-building opportunities,and upward mobility.These interconnected

15、 factors,essential for fostering prosperity,show decreasing disparities as barriers rooted in socioeconomic status and government investment are gradually addressed across regions.Education Access:The access to education index improved,primarily due to better access to qualified teachers and educati

16、on tailored to diverse individual needs.This suggests educational systems are becoming more inclusive and responsive,fostering both social mobility and personal development.Upward Mobility:The index for upward mobility also showed positive movement,reflecting better opportunities for economic and so

17、cial advancement through education and support networks.This highlights the growing availability of opportunities to progress in society.Upskilling and Reskilling Affordability:Access to affordable upskilling and reskilling programs has also seen an improvement.Contributing factors include the reduc

18、tion in costs for skills development programs and increased employer support for upskilling initiatives,making skills acquisition more feasible for more people.52025 ETS Human Progress ReportThe value of“Evidential Currency”and the rise of FOBO Fear of Being Obsolete are shaping career pathsBetween

19、2019 and 2030,the estimated demand for skills related to interacting with computers,thinking creatively,analyzing data and information,and communicating with persons outside an organization will grow the most.However,18%of adults in OECD countries do not reach baseline levels of proficiency in acces

20、sing,comprehending,and evaluating texts,and critically reasoning with mathematical content(OECD,2023).2 The foundation of this challenge begins early in the educational system,with the OECD Skills Outlook 2023 revealing that 34%of 15-year-old students fail to reach baseline proficiency in key inform

21、ation-processing skills.Earlier exposure to digital skills prepares individuals for technical work as soon as they enter the workforce and leaves them capable of adopting new digital technologies throughout their lives.Future generations must also be prepared for a world where information must be te

22、sted before being trusted.However,46%have not been taught strategies on how to detect whether the information is subjective or biased(OECD 2023).As the job market becomes more competitive,the value placed on“Evidential Currency”credentials and real-time assessments of skillscontinues to rise.This tr

23、end is most prominent among Gen Z,with 60%of all employees and 65%of Gen Z individuals expressing anxiety about their professional relevance due to the accelerating pace of technological change,or FOBO.The dual digital and green transitions are creating rapidly evolving skill demands as industries a

24、nd societies seek to keep pace with climate and technological changes(OECD,2023).1 However,many people worldwide do not have baseline levels of proficiency in the set of skills needed to ensure their own economic and social well-being.1OECD(2023),OECD Skills Outlook 2023:Skills for a Resilient Green

25、 and Digital Transition,OECD Publishing,Paris,https:/doi.org/10.1787/27452f29-en.2OECD countries include Australia,Austria,Belgium,Canada,Chile,Colombia,Costa Rica,Czech Republic,Denmark,Estonia,Finland,France,Germany,Greece,Hungary,Iceland,Ireland,Israel,Italy,Japan,Korea,Latvia,Lithuania,Luxembour

26、g,Mexico,the Netherlands,New Zealand,Norway,Poland,Portugal,Slovak Republic,Slovenia,Spain,Sweden,Switzerland,Trkiye,the United Kingdom,the United States.3Maxim,R.,et al.(2024),The future of the US digital economy depends on equitable access to its jobs,Brookings Institution.https:/www.brookings.edu

27、/wp-content/uploads/2024/11/us-digital-economy-11.19.24.pdf.Optimism on education and skills development remains strong worldwideGlobally,optimism about educational and skill-building opportunities remains high.65%of individuals express confidence in the prospects of upskilling in the next decade,wh

28、ile 64%share similar optimism about higher education opportunities.Strengthening economies,such as Indonesia,Nigeria,Kenya,Vietnam,China,Saudi Arabia,and the UAE,show especially high expectations for educational growth,driven by rapid population expansion and job market competition.62025 ETS Human P

29、rogress ReportMcKinsey projects that by 2030,up to 27%of current working hours in Europe and 30%in the US could be automated through AI,requiring massive workforce transitions.The demand for AI skills has increased by 33%across 14 countries,with significant shortages in advanced IT,programming,and c

30、ritical thinking skills(McKinsey,2024).4 The OECD also notes that green-driven occupations require increasingly sophisticated processes and cross-functional skills to adapt to innovation-driven transitions(OECD,2024).5 Additionally,globalized labor markets also require proficiency in language skills

31、.Four in ten vacancies posted online in 2021 in non-English-speaking European countries required a knowledge of English.In the United States alone,over the past 20 years,the employment of language professionals has almost tripled.(OECD,2023).A growing 67%of respondents now hold at least one skills c

32、redential,with 72%of Gen Z reporting the same.The focus on continuous skill-building is increasingly seen as essential for career longevity,with 88%of respondents supporting the idea that ongoing learning is critical for success in todays job market.Companies are responding by prioritizing retrainin

33、g over hiring,with McKinsey finding executives plan to retrain approximately 32%of their workforce(McKinsey,2024).Despite ongoing disparities in access to career advancementespecially across gender,geography,and disability statuscredentials,both academic and skills-based,are proving effective in red

34、ucing these barriers,particularly among disadvantaged groups.Brookings research highlights that,in the US,half of all computer,engineering,and management(CEM)jobs are concentrated in just 30 metropolitan areas,with these roles paying twice the national average wage.Women,Black,Latine or Hispanic,and

35、 Indigenous workers also remain significantly underrepresented in these high-paying digital roles(Brookings,2024).Complicating the situation,people acquire and lose proficiency in different skills over time depending on their usage and external constraints.Lifelong learning systems that respond to c

36、hanging circumstances can ensure that individuals are proficient in the range of skills needed to support economic growth and social progress.The path forward requires coordinated action across companies,educational institutions,and government policy.Success in this transition demands not just indiv

37、idual effort but a societal commitment to building a more transparent,accessible,and equitable skills-based economy for future generations.By ensuring that credentials and skills assessment become a universal“Evidential Currency,”while simultaneously addressing systemic barriers to access,we can cre

38、ate a future where professional advancement and prosperity is achievable for everyone.4Hazan,E.,et al.(2024),A new future of work:The race to deploy AI and raise skills in Europe and beyond,McKinsey&Company.https:/ Employment Outlook 2024:The Net-Zero Transition and the Labour Market,OECD Publishing

39、,Paris,https:/doi.org/10.1787/ac8b3538-en.72025 ETS Human Progress ReportSkills crediting and career perseverance have become crucial for professional growthThe importance of skills credentialing and career perseverance is underscored by the fact that 67%of respondents now hold a skills credential,w

40、ith three in four Gen Z and Millennials leading the way in this effort.Persistent skill-building has become an essential strategy for career longevity,as evidenced by widespread support(88%)for continuous learning as a foundation for success.Despite ongoing disparities in access to career advancemen

41、tespecially across gender,geography,and disability statuscredentials,both academic and skills-based,are proving effective in reducing these barriers,particularly among professionally disadvantaged groups like women,rural workers,and the disabled.“Continuous learning is essential to succeed in todays

42、 society”agree88%89%Millennials,86%Gen Z,86%Gen X,89%Boomers,94%Silent&Greatest GenerationSilent&Greatest GenerationsBoomers51%42%Gen X63%Gen ZMillennialsAverage67%76%72%Workforce skills credentials82025 ETS Human Progress ReportSkills-based hiring is emerging as a key solution to labor shortages an

43、d workforce reskilling needsThe global outlook for labor markets requires a redirection:skills-based hiring emerges as a powerful tool to address labor shortages and bolster workforce reskilling.As global economic and political climates cast a shadow of pessimism,skills-first approaches have proven

44、essential in revitalizing optimism for career advancement.Fostering collaboration between educational institutions,governments,and the private sector,skills-based hiring can significantly contribute to building a more adaptable and future-ready workforce.By adopting skills-first hiring practices,com

45、panies can bridge gaps in the labor market,support economic resilience,and ensure a more inclusive recovery.This trend aligns with a growing momentum toward a skills-first economy,where evidence-based,market-relevant credentials are increasingly seen as valuable and often just as critical as traditi

46、onal university degrees.The demand for technical skills,especially AI literacy,is surgingJob market competitiveness now hinges on a dual emphasis on technical and durable skillsespecially AI literacy combined with human capabilities like creativity and communication.More than six in ten employees ex

47、press interest in securing credentials in these top skills,aligning with a clear trend among younger employees and those in middle-income economies such as Kenya,China,Nigeria,and Brazil those who will face greater,future competition toward digital and technical skill acquisition.33%AI/Digital liter

48、acy55%Kenya48%South Korea46%NigeriaCreativity46%Indonesia38%Kenya37%ChinaCommunication34%Indonesia29%Vietnam29%BrazilTechnical and durable skills needed to be competitive in the job market are:selected26%selected23%selected92025 ETS Human Progress ReportPart I:Forces shaping the future of human prog

49、ress1.1Human progress accelerates1.2The push for evidence-based practices 1.3A tale of two competencies 1.4Credentials advance opportunities for allIn this section:102025 ETS Human Progress Report1.1 Human progress accelerates Although global challenges to progress remain high,there are signals of h

50、ope surfacing as barriers to progress have decreased an average of two points globally from last year.Looking ahead,people worldwide are optimistic that access to upskilling programs and education will continue to improve during the next decade.Building on this positive momentum,a new trend is emerg

51、ing:Evidential Currency is becoming essential for meeting competition expectations,breaking down systemic barriers,and providing individuals with the proof they need to succeed.Key findings:This years Human Progress Index shows progress across all three factors,with people around the world reporting

52、 better access to education,skill-building opportunities,and paths for upward mobilityAlthough global challenges to progress remain high,there are signals of hope surfacing as barriers to progress have decreased an average of two points globally from last year.The Human Progress Index has displayed

53、positive momentum from 2024 to 2025,improving from 106.7 to 104.6.This shift indicates that people have reported greater ease in accessing education suited to their needs,educational opportunities that promote upward mobility,and coverage for the costs of upskilling and reskilling programs.112025 ET

54、S Human Progress ReportAmong trended countries surveyed last year,difficulties accessing education declined,with the index score improving from 105.3 to 103.4.This was driven by progress in areas such as access to quality teachers(-2 pp.YoY),access to education by people from a variety of background

55、s(-2 pp.),and better alignment between educational institutions or programs and individual needs(-2 pp.).The Human Progress Index(among trended countries)Extremely Difficult(200)Very Difficult(150)Difficult(100)Not Very Difficult(50)Not At All Difficult(0)6013076.4103.6105.075.4116.6106.2115.4113.51

56、09.0114.581.7112.5115.5124.197.2104.586.273.1VietnamUSCanadaChinaSouthKoreaUnitedKingdomFranceKenyaGermany MexicoUAENigeriaJapanBrazilIndonesia AustraliaIndiaSaudiArabiaAccessing Education Index81.4102.395.7124115.9113.883.1116.4110.9115.6117.6109.1120.779.9109.6109.585.1YoY 4.82.21.50.1-0.4-1.3-1.4

57、-1.9-1.9-2.1-2.2-2.9-4.1-4.5-4.6-5.9-8.72024VietnamUSCanadaChinaSouth KoreaUKFranceKenyaGermanyMexicoUAENigeriaJapanBrazilIndonesia AustraliaIndiaSaudi ArabiaExtremely Difficult(200)Very Difficult(150)Difficult(100)Not Very Difficult(50)Not At All Difficult(0)10011520242025*Significantly higher in 2

58、024Human Progress IndexAccessing EducationUpward MobilityUpskilling&Reskilling106.7104.6105.3103.4109.8107.9105.1103.5122025 ETS Human Progress ReportBarriers to upward mobility have also eased,with the indexed score improving from 109.8 to 107.9.This is due to reported progress in accessing educati

59、on needed to enhance social or economic standing(-4 pp.)and building connections to improve social status,such as networking,mentorship,or other forms of support(-3 pp.).Barriers to upskilling and reskilling have also diminished globally over the last year,with the indexed score improving from 105.1

60、 to 103.5.Key drivers of this progress include reduced challenges in paying the costs of upskilling or reskilling(-3 pp).and getting employer support for upskilling or reskilling(-2 pp.).779.6100.6108.4110.3104.3113.3117.7123.085.7128.8122.6127.383.3129.1105.7108.186.980.260130VietnamUSUKCanada Germ

61、anyFranceJapanNigeriaUAEKenyaMexicoSouthKoreaChinaBrazilIndonesia AustraliaIndiaSaudiArabiaUpward Mobility Index81.8103.4103.7128.683.5128.1123.8130.387.7125.2120.6116.5108.6114.9113.5108.688.1Y Yo oY Y 5 5.1 14 4.7 72 2.0 00 0.5 5-0 0.2 2-0 0.8 8-1 1.2 2-1 1.5 5-2 2.0 0-2 2.2 2-2 2.9 9-3 3.2 2-4 4.

62、3 3-4 4.6 6-5 5.1 1-8 8.0 0-8 8.5 52024VietnamUSCanadaChinaSouth KoreaUKFranceKenyaGermanyMexicoUAENigeriaJapanBrazilIndonesia AustraliaIndiaSaudi ArabiaExtremely Difficult(200)Very Difficult(150)Difficult(100)Not Very Difficult(50)Not At All Difficult(0)60130YoY 7.84.51.5-0.1-0.4-0.5-0.7-0.7-1.6-1.

63、7-2.2-3.0-4.3-5.3-5.8-5.9-8.877.9100.5116.7109.9108.8111.074.597.0109112.584.2116.7104.4122.7106.4121.885.3*78.760130VietnamUSJapanCanadaUKKenyaChinaIndonesia Germany MexicoUAEFranceNigeriaSouthKoreaAustraliaBrazilIndiaSaudiArabiaUpskilling&Reskilling Index77.5117.3104.9122.8104.8117.284.9113.2110.6

64、98.776.7114.0113.1115.2122.5106.486.72024Extremely Difficult(200)Very Difficult(150)Difficult(100)Not Very Difficult(50)Not At All Difficult(0)60130VietnamUSCanadaChinaSouth KoreaUKFranceKenyaGermanyMexicoUAENigeriaJapanBrazilIndonesia AustraliaIndiaSaudi Arabia132025 ETS Human Progress ReportAccord

65、ing to their residents,Vietnam showed the most substantial improvements across the Human Progress Index,followed by the US,Canada,UK,and Japan12345123451234512345INDEXYoYChange-77.1Saudi Arabia ChinaVietnamUAEIndiaIndonesiaUSAustraliaGermanyUKCanadaNigeriaFranceMexicoJapanKenyaSouth Korea5.685.8-2.8

66、107.2-8.977.7-6.9101.3-5.1108.1-2.677.40.299.6-4.4107.5-1.683.62.5106-1.6113-2.3114.8-1.6116.2-3.2116.4-2.5117.5-2.0121.9OVERALL INDEXBrazil1234567891011121314151617181.4124.780 Easy to access80-100 Not very difficult to access101-115 Difficult to access116+More difficult to accessINDEXYoY-8.579.6Vi

67、etnamUSUKCanadaGermany-4.3104.3-5.1108.4-8.0100.6-4.6110.3Improvement in access to upward mobilityINDEXYoY-8.877.9VietnamUSJapanCanadaUK-4.3108.8-5.8116.7-5.9100.5-5.3109.9Improvement in access to upskillingINDEXYoY-8.776.4VietnamUSCanadaChinaSouth Korea-4.1116.6-4.6105.0-5.9103.6-4.575.4Improvement

68、 in access to educationINDEX-8.977.7VietnamUSCanadaUKJapan-3.2116.4-5.1108.1-6.9101.3-4.4107.5Top YOY improvement across the HPR indexCountries leading improvements in human progressYoY142025 ETS Human Progress ReportRegional trends also reflect this optimism,particularly in the Middle East and Sout

69、heast Asia.Chinas optimism about existing higher education remains strong at 80%(-3 pp.YoY)while Saudi Arabia(85%)leads globally,exceeding the average by more than 20 pp.The UAE(79%,unchanged)and Vietnam(75%+1 pp.)also maintain high optimism.Looking to 2035,81%in China are optimistic17 pp.above the

70、global averagewhile Saudi Arabia(89%)and the UAE(86%)continue to set benchmarks for future confidence in education systems.These trends are mirrored in upskilling and reskilling,with China,Vietnam,Saudi Arabia,and the UAE all reporting above 80%optimism for both current and future opportunities.In c

71、ontrast,mature economies,such as Japan,France,and Germany,show the least optimism,trailing the global average by 20 to 30 percentage points.This suggests a steady rise in optimism,particularly among younger workers and emerging regions,accompanied by an expanding market of solutions that suggest a s

72、kills-based economy is gaining global traction.Looking ahead,people worldwide are optimistic that access to upskilling programs and education will continue to improve during the next decade.More than three in five people globally feel optimistic about upskilling and reskilling opportunities in their

73、 country both now(63%)and by 2035(65%),signaling a market ripe for growth in skill-based programs.Similarly,59%are optimistic about the current state of learning and higher education in their country(59%),with 64%believing this will improve over the next decade.Mid-career Millennials(ages 28-43)are

74、leading this optimism:68%are optimistic about current upskilling and reskilling opportunities,rising to 71%for 2035 opportunities compared to 53%and 56%among Boomers(ages 6078).A similar pattern exists for higher education,with Millennials reporting 64%optimism for the current state and 69%for 2035

75、while Boomers sit at 52%and 57%,respectively.63%In 203565%Currently59%In 203564%CurrentlyOutlook on upskilling/reskilling opportunities%selected optimisticOutlook on the state of higher education%selected optimistic152025 ETS Human Progress ReportBuilding on this positive momentum,a new trend is eme

76、rging:Evidential currency Evidential currency is becoming essential is becoming essential for meeting competition expectations,breaking down systemic barriers,and providing individuals with the proof they need to succeed.Unchanged from last year,88%of respondents worldwide agree continuous learning

77、is essential to succeed in todays society.This is even higher in countries with fast-growing populations,where future employment competition may be fiercer,such as Indonesia(97%)and Nigeria(93%).82%of employees say they are actively thinking about how to future-ready their careers to stay relevant i

78、n the job market.Again,those likely to be subject to increased job competition in the future say so more often,including Millennials(86%),college graduates(85%),Nigerians(96%),Indonesians(95%),Kenyans(92%),and those working in IT or technology(87%).84%agree that upskilling and reskilling will become

79、 the new standard for people throughout their careers,especially college graduates(86%),Indonesians(94%),and Nigerians(90%).However,55%of workers agree they dont have a good understanding of how their skills compare to the skills of others in their industry.“I dont have a good understanding of how m

80、y skills compare to the skills of others in my industry.”55%agree162025 ETS Human Progress ReportIn a world characterized by rapid technological advancement and new essential skills being born overnight,people around the world are afraid of falling behind This Fear of Being Obsolete,or“FOBO,”is part

81、icularly strong among younger generations.As a result,employees are taking decisive ownership of their professional growth,seeking evidence-based credentials,real-time assessments,and personalized pathways for future-ready careers.This drive towards securing tangible evidence of market value is part

82、icularly strong among Gen Z employees,and it is expected to remain strong among this group.60%of all employees report anxiety about becoming obsolete in their fields,compared to 65%of Gen Z workers.67%of all employees say they have obtained a skills credential;this climbs to 72%among Gen Z employees

83、.1.2 The push for evidence-based practices Employees are taking decisive ownership of their professional growth,seeking evidence-based credentials,real-time assessments,and personalized pathways for future-ready careers.Perseverance is the top skill in which employees report proficiency,meaning that

84、 they are willing to continue working to shape their own futures.Key findings:172025 ETS Human Progress ReportThree in five(62%)of employees rate themselves highly on perseverance(8-10 on a 10-point scale).This sentiment is particularly strong in Indonesia(75%),Mexico(74%),China(71%),and Saudi Arabi

85、a(69%).This confidence is consistent across generations:Baby Boomers lead with 65%,followed closely by Millennials(64%),Gen X(60%),and Gen Z(56%).Perseverance is the top skill in which employees report proficiency,meaning that they are willing to continue working to shape their own futures.Urban wor

86、kers also report higher proficiency in perseverance(64%)compared to their rural counterparts(49%),potentially reflecting the results of differences in access to resources and opportunities.These findings underscore perseverance as a vital skill,equipping employees to face challenges and shape their

87、futures with optimism.Only about half of employees believe they are highly proficient across any skill62%60%59%58%55%54%54%52%51%45%43%PerseveranceCollaborationCommunication Problem solving/critical thinkingTimemanagementCreativityEmotionalintelligenceTechnical skillsLeadershipFinancial literacy Dig

88、ital literacy/AI literacy%proficient among employed(8-10 on a 10-pt scale)62%60%59%58%55%54%54%52%51%45%43%PerseveranceCollaborationCommunication Problem solving/critical thinkingTimemanagementCreativityEmotionalintelligenceTechnical skillsLeadershipFinancial literacy Digital literacy/AI literacyAI

89、literacy/Digital literacy182025 ETS Human Progress Report1.3 A tale of two competencies The critical technical and human skills needed to succeed also evolve throughout ones career.Key findings:AI literacy has emerged as a top skill required to be competitive in todays job market,but this literacy m

90、ust be complemented by creativity,problem-solving,and communication skills for employees to succeed.An essential blend of technical and durable skillslike creativity and communicationremains crucialAlongside these skills,a new synergy between AI literacy and human intelligence is taking shape.AI lit

91、eracy has emerged as a top skill required to be competitive in todays job market,but this literacy must be complemented by creativity,problem-solving,and communication skills for employees to succeed.192025 ETS Human Progress ReportEmployees see the greatest need to acquire technical skills and AI/d

92、igital literacy skills to be competitive in the job market in the next 2-3 years.Again,those set to see more job competition in the future,such as younger generations and those fast-growing or highly technical populations,say more often that digital and literacy skills are important.2 23 3%2 24 4%2

93、26 6%3 33 3%3 35 5%CommunicationProblem solving/Critical thinkingCreativityAI literacy/Digital literacyTechnical skills1 12 2%1 13 3%1 15 5%1 19 9%1 19 9%2 20 0%CollaborationPerseveranceEmotional intelligenceLeadershipTime managementFinancial literacySkills needed to be competitive in the job market

94、%selected as a top 3 skill 36%of Millennials and 37%of Gen X vs.28%of Boomers35%urban vs.26%rural38%college graduates 55%of Kenyans,48%of South Koreans,46%ofNigerians,40%of Indonesians(vs.26%of those inNorth America and 37%of those in LATAM)In fact,more than six in ten people are interested in recei

95、ving credentials for the top-listed skills,including technical skills,AI and digital literacy,creativity,and communication.The critical technical and human skills needed to succeed also evolve throughout ones career.Moving into or already in senior-level positions,Gen X see a greater need to improve

96、 their technical skills(40%)to remain competitive compared to Millennials(37%)and Gen Z(34%).Across the board,recent college graduates express a greater need to develop durable skills(95%)than non-recent college graduates(84%)to remain competitive.This includes skills such as communication(26%vs.21%

97、),time management (23%vs.18%),creativity(31%vs.27%),financial literacy(22%vs.18%),collaboration(14%vs.11%),and emotional intelligence(17%vs.15%).63%1.Technical skillsTop five skills people want to receive a credential for2.Problem solving/Critical thinking3.Communication4.Creativity5.AI literacy/Dig

98、ital literacy60%61%62%61%202025 ETS Human Progress Report1.4 Credentials advance opportunities for allOur data show that access to advancement is not equal.Similar to 2024,women and rural residents report facing greater challenges to human progress.People who are disabled also encounter more barrier

99、s to progress.INDEXDIFFICULTY-101.8MenWomenWomen with credentials-797.7+3104.4GENDERINDEXDIFFICULTY-100.4UrbanRuralRural with credentials-4111.4+15115.2LOCATIONINDEXDIFFICULTY-102.6Non-Disabled DisabledDisabled with credentials-798.6+3105.3ABILITY STATUSHowever,the data also reveal a solution throug

100、h evidence-based accreditation.Those with a college degree as well as those with skills credentials report significantly lower barriers to advancement.This is particularly true for those who have both a degree and skills credentials.101.8104.4102.6105.3100.4115.2MenWomenNon-DisabledDisabledUrbanRura

101、lWomen,disabled,and rural residents face more challenges113.095.5114.497.691.7Non CollegeGradCollegeGradNo Skills CredentialHave Skills CredentialCollegeGrad+Have Skills Credential*The Human Progress IndexCollege degrees and skill credentials lower barriers significantly 80-100 Not very difficult to

102、 access 101-115 Difficult to access116+More difficult to access Access to advancement remains unequal.Evidence-based accreditation provides a solution.Key findings:212025 ETS Human Progress ReportPart II:Evidence as currency:The skills-first economy is gaining momentum2.1Advancing human progress:Shi

103、fting perspectives on market value 2.2Evidence in action:Benchmarking personal competence against market norms 2.3Credentialing for the future:AI transforms professional trajectories 2.42.5Skills for all:Evidential currency as a lever toward prosperityRecommendations for implementationIn this sectio

104、n:222025 ETS Human Progress Report2.1 Advancing human progress:Shifting perspectives on market value Skills credentials are emerging as a key complement to the foundational value of a college education.In fact,skills are reaching parity with university degrees.Real-time assessments drive talent attr

105、action and retention.Key findings:Skills credentials are emerging as a key complement to the foundational value of a college education With these approaches still operating as separate,parallel paths,there is a clear opportunity to integrate skill credentialing into higher education,combining the st

106、rengths of both for greater impact.81%of employed college graduates agree,“My university education was a critical stepping stone for my career.”Skills-integrated curricula can reinforce this stepping stone,amplifying the impact of university education by blending academic knowledge with practical sk

107、ills that meet todays job market demands.There is a rising need for formal verification and quantification of skills.72%say,“Earning skills credentials makes me feel like Im progressing in my career development,education,or personal growth.”Such sentiment is higher among women(74%),college grads(74%

108、),and those with increasingly competitive job markets(86%Kenya,84%Nigeria,82%Indonesia,81%China,77%UAE,77%Vietnam).232025 ETS Human Progress ReportSkills are reaching parity with university degrees80%of respondents worldwide agree that by 2035,evidence of newly acquired skills will be as valued as t

109、raditional university degrees.Even employers are seeing the value in skill development beyond education.For example,86%of HR decision-makers in the US say leveraging college degrees as a filter is a dated practice in organizational hiring and leaves a lot of talent on the table.Slightly more(89%)say

110、 skills credentials are needed to bridge the gap between higher education and workforce readiness.With increased desire but no clear leader in this space,there is an untapped opportunity for credible institutions or companies to lead the way,with the majority expressing a desire for credentials comi

111、ng from universities,technology companies,and assessment providers.Real-time assessments drive talent attraction and retentionAssessments present a recruitment differentiator for attracting employees86%of employees value personalized skill assessments when considering new jobs.85%value real-time fee

112、dback on skill development when considering new jobs.and keeping them,too.Only 35%of employees say they currently receive personalized growth paths,but 84%of all employees find them essential for staying with an employer.This is even higher among women(85%),Millennials(87%),college graduates(87%),an

113、d those living in Nigeria(95%),Kenya(92%),and Indonesia(94%).242025 ETS Human Progress Report2.2 Evidence in action:Benchmarking personal competence against market norms There is an appetite for skill benchmarking.Real-world assessments are viewed as a more accurate depiction of abilities.Skills por

114、tfolios are the new rsum.Key findings:There is an appetite for skill benchmarkingPeople arent just looking to build skills.They want proof of what they know,which gives them the psychological benefits of confidence and peace of mind in knowing exactly where they stand.74%of employees agree they woul

115、d like to benchmark their skills against the skills of others in their industry.Person-to-person(P2P)industry benchmarking is in especially high demand among college graduates,early and mid-career professionals,those in technical roles,and those living in strengthening economies across Africa and As

116、ia.77%of college graduates 74%Gen Z,76%Millennials,72%Gen X vs.66%Baby Boomers 82%of IT and 80%of technology workers 82%Indonesia,82%Vietnam,84%China,85%India,88%Kenya252025 ETS Human Progress ReportReal-world assessments are viewed as a more accurate depiction of abilitiesOutside of traditional ach

117、ievement measurement systems,real-world assessments and non-traditional credentials are particularly desired by professionally marginalized groups like women,those in emerging economies,and those facing greater employment competition.68%of respondents believe skill development should be based on rea

118、l-world assessments of what individuals can accomplish,drawing from diverse educational,professional,and social experiences.Overall,this view is stronger among women,with 71%in agreement compared to 65%of all men.82%of respondents say that in the future,micro-credentials or short-term,focused certif

119、icates or certifications will become a valuable way to showcase skills.This sentiment is even higher among Millennials (85%),women(84%),college graduates(84%),and those living in Indonesia(91%),Nigeria(90%),Kenya(90%),and Vietnam(88%).Employees are also looking for support from employers(24%)or the

120、government(36%)for micro-credential opportunities that will help them develop skill mastery,providing ready opportunities for public-private partnerships toward promoting a skills-led economy.Indonesians,in particular,show twice as much interest in employer(45%)and government support(60%)for micro-c

121、redentialing.6%71%65%Global total%believe skill development should be based on real-world assessmentsMexicoGermanySaudi ArabiaChinaCanadaNigeriaKenyaBrazilUKUAEAustraliaUSIndonesiaVietnamIndiaJapanFranceSouth Korea73%61%7%68%61%66%54%81%73%4%64%59%12%12%12%12%75%63%8%8%8%77%69%7%77%71%66%54%85%77%3%

122、3%74%71%76%73%3%2%69%67%72%70%1%64%63%-1%-2%-5%64%56%67%65%59%72%MenWomenWomen-Men GapWomen are in greater support of real-world assessments to validate qualifications.Calculated differences using percents above may not equal reported gaps due to rounding.262025 ETS Human Progress ReportSkills portf

123、olios are the new rsum78%of employees are interested in a Digital Skills Credentials Wallet,or a digital platform that securely stores and manages all of ones lifetime skills credentials in one place.Interest is especially high among younger generations(Gen Z,82%;Millennials 85%)and those living in

124、Nigeria(94%),Kenya(91%),and Indonesia(91%).Even those with degrees desire such a service (83%college educated;87%recent college graduates).The call for a centralized platform is strong,with 81%of professionals expressing a desire for a single system that consolidates all their educational and profes

125、sional experiences.This would be especially useful for those who are newer to the workforce,as 72%of recent college grads report spending considerable time and effort articulating their value to potential employers.272025 ETS Human Progress Report2.3 Credentialing for the future:AI transforms profes

126、sional trajectories AI is disrupting the skills needed to succeed in the workforce.Employers overestimate the AI literacy of their employees.Credentialing can close the gap.AI coaches can accelerate careers.Key findings:From disrupting skill requirements to enabling real-time coaching,AI is redefini

127、ng how employees learn,grow,and advance in their careers.Among these innovations,AI-powered career coaches are emerging as a sought-after benefit,particularly for blue-collar workers seeking support in an evolving job market.AI is disrupting the skills needed to succeed in the workforceAlready,6 in

128、10 people have learned new skills from AI,and most expect AI disruptions to continue.This is even higher among younger generations:70%among Gen Z and 71%among Millennials.4 in 5 recent grads have had to update their skills within the first two years of graduating.AI is likely to influence this trend

129、,with 76%of all employees saying that AI will create new skills that dont exist today that are needed for employees to be competitive.“Ive already developed new skills by using AI tools (e.g.,ChatGPT,Google Gemini)”61%agreeHigh-income economiesMiddle-income economies79%UAE82%Vietnam46%Australia78%Ni

130、geria44%US66%Mexico73%Saudi Arabia80%India46%Japan75%Kenya42%UK57%Brazil54%South Korea78%Indonesia45%Germany74%China41%France36%CanadaGrowing,middle-income economies such as Vietnam,India,Nigeria,and China show more interest in AI experimentation and skill development,pointing to a more future-ready

131、 workforce than those in more economically mature markets,such as North America and Western Europe.282025 ETS Human Progress ReportEmployers overestimate the AI literacy of their employees;credentialing can close the gapThere is a 12%gap between managers perception of employee mastery of AI literacy

132、(55%)and employees reported level of mastery(43%).55%43%AI literacy/Digital literacy12%GapAccording to employeesAccording to ManagersThis presents an opportunity to eliminate the blind spot:70%of employers are interested in a standardized and valid way to measure digital and AI literacy.Such a solut

133、ion would be particularly popular in Asian countries,including Indonesia(85%),China(82%),and India(79%),as well as in Latin America(77%).are interested in standardized and valid way to measure AI/digital literacy skills70%of employers85%Indonesia77%Latin America82%China79%India292025 ETS Human Progr

134、ess ReportAI coaching represents a practical step toward democratizing career growth,addressing skill gaps,and aligning with employee expectations for personalized,employer-provided development benefits.70%of employees would trust an AI coach to help them identify skills they need to learn to accele

135、rate their careers;this is even higher among 75%of Millennials.For blue-collar workers,AI coaches arent just a benefittheyre a gateway to career advancement.More than half(53%)of blue-collar employees globally want AI coaching as an employer benefit.In fact,blue-collar workers,more than white-collar

136、 workers,express a stronger desire for their employers to be learning partners,investing in them across several employee benefits.This signals a significant opportunity for organizations to empower these workers in ways that go beyond traditional benefits,fostering a more inclusive approach to skill

137、 development.AI coaches can accelerate careers51%Global total%who wish they had access to AI coach as an employer benefitMexicoKenyaBrazilSouth KoreaChinaNigeriaUAEGermanySaudi ArabiaVietnamJapanCanadaFranceUSIndonesiaIndiaAustraliaUK64%64%62%59%57%51%48%47%46%46%45%43%42%41%37%53%53%53%302025 ETS H

138、uman Progress ReportAI is reshaping the workforce by fostering skill development,bridging literacy gaps,and providing tools like AI coaches to accelerate careers.These innovations prepare employees for future roles and support a shift toward valuing skills as much as traditional credentials.By helpi

139、ng workers identify and validate their abilities,AI advances the demand for evidential currencyskills that are measured,recognized,and valued in the job marketpaving the way for a more inclusive,skills-based economy.%who wish they had access to AI coach as an employer benefit54%53%53%52%51%48%48%48%

140、49%51%44%42%42%43%Annual creation oflearning-basedobjectives that mapthe skills needed toachieve promotions orincreasedcompensationPersonalized growthpaths that exploreopportunities acrossthe entire organization,not just within mydepartmentAI coaching forpersonalized skilldevelopmentVerification of

141、skillsacquired on the jobthrough credentialsTechnical skillsdevelopmentPersonalizedassessments of mycurrent skillsReal-time feedback onskill development(e.g.,frequent,real-timefeedback on skillsdevelopment that letsyou know how you areperforming)%of white-collar workers%of blue-collar workers312025

142、ETS Human Progress Report2.4 Skills for all:Evidential currency as a lever toward prosperity Skills-based hiring benefits include upward mobility and broader access to opportunities.A skills-based approach promotes opportunities for all.There is an opportunity for partnerships between educational in

143、stitutions,employers,and governments in developing credentialing ecosystems.Skills recognition boosts personal agency and prosperity,especially in middle-income countries.Key findings:Benefits include upward mobility and broader access to opportunitiesNearly nine in 10(86%)say certifying their skill

144、s improves the chance of securing a better or higher-paying job and improves their overall career trajectory.Skills-based hiring is reshaping the job market,creating a beacon of hope.Have a skills credential67%70%Men|76%Millennials,72%Gen Z 85%Recent college grad,80%college grad 87%Nigeria,86%Vietna

145、m,85%Indonesia,84%UAE,84%India,83%China,82%Kenya,78%Saudi Arabia 86%IT|85%Technology,83%Financial services322025 ETS Human Progress Report“Certifying my skills improves my chances of securing a job/a better job/a higher paying job in the market”of workers agree:86%97%Indonesia89%Millennials96%Nigeri

146、a“Earning skills credentials improves my career trajectory”97%Indonesia89%Millennials|87%college grad96%NigeriaPerceived benefits of having a skills credentialCAREER ADVANCEMENTIMPROVED CAREER TRAJECTORYA skills-based approach promotes opportunities for allMost workers view a skills-first economy as

147、 one that would provide a fairer job market and pay system.71%say that skills-based assessments help create a fairer job market.Women and non-recent college grads show slightly more support for this view(73%).Skill-based assessments help create a fairer job market(e.g.,objective data and proof of ab

148、ility)Skills assessment as a driver of fair compensation%selected73%Women|73%Non-recent college grad75%Opinion eliteSkill-based assessments do not create a fairer job market(e.g.,assessments are unfair,inaccurate)71%29%82%of all workers agree tying compensation to an employees skill set would create

149、 a fairer pay system.This is especially supported by younger workers(85%of Millennials),college graduates(85%),scaling economies in Asia and Africa(96%Indonesia,91%Vietnam,89%China,88%Nigeria),and those working in tech-influenced industries(88%IT,86%heavy industry,87%technology).332025 ETS Human Pro

150、gress Report83%Women84%College grads90%Vietnam85%Millennials94%Indonesia88%Opinion elite83%Urban91%Nigeria86%IT86%Heavy Industry85%College grads91%Vietnam85%Millennials96%Indonesia89%Opinion elite87%Technology89%China88%Nigeria88%IT83%UrbanSkills recognition boosts personal agency and prosperity,esp

151、ecially in middle-income countriesMarkets that begin to value skills as much as degrees supercharge personal motivation,career opportunities,specialization,and financial stability among their workforce.About three in five respondents say if skills credentials mattered as much as or more than a unive

152、rsity degree,their personal motivation to keep upskilling or reskilling would increase(62%).This is particularly true for Millennials(65%)and those living in Latin America(70%).They also note their career options and choices would also increase(60%),especially those living in Sub-Saharan Africa(Keny

153、a 80%,Nigeria 79%).Often seen as a boon only for developing nations,those living in middle-income(67%)and high-income countries(54%)also note that a skills-first economy would expand their career options and choices.They would also experience improvements to financial stability for themselves and th

154、eir families(66%middle income countries,46%high income countries).Expanded career options are especially important in countries like Brazil(70%),Nigeria(79%),Kenya(84%),and Saudi Arabia(64%)that despite their growing economies still have relatively high levels of income inequality according to their

155、 most recent Gini coefficients.6 Broader recognition of professional skills could help to close these economic gaps.Improved financial stability has broader macroeconomic implications,too,with 37%saying if skills credentials mattered as much as or more than a university degree,student debt would dec

156、rease.If skills credentials mattered as much as or more than a university degree,the impact on the following would increase 62%Personal motivation to keep upskilling/reskillingCareer options and choicesSpecialized learning based on industryFinancial stability for myself or my family56%60%55%Millenni

157、als,college grads,and those in Africa,Indonesia,and Brazil are more likely to say increased value of skills credentials would increase financial stability,and career options6The Gini coefficient is a measure of income inequality within a population,ranging from 0(perfect equality)to 1(maximum inequa

158、lity).It reflects how income or wealth is distributed across individuals or households,with higher values indicating greater inequality“I belive compensation should be determined through an assessment of skills”of workers agree:82%“Tying compensation to an employees skill set would create a fairer p

159、ay system”342025 ETS Human Progress ReportThere is an opportunity for partnerships between educational institutions,employers,and governments in developing credentialing ecosystemsUniversities and standardized testing organizations are among the top two trusted providers of certifications or credent

160、ials.62%of respondents note high trust in universities as certification of credential providers;57%say the same for official testing or assessment organizations.They are even more trusted by those living in Latin America(71%and 61%,respectively).Most trusted providers of certifications or credential

161、sAs a result,academic institutions and assessment organizations remain top-of-mind for those looking to obtain credentials.This increases the need for these sorts of organizations to reinforce formal education with curricula that promotes relevant skill development alongside classroom theory.Workers

162、 have made a clear case for promoting evidential currency.Organizations should look to successful models of collaboration and identify elements that can be replicated across regions and contexts to foster broader acceptance of evidential currency.UniversitiesOfficial standardized testing or learning

163、 assessment organizations(such as the ones who provide learning assessments like the GRE,SAT,TOEFL,GMAT,etc.)HIGH trust(8-10 rating on 10 pt scale)LOW trust(1-3 rating on 10 pt scale)5%5%62%57%352025 ETS Human Progress ReportA successful and equitable transition to this new employment ecosystem will

164、 rely on a cohesive,system-wide approach,where government policies,educational institutions,and employers work together to drive a skills-first economy that is inclusive,adaptable,and resilient.Establish national credentialing standards.Governments,educational bodies,and recognized accreditation org

165、anizations could collaborate to develop standardized frameworks for credentialing that recognize diverse skills,especially non-traditional and real-world skills.This would ensure that credentials are portable,transparent,and widely recognized,helping both individuals and employers trust in the value

166、 of these verifications across regions.Encourage partnerships between academia and industry.Create incentives for higher educational institutions and employers to work together in developing programs that integrate skills credentials with academic degrees.Such partnerships better align educational o

167、utcomes with workforce demands,easing students transition from education to employment and reducing the need for necessary upskilling shortly after graduation.Facilitate centralized credential platforms.Governments could spearhead or support the creation of digital credential accounts,offering indiv

168、iduals a secure,standardized way to store and share verified skills credentials.Such platforms could also include benchmarking tools that provide individuals with feedback on where they stand within industry standards,fostering a greater sense of career clarity and progression.2.5 Recommendations fo

169、r implementation Invest in AI-enhanced skill development and credentialing.Support initiatives that incorporate AI tools for personalized skills assessments,career coaching,and real-time feedback.For example,governments could partner with technology companies and educational organizations to impleme

170、nt AI-driven systems that identify skill gaps and help individuals gain credentials that are directly tied to market needs.Support evidence-based pathways for marginalized groups.Implement policy incentives or funding for skills programs that target marginalized and disadvantaged groups,such as wome

171、n,people with disabilities,and rural populations.This could include subsidized access to credentialing programs,targeted outreach,and specific pathways that emphasize transferable,evidence-based skills to overcome systemic barriers to progress.Promote skills-based hiring practices in public sector j

172、obs.Governments can lead by example by implementing skills-based hiring within government roles,reducing the dependency on traditional degree requirements.This would pave the way for broader acceptance and adoption of skills-first hiring practices across sectors,further promoting and expanding merit

173、-based employment opportunities.Launch public awareness campaigns on evidential currency.Collaborate with educational providers and employers to increase awareness of the value of skills credentials.Campaigns could inform individuals about the benefits of skill credentialing and encourage the privat

174、e sector to integrate these practices into hiring and promotion strategies.Develop and publicize data-driven insights into labor market needs.Governments and educational institutions should share data and insights into current and future skills demands,enabling institutions to continuously adapt cur

175、ricula and training to align with evolving industry expectations and new essential competencies,such as AI literacy.362025 ETS Human Progress ReportConclusionThe transformative shift toward evidential currency is reshaping how individuals advance in their careers and societies achieve prosperityAs s

176、kills credentials gain importance,they dismantle barriers,empowering marginalized groups and leveling the playing field across regions.Verified skills now offer individuals the agency to break free from the limitations of static rsums and traditional hiring norms,fostering a nearby future where evid

177、ence of ability and effort is recognized.AI-driven coaching and credentialing platforms are accelerating career growth,illustrating that a skills-first economy is no longer aspirational but essential.Academic institutions also play a crucial role in this shift,evolving to integrate real-world skill

178、assessments and credentials that equip people for a dynamic,skills-based economy.This trend reflects a collaborative opportunity,where educational institutions,employers,and governments partner to build ecosystems that validate and celebrate diverse competencies.With these changes,evidential currenc

179、y holds potential for broad societal impact,advancing both personal prosperity and macroeconomic stability.Learn more about how evidential currency is driving human progress and explore our commitment toward equipping todays learners for tomorrows workforce at ETS.org.372025 ETS Human Progress Repor

180、tAppendixSurvey methodology:The research was conducted online by The Harris Poll on behalf of ETS(Educational Testing Service)from September 13-30,2024,among a total of 18,159 respondents who are adults age 18 years or older across 18 countries(Australia,Brazil,Canada,China,France,Germany,India,Indo

181、nesia,Japan,Kenya,Mexico,Nigeria,Saudi Arabia,South Korea,UAE,UK,US,Vietnam),with a minimum of n=1,000 respondents per country.The report also references data from last years report,which included research conducted online in 17 countries(Australia,Brazil,Canada,China,France,Germany,India,Indonesia,

182、Japan,Kenya,Mexico,Nigeria,South Korea,United Arab Emirates,UK,US and Vietnam)among 17,143 adults age 18 years or older.The survey was conducted during September 18-27,2023,by The Harris Poll on behalf of ETS.Data for each country are weighted,using a raking(aka RIM weighting)procedure,where necessa

183、ry to bring them in line with their actual proportions in the population.Raking allows for weighting based on multiple variables to adjust each variable by as small an amount as possible.Responses from Australia,China,France,Germany,India,Indonesia,South Korea,United Arab Emirates,and UK were each w

184、eighted by age,gender,education,region,and urbanicity.Responses from Brazil and Mexico were each weighted by age,gender,education,region,and socioeconomic level.Responses from Canada were weighted by age,gender,education,knowledge of official languages,region,race/ethnicity,household size,and marita

185、l status.Responses from Japan,Kenya,and Vietnam were each weighted by age,gender,and region.Responses from Nigeria were each weighted by age,gender,and education.Responses from United States were weighted by age,gender,race/ethnicity,region,education,marital status,household size,and propensity to b

186、e online.Respondents for this survey were selected from those who agreed to participate in Harris Poll surveys.The sampling precision of Harris online pools is measured by using a Bayesian credibleinterval.For this study,the overall combined sample data(n=18,159)is accurate to be wider among subsets

187、 of the surveyed population of interest,including the following country-level intervals:Australia(n=1,010),accurate to within 3.3 percentage pointsBrazil(n=1,009),accurate to within 4.1 percentage pointsCanada(n=1,014),accurate to within 4.1 percentage pointsChina(n=1,009),accurate to within 4.2 per

188、centage pointsFrance(n=1,008),accurate to within 3.8 percentage pointsGermany(n=1,010),accurate to within 3.9 percentage pointsIndia(n=1,006),accurate to within 4.1 percentage pointsIndonesia(n=1,012),accurate to within 3.6 percentage pointsJapan(n=1,008),accurate to within 3.7 percentage pointsKeny

189、a(n=1,011),accurate to within 3.5 percentage pointsMexico(n=1,010),accurate to within 4.3 percentage pointsNigeria(n=1,011),accurate to within 3.3 percentage pointsSaudi Arabia(n=1,009),accurate to within 4.7 percentage pointsSouth Korea(n=1,008),accurate to within 4.3 percentage pointsUAE(n=1,004),

190、accurate to within 4.4 percentage pointsUK(n=1,004),accurate to within 3.6 percentage pointsUS(n=1,006),accurate to within 4.2 percentage pointsVietnam(n=1,010),accurate to within 4.0 percentage pointsAll sample surveys and polls,whether or not they use probability sampling,are subject to other mult

191、iple sources of error which are most often not382025 ETS Human Progress ReportWorld Bank Country and Lending Groups.Atlas Methodology.The ETS Human Progress Index methodology:Respondents were surveyed on the perceived difficulty of related tasks,utilizing a nuanced 4-point scale ranging from Very di

192、fficult to Very easy.Each of these factors was composed of questions with high reliability(Cronbachs Alpha=.873 for Accessing Education,.891 for Upward Mobility,and.874 for Upskilling&Reskilling)and each question had an equal weight in that factor.Each factor was equally weighted into the ETS Human

193、Progress Index.This index demonstrates how difficult or effortless it is to access the foundational factors or progress.A score above 100 indicates that the task is generally difficult for consumers,while a score below 100 indicates it is relatively easy.The distance from 100 is indicative of the le

194、vel of difficulty or ease.1.Finding the right educational institutions or programs for ones needs(e.g.,schools,courses,etc.)2.Paying for the costs associated with education(e.g.,tuition,fees,materials,etc.)3.Accessing education by people from a variety of social backgrounds(e.g.,different levels of

195、income,different parts of the country,ethnicity,social class/caste,etc.)4.Prioritizing quality education over other needs(e.g.,job commitments,family commitments,etc.)5.Gaining admittance to institutions that offer quality education6.Accessing teachers that offer quality education1.Accessing better

196、career opportunities(e.g.,finding job openings,career advancements,etc.)2.Increasing ones income(e.g.,getting a new higher-paying job,finding additional jobs,etc.)3.Making connections to improve ones social status(e.g.,networking,finding mentors and/or support,etc.)4.Getting the education needed to

197、improve ones social or economic position5.Accessing lifestyle elements associated with higher social or economic positioning(e.g.,housing,transportation,etc.)6.Maintaining a higher social or economic status once it has been achievedHIC:High-income countryMIC:Middle-income countryAustralia Canada Fra

198、nce Germany Japan Saudi Arabia South Korea United Arab Emirates(UAE)United Kingdom(UK)United States(US)Brazil China India Indonesia Kenya Mexico Nigeria Vietnam*Accessing EducationUpward MobilityTwo statements were presented to parents only for accessing education and were not included in the index

199、calculations.possible to quantify or estimate,including,but not limited to coverage error,error associated with nonresponse,error associated with question-wording and response options,and post-survey weighting and adjustments.Countries may be referred to as high-income or middle-income as defined by

200、 World Bank definitions for this report.Further,we classify Opinion Elite respondents.These respondents are identified through reporting regular following of business issues and are involved with some activities related to current affairs(i.e.,societal issues,issues in the news media).392025 ETS Hum

201、an Progress Report1.Identifying the right skills or areas for upskilling/reskilling2.Paying the costs associated with pursuing upskilling/reskilling(e.g.,courses,materials,etc.)3.Finding time to learn new skills while maintaining current workload4.Getting employer support to upskill and/or reskill(e

202、.g.,help with new opportunities that align with new skills,time to focus on trainings,etc.)5.Determining which upskilling/reskilling programs fit ones career goals6.Determining which upskilling/reskilling programs fit ones personal strengthsUpskilling&ReskillingThis methodology formed the foundation

203、 for the ETS Human Progress Index,offering a gauge of global advancement and pinpointing gaps that require a heightened focus on closing.Designed to establish an annual baseline,this index not only serves as a tool to track the evolving landscape of human progress but invites collaboration and partnership to address global gaps in prosperity.Contributors The Harris Poll