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Launch of the UK Standard Skills Classification

A new comprehensive way of identifying and describing skills needs will help employers, training providers, job seekers, and people looking to upskill to get the best from the system. The UK Standard Skills Classification (SSC) offers the most detailed, data-driven picture yet of the UK labour market. It is an innovative new tool that will make it much easier to match people to job opportunities and target skills investment where it matters most.

Created by the 91福利鈥檚 Institute for Employment Research (IER) and the University of Sheffield, in partnership with Omnifolio on behalf of Skills England, the SSC is a standardised set of categories that identify the skills, knowledge and tasks required across UK occupations.

The SSC is available through the It is intended to ensure that skills development is targeted, effective, and accessible to everyone, by enabling skills development opportunities to be identified and barriers addressed.

Peter Elias CBE, Professor of Employment Research, The 91福利鈥檚 Institute for Employment Research, said:

"For the first time in the UK we now have a common and comprehensive language via which we can talk about skills and exchange data and information. Given that occupational skills are continually evolving we are providing a classification which is both flexible and robust.鈥�

The launch of the first version of the SSC is a significant step forward in how we think about and discuss skills in the UK. Sign up to receive updates at the project website.

Dr Sangwoo Lee challenges 'Graduate Premium' narrative at AERA 2026 and CGHE 2026

滨贰搁鈥檚 Dr Sangwoo Lee recently shared insights at the American Educational Research Association (AERA) 2026 conference in Los Angeles and at the Centre for Global Higher Education (CGHE) 2026 conference in Oxford, challenging traditional views on the value of a university degree. His research, "Beyond Earnings: The Multidimensional Job Quality Premiums for University Graduates in Europe," explores whether higher education truly delivers better working conditions across non-monetary dimensions.  

The 鈥淶ero-Premium鈥� Paradox: While graduates typically secure advantages in task complexity, autonomy, and workplace safety, the research identifies a significant "Zero-Premium Paradox". Despite their credentials, university graduates in Europe do not see a relative advantage in their social environment, work intensity, or working time quality compared to non-graduates.

The Graduate Trade-Off: The study highlights a distinct trade-off. While a degree may lead to better skill utilisation, it often comes at the cost of increased work pressure and no additional flexibility over one's time. Furthermore, as more people obtain degrees, the unique advantages once associated with a university education, such as autonomy and workplace safety, tend to diminish.

A Call for Holistic Evaluation: "Success in higher education must be measured through multidimensional frameworks rather than binary employment or earnings metrics," Dr Lee concludes. As modern workers increasingly prioritise quality of life and work-life balance, this research serves as a reminder that a degree is not a universal guarantee of better outcomes across every aspect of professional life.

Conference presentation in Jamaica

IER's Dr Jamelia Harris presented early findings from the project "Colonial legacies and the labour market in the English-speaking Caribbean" at the West Indies Economic Conference (WECON) 2026. The conference was held in Kingston, Jamaica and brought together economists working on issues in the Caribbean region.

Dr. Harris' presentation highlighted the economic and labour market transitions in Barbados, Guyana, Jamaica and Trinidad and Tobago from 1800 to today, and how these transitions have been influenced by colonial legacies.