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In Trinidad & Tobago, the numbers continue to increasing where people of the workforce have a university degree and the value of basic skills in numeracy and literacy remains high. While the return for such skills with higher wages, is sufficiently large to suggest that they are in high demand and that there is a relative scarcity. The government of Trinidad & Tobago need evidence in order to stratergerise interventions that genuinely improve basic skills, not just for school leavers entering into the workforce, but also of the existing workforce. This would result in significant improvements in the population and achieve a minimum level in literacy and numeracy.
One motivation for considering the value of basic skills for individuals, could be higher pay or better employment prospects is a fact that countries which have a more skilled workforce also have a higher rates of economic growth. It may seem difficult to prove the precise cause and effect because wealthier countries that is more economically strong and to spend more on education that result in a skilled workforce as a consequence. the evidence on the value of human capital and the sum total of the creative skills and knowledge embodied in the employees, suggests that individuals with more education, and particularly more skills, have higher levels of productivity resulting in a higher wage .The demand for higher skill levels have increased over time in Trinidad & Tobago, which has been partly driven by technological changes that have favoured the higher skilled. There is also evidence of a reduction in the labour market, with reductions in the number of intermediate level occupations, as well as high levels of over education and over skill among more educated workers. Making it not very clear as to how much basic skill is needed in literacy and numeracy that is valued in the labour market.
Many countries around the world have experienced unprecedented increases in the education levels of the population over recent years, with one-third of 25 to 64-yearolds across all OECD countries receiving tertiary level education. In fact in some countries, such as Canada, Japan, and Israel, around half of all young people are achieving tertiary education. However and

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