Rapidly advancing technology and its impact on education has been a subject of debate. How can schools equip students with the skills they need to succeed in a challenging job market?

Since technology is driving these changes, there is a theory that governments should keep focusing on STEM subjects. These are often referred to as “hard skills,” which are     1     in primary school and right through to university level. In the meantime, ‘soft skills’ are being     2    .

This is a mistake. Much evidence suggests that soft skills are far more     3     to graduates in the long term. Research from Harvard University on the global job market has shown that STEM- related careers grew strongly between 1989 and 2000 but have slowed down since. In contrast, jobs in the creative industries----the sector probably most     4     with the need for soft skills---are growing rapidly. Soft skills are, in fact, increasingly in demand in the workplace: Google cites creativity, leadership     5     and communication skills as top requirements for both potential and current employees.

So why are soft skills so highly     6     for?

With the rapid evolution of technology, a focus on hard skills leaves students     7     to change, as these often have a short shelf life. According to research by World Economic Forum, more than one in four adults reports a mismatch between their skills and those needed for their job role. If soft skills are taught well, these skills should enable students to adapt to change more easily and progress further in their     8     career.

Of course, technical skills are important. But without the curriculum placing equal--- if not greater ---     9     on soft skills, our education systems are missing a huge trick. Hard skills may help a student get a job in a particular industry, but soft skills will help them disrupt it, achieving a wider     10     in their chosen field.

Job seekers should know the rules of labor market before they try to find a proper job. Most career organizations     1     three stages for graduates to follow the process of securing a suitable career: recognizing abilities, matching these to available jobs and presenting them well to possible employers.

Job seekers have to make a careful assessment of their abilities. One area of assessment should be of their     2     qualifications, which include special skills within their subject area. Graduates should also consider their own values and attitudes. An honest assessment of personal interests and abilities such as creative skills, or skills acquired from work experience, should also be given careful     3    .

The second stage is to study the opportunities which are available for employment. To do this, graduates can study job and     4     information in newspapers, or they can pay a visit to a careers office, write to friends or relatives who may already be     5     in a particular profession. After studying all the various     6    , they should be in a position to make informed comparisons between various careers.

Good personal     7     is essential in the search for a good career. Job application forms should be filled in carefully and correctly, without grammar of spelling errors. They should also prepare properly by finding out all they can about the possible employer. When     8     information is asked for, job seekers should describe their abilities and work experience in more depth, as well as     9     their own abilities with the employer’s needs, explain why they are interested in a career with the     10     company and try to show that they already know something about the company and its activities. Interviewees should try to give positive answers and not be afraid of asking questions about anything they are unsure about.