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Developed nations have experienced a longstanding trend of reshaping the labour market's occupational structure. This trend, named job market polarization, describes how middle‐level jobs have decreased their relative share of the labour market in favour of high‐ and low‐complexity jobs. The literature has pointed to technological change as the main factor in setting this configuration, which accompanied the transition to a knowledge economy as a source of competitive advantages. Still, the narratives of technological change are anchored to specific technologies and times that do not fit the emerging challenges of the fourth industrial revolution and the increasing relevance of the digital economy. In this paper, I explore how job polarization dynamics have interacted with active labour market policies' effectiveness by focusing on job training skill premiums. I use nationally representative data to evaluate cross‐sectionally and longitudinally the relationship between job training access, job polarization, and wages. The results show that polarization poses a wage penalty while it increases the relative value of training skill premium. I discuss how the setting of a polarized market could be considered for future skill‐based interventions concerning digital technologies. [ABSTRACT FROM AUTHOR]

Lifelong education has proven to be a significant challenge in the policy arena. The combination of formal education and labor-centered institutions has pressed the development of different mechanisms to understand the role of human capital accumulation in socioeconomic mobility and organizational performance. While the narratives of lifelong education have primed labor and educational studies across developed economies, in the case of developing economies, those logics appear contested by development economics conditions. In this paper, I use the context of the expansion of the graduate educational market and its policy reforms to analyze how a developing economy copes with a change in the availability of a highly educated workforce. Using panel and pseudo-panel data, I examine the evolution of educational returns for the graduate workforce in Chile between 1990 and 2018, considering the differences between industries and public and private sectors. The results point out that there are no public-private differences and high heterogeneity across economic sectors. The policy- and individual-level consequences are discussed. [ABSTRACT FROM AUTHOR]