Drawing on Autor et al. (2003) and Acemoglu and Autor (2011), we define the skill content of occupations using the following categories: non-routine analytical, non-routine interpersonal, routine cognitive, routine manual, and non-routine manual. Analytical skills are measured by the number of different types of documents read, length of longest document typically read, writing activities, use of math, frequency of thinking for at least 30 minutes, and frequency of learning new things. Interpersonal skills involve supervising coworkers, making presentations, contact with clients, and frequency of collaborating with coworkers. To capture routine cognitive skills, we use a measure of structured versus unstructured work captured by a scale indicating the lack of freedom a worker has to decide the way he works. Routine manual skills are defined as driving, operating machines, and repairing electronic equipment, along with a scale indicating how physically demanding the work is. Finally, non-routine manual skills are measured by the frequency of doing repetitive tasks. Table A1 in the Appendix provides more details on these variables.

We mapped the <mark>Philippines Standard Occupational Classification, that follows closely the International Standard Classification of Occupations (ISCO) 2008, to the Indonesian Classification of Occupation 1982 that is used in the Sakernas survey. We work with six occupational groups: administrative and managerial workers; professionals and technicians; clerical workers; sales and services workers; agriculture, animal husbandry, forestry workers, fishermen and hunters; and production workers, transport and equipment operators, and laborers. We combine the variables capturing each type of skill in the STEP survey into a single skill measure for each occupation following the methodology applied by Acemoglu and Autor (2011). Details are provided in the Appendix. Finally, using Sakernas information on the s</mark> hare of each occupation in total provinceindustry-year employment, we link the skill measures of each occupation obtained from STEP to the Sakernas database: � <mark>In equation (1), ω</mark> ��� <mark>is the share of occupational group</mark> _<mark>i</mark>_ <mark>in province</mark> _<mark>p</mark>_ <mark>, industry</mark> _<mark>j</mark>_ <mark>, and year</mark> _<mark>t</mark>_ <mark>total</mark> �� <mark>employment, and s is the value of skill measure</mark> _<mark>k</mark>_ <mark>for occupational group</mark> _<mark>i</mark>_ <mark>. When constructing skills measures by demographic groups –women, men, high-educated workers and low-educated workers—we use the occupational shares of each specific demographic group in each province, industry and year total employment:</mark> �� In equation (2), <mark>ω</mark> ��� is the share of occupational group _i_ in province _p_ , industry _j_ , and year _t_ total <mark>employment of demographic group</mark> _<mark>g</mark>_ <mark>.</mark> <mark>Table 1 provides a description of the skill content of each occupational group. Professionals and technicians, and administrative and managerial workers have the highest content of non-routine analytical and non-routine interpersonal skills. On the other end of the scale, production workers, transport and equipment operators and laborers, and sales and services workers have the lowest content. Sales and services workers, and agriculture, animal husbandry, forestry workers, fishermen, and hunters use non-routine manual skills, routine manual, and routine cognitive skills</mark> 7