Their results suggest that OLS estimates of skills premia in terms of both wages and employment outcomes may well provide a lower-bound estimate of the true returns to skills. But they report radically different pictures as regards the relative importance of the returns to problem-solving in technology-rich environments which 1 will refer to in shorthand as “ICT-literacy skills”. Lane and Conlon (2016), on the other hand, estimate larger returns to ICT-literacy skills and the impact of schooling on these skills is less marked than it is for literacy and numeracy1 .