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1、Learning for CareersWhat kinds of career guidance and career education services do young people want in Europe and Central Asia?2024 United Nations Childrens Fund(UNICEF)and European Training Foundation(ETF)Front Cover:UNICEF/Romania/Adrian CtuDesign and Layout:Rec DesignEditing:Formato VerdeThe con

2、tents of this report do not necessarily reflect the views of UNICEF and the ETF.Reproduction is authorised,provided the source is acknowledged.FOREWORDTodays labour markets are turbulent and undergoing historic disruptions.In the face of accelerated automation,green and digital transformations,globa

3、lisation,fluctuating demographics,and recovering post-COVID-19 economies,the character of work is changing.For many this change brings about increased risks of joblessness,uncertainty,and precarious employment,young people being particularly affected by the current instability.Transitioning from sch

4、ool to work is therefore an ever more critical juncture that has consequences for the future employment,well-being,and social connectedness of the younger generation.However,rapid changes in the demand side of the labour market make decision-making about education,training,and work all the more diff

5、icult.Against this backdrop,career guidance provides an opportunity for individuals,economies,and societies to build their resilience and better adapt to these challenging times.It plays an essential part in helping economies to recover and supporting people of all ages to navigate disruptions.For y

6、oung people in particular,career guidance helps to build their capacity to make important choices about their education and career paths throughout their lives so that they may be able to visualise and plan their futures.The United Nations Childrens Fund(UNICEF)and the European Training Foundation(E

7、TF)joined forces to explore young peoples needs,sentiments,and experiences with career guidance and counseling.The purpose of this research is not only to give voice to young people but also to gain a better understanding of one of the populations that career guidance services are aimed to serve.By

8、engaging directly with young people and understanding their needs,aspirations,and realities,policymakers and technical experts can design better,more responsive,and more efficient policies.When designed effectively and supported with sustainable funding,career guidance systems can help individuals r

9、each their potential,economies become more efficient,and societies become fairer and more equitable.This report covers 11 countries in the Europe and Central Asia region,consulting with over 9,600 adolescents and young people.Its findings are essential given the socio-economic and demographic change

10、s,outmigration,persistent inequality,and insecurity that are the reality in many of these countries.This report additionally has a specific focus on Ukraine and the unique challenges facing young Ukrainians learning and career choices since the start of the war in 2022.Much is known about the supply

11、 side of career guidance systems in the selected countries,thanks to prior research by the ETF and its partners.In the 11 countries covered in this report,research has shown an overall lack of a structured career education approach from primary schooling onward.Fragmented policies and services,along

12、 with insufficient coordination and cooperation,contribute to the relative inefficiency of career guidance systems.This lack of a systemic approach to career guidance,which should have a lifelong perspective,is often linked to limited funding,where career guidance is seen as a cost rather than an in

13、vestment.On the demand side,adolescents and young people told us that they wish for services to be more individualised,responsive to their needs and situations,and more accessible,such as outside formal settings(e.g.,school)or online.In addition to learning practical skills,such as CV writing and in

14、terview skills(which many career guidance systems already provide),young people told us that they would also like to learn about the world of work,including a critical understanding of the labour market and its trends,and not simply about what occupations are out there.They would also like to learn

15、about the world of learning and education,beyond the availability of courses and programs,and understand how learning can help them to achieve their life goals.Lastly,they would also like to learn more about themselves,not just identify their interests but also know who am I”as part of making change

16、 in their lives and communities.Career guidance can achieve this and more;it can be an engine for empowerment and could have benefits for several generations.The report presents several ways forward for policymakers,career guidance providers,practitioners,parents/guardians,and the young people thems

17、elves.Building effective career guidance systems means ensuring access to career guidance for all,both within the education system and outside,working with youth organisations,civil society,and other social partners.It also means ensuring quality by developing standards,increasing investment,buildin

18、g partnerships with employment services and companies,and providing experiential learning opportunities.Career guidance should be gender transformative,encapsulate a more extensive scope of career aspirations,incorporate entrepreneurship,labour rights,and labour market intelligence,and be available

19、online and with person-centered guidance.For young people in Ukraine specifically,quality online career guidance will continue to be pivotal to their changing circumstances.Providing outreach,information,and career guidance to unserved young Ukrainians is critical.The ETF and UNICEF remain committed

20、 to working closely with young people,listening to their needs,wishes,and aspirations,and linking these insights to decision-makers,so that policies and programs can be more responsive to the realities of young people.Our common goal is to support the young generation in Europe and Central Asia as t

21、hey navigate decisions in their work and learning journey,throughout their lives,toward a more efficient,equitable,and prosperous future in the region.Pilvi TorstiDirector European Training FoundationRegina De DominicisRegional Director UNICEF Regional Office for Europe and Central AsiaACKNOWLEDGMEN

22、TSThe regional report,LEARNING FOR CAREERS:What kinds of career guidance and career education services do young people want in Europe and Central Asia?is the result of joint collaboration between the UNICEF Regional Office for Europe and Central Asia(UNICEF ECARO)and the European Training Foundation

23、(ETF).The report was drafted by Cristina Bacalso from UNICEF ECARO,and Florian Kadletz from the ETF,with contributions from Nina Ferencic,Aida Ailarova and Pagmasuren Ganbold from UNICEF ECARO,and Cristina Mereuta from the ETF.This report would not have been possible without the quantitative data co

24、llection and analysis work performed by Miriam Obibi at UNICEF ECARO and the colleagues at the UNICEF Ukraine Country Office.The ETFs stagiaires Oleksandra Nych contributed to the methodological design of the research and Veronica Fani reviewed the report.The focus group discussion approach and meth

25、odology were fully co-created and co-designed with young people.A special thanks to the UNICEF youth volunteers,Altynai Karagulova,Amar Velagi,Aurel Ukperaj,Efi Zafiropoulou,Egnald Celaj,Ema Mecaj,Filip Janjetovi,Kristina Miloradovi,Manuchehr Kurbanov,Maria Andronic,Marios Arabatzis,Altynai Karagulo

26、va,Naa Lalovi,Oleksandra Nych,Olsa Domi,Rano Dilmurodova,Sebastian Dodita,Stefan A.Trajkovik,Stefan Stojanovik,Teodora Ruzic,and Violeta Hajrizaj who also facilitated the focus group discussions using a peer facilitation approach.Thank you also to Kansu Ekin Tanca from UNICEF ECARO and Elena-Venera

27、Ionita from the ETF for the administrative support,Formato Verde for copy-editing andRec Design for layout.Special thanks to our colleagues in the UNICEF Country Offices for engaging youth from the ECA Region in this research project.Young people have been involved from the conceptualised stage all

28、the way to the final review of the report.Our sincere thanks to the over 9,600 young people who participated in the U-Report polls and focus group discussions,thereby contributing significantly to the findings of this report.We hope that these voices will both be heard and inform dialogue and policy

29、making processes toward better and more effective and sustainable career guidance support in Europe and Central Asia.Table of ContentsFOREWORD .3ACKNOWLEDGMENTS .5EXECUTIVE SUMMARY .11INTRODUCTION .14FINDINGS .20SECTION 1.THE STATE OF PLAY RELATED TO CAREER GUIDANCE SERVICE OFFER .20Policy Implicati

30、on 1:Develop quality standards for career guidance .22Policy Implication 2:See career guidance as an investment,not a cost .22SECTION 2.THE REALITY OF ACCESS TO CAREER-RELATED INFORMATION AND SUPPORT FOR YOUNG PEOPLE .23.27Policy Implication 3:Support entrepreneurial learning and education on labour

31、 rights SECTION 3.WHAT TYPES OF CAREER-RELATED INFORMATION AND SUPPORT YOUNG PEOPLE WISH FOR .28Policy Implication 4:The need for more experiential learning opportunities .30Policy Implication 5:Build strong partnerships with the world of work .31SECTION 4.CHOOSING A PROFESSION:HOW YOUNG PEOPLE LOOK

32、 FOR INFORMATION AND SUPPORT .32Policy Implication 6:Provide quality online and digital guidance services .35SECTION 5.MY FUTURE PROFESSION:WHAT MATTERS MOST TO YOUNG PEOPLE .36Policy Implication 7:Focus on person-centered guidance .38SECTION 6.EXPECTATIONS ABOUT FUTURE PROFESSIONS AND EDUCATION.394

33、8Policy Implication 8:Aim to enlarge the scope of career aspirations through gender transformative career guidance .48Policy Implication 9:Provide labour market and skills intelligence .SECTION 7.FOCUS ON UKRAINE AND THE IMPACT OF WAR ON LEARNING AND WORKING .49Policy Implication 10:Ensure quality o

34、nline career guidance for Ukrainian youth,domestically and abroad .53Policy Implication 11:Target young Ukrainians unserved by career guidance .53CONCLUSIONS AND WAY FORWARD .54FiguresU-Report polls:May August 2023(total respondents:9,471).18Focus Groups:October November 2023(total participants:139)

35、.19Figure 1 Access to information and support.23Figure 2 Aspirations for career guidance in the future .28Figure 3 Current sources of information and support .32Figure 4 Factors that matter most to young people in a future profession .36Figure 5 Expected future professions .39Figure 6 Expected futur

36、e professions:By job .41Figure 7 Desired level of education .43Figure 8 Desired level of education(university degree only).44Figure 9 Desired level of education,by occupation .46Figure 10 Desired level of education,by occupation(cont.).46Figure 11 Personal vision after the escalation of the Russian

37、war on Ukraine .49Figure 12 Use of career guidance sources from Ukraine after fleeing abroad .50Figure 13 Use of career guidance services in host country .51Figure 14 Preference for professions supporting the reconstruction of Ukraine .52TablesTable 1:Major groups of occupations,skill level,and mini

38、mum education requirements .45Photo credit:UNICEF/Romania/Adrian HolergaAbbreviations and AcronymsCITUB Confederation of Independent Trade Unions in BulgariaCMS Career Management SkillsECA Europe and Central AsiaECARO Europe and Central Asia Regional OfficeETF European Training FoundationETF CGC Eur

39、opean Training Foundation Lifelong Guidance System ReviewsEU European UnionICT Information and communications technologyILO International Labour OrganizationISCED International Standard Classification of EducationISCO International Standard Classification of OccupationsLLL Lifelong LearningMINT Math

40、ematics,Informatics,Natural sciences,and TechnologyNEET Not in Education,Employment or TrainingNGO Non-Governmental OrganisationOECD Organisation for Economic Co-operation and DevelopmentPES Public Employment ServicesSDGs Sustainable Development GoalsUNESCO United Nations Educational,Scientific and

41、Cultural OrganizationUNICEF United Nations Childrens FundVET Vocational Education and TrainingPhoto credit:European Training Foundation/GeorgiaLearning for careers|11Executive Summary1 Under UNSC Resolution 1244Knowing about the preferences,needs,and wishes of young people is an important preconditi

42、on to successful career guidance policies and services.The European Training Foundation(ETF)and the UNICEF Europe and Central Asia Regional Office(ECARO),in collaboration with young people,conducted polls and held focus groups to understand the needs of young people aged 14-34 regarding career guida

43、nce.The study covered Albania,Bosnia and Herzegovina,Greece,Kosovo1*,Kyrgyzstan,Montenegro,North Macedonia,Romania,Serbia,Ukraine,and Uzbekistan.Young people want to learn for life,and career education and guidance that integrates life skills and career learning enables them to do this.Fit-for-purpo

44、se career guidance should ideally be:a systematic combination of structured career education programs(as part of curricula throughout formal education,to be able to reach whole generations),quality online self-learning and self-help opportunities;and person-centered career guidance service offered o

45、utside of school,both face-to-face and online.Current career guidance offers fall short of what youth needInstead,young respondents painted a picture of a shockingly high level of limited to no access to guidance.Current services are focused on a traditional approach,consisting of interest,personali

46、ty trait,and aptitude testing,providing information that aims to match learning and job opportunities.However,these services occur at specific transition points,typically during the last grades of primary or secondary education.Considering the changes in the labour markets and societies,those one-of

47、f interventions contradict the need for empowering all individuals through career management skills development.These skills are required in order to develop durable human or life skills that help manage lifelong transitions.Moreover,only about one-in-five respondents said they“Learn about self-empl

48、oyment and support to create their own business”(22.1 per cent)or“Understand my rights at work and how to find a quality job”(21.7 per cent).Hence,services currently even fall short on information provision.What I do not know,I cannot like:Young people are seeking practical experienceYoung people pa

49、rticipating in polls and focus groups overwhelmingly showed a preference for practical experience,out-of-the classroom opportunities,and skills generated outside the traditional school curriculum.Such experiential learning increases the relevance of academic learning for their lives and their future

50、,enabling them to better understand and appreciate how school can link to their future career goals.This enhances academic achievement and attainment,helps reduce dropouts and mismatch,and contributes to gender equality.For societies as a whole,career guidance is an investment,not a cost.12|Learning

51、 for careersTraditional methods of career guidance are outpaced by preference for online toolsWhen asked where they get their information and support when choosing a future profession,more than half of the respondents chose“Internet searches,websites”(56.7 per cent),followed by“Social media,chat roo

52、ms/message boards,online tutorials”(38.7 per cent),and“Parents”(32.5 per cent)and“Friends”(32.0 per cent),with limited importance given to“Youth NGOs,youth centers”(11.6 per cent),“School career counselors”(8.6 per cent),and“Public employment offices”(8.7 per cent).The dominance of unstructured self

53、-help provides insights on the quality and adequateness of existing services.As the role of parents remains dominant,this underscores the need for them to be supported as a reliable source of help.Young people want a profession that matches their skills and interestsOverwhelmingly,young people wish

54、for a profession that matches their skills and interests;however,they are very concerned about skills mismatch and working conditions that do not allow for such alignment.Respondents stressed the importance of life and career management skills to support their emotional development and personal grow

55、th;they consider these to be foundational to their professional development.Consequently,there is a strong call for structured career education which follows a holistic human empowerment approach throughout formal education and during the school-to-work transition period.Career aspirations of young

56、people remain limited to traditional careersIn line with other research,respondents showed a limited scope of career aspirations,with traditional careers such as teachers,doctors,or nurses being predominant.This finding is deeply concerning,as it highlights how the current state of career guidance d

57、oes little to broaden the scope of career aspirations and how it has failed to showcase the opportunities presented by the green and digital transitions.A broader scope of potential career options could also contribute to overcoming gender stereotypes.Undoubtedly,the role of formal education must pl

58、ay a stronger role in becoming a place for career learning and discovery of more extensive career options.Educational aspirations of young people mirror parental and societal expectationsOver eight-in-ten respondents said that they intend to complete some level of tertiary education(81.9 per cent),s

59、howing extremely high expectations that may not necessarily align with either labour market or skill needs.Moreover,a preference for tertiary education tends to ignore the opportunities provided by vocational education and training(VET)in terms of wages,careers,and job satisfaction.Instead,VET often

60、 has a negative reputation as a place for low achievers.A preference for higher education as the best choice increases the risk of being mismatched and even becoming a young person not in employment,education,or training(NEET)in economies that still require an upper secondary educated Learning for c

61、areers|13workforce.Career guidance can play a crucial role in guiding both young people and parents/guardians to prevent such biased education aspirations.Many young Ukrainians lack access to career guidance servicesCareer guidance systems require a special focus on young Ukrainians.There are many y

62、oung Ukrainians,both in Ukraine(including displaced persons)and abroad,that lack access to guidance services.More active outreach is needed,both face-to-face and online,as well as more holistic online services for self-help and self-learning.Personal guidance is also required to meet the needs of th

63、is particularly vulnerable group of young people in a difficult context.ConclusionIn conclusion,in a context of a changing jobs market,a more diversified education and training provision,and increasingly complex learning and career pathways,people need relevant,timely,and easily accessible guidance

64、to make informed decisions.By understanding the needs,wishes,and preferences of young people,more effective and efficient policies and services may be formulated.Building career guidance systems across education,employment,youth,and social inclusion sectors that respond to the needs of individuals a

65、nd groups of population must lie at the heart of efforts to build lifelong learning systems.The strong interlinkages between career development support,lifelong learning,and the requirement of all countries to ensure quality education,economic,and social outcomes highlights the relevance of career g

66、uidance and makes the case for its prioritisation.Lifelong career guidance is a catalyst for policies aiming at economic growth,social equity,and innovation closely aligned with the United Nations Sustainable Development Goals(SDGs)and the European Unions renewed employment,skills,and social inclusi

67、on focus reflected in the European Pillar of Social Rights,reinforced Youth Guarantee,and the recommendation on vocational education and training(VET)for sustainable competitiveness,social fairness,and resilience.Photo credit:UNICEF/Ukraine/Anna Markel14|Learning for careersINTRODUCTION2 https:/www.

68、etf.europa.eu/en/publications-and-resources/publications/investing-career-guidance 3 Ibid.4 See European Lifelong Guidance Policy Network(ELGPN)https:/www.elgpn.eu/publications/browse-by-language/english/elgpn-tools-no-3.-the-evidence-base-on-lifelong-guidance/and OECD https:/www.oecd.org/education/

69、career-readiness/in particular:longitudinal analyses Experiencing the workplace:the importance and benefits for teenagers and Career readiness in the pandemic:Insights from new international research for secondary schools 5 In 2022,the ETF reviewed the state of career development support systems in

70、10 countries Albania,Bosnia and Herzegovina,Kosovo*,Montenegro,North Macedonia,Serbia,Armenia,Azerbaijan,Georgia andUkraine,and produced two regional reports Western BalkansandEastern EuropeThere is wide global consensus that career guidance has never been as important as it is today.The changes in

71、the labour market and in our societies have been so rapid and profound that career guidance is becoming a crucial element that can empower people to manage manifold transitions throughout their lives.2 Career guidance describes the services which help people of any age manage their careers and to ma

72、ke the educational,training,and Focus of the researchThe European Training Foundation(ETF)and the UNICEF Europe and Central Asia Regional Office(ECARO)conducted polls and focus groups to better understand the needs,views,sentiments,and experiences of young people,mainly between the ages of 14 and 34

73、,in relation to career guidance.The geographical focus of the research was on select countries in the Europe and Central Asia region,specifically covering Albania,Bosnia and Herzegovina,Greece,Kosovo*,Kyrgyzstan,Montenegro,North Macedonia,Romania,Serbia,Ukraine,and Uzbekistan.The research was co-des

74、igned and conducted in close collaboration,and with the full participation,of young people.This initiatives main objective has been to generate occupational choices that are meaningful to them.3 Scientific research proves the positive effects guidance has on individuals,organisations,and societies.4

75、 While important insights have been gained about existing career guidance policies and services5,more needs to be done to better understand the specific needs of individuals and groups,in particular the needs of young people in countries covered by this report.new evidence on career guidance demand

76、and expectations among the young generations in these 11 countries and beyond.This is particularly important against a backdrop of existing policies and services,as well as ongoing reforms in the countries covered in this report and given the significant socio-economic changes,especially the acceler

77、ation of digitalisation,fragmentation of the labour markets,outmigration,unequal opportunities,and other rapid changes that these countries are experiencing.This research aims to contribute toward ensuring that career guidance policies and services effectively meet the evolving needs Learning for ca

78、reers|156 See ETF(2020):International trends and innovation in career guidance Volume I.Thematic chapters.URL:https:/www.etf.europa.eu/en/publications-and-resources/publications/international-trends-and-innovation-career-guidance-0 7 See ETF,ILO(2021):Developing national career development support s

79、ystems.URL:https:/www.etf.europa.eu/en/publications-and-resources/publications/developing-national-career-development-support-systems sluggish post-pandemic recovery,deepening inequalities,insecurity,and conflicts.and expectations of young individuals.This is especially pivotal in the context of hig

80、hly transformative labour markets and societies,ContextOverall,prevailing career guidance approaches and processes in the countries covered do not seem to have adapted yet to new realities.6 On the supply side,there is a strong focus on providing transition support based on interest and personality

81、testing,the related provision of information about matching jobs and education opportunities is still predominant.CV writing and job-interviewing support is also given.While these are key elements of career learning,they are insufficient.Countries are challenged with offering dedicated career educat

82、ion programs as part of curricula that help support young people and also prevent negative outcomes,such as dropouts and mismatch.This is partly due to the difficulty countries face in setting up and updating dedicated qualifications,standards for competences,and services of guidance practitioners,a

83、s well as limited continuous training offers for career counselors.Fragmented online and digital services,not tailored to user needs and not leveraged to overcome resource,efficiency,and effectiveness limitations,must be added to this list.On the demand side,the socio-cultural context,and other fact

84、ors such as the limited trust among young people in relation to formal institutions,their experiences of social exclusion,their limited opportunities to make autonomous decisions or even participate in decisions affecting their lives,their often unrecognised needs for mental health and psychosocial

85、support,as well as a range of other vulnerabilities related to insecurity,displacement,mobility and other factors experienced during adolescence may not be conducive to seeking guidance,counseling,and support.Undoubtedly,all this is tied to limited funding of career guidance that is still mostly per

86、ceived as a cost rather than an investment,as well as the inefficiency caused by fragmented policies and services,insufficient coordination and cooperation between state stakeholders themselves and state and non-state stakeholders,which collectively results in the lack of a systematic approach to ca

87、reer guidance in a lifelong perspective.While countries have made great progress over recent years,including due to substantial donor support,there is still a long way to go to set up lifelong guidance systems.7 Individuals undoubtedly have a great responsibility for their own career development,but

88、 the knowledge,skills,and attitudes as well as availability of social networks that empower individuals to access and sustain decent work and successfully manage transitions within and between learning and decent 16|Learning for careerswork,are always seen within the limitations of broader contextua

89、l factors.These include jobless growth,access to support services,the quality of the education and training offer,the labour market conditions and trends at global,national,regional,and local levels such as aging/demographic shifts,digitalisation,trade challenges,migration,climate change,conflicts a

90、nd displacement,and finally very important aspects related to gender,age,and ethnicity.Individuals and especially young people can therefore not bear the full responsibility 8 See Global Careers Month related activities and results:https:/www.skillsforemployment.org/skpEng/iagevent 9 https:/www.etf.

91、europa.eu/en/publications-and-resources/publications/key-indicators-education-skills-and-employment-2022 for career difficulties like unemployment or inactivity,because contextual factors are out of their sphere of influence and must be tackled by governments in cooperation with social partners.8 Su

92、ccessful lifelong guidance clearly requires so much more than a good professional relationship between a guidance practitioner and a beneficiary,young or adult.It requires a systemic approach,with strong cooperation and collaboration,funding,quality assurance,access for all and wider reforms in educ

93、ation,employment,youth,and social inclusion sectors.The joint ETF-UNICEF ECARO initiative aims to support policymakers and technical experts in their efforts to deliver successful lifelong learning career guidance,and to engage youth,one of the key target groups,in decision-making on policies,progra

94、ms,and standards relating to career guidance systems.Youth participation in policy and program design is needed to ensure that the offer takes into consideration their needs,aspirations,and realities,so that they are able to make smooth transitions when presented with choices about education and tra

95、ining throughout their lives.Use of the resultsOne of the large-scale initiatives in Europe that support young peoples successful transitions from learning to earning is the Youth Guarantee.This initiative looks both at preventive policies and services,mainly career education and career guidance in

96、education but also youth policies and services,and reactive measures,specifically active labour market policies and measures focused on young people who are not in education,employment,or training(NEETs).The NEET group still represents a relatively large proportion of young people in the countries c

97、overed in this report.9The findings of this research can,for example,contribute to the outreach and career guidance measures included in the Youth Guarantee implementation plans in the Western Balkans and in the education,employment,and youth activities in Eastern Partnership and Central Asia countr

98、ies.Many of these measures are implemented with the European Unions support and reflect education and employment priorities included in the European Pillar of Social Rights and the UNs Sustainable Development Goals.Moreover,it supports the prioritisation of better and more equitable working conditio

99、ns as demanded Learning for careers|17by young people and youth organisations,such as the campaign for quality internships and traineeships led by the European Youth Forum.10The reports findings can also be utilised by countries that wish to revisit career guidance standards and service delivery(inc

100、luding modes of delivery in a digitalised world),(re)training of practitioners,and reflection of new dimensions of career guidance and counseling,10 https:/www.youthforum.org/news/open-letter-commission-must-guarantee-legislation-on-quality-internships particularly social inclusion,wellbeing,and men

101、tal health.The study not only aims to recommend customised career guidance services but also to shape these services to address the unique challenges faced by youth,including vulnerable groups such as NEETs,those with disabilities,and migrants or displaced adolescents,ensuring a holistic approach to

102、 their lifelong learning and career development.MethodologyThis report represents the voices,views,sentiments,and experiences of young people regarding career guidance and counseling,as well as career education.The information for this report was collected through U-Report polls,UNICEFs social messa

103、ging tool and data collection system,conducted by UNICEF in May August 2023 with youth aged 14-34 from 11 countries in Europe and Central Asia(Albania,Bosnia and Herzegovina,Greece,Kosovo*,Kyrgyzstan,Montenegro,North Macedonia,Romania,Serbia,Ukraine,and Uzbekistan),with a total of 9,471 respondents

104、participating in the polls.Young people were also asked to share their thoughts and opinions in participatory focus groups designed to encourage their involvement.A core group of 1-2 young volunteers aged 14-34 from each country participated in the co-design of the focus group methodology in Septemb

105、er October 2023.Co-design meant that young people,together with research staff at UNICEF,worked together to devise the facilitation approach,themes,questions,and guidebook,which included step-by-step instructions and resources for implementing the focus groups.Young volunteers also participated in o

106、nline training sessions relating to career guidance,ethics,research with children,and facilitation skills.The same young volunteers then facilitated the focus group discussions between October November 2023 with youth aged 14-34 from the same 11 countries in Europe and Central Asia,with a total of 1

107、39 participants.Focus groups were held in local languages,both in-person and online.Focus groups held with youth based in Ukraine,or Ukrainian youth abroad,were held exclusively online.Participants for focus groups were recruited through UNICEF country offices and their social partners in local comm

108、unities,with specific attention paid to recruiting youth from diverse socioeconomic,ethnic,cultural,and other backgrounds,including youth with disabilities.The focus groups were conducted using a peer facilitation model by young facilitators,focused on an informal approach with interactive workshop

109、methods and games.Participants were given the opportunity to freely express their opinions,in a manner in which they felt comfortable,including through icebreakers,polls,small group work,and writing ideas on sticky notes.18|Learning for careersThis research was governed by a strict ethical and child

110、 safeguarding protocol.Facilitators requested and obtained the informed consent of the participating youth.In the case of adolescents who had not attained the age of legal majority,informed consent was given by their parent(s)or guardian(s),while older youths gave their own informed assent.The data

111、collection process centered entirely around adolescents and youths.Participatory gender-and age-appropriate activities were used in the process of formulating the U-Report questions and for the focus group discussions.U-Report polls:May August 2023(total respondents:9,471)Respondent by GenderOther4,

112、4%Male34,3%Female61,2%Respondent by AgeRespondent by parental education attainment(SES)1,2%42,8%33,0%12,0%5,9%5,0%0,0%10,0%20,0%30,0%40,0%50,0%0-1314-1819-2425-3435+N/A10,2%22,5%22,5%41,3%3,5%0,0%5,0%10,0%15,0%20,0%25,0%30,0%35,0%40,0%45,0%Below high schoolFinished highschoolFurther educationafter h

113、igh schoolUniversityDont knowLearning for careers|19Focus Groups:October November 2023(total participants:139)Participant by genderMale40,3%Female59,7%Participant by age36,8%41,2%21,9%0,0%10,0%20,0%30,0%40,0%50,0%14-1617-2021-24Photo credit:European Training Foundation/Georgia20|Learning for careers

114、FINDINGSSection 1.The state of play related to career guidance service offer11 Cedefop,European Commission,ETF,ILO,OECD,UNESCO(2021).12 ETF(2022a):A review of national career development support systems in the Western Balkans.URL:https:/www.etf.europa.eu/en/publications-and-resources/publications/re

115、view-national-career-development-support-systems-western;ETF(2022b):A review of national career development support systems in Armenia,Azerbaijan,Georgia and Ukraine.URL:https:/www.etf.europa.eu/en/publications-and-resources/publications/review-national-career-development-support-systems-armenia13 S

116、ee ETF career guidance website with all publications:https:/www.etf.europa.eu/en/what-we-do/career-guidance-0 Effective and efficient career guidance systems should be systematic,well-coordinated,and cross-sectoral,providing seamless lifelong support within a context of stable and appropriate fundin

117、g,enabling all those who require career development support the ability and the right to access it.11 Obstacles to achieving this system require understanding bottlenecks in both the demand and the supply of career guidance systems.On the demand side,this research centers around a comprehensive cons

118、ultation with young people across 11 countries,examining their needs,sentiments,and experiences with career guidance and counseling.However,before exploring the voices of young people,a look at the supply side of career guidance systems in these countries,namely the current state-of-play at the poli

119、cy and programmatic levels,is in order.The ETF lifelong guidance system reviews(ETF 2022a,ETF 2022b)12,hereinafter the ETF CGC reviews,reveal an overall lack of a structured career education approach from primary schooling onwards.Ideally,career guidance should aim to both prevent dropouts and misma

120、tch and support integrated life skills and career learning so as to develop career management skills that empower individuals to manage manifold transitions over a lifetime.However,research shows that systems are in fact rather fragmented,insufficiently coordinated,and lacking in a lifelong perspect

121、ive.Review findings can be summarised in brief as such:13 Albania has elective career education modules in the last year of high school,meant rather for the undecided youth and those not continuing learning at university level,while in VET,career education or vocational orientation is an integral pa

122、rt of the school curriculum,and higher education institutions offer career and alumni offices.Outside of school,the capital Tirana offers a career guidance center to assist youngsters and adults who are seeking employment,together with the Public Employment Services(PES).Non-Governmental Organisatio

123、ns(NGOs)and social partners have a limited role,except through donor support,and the weak labour market information system and limited use of ICT for career guidance reduce the effectiveness of initiatives.Learning for careers|21Bosnia and Herzegovina,across regions,integrates basic careers informat

124、ion in general education and some practical learning in VET,while at university level,career development centers and alumni associations,where they exist,provide support on request.Donors support NGOs and social partners to provide some guidance services out of school.In contrast,Greece14offers care

125、er guidance in secondary education as a personal service,as a structured career education program and actively involves subject teachers and parents.VET providers offer the subject school career guidance and have established career development offices,while universities offer employment and career s

126、tructures.Online guidance portals and digital tools complement such support to young people outside of education settings,next to PES.Kosovo*implements career education as an elective module in grade eight and a compulsory module in the ninth grade in lower secondary schools,while some VET providers

127、 offer career centers,and universities run career offices.The Kosovo*Youth Council supports youth in the building of their academic and professional goals.Diverse online portals on education and the labour market provide support outside of education,next to PES.Kyrgyzstan15 has adopted a guidance st

128、rategy,but it is not implemented.In Uzbekistan16,no strategy exists.In both contexts,there are very 14 See Cedefop:https:/www.cedefop.europa.eu/en/country-reports/inventory-lifelong-guidance-systems-and-practices-greece-0 15 See ETF(2020):https:/www.etf.europa.eu/sites/default/files/2021-03/04_trp_e

129、tf_assessment_2020_kyrgyzstan.pdf,ETF 2021)https:/www.etf.europa.eu/en/publications-and-resources/publications/building-resilient-generation-central-asia-and-europe ETF(2017)https:/www.etf.europa.eu/sites/default/files/m/4BB614E89ABF40E1C12581FE002C9979_TRP%202016-17%20Central%20Asia.pdf and UNESCO-

130、UNEVOC:https:/unevoc.unesco.org/wtdb/worldtvetdatabase_kgz_en.pdf 16 See https:/www.etf.europa.eu/sites/default/files/m/2CA24F9B929F94ECC1258137004CB5C3_TRP%202016-17%20Uzbekistan.pdf 17 See Cedefop:https:/www.cedefop.europa.eu/en/country-reports/inventory-lifelong-guidance-systems-and-practices-rom

131、ania#career-guidance-for-school-pupils limited guidance services offered.This also explains high dropout rates and mismatch after education,although online support and PES services are offered outside of education.Montenegro considers career education as an elective subject,primarily in the last gra

132、de of primary and secondary school,and the University of Montenegro has set up a career center,while VET is lagging behind.In line with the Law on Youth,youth clubs or youth centers are being set up but not yet playing a role in guidance outside of education.Online sources are missing or are very li

133、mited.North Macedonia ensures career guidance in the final years of primary education,has established career centers in some secondary schools,and gives VET providers a role in career guidance,while all universities have to open a career center.Some online support is provided,centrally by the nation

134、al Euroguidance center,and youth centers shall play a role in guidance at a municipality level in the future.Romania17 rolled out a very modern,fit-for-purpose career education learning program in primary and secondary education,integrating life skills and career learning,and the subject counseling

135、and guidance in VET as well as career counseling and guidance centers and learning initiatives in higher education.This is accompanied by online support and PES offers outside of education.Serbia set up 22|Learning for careerscareer guidance teams in(selected)primary and secondary education and VET

136、to deliver services,as well as career development centers in universities in line with national guidance standards.Youth offices provide career info points and career centers,while online portals like the platform of the national employment service and the national Euroguidance center offer solid di

137、gital guidance.Ukraine integrated career guidance into its new state educational standards under the framework of the New Ukrainian School18,a key reform of the Ministry of Education and Science,and beyond that,envisions career centers in VET,while PES deliver guidance also to school students.The na

138、tional youth center 18 https:/decentralization.ua/en/education/nova-ukrainska-shkolaand its affiliates closely cooperate with NGOs and the business sector in organising career guidance activities outside of education,which is accompanied by a vast online support offer.In this context,understanding t

139、he demand side of career guidance systems through young peoples views,experiences,and aspirations becomes ever more important.Effective career guidance can help individuals reach their potential,economies to increase their efficiency,and societies to become fairer.Considering the needs of young peop

140、le will help systems point toward lifelong approaches to learning,supporting young people in career and learning decisions throughout their lifetimes.Policy Implication 1:Develop quality standards for career guidanceQuality standards for career guidance.A starting point for a holistic approach to ca

141、reer guidance within and outside of education must be relevant standards for career guidance across education,employment,social inclusion,and youth sectors in a lifelong perspective that build the basis for initial and continuous education and training of practitioners,validation of prior learning o

142、f practitioners,provider accreditation,and quality assurance.The development or revisiting of existing standards can be a catalyst for the necessary inter-sectorial cooperation and coordination.Policy Implication 2:See career guidance as an investment,not a costCareer guidance as an investment,not a

143、 cost.Budgeting for a full-time career guidance professional per school is a key investment in quality services that help to reduce dropouts,increasing educational attainment and academic achievement as well as facilitating smoother education to work transitions and even leading to better earnings a

144、nd job satisfaction.The study findings show the limited role of career guidance practitioners in the lives of young people.Instead,this role is occupied by volunteering teachers who offer services in their free time,or test-driven interventions of school psychologists who do not provide the type of

145、service needed and even drive young people away from professional career guidance services.This highlights the fact that half-hearted solutions are not actually solutions,underscoring how important it is to understand the needs of young people and allocate sufficient resources for in-school career g

146、uidance and counseling.Learning for careers|23Section 2.The reality of access to career-related information and support for young peopleFigure 1 Access to information and supportWhat types of information or support do you have access to now?I get support to:(%of respondents)0,0%5,0%OtherI did not le

147、arn about any of the above10,0%15,0%20,0%25,0%30,0%35,0%40,0%Learn about self-employment and support to create own businessUnderstand job and economic trendsFind opportunities to learn by workingLearn about different jobsUnderstand my skills and interests25,1%37,0%34,5%21,7%25,0%22,1%14,7%Source:U-R

148、eport polls,May-August 2023.Note:Number of respondents is 7,313.Multiple selection possible.To understand the reality of access to career guidance in each country,we asked young people what types of career-related information and support they currently have.Through polls using UNICEFs social messagi

149、ng tool and data collection system,U-Report,as well as peer-led focus groups held across the 11 countries,young people revealed that the current career guidance offer in their countries are not fit for purpose.Most systems offer information and knowledge about careers,with experiential learning bein

150、g a rare occurrence.The U-Report cross-country results reveal that 37.0 per cent of respondents said they currently get support to“Understand my skills and interests”.This is followed by over one-third saying that they“Learn about different jobs”(34.5 per cent).The results do not show major differen

151、ces by gender.These results mirror the ETF CGC reviews insights:countries focus on traditional interest,personality trait,and aptitude testing and the provision of information about matching learning and job opportunities at specific transition points in the final grades of primary or secondary educ

152、ation.Considering the changes in the labour markets and societies,those one-off interventions stand in contradiction to the need to empower individuals through career management skills development so as to foster durable human or life skills that help manage lifelong transitions.CV writing skills wi

153、ll not magically be effective.Around one-quarter further stated they receive support to“Find opportunities to learn by working”(25.1 per cent)and“Understand job and economic trends”(25.0 per cent),such as labour market conditions,employment rates,and wages.This result supports the analysis of a rath

154、er limited guidance focused on learning 24|Learning for careersabout occupations and little support to young people to create a critical understanding of the economy and its impacts on the environment,on society,and on oneself.For example,understanding the impact of working in the informal economy o

155、n oneself,ones family,community,and society is pivotal.While acquiring information about professions,salaries,and working conditions is crucial,concentrating solely on these aspects can be limiting.A more comprehensive approach involves encouraging critical thinking as a foundation for empowerment,m

156、otivating individuals to seize control of their lives and proactively pursue meaningful actions.It is reassuring that learning through work experience is available,and education and employment stakeholders should work together to further extend such opportunities so that it becomes a standard offer

157、to young people preparing for the school-to-work transition.Only about one-in-five respondents said they“Learn about self-employment and support to create own business”(22.1 per cent)or“Understand my rights at work and how to find a quality job”(21.7 per cent).Given the jobless growth and difficult

158、labour market situations in many countries,career guidance should more strongly entail support related to entrepreneurial mindset development,aid to self-employment,and connections to start-up support.Furthermore,offering learning opportunities about labour rights,preferably in close cooperation wit

159、h trade unions and experts,is usually overlooked.Instead,cooperation with companies and employer representatives is currently prioritised;this should be reversed to establish equal social partnership.19 See ETF(2022):https:/www.etf.europa.eu/en/publications-and-resources/publications/key-indicators-

160、education-skills-and-employment-2022 14.7 per cent further said that they did not get any information or support for career guidance.Those 14.7 per cent are even more worrying when we consider that a significant number of youth in the labour market are less active,inactive,and NEETs19.This lack of a

161、ccess exacerbates existing social inequalities and gender inequalities,with young girls being typically over-represented in the NEETs group.In line with ETF CGC review results,outreach to ensure access to career guidance is a key service that is rarely offered in the countries covered and therefore

162、needs to be scaled up in close partnership with those closer to this group,with youth organisations,other NGOs and social partners,and youth and social workers,being those who would require training in career guidance.In some cases,results by country reveal differences in types of information and su

163、pport that young people currently have access to,reflecting the focus of the service provision and labour market opportunities and challenges.For example,in Kyrgyzstan,over 40 per cent of respondents benefit from information to understand job and economic trends.In the same country as well as in Rom

164、ania,one third of respondents mention access to Understand my rights at work and how to find a quality job.In Bosnia and Herzegovina and Uzbekistan,the following choice was the predominant type of access(over 30 per cent of respondents):To learn about self-employment and support to create my own bus

165、iness.With regard to this first topic of the research,the focus group participants confirmed and primarily agreed that they have access and support to understand their own skills and interests.Sometimes,this support was given during conversations with a career counsellor,such as in Kosovo*and Kyrgyz

166、stan.In Serbia,Learning for careers|25participants spoke about how volunteering has helped them learn more about their skills,as well as acquire new ones.Other participants,like in Montenegro and Ukraine,said that they knew very little about what skills they had,and instead reflected on how understa

167、nding ones interests seemed more approachable than understanding skills at younger ages;understanding ones skills only comes with age,participants said,as part of a growing up process.This discussion about understanding ones skills highlights how important experiential learning is:for instance,by wo

168、rking as intern,one can understand what it takes,what one can and cannot yet do,and if a certain career really is of interest.Interest develops only through experience.What I do not know,I cannot like.This has important implications for career education and career guidance,which needs much more expe

169、riential learning through job shadowing,company visits,mock interviews,student companies,community learning,projects,internships,and apprenticeships.This type of learning,along with the provision of information,is essential in order to help young people develop interests,which traditional schooling

170、is struggling to achieve.This stresses another positive effect of career guidance:learners develop an increased understanding of the relevance of academic learning for their lives and their future,which enhances academic achievement and attainment.This is also relevant for gender equality.In a nutsh

171、ell,all the initiatives implemented worldwide so far are very limited in effect to motivate girls and women to move into typical male technical education and occupations,or boys and men into non-traditional careers.Nonetheless,there are some successful 20 https:/ibw.at/en/resource/download/2195/ibw-

172、researchbrief-109-en,pdf examples,and those are focused on(a)allowing for regular real practical experiences from very early schooling onwards,and(b)providing regular information about a wide range of work life,often through the use of role models and peers like women in mathematics,informatics,natu

173、ral sciences,and technology(MINT)education or professions.The success model is:one can only get excited about something one knows.Additionally,a study20 found new aspects related to early childhood experience:when being exposed to regular play with building blocks(like Lego)and regular repairing at

174、home(from bicycles to building an IKEA cupboard etc.),there is a positive effect on the interest in technical learning and on choosing a technical profession,which has implications for pedagogy in primary and secondary schools.In conclusion,the role of career guidance has to be a neutral,evidence an

175、d fact-based service that exposes all young people to work life from an early age so as to intentionally go beyond female and male jobs and allow all youth to have the experiences and allow for the development of interests.Parents/guardians are to be strongly involved.The other aspect to understandi

176、ng ones skills is that the first transition decision should be taken wisely;but-and this cannot be stressed enough-young people should be aware that their first decision is not for a lifetime.Throughout their lives,they can and will have to take further career decisions sooner or later.This should r

177、elieve the pressure of the first transition decision,as this decision is merely setting a general direction based on opportunities,interests,and aspirations.It is important to inform youth about the wide range of opportunities and provide avenues for gaining experience with a wide range of options.I

178、t also highlights another key area of career management skills learning:26|Learning for careersunderstanding life as a learning journey,in which one is the agent.Career guidance needs to emphasise the importance of engaging in lifelong learning for individuals as agents of change in their own lives,

179、in control of their opportunities.This additionally brings positive effects for oneself and others,thereby also supporting learning-to-learn skills.Focus group participants also described how their primary source for learning about different jobs is through their own job search and discovering job o

180、pportunities.A small group of participants had the opportunity to learn about job and economic trends.This confirms the above results about the limited scope of career guidance provision,and the insufficient development of labour market and skills intelligence systems21.For example,in Montenegro and

181、 Uzbekistan,focus group participants felt that the information about the world of work and economics was not easily accessible to young people and,as a result,does not receive enough attention.In conclusion,the lack of career learning programs therefore fails to support a critical understanding of t

182、he labour market,its trends,opportunities,and shortcomings,and parents/guardians are also not supported to provide this assistance to young people.Many focus group participants further expressed that while they did not know a lot about their rights at work,they felt that this would be a valuable thi

183、ng to learn.Indeed,in Greece,participants were surprised to see that only a small percentage of respondents receive support to understand their rights at work and how to find a quality job.In North 21 https:/www.etf.europa.eu/en/what-we-do/skills-intelligence22 https:/www.youthforum.org/news/open-le

184、tter-commission-must-guarantee-legislation-on-quality-internships 23 ETF carried out a series of consultations with trade unions,business representatives,and other stakeholders on their role in developing skills for enterprises,including career guidance services(as part of ETFs initiative Skills for

185、 Enterprise Development).Macedonia,a participant spoke about a recent experience with an internship,where many of their fellow interns did not know their working rights.Fortunately,there were no real issues in the workplace.However,participants were generally cautious about internships.In Ukraine,th

186、e fact that volunteering and internships can sometimes feel like they are not valuable learning or work experiences was brought up.Therefore,quality experiences,namely those with adequate labour protections and of good educational value,are important.In Uzbekistan,participants pointed out that when

187、internships are either unpaid or low paid,they are only accessible to those young people who can afford them,as costs related to travel and meals have to be borne by the young person.This clearly links to the broader need for social partnerships to support forms of work-based learning,such as appren

188、ticeships and traineeships,in line with international and European quality standards.Youth organisations and young people themselves are calling for such standards,as seen in the campaign for quality internships and traineeships led by the European Youth Forum.22 The need for a systematic approach t

189、o lifelong guidance,labour market-relevant education programs,and services supporting school-to-work transition,including broader availability and access to such arrangements,are also highlighted by the focus groups.In Albania,participants said that they would like to know more about how to be prote

190、cted in the labour market.ETFs exchanges23 with trade unions in Western Balkan countries for instance highlighted great interest in supporting Learning for careers|27students in their understanding of labour rights.Currently,social partnership arrangements are limited to collective bargaining about

191、wages and work conditions in most countries.Examples like the involvement of trade unions in school career guidance in Bulgaria24 based 24 See on an agreement between the Confederation of Independent Trade Unions in Bulgaria(CITUB),the Union of Bulgarian Teachers and the Ministry of Education and Sc

192、ience in Bulgaria,should inspire all countries.Policy Implication 3:Support entrepreneurial learning and education on labour rightsEntrepreneurial learning and learning about labour rights.Quality career guidance should include support related to entrepreneurial mindset development,support for self-

193、employment,and a link to start-up support.Additionally,offering learning opportunities about labour rights,preferably in close cooperation with trade unions and experts,should not be overlooked.More efforts to ensure cooperation with companies and representatives of social partners could smooth the

194、path of young graduates toward employment.This development must be enhanced in times of increasing non-standard forms of employment and informality.Photo caption:European Training Foundation/Georgia28|Learning for careersSection 3.What types of career-related information and support young people wis

195、h forFigure 2 Aspirations for career guidance in the future(Regional)What opportunities do you wish to have in the future?(%of respondents)0,0%10,0%OtherNone of the above20,0%30,0%40,0%50,0%60,0%Accessing information about high demand jobsTalking with a career counsellor about my skills,experience,a

196、spirationsCompany visits,mock interviews,career talks with workersLife skills/career management skills trainingInternships,volunteering,job shaddowing35,8%49,4%45,7%7,4%35,4%31,9%5,2%Source:U-Report polls,May-August 2023.Note:Number of respondents is 6,912.Multiple selection possible.Contrasting wit

197、h the reality of the career guidance offer in each country,we asked young people which opportunities they wish they could have in the future.In order for career guidance programs and policies to be most effective,they should respond to the preferences of how young people wish to be supported.Broadly

198、 speaking,young people participating in our polls and focus groups overwhelmingly show a preference for practical experience,out-of-the classroom opportunities,and skills that are generated outside the traditional school curriculum to help guide them in their further learning and career decisions.Ne

199、arly half of all U-Report respondents said“Internships,volunteering,job shadowing”(49.4 per cent)and“Life skills/career management skills training”(45.7 per cent)were the kinds of opportunities they wished to have.Around one-third of respondents selected“Company visits,mock interviews,career talks w

200、ith workers”(35.8 per cent),“Talking with a career counselor about my skills,experience,aspirations”(35.4 per cent),and“Accessing information about high-demand jobs”(31.9 per cent).Less than one-in-ten respondents(7.4 per cent)said that they do not wish to have any of the aforementioned opportunitie

201、s.Internships,life skills/career management skills,and company visits were the top first,second,and third choices,respectively,across nearly all countries.Some exceptions are countries that selected instead“Life skills/career management skills training”as their#1 choice,as was the case in Albania(55

202、.7 per cent),Kosovo*(49.8 per cent),and Uzbekistan(57.3 per cent).In Romania,respondents selected“Accessing information Learning for careers|29about high-demand jobs”as their#3 choice,with 46.0 per cent of respondents choosing this option.When disaggregating by gender,the top 3 choices are also the

203、same,except females preferred“Internships,volunteering,job shadowing”at a higher rate(53.1 per cent)than males(43.4 per cent).However,for both genders,this option was still the#1 choice.The relatively low score of talking with a career counselor among young peoples preferences may imply the limited

204、understanding of the role of counselors among young people,and possibly limited relevance of counseling services received so far.This could reflect a need to improve quality and responsiveness of the career information and support currently offered.The top ranking of internships,volunteering,and job

205、 shadowing also shows that information about work and opportunities is not sufficient in the eyes of young people and may be a way for young people to meet their needs to get clarity about what they want through experience.Through real life experience they can independently create their vision of a

206、future professional self.Calling for more experiential learning therefore shows that they want to play an active role in this identity formation.Similar to the U-Report poll,focus group participants uniformly agreed that practical experience,especially internships,but also volunteering and job shado

207、wing,are the most desirable of all opportunities to learn about future careers.They felt that internships could help them become better professionals,as they could improve their skills through experience.It would also expose them to various occupations,helping them choose a future career.In sum,thos

208、e results highlight that the strong focus on information provision currently prevailing in many countries is not seen as adequate by young people,which is in line with recent OECD research on the 25 See OECD:https:/www.oecd.org/education/career-readiness/importance of experiential learning for caree

209、r readiness and successful transitions.25 The education system,with its strong focus on academic learning,is clearly shown to not allow for experiential learning,and is therefore a weak source for career learning and successful transition support.This shows the need for curricular career learning pr

210、ograms for all.Focus group participants further saw life skills and career management training as supporting emotional development and personal growth,which participants felt was necessary to also develop professionally.Example themes that respondents would like to see covered by life skills are lea

211、dership,self-improvement,communication,problem-solving,critical thinking,and teamwork.Given that these types of soft skills are not taught by education providers,young people were keen to have opportunities to receive training on them.In summary,the high rating of life skills/career management skill

212、s by respondents shows great awareness of their importance for life.Simultaneously,it is a clear call for schools to give more space to life skills and career learning in addition to information provision about occupations and learning program offers.Focus groups also discussed if participants had e

213、xperiences with the opportunities listed above.Participants in Kosovo*who completed internships spoke about how they had helped them become more active,cooperative,and social.Furthermore,they considered it a valuable opportunity to meet new people.Some participants in Albania specifically described

214、how an internship in a hotel helped them improve their skills and performance while attending a vocational school.Others in Ukraine spoke about how they had attended life skills training workshops,but had found the information to be too general and so they 30|Learning for careersstopped attending th

215、em.In conclusion,life skills and career learning must be relevant to individuals,respond to their needs,and be well-integrated into academic learning.This can help to facilitate connections between learning in and out of school,aligning ideas of who one wants to be and what one wants to do in this w

216、orld.The traditional testing and information provision approach does not deliver on that,indicating the need for a paradigm shift in career guidance provision.To access information about high-demand jobs,Kyrgyzstan participants described using Telegram channels to learn about job vacancies,especiall

217、y overseas.They also used social networks and job posting websites.One participant in Ukraine described having 20 mock interviews in the last 2 months,and how it helped them develop their own training plan for career development.Few participants 26 See the European Quality Framework for Traineeships

218、:https:/ec.europa.eu/social/main.jsp?catId=1045&langId=en and the European Framework for Quality and Effective Apprenticeships EUR-Lex-32018H0502(01)-EN-EUR-Lex(europa.eu)in Serbia and Uzbekistan had the opportunity to speak with a career guidance counselor,while participants in Ukraine described ho

219、w they had tried it,but it was a“dead end”.They said the questions were philosophical and led to nothing “only panic and even more confusion”.This anecdote highlights how,when career guidance is provided,the quality and approach matters.A traditional approach would typically include an interest/pers

220、onality trait/aptitude test,under the control of an external expert,that results in an individual being put in a rather narrow box.By contrast,a skills-based approach would allow individuals to build competences in developing self-awareness,in understanding the world around them,and in appreciating

221、the value of learning and how to learn.Such an approach would empower the person to make their own decisions and take action.Policy Implication 4:The need for more experiential learning opportunitiesExperiential learning opportunities.Learning through experiences such as holiday work experience,comp

222、any visits,mock interviews,student companies,community learning,volunteering,projects,internships,apprenticeships,traineeships,or job shadowing,etc.,has a different quality for career learning than information provision.However,work experience can only be of benefit if quality is ensured.26 In addit

223、ion,interest develops only through experience.What I do not know,I cannot like.More experiential learning is required to help young people develop interests which traditional schooling is failing to achieve.Consequently,connecting non-formal learning outside school with in-school career learning is

224、pivotal for the development of career management skills.Learning for careers|31Policy Implication 5:Build strong partnerships with the world of workStrong partnerships with the world of work.Close cooperation with employment services,companies,and social partners is required for quality career guida

225、nce.Investing in time to work with and for young people is an investment in future skilled staff for companies and additionally supports career readiness of young people.Policymakers need to incentivise employer participation in career guidance activities and raise awareness that companies involveme

226、nt is an investment,not cost.Existing partnerships,often set up for work-based learning purposes,can be used to incorporate career guidance aspects.The same holds true for cooperation with local employment offices;several countries are successfully implementing labour market information sessions for

227、 pupils and students with the support of advisors from the Public Employment Services(PES).Photo credit:UNICEF/Ukraine/Anna Markel32|Learning for careersSection 4.Choosing a profession:How young people look for information and supportFigure 3 Current sources of information and support(Regional)Where

228、 do you seek information and support to help you get your desired profession?(%of respondents)0,0%10,0%School career counsellorsYouth NGOs,youth centers20,0%30,0%40,0%50,0%60,0%TeachersFriendsParentsSocial media,chat rooms/message boards,online tutorialsInternet searches,websites32,5%56,7%38,7%11,6%

229、Public employment offces8,7%Other9,1%32,0%20,0%8,6%Source:U-Report polls,May-August 2023.Note:Number of respondents is 5,988.Multiple selection possible.We asked young people where they go to find information and support when choosing a profession.Understanding how young people currently seek out in

230、formation,in contrast to simply knowing where and how information is provided,enables us to understand if the career guidance information on offer is reaching its target audience.The results are insightful,though perhaps not surprising:there has been a significant shift in preferences,moving away fr

231、om more formal sources of information and support,toward unstructured self-help in the online space.This presents both challenges and opportunities.Online sources can vary in quality,becoming outdated quickly,and can misguide youth.However,when based on evidence and research,and designed well in con

232、sultation with young people,online sources can increase the access and scale of career guidance offers.Parents/guardians,along with teachers and peers,remain key sources of information for young people,and could play a role in guiding youth toward high-quality career information.In the U-Report poll

233、s,more than half of respondents chose“Internet searches,websites”(56.7 per cent)and slightly fewer chose“Social media,chat rooms/message boards,online tutorials”(38.7 per cent)as their main sources of information when choosing a profession.In the middle are sources of information and support in a yo

234、ung persons immediate familial or social circles:“Parents”(32.5 per cent),“Friends”(32.0 per cent),and Learning for careers|33“Teachers”(20.0 per cent).In last place are institutions:“Youth NGOs,youth centers”(11.6 per cent),“Public employment offices”(8.7 per cent)and“School career counselors”(8.6

235、per cent).No major gender differences were found in relation to sources of information and support.Focus groups re-emphasised and discussed young peoples preference for online sources of career information.The internet was seen as a key source for finding out new trends in work and up-to-date inform

236、ation about market demands.Participants mentioned ease and speed as advantages to using the internet to find information.Websites such as LinkedIn and job vacancy sites,such as hh.uz in Uzbekistan were named in particular as sources of career information and help in job searches.In Romania,participa

237、nts said that individuals tend to be more sincere in a digital setting than when speaking with someone.The internet was also valuable for people with disabilities to access trainings.However,participants also mentioned how the internet does not necessarily provide them with all the information and g

238、uidance they need,and they would still seek support from experts.This confirms a high demand for online services and is a clear call to upgrade online support through single-entry national online platforms.Such platforms have the potential to bring typically fragmented services from education,employ

239、ment,youth,social inclusion,and health together.Online services also make low-threshold support possible,are independent of classic support center opening hours,and allow for self-help and peer-to-peer support.However,they must not be seen as a replacement for face-to-face guidance or 27 See ETF(202

240、2):https:/www.etf.europa.eu/en/document-attachments/career-development-support-system-review-armenia 28 See ETF https:/www.etf.europa.eu/sites/default/files/2023-12/ETF%20ENE%20CG%20excellence%20model_final.pdf an opportunity to cut costs.This is because personal guidance is still the most effective

241、 form of support and cannot be replaced.Young people also stressed the importance of more personalised support.Another key aspect is the purpose for which the internet and social media are used by young people.Given how fragmented and unstructured online professional guidance is in the countries cov

242、ered,it is likely that young people go online to search for jobs,learn about what kinds of skills and experience employers seek by looking at social media,and watch videos about careers or employment-related topics.They also likely do self-assessment tests or exchange ideas about work and learning w

243、ith peers online.Despite these activities being relevant for career learning,they cannot replace professional support and such online sources would need to be supported by professional guidance experts.The fact that only 8.6 per cent of respondents seek information and support from school career cou

244、nselors is alarming;it raises urgent concerns about,first,the lack of services,second,the guidance approach previously mentioned,and third,the related quality aspect of who is providing support.If teachers carry out guidance as untrained volunteers,this has an impact on service quality.If psychologi

245、sts conduct some psychometric tests,the perception of young people is that they are getting assessed,not guided.This underscores the need to seek funding for career guidance;to have a full-time career guidance professional in each school,similar to the model followed in Armenia,as covered by the ETF

246、 CGC27,as an investment and not a cost.ETF has developed an excellence model28 for career 34|Learning for careersguidance that gives indications of what quality guidance would look like and therefore what it would cost.This research shows the value of high-quality career guidance for individuals and

247、 the return-on-investment for societies.It additionally indicates that young people are less likely to become NEETs,have shorter and smoother transitions to employment,earn higher salaries,and contribute to an overall reduced social security expenditure.While using the internet to search for career

248、information and support was the top choice across all U-Report countries polled,there are some variations on what the second most popular source was.In Albania(45.8 per cent),Greece(39.5 per cent),and Kosovo*(36.2 per cent)“Parents”were selected as the#2 choice,whereas in Montenegro(36.8 per cent),r

249、espondents selected“Friends”.Participants in focus groups provided additional context to this split.In Albania and Serbia,participants spoke of the important role of family in Western Balkans culture in particular.They said that even though parents might not have all the information,they value the e

250、ducation and career choices that their children make and will try to support them.Parents were particularly helpful if they were already employed in a field that interested the young person.However,there are feelings of ambivalence parents can help their children,but they also can hinder their freed

251、om to choose a career on their own.The high ranking of parents as sources of guidance shows the need to actively involve parents/guardians in career guidance,for two reasons.First,young people can benefit from their expertise as professionals and their work experience,which makes them easy partners

252、for guidance.Second,parents/guardians should be supported to be better informed about labour market trends and skill needs in their countries,so they can provide information beyond their own professional reality.Parents/guardians should be made aware of developments and opportunities together with t

253、heir children to help overcome stereotypes related to gender and educational and career choices(e.g.,agri-food is dirty and physically demanding work,hence not for women;or any university qualification is better than VET for your future income and career progression).Teachers should be involved in t

254、he same way,to become partners in career education.This highlights the importance of a whole-school approach to guidance,where school management and subject teachers get basic guidance training and can therefore become part of career learning support(see the ETF guidance excellence model).Furthermor

255、e,alumni play a key role in guidance,as slightly older peers who have had their own experiences with transitioning out of education,therefore being a valuable source for career learning.The peer exchange between classmates is just as important,given that each person brings their own family experienc

256、es into the discussion.Working with groups,similar to personal guidance,is therefore of high value for any career learning approach and would show the importance given to peers by young people as per this research.Many focus groups further mentioned how PES in their areas were either not active or n

257、ot promoted.In North Macedonia and Uzbekistan,many participants did not have the opportunity to visit a public employment office,and some explained that this was because many people are not socialised to use employment services offered by the government.This mirrors again the narrow approach to care

258、er education and guidance practiced in the 11 countries.PES and education providers should further foster cooperation to offer insights into labour market trends,(future)skill needs,Learning for careers|35and opportunities.They should connect with employers and promote self-employment and start-ups,

259、thereby helping to foster learning opportunities that school environments cannot offer.This way,PES could change their image with the youth,who traditionally associate it with unemployed and“failed”people.Instead PES could position itself as a modern partner in managing lifelong transitions.PES usua

260、lly already have online platforms that could be the starting point for single-entry online services to cater to the needs of young people.Unfortunately,most countries included in the research face significant staffing challenges,i.e.a high caseload per PES counselor,limitingthe capacity to cater to

261、groups other than the unemployed.Hence,there is a need to expand partnerships with other actors,such as NGOs,including youth organisations.Another issue that was less addressed in focus groups(but is by no means less important)is the support for securing scholarships and mentorships,particularly by

262、those with less favorable economic family backgrounds,who would otherwise have trouble accessing internship or mobility opportunities.Career guidance needs to provide both this type of information and networking services to facilitate access to support.Policy Implication 6:Provide quality online and

263、 digital guidance servicesQuality online and digital guidance services.Young people express a strong preference for online resources for guidance.Setting up structured quality online and digital guidance services,with integrated personal guidance support,is therefore highly essential to reach young

264、people.The use of ICT for career guidance is also the opportunity to bring together fragmented services across education,employment,youth,and social inclusion sectors.Websites of Public Employment Services(PES),available in almost all countries,could be the starting point for single-entry online ser

265、vices to cater to the needs of young people.The use of social media is especially beneficial for reaching out to young NEETs.Photo credit:European Training Foundation36|Learning for careersSection 5.My future profession:What matters most to young peopleFigure 4 Factors that matter most to young peop

266、le in a future profession(Regional)When you imagine yourself in a future profession,what matters most to you?(%of respondents)0,0%10,0%Doing what my parents or family wishes for meFlexibility including working from home20,0%30,0%40,0%50,0%60,0%70,0%80,0%Travel opportunitiesStable employmentBalancing

267、 work with personal lifeSalaryHaving a profession that matches my skills and interests37,5%72,5%53,3%19,0%Other4,4%24,8%23,4%4,6%Source:U-Report polls,May-August 2023.Note:Number of respondents is 6,191.Multiple selection possible.Understanding the values and expectations that underlie young peoples

268、 decisions about careers help us design programs and services that are better tailored to their needs and preferences for support.Overwhelmingly,young people told us that having a profession that matches their skills and interests is the most important factor when thinking about their future profess

269、ion.To a large extent,this is connected to young peoples concern about skills mismatch and working conditions that do not allow them to align their skills,interests,and occupation.Ensuring access to decent work must therefore remain a key priority for governments.Without proper guidance and informat

270、ion,young peoples preferences may not be in line with the reality of labour market conditions,and they will be unable to make informed decisions.With the right guidance,in consideration of a young persons understanding of their own skills and interests,career guidance services can help young people

271、make a smooth transition to their future learning and working life.In the U-Report polls,a vast majority of respondents(72.5 per cent)said“Having a profession that matches my skills and interests”is what matters most to them in a future profession.This is followed by“Salary”(53.3 per cent),then“Bala

272、ncing work with personal life”(37.5 per cent).Around one-in-five respondents chose“Stable employment”(24.8 per cent)and“Travel opportunities”(23.4 per cent).Among the lowest ranked options is“Doing what my parents or family wishes for me”(4.6 per cent).These results were mainly consistent across the

273、 region,with the exception of Kyrgyzstan,where“Travel opportunities”(51.6 per cent)Learning for careers|37was the#3 choice,instead of“Balancing work with personal life”.When disaggregating by gender for the region,work/life balance was more important for females(41.0 per cent)than males(32.0 per cen

274、t).The polls overall results are extremely interesting,mirroring the paradigm shift in young peoples expectations;there is a move away from job stability and income toward a profession matching their skills and interests.Numerous studies confirm this significant change in work and career expectation

275、s and choices among the younger generation,calling for wise adaptation of workplace practices and career development opportunities.Skills mismatch remains a significant challenge in the countries observed in this study,with young workers being particularly exposed to risk of working in jobs below th

276、eir level of education/qualifications29.Prolonged mismatched employment takes a huge toll on ones competences,career,and income prospects.Participants in focus groups overwhelmingly agreed:the most important factor when considering their future career is the alignment of skills and interests with th

277、e job.They said that the current generation wants to“follow their passions”in their career.Participants said that when your skills and interests match your job,it lets you“love your job”and it feels like you are“following your dreams”.Mental health was linked to these concepts considering how much t

278、ime a person spends on their occupation,it was important to do something that was enjoyable and suited to their interests.Others felt that this was the key to being successful in ones job;whereas if you lacked interest in what you were doing,29 See ETF(2022)Skills mismatch measurement in ETF partner

279、 countries|ETF(europa.eu)30 See ETF(2022):https:/www.etf.europa.eu/en/publications-and-resources/publications/embracing-digital-age and ETF(2021):https:/www.etf.europa.eu/en/publications-and-resources/publications/future-work-new-forms-employment-eastern-partnership you would be unlikely to produce

280、high-quality work.This shows a level of maturity from respondents and focus group participants.While it is true that matching skills and interests with a job is pivotal,focus group participants recognised that salary is still an important factor when choosing a future profession.Several participants

281、 stated that many professions in their country were low-paid,therefore emphasising salary as a crucial consideration.Salary and stable employment were seen as interconnected,as they both provide the means to meet basic needs.In conclusion,the rather lower score of stable employment in the U-Report p

282、oll certainly also reflects improvements in the labour markets.People are no longer waiting for a job in public administration;instead,they have other opportunities including through platform work30.Salary is not the most important factor,as it is not necessary to accept any job with the sole purpos

283、e of earning a living and ensuring ones livelihood.Despite work-life balance coming in third,focus group participants in Albania saw travel opportunities as a more favorable choice than balancing work with personal life.Traveling as part of work would allow one to explore the world and have new expe

284、riences.This also reflects the impact of spending lots of time on social media,where the picture of the good work life is drawn as equal to following ones passion,traveling,working remotely with a laptop on a beach,being creative,and not following a standard 9-to-5 job.In Serbia,flexibility,includin

285、g the ability to work from home,was more popular than work-life balance.Overall,the fact that flexibility was 38|Learning for careersranking rather low is an interesting factor.Doing something of real interest which matches ones skills appears to be more important and might lead to compromising on f

286、lexibility and other expectations of work life.Parents occupy an ambivalent role in the lives of young people in terms of career choices,as reported by participants.On the one hand,some participants said that young people lacked the information or the maturity to make these decisions on their own.Mo

287、st parents want the best for their children,and young people appreciate their help.However,sometimes parents add unwelcome pressure on young people.Participants said that sometimes parents reflect their own dreams on their children,as opposed to what their children want for themselves.The best-case

288、scenario,focus group participants said,is when parents are able to help steer young people in the right direction while still giving them enough space to choose what they want.This ambivalent relation to parents in career learning stresses the need for structured career education programs that syste

289、matically involve parents/guardians,as mentioned earlier.Policy Implication 7:Focus on person-centered guidancePerson-centered guidance.Young people are very concerned about skills mismatch and working conditions that do not allow them to align their skills,interests,and occupation.Understanding tha

290、t online self-learning is insufficient,they seek personal guidance to avoid such situations but do not find such support,ending up in the hands of untrained parents/guardians and peers.Ways to offer low-threshold personal support need to be found by combining online social media and physical outreac

291、h activities and coordinated interservice offers e.g.,through one-stop shops.This requires the beforementioned close cooperation and coordination of stakeholders.Photo credit:UNICEF/Ukraine/Oleksandr MaiorovLearning for careers|39Section 6.Expectations about future professions and educationWhile you

292、ng people are paying more attention to their interests and passions when selecting a career,the range of careers that they are considering appears to be limited.We asked young people what type of profession they expect to have at 35,and most respondents mentioned professional careers,specifically tr

293、aditional careers such as teachers,doctors,or nurses.This is paired with a somewhat unrealistic expectation of educational aspirations,with many young people in our consultation aiming for Masters and PhDs.Such limited scope might indicate a lack of accessible guidance about the variety of careers a

294、vailable:a young person cannot aspire to a career that they do not know of.This is where high-quality career guidance can play a pivotal role,exposing young people to different types of professions,broadening their perspectives toward future-oriented work,such as in ICT or green industries.Career gu

295、idance can also open up young people to the possibility of VET as a viable education pathway,which may in some cases provide more opportunities in terms of meeting labour market needs,skills,wages,and job satisfaction.6.1.Future professionFigure 5 Expected future professionsImagine you are 35 years

296、old.In one word,what profession do you expect to have?by ISCO-08 Major Groups(%of respondents)0,0%10,0%Clerical support workersArmed forces occupations20,0%30,0%40,0%50,0%60,0%70,0%Craft and related trades workersService and sales workersTechnicians and associate professionalsManagersProfessionals5,

297、6%64,1%20,3%0,9%Plant and machine operators and assemblers0,6%Elementary occupations0,4%Skilled agricultural,forestry andfshery workers0,3%4,6%2,1%0,6%Source:U-Report polls,May-August 2023.Note:Number of respondents is 4,450.Short answer text field.40|Learning for careersGiven the highly individuali

298、sed nature of the question,respondents were only asked about their future profession as part of the U-Report polls,and not in focus groups.When thinking about future careers,U-Report polls asked young people what profession they expect to have at 35,using an open text field.The responses were then c

299、ategorised into major occupational groups,using the International Labour Organization(ILO)International Standard Classification of Occupations,2008(ISCO-08).31,32 Among respondents,the most popular occupations are classified as“Professionals”(64.1 per cent).According to the ILO:“Professionals increa

300、se the existing stock of knowledge,apply scientific or artistic concepts and theories,teach about the foregoing in a systematic manner,or engage in any combination of these three activities.”33 Examples of professional jobs that were given by respondents included accountant,doctor,teacher,and archit

301、ect.These occupation groups generally require university-level education.In second place was“Managers”(20.3 per cent),who“plan,direct,coordinate,and evaluate the overall activities of enterprises,governments,and other organisations,or of organisational units within them,and formulate and review thei

302、r policies,laws,rules 31 https:/www.ilo.org/public/english/bureau/stat/isco/docs/resol08.pdf 32 Figure 5 uses categories from the ISCO Major Groups,which are occupations grouped by skill level,“defined as a function of the complexity and range of tasks and duties to be performed in an occupation.”ht

303、tps:/www.ilo.org/public/english/bureau/stat/isco/docs/annex1.pdf 33 https:/www.ilo.org/public/english/bureau/stat/isco/docs/groupdefn08.pdf 34 Ibid.35 Figure 6 uses categories from the ISCO Sub-Major Groups,which are jobs grouped primarily by aspects of skill specialisation.Skill specialisation is c

304、omprised of the field of knowledge required,the tools and machinery used,the materials worked on or with,and the kinds of goods and services produced.https:/www.ilo.org/public/english/bureau/stat/isco/docs/annex1.pdf36 Ibid.and regulations.”34 Respondents submitted managerial professions including c

305、reative director,diplomat,human resources manager,and owner of a travel agency.Together,professionals and managers account for over 80 per cent of all jobs identified.Indeed,when considering the top five most popular jobs,35 in first place are“Teaching professions”(13.5 per cent).This includes prima

306、ry,secondary,and university/higher education teachers/professors,as well as related jobs such as language teachers.Specific examples submitted by respondents included chemistry professor,music instructor,or English teacher.Just over one-in-ten respondents submitted a profession classified as a“Healt

307、h professional”(10.4 per cent).This category includes medical doctors(both generalist and specialist),as well as nurses.Specific examples submitted by respondents included cardiologist,neurologist,and pediatric nurse.“Managing directors and chief executives”came in third place(8.3 per cent).ISCO-08

308、does not provide specific examples of jobs in this group,but does define some of the tasks to include“planning,directing,and coordinating the general functioning of an enterprise or organisation”,regardless of sector.36 Specific examples submitted by respondents includes CEO,entrepreneur,business ow

309、ner,and sports club director.Learning for careers|41In fourth and last place,respectively,are“Information and communications technology professional”(5.9 per cent)and“Engineering”(5.2 per cent).Examples of ICT professions 37 See OECD:https:/www.oecd.org/education/dream-jobs-teenagers-career-aspirati

310、ons-and-the-future-of-work.htm submitted by respondents included computer programmer,full stack web developer,and IT specialists.Examples of engineers included civil engineer and water resource engineer.Figure 6 Expected future professions:By jobImagine you are 35 years old.In one word,what professi

311、on do you expect to have?Top 5 jobs by ISCO-08 Sub-Major Groups(%of respondents)0,0%10,0%20,0%30,0%40,0%50,0%60,0%70,0%80,0%Engineering(e.g.Chemical engineers,Civil engineers,Electrical engineers)Information and communications technology professionals(e.g.Applications programmers,Software developers

312、,Web and multimedia developers)Managing directors and chief executives(e.g.Entrepeneurs,Business Owners,CEOs)Health professionals(Medical doctors,Nursing professionalsTeaching professions(e.g.Primary school,Secondary school,University and higher education,Language)8,3%13,5%10,4%5,9%5,2%Source:U-Repo

313、rt polls,May-August 2023.Note:Number of respondents is 4,450.Short answer text field.These results are striking and highly worrying in line with a recent OECD study on career aspirations37 for two key reasons.First,the scope of careers is very limited on traditional professions.This mirrors how litt

314、le is done through career guidance to widen the scope of options for young people.It also shows how dominant parental influence is,proposing pathways to well-established traditional jobs that require higher education qualifications.Second,there is very little attention given to opportunities emergin

315、g within the digital and green transitions,most probably due to limited awareness regarding the impact of twin transitions on occupations,skills,and competences.Only in fourth and last place,respectively,do we have“Information and communications technology professional”(5.9 per cent)and“Engineering”

316、(5.2 per cent).This provides a direct mandate to create experiential career learning opportunities in fields of relevance to future green and digital economies.OECD data show that young people struggle to visualise and plan their futures,and the lack of career learning opportunities exacerbates this

317、 bottleneck.Schools are unable to offer such experience through the current education system;curricular and extra-curricular integrated life skills and career education and career guidance learning activities are necessary.There are already highly inspirational practices to learn 42|Learning for car

318、eersfrom around the globe.38 However,as the data shows,while there is a general trend toward an increase in the educational attainment level of the population,with notable increases in secondary and tertiary graduates,educational attainment and learning do not necessarily correlate;despite the time

319、spent on learning,the quality of the learning that takes place is limited both in relation to skills and relevance(mismatch).3938 See https:/www.etf.europa.eu/en/what-we-do/career-guidance,https:/euroguidance.eu/,and https:/www.cedefop.europa.eu/en/country-reports/inventory-lifelong-guidance-systems

320、-and-practices39 See ETF(2022):https:/www.etf.europa.eu/en/publications-and-resources/publications/key-indicators-education-skills-and-employment-2022Interestingly enough,and in line with the research results here,one of the main challenges that remains is tackling underachievement in key competence

321、s.Young people therefore have good reason to request life skills and career management skills learning from education providers.Photo credit:UNICEF/Serbia/ShubucklLearning for careers|436.2.Aspired level of educationFigure 7 Desired level of education40 Corresponding to UNESCOs International Standar

322、d Classification of Education(ISCED)2011 levels.ISCED-2,or second stage of basic education.https:/uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf 41 ISCED-3,or end of full-time compulsory education,typically after 9 years.Ibid.42 ISCE

323、D-4,or programs that straddle boundary between upper-secondary and post-secondary education.Is typically oriented toward general education,pre-vocational or pre-technical education,or vocational or technical education.Considering its content,it cannot be regarded as tertiary programmes.Ibid.43 ISCED

324、-5,or programs that are designed to provide participants with professional knowledge,skills,and competencies,and may also provide a pathway to other tertiary programmes.Ibid.44 ISCED-6.Ibid.45 ISCED-7.Ibid.46 ISCED-8.Ibid.What is the highest level of education you would like to complete?(%of respond

325、ents)Lower Secondary Education2,8%Upper Secondary/Post-Secondary Non-tertiary/Vocational Education8,9%Tertiary(Short-cycle,Bachelor,Master,PhD)81,9%I dont know6,5%Source:U-Report polls,May-August 2023.Note:Number of respondents is 4,683.Only one choice possible.U-Report asked young people in the reg

326、ion about the highest level of education they would like to complete.The responses were then categorised into UNESCOs International Standard Classification of Education(ISCED)levels,and grouped into four levels.Only 2.8 per cent of respondents stated that they would like to attain Lower Secondary Ed

327、ucation40,while 8.9 per cent said that they would like to complete either Upper Secondary41,Post-Secondary Non-Tertiary,or Vocational Education42.A vast majority,over eight-in-ten respondents,said that they aim to complete some level of tertiary education(81.9 per cent),meaning Short-Cycle Tertiary

328、Education43,Bachelors44,Masters45,Doctoral46,or their equivalents.44|Learning for careersFigure 8 Desired level of education(university degree only)What is the highest level of education you would like to complete?-University degee(%of respondents)Uzbekistan0,0%SerbiaRomania10,0%North MacedoniaMonte

329、negro20,0%30,0%40,0%50,0%60,0%70,0%80,0%90,0%100,0%KyrgyzstanKosovoGreeceBosnia and HerzegovinaAlbaniaBachelors or equivalent levelMasters or equivalent levelDoctoral or equivalent level11,4%15,1%32,4%27,6%34,1%27,3%18,8%30,6%24,3%16,3%16,5%32,9%40,5%35,0%30,4%12,5%29,0%21,0%12,6%27,9%35,8%41,5%17,2

330、%25,3%43,7%29,9%5,5%10,3%39,6%21,0%Source:U-Report polls,May-August 2023.Note:Number of respondents is 4,683.Only one choice possible.While it is important to keep in mind that the methodology used in the consultation neither ensures representativeness(it is a self-administered poll)nor allows for g

331、eneralisations that would apply to the entire adolescent population,the results nevertheless show extremely high expectations regarding educational attainment among the respondents.This may be influenced by the high proportion of overall U-Report respondents(see Introduction)whose parents have a uni

332、versity education(41.3 per cent).In this respect,focus group participants mentioned that young people face high expectations from their families and societies.Hence,those education aspirations might,to a large extent mirror the parental/family,and therefore societal,expectations to aim for the highe

333、st possible education.However,these expectations are very problematic,as mentioned before,because they do not necessarily reflect labour market or skill needs.Additionally,they do not recognise opportunities in terms of wages,careers,and job satisfaction offered by careers based on,for instance,VET,which often has a negative reputation as a place for low achievers.While this requires broader refor