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1、THE STATE OF GLOBAL TEENAGE CAREER PREPARATION2025The State of Global Teenage Career PreparationThis work is published under the responsibility of the Secretary-General of the OECD.The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countri

2、es of the OECD.This document,as well as any data and map included herein,are without prejudice to the status of or sovereignty overany territory,to the delimitation of international frontiers and boundaries and to the name of any territory,city or area.The statistical data for Israel are supplied by

3、 and under the responsibility of the relevant Israeli authorities.The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights,East Jerusalem and Israeli settlements inthe West Bank under the terms of international law.Please cite this publication as:OECD(2025),The State o

4、f Global Teenage Career Preparation,OECD Publishing,Paris,https:/doi.org/10.1787/d5f8e3f2-en.ISBN 978-92-64-62595-2(print)ISBN 978-92-64-44348-8(PDF)ISBN 978-92-64-38769-0(HTML)Photo credits:New Africa/S;Pixel-Shot/S.Corrigenda to OECD publications may be found at:https:/www.oecd.org/en/publications

5、/support/corrigenda.html.OECD 2025 Attribution 4.0 International(CC BY 4.0)This work is made available under the Creative Commons Attribution 4.0 International licence.By using this work,you accept to be bound by the terms of this licence(https:/creativecommons.org/licenses/by/4.0/).Attribution you

6、must cite the work.Translations you must cite the original work,identify changes to the original and add the following text:In the event of any discrepancy between the original work and the translation,only the text of original work should be considered valid.Adaptations you must cite the original w

7、ork and add the following text:This is an adaptation of an original work by the OECD.The opinions expressed and arguments employed in this adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material the licence does not apply to th

8、ird-party material in the work.If using such material,you are responsible for obtaining permission from the third party and for any claims of infringement.You must not use the OECD logo,visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any di

9、spute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration(PCA)Arbitration Rules 2012.The seat of arbitration shall be Paris(France).The number of arbitrators shall be one.CONTENTS3 OECD 2025Foreword by Nick Chambers.5Executive Summary .8In

10、troduction by Andreas Schleicher.91.Career uncertainty:Do students have clear career plans,and does it matter?.16 2.Career planning.What are the job expectations of students,have they changed over time and how do they compare to actual patterns of employer demand?.203.Career alignment and misalignme

11、nt.Do students understand what they need to do to achieve their job plans?.264.Aspiration gaps.Are the education plans of students driven more by social background than ability?.305.Effective career guidance.Are students engaging in career guidance activities that make a difference?.326.Equitable ca

12、reer development.Are guidance systems responding effectively to social inequalities?.387.Strategic career development.Can strategically important occupational areas expect to recruit well from among underrepresented groups?.428.Fears for the future.What do students think about the state of their car

13、eer preparation?.489.Afterword.54Further reading.58I feel confident about the future,but I do worry.Im scared I will pick the wrong path as I want to do a job that will make me happy with myself.-Habima,174 OECD 2025FOREWORDI am delighted to have been asked to write the foreword to this remarkable r

14、eport by OECD Education and Skills.Thanks are due to the OECD team and Amazon for their support.The report summarises the largest and most detailed study ever of teenagers career aspirations and how they compare to labour market needs and skills shortages.What makes it particularly notable is that i

15、t compares data since 2000,and now from some 80 countries.It is most encouraging to see that the educational ambitions of students have increased over the last two decades.This reflects the efforts by teachers and schools,supported by governments,employers and charities to help young people achieve

16、their potential.It is something which should be acknowledged and celebrated.However,the report shows that in some areas little has changed,and indeed things have got worse:A young persons socio-economic background plays a bigger role in determining their educational ambition than their academic abil

17、ity The job expectations of students have changed little since the start of the century and now bear little relation to actual patterns of labour market demand Most jobs young people want remain out of reach:their career choices are narrowing and increasingly focused on a limited number of tradition

18、al,high status jobs Students have never been so unsure about their career prospects-many exhibit great anxiety,uncertainty and confusion about the state of their career preparation The percentage of students looking to work in sectors highlighted by the OECD in 2000 as being of particular strategic

19、importance and suffering from skills shortages has remained largely unchanged The majority of young people are not getting enough career development opportunities which connect them with people in work and workplaces and help them understand the opportunities open to them.5 OECD 2025The impact of th

20、e mismatch between the careers young people aspire to and the reality of the labour market revealed in this paper should be of huge concern to all countries.The economic and social costs are enormous-employers not being able to find the future workforce they need,especially in growth areas;and large

21、 numbers of young people not fulfilling their potential,becoming NEET and all the social problems that result.The last 20 years has seen the creation of a plethora of new jobs and roles,with job titles that are often near impossible to decode and understand.At the same time the amount of information

22、 about careers and jobs has dramatically increased.This in theory should lead to young people seeking a wider range of jobs but the opposite is true-with them focusing on a limited number of traditional roles.Perhaps the amount of choice is so overwhelming that they stick to the familiar and what th

23、ey see around them-their family,neighbours and in the local area.This is why helping young people to understand the job opportunities and career routes open to them is so important,but this paper shows that young people are not getting enough help.A key element of this careers development is employe

24、r engagement which is that rare thing in public policy-an initiative where everybody can win.Young people are seen in research studies to gain better jobs,employers find it easier to recruit and societies gain from lower unemployment.Much more needs to be done to connect students with people in work

25、 and workplaces who are best placed to broaden and deepen their understanding of jobs and careers and their future prospects.There are some simple actions that could be taken that would significantly address the problems the report highlights.What a difference it makes if employers simply encourage

26、their employees to volunteer an hour a year to chat to children and young people about their job and opportunities in the sector.Many employers,from multinationals to small enterprises have recognised the need and engage with schools.But others have yet to engage-it needs to be really easy for them

27、to do,and schools themselves need to see the value.As we look ahead to a world of work which is being rapidly(and unpredictably)changed by technology,employer engagement becomes more important in providing the very latest insights into the reality of jobs.A good example which exemplifies how technol

28、ogy can bridge this gap between students and the modern workplace is Amazons Career Tours.Through interactive virtual experiences,students engage with content and learn from employee insights across various tech roles at Amazon.Bringing the workplace directly into classrooms helps decode the complex

29、ity of modern jobs and expands students awareness of opportunities in high-demand sectors like technology and gain into careers they might never have considered.6 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONThe Education and Employers charity facilitates a coalition between the two world

30、s.It harnesses technological innovation to connect them in a very effective and efficient way.Our Inspiring the Future platform,which has been replicated in a number of countries makes it really easy for schools and employers to connect.It gets employers and their employees to volunteer from as litt

31、le as an hour.By doing so via the Inspiring the Future platform it means schools can easily find them and invite them to chat to young people either in person or virtually.The combination of in-person and interactive virtual chats has the potential to revolutionise how children and young people see

32、the opportunities open to them-giving them the chance to meet a diverse range of people doing different jobs,regardless of their geographic or socioeconomic background or family connections.At the same time,it enables employers-government,private,and third sector-to show young people the jobs and op

33、portunities in their sectors,many of which young people will have very little awareness.Now is the time for action to guarantee that our young people fully understand the opportunities open to them and that we have the future workforce we need to ensure a vibrant and prosperous economy and society f

34、or years to come.Nick Chambers CEO,Education and Employers Charity About this publicationThis publication was produced by Anthony Mann,Jonathan Diaz and Andreas Schleicher in the Directorate for Education and Skills at the Organisation for Economic Cooperation and Development(OECD).The OECD grateful

35、ly acknowledges the support of our partners in this work,the Education and Employers Charity and Amazon.The authors are grateful to the students of Harris Academy St.Johns Wood,London for sharing their thoughts about their career development and possible futures in work.The views expressed in this p

36、aper should not be taken to reflect the official position of the OECD member countries,the Education and Employers Charity or Amazon.For more information about the OECDs work on career development within secondary education,please visit https:/www.oecd.org/en/about/projects/career-readiness.html.7 O

37、ECD 2025EXECUTIVE SUMMARYUsing data from the OECD Programme for International Students Assessment(PISA),which compares data from 2000 to 2022 across more than 80 countries,this report explores the state of career preparation among teenagers worldwide and highlights several key findings and concerns.

38、A significant portion of students are uncertain about their career plans,which is linked to poorer employment outcomes later in life.This uncertainty has grown substantially since 2018.Students who participate more in career development activities tend to have clearer career plans and better employm

39、ent outcomes.The report reveals that while educational ambitions have increased,socio-economic background still plays a significant role in determining these ambitions.The study shows that social background is a stronger determinant of educational plans than academic ability.High-performing students

40、 from disadvantaged backgrounds are less likely on average to expect to complete tertiary education than their less academically successful but more advantaged peers.Despite the rise in educational aspirations,students job expectations have changed little and remain misaligned with actual labour mar

41、ket demands.Many young people continue to aspire to a limited number of traditional,high-status jobs.Students career expectations are increasingly concentrated in professional occupations,which do not align with the actual distribution of jobs in the labour market.Confusion about how the education s

42、ystem can be used to access desirable jobs is particularly pronounced among students from disadvantaged backgrounds.Many students demonstrate anxiety about their career prospects.The report underscores the importance of effective career guidance and employer engagement in helping students understand

43、 the opportunities available to them.However,it finds that too few students are participating in career development activities that are most strongly linked to better employment outcomes.Disadvantaged students,in particular,are less likely to engage in these activities,exacerbating existing inequali

44、ties.It also calls for greater investment in career development systems that begin early in students educational journeys and involve frequent,meaningful engagement with employers.It suggests that such systems can help students make informed decisions about their education and career paths,ultimatel

45、y leading to better employment outcomes and a more balanced workforce.8 OECD 2025INTRODUCTIONThis is the second OECD overview of the global state of teenage career preparation.The first was launched in January 2020 at the World Economic Forum in Davos,Switzerland.Our publication,Dream Jobs:Teenagers

46、 Career Aspirations and the Future of Work,provided important new insights into the significant challenges that young people face as they complete formal schooling.The study showed that by the age of 15 career aspirations were strongly shaped by social background and highly concentrated with many st

47、udents planning to work in jobs at significant risk of automation.Career guidance could be seen in the data to enhance the readiness of young people to progress through education towards desired careers,but many students had not yet engaged in beneficial activities.Dream Jobs was based on data from

48、the 2018 round of the OECD Programme for International Student Assessment(PISA).We now present key findings from PISA 2022,the worlds largest dataset on young peoples educational experiences and attitudes.In PISA 2022,690 000 students from 81 countries completed assessments on their proficiency in m

49、athematics,reading and science and provided substantial background information about their lives and schools.They responded moreover to questions concerning their career and educational plans,their participation in career development activities,attitudes towards career progression and participation

50、in part-time work.With large representative samples from each participating jurisdiction,not only can PISA compare national experiences,but we can also unpack the data to explore how career preparation varies by student characteristics such as gender and social background.PISA 2022 represents the la

51、rgest ever comparative international survey of student career thinking and preparation.Between the two studies,much has changed.We have endured a global pandemic,inflation and economic instability,growing concerns over climate change and a period of intense technological change with Artificial Intel

52、ligence becoming adopted across economic and educational life.All these factors serve to create greater instability in the labour market,making career planning both more challenging and more 9 OECD 2025important for young people.Over the same period,it has become clearer than ever that teenage caree

53、r development works.Guidance interventions can be expected to make a positive difference to young people as they transition into the world of work.Within the data on the career preparation of students contained in PISA 2022,some points of information are particularly important.This is because recent

54、 analyses of multiple longitudinal datasets from different countries consistently highlight strong statistical relationships between different forms of teenage career development and thinking and better ultimate employment outcomes.Our 2021 paper,How youth explore,experience and think about their fu

55、ture,summarises analyses of datasets from ten countries.It finds strong associations between the ways in which students,typically around the age of 15,engage in different forms of career development and better results in the labour market as found in employment/unemployment rates,earnings and career

56、 satisfaction,typically around the age of 25.The analysis,which takes account of student gender,social background,academic achievement and other factors which influence success in the competition for work,identifies important teenage predictors of better outcomes.PISA gathers information about many

57、of these indicators.We know that when students actively explore their potential futures in work,they can expect them to do better later than would otherwise be expected.In PISA,data is available on student career exploration through workplace visits or job shadowing,in job fairs and career conversat

58、ions.Such activities connect students with people in work,a hugely valuable resource within career development.Studies find too that first-hand experiences of undertaking tasks under supervision within workplaces are also routinely associated with better long-term employment prospects for young peop

59、le.PISA 2022 allows us to compare how students engage in short work placements(internships)and for some countries in part-time employment while PISA 2018 gathered information about volunteer work.These are all forms of career development that give students unrivalled opportunity to gain skills and i

60、nsights relevant to occupations of interest,to meet and learn from people doing such jobs,and to build confident insight into how they can best navigate systems of education and training to achieve job ambitions.Longitudinal studies show us moreover that the ways in which teenagers think about their

61、 potential futures in work matters.Young people who express clear job plans around the age of 15 can expect to do better ten years later than comparable peers who are uncertain about their ambitions.Equally,students who are confident that their schools will be able to help them to achieve their aspi

62、rations and who understand what desired occupations typically require in terms of educational achievement can anticipate better outcomes.PISA asks students many relevant questions surrounding such career thinking.It also allows us to observe how student participation in career development activities

63、 is linked to the career thinking that makes a difference.For schools,insights from longitudinal studies shape many useful 10 OECD 2025questions that can be asked of students as staff seek to identify girls and boys in need of greater support.What this review of global teenage career preparation rev

64、ealsThis paper focuses on eight key questions to which PISA data provides often uncomfortable answers.1.Rapidly growing numbers of students are uncertain about their career plans,linking with poorer ultimate employment outcomes.2.Students job plans focus on a small number of predominantly profession

65、al occupations which compare poorly to actual patterns of employer demand.3.Many students,especially from more disadvantaged backgrounds,are confused about what they need to do to achieve their career plans.4.Overwhelmingly,social background is a stronger determinant of plans for tertiary education

66、than academic ability as tested on the PISA assessments.5.Too few students are participating in career development activities which are most strongly linked with better ultimate outcomes in employment.6.Across the OECD,students from more advantaged social backgrounds can expect to engage more in gui

67、dance than their disadvantaged classmates who will typically have greater need for support.7.The interest of girls and boys in occupational fields of strategic importance where their gender is historically underrepresented has changed little over the last generation.8.Many students feel poorly prepa

68、red for their futures and doubt that their schools are helping them in their career preparation.Looking across the PISA 2022 data,while jurisdictions vary considerably in the extent to which students are being effectively prepared for their career progression,it is clear on average that too many stu

69、dents are poorly equipped for their next steps.On average across OECD countries,by the age of 15:39%of students are unclear about their career expectations.21%can be classified as misaligned in their career thinking expecting to work in a job that typically requires a university education,but not ex

70、pecting to complete tertiary education.33%would not agree that school has taught me things which could be useful in a job.By this age,only:35%have attended a job fair.45%have participated in a workplace visit or job shadowed.11 OECD 2025 35%have completed an internship.Students in greatest need are

71、often getting the least support PISA allows us to compare the career development of students by a range of personal and social characteristics.We find that gender and migrant status often influence student preparation for,and thinking about,the future.Systematically for example,girls are less likely

72、 than boys to engage in career development activities that connect them with people in work.It is also apparent that often it is students from the most disadvantaged backgrounds who exhibit career thinking of greatest concern and who participate less frequently in guidance activities.If we compare t

73、he most socially advantaged quarter of students to their least advantaged peers,it is apparent that career misalignment is concentrated among the latter group.PISA 2022 shows that whereas one student in three from within the most disadvantaged quartile can be categorized as misaligned in their caree

74、r thinking,this applies to only one in ten of their most privileged peers.Misalignment is a form of career confusion and is strongly connected in longitudinal studies with poorer than expected employment outcomes.Similarly,disadvantaged students are more likely to be uncertain about their career pla

75、ns and less likely see schooling as valuable to their futures in work,two further predictors of poorer outcomes.One of the most striking findings from PISA 2022 is that on average across the OECD students from the most socially disadvantaged backgrounds who achieve well on the PISA academic assessme

76、nts are less likely to expect to complete tertiary education than socially advantaged peers whose academic performance suggests strongly that they will struggle to complete such a level of education.In 2022 across the OECD,social background is a stronger determinant of education ambition than academ

77、ic ability.While longitudinal studies provide the best available evidence exploring the long-term impacts of teenage career development,information is limited.By definition,studies focus on activities undertaken a decade or more ago and many longitudinal surveys ask few relevant questions.One way th

78、at more current and comprehensive data can be collected is by asking questions of young adults who have recently left secondary education.Surveys of adults aged 19-26 have been undertaken in the Spain,the United Kingdom and the United States.All explore the perspectives of the users of guidance syst

79、ems.In Madrid,Spain 1,015 young adults who had participated in secondary education within the region were asked which forms of career development they participated in while in secondary school and if having done so,whether the activities proved helpful to them after leaving school.Overwhelmingly,use

80、rs of the system felt that they were useful to them,often very useful(Figure 0.1),but that frequently many youth completed secondary education without such opportunity for career development.12 OECD 2025Figure 0.1.Percentage of young adults in Madrid,Spain recalling participation in a career develop

81、ment activities while in secondary education and if having done so,perceptions on activities being very useful in planning and preparing for working life after secondary education.0102030405060708090100Speak with teachersGuest speakersJob fairJob shadowWorkplace visitTour institutionInternet careerS

82、peak with parentsInternet programmesCreate CVJob interviewQuestionnaireAdvisor in schoolAdvisor out of schoolVolunteerInternshipPT workExploringThinkingExperiencingParticipatedVery usefulNote.Survey of 1 015 young adults(aged 19-26)who had attended secondary education in the Community of Madrid,Spai

83、n.The survey was undertaken in the summer of 2024.Source.OECD survey of young adults in Madrid,Mann,A.et al.(2025),Career Readiness in Madrid(Spain):insights from a survey of young adults(19-26),OECD Publishing,Paris.The essential role of employer engagementThe reason why we launched Dream Jobs with

84、 Education and Employers at Davos in 2020 during the World Economic Forum was to underline the essential importance of employer engagement in the career development of students.A further important take away from our review of longitudinal datasets is that the career development activities which conn

85、ect students directly with people in work and workplaces are strongly linked with long-term boosts in employment.Whereas activities such as job fairs,workplace visits,job shadowing and internships cannot take place without the involvement of people in work,other predictors of better outcomes such as

86、 student participation in career conversations and Career Pathway programmes,and the development of recruitment skills(CV workshops and interview practice)routinely involve employers and are enhanced by them.Something special happens when students engage with people in work.It is a form of social ca

87、pital.Students gain opportunity to access information and advice about the world of work and how it might relate to them individually in ways which are especially trustworthy and relevant.It allows young people to envision new potential futures for themselves and to challenge stereotypical ideas abo

88、ut the sorts of people who are suited for different professions.As the saying goes,if you cant see it,you cant be it.Employer engagement also provides students with chances to develop new relationships of long-13 OECD 2025term value,leading to recommendations or job offers.Effective guidance demands

89、 extensive student engagement with workplaces and people in work and the afterword of this paper explores in detail why this is the case and how it can be best delivered.An urgent need for greater investment in effective career developmentNever before have so many young people left education more hi

90、ghly qualified and with more years of schooling,but often we see them struggling to activate their accumulated human capital in the labour market.Across the OECD,overwhelmingly students now stay in education or training until at least 18 years and often older.As they progress,they are required to ma

91、ke ever more decisions about what they will study,where they will study and how hard they will engage in learning.Societies introduce programmes of career guidance to help students make informed decisions that enable progression towards achievable and personally fulfilling ambitions.The presence in

92、many societies of unemployed graduates alongside extensive skill shortages highlights failures in the system.There are simple ways in which guidance systems can be improved in many jurisdictions.As well engaging more systematically with workplaces and people in work,more effective provision will beg

93、in early in school life.In too many systems,guidance provision happens only towards the end of schooling.The most important decisions that students make about their engagement in education happen continually from the earliest years of education.The career thinking demonstrated by students at age 15

94、is the product of many years of opportunity(and lack of opportunity)to discuss,explore and experience potential futures in light of their educational involvement.Assuredly,schooling is about more than the preparation for work,but we owe it to our young people that they go through education blind nei

95、ther to the breadth of opportunities presented by the working world nor its potential pitfalls.We can and must do better PISA 2022 challenges jurisdictions to view these results as a baseline from which educational provision can be significantly improved in most countries.A new OECD dashboard on tee

96、nage career readinessPISA 2022 provides considerably more data than it is possible to present in this paper and to coincide with its publication,a new OECD dashboard on teenage career readiness,also kindly supported by Education and Employers and Amazon,has been launched to allow for comparisons bet

97、ween and within jurisdictions.For the first time,it will be possible to easily measure the differences in student expectations and assumptions,an important step in the continuing enhancement of guidance provision.To view the OECD dashboard on teenage career readiness,visit:https:/www.oecd.org/en/dat

98、a/dashboards/career-readinessAndreas Schleicher OECD Director for Education and Skills Special Advisor on Education Policy to the Secretary General14 OECD 2025Across the OECD,PISA 2022 shows that 39%of students can now be classified as career uncertain.15 OECD 202516 OECD 2025 THE STATE OF GLOBAL TE

99、ENAGE CAREER PREPARATIONCareer uncertainty:Do students have clear career plans,and does it matter?The percentage of students who are uncertain about their career plans has grown substantially since 2018,increasing the risk of poor employment outcomes.Since 2000,students completing the PISA surveys h

100、ave often been asked to name the type of job they expect to work in around the age of 30.As explored later in this paper,answers to the question provide valuable insights into how student career plans relate to actual patterns of demand for labour.But more than this,it is important to know whether s

101、tudents have clear expectations at all.Many longitudinal studies have explored whether teenage career uncertainty can be related to later employment outcomes.A recent OECD review of 19 studies found that 15 provide evidence that uncertainty is bad for young people.Uncertain teenagers on average go o

102、n to experience poorer employment outcomes in adulthood than would be otherwise expected given their educational success,social background,gender,migrant status and other characteristics.It pays to have a clear vision for the future.Why is this?It is known that student career plans do have a predict

103、ive quality.Someone with a clear job plan at 15 is more likely to end up working in that profession than in any other random occupation.Consequently,it matters whether teenagers express interest in working in fields of strategic importance and if not there is an onus on societies to consider how stu

104、dent understanding of such occupations and progression routes into them can be improved.In general however most young people do not go on to secure the exact job they expected when in school.The larger importance of career certainty and uncertainty lies in what it says about how much a young person

105、is actively thinking about their future lives in work.117 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTPISA shows clearly that young people who participate more in career development activities are less likely to be uncertain about their plans.A student with a career plan

106、 can begin a deep exploration of a professional area,investigating what it would mean in practice to work in such a field by speaking to people employed in related jobs and seeking out first-hand experiences through internships,voluntary work or part-time employment.Importantly,they can also begin w

107、orking out what they need to do to achieve their career goal:how hard they will need to work to secure grades at the right level in the right subjects to allow them to have a good chance ultimately of entering their desired profession.In most OECD countries,students focus their attention on a narrow

108、er range of subjects within upper secondary education often with significant consequences for their further progression in education,training and work.For students to make informed investments in their schooling,they need help in understanding whether different roles in the labour market would be fu

109、lfilling and obtainable to them personally.As will be seen,many young people express plans for the future that will be challenging given the levels of academic success they demonstrate in the PISA assessments on mathematics,reading and science.It is likely moreover that career uncertainty contribute

110、s to poorer educational success.PISA shows that career uncertainty is especially high among students who performed at the lowest levels on the studys academic assessments.In 2022,whereas 34%of the highest performers can be classified as career uncertain,this applies to 44%of the lowest performers.St

111、udents are classified in PISA as being uncertain if they provide no answer to the surveys question on their occupational expectation,but also if the response given is too vague or broad to allow for identification within the International Standardised Classification of Occupations.Checks are underta

112、ken to see if students who failed to write in an answer to this question also failed to respond to other questions that required written answers,such as those related to parental occupation.In PISA 2022,more than three-quarters of students who did not enter a classifiable occupation did write in det

113、ails for at least one parental occupation.Since the turn of the century,the percentage of students with clear career plans has fallen with uncertainty rising substantially over the last decade.Figure 1.1 compares results for all PISA surveys since 2000 which have featured this same question concerni

114、ng student job plans.Across the OECD,PISA 2022 shows that 39%of students can now be classified as career uncertain.While levels of uncertainty vary considerably across OECD countries,in very few are more than three in four students now clear about their future plans(Figure1.2).An important question

115、for schools to ask students around the age of 15 is what type of job they expect to have when they are around 30.Students may be thinking of a few different professions or change their plans over time and this is very reasonable.The important thing is that they are encouraged to begin imagining thei

116、r futures in work through lower secondary,allowing them time to explore fields of potential interest while they have plenty of time to build an understanding of how the choices they make in education and training can either enable or hinder easy access towards desirable ultimate employment.18 OECD 2

117、025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 1.1.Average rate of teenage career uncertainty within OECD countries participating in all PISA surveys,2000-2022Source.OECD PISA databases 2000-2022.Note.The figure shows the average level of uncertainty among students from countries participa

118、ting in all PISA surveys asking:What kind of job do you expect to have when you are about 30 years old?This question was not asked in 2009 or 2012.The countries participating in all relevant surveys are:Australia,Austria,Czechia,France,Germany,Greece,Hungary,Ireland,Italy,Mexico,Portugal,South Korea

119、 and the United Kingdom.Figure 1.2.Percentage of students who can be classified as career uncertain,OECD countries,PISA 2022Source:OECD PISA databases 2022.05101520253035402000200320062015201820220102030405060Costa RicaTrkiyeIrelandKoreaUnited StatesAustraliaJapanMexicoColombiaSpainPortugalGreeceIta

120、lySloveniaEstoniaPolandNew ZealandOECD averageCanadaFranceSwedenAustriaChileIsraelCzech RepublicLatviaIcelandSlovak RepublicNorwaySwitzerlandLithuaniaUnited KingdomHungaryNetherlandsGermanyDenmarkFinland19 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTI feel anxious about

121、working life.I want to be able to enjoy my career and have a stable income,but I dont know what options would be available for me as Im not sure what career to do.-Bella,17 20 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONThe job expectations of students have changed little since the start

122、 of the century,are increasingly concentrated and bear little relation to actual patterns of labour market demand.After students completing the PISA survey have written in an occupational expectation,analysts use the International Standardised Classification of Occupations(ISCO)to classify their cho

123、ice.This allows comparisons to be made within and between countries and over time.ISCO was last updated in 2008 and puts all jobs into ten major groups.PISA 2022 shows that the occupational expectations of students are highly concentrated.Looking at the ten most popular job plans shows that on avera

124、ge across the OECD 50%of girls and 44%of boys expect to work in one of ten jobs.Figures 2.1 and 2.2 shows the ten most common job expectations for girls and boys in 2000 and 2022 as an average for students in all OECD countries participating in the surveys.Career interests are heavily shaped by gend

125、er,but variation is reducing.Whereas three occupations in 2000 appealed to both girls and boys,by 2022 this figure had risen to five.Across the OECD,girls are now less likely to anticipate working as a hairdresser or office clerk and more likely to plan on working as an architect or police officer.S

126、ince 2000,levels of this career concentration which in some studies is associated with poorer ultimate employment outcomes later on have steadily increased.Figure 2.3 tracks the average percentage of girls and boys saying they will work in one of the ten most popular job choices within countries for

127、 which data are available.Career planning:What are the job expectations of students,have they changed over time and how do they compare to actual patterns of employer demand?221 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTA striking finding from the PISA 2022 data is the

128、 strong growth in teenage expectations of working in one narrow field of employment:the professions(Figure 2.4).ISCO major group 2 includes six subgroups of professionals related to:science and engineering;healthcare;teaching;business administration;information and communications technology;and lega

129、l,social and cultural professions.Eighteen OECD countries have participated in every PISA cycle since 2000 which asked students to share their occupational plans.As Figure 2.4 shows,over this period the proportion of students from these countries expecting to work as a professional has increased fro

130、m 48%to 59%while interest in all other major groups of employment has remain steady or fallen.For all OECD countries participating in PISA 2022,on average 58%of students who expressed a job expectation said that they anticipated working as a professional.Students anticipating such an occupation are

131、more likely to be girls(69%),students from the most socially advantaged quartile(72%),high performers on the PISA assessments(73%)and residents of urban areas(64%).While large numbers of students expect to become a professional in every OECD country,levels of interest vary(Figure 2.5).In some countr

132、ies such as Canada,Mexico and Costa Rica,more than 70%of students say that they will work in this field.Expectations are lowest in countries with historically strong systems of vocational education and training.While countries vary in the proportions of workers in the actual labour market who are em

133、ployed as professionals,in no OECD country is there greater demand for employment than the potential supply as indicated by student job expectations.ISCO allows for comparisons to be made between student job plans and actual distributions of workers within labour forces.Figures 2.5 and 2.6 compare p

134、atterns of student occupational expectations by ISCO major group and actual patterns of labour market distribution in two countries.In England,three times more students expect to work as a professional than there are actual jobs available.In Norway,this ratio is lower.Figure 2.1.The most popular ten

135、 expected occupations of girls.Average of all OECD countries,PISA 2000 and PISA 2022RankOccupational expectation (2000)%Occupational expectation(2022)%1Teachers12.0Doctors12.22Doctors7.9Teachers7.33Lawyers4.5Lawyers6.54Psychologists3.6Nursing and midwives5.85Nursing and midwives3.4Psychologists5.36H

136、airdressers3.4Designers3.77Designers2.8Veterinarians2.98Writers2.6Architects2.79Veterinarians2.5Police officers1.910General and keyboard clerks1.9Actors1.7 Total44.5Total50.0Source.OECD PISA databases 2000 and 2022.Note.Data on the most popular occupational expectations of girls and boys for all cou

137、ntries participating in PISA 2022 are available on the OECD dashboard https:/www.oecd.org/en/data/dashboards/career-readiness22 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 2.2.The most popular ten expected occupations of boys.Average of all OECD countries,PISA 2000 and PISA 2022So

138、urce.OECD PISA databases 2000 and 2022.Note.Data on the most popular occupational expectations of girls and boys for all countries participating in PISA 2022 are available on the OECD dashboard https:/www.oecd.org/en/data/dashboards/career-readinessFigure 2.3.Changing patterns of career concentratio

139、n 2000-2022,girls and boys expecting to work in one of 10 most popular career choices.Average of all OECD countries participating in relevant PISA studiesSource.OECD PISA databases 2000-2022.44.551.248.148.650.55037.14139.544.143.844-60-40-200204060200020032006201520182022GirlsBoysRankOccupational e

140、xpectation(2000)%Occupational expectation(2022)%1ICT professionals7.9ICT professionals8.72Engineers5.4Sportspeople7.43Sportspeople4.5Engineers6.64Teachers4.2Doctors5.25Doctors3.6Teachers3.36Motor vehicle mechanics and repairers2.9Architects3.07Lawyers2.3Lawyers2.88Architects2.3Motor vehicle mechanic

141、s and repairers2.59Police officers2.0Police officers2.210Science and engineering professionals1.9Managing directors and chief executives2.2 Total37.1Total44.023 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTFigure 2.4.Occupational expectations of students by ISCO major gro

142、up.Average of all OECD countries participating in relevant PISA studies,2000-2022 Source.OECD PISA databases 2000-2022.Note.The figure shows the average percentage of girls and boys from countries participating in PISA 2000,2003,2006,2015,2018 and 2022 expecting to work in one of the 10 most popular

143、 career choices for their gender as a proportion of all students expressing an occupational expectation.Participating countries:ustralia,Austria,Belgium,Czechia,France,Germany,Greece,Hungary,Iceland,Ireland,Italy,Korea,Latvia,Mexico,Poland,United Kingdom and the United States.Figure 2.5.Percentage o

144、f students who expect to work as a professional(ISCO 2).OECD countries,PISA 2022Source.OECD PISA data 2022.Note.Major group 2 of the International Standardised Classification of Occupations includes six subgroups of professionals related to:science and engineering;healthcare;teaching;business admini

145、stration;information and communications technology;and legal,social and cultural professions.01020304050607080Czech RepublicGermanyFinlandSwitzerlandHungaryFranceAustriaNetherlandsNorwaySlovak RepublicSwedenPolandSloveniaLatviaLithuaniaIcelandBelgiumJapanGreeceOECD averageDenmarkKoreaUnited StatesIt

146、alyNew ZealandEstoniaAustraliaIrelandColombiaUnited KingdomPortugalTrkiyeChileSpainIsraelCanadaMexicoCosta Rica24 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 2.6.Comparison of student occupational expectations in England(PISA 2022)with national labour market distributionsSource.OE

147、CD PISA 2022 database and Office for National Statistics(ONS),released 8 December 2022,ONS website,statistical bulletin,Industry and occupation,England and Wales:Census 2021,Mann,A.et al.,(2024),Teenage career development in England:A Review of PISA 2022 Data,OECD Publishing,Paris.Note:Census data f

148、rom the Office for National Statistics(ONS)contains information from all people in England and Wales.Figure 2.7.Comparison of student occupational expectations in Norway(PISA 2022)with national labour market distributionsNote.Occupations are classified using the International Standard Classification

149、 of Occupations(ISCO-08).Data on student career expectations is derived from the OECD PISA 2022 database,while actual labour market distributions reflect employment data from the International Labour Organisation(ILO)for 2022.Source.OECD PISA 2022 database.ILO(2024),Employment by sex,age and occupat

150、ion(thousands)-Annual.https:/www.ilo.org/shinyapps/bulkexplorer54/?lang=en&id=EMP_TEMP_SEX_AGE_OCU_NB_A.010203040506070801 Managers2 Professionals3 Technicians and Associate Professionals4 Clerical support workers5 Services and sales workers6 Skilled agricultural,forestry and fishery workers7 Craft

151、and related trades workers8 Plant and machine operators,and assemblers9 Elementary occupations0 Armed forces occupationsOccupational expectationActual labour market01020304050601 Managers2 Professionals3 Technicians and Associate Professionals4 Clerical support workers5 Services and sales workers6 S

152、killed agricultural,forestry and fishery workers7 Craft and related trades workers8 Plant and machine operators,and assemblers9 Elementary occupations0 Armed forces occupationsOccupational expectationActual labour market25 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTFor

153、all OECD countries participating in PISA 2022,on average 58%of students who expressed a job expectation said that they anticipated working as a professional.26 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONMany students,especially from more disadvantaged backgrounds,are confused about what

154、 they need to do to achieve their career plans.What students think about their futures in work matters.It is predictive of likely outcomes later on.As discussed,young people who are uncertain about their career plans on average go on to do worse in work than would otherwise be expected.The same also

155、 applies to a large group of students who can be described as misaligned in their career thinking.Over recent years,a growing number of studies have looked at the alignment and misalignment of the professional and educational plans of secondary school students.Longitudinal surveys commonly ask stude

156、nts about the careers they plan to pursue and the highest levels of education they expect to complete.Where the education level is well-matched with the typical qualifications required for entry into the anticipated profession,students can be described as being career aligned.When their expected lev

157、els of education are much higher or lower than that which is normally required,they are seen as misaligned.It is of greatest concern when students effectively underestimate the education required and this form of misalignment is routinely found in longitudinal studies to be linked with worse employm

158、ent outcomes than would otherwise be expected in early adulthood.Across OECD countries,on average one student in five who expects to work in a profession which typically requires tertiary education as an entry qualification(jobs classified within major groups 1,2 and 3 in the International Standardi

159、sed Classification of Occupations),but does not plan on continuing in education beyond the completion of upper secondary education.It does not pay to be confused about how the education and training system works.PISA 2022 shows that it is students who are from the most socially disadvantaged backgro

160、unds who are systematically more likely to be so misaligned in their career thinking(Figure 3.1).Career alignment and misalignment:Do students understand what they need to do to achieve their job plans?327 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTOn average,across OEC

161、D countries,34%of students from the least advantaged quarter of students can be described in this way compared to 11%of the most advantaged students.In some countries,around half of disadvantaged students express such confusion in their future planning.Equally,students who perform at the lowest leve

162、ls on the PISA academic assessments demonstrate high levels of misalignment(Figure 3.1).While studies show that such low-performing students are likely to struggle to complete tertiary education,at the age of 15 many expect to work in a profession that typically requires a university qualification.O

163、ver the last twenty years,levels of such misalignment have fallen as the educational ambitions of students have increased.Looking at OECD countries for which data are available in both 2003 and 2022 shows that the percentage of students expecting to complete some form of tertiary education rose from

164、 58%to 67%.Increases in educational ambition are in general to be welcomed as young people with higher levels of qualifications can expect to enjoy,on average,greater security in the labour market and teenage educational ambitions do have a predictive quality.Analysis of PISA data shows that student

165、s who engage more strongly in career development activities are less likely to demonstrate misalignment.For schools,tests for career misalignment are further simple ways of helping students to explore what employers will ultimately demand in terms of education and training to allow entry into desira

166、ble professions.Figure 3.1.Career misalignment of students from high and low quartiles by Economic,Social and Cultural Status(ESCS).OECD countries,PISA 2022Source.OECD PISA 2022 database.Note.Students are categorised as misaligned where they expect to work in an ISCO 1-3 occupation and expect to com

167、plete education at a level lower than ISCED 5.010203040506070Costa RicaChileTurkeyMexicoColombiaIsraelCanadaGreeceSpainItalyUnited StatesAustraliaIrelandBelgiumPortugalNetherlandsOECD averageSwitzerlandNorwayCzech RepublicFranceSlovak RepublicSwedenFinlandAustriaJapanUnited KingdomDenmarkSloveniaLit

168、huaniaEstoniaIcelandNew ZealandLatviaHungaryKoreaGermanyPolandDisadvantagedAdvantaged28 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 3.2.Career misalignment of students by high and low academic performance.OECD countries,PISA 2022Source.OECD PISA data 2022Note.Students are categori

169、sed as misaligned where they expect to work in an ISCO 1-3 occupation and expect to complete education at a level lower than ISCED 5.High performers are students who achieved above level 4 in at least one of the PISA assessments in science,mathematics and reading and above level 2 in the other two a

170、ssessments.Low performers are students who achieved below level 2 proficiency in one of the three assessments.0102030405060ChileCosta RicaMexicoColombiaTurkeyIsraelCanadaGreeceSpainUnited StatesItalyBelgiumPortugalAustraliaSwedenNorwaySlovak RepublicSwitzerlandOECD averageIrelandFranceSloveniaCzech

171、RepublicLithuaniaLatviaIcelandEstoniaAustriaJapanFinlandKoreaUnited KingdomNetherlandsDenmarkHungaryNew ZealandPolandGermanyHigh PerformersLow Performers29 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTIt is pretty difficult to decide what I want to do because I have no cl

172、ue what grades I am going to get and what opportunities in and out of school Ill have.-Mahmoud,1730 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONThe education plans of students are driven more by social background than by ability.By the age of 15,students in most OECD countries are approa

173、ching important decision points.In many countries,it is around this age that students decide whether they will continue in secondary education and if so,whether they will pursue general education pathways which commonly enable access to tertiary education or to enrol on programmes of vocational educ

174、ation and training.It has long been understood that the social background of students plays an influential role in the decision-making of students.Data from PISA 2022 provides new insight into just how strongly the family background of students shapes their aspirations.PISA uses an algorithm that dr

175、aws on parental occupation,educational levels and household possessions to place all students on a spectrum by economic,social and cultural status(ESCS).Figure 4.1 compares educational plans of high performing students on the PISA assessments in mathematics,reading and science by their ESCS status.T

176、he figure illustrates a consistent aspiration gap in educational plans.Across OECD countries,on average the most socially disadvantaged students are 22 percentage points less likely to anticipate completing some form of tertiary education.In Czechia,Estonia,Hungary,Korea,Latvia,Sweden and the United

177、 Kingdom,this gap in 30 percentage points or more.Figure 4.2 further explores the data and finds that on average across the OECD countries,low performing students from the highest ESCS backgrounds are more likely to expect to complete some form of tertiary education than high performing students fro

178、m the lowest ESCS backgrounds.This gap averages 8 percentage points across the OECD and is found in most member countries.It is only in nine jurisdictions where the two figures are comparable or where academic ability is a better measure of educational plans than social background.Analysis of PISA d

179、ata shows that students who have engaged in different career development activities in general demonstrate significantly higher levels of educational ambition.Aspiration gaps:Are the education plans of students driven more by social background than ability?431 OECD 2025INSIGHTS FROM THE PROGRAMME FO

180、R INTERNATIONAL STUDENT ASSESSMENTFigure 4.1.The expectation of high performing students in completing some form of tertiary education by economic,social and cultural status.OECD countries,PISA 2022Source.OECD PISA 2022 database.Note.High performers are students who achieved above level 4 in at leas

181、t one of the PISA assessments in science,mathematics and reading and above level 2 in the other two assessments.The figure compares the percentages of students from the most socially advantaged and disadvantaged quartiles by assessment of economic,social and cultural status expecting to complete ISC

182、ED levels 5-8.Figure 4.2.Comparison of the education expectations of high performing,low ESCS students and low performing,high ESCS students.OECD countries,PISA 2022.Source.OECD PISA 2022 database.Note.High performers are students who achieved above level 4 in at least one of the PISA assessments in

183、 science,mathematics and reading and above level 2 in the other two assessments.Low performers are defined as students who failed to achieve level 2 in one of the three assessments.The figure compares the percentages of students from the most socially advantaged and disadvantaged quartiles by assess

184、ment of economic,social and cultural status expecting to complete ISCED levels 5-8.Expected Tertiary Education:SES Gap Among PISA High PerformersComparing Disadvantaged High Performers vs Advantaged High PerformersExpected Tertiary(%)Label=Gap(percentage points)|Dotted lines=OECD average32 OECD 2025

185、 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONEffective career guidance:Are students engaging in career guidance activities that make a difference?Too few students are participating in career development activities which are most strongly linked with better ultimate outcomes in employment.Career gu

186、idance systems are funded by societies with a primary purpose of enhancing the job outcomes of students and enabling the more efficient operation of economies.Historically,evidence concerning the extent to which guidance interventions enable better employment outcomes for youth has been limited.In r

187、ecent years however substantial new evidence has emerged,providing considerable confidence that public investments in teenage career development are well placed.In order to assess the likely long-term impacts of guidance provision,it is necessary to compare the outcomes of large numbers of young peo

188、ple who participate in interventions against those of similar peers who do not,following both groups into adulthood and using statistical controls to ensure that any benefits are not masks for other characteristics which shape employment success.Such assessments can be undertaken by randomised contr

189、ol trials,but in the field of career development these are very rare.It is possible however to use longitudinal cohort studies to identify teenagers who participated in guidance activities while in school and then follow them into adulthood.The OECD has reviewed such studies in the research literatu

190、re and overseen new analyses in ten countries(Australia,Canada,Peoples Republic of China,Denmark,Germany,Korea,Switzerland,United Kingdom,United States and Uruguay).As summarised in the publication How youth explore,experience and think about their future:a new look at effective career guidance(OECD

191、 2021),the analysis produced compelling new evidence of significant links between forms of teenage career development and better ultimate employment outcomes.533 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTThe study confirmed three forms of teenage career development whi

192、ch are strongly linked with greater job success around the age of 25.These relate to ways in which students around the age of 15 explore,experience and think about their potential futures in work.Specific predictors include participation in activities such as job fairs and workplace visits,participa

193、tion in career conversations and experiences of work through part-time work,volunteer work and internships/short work placements.Such activities are linked in turn to forms of career thinking(certainty,alignment,ambition,instrumental motivation)which are also associated with better ultimate employme

194、nt outcomes.While not comprehensive,the PISA studies provide important opportunity to assess levels of student engagement against such predictors of better ultimate transitions into work.Figure 5.1 compares average student participation levels across a range of career development activities in count

195、ries for which data are available for both 2018 and 2022.It finds that in spite of the COVID-19 pandemic,students increased their engagement in most activities.However,comparatively few students still participate in many important activities.Three types of career development bring students into firs

196、thand contact with workplaces and people in work,which provide important sources of information and experience to students.Looking across all OECD countries,in 2022 by the age of 15 only 45%of students had visited a workplace or job shadowed(Figure 5.2),35%had attended a job fair(Figure 5.3)and 35%c

197、ompleted an internship(Figure 5.4).In general,students who could recall such activities generally said that it had happened on just a single occasion,limiting opportunities to gain useful,new information and experiences.Opportunity for thinking and reflection are greater but also limited.PISA 2022 s

198、hows that on average 64%of students across the OECD had completed a career questionnaire(Figure 5.5)and 55%had spoken with a career advisor either in or out of school(Figure 5.6)by the age of 15.Where students are engaging most strongly is online.On average,76%of students said that they had used the

199、 internet to explore possible careers and 66%to research post-secondary programmes with majorities of both groups doing so on two or more occasions.While digital provision promises to make guidance more effective,efficient and equitable,to date very little research has explored the quality of such r

200、esources and how students respond to them.In a field where innovation is rapid,the OECD Observatory on Digital technologies in Career guidance for Youth has begun the process of collating examples of online provision linked to specific forms of career development,laying the basis for future reviews

201、of effective practice.34 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 5.1.Student participation in career development activities.Average of all OECD countries providing data in both 2018 and 2022Source.OECD PISA 2018 and 2022 databases.Note.The figure presents the average participa

202、tion rates for the following countries providing relevant data in PISA 2018 and 2022:Australia,Austria,Belgium,Costa Rica,Denmark,Germany,Greece,Hungary,Iceland,Ireland,Italy,Korea,Lithuania,New Zealand,Poland,Slovak Republic,Slovenia,Spain and the United Kingdom.Figure 5.2.Percentage of students ag

203、reeing that they had participated in job shadowing or a work-site visit.OECD countries,PISA 2022Source.OECD PISA database 2022.0102030405060708090I did an internshipI attended a job shadowing or work-site visitI visited a job fairI spoke to a career advisor at my schoolI spoke to career advisor outs

204、ide of my schoolI completed a questionnaire to find out about my interestsI researched the internet for information about careersI went to an organised tour in an ISCED 3-5 institution.I researched the internet for information about ISCED 3-5201820220102030405060708090BelgiumEstoniaUnited KingdomCan

205、adaItalyUnited StatesMexicoAustraliaPolandTrkiyeCzech RepublicIcelandJapanSpainLatviaGermanyChileLithuaniaIrelandNew ZealandSloveniaSlovak RepublicOECD averagePortugalNorwayHungaryFinlandNetherlandsKoreaIsraelGreeceCosta RicaAustriaSwedenFranceDenmarkSwitzerlandYes,onceYes,two or more times35 OECD 2

206、025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTFigure 5.3.Percentage of students agreeing that they had visited a job fair.OECD countries,PISA 2022Source.OECD PISA database 2022.Figure 5.4.Percentage of students agreeing that they had completed an internship(short work placement)

207、.OECD countries,PISA 2022 Source.OECD PISA database 2022.010203040506070JapanCosta RicaKoreaBelgiumMexicoHungarySpainFinlandEstoniaIrelandColombiaPolandCanadaGermanyIsraelFranceUnited StatesPortugalItalyNetherlandsCzech RepublicSwedenOECD averageSlovak RepublicLithuaniaIcelandSloveniaTrkiyeChileLatv

208、iaGreeceNew ZealandAustraliaUnited KingdomAustriaNorwayDenmarkSwitzerlandYes,onceYes,two or more times01020304050607080KoreaTrkiyePortugalJapanCanadaUnited StatesBelgiumCzech RepublicItalyChilePolandCosta RicaIcelandSpainNew ZealandEstoniaSloveniaLatviaIsraelOECD averageUnited KingdomMexicoSwitzerla

209、ndSlovak RepublicColombiaNorwayHungaryAustriaIrelandLithuaniaAustraliaNetherlandsGreeceFinlandSwedenFranceDenmarkGermanyYes,onceYes,two or more times36 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 5.5.Percentage of students agreeing that they had completed a questionnaire about the

210、ir interests and abilities.OECD countries,PISA 2022Source.OECD PISA database 2022.Figure 5.6.Percentage of students agreeing that they had spoken with a career advisor either in or out of school.OECD countries,PISA 2022Source.OECD PISA database 2022.01020304050607080IsraelBelgiumJapanItalyEstoniaIce

211、landPolandGreeceIrelandSloveniaLithuaniaTrkiyeSlovak RepublicCzech RepublicOECD averageNew ZealandMexicoUnited KingdomLatviaCosta RicaColombiaDenmarkKoreaGermanyHungaryUnited StatesNorwayNetherlandsChileSwedenSpainFinlandCanadaAustraliaFrancePortugalSwitzerlandAustriaYes,onceYes,two or more times010

212、2030405060708090100JapanIsraelCzech RepublicBelgiumItalyIrelandNetherlandsLithuaniaSlovak RepublicMexicoNew ZealandUnited StatesLatviaSloveniaHungaryChileAustriaGermanyCanadaUkrainian regions(18 of 27)TrkiyeOECD averageGreeceColombiaKoreaFrancePolandEstoniaIcelandSwitzerlandCosta RicaSpainAustraliaU

213、nited KingdomPortugalNorwaySwedenDenmarkFinlandYes,onceYes,two or more times37 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTIt was very useful for me to speak to someone doing a job that Im interested in doing.I learnt the ins and outs of the job and became sure that I wa

214、nt to do it because of the salary!-Aaron,1738 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONAcross the OECD,students from more advantaged social backgrounds can expect to engage more in career development activities than their disadvantaged classmates.Both the educational and occupational

215、plans of students and the family-based resources available to them to support their career exploration are strongly shaped by social background,presenting additional barriers to successful transitions for many young people.As discussed in the OECD paper,Challenging Social Inequality through Career G

216、uidance(2024),effective guidance systems will respond to additional needs,but on average disadvantaged students engage less in important career development activities than their more privileged peers.PISA places students on a spectrum of economic,social and cultural status(ESCS)based on parental occ

217、upation,education level and household possessions.Compared to students from the most advantaged quartile,the most disadvantaged students are more likely to be uncertain about their career plans and more likely to be misaligned in their education and job goals when they express them.Disadvantaged stu

218、dents are much less likely to plan on completing tertiary education even when they perform highly on the PISA academic assessments.Analysis of PISA data shows that students who engage in career development activities are significantly more likely to have clear job expectations,to be aligned in their

219、 future plans and to anticipate completing some form of tertiary education.However,PISA also shows that students from the most disadvantaged backgrounds are less likely on average to engage in career development activities than their more socially advantaged classmates.Figure 6.1 presents data from

220、all OECD countries participating in PISA 2022.It shows that on average in seven of eight guidance activities,the most advantaged quartile of students engaged Equitable career development:Are guidance systems responding effectively to social inequalities?639 OECD 2025INSIGHTS FROM THE PROGRAMME FOR I

221、NTERNATIONAL STUDENT ASSESSMENTmore frequently and often considerably moreso than their most disadvantaged peers.The only field where socially disadvantaged students can anticipate engaging more commonly is in internships.While variations between the two groups may be modest,more equitable(and so mo

222、re effective)guidance systems would be expected to target greater resource on students from more disadvantaged backgrounds.Figures 6.2 and 6.3 breaks down data on participation in job shadowing/workplace visits and job fairs respectively by country.The most common forms of career development for stu

223、dents relate to resources available outside of the classroom such the use of the internet to explore future careers and educational programmes and in career conversations.Whereas 76%of high ESCS students went online to research post-secondary programmes and 82%to research careers,only 66%and 75%resp

224、ectively of low ESCS students did the same.PISA 2018 shows that while 79%of the most socially disadvantaged students had spoken to someone about a job they would like to do after they finish education,this applied to 87%of their most advantaged peers.Figure 6.1.Student participation in career develo

225、pment activities by economic,social and cultural status(ESCS),high and low quartiles.Average of OECD countries,PISA 2022 Source.OECD PISA database 2022.0102030405060708090I did an internshipI attended a job shadowing or work-site visitI visited a job fairI spoke to a career advisor either in or out

226、of schoolI completed a questionnaire to find out about my interests and abilities.I researched the internet for information about careersI went to an organised tour in an ISCED 3-5 institution.I researched the internet for information about ISCED 3-5 programmes.AdvantagedDisadvantaged40 OECD 2025 TH

227、E STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 6.2.Student participation in job shadowing/workplace visits by economic,social and cultural status(ESCS),high and low quartiles.OECD countries,PISA 2022Source:OECD PISA database 2022.Figure 6.3.Student participation in job fair by economic,social an

228、d cultural status(ESCS),high and low quartiles.OECD countries,PISA 2022Source.OECD PISA database 2022.0102030405060708090BelgiumEstoniaCanadaUnited KingdomMexicoTrkiyeUnited StatesGermanyLatviaItalyJapanSpainPolandAustraliaIcelandNew ZealandSloveniaChileLithuaniaIrelandCzechiaPortugalOECD averageKor

229、eaHungaryNorwaySlovak RepublicFinlandGreeceNetherlandsIsraelAustriaSwedenFranceDenmarkSwitzerlandDisadvantagedAdvantaged01020304050607080JapanKoreaSpainMexicoFinlandBelgiumEstoniaHungaryCanadaIrelandFranceColombiaPolandUnited StatesPortugalItalyTrkiyeGermanyLithuaniaIcelandCzechiaOECD averageNetherl

230、andsSlovak RepublicIsraelSloveniaSwedenNew ZealandGreeceChileLatviaUnited KingdomAustraliaAustriaSwitzerlandDenmarkNorwayDisadvantagedAdvantaged41 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTFigure 6.4.Student participation in career questionnaire by economic,social and

231、cultural status(ESCS),high and low quartiles.OECD countries,PISA 2022Source.OECD PISA database 2022.0102030405060708090JapanBelgiumTrkiyeIsraelItalyEstoniaIcelandNew ZealandIrelandKoreaSlovak RepublicGreeceSloveniaPolandLithuaniaCzechiaUnited KingdomOECD averageUnited StatesColombiaFranceSwedenMexic

232、oAustraliaGermanyLatviaCanadaSpainDenmarkNetherlandsFinlandPortugalNorwayChileHungarySwitzerlandAustriaDisadvantagedAdvantagedThe most important things that I learned from career guidance in school is that it is never too late to change the career you want to pursue and that you never know what you

233、really want to do until you try multiple things out.-Huda,1742 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONThe interest of students in occupational fields of strategic importance where their gender is underrepresented has changed little over the last generation.Across the OECD,several oc

234、cupational fields have been highlighted as being both of particular strategic importance and suffering from skills shortages.These include healthcare,information technology,the skilled crafts and trades,and teaching.PISA provides considerable insight into the attitudes of students towards work in th

235、ese areas.Drawing on data from 2000 onward,it is possible to see if interest in these occupations has changed over the last generation.Moreover,it is possible to explore how attractive jobs are to students from different backgrounds.Notably,workforces across the four fields are all characterised by

236、gender imbalance.Figure 7.1 tracks the occupational expectations of students from 2000 to 2022 in the occupational areas by gender.It shows the average interest levels of 15 year old girls and boys from the 13 OECD countries which participated in all PISA studies which asked respondents about their

237、occupational expectations.It reveals that the gender gap in aspiration has only strongly closed in one area,teaching,and this is due to falling interest among young women,rather than increases in the expectations of young men.Girls were as unlikely to anticipate a career in information technology or

238、 in the skilled trades in 2022 as they were in 2000.The interest of boys in working in healthcare has increased since 2000,but modestly.Combining results for girls and boys,over this period expectation levels have fallen for teaching,changed little for information technology and the skilled trades a

239、nd risen for careers in healthcare.Strategic career development:Can strategically important occupational areas expect to recruit well from among underrepresented groups?743 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTFigures 7.2 to 7.4 unpack the 2022 PISA data related t

240、o expectation of working in the crafts and skilled trades(ISCO major group 7).This includes many occupations which are commonly entered through programmes of vocational education and training,including:builders,carpenters,electricians,fitters,insulation workers,motor vehicle mechanics,plumbers,print

241、ers and welders.On average across the OECD,PISA 2022 shows that 13.7%of boys and 1.8%of girls expect to work in such a trade.While in all countries,it is more often boys who expect such employment,in some countries such as Hungary and Norway 4-5%of girls share the job ambition,outnumbering the total

242、 percentage of interested boys in Colombia,Israel,Korea,Turkey,Costa Rica,Japan and Mexico.Student interest in such professions will respond to genuine or perceived fears that workplaces may be unwelcoming to the minority gender,but also reflect socially constructed assumptions about the forms of wo

243、rk which are reasonable for girls and boys to pursue and the extent to which education and training systems actively seek to attract and accommodate all potential learners.Attitudes also reflect the status and quality of jobs.In some countries,programmes of vocational education and training are perc

244、eived to be of poor quality and to provide limited opportunities in work.Figure 7.3 shows that it is rare for students from the most advantaged social backgrounds to expect to work in the skilled trades.On average,they are more than four times less likely to express this job plan than peers from the

245、 most disadvantaged backgrounds.However,national variations are again apparent:6%of socially advantaged students in Denmark and 7.1%in Norway anticipate working in a skilled trade.Equally,as seen in Figure 7.4,while across the OECD the skilled trades remain predominantly the expectation of lower aca

246、demic performers(13.1%of whom anticipate working in the field,compared to 3.5%of high performers),in some countries,high performers on the PISA assessments demonstrate strong interest.This is the case in Finland(7.8%),Germany(8.1%),Iceland(7.0%)and Switzerland(7.3%).PISA data shows that it not impos

247、sible to design a VET system that is found to be attractive to a broad range of students,but that it is certainly unusual.Figures 7.5 to 7.7 explore the occupational expectations of students with regard to careers in information technology(IT).As with the skilled trades,student interest is highly ge

248、ndered.Across the OECD in 2022,on average 11.2%of boys say that they will work in the field around the age of 30 compared to 1.5%of girls.As Figure 7.5 illustrates,in every OECD country this pattern of expectation is apparent.In many OECD countries,including Iceland,Italy and Norway fewer than one g

249、irl in 200 with a job plan expects it to be in the field of information technology.PISA data also show that students anticipating working in IT tend to be from more socially advantaged backgrounds(Figure 7.6)and especially to be higher achievers on the PISA academic assessments(Figure 7.7).This anal

250、ysis combines student expectations to work as both IT professionals(ISCO group 25)and as IT technicians(ISCO group 35).44 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 7.1.Student interest in careers in healthcare,IT,the skilled crafts and trades and teaching,OECD average by gender

251、2000 to 2022(12-13 countries)Source.OECD PISA databases 2000-2022.Note.The figure shows the average percentage of students(expressing an occupational expectation)in the profession from among PISA participants in Australia,Austria,Czechia,France,Germany,Greece,Hungary,Ireland,Italy,Mexico,Portugal,So

252、uth Korea and the United Kingdom.In the PISA surveys of 2009 and 2012 students were not asked about their occupational expectations.Health careers are captured by ISCO groups 22 and 32,information technology(25 and 35),the skilled trades(group 7)and teaching(group 23).Figure 7.2.Percentage of studen

253、ts expecting to work in the skilled trades(ISCO 7)by gender.PISA 2022.OECD countriesSource.OECD PISA database 2022HealthICTCraft051015202530CostaRicaPortugalColombiaTrkiyeSpainIrelandUnitedKingdomMexicoUnitedStatesJapanBelgiumIsraelChileGreeceNetherlandsDenmarkItalyPolandSloveniaLatviaOECDaverageCan

254、adaFranceKoreaIcelandNewZealandEstoniaAustraliaLithuaniaSlovakRepublicSwitzerlandSwedenGermanyFinlandCzechRepublicAustriaNorwayHungaryGirlsBoys45 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTFigure 7.3.Percentage of students expecting to work in the skilled trades(ISCO 7)

255、by economic,social and cultural status(ESCS),high and low quartiles.OECD countries,PISA 2022Source.OECD PISA database 2022Figure 7.4.Percentage of students expecting to work in the skilled trades(ISCO 7)by academic performance.OECD countries,PISA 2022Source.OECD PISA database 2022051015202530Colombi

256、aIsraelCostaRicaMexicoKoreaJapanTrkiyeSpainPortugalChileGreeceItalyUnitedStatesCanadaNetherlandsUnitedKingdomFranceOECDaverageNewZealandLatviaBelgiumSwitzerlandLithuaniaSloveniaSwedenFinlandIcelandNorwayPolandIrelandAustraliaGermanyDenmarkAustriaCzechRepublicEstoniaSlovakRepublicHungaryLow performer

257、sHigh performers051015202530ColombiaIsraelCostaRicaMexicoJapanTrkiyeSpainPortugalChileGreeceItalyUnitedStatesCanadaNetherlandsUnitedKingdomFranceOECDaverageNewZealandLatviaBelgiumSwitzerlandLithuaniaSloveniaSwedenFinlandIcelandNorwayPolandIrelandAustraliaGermanyDenmarkAustriaCzechRepublicEstoniaSlov

258、akRepublicHungaryDisadvantagedAdvantaged46 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONFigure 7.5.Percentage of students expecting to work in information technology by gender.OECD countries,PISA 2022Source.OECD PISA database 2022.Note.ISCO 25 and 35.Figure 7.6.Student interest in IT,OECD

259、 countries 2022 by economic,social and cultural status(ESCS),high and low quartiles.OECD countries,PISA 2022Source.OECD PISA database 2022.Note.ISCO 25 and 35.024681012All studentsGirlsBoysDisadvantagedAdvantagedLow performersHigh performers051015202530NorwayAustraliaIcelandFinlandIrelandChileItalyF

260、ranceMexicoUnited KingdomUnited StatesDenmarkNew ZealandBelgiumAustriaCanadaNetherlandsSwedenSwitzerlandJapanGreeceOECD averagePortugalCzech RepublicGermanyKoreaSpainColombiaSloveniaTrkiyeHungaryCosta RicaPolandSlovak RepublicIsraelLithuaniaLatviaEstoniaGirlsBoys47 OECD 2025INSIGHTS FROM THE PROGRAM

261、ME FOR INTERNATIONAL STUDENT ASSESSMENTFigure 7.7.Student interest in IT,by low and high academic performance.OECD countries,PISA 2022Source.OECD PISA database 2022.Note.ISCO 25 and 35.0246810121416NorwayAustraliaIcelandFinlandIrelandChileItalyFranceMexicoUnited KingdomUnited StatesDenmarkNew Zealan

262、dBelgiumAustriaCanadaNetherlandsSwedenSwitzerlandJapanGreeceOECD averagePortugalCzech RepublicGermanyKoreaSpainColombiaSloveniaTrkiyeHungaryPolandSlovak RepublicIsraelLithuaniaLatviaEstoniaDisadvantagedAdvantagedThe most important thing that Ive learned from career guidance in school is that a lot m

263、ore wo-men are now doing male dominant careers.-Nadine,17 48 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONMany students feel poorly prepared for their futures and doubt that their schools are helping them in their career preparation.PISA 2022 includes a series of questions exploring stude

264、nt attitudes related to how well prepared they feel for their futures.Responses to questions reveal levels of confidence and concern expressed by students.In some cases,questions provide insight into the instrumental or extrinsic motivations felt by students that influence their engagement in educat

265、ion.While most students do feel confident about their futures,sizeable numbers do not.In addition,one-third of students say that they feel pressure from their families to follow a specific path after formal education.One in ten say that they feel this pressure very strongly.Looking across student ch

266、aracteristics,attitudes are comparable across all groups with the exception of two statements.On average,compared to their peers from the highest quartile by economic,social and cultural(ESCS)status,students from the lowest ESCS quartile are 9 percentage points more likely to agree that that worry t

267、hat lack of money will prevent them from following their interests.They are also 7 percentage points more likely to agree that school has been a waste of time.This statement is often seen as a test of student instrumental motivation:the belief that engagement in education will lead to desirable rewa

268、rds in work later in life.In many longitudinal studies,this teenage belief is significantly associated with better ultimate employment outcomes.Analysis of PISA data shows that participation in different forms of career development can also be significantly linked with higher or lower levels of inst

269、rumental motivation with further research required to understand relationships more deeply.Figures 8.1 to 8.8 set out data from OECD countries in response to statements which reveal widespread anxiety among teenagers about their futures.The data show that on average across the OECD.Fears for the fut

270、ure:What do students think about the state of their career preparation?849 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTFigure 8.1.Percentage of students agreeing with the statement,I worry that I am not prepared for life after.OECD countries,PISA 2022Source.OECD PISA dat

271、abase 2022.47.3%of students agree that they worry that they are not prepared for life after compulsory education,13.3%agreeingly strongly(Figure 8.1).34%of students do not agree that they feel well-informed about possible paths after compulsory education,8%disagreeing strongly(Figure 8.2).43.6%of st

272、udents agree that they worry that they will not have enough money to do what they would like after compulsory education,12.2%agreeing strongly(Figure 8.3)49%of students agree that school has done little to prepare them for adult life,14.2%agreeing strongly(Figure 8.4).24.2%of students agree that sch

273、ool has been a waste of time,6.3%agreeing strongly(Figure 8.5)46.1%of students do not agree that school has helped give them confidence to make decisions,12.6%disagreeing strongly(Figure 8.6).32.6%of students do not agree that school has taught them things which could be useful in a job,9.5%disagree

274、ing strongly(Figure 8.7).41.5%of students do not agree they feel well-prepared for their future path,with 10.3%disagreeing strongly(Figure 8.8).01020304050607080HungaryFinlandAustriaSwitzerlandCzechiaGreeceSloveniaNetherlandsDenmarkSwedenSlovak RepublicLatviaEstoniaFrancePolandLithuaniaNorwayOECD av

275、erageBelgiumUnited KingdomKoreaIcelandGermanyPortugalUnited StatesIrelandTrkiyeCanadaCosta RicaSpainItalyAustraliaColombiaNew ZealandMexicoChileAgreeStrongly agreeKey takeaways50 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATION8.2.Percentage of students agreeing with the statement,I feel wel

276、l-informed about possible paths for me after.OECD countries,PISA 2022Source.OECD PISA database 2022.8.3.Percentage of students agreeing with the statement,I worry that I wont have enough money to do what Id like after.OECD countries,PISA 2022Source.OECD PISA database 2022.0102030405060708090TrkiyeGe

277、rmanyLithuaniaPolandKoreaAustriaBelgiumItalyGreeceIrelandCzechiaFranceNew ZealandNetherlandsSlovak RepublicHungaryPortugalOECD averageChileCanadaUnited KingdomLatviaSloveniaAustraliaSwedenIcelandMexicoSwitzerlandSpainNorwayEstoniaUnited StatesCosta RicaColombiaFinlandDenmarkAgreeStrongly agree010203

278、04050607080HungaryDenmarkSwitzerlandNetherlandsGreeceAustriaIcelandCzechiaFinlandSloveniaKoreaNorwayBelgiumSwedenLatviaFranceEstoniaGermanyPortugalOECD averageSlovak RepublicLithuaniaSpainItalyIrelandUnited KingdomPolandCanadaAustraliaUnited StatesNew ZealandTrkiyeMexicoCosta RicaChileColombiaAgreeS

279、trongly agree51 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT8.4.Percentage of students agreeing with the statement,School has done little to prepare me for adult life when I leave school.OECD countries,PISA 2022Source.OECD PISA database 2022.8.5.Percentage of students ag

280、reeing with the statement,School has been a waste of time.OECD countries,PISA 2022Source.OECD PISA database 2022.01020304050607080JapanKoreaMexicoFinlandSloveniaHungaryColombiaDenmarkCzechiaSpainSlovak RepublicEstoniaLatviaCosta RicaIcelandNetherlandsPortugalOECD averageChileSwedenTrkiyeAustraliaAus

281、triaNew ZealandUnited KingdomNorwayCanadaUnited StatesSwitzerlandItalyFranceIrelandLithuaniaBelgiumPolandGreeceGermanyAgreeStrongly agree0510152025303540JapanCosta RicaKoreaMexicoSpainDenmarkChileColombiaPortugalItalyHungaryEstoniaOECD averageFinlandSwedenIrelandGreeceSwitzerlandUnited KingdomAustra

282、liaCzechiaAustriaCanadaUnited StatesIcelandSloveniaLatviaFranceNew ZealandLithuaniaGermanyBelgiumNetherlandsSlovak RepublicNorwayTrkiyePolandAgreeStrongly agree52 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATION8.6.Percentage of students agreeing with the statement,School has helped give me

283、confidence to make decisions.OECD countries,PISA 2022Source.OECD PISA database 2022.8.7.Percentage of students agreeing with the statement,School has taught me things which could be useful in a job.OECD countries,PISA 2022Source.OECD PISA database 2022.01020304050607080GermanyPolandCzechiaFranceNeth

284、erlandsBelgiumNorwayAustriaGreeceSwedenHungarySwitzerlandLithuaniaItalyUnited KingdomIcelandOECD averageNew ZealandEstoniaIrelandSlovak RepublicSloveniaFinlandTrkiyeCanadaLatviaSpainUnited StatesDenmarkPortugalAustraliaChileKoreaJapanCosta RicaMexicoColombiaAgreeStrongly agree0102030405060708090Germ

285、anyPolandNorwayAustriaHungaryIcelandUnited KingdomNetherlandsKoreaTrkiyeSwedenBelgiumGreeceSlovak RepublicCzech RepublicUnited StatesSwitzerlandIrelandSloveniaOECD averageSpainNew ZealandItalyEstoniaDenmarkFranceLithuaniaAustraliaCanadaJapanLatviaChilePortugalFinlandMexicoColombiaCosta RicaAgreeStro

286、ngly agree53 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT8.8.Percentage of students agreeing with the statement,“I feel well-prepared for my future path after”.OECD countries,PISA 2022Source.OECD PISA database 2022.0102030405060708090KoreaGermanyPolandIrelandNew ZealandT

287、rkiyeUnited KingdomLithuaniaSloveniaNorwayAustriaChileFranceItalyBelgiumCanadaNetherlandsOECD averageGreeceLatviaSwedenCzechiaEstoniaUnited StatesIcelandSlovak RepublicPortugalAustraliaHungarySpainFinlandSwitzerlandMexicoCosta RicaDenmarkColombiaAgreeStrongly agreeI dont feel anxious about going int

288、o work,but fairly confident that I will find something for me.I feel this way because there are many opportunities waiting.The only problem is that I dont know what they are.-Mahmoud,1754 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONEngaging employers and people in work in school guidance

289、 activitiesThe engagement of employers and people in work is at the heart of effective teenage career development.Their involvement provides students with opportunities for gaining information and experience which are very difficult to replicate without their participation.Such activities are strong

290、ly associated with better outcomes for both young people and their employers.Research studies provide valuable insight into how benefits can be maximised and how the connections between schools and employers can be most effectively,efficiently and equitably delivered.The impact of employment engagem

291、ent in teenage career developmentAnalysis of large-scale datasets that explore the links between teenage career development and adult employment outcomes identify compelling evidence of benefits to young people.Of the nine forms of teenage career exploration and experience where international longit

292、udinal datasets are sufficient to allow an assessment of long-term impact,seven either require students to engage with employers or are commonly enhanced(and delivered)through employer engagement.These include:career insight talks and job fairs,workplace visits and job shadowing,career conversations

293、,career pathway programmes,application and interview skills development activities,part-time working,volunteer work and internships.Across all these areas,positive impacts can be identified linked to the later likelihood of being in employment,education or training,earnings and/or job satisfaction.S

294、uch career activities are also associated with more beneficial forms of teenage career thinking(clear,ambitious,aligned plans that recognise the value of education in employment transition).Retrospective user studies have also found strong relationships between more successful transitions after seco

295、ndary school,including lower unemployment rates and(if in work)higher wages,and teenage participation in forms of career Afterword55 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTdevelopment that require students to connect with employers and people in work.Figure 9.1 illu

296、strates descriptive results from a recent survey of young adults aged 19-26 educated in the community of Madrid,Spain.The figure compares the agreement of respondents that their schools had prepared them well for adult life and their recollections of the number of times that their secondary schools

297、had connected them with employers and people in work in the context of career development.It finds that whereas two-thirds of young adults who recalled no interactions felt that their schools had prepared them poorly,this applied to only one-third of their peers who recalled four or more engagements

298、.Similar results have been found in surveys of young adults in the UK.Higher levels of recalled employer engagement have been significantly linked with lower rates of young adults being Not in Education,Employment or Training(NEET).Figure 9.1.Perceptions of young adults(aged 19-26)on how well or poo

299、rly secondary schools prepared them for adult working life by volume of recalled employer career engagement activities undertaken during secondary education(on scale of 0-4+occasions).Madrid,Spain 2024.Note.Survey of 1 015 young adults(aged 19-26)who had attended secondary education in the Community

300、 of Madrid,Spain.The survey was undertaken in the summer of 2024.Source.OECD survey of young adults in Madrid,Mann,A.et al.(2025),Career Readiness in Madrid(Spain):insights from a survey of young adults(19-26),OECD Publishing,Paris.Why employer engagement makes a difference?Studies of the role of em

301、ployer engagement in teenage career development highlight its capacity to provide students with information and experiences which are new,useful,and difficult to ignore.Students are especially likely to trust insights gained from employer engagement.They see first-hand experiences as being authentic

302、 and up to date.Studies show too that they frequently use their experiences to build up resources that enable more confident navigation through education and training and support successful ultimate transitions into work.Episodes of employer engagement are seen to enhance the knowledge and skills of

303、 students and to build their social networks,gaining access to useful career-related information and often recommendations or job offers.Perhaps most importantly,students are seen to increase both their understanding of potential careers and confidence in how they can best be secured,allowing them t

304、o invest their time more strategically and with greater certainty in schooling.These benefits are often conceptualised as forms of human,social and cultural capital that are ultimately assessed by recruiters in deciding the suitability of candidates applying for jobs.01020304050607080NeverOnceTwiceT

305、hree timesFour times or more56 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONWhy employers have much to gain from working with schools?Surveys show that the primary reason why employers engage with schools is to enhance short-term or long-term recruitment.As noted in this paper,the career

306、ambitions of young people are strongly concentrated around a small number of traditional careers.Employer engagement programmes,such as career talks,workplace visits,and job fairs can be very effective means of broadening(as well as deepening)career aspirations.Studies also show that employers value

307、 working with schools because it provides opportunity for staff development,increases staff happiness at work and allows them to work with young people on business questions.Many also are determined to contribute to their communities and do social good.More than this however,a larger more significan

308、t benefit is apparent.Many studies find evidence of adult wage premiums linked to teenage participation in career development activities which engage employers.This means that such students often go on to earn more than comparable peers who did not engage in such a way while in school.It is an ortho

309、dox economic assumption,that higher wages reflect higher individual productivity.It is not difficult to imagine that students who progress through education into employment with a deep understanding of a working area of interest will be more likely to thrive in a field of employment that is well-mat

310、ched with their interests and abilities.For employers in sectors which are experiencing skills shortages,employer engagement with schools is particularly important.This is especially the case where shortages are accentuated by gender or other disparities and there is determination to create more bal

311、anced workforces(so increasingly opportunity to attract interested and able young people).Surveys of young adults show that large minorities wished their schools had provided opportunity to explore occupations where people like them are poorly represented,but such opportunities through schools is co

312、mmonly limited.Young people considering such occupations need to be able to see for themselves whether such workplaces would be welcoming and supportive.How to maximise the benefits of employer engagement in career development?As summarised in the OECD paper,Meet the Future:How employers gain from h

313、elping young people get career ready(2022),reviews of multiple studies of employer involvement in career development show that more effective provision will be seen as authentic and trustworthy by young people.It will be frequent and often mandatory for students whose perceptions of its usefulness s

314、hould be taken seriously.In effective practice,students will have opportunity to engage in a variety of different employer-related opportunities.Particularly through lower secondary education(but beginning in primary schooling),career exploration with people in work is especially valuable.As student

315、s get older,it is important for them to gain first-hand experience of undertaking tasks under supervision within workplaces of interest for extended periods of time.This could be through volunteer work,part-time employment or through internships/work placements.Effective provision is personalised to

316、 the needs and interests of the student.Effective schools will encourage a culture of active curiosity in the world of work,linking learning with the world of work to help students see the relevance of the subjects they are studying.It will also encourage and enable learners to reflect on positive a

317、nd negative attributes of the working world from their own individual perspectives.57 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTHow can employer engagement be effectively,efficiently and equitably delivered?Effective programmes of employer engagement will ensure that s

318、chool staff and students will have extensive opportunity to engage with the world of work,enabling them to connect with working professionals and workplaces which match most closely with their emerging interests.The primary costs involved in enabling employer engagement with schools are in finding t

319、he right people to support the right activities at the right time.More efficient systems will draw on intermediary organisations to identify individuals and workplaces open to engaging.Intermediaries can also enable more equitable provision by ensuring that schools serving students in greatest need(

320、and where parental and local contacts may be limited)are prioritised.Online mechanisms can pre-identify thousands of workplaces and professionals open to working with schools,making them available to schools to select based on students needs.I have been extremely indecisive about my job plans becaus

321、e Im not sure what job pays well without mentally draining you at the same time.Im still in the process of deciding.-Noora,1758 OECD 2025 THE STATE OF GLOBAL TEENAGE CAREER PREPARATIONChang,Y.and A.Mann(2024),“Enhancing green career guidance systems for sustainable futures”,OECD Education Working Pa

322、pers,No.318,OECD Publishing,Paris,https:/doi.org/10.1787/e6ad2d9c-en.Cho,Y.and S.H.Ham(2022),Does career guidance narrow the aspiration gap?Socioeconomic status and occupational aspirations of school children,KEDI Journal of Educational Policy,19:1,45-66,https:/www.kci.go.kr/kciportal/landing/articl

323、e.kci?arti_id=ART002853904 Covacevich,C.et al.(2021),“Indicators of teenage career readiness:An analysis of longitudinal data from eight countries”,OECD Education Working Papers,No.258,OECD Publishing,Paris,https:/www.oecd.org/en/publications/indicators-of-teenage-career-readiness_cec854f8-en.html H

324、erdman,P.et al.(2024),“Innovation in career pathways across five countries”,OECD Education Working Papers,No.320,OECD Publishing,Paris,https:/doi.org/10.1787/742bcd05-en.Kashefpakdel,E.and C.Percy(2017),Career education that works:an economic analysis using the British Cohort Study,Journal of Educat

325、ion and Work,30:3,217-234,https:/ Mann,A.,J.Diaz and S.Zapata Posada(2025),“Career readiness in Madrid,Spain:Insights from a survey of young adults(19-26)”,OECD Education Working Papers,No.331,OECD Publishing,Paris,https:/doi.org/10.1787/73cdc17d-en.Mann,A.,V.Denis and C.Percy(2020),“Career ready?:H

326、ow schools can better prepare young people for working life in the era of COVID-19”,OECD Education Working Papers,No.241,OECD Publishing,Paris,https:/doi.org/10.1787/e1503534-en.Mann,A.et al.Contemporary Transitions:young Britons reflect on life after secondary school and college,Education and Emplo

327、yers,London,https:/www.educationandemployers.org/research/contemporary-transitions-young-britons-reflect-on-life-after-secondary-school-and-college/Mann,A.et al.(2022),Dream Jobs:Teenagers career aspirations and the future of work,OECD publishing,Paris,https:/ Mann,A.,Huddleston,P.and E.Kashefpakdel

328、(2019),Essays on employer engagement in education,Routledge,London,https:/ Mann,A.with N.Chambers(2022),Meet the Future:How employers gain from helping young people get career ready,OECD Publishing,Paris,https:/ READING59 OECD 2025INSIGHTS FROM THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENTMann,

329、A.,Stanley J.and L.Archer(2014),Understanding employer engagement in education,Routledge,London,https:/ Moote,J.et al.(2024),More is more:exploring the relationship between young peoples experiences of school-based career education,information,advice and guidance at age 1416 and wider adult outcomes

330、 at age 2122 in England,Research Papers in Education,40:1,72-95,https:/ OECD(2024),“Aligned ambitions?How to tell(and why it is important to know)if students occupational and education plans are aligned”,OECD Education Spotlights,No.14,OECD Publishing,Paris,https:/doi.org/10.1787/b4913b2e-en.OECD(20

331、21),“Career conversations:Why it is important for students to talk about their futures in work with teachers,family and friends”,OECD Education Policy Perspectives,No.42,OECD Publishing,Paris,https:/doi.org/10.1787/15b83760-en.OECD(2023),“Career talks with guest speakers:A guide to delivering an eff

332、ective career development activity”,OECD Education Policy Perspectives,No.69,OECD Publishing,Paris,https:/doi.org/10.1787/93594cb3-en.OECD(2024),Challenging Social Inequality Through Career Guidance:Insights from International Data and Practice,OECD Publishing,Paris,https:/doi.org/10.1787/619667e2-e

333、n.OECD(2024),“Digital technologies in career guidance for youth:Opportunities and challenges”,OECD Education Policy Perspectives,No.113,OECD Publishing,Paris,https:/doi.org/10.1787/c9ab23da-en.OECD(2025),“Internships for secondary school students in general education”,OECD Education Policy Perspectives,No.117,OECD Publishing,Paris,https:/doi.org/10.1787/0f020b75-en.OECD(2022),“Job shadowing:A guid