“Staying in education longer than ever and facing a turbulent labour market undergoing radical change due to automation and the coronavirus, it has never been more important for young people to effectively prepared by their schools for the working world.”
Andreas SCHLEICHER, OECD, Director for Education and Skills
jointly published by Cedefop, the European Commission, European Training Foundation, International Labor Organisation, OECD and UNESCO explaining the unprecedented importance of career guidance and what makes for effective practice.
(December 2020) The results of an international survey of career guidance policy officials and practitioners exploring the impacts of the Covid-19 pandemic.
Australia - St. Norbert College, Ocupationally-focused Work Experience and Student-led Career Fairs: enabling career thinking early, and ensuring that career education is made available from the whole school community.
Canada - Centres of Excellence in New Brunswick: engaging employers in the funding and virtual delivery of information and experiential learning opportunities in strategically important economic sectors.
Finland - Access to Guidance Counsellors and One-Stop Guidance Centres: facilitating easy access to trustworthy and understandable labour market information, and ensuring that advice is made available from guidance professionals.
Korea - The Free Learning Semester Programme: supporting the flexible delivery of career education, and ensuring that employers, employees, and workplace experiences are systematically involved in provision.
United Kingdom - Inspiring the Future: helping young people to develop informed, critical perspectives about the relationship between education and employment through an efficient national delivery model.
United States - World of Work: assisting young people to analyse their individual strengths and interests through engagement with the working world in order to help students develop better understanding of career options and how they can be achieved.
Wage premiums at age 26 linked to teenage social networks and participation in school-managed career talks wherein premiums are greatest for (typically more disadvantaged) young people who do not anybody who will help them get a job when they leave school.
Drawing on PISA data to illustrate how teenage career aspirations are distorted by gender, socio-economic background and migrant status
The OECD gratefully acknowledges the support of our partners in this work: the JPMorgan Chase Foundation, the Jacobs Foundation (Switzerland) and the National Center on Education and the Economy (United States).