The Future of the Country Adolescence in the hands of a good student.
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OECD 5
Career confusion in the
21st century: Challenges
and opportunities
Every day, teenagers make important decisions that are
relevant to their future. The time and energy they dedicate
to learning and the fields of study where they place
their greatest efforts profoundly shape the opportunities
they will have throughout their lives. A key source of
motivation for students to study hard is to realise their
dreams for work and life. Those dreams and aspirations,
in turn, do not just depend on students’ talents, but they
can be hugely influenced by the personal background
of students and their families as well as by the depth and
breadth of their knowledge about the world of work. In a
nutshell, students cannot be what they cannot see.
With young people staying in education longer than ever
and the labour market automating with unprecedented
speed, students need help to make sense of the world of
work. In 2018, the OECD Programme for International
Student Assessment (PISA), the world’s largest dataset on
young people’s educational experiences, collected first-
of-its kind data on this, making it possible to explore how
much the career dreams of young people have changed
over the past 20 years, how closely they are related to
actual labour demand, and how closely aspirations are
shaped by social background and gender.
Studies in Australia, the United Kingdom and the
United States, which follow groups of young people
from childhood to adulthood, show that teenagers
who combine part-time employment with full-time
education do better than would be expected in their
school-to-work transitions. They highlight a range of
positive benefits, including lower likelihoods of being
unemployed or NEET (Not in Education, Employment
or Training), higher wages, greater chances of pursuing
apprenticeships and greater contentment in their career
progression (Box 0.1). Engagement with the working
world can lead to positive educational, economic and
social outcomes for young people, but benefits cannot
be taken for granted. By comparing experiences
between and within countries, it becomes possible to
understand how governments and schools can better
support young people as they prepare themselves for
working life.
To an important extent, schools can replicate positive
benefits linked to first-hand exposure to the working
world through programmes of career development
activities, particularly where they include workplace
experience. Effective career guidance encourages
students to reflect on who they are and who they want