The voices of youth keynote video
What are the biggest hurdles that young people face when moving from education into employment: (with reflections on the long-lasting effects of COVID-19?
Participants across countries identified that youth employability challenges have deepened and diversified since COVID-19, though the pandemic is no longer the sole driver. Many noted that “AI is the new COVID” in terms of disruption. Entry-level jobs are disappearing, especially those traditionally seen as gateways into work. As one participant put it, “There just aren’t jobs around or at least not the kind that lead somewhere.”
A recurring theme was skills and expectations mismatch between what employers seek and what young people offer, but also between what youth want from work and what is available. COVID seems to have shifted priorities: “Young people are looking for purpose now, not just efficiency.”
Mental health and confidence remain major hurdles. Several participants described a loss of belonging caused by remote learning and isolation during the pandemic, which still affects communication skills and motivation. “They feel comfortable texting but not talking to people,” one noted, adding that this gap limits young people’s ability to network, approach employers, or succeed in interviews.
Structural issues also weigh heavily. Young people compete with more experienced workers and face precarious, low-paid jobs, while housing costs and regional inequalities further limit mobility. Migration, integration, and language barriers add layers of difficulty, particularly for those with immigrant backgrounds. As one participant summarized, “Hope is the foundation – but it’s fading.”
What best practices, programs, or strategies help enhance youth transitions from education to employment?
There was strong consensus that effective transition support requires early, continuous cooperation between education and employers. Participants highlighted the value of programs where universities and secondary schools work together to show students “not just what to study, but what that study means in the labour market.”
Examples from across Europe illustrated what works:
- Internships and dual study programs in Austria, Spain, and Portugal that combine academic learning with real-world experience. Paid placements were seen as crucial for equity. “Youth should be paid for any work they provide,” one participant insisted.
- Summer job camps and apprenticeships in Finland and Estonia that give young people their first taste of work.
- One-stop shops such as Vienna’s U25 model that integrate employment, education, and social services to make support accessible.
- Career counselling, job fairs, and alumni networks that connect students directly with employers and mentors.
Participants also emphasized social and emotional learning. Integrating communication and presentation skills into curricula was seen as essential to rebuilding confidence and interpersonal competence lost during the pandemic.
However, several cautioned that evaluation remains weak: “We have programs funded by the EU, but we do not know what works and what doesn’t.” Better monitoring and feedback loops are needed to refine and scale successful initiatives.
Finally, the discussion highlighted the need for creativity and inclusivity in designing programs: blending hybrid work to balance flexibility and connection, encouraging young people to “think big and experiment,” and ensuring mentors, communities, and institutions work together to “rebuild confidence, not just employability.”
If you had (a magic wand) all the resources and power, which one challenge would you solve, and how?
Across the groups, participants agreed that the core issue is bridging the gap between young people’s potential and the opportunities available. The solutions envisioned with the “magic wand” focused on empowering both youth and employers.
Many called for greater corporate responsibility: “Enterprises should step up and train youth, even if they don’t meet expectations at first.” Others suggested financial incentives and vouchers for companies that mentor or hire young workers, and for students who invest in skill development.
Several participants stressed that companies also need to change to better recognize and utilize the skills young people already have. As one participant put it, “The problem isn’t just that young people lack skills; it’s that employers don’t know how to use them.”
Another vision was to foster entrepreneurship and self-agency: giving young people seed funding and guidance to start their own ventures, and redefining what success means beyond traditional employment. “It shouldn’t be only about big corporations hiring, but about young people taking their lives into their own hands.”
Finally, there was a strong plea for universal access to first-job experiences — a guaranteed pathway for every young person to gain meaningful work exposure. As one participant concluded, “The first job opens every other door.”