Understanding why young people encounter obstacles when transitioning from education to employment requires more than simply analysing datasets and policy documents. It also requires listening to those who work directly with these systems – namely practitioners, administrators, researchers and policy-makers – who can observe from the inside how these systems actually function and where they exhibit weaknesses or gaps. The online survey of experts and stakeholders in the EDU-LAB project, known as OSES-Delphi, is based precisely on this fundamental premise. Before the survey could begin, the project first had to clarify which questions should be asked at all.

This preparatory work, the phase of exploratory expert interviews (EEI), was completed at the end of 2025. The initial findings from this phase are now shaping the first round of the structured expert consultation.

A Method Built for Complexity

The Delphi method involves successive rounds of consultation rather than a one-off exchange. Participants first evaluate a series of thematic statements and then, in a second round, receive the summarised responses of the entire group in order to reflect on their own positions against this background and, where necessary, refine them. This approach is particularly suitable for cross-national and multi-stakeholder-based research on youth transitions, as the perspectives of experts can vary considerably depending on the country, sector and level of governance, and no single discipline or institution possesses a complete overall picture.

The OSES Delphi within the EDU-LAB framework is structured in two rounds. In the first round, participants are asked to evaluate statements on the current state and future development of transitions from education to employment, particularly with regard to their significance, policy relevance and expected development. In the second round, the aggregated results are fed back to the participants to support structured consensus-building. The final results, including analysis reports, peer-reviewed scientific publications and policy briefs, are scheduled for the period 2026–2027.

To ensure that the Delphi statements reflect real systemic challenges and do not merely adopt assumptions from the literature, the project first carried out the EEI phase.

47 Interviews Across Nine Countries

Between July and October 2025, the national research teams of the EDU-LAB consortium conducted a total of 47 expert interviews in nine project countries, namely Austria, Finland, Germany, Greece, Italy, Kosovo, Poland, Portugal and the United Kingdom. In addition, further discussions were held with international experts from other countries. Each national team identified experts with expertise in education systems, labour markets, economic sectors and policies on youth transitions, and conducted in-depth interviews with them. The interviews were conducted either in the participants' respective native languages or in English and lasted between 30 and 110 minutes, reflecting the varying depth and complexity of the discussions.

All interviews underwent a standardised process of translation and summarisation, producing comprehensive summaries in English as well as full transcripts. These form the thematic basis for the OSES Delphi survey. The EEI phase was not designed to deliver definitive results. Rather, its aim was to highlight recurring systemic challenges across countries and sectors and to establish the empirical basis for the findings of the first Delphi round.

What the Interviews Raised

Across the 47 interviews, several challenges emerged that recurred so consistently that they significantly influenced the direction of the subsequent research.

The education systems in the nine countries are simultaneously facing multiple pressures, including digitalisation, demographic changes, hybrid learning environments and persistent inequalities. However, there is often a lack of sufficient institutional capacity to address all these developments in a coherent manner. Experts also identified a widespread discrepancy between the content taught in education and the requirements of employers. Curricula often remain heavily theory-based and place too little emphasis on practical and workplace-related skills. Digital, creative and social skills are increasingly expected, whilst artificial intelligence and automation create both new opportunities and new risks. This is particularly true for those without sufficient access to digital technologies or the relevant skills. It was also noted that the COVID-19 pandemic has accelerated these developments. Hybrid and online forms of learning have highlighted weaknesses in both technical infrastructure and teaching approaches. Several experts also expressed concerns regarding the mental health and motivation of young people in the post-pandemic period.

The transition from education to employment was described across countries as a structurally vulnerable phase. This is characterised by bureaucratic hurdles, inconsistent career guidance and weak links between schools, employers and public institutions. Another recurring theme was the so-called skills mismatch. Young people acquire qualifications that do not match the requirements of the labour market, whilst soft skills such as communication, teamwork and adaptability are seen as increasingly crucial, yet are often inadequately developed within the formal education system. Dual training systems, which integrate practical work experience, were described by experts from Northern European countries as effective models. At the same time, their transferability to other national contexts raises questions that are to be further examined in the Delphi process.

Family income, place of residence, gender, disability and migration background were cited as factors that continue to shape access to education and employment. Experts noted that young people from rural regions or low-income families have less access to high-quality educational pathways and stable career prospects. It was also noted that existing inclusion mechanisms are often unevenly distributed in terms of their reach. Particular attention was also paid to cumulative disadvantages, i.e. situations in which several risk factors coincide. Current policy frameworks often fail to adequately address these constellations.

Another structural problem that emerged in many interviews concerns the fragmentation of governance structures. Weak coordination between ministries, educational institutions, employers and civil society organisations leads to programmes running in parallel without clear accountability for outcomes. As a result, young people can fall between institutional responsibilities. Where effective coordination mechanisms exist, experts described significantly better conditions for young people transitioning into employment.

The area least visible in quantitative data, and one which experts in several countries raised even without being asked directly, concerns the psychological and cultural dimensions of transitions. Feelings of insecurity, alienation and a declining trust in institutions were cited as factors influencing how young people perceive or turn away from education and employment pathways. These aspects are difficult to capture through quantitative data, but could be crucial to understanding why existing support services are not always utilised.

Who the Survey Will Reach, and What It Covers

The first round of the OSES Delphi survey has now begun. The survey covers four thematic areas: education and training for young people; the labour market and youth employment; institutions, transitions and relevant policies to support career pathways; and frameworks for inclusion and the disadvantages young people face on their career pathways.

Contributions are expressly sought from six stakeholder groups. These include governance actors such as ministries, public authorities, labour market institutions and accreditation bodies. Also addressed are economic actors and labour market organisations such as employers' associations, chambers of commerce and trade unions. In addition, there are professionals from the education and training sectors, including teachers, trainers, school leaders, administrative staff and careers advisers. Civil society actors and youth organisations are also included, including NGOs, foundations and specialist media. Researchers and academic experts from universities, research institutes, think tanks and consultancy organisations are also addressed. Finally, international organisations such as the European Commission, Cedefop, the OECD, UNESCO and related institutions are also part of the target group. Participants will be recruited at local, regional, national and international levels.

From Interviews to the Survey

The findings from the EEI phase have been translated into a series of thematic statements that form the basis of the first round. Participants will assess each of these statements in terms of their significance, policy relevance and expected future development. In the second round, the aggregated results will be presented again to facilitate a reassessment and structured consensus-building. The results will then be discussed in open stakeholder workshops between July 2026 and December 2027.

The interview phase also made it clear that conceptual coordination issues will need to be clarified as the project progresses. This applies in particular to terms such as skills mismatch, resilience and equal opportunities, which are understood differently depending on the national context and academic tradition. Clarifying such conceptual differences is a central component of what the OSES Delphi method is intended to achieve.

If you work in the fields of education, employment, governance, research or civil society and have a perspective on how young people navigate transitions in Europe, the survey is open and your contribution is of great importance. The first round of the OSES Delphi survey is available here:

https://edu-lab-project.limesurvey.net/874769?lang=en

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