As we approach the second year of EDU-LAB, the project continues to build a solid foundation new and enhanced knowledge about how young people shape the transition be-tween education and the labour market. Over the past few months, partners across Europe have been actively engaged in dialogue, reflection and preparation for the next steps in our work. These joint efforts are helping us to refine our thematic focus, adjust the methodology and secure better integration of several research streams in the project pur-sued in various work packages.
The coming year will open up even more opportunities for collaboration and shared learning. Our teams are preparing for broader involvement of experts and the expansion of field research activities, which will allow us to capture diverse per-spectives and experiences from our case study regions. We are also looking forward to upcoming meetings and ex-change formats that will further support the overall devel-opment of the project.
I would like to thank all partners for their continued com-mitment and cooperation. Together, we are developing meaningful insights that will accompany the project as it moves into its next phase.
Warrm regards, — Dr. Alexander Chvorostov (Project Coordinator)
Modelling Education and Labour Market Pathways (WP1)
Work Package 1 (WP1) lays the conceptual and analytical foundations for EDU-LAB by examining how young people move through education and training systems and enter the labour market. WP1 is led by the Evaluation Agency Baden-Württemberg (EVALAG), with Prof. Theodor Leiber coordinating the work. WP1’sfocus is on the structured and comparative mapping of educational pathways and transitions.
Developing a Structural Model of Pathways
Based on a narrative literature analysis and the synthesis of existing research, WP1 has developed a preliminary qualitative structural model of education and training pathways. This covers general education, vocational education and training, and transitions to the labour market. This model provides a high-level overview of how different educational pathways are connected and where key decision-making and transition points lie and forms a basis for integrating intersectional factors that influence access, participation, progression and successful completion within education systems
Figure: Qualitative structural model of E&T pathways and transitions.
Mapping Transitions within Education and to the Labour Market
In parallel, a comprehensive set of transitions within education and training pathways and between education and the world of labour have been identified. Drawing on document analysis, including CEDEFOP charts, this work distinguishes between legally regulated transitions within education systems and broader transitions such as moving between institutions, fields of study, countries, or employment statuses.
Figure: Set of transitions within education and training pathways and to the labour market
This mapping supports the identification of data gaps and informs later analytical work by clarifying which transitions are covered by existing datasets.
Next Steps
In the coming phases, the main effort will be continuing to refinie both the structural models and the transition mappings and strengthening the analytical backbone that supports EDU-LAB’s empirical and comparative research.
Analysing Education and Labour Market Transitions through Data (WP3A)
Work Package 3A (WP3A) aims to gain deeper insights into education and training pathways by analysing existing large-scale data sets. The goal is to better understand how young people navigate transitions within general education, vocational education and training, and the labour market, taking into account social, economic and political factors
Secondary data analysis of education and labour-market pathways
WP3A conducts in-depth secondary analyses of high-quality, freely accessible and scientific data sets covering countries in the European Education Area, with a particular focus on those countries that are also represented in the project’s case studies. These analyses examine how intersectional determinants – such as socio-economic background, institutional contexts and political frameworks – influence access, participation, progression and successful completion of education and training pathways. This work builds directly on the conceptual foundations developed in WP1, ensuring a strong link between theoretical modelling and empirical evidence.
Building a strong data foundation
A key milestone achieved so far is the identification and structuring of 49 relevant datasets that form the general sample for the analyses in WP3A. Each data set was systematically checked in terms of structure, variables and metadata to ensure that it was suitable for the project’s research questions. In addition, exploratory variable mapping was carried out to assess the extent to which existing data adequately reflect key determinants and transitions.
Current focus and next steps
WP3A is currently conducting in-depth analyses of the National Education Panel Study (NEPS) in Germany. This work tracks educational biographies across school, vocational and higher education phases, including transitions into the labour market and back into education and training, as well as patterns of re-entry. In the coming project phases, WP3A will extend these analyses to additional data sets and countries, thereby contributing robust empirical evidence to EDU-LAB’s overall understanding of transitions from education to employment.
OSES-Delphi Progress: From Expert Voices to Structured Foresight (WP3B)
Work Package 3B (WP3B) made significant progress in 2025 by completing the qualitative basis for the online survey of experts and stakeholders (OSES). Through an extensive round of exploratory expert interviews (EEIs), the WP3B team gathered rich and context-sensitive insights that are now being incorporated into the preparation of a structured, Delphi-like online consultation. With the project transitioning into 2026, WP3B is preparing to launch the two-round OSES survey.
Exploratory Expert Interviews
Between July and October 2025, national research teams in all EDU-LAB countries conducted a total of 47 expert interviews, supplemented by interviews with international experts. Those interviewed included specialists with expertise in education systems, labour markets, economic sectors and policies on the transition of young people from education to the labour market. The interviews were conducted either in the participants’ native languages or in English and lasted between 30 and 110 minutes. All interviews were recorded, translated and summarised according to a standardised procedure coordinated by Economica. This resulted in a consistent set of English-language summaries and transcripts, which form the basis for further analysis.
Key themes emerging from the interviews
The interviews highlighted several recurring challenges that shape education and labour market transitions. Experts pointed to discrepancies between educational provision and labour market needs, limited availability of practical and workplace-based learning opportunities, and unequal access to guidance and support services. Digital transformation and the rapid development of new technologies were identified as both opportunities and risks, particularly in terms of skills gaps and unequal access. Social inequalities were frequently cited as a key factor influencing education and employment outcomes, as were governance challenges related to coordination between institutions and policy levels. Many experts also emphasised the importance of motivation, agency and well-being for young people’s education and employment trajectories.
From interviews to the OSES Delphi survey
The findings from the EEIs are currently being compiled into a series of thematic statements that will form the basis of the Delphi-like OSES survey. These statements will be evaluated by experts in terms of their significance, policy relevance and expected future development. The first round of the OSES survey is planned for early 2026 and will be followed by a second round, which will allow participants to reflect on aggregated group feedback and contribute to a structured collective foresight.
Hearing Young People’s Voice (WP4)
Work Package 4 (WP4) focuses on making young people’s voices heard and placing their lived experiences at the centre of EDU-LAB’s research. The main objective is to develop a deeper understanding of young people’s perspectives and experiences in the areas of education, training and employment, drawing on their insider knowledge of decisions, educational and career paths, and transitions they have experienced so far. In addition, WP4 aims to co-construct solutions with young people that support participation and successful completion of education and training programmes and facilitate integration into the labour market.
A participatory, youth-centred research approach
WP4 is based on a qualitative case study design and follows a participatory research approach. Young people are not only considered as respondents, but as active contributors who help shape the research process. Right from the onboarding phase, researchers and young people work to build relationships based on trust, empathy and cooperation. The aim is for young participants to feel that their views and experiences are valued, that their participation is meaningful, and that their contributions can have an impact beyond the immediate research context. Researchers and participants jointly identify the key challenges and dilemmas that young people face in their education, training and employment trajectories. The solutions developed jointly within WP4 focus on specific barriers and overlapping factors that hinder or facilitate young people’s transitions. This partnership approach aims to ensure that the results of WP4 remain relevant and meaningful beyond the duration of the project.
Case studies across diverse European contexts
Data collection within WP4 takes place in seven European countries at a total of twelve locations and covers a wide range of education systems, labour market structures and socio-economic contexts. The case study locations include Austria (Vienna, Graz), Finland (Helsinki, Tampere), Italy (Bologna), Kosovo (Pristina), Poland (Warsaw, Łódź), Portugal (Porto, Santarém) and the United Kingdom (Birmingham, Worcestershire). At these locations, WP4 will involve a total of between 600 and 960 young people aged 15 to 30, including those in education, training and employment, as well as young people who are not in education, employment or training (NEET).
Figure: Map of EDU-LAB Case Study Location Countries
Methods and current progress
WP4 plans to involve between 600 and 960 young people aged between 15 and 30, including those in education, training and employment, as well as young people who are not in education, employment or training (NEET). Recruitment began in May 2025 and is ongoing. It is supported by local, trusted partners who facilitate access, onboarding and safe participation conditions. Data collection is carried out through focus groups, participatory workshops and weekly structured diaries. The focus groups examine young people’s views, experiences and expectations regarding transitions to education and the labour market. Participatory workshops bring together young people of similar ages to analyse challenges and develop solutions together over several sessions. The structured diaries and independent work enable participants to reflect on their experiences over a longer period of time and in their respective contexts. Data collection and analysis are carried out in parallel and will continue until autumn 2026. They provide a rich qualitative evidence base for EDU-LAB’s overarching analytical and policy-related work.
MEET THE PARTNERS
EDU-LAB brings together a diverse group of organisations from across Europe, each contributing unique expertise to the pro-ject. In every issue of this newsletter, we highlight two partners to showcase their role and perspectives within the consortium.
AAB College (Kosovo)
AAB College is the largest non-public higher education institution in Kosovo, offering an extensive range of programmes across so-cial sciences, medical sciences, linguistics, computer sciences, arts, and sports. Since its founding in 2000, AAB has focused on building strong academic capacity, promot-ing innovation, and strengthening its con-nections with the wider region.
Figure: EDU-LAB Kickoff Event in Kosovo
Within EDU-LAB, AAB plays a central coor-dination role across several Work Packages and leads the project’s case study in Koso-vo. The team brings together expertise in education research, teacher development, curriculum design, and qualitative meth-odologies. Their long-standing experience in national education reform and interna-tional cooperation supports the project’s broader objectives of improving young people’s transitions from education to the labour market. The AAB team is led by Dr. Xhavit Rexhaj, an expert with more than 35 years of expe-rience in higher education research, policy-making, and curriculum design. Together with colleagues Dr. Arbëresha Qerimi, Dr. Arbërore Bicaj, and Ereëza Mehmeti, the team contributes across methodological, analytical, and dissemination activities. Highly engaged in regional and interna-tional networks, AAB enriches EDU-LAB with strong local insights and a deep un-derstanding of the challenges and oppor-tunities facing education systems in the Western Balkans.
AlmaLaurea (Italy)
The AlmaLaurea Interuniversity Consorti-um is a unique collaboration of 82 Italian universities, representing around 90% of graduates nationwide. As part of Italy’s National Statistical System, AlmaLaurea conducts large-scale annual surveys on graduates’ educational paths, skills, and employment outcomes, supporting evi-dence-based policy and institutional plan-ning. In EDU-LAB, AlmaLaurea leads the Italian case study and contributes its extensive experience in graduate tracking, data man-agement, and labour-market analysis. Their ability to produce reliable, longitudi-nal datasets offers valuable insights into young people’s study-to-work transitions and the factors that shape them across time. The team is coordinated by Prof. Marina Timoteo, full professor of Comparative Pri-vate Law at the University of Bologna and Director of AlmaLaurea. With long-standing experience in higher education research, international cooperation, and graduate studies, she oversees the consortium’s survey operations and strategic develop-ment. Researchers Dr. Dorel Maniţiu and Dr. Luisa Mengoni bring additional exper-tise in EU-funded capacity-building pro-jects, data analysis, and research manage-ment. AlmaLaurea’s contribution strengthens EDU-LAB’s comparative dimension and ex-pands the project’s ability to interpret edu-cational and labour-market trajectories across different socio-institutional con-texts.
Project Facts & Engagement
2025 Progress Snapshot
With the completion of the first project year, EDU-LAB has made steady progress in the areas of expert engagement, field re-search and consortium collaboration. This snapshot provides a brief overview of the status of the project at the end of 2025, while the accompanying infographic high-lights key metrics and contextual indicators that define the scope of our work.
Over the course of the year, the project partners conducted a total of 47 explorato-ry expert interviews, gathering perspec-tives from a diverse group of stakeholders across Europe. Preparations for the first round of the online survey of experts and stakeholders (OSES) are underway and will serve to expand the network of experts and deepen thematic understanding. In parallel, initial activities have begun at twelve case study sites in seven countries, laying the groundwork for field research that will continue into 2026.
These activities are unfolding against the backdrop of a broader European landscape that continues to be characterised by per-sistent challenges in the transitions of young people. Recent Eurostat data show that 9.5% of young people leave school early, while 11.2% are classified as NEET (not in education, employment or training). At the same time, over 70% of employers report skills and competence shortages, underscoring the relevance of EDU-LAB’s focus on equitable and effective transitions from education to employment. A visual summary of these developments and the upcoming project milestones for early 2026 can be found in the infographic accompanying this article.
EDU-LAB Engagement, Visibility, and Collabora-tion Activities
In recent months, EDU-LAB has further in-creased its visibility and strengthened col-laboration through active participation in several international conferences, scientific meetings and Horizon Europe cluster events. These activities supported the pro-ject’s dissemination goals while promoting intensive exchange with researchers, policy makers and practitioners in Europe and beyond.
In July 2025, Filomena Parada, head of WP4, represented EDU-LAB at the biennial conference of the Society for Vocational Psychology (SVP) in Lausanne, Switzerland. Organised by the SVP, the European Socie-ty for Vocational Designing and Career Counselling (ESVDC) and the University of Lausanne, the conference was themed ‘Bridges in Vocational Psychology’. . Filo-mena Parada presented EDU-LAB’s qualita-tive case study design, which focuses on young people as active knowledge produc-ers. Her contribution showed how the pro-ject combines the expertise of young peo-ple with academic research, thus going be-yond traditional, adult-centred approaches to the study of educational and employ-ment trajectories.
1 Society for Vocational Psychology (SVP) Conference, Lu-ausanne
Early autumn brought a series of other im-pactful events for EDU-LAB. On 7 Novem-ber 2025, Dr Alexander Chvorostov pre-sented the project at the NEXT-UP cluster event at the University of Trento. The event brought together Horizon Europe projects funded in the thematic area of ‘Effective education and labour market transitions for young people’, including NEXT-UP, BRIDGE and VETPREP. The EDU-LAB presentation introduced the project objec-tives, methodological approach and initial progress, and contributed to a constructive exchange on synergies and future coopera-tion opportunities within the cluster.
In Kosovo, EDU-LAB gained additional visi-bility by participating in several scientific events. At the International Scientific Con-ference on Lifelong Learning (18–19 Sep-tember 2025), organised by the Kosovo Pedagogic Institute, Prof. Xhavit Rexhaj gave a keynote speech on challenges and opportunities in Kosovo’s pre-school and school education system and presented the objectives and research design of EDU-LAB. Shortly afterwards, he took part in the MESTI scientific round table discussion on ‘Interdisciplinary Sciences in Kosovo’, where he emphasised the importance of research development and international networking. Prof. Rexhaj had previously represented EDU-LAB at the 11th Interna-tional Workshop on Efficiency in Education, Health, and Other Public Services in Buda-pest, where he gave a presentation on sys-temic performance and moderated a breakout session.
2 International Workshop on Efficiency in Education, Health, and Other Public Services in Budapest
3 International Scientific Conference on Lifelong Learning in Pristina
Overall, these activities highlight EDU-LAB’s growing presence in the international re-search landscape. As the project enters the field research and analysis phases, contin-ued participation in such events remains crucial to strengthening collaboration, sharing new insights, and ensuring broad dissemination of the project results.
EDU-LAB in the Horizon Europe Landscape
EDU-LAB is part of a wider group of Horizon Europe projects working on youth transitions, educational pathways, and labour-market challenges. This brief overview highlights projects funded under the same Horizon Europe topic, as well as closely related initiatives where collaboration opportunities have already been identified.
examines how the COVID-19 crisis has reshaped young people’s transitions from education to work. Using interdisciplinary and innovative methods, it works with stakeholders to co-create future-oriented, inclusive policies that support diverse youth groups.
investigates how to improve participation and completion in upper-secondary and tertiary education. By analysing schooling transitions and policy effects, it aims to generate evidence-based recommendations that promote equity and high-quality learning opportunities.
focuses on Vocational Education and Training systems in five European countries. It studies participation, retention, and the post-pandemic challenges facing VET, helping policymakers understand how to support diverse learners and reduce early leaving.
analyses how the green transition transforms labour markets, with a focus on uneven regional and social impacts. Using advanced data techniques and living labs, it explores pathways for fair reskilling, labour reallocation, and skills development in rapidly changing economic environments.
evaluates the efficiency and equity of education systems and policies across Europe. Through multidisciplinary approaches and evidence-based evaluations, it examines teacher development, learning environments, and targeted interventions, generating insights to improve educational quality and support diverse learners
Stay Connected with EDU-LAB
Follow the EDU-LAB project to stay updated on the latest research, results, and events as we explore youth transitions across Europe.
The Consortium
Economica Institute of Economic Research Austria
National and Kapodistrian University of Athens Greece
CeiED at Lusófona University Portugal
Evaluation Agency Baden-Württemberg Germany
Otto-Friedrich University of Bamberg Germany
AlmaLaurea Interuniversity Consortium Italy
Kolegji AAB Kosovo
Birmingham City University United Kingdom
Maria Grzegorzewska University Poland
University of Graz Austria
Tampere University Finland
A Horizon Europe collaborative project (2025-2027). Grant Agreement # 101177428.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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