Conference Agenda

Youth employability has become a recurrent topic in the scientific literature, establishing itself as "the concept of the new millennium" (Clarke, 2008; García-Álvarez et al., 2022; Santos Rego et al., 2018). Its importance is explained by the rapid transformations in the labour market, the rise of globalisation and digitalisation, unemployment, temporary and precarious employment -especially among the young population- together with the need to have a profile of "boundaryless careers" in a complex world of work (Bennett, 2018; Clarke, 2008; García-Álvarez et al., 2022).

In the context of global instability, this notion is based on a multidimensional construct comprising “the human capital, social capital and individual characteristics that underpin perceived employability, in a specific labour market context, and that, in combination, influence employment outcomes” (Clarke, 2018, p. 1931). It is a construct that combines complex interactions between individual and contextual variables (Monteiro et al., 2022).

In this sense, recent comprehensive approaches to the concept of employability emphasise the ability of individuals to use acquired skills in a meaningful way and contribute to all social contexts in which the individual interacts throughout life (Bridgstock & Jackson, 2019). In this respect, all the spaces in which the individual develops the competencies are fundamental to employability. For this reason, in its complementary action with formal organisations, such as Higher Education Institutions (HEIs), non-formal education plays a significant role for its possibilities in the integral development of young people (Santos Rego et al., 2018).

Non-formal education is defined as planned and organised training, that includes a broad set of activities and programmes targeting heterogeneous populations with diverse socio-educational needs (Council of the European Union, 2012; Romi & Schmida, 2009). Non-formal education has a great potential in optimising human capital as a dimension of youth employability (Santos Rego et al., 2018). This capital includes educational and training investments that help individuals to achieve a set of knowledge, skills, and attitudes (competencies) valued by employers during recruitment processes (Becker, 1964).

According to the literature, and in a competency-based approach (Vanhercke et al., 2014), the development of transversal competencies -also referred to in the research as soft skills or generic competencies- is a determinant factor in youth employability. They can be defined as a “dynamic combination of cognitive and meta-cognitive skills, interpersonal, intellectual and practical skills” that “help people to adapt and behave positively so that they can deal effectively with the challenges of their professional and everyday life (Haselberg et al., 2012, p. 67).

Overall, the scientific literature indicates the role of transversal competencies to act effectively in various working environments. Thus, they are widely reported as important by employers in the international context (García-Álvarez et al., 2022; World Economic Forum, 2020). For this reason, they could be referred as "transversal competencies for employability" (García-Álvarez et al., 2022).

Research focused on university graduates suggest an adequate development of technical or specific skills (hard skills), as opposed to transversal or generic skills (soft skills), which do not meet the expectations of recruiters (García-Álvarez et al., 2022; Monteiro et al., 2022). In this sense, non-formal education programmes are an essential resource to promote the development of transversal competencies to ensure higher rates of employability and social inclusion in the young population (Santos Rego et al., 2018).

In this context, the main aim of this study is to analyse the development of transversal competencies, as a dimension of employability, in young participants in non-formal education programmes. Specifically, the study analyses two non-formal education programmes for young people in the Autonomous Community of Galicia (Spain): the first, Galeuropa, for international mobility, and the second, Iniciativa Xove for social entrepreneurship.

In Switzerland, about two-thirds of young people start dual vocational education and training (VET) at around 15 years of age. Research shows that they are challenged in many ways during this phase of their lives and are therefore particularly vulnerable during periods of transition. Thus, supporting the transition of apprentices from school to the workplace environment requires careful attention. Trust is predicated upon the individual’s willingness to be vulnerable, and as such enterprises which offer vocational training to young learners must consider how they structure trust-building processes into their learning cultures. Drawing upon the results of an explorative case study that was undertaken in the largest telecommunications company in Switzerland, this article examines the factors which contribute to a lived culture of trust in apprenticeships and how this affects the success of VET. The research focused on the emergence and the conditions for success of a new learning culture in VET, whereby the culture of trust in the organisation emerged as an integral essential component of it. Specifically in this study, trust was expressed through explicit feedback protocols which support ongoing professional development and opportunities for apprentices to co-design projects using their own initiative in a culture where supported risk-taking is viewed as an opportunity to enhance learning.

Relationship management in the workplace is characterised by asymmetries. Apprentices feel this particularly as they often represent the lowest level in a company`s hierarchy. Depending on the company`s power asymmetry, different effects show up. Groups with low power asymmetries show less conflict and better cooperation (Kabanoff 1991 cited in Misamer & Thies 2017). The role model behaviour of managers, the orientation towards principles of justice and the experience of opportunities for co-determination are decisive for the establishment of a culture of trust in the workplace (Misamer & Thies 2017). Rauner (2017) distinguishes between management by control and management by participation. On the one hand, managers with a participative leadership style are trusted more by their employees. On the other hand, participative leadership is characterised by flat hierarchies, a business process-oriented organisation of work and a high level of creative competence. Enabling people to actively participate in shaping their work is described as a guiding principle of VET. An increased opportunity for apprentices to show their own initiative increases learning motivation and success (Rauner 2017).

VET is an integral part of the Swiss education system (SERI, 2022). It enjoys high recognition and the education system is generally trusted by the population. Conclusively it can be stated, that the level of trust has an impact on VET. Instability is the enemy of trust culture (Stzompka, 1999), while a consistent commitment to a set of shared cultural norms or values can produce what Stzompka (1999) has referred to as ‘normative coherence’. In his most popular work, Stzompka (2017) further contends that such normative coherence depends upon the extent to which ‘moral space’ is observed and respected. People who trust tend to believe in a common culture (Wilkinson and Pickett, 2010), which allows us to see our fate as shared. Cultures characterised by high trust share a set of moral values (or moral bonds) that ensure a respectful coexistence (Sztompka, 2017). Once a moral value has achieved cultural status, it is usually passed on and reproduced from generation to generation (Möllering 2013). However, the culture of trust between apprentices and other employees is not simple, as it is characterised by a complex network to relationships of asymmetry and dependency (Pongratz 2003 cited in Misamer & Thies 2017). Therefore, how VET is structured determines the extent to which they are protected against social uncertainties

This paper outlines the design and expected results of research on the professional identity formation of future youth workers in Hungary with the ultimate goal of further developing university curricula for youth work education. We first surveyed incoming students of the community coordination undergraduate (BA) program (N =136) at a Hungarian university based in Budapest in 2022. The research aims are:

• (1) to understand the aspects that are important for students when choosing the community coordination BA
• (2) to explore their perceptions of this profession;
• in so doing (3) to investigate the connections between theory and practice in youth work education
• and (4) to explore the role of this educational experience (including internship) in the development of professional identity.

We also intend to interview students in their final year to understand how career perceptions and professional identity are developed while in training. Simultaneously, we intend to focus on youth work practitioners to understand the main factors that contributed to developing their professional identity. By exploring connections between educational experience and other forms of training in the youth worker’s educational career we may develop a better understanding of the competences needed in the field. These findings will be used in the curriculum development of youth work and can be used as a reference in the European youth work education context.

Theoretical framework

Professional identity is a complex notion, as Ellis and Hogard point out (Ellis & Hogard, 2020). They claim to start the investigation by defining the notion “profession” and continuing with “identity”. The process of professional socialization plays a crucial role in developing one’s professional identity and it is partly the responsibility of the educational institutions where the educational or training programs are based. Youth work as a social practice has been practised since the early 20th century in most European countries, however, it has suffered a “perpetual identity crisis” according to Coussée (Coussée, 2009) in recent decades. It is clear that this profession is carried out differently in Europe and this diversity applies also to how people are being educated for this profession (Kiilakoski, 2018). Therefore, it is relevant to (further) explore the educational pathways of youth workers, especially regarding their professional identity., In this research, we employed the Melgosa’ Occupational Identity Scale (OIS) (Melgosa, 1987) to see if professional identity is changing while students are going through their training at university. In Hungary, although European curricular guidelines are followed, youth work practice has not been formally recognized nor regulated since the 1990s. A clear competence framework for youth workers is needed which will also be aligned with educational curricula in universities. This alignment can be done by building on the foundations of the curriculum development for professional identity CuPID) concept (Ellis & Hogard, 2020). This evidence-based approach builds on identity structure analysis (ISA) (Weinreich, 2004) to outline values, attitudes and specific roles a professional field may have. Employing this method in our research helps us to identify the main directions to develop curricula and competences for youth workers.