Category: News

Written by ENAIP NET 

The place where young people live can significantly influence their access to education, training and employment. Local labour markets, transport connections, digital infrastructure and the availability of public services are not distributed equally across territories. Although place does not determine a young person’s future, it can make the transition from education to working life easier or more difficult.  

The term NEET refers to young people who are neither in employment nor in education or training. Looking at NEET rates from a territorial perspective helps reveal inequalities that may remain hidden within national averages. This is particularly relevant for countries such as Italy, Spain and Greece, where national statistics may conceal considerable differences between regions, cities, suburbs and rural communities.  

Eurostat classifies territories according to three degrees of urbanisation: cities, towns and suburbs, and rural areas. In 2025, 10.3% of young people aged 15–29 living in EU cities were NEET. The proportion increased to 11.0% in towns and suburbs and 12.2% in rural areas. These figures show that, at EU level, young people living outside cities remain more exposed to disconnection from employment, education and training.  

At the same time, the situation is improving in several European countries. Between 2015 and 2025, Italy and Greece recorded two of the largest reductions in NEET rates in the EU. Nevertheless, progress at national level does not mean that all territories or groups of young people have benefited equally. Understanding local differences is therefore essential when designing effective responses.  

The structure of the local labour market is one of the main factors. Cities generally offer a wider range of employers, professional networks and employment sectors. In rural or economically peripheral areas, opportunities may be limited to a smaller number of industries or depend on seasonal employment. Eurofound reports that employment rates are generally higher in urban areas and that the employment gap between rural and urban territories has slightly increased. 

Access to education and training also varies. Young people in remote areas may have fewer schools, vocational training providers and specialised courses nearby. Attending these schools or trainings may require long journeys or relocation, creating additional financial and practical barriers. Rural residents also tend to have more limited access to high-speed internet, computers and digital skills, although online services are increasingly important for training, job searching and career guidance.  

Transport can determine whether an opportunity is genuinely accessible. A job vacancy, training course or guidance service may formally exist within a region but remain difficult to reach when public transport is limited, expensive or incompatible with working hours. Territorial exclusion is therefore not only about the number of opportunities available, but also about whether young people can realistically access them.  

Rural disadvantage should not lead to the assumption that all young people living in cities have equal opportunities. Young people in suburbs and peripheral neighbourhoods may live close to employment and training centres but remain poorly connected to them. Urban youth may also face precarious employment, high housing costs and unequal access to services and infrastructure. The OECD confirms that young people in cities continue to experience difficulties in accessing quality jobs, adequate housing and essential services. 

Policies addressing NEET situations should therefore be adapted to local circumstances. Rural areas may benefit from improved transport, decentralised training, digital access and mobile guidance services. In suburbs and disadvantaged urban areas, priorities may include community outreach, stronger local services and better connections with education and employment opportunities. A single approach cannot respond effectively to such different territorial barriers.  

For SupportSphere, this perspective highlights the importance of guidance that considers both individual aspirations and the environment in which a young person lives. Guidance professionals should understand local labour markets, identify transport and digital barriers and cooperate with schools, training providers, employers, employment services and social organisations. Personalised support is more effective when it connects individual needs with realistic and accessible opportunities. 

References: 

• Eurofound (2023), Bridging the rural–urban divide: Addressing inequalities and empowering communities. Publications Office of the European Union. 

• Eurostat, Young persons neither in employment nor in education and training by degree of urbanisation. Dataset code edat_lfse_29, updated in 2026. 

• Eurostat (2026), Statistics on young people neither in employment nor in education or training. Data referring to 2025. 

• OECD (2026), Advancing Inclusive Growth in Cities for Youth. OECD Regional Development Papers, No. 192.

Written by Symbat Yessimgaliyeva, EVTA  

Europe’s labour market is changing rapidly. Digitalisation, the green transition and demographic ageing are reshaping occupations and the skills they require. This creates an important challenge: the skills people have do not always match the skills employers need. This is known as skills mismatch (Cedefop, 2026). 

Skills mismatch is not simply about people lacking qualifications. It can also occur when people have skills that are no longer fully aligned with new technologies, new occupations or changing ways of working (OECD, 2025). 

The mismatch between the skills people have and those required by the labour market has become an increasingly important challenge for vocational education and training (VET), employers and policymakers. 

A labour market in transition 

Cedefop’s 2026 Skills Forecast provides projections on employment and skills needs in Europe up to 2035. It covers the EU-27 as well as Iceland, Norway, North Macedonia, Switzerland and Türkiye, using harmonised data to support comparisons between countries (Cedefop, 2026). 

This forecast shows that employment growth will not be the same across all sectors. Areas linked to ICT, research, engineering and electricity generation are expected to grow more strongly. At the same time, employment is expected to decline in some traditional industries, including parts of the coal and fuel sectors. 

Demographic change is also affecting future labour demand. An ageing population (aged 65 and over) is expected to increase the need for workers in sectors such as healthcare and personal care.  

Understanding future skills needs 

One way to respond to these changes is through better skills intelligence. This means collecting and analysing information about current and future labour-market needs (Cedefop, 2026). 

Skills intelligence can help identify which sectors are expanding, which occupations may face shortages and which qualifications are becoming more important. This information can support schools and VET providers when they update their programmes. It can also help policymakers decide where future education and training opportunities are most needed. 

For learners and young people, reliable labour-market information can also make career choices easier. It can help them understand where opportunities are developing and which skills may be valuable in the future (OECD, 2025). 

The role of vocational education and training 

Vocational education and training (VET) prepares people for specific occupations and provides practical skills that are directly connected to the workplace. Because of this close link with employment, VET can play an important role in reducing skills mismatch. Cedefop’s 2026 forecast also gives greater attention to vocational qualifications when analysing future labour-market developments (Cedefop, 2026). 

Training providers can use labour-market information to review and update their programmes. They can also work with employers to understand which skills are becoming more important. Work-based learning and apprenticeships can strengthen this connection. They allow learners to develop practical experience while gaining skills that are relevant to real working environments (European Commission, Union of Skills). 

Learning throughout life 

The European Commission’s Union of Skills recognises the need to address skills and labour shortages across Europe. Its aim is to strengthen education, training and lifelong learning while helping people adapt to changing economic needs. 

Two important ideas within this approach are upskilling and reskilling. Upskilling means developing additional skills for a person’s current role, while reskilling involves learning new skills to move towards a different role or occupation. These opportunities are becoming increasingly important because many people will need to update their competences several times during their careers (OECD, 2025). 

Closing the skills gap 

Reducing skills mismatch requires is a shared responsibility. Young people and workers need opportunities to develop and update their skills. VET providers need reliable information about changes in the labour market. Employers need to communicate the skills they require and cooperate with training organisations. Policymakers need to support flexible learning opportunities and lifelong learning. (Cedefop, 2026) 

VET can help bring these different actors together. Its connection with both education and the workplace gives it an important role in helping people move successfully into employment and adapt to future change.  

The objective should not be simply to prepare people for one job. It should be to give them relevant skills, reliable information and opportunities to keep learning as the labour market evolves. 

References 

Cedefop (2026), Cedefop updates Skills Forecast: New data to guide Europe’s skills and labour market policy to 2035, European Centre for the Development of Vocational Training, https://www.cedefop.europa.eu/en/news/cedefop-updates-skills-forecast-new-data-guide-europes-skills-and-labour-market-policy-2035  

Cedefop (2026), Skills forecast 2026 [Dataset], European Centre for the Development of Vocational Training, https://www.cedefop.europa.eu/files/skills_forecast_2026_technical_report.pdf 

European Commission (2025), Union of Skills, https://commission.europa.eu/topics/competitiveness/union-skills_en  

OECD (2025), OECD Skills Outlook 2025: Building the Skills of the 21st Century for All, OECD Publishing, Paris, https://doi.org/10.1787/26163cd3-en 

We are pleased to present the third edition of the SupportSphere newsletter, highlighting the main results developed by the partnership as the project approaches its final phase.

In this edition, you will discover updates from the Multiplier Events organised in Spain, Greece and Belgium, together with key lessons learnt from the pilot training activities involving learners, trainers and education professionals. The newsletter also presents how the SupportSphere Handbook, training programme, self-evaluation tool, e-learning platform and video interviews can support career guidance, self-reflection and more informed decision-making among VET learners.

This edition also reflects on SupportSphere’s contribution to European discussions on preventing young people from becoming NEET and promoting more inclusive VET systems. It highlights the importance of practical guidance, mentoring and accessible support systems in helping learners navigate key transitions between education, training and employment.

Read more below!

By: Maria Siomadi

The transition from education to the world of work is rarely a straight line, especially for students in Vocational Education and Training (VET). Many learners may face personal, social or financial challenges outside the classroom, which can affect their participation, motivation and confidence. When students leave education early, they may face a higher risk of becoming disconnected from education, training and employment opportunities.

For this reason, VET schools need proactive and supportive strategies that help learners stay engaged and build meaningful pathways towards their future. Drawing on project findings, field experience and good practices, the following approaches can support VET educators, trainers and institutions in helping students remain connected to learning and employment opportunities.

Firstly, early leaving is rarely a sudden decision. In many cases, signs of disengagement appear gradually through changes in attendance, academic performance, motivation or participation in group activities. Instead of waiting until a student is already at risk of leaving, schools can use simple monitoring tools and regular check-ins to identify early signs and offer timely support.

Secondly, traditional assessment does not always reflect a student’s full potential. VET trainers can help learners build career confidence by supporting them in developing a personal skills portfolio. This can help students identify and document their strengths, including reliability, problem-solving, teamwork, communication and practical competences. By making these skills visible, students can better recognise their value and understand how their abilities may be relevant to future employers.

Career guidance also needs to be fair, flexible and accessible. For some students, guidance may feel distant, formal or difficult to connect with their real-life situation. To be effective, it should be based on meaningful conversations about realistic opportunities, personal aspirations and possible barriers. Guidance should adapt to the learner’s context and support students in making informed decisions about their educational and professional pathways.

In addition, career counselling should help challenge stereotypes and broaden students’ understanding of possible futures. By equipping educators with appropriate tools, guidance can become a more personalised and empowering process. This should also reflect today’s digital environment by combining face-to-face support with interactive online resources. Platforms such as Moodle can be used to host short videos, peer success stories, self-assessment activities and career exploration materials, allowing students to access guidance at their own pace.

Supporting learners also requires cooperation beyond the classroom. No single teacher or trainer can address all the factors that may affect a student’s educational pathway. VET schools can play an important role as coordination hubs, connecting families, teachers, trainers, workplace mentors, social workers and local organisations. This wider support network can help ensure that students receive more consistent and coordinated support.

Finally, strong links with the labour market are essential. Since VET is closely connected to employment, schools should maintain regular dialogue with local businesses and employers. Understanding which sectors are hiring, what skills are in demand and how workplaces are changing can help VET providers adapt their training and guidance practices. This makes it easier for students to connect what they learn with real employment opportunities.

In conclusion, strengthening these practices can help VET systems move from reactive responses to more preventive and learner-centred approaches. By combining evidence-based resources, continuous educator training, guidance tools and digital learning opportunities, VET schools and stakeholders can better support learners during key transition moments and contribute to more inclusive pathways towards education, training and employment.

Written by Kleio Stafylaki

The situation of young people who are not in employment, education or training remains an important challenge for youth, education and employment policies across Europe. The NEET indicator is particularly relevant because it goes beyond unemployment figures and helps identify young people who may be disconnected from learning, skills development, employment opportunities and wider social participation.

In Greece, this issue has been especially significant over the last decade, shaped by the long-term effects of the economic crisis, demographic trends and persistent labour market challenges. Although the country has achieved a considerable reduction in NEET rates since 2015, recent Eurostat data show that the NEET rate among young people aged 15–29 in Greece still stood at 13.6% in 2025. This remains above the European Union average of 11.0% and above the EU 2030 target of reducing the NEET rate to 9%.

Addressing these challenges requires more than employment measures alone. It also requires stronger support systems that help young people understand their options, develop confidence in their abilities and make informed decisions about their educational and professional pathways. This is one of the central objectives of the SupportSphere project.

Despite the progress made, the challenge remains substantial. Greece is still among the EU countries with the highest NEET rates, together with Romania and Bulgaria. This indicates that many young people continue to face difficulties in moving from education into stable employment or further learning opportunities.

Several structural factors contribute to this situation. Young people with lower levels of educational attainment, those living in economically disadvantaged areas and individuals facing social, family-related or personal barriers may be more exposed to the risk of disengagement. The consequences of prolonged inactivity during youth can be significant, affecting future employability, income prospects, social participation and overall well-being.

A key challenge in the Greek context is the transition from education to the labour market. Many young people, including graduates, may experience temporary, unstable or mismatched employment conditions. Others may struggle to identify career pathways that reflect both their skills and their aspirations. As a result, the transition from education to employment can become longer, more uncertain and more difficult to navigate.

This underlines the importance of effective career guidance services and stronger cooperation between education providers, employers and local communities. Guidance should not be limited to providing information about available jobs or study options. It should also help young people reflect on their interests, recognise their strengths, explore realistic career pathways and develop the skills needed to manage transitions.

Evidence gathered through the SupportSphere project also highlighted the need for continuous mentoring, practical career guidance activities, stronger links with the world of work, and increased emotional and social support during critical transition periods. These findings point to the importance of a more holistic approach to career guidance within vocational education and training.

Reducing the NEET rate therefore depends not only on the creation of employment opportunities, but also on the availability of support mechanisms that help young people remain connected to education, training and work. Career guidance, mentoring, peer support and work-based learning opportunities can all play an important role in supporting more successful transitions.

In recent years, Greece has strengthened several initiatives aimed at promoting youth employability and social inclusion. These include actions linked to the reinforced Youth Guarantee, reforms in vocational education and training, expanded career guidance services, and programmes supported by European funding instruments such as the Recovery and Resilience Facility and the European Social Fund Plus. These measures contribute to improving the conditions in which young people can access learning, guidance and employment opportunities.

The NEET situation in Greece has improved considerably during the last decade, showing that policy efforts, labour market recovery and targeted support can contribute to positive change. However, Greece continues to face important challenges, and its NEET rate remains above both the EU average and the 2030 EU target.

Responding to these challenges requires sustained attention to the transition between education and employment. Young people need accessible career guidance, reliable information, supportive relationships and meaningful opportunities to connect learning with the labour market.

This is the approach promoted by the SupportSphere project. By supporting VET trainers, strengthening career guidance practices and providing practical tools for career reflection and decision-making, SupportSphere contributes to more inclusive pathways that help young people remain engaged in education, training and employment.

References  

European Commission. (2021). European Pillar of Social Rights Action Plan. Publications Office of the European Union. 

Eurostat. (2024). Drop in youths neither working nor studying. European Commission. 

Eurostat. (2025). Statistics on young people neither in employment nor in education or training. European Commission. 

Eurostat. (2026). Fewer young people not in work or education in 2025. European Commission. 

SupportSphere Project Consortium. (2025). SupportSphere Handbook: Prevent VET students from going NEET. Erasmus+ KA220-VET Project. 

SupportSphere Project Consortium. (2025). Focus group findings and needs analysis for VET students and trainers. Erasmus+ KA220-VET Project. 

Written by Formación Profesional Fomento

In recent years, Spain has made significant progress in reducing the number of young people who are not in employment, education, or training (NEET). This positive trend reflects improvements in education and labour market participation, bringing Spain closer to the European average. However, behind these encouraging figures, important regional and social differences continue to influence the opportunities available to young people across the country.

In 2025, Spain reached its lowest recorded NEET rate among young people aged 15–29, standing at approximately 11.5%. This represents a remarkable improvement compared with the years following the 2008 financial crisis, when the rate exceeded 22%. Several factors have contributed to this progress, including lower levels of youth unemployment, a reduction in early school leaving, the expansion of vocational education and training (VET), and labour market reforms aimed at improving job stability.

While these developments are encouraging, the situation is not the same for all young people. One of the most distinctive features of the Spanish context is the considerable variation between regions. Some areas continue to experience significantly higher NEET rates than others. For example, the Canary Islands, Andalusia, and Extremadura report some of the highest rates, while regions such as the Basque Country and Cantabria consistently record lower figures.

These differences are closely linked to local economic conditions, employment opportunities, and access to education and training. In regions where the labour market is less dynamic and opportunities are more limited, young people may face greater challenges when transitioning from education into employment. Young people with lower levels of education, fewer economic resources, or limited access to support services often face additional obstacles when building their educational and professional pathways. Housing affordability is another factor that can affect young people’s ability to achieve independence and establish stable careers.

Although gender differences in Spain are generally less pronounced than in some other Southern European countries, challenges remain. Young women continue to face barriers related to employment quality, work-life balance, and family responsibilities. These factors can influence access to opportunities and contribute to different experiences during the transition to adulthood.

Another important development in recent years has been the growing number of young people who combine education and employment. Today, a significant proportion of employed young people are also studying at the same time. For some, this represents an opportunity to gain valuable work experience while continuing their education and developing new skills.

At the same time, this trend can also reflect economic pressures that require young people to work while studying. Balancing both responsibilities may create additional challenges and can sometimes affect educational outcomes or wellbeing. For this reason, a reduction in NEET rates does not automatically mean that all young people enjoy secure and favourable conditions.

The Spanish experience highlights an important lesson: improving employment and education indicators is only part of the picture. Supporting young people also means addressing the broader challenges they face, including job instability, unequal access to opportunities, and difficulties in achieving economic independence.

Spain has made substantial progress in reducing the number of young people outside employment, education, and training. Nevertheless, important challenges remain, particularly regarding regional disparities and unequal access to opportunities. Strengthening career guidance services, improving connections between education and employment, and providing personalised support to young people will continue to play a key role in helping them navigate their transition into adult life and build sustainable career pathways.

By: Cassandra Wubbels

In Italy, the NEET phenomenon remains one of the main challenges for youth, education and employment policies. This indicator is particularly important because it does not only measure the absence of work or study. It also helps to understand how difficult the transition from education to employment can be for part of the youth population.

Recent data show that Italy has made progress, although important challenges remain. In 2024, the NEET rate among young people aged 15–29 stood at 15.2%, compared with 16.1% in 2023 (ISTAT, 2025). This decrease confirms a positive trend and suggests that more young people are entering employment, education or training pathways. However, the Italian figure remains above the European Union average, which was 11.0% in 2024, and is still far from the European objective of reducing the share of young NEETs to 9% by 2030, as outlined in the European Pillar of Social Rights Action Plan (European Commission, 2021; Eurostat, 2025).

Although the situation is improving, the data show that many young people in Italy continue to experience difficulties accessing stable and meaningful opportunities after school, vocational training, or university. The issue is therefore not only linked to unemployment, but also to the ability of education, training, and labour-market systems to support young people during important transition periods.

One of the most significant aspects of the Italian case is the territorial dimension of the phenomenon. National data provide an important overview, but they do not fully capture the deep differences that exist within the country. In several Southern regions, the NEET rate remains particularly high and often exceeds 20%. This means that in some areas the distance from education, training and employment affects a much larger proportion of young people than the national average suggests. The phenomenon is especially pronounced in regions such as Calabria, Sicily, Campania and Puglia, where educational opportunities, employment prospects and territorial services are often more fragile (ISTAT, 2025).

For this reason, the NEET phenomenon in Italy should also be understood as a territorial issue. It reflects not only individual difficulties, but also the unequal distribution of opportunities across the country.

In areas where the labour market is weaker and access to training or guidance services are less accessible, the transition from education to work may become longer and more uncertain. Reducing the NEET rate therefore requires interventions that can respond to different local contexts, rather than only national-level measures.

In recent years, several initiatives have been strengthened to address these challenges. At European level, the Youth Guarantee promotes the principle that young people under 30 should receive a good-quality offer of employment, continued education, apprenticeship or traineeship within a short period after becoming unemployed or leaving formal education (European Commission, n.d.). In Italy, this approach is also connected to the GOL Programme (Garanzia di Occupabilità dei Lavoratori), included in the National Recovery and Resilience Plan. The programme aims to improve employability through personalised guidance, training opportunities, reskilling activities, and support for access to employment (Ministero del Lavoro e delle Politiche Sociali, n.d.).

Overall, the NEET phenomenon in Italy presents a picture of gradual improvement, but also of persistent structural fragility. While the reduction recorded in recent years is encouraging, the national rate remains above the European average and still distant from the 2030 target. The Italian challenge is therefore not only to reduce the overall number of young people outside employment, education and training, but also to strengthen the conditions that make youth transitions more continuous, inclusive and accessible across different territories.

References

European Commission. (2021). The European Pillar of Social Rights Action Plan. Publications Office of the European Union. https://doi.org/10.2767/111056

European Commission. (n.d.). The reinforced Youth Guarantee. Retrieved May 12, 2026, from https://employment-social-affairs.ec.europa.eu/policies-and-activities/eu-employment-policies/youth-employment-support/reinforced-youth-guarantee_en

Eurostat. (2025). Statistics on young people neither in employment nor in education or training. Statistics Explained. Retrieved May 12, 2026, from https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Statistics_on_young_people_neither_in_employment_nor_in_education_or_training

Istituto Nazionale di Statistica. (2025). Istruzione e lavoro: Istruzione. Noi Italia. Retrieved May 12, 2026, from https://noi-italia.istat.it/pagina.php?L=0&action=show&categoria=5&id=3

Istituto Nazionale di Statistica. (2025). Indagine conoscitiva su povertà educativa, abbandono e dispersione scolastica. https://www.istat.it/wp-content/uploads/2025/10/Istat-Audizione-poverta-educativa-7-ottobre-2025.pdf

Ministero del Lavoro e delle Politiche Sociali. (n.d.). Programma GOL. Retrieved May 12, 2026, from https://www.lavoro.gov.it/temi-e-priorita/occupazione/focus/pagine/programma-gol

By: Kleio Stafylaki

Supporting young people during transition moments

Young people in Greece continue to face important challenges during the transition from education to employment. Although the percentage of young people classified as NEET has gradually decreased in recent years, Greece still records higher rates compared with several European countries (CEDEFOP, 2023). This situation highlights the importance of strengthening career guidance services within vocational education and training environments.

The SupportSphere project responds to this need by promoting inclusive and student-centred approaches that support self-awareness, career planning, and informed decision making among VET learners. During the Greek pilot activity implemented by SAEK Egaleo in March 2026, trainers and students participated in practical sessions focused on reflective learning, career guidance, and self-assessment activities. This showed that structured support, combined with participatory methodologies, can strengthen students’ confidence and encourage more active engagement with their future educational and career choices. The experience also reinforces the value of mentoring practices within VET.

Learning through participation and reflection

One of the main findings of the Greek pilot activity is the importance of reflective and participatory methodologies in vocational education and training. During the sessions, trainers participate in discussions, practical exercises, and activities connected with professional identity, guidance practices, and career development processes. According to the evaluation results, all participating trainers considered the programme relevant for their professional practice, while most responses received the highest scores on the evaluation scale. Participants reported that the activities help them better understand the different aspects of career guidance and provide practical tools that could be applied in everyday educational settings.

The implementation of the self-assessment tool with VET students also produced positive results. Students participated in guided activities encouraging them to reflect on personal interests, strengths, aspirations, and future opportunities. More than ninety percent of participants stated that the activity helped them reflect more actively with career planning and future goals. Students additionally reported that the exercises improved their awareness regarding career planning and personal decision-making processes.

Combining guidance, mentoring and practical tools

These findings are particularly relevant for the Greek context, where many young people continue to experience insecurity regarding employment opportunities and long-term career prospects. CEDEFOP research highlights the importance of guidance systems that combine access to information with personalised support and active learner participation (CEDEFOP, 2021). The pilot activity confirms that guidance services become more effective when learners actively participate in reflective and practical exercises instead of passively receiving information.

The pilot also highlights the importance of combining human interaction with digital and practical resources. Trainers suggest expanding the number of case studies, collaborative activities, and digital tools supporting career guidance practices. These recommendations demonstrate the need for flexible and student-centred approaches capable of responding to diverse educational and social realities within Greek vocational education environments.

Building confidence for future pathways

Another important element concerns the supportive environment created during the pilot sessions. Trainers and students openly exchange experiences, concerns, and expectations related to educational and professional development. This collaborative atmosphere encourages participation and strengthens confidence among learners who initially experience difficulties reflecting on long term employment goals pathways.

Looking ahead

To sum up, the Greek pilot activity of the SupportSphere project demonstrates that inclusive and reflective career guidance approaches can positively support VET learners during key transition moments. The results confirm that students benefit from opportunities encouraging self-reflection, active participation, and discussion about educational and professional pathways. Trainers also recognise the importance of practical guidance tools connected with educational challenges and everyday teaching practices.

The pilot experience additionally highlights the value of combining human support, mentoring, and activities within vocational education settings. Strengthening these practices in Greece can contribute to improving student engagement, supporting informed career decisions, and reducing risks connected with disengagement and exclusion.

References

CEDEFOP. (2021). Career guidance and lifelong learning in Europe. Luxembourg: Publications Office of the European Union.

CEDEFOP. (2023). Statistics and indicators on young people neither in employment nor in education and training (NEETs). Luxembourg: Publications Office of the European Union.

We are pleased to present the second edition of the SupportSphere newsletter, highlighting the latest developments and progress achieved across partner countries.

In this edition, you will discover how the project has moved from design to implementation, with the development of key tools such as the self-evaluation tool for career interests and the SupportSphere e-learning platform. The newsletter also provides insights from the first pilot activities and events, showcasing how students, trainers, and stakeholders are engaging with the project’s resources.

This edition reflects the project’s ongoing efforts to strengthen career guidance and support VET learners during key transition moments, helping them make more informed decisions about their educational and professional pathways.

Read more below!

The Thematic School of Advanced Vocational Training Egaleo has been featured in a recent update by Cedefop, as part of the July–December 2025 highlights from Cedefop’s VET toolkit team and Ambassadors tackling early leaving from VET. 

Cedefop is the European Union agency that supports EU institutions, Member States and social partners in shaping vocational education and training (VET) policies through research, evidence, and policy tools. Its publications and thematic updates are widely used to inform European and national decision-making on VET reform, inclusion, and employability. 

Dimitris Kiriakos, Director of SAEK Egaleo and Cedefop Ambassador, shared recent institutional activities addressing career guidance and early intervention for young people at risk of disengagement from education and training. Within this context, he referred to the SupportSphere Erasmus+ project as a concrete example of ongoing work focused on preventing young people from becoming NEET. 

As SupportSphere progresses, this visibility reinforces its contribution to European efforts aimed at supporting young people at risk, strengthening VET systems, and preventing transitions into NEET status. 

We are pleased to announce the launch of the first newsletter of the SupportSphere project, an Erasmus+ initiative focused on supporting VET learners in navigating career choices and preventing the risk of becoming NEET.

SupportSphere aims to empower young adults and VET trainers by providing innovative, practical, and accessible resources that strengthen career guidance, resilience, and inclusion within vocational education and training. Through collaboration across European partners, the project seeks to respond to current challenges faced by learners and professionals in the VET sector.

This first newsletter introduces the project’s objectives, partnership, and initial activities, offering an overview of how SupportSphere will contribute to improving support systems for VET learners across Europe.

Read the first SupportSphere newsletter below

From 13th to 17th October 2025, Montecastelo celebrated the ErasmusDays, reaffirming its commitment to international collaboration and to the added value of European projects within its school community. Throughout the week, Montecastelo highlighted its active participation in Erasmus+ initiatives, with a particular focus on the SupportSphere project and other ongoing mobility and partnership programmes.

The activities involved both teachers and students, showcasing how European cooperation continues to enrich learning environments and foster innovation in VET.

The celebration served as an inspiring opportunity to reflect on the progress achieved and to strengthen engagement across Montecastelo’s European network.

As part of the Erasmus Days 2025 celebrations, SAEK Egaleo participated in the event “Think Global, Learn Local”, organised on 20 October 2025 at SAEK Aigaleo in Athens. The event showcased European projects that promote innovation and inclusion, with SupportSphere: Prevent VET students from going NEET presented as a key initiative for strengthening career guidance and mentoring in vocational education and training.

This participation creates an important opportunity to share the project’s vision with students, educators, and the wider community.

On April 28th, EVTA organised a focus group with a group of VET teachers, experts and career guidance counselors within the SupportSphere project. The stakeholders involved are practitioners directly engaged in vocational education, career development, and learner support services. Their work focuses on strengthening professional guidance services, and supporting the upskilling and reskilling of learners across diverse educational contexts.

The SupportSphere project is a European initiative dedicated to addressing the challenges faced by young adults in vocational education and training (VET) and preventing the risk of becoming NEET (Not in Education, Employment, or Training). The project focuses on strengthening relationships among VET trainers, peers, and students, equipping young adults with the tools and confidence to navigate their educational and career paths successfully.

One of the key components of the project, Work Package 2 (WP2), focused on understanding the needs and challenges of VET students and trainers in career guidance. WP2 served as the foundation for developing the SupportSphere Handbook, a practical tool designed to provide trainers and tutors with the competencies and strategies necessary to support students and learners in making informed career choices. As part of this work package, ENAIP NET conducted two sets of focus groups—one with VET trainers and tutors, and another with VET students. These sessions explored current practices, identified gaps, and gathered firsthand insights that directly contributed to the handbook’s content and structure.

The focus group with trainers was held online on February 12, 2025, and involved 15 participants. Trainers discussed key challenges in career guidance, such as anticipating future professions and adapting to the rapidly evolving labour market. They emphasized the importance of focusing on personal competencies rather than specific job titles and highlighted the critical role of self-knowledge in guiding young adults.

Practical, experiential learning activities—such as workshops, visits to local businesses, and real-life testimonies—were considered highly effective in engaging students.

Trainers also underlined the need for stronger collaboration with families and local companies, as well as targeted professional development in communication, intercultural competence, and psychology to enhance their role as career mentors.

The student focus groups involved approximately 25 participants, divided into two groups of around 12 students each, on March 12, 2025. Students reflected on their strengths, the skills they wish to develop, and their experiences with career guidance. Common strengths included practical skills, sports, and work-related abilities. Students expressed interest in developing additional skills such as languages, communication, and vocational competencies.

While most students felt supported in choosing their educational paths, they reported that family, friends, and teachers were their primary sources of guidance, although social media and personal experiences also played a role.

Future aspirations ranged from working in the hospitality sector to pursuing international opportunities, with students emphasizing the importance of exploring different options, learning from mistakes, and making independent, informed decisions.

Insights from both trainers/tutors and students highlight several key themes: the importance of practical, hands-on learning experiences; the centrality of self-knowledge in career decision-making; and the value of supportive networks that include trainers, peers, families, and local businesses. These findings informed the development of the SupportSphere Handbook, ensuring that VET trainers are equipped with practical strategies to provide meaningful guidance and foster career self-efficacy among young adults.

By integrating the voices of both trainers and students, ENAIP NET and the SupportSphere project continue to promote equity, inclusion, and adaptability in vocational education, offering practical solutions to reduce dropout rates and the risk of NEET status. The WP2 focus groups have been essential in understanding the real-life challenges faced by young adults in VET, shaping a framework that combines social support, skill development, and hands-on learning for successful career pathways.

As part of the SupportSphere initiative, an Erasmus+ project aimed at helping young people who are Not in Education, Employment, or Training (NEETs), a focus group was held with Vocational Education and Training (VET) students this past February in Athens, Greece. The discussion was based on a questionnaire designed to understand students’ experiences, challenges, and expectations when it comes to building their careers.

Many students shared that they feel uncertain and anxious when making career decisions. They often struggle with too many choices, pressure from family or society, and self-doubt, which can make it hard to take the next step toward employment. Another key challenge identified was the lack of networking opportunities and the complexity of the job search process, both of which reduce students’ confidence. While some felt somewhat prepared in terms of technical skills, many said they needed more support developing soft skills—especially in communication, networking, negotiation, and self-promotion.

Participants emphasized the value of learning practical career skills, such as:

• Preparing for job interviews and promoting themselves effectively
• Staying informed about industry trends
• Developing leadership and problem-solving skills
• Joining job shadowing or career transition programs
• Attending skill-building workshops

Students also said they would like to see more personalized guidance from their trainers. They appreciate technical support, like CV reviews and workshops, but want hands-on coaching in areas such as mock interviews, salary negotiations, and mentorship programs. They’re also interested in exploring digital career tools, including AI-based career matching systems and job simulation platforms.

Based on these insights, the SupportSphere team recommends that VET trainers:

• Offer individualized career guidance tailored to each student’s goals.
• Stay updated on labour market trends and industry changes.
• Build stronger connections with employers and professionals through Q&A sessions and mentoring.
• Integrate mental health support and real-world projects into their programs.

These findings highlight the urgent need for a holistic, student-centered approach to career guidance in VET education. By supporting trainers and giving them the right tools and methods, SupportSphere aims to help young people transition confidently from education to employment — and reduce the risk of them becoming NEET.

On 15 May 2025, SAEK Egaleo organised an information session for second-semester students of all departments on ongoing European projects. During the session, particular emphasis was placed on the Erasmus+ project SupportSphere: Prevent VET students from going NEET. Beyond presenting the project’s objectives and methodology, the meeting created space for an open dialogue with students, inviting them to share their views, expectations, and concerns regarding both the educational environment and the labour market.

This exchange provided valuable insights that will serve as input for the project’s activities, ensuring that SupportSphere remains closely aligned with the real needs and perspectives of VET learners. Through this participatory approach, the project reinforces its commitment to inclusive, learner-centred, and practice-oriented career guidance.

On 28-29 march, the Thematic School of Advanced Vocational Training Egaleo (SAEK Egaleo) participated in the Conference on Vocational Education and Training held in Syros. During the event, the institution presented the Erasmus+ project SupportSphere: Prevent VET students from going NEET, highlighting its objectives, methodology, and first results.

The presentation focused on the project’s contribution to strengthening career guidance and mentoring practices in VET, as well as on its innovative tools such as the SupportSphere Handbook and Training Programme.

Through this participation, SAEK Egaleo promoted dialogue with national stakeholders and reinforced the visibility of the project at the national level, supporting its broader dissemination and impact.

Although the SupportSphere project officially began in October 2024, partners gathered on February 7, 2025, in Verona to kick off the initiative with an in-person meeting hosted by the Università degli Studi di Verona.

SupportSphere aims to reinforce career guidance systems within Vocational Education and Training , with a particular focus on supporting young adults at risk of becoming NEET. By developing innovative tools, methods, and support structures, the project seeks to empower both learners and trainers in making informed career choices and facilitating smooth transitions into the labour market.

The project is led by the Thematic School of Advanced Vocational Training Egaleo in Greece. The consortium brings together six partner organisations from four European countries: Thematic School of Advanced Vocational Training Egaleo and Euricon Consultants from Greece; Fomento de Centros de Enseñanza – Formación Profesional Montecastelo from Spain; Università degli Studi di Verona and ENAIP NET from Italy; and the European Vocational Training Association (EVTA) from Belgium.

The kick-off meeting marked a key milestone in aligning on the project’s mission, strategic direction, and upcoming deliverables. During the initial phase, partners have been collecting insights to develop a practical handbook designed to support VET trainers in guiding learners through career decisions and work-based learning environments.

In addition to the handbook, the project will design a tailored training programme to improve guidance skills among VET professionals and develop a self-assessment tool to help learners explore their professional interests. Pilot testing of these tools will take place in Greece, Italy, and Spain.

Funded by the Erasmus+ program of the European Union, SupportSphere will run for 24 months, contributing to more inclusive and responsive career guidance systems across Europe.

Stay updated! Follow us on: