I’ve just been involved in a new OECD paper entitled Challenging social inequality through career guidance: Insights from international data and practice. In it we look at the evidence that suggests that class, gender and ethnic and migrant status inequality structures peoples’ careers and examine how career guidance can be used to challenge these kinds of inqualities.

This report focuses on school-level career guidance systems and examines how they can more effectively respond to social inequalities.

It draws on new analysis of PISA and PIAAC data and builds on the OECD Career Readiness Indicators to review the impact of inequalities related primarily to socio-economic background, gender and migrant status/ethnicity on the character of education-to-work transitions.

The data analysis identifies additional barriers facing certain demographic groups in converting human capital into successful employment. It also finds that teenage access to career development is strongly patterned by the demographic characteristics of students.

Consequently, the report highlights a range of career guidance interventions that can be expected to mitigate the negative impact of inequalities on student outcomes, enabling fairer access to economic opportunities. The report concludes by reviewing how the innovative new Career Education Framework in New Brunswick (Canada) systematically addresses inequalities within K-12 provision.

To find out more see… Jeon, S., Mann, A., Denis, V., & Hooley, T. (2024). Challenging social inequality through career guidance: Insights from international data and practice. OECD. https://doi.org/10.1787/619667e2-en