Young people in spain have faced for decades a difficult to enter the labour market, with high rates of unemployment and frequent in the precariousness of employment. The employment prospects of young people can be enhanced by strengthening the vocational counselling of young people and strengthen the connection between the education system and the labour market. A public employment service better funded and well connected with organizations and local firms is also key to improving the employability of young people. To boost the low level of entrepreneurship among young people through additional support that will help to improve the training of young people on how to start a business and to facilitate their access to funding would also help to improve employment prospects of young people.

Keywords: labour, youth, education, vocational training, labour market policy.

Young people in Spain have faced a difficult insertion into the labor market for decades, with high unemployment rates and frequent job insecurity. The employment prospects of young people can be improved by strengthening career counseling for young people and strengthening the connection between the education system and the labor market. A well-funded public employment service that is better connected to local organizations and companies is also key to improving the job placement of young people. Boosting the low level of entrepreneurship among young people through additional support to improve young people's training on how to start a business and facilitate their access to finance would also help improve young people's employment prospects.

However, the unemployment rate alone is not fully shows the magnitude of the challenges faced by young people into the labour market. ^{1 2} ).

Note:B. Long-term unemployment corresponds to the percentage of people who have been unemployed for one year or more among the unemployed in 15 to 24 years. C.Los marginally workers are linked 15 years of age or older who are not employees or actively looking for work, but want to work during the reference week of the survey. Moreover, when it applied, have sought work during the 12 the previous months.

³

Improving the educational level

To reduce the early exit it would be helpful to develop early warning indicators of lag, and provide personalised support to students at risk of lag. Asimimismo, the impetus given by the government to the training should be maintained because it provides students with skills in high demand. The number of persons enrolled in education and training remains low, despite recent increases, and the educational system could be better connected to the labour market. The Alliance for vocational training is a timely initiative in that direction. Greater involvement of employers in the designing of curricula university and the improvement of existing tools to provide information about employment opportunities would help achieve a better alignment of studies and labour market needs.

⁶ ). The graduates of upper secondary education, the gap in qualifications is much higher for graduates of general programmes for the graduates of professional programmes ( 51 , 9 per cent 37 , 6 %) (Boto-garcía and Escalonilla, 2022 ⁷ ). The vacancies in manufacturing, information technology and logistics, and operations and logistics have been consistently among the most difficult to cover in recent years (Manpower Group, 2021 ⁸ ; Manpower Group, 2022 ⁹ . Despite this, enrolment in technical vocational training remains low, and the proportion of graduates in courses in science, technology, engineering and mathematics lags behind that of their counterparts in the Oecd, with much lower for women than for men. The shortage of people with training in engineering and technology, particularly in connection with the computing and electronics, and in basic skills, is above the oecd average (OECD, 2021 ¹⁰ )

¹¹

^{12 13 14} )

The increased powers STEM should be a priority, especially among women, as they are underrepresented in employment

¹⁵

A better professional advice to give detailed information on the prospects of employment and wages by fields of study is to help young people to decide and thus reducing these imbalances of skills and facilitate the transition from school to work.Experience shows that the advice that begins early, which was conducted in the key points in transition into the educational process and that is personalized is more likely to succeed (Mussett and Mytna Kurekova, 2018 ¹⁷ ). For example, there is evidence that the professional talks in school, where the invited speakers made a presentation on its experience, education and employment prospects of its occupation, are associated with better employment outcomes for young people (Covacevich et al., 2021 ^{18 19} ). The vocational guidance can also join the compulsory curriculum, as in finland, where students 13 to 16 years must complete 76 hours of training (OECD, n.d. ¹⁹

The experience of oecd also shows that it is Useful To help young people make informed choices about their studies and its future profession through the collection, analysis and systematic dissemination of information on the results in the labour market of graduates in ways that were easily accessible. In spain, there is the online tool

¹⁹

Strengthen policies of assistance to the search of work

²¹

¹⁰ ). This would be especially beneficial for young people who have difficulties in moving from school to work.

A promising initiative is SEND@, a digital tool for employment counsellors developed by the public employment service Estatal (SEPE). It has been found that the programme is changing the behaviour of job search of participants, and promotes its use of active labour market policies, which leads to more rapid outflows of unemployment and an increase of professional mobility of job seekers. Promote participation in the programme among young people, highlighting its results, improving the accessibility, gathering the opinions of users and promote the exchange of data with other institutions to facilitate the assessment of the outcome would help to broaden its scope and to promote greater digitalisation of employment services in Spain (OECD, 2022 ²² ).

Further to enhance youth employment, employment programmes targeted to young people should focus on vulnerable populations that can benefit more in terms of employability (Vezza, 2021 ²³ ; Levy-Yeyati, Montané and Sources, 2019 ²⁴ ; Kluve et al., 2019 ²⁵ ). The programmes involving employers (Datta et al., 2018 ²⁶ ; Weidenkaff and Witte, 2021 ²⁷ ), which lasted for more time are more effective (Escudero et al., 2019 ²⁸ ). A Number Of regional programmes in Spain follow this approach, for example, Lehen Aukera (First opportunity), País Vasco , addressed to persons under 30 years with little work experience, it has been proven to help reduce the periods of unemployment and increases the number of days worked after the programme, with a moderate risk of impact of dead weight (from the rich, martínez de Lafuente and Lizarraga, 2022 ²⁹ ). Andalucía Emple@, 30 +, for people over 30 years is effective only for those without work experience or who have been unemployed for two years or more (Rebollo-Sanz and garcía Pérez, 2021 ³⁰ ).

Improving the opportunities to start a business

The proportion of the population in Spain with intention to start a business is among the lowest in the oecd, and more than half of those who are good opportunities to do this would be for fear of failure. In a recent survey spanish experts, the main barriers are access to finance, bureaucracy and taxes, and entrepreneurial education at school, but there is also considerable scope for improvement in other fields of importance to companies such as access to infrastructure or public aid to businesses (Observatory on the Undertaking of Spain, 2022 ³²

Education has been shown to enterprise in the school is a predictor of the company's success (Berrone et al., 2014 ^{33 34} ).In 2021 one third of the spanish entrepreneurs in the initial phase had little or too little training on how to start a business ^{32 35 36}

^{37 3} ). These initiatives could be replicated in other regions with public support and should foster a strong involvement of young people (OECD/European Commission, 2020 ³⁷

^{10 32}

Young people in spain have faced for decades a difficult to enter the labour market, with high rates of unemployment and frequent in the precariousness of employment. Their employment prospects can be enhanced by strengthening vocational guidance during their studies, and making the education offered by most closely concerned with labour market demands, in particular encouraging collaboration among smes to offer apprenticeship training students and the private sector participation in the development of university curricula. A public employment service better funded and well connected with organizations and local firms is also key to incorporate more unemployed youth employment. To promote entrepreneurship among young people as an alternative salaried employment, should be implemented policies and financial support, given the educational qualifications to undertake limited, and the difficulty in accessing financing.

ANECA ( 2021 ), Framework for the self-assessment of universities in the improvement of its proceedings in respect of employment and employability of its graduates and graduating, https :// www.aneca.es/documents/ 20123 / 134274 /REPORT _ employability _ 210908 .pdf/ 8 ff 2 c 48 a- 87 ef-b 34 a- 12 to 2 -ce 26 to 1 af 2 b 6 e? t = 1669106818753 [ 13 ]
Bank of Spain ( 2016 ), Survey of Financial Authority [ 35 ]
Bank of Spain ( 2020 ), The housing market in spain between 2014 and 2019 [ 4 ]
Berrone, P. et al. ( 2014 ), “Determinants of Performance in Micro-Business”, Journal of Small Business Management, Vol. 52 / 3 , pp. 477 - 500 [ 33 ]
Boto-garcía, D. and M. Escalonilla ( 2022 ), “University education, mismatched jobs: are there gender differences in the drivers of overeducation?”, Econ Polit, Vol. 39 , pp. 861 – 902 ,https :// doi.org/ 10 . 1007 /s 40888 - 022 - 00270 - and[ 7 ]
Charney, A. and G. Libecap ( 2000 ), Impact of entrepreneurship education: insight. [ 34 ]
European Commission ( 2022 ), The Digital Economy and Society Index 2022 - Spain, https :// digital-strategy.ec.europa.eu/en/policies/countries-digitisation-performance[ 15 ]
Covacevich, C. et al. ( 2021 ), Indicators of teenage career readiness: An analysis of longitudinal data from eight countries, OECD Publishing, https :// doi.org/ 10 . 1787 /cec 854 f 8 -[ 18 ]
Datta, N. et al. ( 2018 ), Integrated Youth Employment Programs. A Stocktake of Evidence on What Works in Youth Employment programs, World Bank. [ 26 ]
de la Rica, S., D. Martínez de Lafuente and I. Lizarraga (), Impact assessment of the programme of wage subsidies for young “ Lehen Aukera ” [ISEAK.]
Escudero, V. et al. ( 2019 ), “Active Labour Market Programmes in Latin America and the Caribbean: Evidence from a Meta-Analysis,”, The Journal of Development Studies, Vol. 55 / 12 , pp. 2644 - 2661 ,https :// doi.org/ 10 . 1080 / 00220388 . 2 [ 28 ]
Eurostat ( 2016 ), Employed persons by sex, age, educational attainment level, work experience while studying and match between education and job (lfso_ 16 oklev) [ 6 ]
INE ( 2022 ), Encuesta de población Activa, national statistics institute, [ 1 ]
INJUVE ( 2021 ), Report youth in Spain 2020 , Institute of youth, Ministry of social rights and Agenda 2030 [ 2 ]
Kluve, J. et al. ( 2019 ), “Do youth employment programs improve labor market outcomes? A quantitative review”, World Development, Vol. 114 /C, pp. 237 - 253 [ 25 ]
Levy-Yeyati, E., M. Montané and L. Sources ( 2019 ), What Works for Active Labour Market Policies? [ 24 ]
Manpower Group ( 2021 ), ManpowerGroup Employment Outlook Survey Q 3 2021 Spain Results, https :// go.manpowergroup.com/hubfs/Talent% 20 Shortage% 202022 /MPG _ 2022 _ TS _ Infographic-Spain.pdf[ 8 ]
Manpower Group ( 2022 ), Spain ’ s 2022 Talent Shortage, https :// go.manpowergroup.com/hubfs/Talent% 20 Shortage% 202022 /MPG _ 2022 _ TS _ Infographic-Spain.pdf[ 9 ]
Mühlemann, S. and S. Wolter ( 2015 ), Apprenticeship training in Spain – a cost-effective model for firms?, Bertelsmann Stiftung and Fundación Bertelsmann. [ 11 ]
Mussett, P. and L. Mytna Kurekova ( 2018 ), “Working it out: Career Guidance and Employer Engagement”, OECD Education Working Papers, No. 175 , OECD Publishing, Paris, https :// doi.org/ 10 . 1787 / 51 c 9 d 18 d-en[ 17 ]
Entrepreneurship observatory in spain ( 2022 ), The Global Entrepreneurship Monitor (GEM Report Spain. 2021 - 2022 Ed., University of. Cantabria [ 32 ]
OECD ( 2019 ), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, https :// doi.org/ 10 . 1787 b/ 5 fd 1 b 8 f-en[ 16 ]
OECD ( 2020 ), PISA 2018 Results (Volume IV): Are Students Smart about Money?, OECD Publishing, https :// doi.org/ 10 . 1787 / 48 ebd 1 ba-en[ 36 ]
OECD ( 2021 ), OECD Economic Surveys: Spain 2021 , OECD Publishing, https :// doi.org/ 10 . 1787 / 79 e 92 d 88 -[ 10 ]
OECD ( 2022 ), Activity-related eligibility conditions for receiving unemployment benefits. Results 2022 , OECD Publishing, https :// www.oecd.org/els/soc/ benefits-and-wages/Activity-related% 20 eligibility% 20 conditions% 202022 .pdf[ 20 ]
OECD ( 2022 ), Impact evaluation of the digital tool for employment counsellors in Spain: SEND@. Report on the design and implementation of an impact evaluation of the digital counselling tool for Spain’s public employment services. [ 22 ]
OECD ( 2023 ), Education at a Glance 2023 : OECD Indicators, OECD Publishing, https :// doi.org/ 10 . 1787 /e 13 bef 63 -[ 5 ]
OECD ( 2023 ), Job Creation and Local Economic Development 2023 : Bridging the Great Green Divided, OECD Publishing, https :// doi.org/ 10 . 1787 / 21 db 61 c 1 -[ 14 ]
https :// doi.org/ 10 . 1787 / 5 b 50 cc 51 -[ 3 ]
OECD (n.d.), OECD Career Readiness project. Examples of practice, https :// www.oecd.org/education/career-readiness/examples-of-practice/[ 19 ]
OECD/European Commission ( 2020 ), Policy brief on recent developments in youth entrepreneurship, OECD Publishing, https :// doi.org/ 10 . 1787 / 5 f 5 c 9 b 4 e-en[ 37 ]
OECD/European Commission ( 2021 ), The Missing Entrepreneurs 2021 : Policies for Inclusive Entrepreneurship and Self-Employment, OECD Publishing, https :// doi.org/ 10 . 1787 / 71 b 7 to 9 bb-en[ 31 ]
Rebollo-Sanz, Y. and J. García Pérez ( 2021 ), Impact assessment of active employment policies for Difficult collective Employment [ 30 ]
Vezza, E. ( 2021 ), Programmes for youth employment. Restoration of their role in the public agenda pospandemia of COVID- 19 [, ECLAC. 23 ]
Weidenkaff, F. and M. Witte ( 2021 ), From school to business: Policy support to youth entrepreneurship and self-employment, International Labour Office. [ 27 ]