Vodafone Institute Survey Talking about a Revolution: Europe s Young Generation on Their Opportunities in a Digitised World A Study Across Six

Transcription

1 Vodafone Institute Survey Talking about a Revolution: Europe s Young Generation on Their Opportunities in a Digitised World A Study Across Six European Countries

2 Study characteristics Aim of the study Supplementing the summit Digitising Europe conducted by the Vodafone Institute for Society and Communications on December 201 with insights from the generation of 18 to 0 year olds. To that end, surveying this generation on the topics of education and work in the light of the digital revolution. Methodology Online survey of n=1,000 people between 18 and 0 years in Spain Representative quotas and weights on age, gender, and region Length of interview: 20 minutes Fieldwork: 8 October to 1 October 201 Conducted by: 2

3 Summary of results (I) Educational and occupational background When choosing a field of study, young Spaniards primarily go for what they are personally interested in. % cite this as one of the reasons for their choice. In addition, the idea of finding a job that is interesting to them is important for 2%. Another 2% have employment chances in mind when choosing their field of study. Future payment is a factor for only 1%. Similarly, 8% of those who are employed chose their job because they are personally interested in the respective field of work, 2% because of a good work-life-balance. In so far, the actual job choice is less often dependent on personal interest than the initial choice of field of education. Remarkably, choosing a job is more often driven by the opportunity to avoid unemployment (19%) and to acquire job experience (18%) than by payment (18%). Outlook on the future Overall, young Spaniards still feel somewhat optimistic, yet not excited, about their future. However, this does not translate into the idea that they might lead a better life than their parents. On that notion, a majority rather disagree. Both pessimism about the future and the fear of leading a worse life than parents increase with age. In the context of expected future job chances, Spaniards are not outstandingly confident, but far from fatalistic. Both within students and within those already employed some tend to be more and some less confident. However, bad job preparation by education is not what comes to the mind of young Spaniards in this regard. A majority. provide good ratings when evaluating the quality of education in terms of preparation for a job. In terms of job opportunities in the future, ICT is seen as the educational area with by far the best outlook. 1% rank it as the number one area for the next five years.

4 Summary of results (II) Working and studying abroad Young people born in Spain have not been very active in going abroad. Only one in four actually lived in another country for some time. Age does have an obvious influence on this as with increasing age the share of people who lived abroad rises. While 8% of those aged 18 to 20 years never lived abroad before, this is the case for only 2% among 2 to 0 year olds. With respect to reasons for living abroad, studying and learning the language are most central. 1% of those having lived abroad were motivated by studying, 9% by learning the language. Although cited less often, education is an important trigger for going abroad as well: 2% left for vocational training, another 21% for an internship. 20% decided to live abroad to learn more about the country. Other reasons are of minor importance. Attitudes towards staying abroad are clearly affected by past economical development. 2% believe that job opportunites are better in other countries, 8% are planning to move in the future because of job chances, and only 21% would not consider to move abroad for a job. Opinions with respect to moving as a requirement to find a good job are in line with these results: 9% agree that this is a key requirement to find a good job in the future.

5 Summary of results (III) Attitudes towards the digital revolution While young Spaniards do acknowledge the benefits and opportunities of the digital revolution, they are aware of possible risks as well. 8% state they feel used to adapting to changing technologies because they grew up with ICT. In turn, only % feel somewhat overwhelmed by the digital revolution. Convenience and comfort are also seen as results of the digital revolution. 8% think that daily life has become more comfortable. 8% feel that work processes have become easier, 80% feel that this is the case for studying. Positive feelings about the possibility to connect with the world are shared by 82%. Overall, young Spaniards believe that the benefits of the digital revolution to society exceed the risks: 2% agree on that notion. Nevertheless, Spaniards are concerned about possible impacts on society: 8% are worried about privacy violations, and 80% feel that communication has become more superficial. An increasing generational gap and more inequality are troubling for % respectively 1%. In addition, % feel they might be too dependent on digital technologies. Yet, the willingness to draw personal consequences from that is lower. 12% agree completely that they try to limit their usage of digital technologies, another % agree somewhat. When it comes to the effects of the digital revolution on the job market, young people are rather skeptical. 9% expect that jobs will be lost, more than think that jobs will not be lost or gained, but just change character (%). Only 18% expect an increase in jobs. Of those who think jobs will be lost, % expect that the number of available jobs will decrease by at least 20%. Young Spaniards expect broad effects of digital revolution on job areas with the areas of education, ICT, and journalism affected the most. Consequently, more than a third is willing to pursue a career in ICT. Reasons of those not willing to work in ICT are foremost lack of competence, lack of personal interest, and the assumption that education in this field takes too much time.

6 Summary of results (IV) Skills in the digital economy Most young people think that more jobs will require basic ICT skills like using office programs or software. 88% agree on that notion. This figure drops the more advanced skills become. When it comes to coding as a specialised skill, % believe it might become a requirement for almost everyone. In terms of their own preparedness for the ICT challenges on their personal career path, a majority appear rather confident. % believe that their ICT skills are generally sufficient on their future career paths and are rather certain that they will be able to keep up with technological changes in their field of expertise. Yet, a considerable number of young people share feelings of endangerment and possible disadvantages as a consequence of the digital revolution. 8% agree on the notion that the level of ICT skills required today endangers their chances at finding a job, another 2% feel at a disadvantage when applying for jobs in the future. When it comes to specific ICT skills on their career paths, young people are convinced that among basic skills, especially , office software and searching for information on the Internet will be of high importance. Connecting devices, using other devices than a computer and data protection are also considered to be rather relevant. Lesser importance is attributed to skills like setting up a network or a web server, using graphics software, or maintaining a website. On the relevance of those, young people are rather divided. Coding is also seen as one of the least important skills on people s career paths. Still, 0% of all young people think it will be at least somewhat important in their future.

7 Summary of results (V) Skills in the digital economy (cont.) The general confidence in terms of ICT preparedness is also found regarding specific skills. More than half of the young people are very confident in their ability to perform skills they believe to be of higher importance. Notable exceptions from this pattern are data protection and database software. Regarding these, only 29% resp. 2% feel very confident. In general, confidence decreases with lower perceived importance of skills. It is lowest for coding, with only 22% feeling very confident about that. Role of employers and educational institutions Young people wish for more cooperation in the field of education. 88% agree that schools, universities and employers need work together more closely. Furthermore, 89% feel that companies should offer better on-thejob training if they perceive a skill gap. 88% would also welcome additional funding of educational institutions by employers. Especially students state this demand. % also are in line with the notion that employers should have more influence on the curricula. With respect to attribution of responsibility for teaching ICT skills, young Spaniards do not show a clear-cut opinion. While 21% hold institutions of higher education accountable, another 21% think schools for general education are responsible. 19% think vocational training should provide teaching of ICT skills (2% amongst people already employed). When it comes to the quality of teaching ICT skills, schools for general education are evaluated worst: only 12% think schools provide very good ICT teaching, another % rate it as rather good. In contrast, 21% think that teaching of ICT skills in vocational training is very good, another 9% thinks it is rather good. These findings highlight that schools have a lot of catching up to do. In the eyes of young people, the best ways to do so are offering more courses in ICT (%), better training of teachers in ICT (2%), and using ICT widely even in non-ict-specific courses (2%).

8 Summary of results (VI) ICT courses in education Looking at the teaching of ICT skills, the overall picture is quite mixed. With respect to basic ICT skills, almost half of the students were offered ICT courses. Yet, only half of those being offered courses in basic ICT skills did attend these with the exception of standard office software (8%), searching for information on the internet (%), and thinking critically about information found there (9%). Findings for those already employed are quite similar. When it comes to teaching more advanced ICT skills, more than a half of students and Spaniards already employed were not offered any courses at all. Among those being offered courses on advanced skills, every other did not attend courses. Coding does not stand out in this context either. Only % of students mention they would have access to this, 1% already attended. Among those who are already employed, % were offered coding trainings, with 18% having actually attended. Attendance highlights another issue that might be related to both the quality of teaching and the question if young people really deem training necessary. While attendance to trainings in office software or Internet usage is high for both students (up to % for courses on searching information) as well as for young people already employed (up to 1% for courses on standard office software), no advanced training was attended by more than 2% of students. Among young people already employed, attendance is even lower. This shows that young people do not consider ICT training an early priority in their education and often finish education without anything but basic training. 8

9 Summary of results (VII) Europe s role in ICT 8% of young Spaniards believe Europe can and should take a leading role in terms of ICT research and development. However, just as much (82%) also think that education needs to improve to make this possible. When it comes to the role of Spain, only 11% completely agree to the notion that Spain will remain competitive, contrasting the optimistic view on Europe s future development young Spaniards are expecting. Entrepreneurship There is some interest among young people to start their own business. 0% completely agree in doing so, another 8% somewhat agree. When it comes to the area of ICT, 2% at least somewhat agree on being interested in starting an own business. Interest in starting an own business is driven by multiple reasons: First and foremost, young people are keen on realising their own ideas (9%). Yet, external reasons like a difficult job market (2%) do play an important role, too. For those who are (rather) not interested in starting an own business, weak funding (%), a lack of work experience (9%), and the expectation of too much stress (%) are the most important barriers. Key changes the young generation would make There is no general consensus on the most important changes young people would make to the educational system. However, the wish to be taught more real life skills in schools and universities is expressed most often (2%). Another 2% would like internships to be obligatory within education. Summing up, young Spaniards ask for an educational system that takes requirements of economics and real life tasks more into account. 9

10 Table of contents 1. Sample characteristics 2. Educational background. Occupational background. General outlook on the future. Working and studying abroad. Attitudes towards information and communication technologies. Skills in the digitalised economy 8. Evaluation of education and work 9. Entrepreneurship 10. Key changes the young generation would make 11. Appendix

11 Sample characteristics 11

12 Sociodemographics (I) Gender Age years years years years male female Are you...?; All respondents; n=1000 In which year and month were you born?; All respondents; n=

13 Sociodemographics (II) Region Living area Andalucía Aragón Asturias Baleares Canarias Cantabria Castilla y Leon Castilla-La Mancha Cataluña Comunidad Valenciana Extremadura Galicia La Rioja Madrid Murcia Navarra País Vasco Plazas de soberanía (Ceuta y Melilla) Countryside Village Town City No answer / don t know In which region do you live?; All respondents; n=1000 Which of the following best describes the area you live in?; All respondents; n=1000 1

14 Sociodemographics (III) Household size Type of household Living on my own / with partner Living at my parents place 2 Living with roommates in a shared flat / apartment Living in a dormitory 1 Other 2 No answer / don t know 1 1 person 2 persons - persons - persons > persons No answer / don t know How many people are living in your household, yourself included?; All respondents; n=1000 Which of the following best describes the household you live in?; All respondents; n=1000 1

15 Sociodemographics (IV) Household monthly net income Personal monthly net income Up to 00 Up to Above.000 Above No answer / don t know 1 No answer / don t know 19 What is your household s total monthly net income?; All respondents; n=1000 And what is your personal monthly net income?; All respondents; n=1000 1

16 Educational background 1

17 % of Spanish young people are in education, mostly as students of higher education. 1% are in vocational training. Are you currently undergoing education? Type of education 1 Yes, pupil / student at school of general education Yes, student at institution of higher education 0 Yes, in vocational training / apprenticeship 1 Yes, other 8 No Yes Don t know / no answer Are you currently undergoing education, e.g. in school or university?; All respondents; n=1000 Are you currently undergoing education, e.g. in school or university?; All respondents; n=1000 1

18 Almost every year old is in education. Even amongst 2-0 year olds, every other is studying. Are you currently undergoing education? All respondents Age years years years years 8 1 Yes No Don t know / no answer Are you currently undergoing education, e.g. in school or university?; All respondents; n=

19 Methodology: Assessing educational level Educational systems vary across countries with respect to structure and curricula. To facilitate international comparisons of educational systems, UNESCO developed the International Standard Classification of Education (ISCED). ISCED structures educational institutions into higher-order levels that are equivalent across countries: ISCED level 1: primary education ISCED level 2: lower secondary education ISCED level : upper secondary education ISCED level to B: post-secondary non-tertiary education, short-cycle tertiary education, academic education: bachelor / master degree ISCED level : doctoral degree Educational institutions and attainments of a country are assigned to these higherorder levels. In this study, ISCED was used to assess educational level. Within the online questionnaire, respondents were shown the specific educational institutions and attainments of their country grouped together in terms of ISCED levels. 19

20 Two-thirds of those in mid-twenties have achieved ISCED level + reflecting finished vocational training or higher. Highest level of education achieved No answer / don t know I have not completed any educational trainings or studies. ISCED level ISCED level 2 ISCED level ISCED level -B 28 0 ISCED level All respondents years 21-2 years 2-2 years 2-0 years What is the highest level of education you have completed so far?; All respondents; n=

21 Amongst 2-0 year olds, one in five surveyed respondents is aiming for a doctoral degree (ISCED ). Planned level of education No answer / don t know ISCED level 1 ISCED level ISCED level ISCED level -B ISCED level 1 All respondents years 21-2 years 2-2 years 2-0 years What level of education are you aiming for at the moment?; Respondents still undergoing education; n=9 21

22 Almost one in five respondents is umemployed. % are employed, just as much as are students. What describes your current employment status best? Employee, working full-time 20 Employee, working part-time 12 Self-employed, working full-time Self-employed, working part-time Apprenticeship, vocational training Internship 2 Student, not employed or working part-time to fund education / daily life In compulsory military or community service 0 Not employed for other reasons 18 Other 2 No answer / don t know 0 What describes your current employment status best?; Respondents who are not undergoing general education; n=9 22

23 There is no outstanding field of education young people are focussing on, choices are diverse. Field of education (past) Field of education (present) Education Arts, humanities, languages Social and behavioral sciences Business, administration and law Natural sciences Information and communication technologies Engineering and engineering trades Health / medicine and welfare Other I have not had any vocational trainings or studies. No answer / don t know In which of the following fields have you been educated / trained during your studies or your vocational trainings?; Respondents who are employed or finished education of ISCED or higher; n=91; values < % are aggregated to others What is your current field of education / vocational training?; Respondents who are still undergoing education (other than general education); n=1; Values < % are aggregated to others 2

24 Main reason for choosing education is personal interest. Only one in four students chooses by reason of job chances. Out of what reasons did you choose your current field of education / vocational training? I am interested in this field of work High chances of finding a job that is interesting to me High employment chances High chances of finding a job that is well paid High chances of finding a job that offers a good balance between work and private life Field of education / study is meaningful to society High chances of finding a job that offers me career options Degree is required for applying for further field educational degree Choosing education / study was the only possibility to avoid spare time or unemployment Field of education / study has a good reputation Other Out of what reasons did you choose your current field of education / vocational training? Please tick the three most important reasons.; Respondents who are still undergoing education (other than general education); n=1 2

25 Occupational background 2

26 A vast majority of Spaniards is looking to work in the future. Employment in the past All respondents 2 Age years years years 2-0 years Still undergoing education? Yes 8 Worked in the past, looking to work again (in the future) Did not work in the past, looking to work (in the future) Worked in the past, not looking to work again Did not work in the past, not looking to work No answer / don t know Have you worked in the past? Do you / will you seek a job in the future?; Respondents who are unemployed, studying full-time, in internships, or in military service; n= 2

27 One in four employed young people finds themselves working in business, administration, and law. Field of occupation (present) Business, administration and law Health / medicine and welfare Education Information and communication technologies Services Engineering and engineering trades Arts, humanities, languages Social and behavioral sciences Manufacturing, processing Architecture and construction Natural sciences Journalism and information Mathematics and statistics Agriculture, forestry, fisheries and veterinary Other No answer / don t know Thinking about the type of work you do in your job, which of the following does fit best?; Respondents who are employed; n=8 2

28 Occupation is rather evenly distributed across sectors. % work in information and communications. Sector of occupation (present) Human health / medical and social work activities Education Hotels / accomodation, restaurant / food service Wholesale and retail trade; repair of motor vehicles and motorcycles Other professional, scientific and technical activities Construction Information and communication Other service activities Office administration and other business support Architecture, engineering Administrative and support service activities Arts, entertainment and recreation Legal, accounting, management consultancy Manufacturing Agriculture, forestry and fishing Financial and insurance activities Travel and tourism Other No answer / don t know And in which sector do you currently work / did you work in your last job?; Respondents who are employed or used to be employed; values < 1.% are aggregated to others; n=8 28

29 Personal interest in the decides most often which job young people will apply for, but 19% also look to avoid unemployment. Reasons for application for current job I am interested in this field of work 8 Good balance between work and private life As an interim solution to avoid unemployment Opportunity to aquire initial job experience Good payment Good career options Opportunity to aquire specific expertise Job is meaningful / important for society Job has a good reputation Colleagues are congenial Other No answer / don t know Out of what reasons did you apply for / choose your current job? Please tick the three most important reasons.; Respondents who are employed; n= 29

30 Only few young people have been working more than years. Duration of employment Up to 2 years 2 Up to years 19 Up to years 1 Up to 8 years 9 More than 8 years No answer / don t know 10 For how many years have you been working in your current field of occupation / had you been working in your last field of occupation?; Respondents who are employed or used to be employed; n=8 0

31 General outlook on the future 1

32 Every other is feeling optimistic about the future. However, pessimism increases with age. Feelings about future All respondents Age years years years years Education and Employment Still in education Employed Very optimistic Very pessimistic - 0 Taking all aspects of your life into account, how do you feel about your future?; All respondents; n=981 2

33 Especially young people aged 2 years and older think that their generation will lead a life worse than their parents. Evaluation of future life All respondents Age years years years years Education and Employment Still in education Employed Definitely a better life Definitely a worse life - 0 Do you think that, overall, your generation will generally lead a better life or a worse life than your parents generation in terms of income and standard of living?; All respondents; n=9

34 Confidence in future job chances is not outstandingly high, but young people do by far not share a grim outlook. How confident are you that you will be able to find a job in your field of education in the future? Still in education How confident are you that you will be able to find a job in your field of occupation in the future? Employed Very confident Not confident at all - 0 Question 1: Thinking about your current field of education: How confident are you that you will find a job in that area after you finish your studies / vocational training?; Respondents still undergoing education; n=20 Question 2: Thinking about your current / last field of occupation: How confident are you that you will be able to still find a job in that area in the future?; Respondents who are employed or used to be employed; n=

35 Students feel better prepared by education than employed people do in retrospective. How well do you think your education prepares you for working in that area? Still in education In hindsight, how well did your education prepare you for working in your job? Employed Excellent Very poor - 0 Question 1: How well do you think does your education / do your studies prepare you for working in a job in that area?; Respondents still undergoing education; n=0 Question 2: In hindsight, how well did the education / studies you completed prepare you for working in your job?; Respondents who are employed or used to be employed; n=9

36 Young people think that information and communication technologies offer by far the best job opportunities in the future. Please rank the educational areas in which you believe job opportunities to be the best in the next years. All respondents Still undergoing education Employed Information and communication technologies Business, administration and law Engineering and engineering trades Education Health / medicine and welfare Arts, humanities, languages Journalism and information (news) Services Natural sciences Social and behavioral sciences Mathematics and statistics Manufacturing, processing Agriculture, forestry, fisheries and veterinary Architecture and construction Rank - 1 Rank - 2 Rank - Please rank the five educational areas in which you believe job opportunities to be the best in the next years, beginning with the area with the best opportunities.; All respondents; n=99 Respondents still undergoing education; n= Respondents who are employed or used to be employed; n=

37 Working and studying abroad

38 Of young people born in Spain, in have never lived abroad. Share of people who have lived abroad increases with age. Were you born in the country you currently live in? Have you ever lived abroad for a limited period of time? 9 Yes, for up to months Yes, for up to 12 months Yes, for up to 2 years Yes, for more than 2 years Share of young people not having lived abroad decreases with age: Amongst year olds, 8% have never lived abroad. Amongst 21-2 year olds, still 81% do not have international experience. Yet, the proportion of people not having lived abroad drops in the mid-twenties (2-2 years: %; 2-0 years: 2%) No 91 No answer / don t know 2 Yes No No answer / don t know Were you born in the country you currently live in?; All respondents; n=1000 Have you ever lived abroad for a limited period of time?; People who were born in Spain; n=90 8

39 Studying and learning the language are the most important reasons for staying abroad. For what reasons did you go abroad? to study. to learn the country s language. 1 9 for an apprenticeship / vocational training. for an internship. because I wanted to learn more about the country because I was offered a job there. because I sought to find a job there. because I wanted to stay with my family / my partner who moved abroad. Other No answer / don t know For what reasons did you go abroad?; People who stayed abroad for a limited period of time; n=200 9

40 Almost in think that job opportunities are better outside of Spain. Those in education plan to move abroad more often. Working and living abroad: Please indicate how much you agree with the following statements. Ø Still undergoing education Ø Employed I think job opportunities in my field of education / work are better in other countries ,0 2,8 I don t actively plan to move to another country because of a better job, but would do so if the opportunity came up ,9 2,8 I think willingness to move abroad will be a key requirement to find a good job in the future ,9 2,8 I plan to move to another country in the future because of better job opportunities , 2, I would never consider to move abroad for a job opportunity , 1,9 Completely agree () Somewhat agree () Somewhat disagree (2) Completely disagree (1) Please indicate how much you agree with the following statements relating to working and living abroad.; All respondents; n =9-91 0

41 Young people think that job opportunities in their field of expertise are best in Northern Europe. Where do you believe job opportunities to be the best in your field of education / work? All respondents Still undergoing education Employed Northern European countries 8 2 Central European countries Outside of Europe Eastern European countries Southern European countries No answer / don t know 10 9 Where do you believe job opportunities to be the best in your field of education / work at the moment?; All respondents; n=1000 Respondents still undergoing education; n =9 Respondents who are employed; n= 1

42 Attitudes towards information and communication technologies 2

43 Smartphones are ubiquitous. Laptops are more often used than stationary PCs by young people. Which of the following devices do you regularly use? All respondents Still undergoing education Employed Smartphone Laptop / notebook 2 Stationary computer / PC Tablet PC 8 9 Game console 9 Digital camera 8 E-book reader Smart TV (TV set with internet access) Simple mobile phone (not smartphone) No answer / don t know Which of the following devices do you regularly use (whether at home, at public places and facilities (e.g. internet cafes), in educational context or in your job)?; All respondents; n=1000 Respondents still undergoing education; n =9 Respondents who are employed; n=

44 8% access the Internet at home via landline connection. Only % of employed have access at work. In how far do you have access to the Internet? All respondents Still undergoing education Employed Private access via landline connection at home (ISDN, broadband) Private access via mobile connection (Edge, UMTS, LTE) Access at public places and facilities (such as cafés, bars, administrative facilities) 0 2 Access at university 0 1 Access at work Access at school 8 12 Other I do not have access to the Internet at all No answer / don t know In how far do you have access to the Internet?; All respondents; n=1000 Respondents still undergoing education; n =9 Respondents who are employed; =

45 A vast majority feel that they have sufficient access to broadband Internet. Would you say you have sufficient access to broadband Internet? All respondents Education and Employment Still in education Employed 8 12 Yes No No answer / don t know Would you say you have sufficient access to broadband Internet?; All respondents; n=1000

46 Despite seeing the benefits of digitalisation, young people are concerned about privacy and superficial communication. Digital revolution: Please tell us how much you agree with these statements. Ø Still undergoing education Ø Employed I am concerned about privacy violations due to using digital technologies. 0 12,,2 I love the possibility to connect with people all over the world. 8 1,,1 I have been using digital technologies for a long time in my life already and am used to adapting to changes ,,2 Daily life gets more comfortable and easy due to digital technologies ,,2 Work processes have become more convenient due to digital technologies ,,2 Communication is becoming more and more superficial ,2,1 I am very interested in digital technologies. 9 1,2,2 Studying has become easier due to digital technologies ,2,1 Digital technologies are an integral and important part of my life. 18,1,1 I cannot imagine a life without digital technologies anymore ,0 2,9 Completely agree () Somewhat agree () Somewhat disagree (2) Completely disagree (1) Please tell us how much you agree with the following statements regarding digital technologies (smartphones, computers, etc.).; All respondents; n =92-98

47 While most think that the benefits of digitalisation exceed the risks, there are also concerns about effects on society. Digital revolution: Please tell us how much you agree with these statements. Ø Still undergoing education Ø Employed Life has gotten faster and more stressful due to digital technologies ,0,0 I think the digital revolution increases inequality in society as not everybody has the same degree of access to digital technologies ,9 2,9 The benefits of digital technologies to society are greater than the risks ,0 2,9 Different use and understanding of digital technologies increases the gap between the generations ,0 2,9 When it comes to protection of personal data, everyone is responsible for themselves ,8 2, Of all digital technologies, my smartphone / mobile phone is the most important to me , 2, I am concerned about being too dependent on digital technologies ,8 2,8 I try to limit my usage of digital technologies as much as possible , 2, I feel overwhelmed by the digital revolution ,2 2,2 Completely agree () Somewhat agree () Somewhat disagree (2) Completely disagree (1) Please tell us how much you agree with the following statements regarding digital technologies (smartphones, computers, etc.).; All respondents; n =92-98

48 9% of young people think that there will be less jobs due to the digital revolution. Will there be more or less jobs in the future due to the digital revolution? All respondents Still undergoing education Employed There will be less jobs overall. 9 There will be more jobs overall The character of jobs will change, but the number of jobs lost will be compensated by the number of jobs gained. I don t think that digital technologies have enough influence to change either the character of jobs or the number of jobs available. No answer / don t know Will there be more or less jobs in the future due to the digital revolution?; All respondents; n=1000 Respondents still undergoing education; n =9 Respondents who are employed; n= 8

49 Of young people who expect jobs to be lost, two-thirds think that the number of jobs will be reduced by more than 20%. In percent of current jobs, how many do you think will be lost / gained? There will be less jobs overall. 9 Percentage of lost jobs There will be more jobs overall. 18 Percentage of gained jobs Up to 10% 11% to 20% 21% to 0% 1% to 0% 1% to 0% More than 0% Will there be more or less jobs in the future due to the digital revolution?; All respondents; n=1000 In percent of current jobs, how many jobs do you think will be lost/gained?; Respondents who believe jobs will be lost/gained; n =111/2 9

50 Education, ICT, and journalism are the three areas that are expected to be most affected by the digital revolution. Out of the following areas, please rank the five areas which will be affected most by changing digital technologies. All respondents Still undergoing education Employed Education Information and communication technologies Journalism and information (news) Manufacturing, processing 9 8 Business, administration and law 9 9 Arts, humanities, languages Engineering and engineering trades 8 10 Mathematics and statistics Social and behavioral sciences Natural sciences Agriculture, forestry, fisheries and veterinary Health / medicine and welfare Services Architecture and construction Rank - 1 Rank - 2 Rank - Out of the following areas, please rank the five areas which will be affected most by changing digital technologies, beginning with the area where you expect the greatest changes.; All respondents; n=99 Respondents still undergoing education; n= Respondents who are employed or used to be employed; n= 0

51 A vast majority is receptive to a career in ICT. Less than one in ten is dismissive in general. Would you generally be willing to pursue a career in the area of ICT? All respondents Education and Employment Still in education Employed 2 8 Yes, definitely Maybe Definitely not No answer / don t know Would you generally be willing to pursue a career in the area of digital information and communication technologies (ICT, e.g. software or network engineering, programming, IT service, ICT training)?; All respondents; n=9 1

52 Reasons against a career in ICT are a perceived lack of competence. Students are rather not interested personally. Why would you not consider a career in ICT? All respondents Still undergoing education Employed I do not see my strengths in that area I am not interested in working in that area at all Education would take too much time I do not feel competent enough I don t want to sit in front of a computer all day I am not interested in an office-bound job. It is too difficult to keep up with technological development and change. Job and career options are more promising in other fields. There is not enough social contact in these jobs Jobs are paid too low 9 12 Jobs are boring These jobs generally have a bad reputation Other No answer / don t know Why would you not consider / What makes you cautious to consider a career in digital information and communication technologies (ICT)? Please tick all reasons that apply.; All respondents; n= Respondents still undergoing education; n = Respondents who are employed; n=19 2

53 Skills in the digitalised economy

54 ICT skills are believed to be crucial in future jobs. Two-thirds think that coding skills will be required by almost everyone. ICT skills: In how far do you agree with the following statements? In the future Ø Still undergoing education Ø Employed more jobs will require basic ICT skills like using office or software (e.g. Microsoft Word, Excel, Outlook, etc.). 1 11,, more jobs will require advanced ICT skills in using sectorspecific software tools (e.g. Adobe Photoshop, data processing software, etc.) ,2,2 more jobs will require skills at developing, operating and maintaining ICT systems (software engineering, coding, programming, in-depth technical knowledge about hardand software). 1 20,0,0...almost everyone will need some level of coding skill (programming, scripting etc.) in their job ,8 2,8 Completely agree () Somewhat agree () Somewhat disagree (2) Completely disagree (1) Thinking about the skills at using digital information and communication technologies (ICT), in how far do you agree with the following statements? In the future ; All respondents; n =9-9

55 8% think that digital technologies require life-long learning. 8% feel at disadvantage due to ICT requirements. ICT at work: In how far do you agree with the following statements? Ø Still undergoing education Ø Employed The changes to working environments require constant professional training, even when you are employed. I love the idea of being able to work from home by using digital technologies. Digital technologies play a very important role in my field of education / work. I am generally confident that my ICT skills are sufficient for my future career path. I am confident to keep up with any technological changes relevant to my field of education / work. I am concerned about maintaining a healthy work-life balance due to constantly changing work environments. The level of ICT skills required by employers today endangers my chances to find a job. I feel at a disadvantage in applying for jobs in the future because of a lack of ICT skills Completely agree () Somewhat agree () Somewhat disagree (2) Completely disagree (1) ,,2,2,0,0 2,8 2, 2,2,2,1,0,0,0 2,9 2, 2, Thinking about the influence of digital technologies on the workplace of the future: In how far do you agree with the following statements?; All respondents; n =92-98

56 Basic ICT skills are expected to be most important for careers of young people. How important do you think the following ICT skills are on your career path? Ø Still undergoing education Ø Employed Standard office software (e.g. Microsoft Word, Excel, PowerPoint) ,, Sending and receiving s ,, Searching for information on the Internet ,, Connecting different devices (e.g. printer, projector, camera) with a computer 2 1,2,1 Thinking critically about information found on the Internet 9 0 1,,2 Using digital devices other than a computer (e.g. smartphone, tablet PC) 2 1,2,0 Knowledge of ways to protect data 1 19,1,1 Software to handle large databases (e.g. Microsoft Access) 21,0 2,9 Very important () Somewhat important () Rather unimportant (2) Not important at all (1) How important do you think the following ICT skills are on your career path?; All respondents; n =

57 Higher level ICT skills are considered less important yet, still 0% think that coding skills are important. How important do you think the following ICT skills are on your career path? Ø Still undergoing education Ø Employed Setting up a computer network ,8 2,8 Communicating with others via social networks (e.g. Facebook, Twitter) ,9 2,9 Creating and maintaining a website / blog ,8 2, Using tools for encrypting s , 2, Setting up and maintaining a web server , 2, Software for processing and creating images / graphics (e.g. Photoshop) , 2, Scripting / Coding of software (requiring scripting language) , 2, Very important () Somewhat important () Rather unimportant (2) Not important at all (1) How important do you think the following ICT skills are on your career path?; All respondents; n =

58 Young people feel confident with respect to basic level ICT skills. Data protection and handling databases score lower. And how confident are you in your ability to perform these skills? Ø Still undergoing education Ø Employed Standard office software (e.g. Microsoft Word, Excel, PowerPoint) 1,, Sending and receiving s 20,, Decreasing importance Searching for information on the Internet Connecting different devices (e.g. printer, projector, camera) with a computer Thinking critically about information found on the Internet Using digital devices other than a computer (e.g. smartphone, tablet PC) ,,,,,,,, Knowledge of ways to protect data 29 2,0,0 Software to handle large databases (e.g. Microsoft Access) 2 21,1,1 Very confident () Somewhat confident () Rather not confident (2) Not confident at all (1) And how confident are you in your ability to perform these skills on the level required on your career path?; All respondents; n =1-99 8

59 Young people are less confident in successfully performing ICT skills they believe to be of lower importance. And how confident are you in your ability to perform these skills? Ø Still undergoing education Ø Employed Setting up a computer network 1 2,0,0 Communicating with others via social networks (e.g. Facebook, Twitter) 2 8 2,, Decreasing importance Creating and maintaining a website / blog Using tools for encrypting s Setting up and maintaining a web server Software for processing and creating images / graphics (e.g. Photoshop) ,0 2, 2,8,0,0 2,8 2,8,1 Scripting / Coding of software (requiring scripting language) , 2,8 Very confident () Somewhat confident () Rather not confident (2) Not confident at all (1) And how confident are you in your ability to perform these skills on the level required on your career path?; All respondents; n =1-99 9

60 Searching the Internet for solutions of ICT problems is most common. Institutional coursework is of minor importance. Thinking about acquiring ICT skills or solving ICT problems: Where do you / would you seek support? All respondents Still undergoing education Employed Searching the internet for solutions (tutorial videos, forums, etc.) Friends and peers 0 9 IT specialists / colleagues Handbooks and documentations of software packages I would rather try figuring it out by myself Technical literature E-learning coursework Parents and relatives Coursework in public education faculties (e.g. school, university, adult education centre) Coursework in private education faculties Other No answer / don t know 8 Thinking about acquiring ICT skills or solving ICT problems: Where do you / would you seek support?; All respondents; n=1000 Respondents still undergoing education; n =9 Respondents who are employed; n= 0

61 Evaluation of education and work 1

62 Young people hold companies responsible for closing the skills gap. Students rather think companies should invest more. Companies stance on skill gap: In how far do you agree with the following statements? Companies should close the gap in skills they see by offering better on-the-job training Ø Still undergoing education, Ø Employed, Not the educational institutions but the companies need to rethink their approach. 10 2,, Schools, universities and employers have to work closer together. 2 9,, Companies should invest more in educational institutions. 1 10,,2 They are right. Education today does not adequately prepare for jobs. 18,1,1 Employers should have more influence on the curricula. 2 18,0,0 Completely agree () Somewhat agree () Somewhat disagree (2) Completely disagree (1) Many companies state repeatedly, that they have difficulties finding employees who possess the right skill sets for their job. What is your opinion on this? Do you agree with the following statements?; All respondents; n =

63 Students see public institutions as most responsible for teaching ICT skills, employed focus on vocational training. Who is most responsible for teaching your generation the ICT skills that are required to succeed on a career path? All respondents Still undergoing education Employed Institutions of higher education Schools for general education Vocational training On-the-job training / traineeships Internships Specialised training institutions where you can attend specific ICT courses None of these. I am responsible to acquire these skills on my own. No answer / don t know In your opinion, who is most responsible for teaching your generation the ICT skills that are required to succeed on a career path?; All respondents; n=1000 Respondents still undergoing education; n =9 Respondents who are employed; n=

64 Schools for general education are believed to prepare least in terms of ICT skills. How well do the following educational possibilities prepare your generation in terms of ICT skills? Ø Still undergoing education Ø Employed Vocational training ,0,0 Specialised training institutions where you can attend specific ICT courses 2 1,0 2,9 Internships ,0 2,9 Institutions of higher education (university, college, etc.) ,9 2,9 On-the-job training / traineeships ,9 2,8 Schools for general education 12 2, 2, Very good () Rather good () Rather bad (2) Very bad (1) In your opinion, how well do the following educational possibilities prepare your generation for what is expected on the job market in terms of ICT skills?; All respondents; n =928-92

65 More courses, better teachers, and wider usage of ICT are believed to be crucial to improve learning of ICT skills. What should schools and universities do to improve learning ICT skills? All respondents Still undergoing education Employed Offer more courses in ICT Train teachers better in ICT 2 2 Use ICT more often even in general, not only in ICT specific courses Facilitate internships at tech companies Set up more / better computers 2 28 Employ more teachers for ICT Acquire better broadband internet access Other I don t think teaching of ICT skills at schools and universities needs to be improved No answer / don t know In your opinion, what should schools and universities do to improve learning ICT skills?; All respondents; n=1000 Respondents still undergoing education; n =9 Respondents who are employed; n=

66 9% expect their employers to offer ICT training, and for 2% this expectation is met. Does your employer offer on-the-job training in ICT skills? Would you expect them to? They do offer training, and I expect them to. 2 They do not offer training, but I expect them to. 2 They do offer training, but I do not expect them to. 19 They do not offer training, and I do not expect them to. 2 No answer / don t know 9 Does your employer offer any on-the-job training in ICT skills? Would you expect them to?; Respondents who are employed but not self-employed; n=298

67 Coursework on searching and evaluating information on the Internet is most popular among students. In how far is training in ICT skills offered (at your current educational institution)? Standard office software (e.g. Microsoft Word, Excel, PowerPoint) 8 18 Software to handle large databases (e.g. Microsoft Access) 28 2 Software for processing and creating images / graphics (e.g. Photoshop) 2 2 Searching for information on the Internet 1 2 Thinking critically about information found on the Internet 9 19 Knowledge of ways to protect data Creating and maintaining a website / blog 2 2 Sending and receiving s Training offered, and I do / did attend Training offered, but I did not attend (yet) No training offered No answer / don t know Thinking about the institution you currently receive your education from (e.g. school, university, vocational training), in how far is training in the following ICT skills offered?; Respondents who are still undergoing education (other than general education); n =9-1

68 Coursework on encrypting s and coding are least offered and least attended. In how far is training in ICT skills offered (at your current educational institution)? Using tools for encrypting s Communicating with others via social networks (e.g. Facebook, Twitter) 22 1 Connecting different devices (e.g. printer, projector, camera) with a computer Setting up a computer network Setting up and maintaining a web server Scripting / Coding of software (requiring scripting language) 1 20 Using digital devices other than a computer (e.g. smartphone, tablet PC) Training offered, and I do / did attend Training offered, but I did not attend (yet) No training offered No answer / don t know Thinking about the institution you currently receive your education from (e.g. school, university, vocational training), in how far is training in the following ICT skills offered?; Respondents who are still undergoing education (other than general education); n =9-1 8

69 Almost all students valued courses on standard office software the most. How helpful are / were the ICT trainings you attended to develop these skills? Standard office software (e.g. Microsoft Word, Excel, PowerPoint) 2 Software to handle large databases (e.g. Microsoft Access) 10 2 Software for processing and creating images / graphics (e.g. Photoshop) 8 Searching for information on the Internet 28 Thinking critically about information found on the Internet 28 2 Knowledge of ways to protect data 10 2 Creating and maintaining a website / blog 28 1 Sending and receiving s 2 Very helpful () Somewhat helpful () Rather not helpful (2) Not at all helpful (1) How helpful are / were the ICT trainings you attend(ed) to actually develop these skills?; Respondents who attended ICT training during their current education; n =

70 Courses on more advanced ICT skills are evaluated less favourably than those on basic ICT skills. How helpful are / were the ICT trainings you attended to develop these skills? Using tools for encrypting s 10 Communicating with others via social networks (e.g. Facebook, Twitter) Connecting different devices (e.g. printer, projector, camera) with a computer Setting up a computer network Setting up and maintaining a web server 1 2 Scripting / Coding of software (requiring scripting language) 0 1 Using digital devices other than a computer (e.g. smartphone, tablet PC) 2 8 Very helpful () Somewhat helpful () Rather not helpful (2) Not at all helpful (1) How helpful are / were the ICT trainings you attend(ed) to actually develop these skills?; Respondents who attended ICT training during their current education; n =

71 Young people who are already employed did often attend courses on basic ICT skills. In how far was training in ICT skills offered (at your past educational institution)? Standard office software (e.g. Microsoft Word, Excel, PowerPoint) 1 20 Software to handle large databases (e.g. Microsoft Access) Software for processing and creating images / graphics (e.g. Photoshop) Searching for information on the Internet 0 18 Thinking critically about information found on the Internet Knowledge of ways to protect data Creating and maintaining a website / blog Sending and receiving s 0 21 Training offered, and I did attend Training offered, but I did not attend No training offered No answer / don t know Thinking about the institution you received your education from (e.g. school, university, vocational training) before you started your current job, in how far was training in the following ICT skills offered?; Respondents who are employed; n =0-8 1

72 Courses on more advanced ICT skills were offered less often. One in five did attend courses on coding. In how far was training in ICT skills offered (at your past educational institution)? Using tools for encrypting s Communicating with others via social networks (e.g. Facebook, Twitter) Connecting different devices (e.g. printer, projector, camera) with a computer Setting up a computer network Setting up and maintaining a web server Scripting / Coding of software (requiring scripting language) Using digital devices other than a computer (e.g. smartphone, tablet PC) Training offered, and I did attend Training offered, but I did not attend No training offered No answer / don t know Thinking about the institution you received your education from (e.g. school, university, vocational training) before you started your current job, in how far was training in the following ICT skills offered?; Respondents who are employed; n =0-8 2

73 Young people who are already employed evaluate basic ICT trainings best, as do students. How helpful were the ICT trainings you attended to develop these skills? Standard office software (e.g. Microsoft Word, Excel, PowerPoint) Software to handle large databases (e.g. Microsoft Access) Software for processing and creating images / graphics (e.g. Photoshop) 10 Searching for information on the Internet 0 2 Thinking critically about information found on the Internet 12 Knowledge of ways to protect data 9 12 Creating and maintaining a website / blog 9 12 Sending and receiving s Very helpful () Somewhat helpful () Rather not helpful (2) Not at all helpful (1) How helpful are / were the ICT trainings you attend(ed) to actually develop these skills?; Respondents who attended ICT training during their prior education; n =-200

74 Trainings on using a broader ranger of digital devices are evaluated very well by those already employed. How helpful were the ICT trainings you attended to develop these skills? Using tools for encrypting s 2 1 Communicating with others via social networks (e.g. Facebook, Twitter) Connecting different devices (e.g. printer, projector, camera) with a computer 2 10 Setting up a computer network Setting up and maintaining a web server 0 1 Scripting / Coding of software (requiring scripting language) 0 10 Using digital devices other than a computer (e.g. smartphone, tablet PC) 2 8 Very helpful () Somewhat helpful () Rather not helpful (2) Not at all helpful (1) How helpful are / were the ICT trainings you attend(ed) to actually develop these skills?; Respondents who attended ICT training during their prior education; n =-200

75 Young people are confident that Europe can take a leading role, yet are rather sceptical that Spain will be competitive. ICT skills in Europe: Please indicate in how far you agree with the following statements. Europe can and should take a leadership role when it comes to research and development in digital technologies Ø Still undergoing education,2 Ø Employed,1 Education in digital technologies in Europe needs to step up to not fall behind other regions in the world. 28 1,1,1 I am afraid that jobs will be increasingly outsourced to other regions of the world because of a lack of ICT skills in Europe ,8 2,8 Europe will remain competitive overall and not loose jobs due to changing digital technologies ,9 2,8 My home country will remain competitive and not loose jobs due to changing digital technologies , 2, Completely agree () Somewhat agree () Somewhat disagree (2) Completely disagree (1) Thinking about ICT skills and their importance for the future workplace, do you think countries in Europe will keep up with the ongoing changes? Please indicate in how far you agree with the following statements.; All respondents; n =92-9

76 Entrepreneurship