Educational aspirations and institutional realities: An analysis of alignment and mismatch in youth pathways

Abstract

Young people’s educational and professional aspirations are often shaped by expectations of upward mobility, meaningful employment, and personal development. However, these aspirations do not always align with the realities of education systems and labor markets. This study explores the relationship between youth aspirations and institutional realities in Kosovo, focusing on how young people navigate opportunities, barriers, and transitions from education to employment. Conducted within the framework of the Horizon Europe EDU-LAB project, the study presents findings exclusively from the Kosovo case study and does not represent the experiences of young people across the wider project consortium. The study adopted a qualitative case study design focused on Kosovo. Data were collected through 11 semi-structured focus groups involving 70 young people aged 16–30, including students in general and vocational education, higher education students, employed youth, and young people not in education, employment, or training (NEETs). In addition, six semi-structured interviews were conducted with experts from education and labor market institutions in Kosovo. Data were analysed using reflexive thematic analysis. The findings reveal a persistent mismatch between young people’s aspirations and the opportunities available within educational and labor market systems. Participants expressed strong aspirations for higher education, meaningful careers, practical learning opportunities, and merit-based employment. However, these aspirations were frequently constrained by outdated curricula, insufficient practical training, weak career guidance, financial barriers, limited labor market opportunities, and perceptions of nepotism in recruitment processes. Young people responded to these challenges through self-directed learning, adaptive career strategies, and the recalibration of educational and professional goals. While some sectors, particularly information technology, offered clearer pathways between education and employment, mismatch remained the dominant experience across participant groups. The study demonstrates that youth transitions in Kosovo are shaped by the interaction of social background, institutional conditions, and individual agency. The findings highlight the need for stronger alignment between education and labor market systems, improved career guidance, greater access to practical learning opportunities, and more transparent recruitment practices. Addressing these challenges is essential for creating more equitable and sustainable pathways from education to employment and for supporting young people in realising their educational and professional aspirations.