ÃÈÃÃÉçÇø

For generations, young people have been told the path to opportunity is clear. Study hard, get a degree, and . This promise—central to the —has shaped the aspirations and investments of millions (though in reality, access to university and employment is also shaped by factors like ).

Today, however, many graduates in the UK and elsewhere are —and it's a problem which extends far beyond finding roles that match their qualifications. In some cases, graduates are being turned down for roles in —not because they're unqualified, but because they're seen as .

In terms of the UK economy, this isn't just a problem of job shortages. It signals a deeper breakdown in the social contract—the long-held promise that education leads to opportunity. And it exposes how the connection between is coming undone.

As the focus of employers, higher education providers and the state has shifted towards the notion of —the skills and attitudes that help people get and keep jobs—labor markets have become highly competitive and .

At the same time, it's worth remembering that while employment remains a key concern, the value of education extends far further—shaping personal growth and civic engagement, for example.

Employability places the burden squarely to become work-ready while ignoring the wider barriers they face. These include , as graduate numbers remain high while vacancies dry up, and uneven .

Even with degrees and internships, many young people are finding themselves locked out of meaningful work. Research I undertook with colleagues on education-to-work transitions shows how graduates often invest heavily in through a mix of soft skills, adaptability and professionalism. But these efforts now rarely guarantee a job.

Instead, graduates frequently enter a labor market that is both . Over the past two decades, the number of graduates in the UK has . This surge has , pushing many into roles below their qualification level.

The UK government's white paper recognizes this disconnect. It also highlights the legacy effects of the COVID pandemic, especially among young people aged 16–24 who are not in education, employment or training (Neets)—of which there are now , and rising.

But while the government's proposed offers basic training and apprenticeships, it does little for those already in the labor market.

What's blocking the way?

Despite the emphasis on , many young people—both graduates and non-graduates— to progress in the labor market. For example, the number of entry-level roles in is shrinking due to , and that privilege some over others.

Recent increases to employer national insurance contributions and the national minimum wage are putting , reducing already limited opportunities for young people.

This highlights the limits of the popular narrative that effort always leads to reward. The idea that young people just need to collapses under the weight of such constraints.

Businesses are also facing tight margins, as well as the problems that come with high staff turnover due to a lack of opportunities, as rising costs make it harder to invest in staff. But our research shows that even —those who network, gain skills, take internships and are adaptable—can struggle to get a foot in the door.

The , which is making its way through parliament, is designed to curb exploitative labor market practices. But professional bodies and trade associations warn that some employers may respond by and .

While reforms such as reframing the purpose of Jobcentres are critical in making , they are likely to fall short of creating sustained opportunities.

Policy paradox

All of this reveals a paradox. In trying to clamp down on job precarity, the UK government may be shutting young people out of the entry points they need, skilled or otherwise. Well-intentioned policies such as the youth guarantee and employment rights bill risk failure when the labor market often rewards privilege over merit.

Today's labor market can penalize young people twice over. First, they're expected to be with the right skillset. Yet even when they are, many find .

In my view, the way forward is to create new, accessible roles that reflect a on the part of employers, universities and policymakers. This includes along the lines of the , which works in deprived areas to create pathways that connect young people with support and jobs.

It also means embedding hiring practices that ensure a , such as blind recruitment or diverse hiring panels.

to hire and value young talent could be transformative, as could forging partnerships between which focus on needed for employment.

Government initiatives such as the , which identifies young people at risk of falling out of education or employment, are a good start. But they could be more effective alongside a combination of that bring together mobile apps for tracking career progress, a skills dashboard, and AI career advice.

Restoring the social contract means sharing responsibility. finds that employers should regularly review how they assess talent and design career pathways.

Universities should collaborate with industry to ensure graduate skills align with employer expectations. And the government must address deep-seated inequalities shaped by region, class, race and institutional prestige.

Ignoring these issues mean they will continue to largely dictate who gets in, who gets ahead, and who gets left out. A collective responsibility ensures that education is recognized not just as a route to employment, but as a cornerstone of a fair, thoughtful and inclusive society.

This article is republished from under a Creative Commons license. Read the .