The Future is Now: Young People, Skills, and the Role of Youth Work

In today’s rapidly shifting global landscape, preparing young people for the future means going beyond traditional academic learning. The conversation around “skills for the future” is no longer a theoretical one—it is a pressing need. This article explores what young people need to thrive in tomorrow’s world and how the youth sector, including Aġenzija Żgħażagħ, is uniquely placed to support this development.

Understanding the Skills Gap

The National Statistics Office’s 2022 Malta Skills Survey offered important insights into our national skills profile. While young people scored well in areas such as technology, communication, collaboration, and creativity, broader population trends reveal a demand for continuous upskilling. Around 40% of people aged 15–64 expressed the desire to improve or acquire new skills, especially those linked to their current roles or career goals. This signals a national appetite for lifelong learning—an opportunity that youth policy and practice should be ready to meet.

Further data gathered by Aġenzija Żgħażagħ (forthcoming) from a survey on young people’s engagement in non-formal learning shows that 58% of young people aged 16–30 have been actively involved in organisations or activities over the past two years. This is a significant base of participation that can be further cultivated to bridge skills gaps through meaningful learning experiences outside of formal education.

Redefining What We Mean by ‘Skills’

Skills can be broadly divided into two categories: technical and transversal. Technical skills include digital literacy, numeracy, and job-specific knowledge. Transversal skills—often called “soft skills”—are the competencies that support young people to navigate life and work effectively. These include communication, empathy, critical thinking, cultural awareness, financial literacy, and self-directed learning.

Globally, there is growing recognition of the value of these transversal skills. In a world of automation, migration, and climate instability, skills such as adaptability, intercultural competence, green thinking and ethical leadership are not optional—they are essential. This redefinition must be reflected in how opportunities for young people are shaped and developed.

The Role of Non-Formal Learning

Non-formal learning offers a powerful, yet often undervalued, space for skills development. It allows for active engagement, experimentation, and personal growth in a context that is flexible and responsive. Whether through youth organisations, volunteering, artistic expression, or digital activism, young people are building valuable competencies that deserve recognition.

It’s time we mainstreamed this conversation. Shouldn’t skills gained through non-formal learning be recognised formally? And shouldn’t we, as a society, be intentional about promoting skills required for today’s more complex world —such as cultural competencies, financial literacy, and global citizenship?

The Youth Work Connection

This is where the link with youth work becomes critical. Youth work creates enabling environments where young people can grow through participation, reflection, and connection. It supports identity-building, agency, and the discovery of one’s own learning path. In this context, youth workers are not simply facilitators—they are mentors who walk alongside young people in their skill-building journeys.

Youth work also plays a bridging role—connecting formal education and the labour market, while grounding young people in values of social justice, solidarity, and inclusion. It has the flexibility and closeness to young people’s lived realities that many systems still lack.

Spotlight on the Life Skills Lab

At Aġenzija Żgħażagħ, we are committed to advancing these conversations and putting them into practice. One example is our Life Skills Lab, a summer programme offering hands-on, interactive sessions designed to build real-world competencies among young people. Through modules on teamwork, self-awareness, communication, and goal-setting, participants develop transversal skills that support their personal and professional growth.

Applications for the Life Skills Lab 2025 are now open, inviting young people aged 11–16 to invest in their futures in a supportive, fun, and empowering environment.

Conclusion

The future belongs to those who can adapt, connect, and think critically. Young people already possess the potential—we must ensure they also have the opportunities. Whether through youth work, non-formal learning, or national strategies, developing skills for the future is a shared responsibility. Let’s invest in it together.