UpGrad_Me 2.0_Research_FV_EN

24 occupational families is "Office Work", since many of the office activities may also include economic activities related to "Sales & Communication", "Technical and Scientific" or "Social Services and Health". Similarly, the occupational category "Production and Manufacturing" encompasses up to four occupational categories previously defined by the NACE classification system, in its second revision : "Manufacturing", "Electricity, gas, steam and conditioning supply", "Water supply, sewerage, waste management and remediation activities", "Wholesale and retail trade; repair of motor vehicles and motorbikes". This suggests that the “ UpGrad_Me 2.0 ” model limits the ability to discriminate between occupational families, unlike the NACE Rev.2 system. These limitations must be considered in the framework of the present research, as well as in the development of the following Intellectual Outputs of the project. Nevertheless, the classification model presented here also offers an advantage for a simplified first approximation of occupational families in Europe, especially when it comes to providing career guidance to young people, migrants, refugees and asylum seekers with no previous experience in this field. After analyzing the answers given by the participants in the survey, it can be seen that the competences "Problem solving" and "Teamworking" appear in 9 of the 10 professional families in 1st, 2nd or 3rd place (table, Annex 1). The results suggest that the respondents consider these competences to be quite cross-cutting. Of the 10 occupational families, the only occupational family in whose top 10 associated competences the competences mentioned do not appear is "Art, Entertainment and Recreation". These competences, together with others, are sometimes referred to as core skills, basic skills or soft skills and constitute the cornerstone of a person's personal development. They can be used for a multitude of occupations and professional tasks and not only that, they are also constantly put into practice outside the labour market 1 . In relation to the research procedure, participants were asked to select those competences, skills or traits that they considered could be related to the professional families in question in the form of a "check list". Asking the sample to rank the different competences, skills and traits from most to least relevant would have allowed for a more in-depth analysis of the differences and would have provided a model that favoured greater discrimination between occupational families. However, this procedure would have been costly for the sample, as a total of 42 items would have had to be ordered, which is a great effort. Stakeholders Feedback It is important to mention that the "UpGrad_Me 2.0" consortium has engaged with national Stakeholder Committees to offer a global perspective on the research results. In this sense, more than 31 people from 12 countries have been involved: both professionals who work with young people daily, as well as members of the organisations that are not formally involved in the project, and young people. A total of 4 Committees have been formed, stablished in each member country of the consortium (Spain, Italy, Malta, and Cyprus). The main conclusions reached by all the countries are specified below. 1 https://ec.europa.eu/esf/transnationality/content/how-boost-soft-skills-recognition