By the age of 15, PISA shows that most students have a clear idea about both the type of job they expect to have around the age of 30 and the highest level of education they anticipate completing. Longitudinal studies find that it matters if educational ambitions align with the typical entry requirements of anticipated employment. Notably, students with high and aligned ambitions are commonly found to do better in work as young adults than peers who expect to work in a job that typically requires tertiary-level entry qualifications, but do not intend to achieve such a level of education. Across the OECD, such misalignment is common, especially among students from more disadvantaged social backgrounds. Analysis of PISA data shows that students who engage more strongly in career development activities by the age of 15 can be expected to show lower levels of misalignment. This Policy Brief draws on evidence from the OECD Career Readiness project to explore:

• What is career alignment and misalignment?

• What difference does it make to student outcomes in employment?

• How common is it among students?

• How can guidance systems respond to career misalignment?