The importance of soft skills for achieving the SDGs: How can we support young professionals in The Hague and elsewhere?

Recent graduates aspiring to enter the global governance and development field often face pressure to meet the sector’s demands, yet universities typically fall short in preparing them for these real-world challenges. A research project conducted by The Hague University of Applied Sciences (THUAS) and The Hague Humanity Hub (THHH) bridges that gap by exploring and training critical soft skills overlooked in academic settings. In this blog, Sylvia I. Bergh, Carina Herlo, Emma Wedner, and Sue Friend share their insights from this project.

As we approach the 10th anniversary of the adoption of the Sustainable Development Goals (in September 2025), the clock is ticking: we have just five years left to achieve these ambitious targets by 2030. It’s more relevant than ever to reflect on whether the current and next generation of professionals are being taught the skills needed to navigate the next years and contribute to solving the challenges faced by the global governance and development sector.

The increasingly competitive global governance job market, shaped by budget cuts to the aid, development and CSO sectors, has made it clear that young professionals need more than technical or academic expertise to succeed. The ‘Achieving the Sustainable Development Goals: Providing the Skills Needed for Future Global Governance Professionals in The Hague’ research-action project aimed to address this challenge. Referring to the Inner Development Goals (IDG) framework, the project identified the essential soft skills that academic programmes often overlook, such as curiosity, systems thinking and intercultural communication, bridging the gap between academic knowledge and the demands of a rapidly evolving sector.

Bridging the gap between academic learning and real-world application

The research phase of the project involved conducting interviews with 21 professionals from global governance and development organizations across The Hague, including HR officers, monitoring and evaluation experts and professionals actively engaged in SDG-related projects. The interviews revealed that the key soft skills required for success in this field include curiosity, strategic and contextual as well as systems thinking, flexibility/adaptability to political and cultural contexts, effective communication in diverse environments and proactiveness. Despite their importance, many interviewees reported that these soft skills were not always adequately present in the entry level professionals they hire or work with, implying that they are not sufficiently developed in academic programmes.

Building on these findings, the project developed a series of workshops intended to test whether the previously mentioned soft skills can be effectively trained. The ‘EmpowerSDGs Skills Training’ hosted at THHH between May and June 2024, consisted of five workshops that targeted skills like curiosity-driven working, systems thinking, contextual understanding and intercultural communication. The 20 participants (selected out of 90 applicants) developed these skills through practical tasks such as creating causal loop diagrams and theory of change maps, with feedback provided by trainers. Participants were encouraged to create a professional portfolio in which to include these practical assignments, alongside reviewed and updated CVs and motivation letters. These portfolios were intended to enhance participants’ job search prospects by showcasing their soft skills and ability to think critically about global challenges and practical implications in the portfolio.

One unique aspect of the programme was the inclusion of ‘Handshake’ career conversations with professionals from the THHH community. These conversations provided participants with valuable networking opportunities, real-world perspectives and advice on working in the global governance and development sector. As one participant shared: ‘The Hub’s involvement effectively bridged the gap between our academic learning and real-world application, enhancing the practical aspects of the programme and providing a tangible connection to the professional world we aspire to enter. Many of the handshakes were with people who are members of the Hub. It was inspiring to see how career-diverse and high-achieving many of the Hub’s members are.’

The evaluation and feedback from participants was largely positive. Many reported greater confidence in applying and demonstrating their soft skills, while others, especially those with more experience, noted minimal change. The programme seemed to be most beneficial to early-career professionals who were still developing their skills and professional portfolios. One participant remarked: ‘I liked the fact that we did multiple tests of personality and communication style and then, through practical application, we saw how each type becomes evident through group work. It really made me realize that each person brings their own strengths to the table and how important it is to recognize and cherish the differences between people, instead of looking for teammates who are similar to me.’ This was underlined by another participant: ‘Understanding different personality types and how they influence team dynamics is crucial for personal and professional development. It helped me recognize the importance of knowing my own values and how these can affect my functionality within a team.’

While it’s easier to claim proficiency in soft skills during an interview, the real challenge lies in conveying these competencies effectively in a CV or motivation letter. Listing traits like curiosity or adaptability may not suffice, as employers are increasingly looking for concrete examples of these skills in action.

The Empower SDG skills training programme directly addressed this issue by guiding participants on how to translate soft skills into tangible, real-world examples through CVs and motivation letters. One participant noted, ‘The discussions on how to articulate my impact have given me a new perspective on presenting my achievements. This knowledge will be invaluable not just for job applications, but also for networking, interviews and future career advancement.’ Feedback from participants revealed that the workshops helped them develop confidence in presenting their skills in ways that resonate with employers, enhancing their job search prospects. However, as we reflect on these insights, a pressing question remains: How can universities better adapt to the needs of the sector by adequately preparing graduates in terms of professional soft skills development and by supporting them in their job search?

Conclusion

In order to meet the global governance and development sector’s future challenges, the need for young professionals who possess both academic expertise and essential soft skills will only grow. The next step lies in expanding the availability of, and integrating, such training opportunities into higher education, ensuring that graduates are not only aware of the skills required but are also equipped to effectively communicate and apply them in their careers. Potential employers also have a responsibility here by increasing the availability of (paid!) internships. Without such concrete steps, the disconnect between what universities teach and what employers seek will only deepen, leaving many talented individuals struggling to showcase and develop their full potential.

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About the Authors: 

Carina has experience working with youth-led organizations in peacebuilding, using communications, storytelling and advocacy to create meaningful change. She is passionate about gender, peace, security and migration and holds a master’s degree in International Security from the University of Groningen. Carina participated in the EmpowerSDG training programme.

Sylvia I. Bergh is Associate Professor in Development Management and Governance at the International Institute of Social Studies (ISS), Erasmus University Rotterdam (EUR), and Senior researcher at the Centre of Expertise on Global and Inclusive Learning and the Research Group on Multilevel Regulation at The Hague University of Applied Sciences (THUAS). She would like to build on the EmpowerSDG project by researching the relevance of the Inner Development Goals and helping students and recent graduates find jobs in the international development and peace and justice sector.

Emma is a Junior Programme Manager at the Hague Humanity Hub, where she focuses on talent development projects for young professionals with aspirations to work in sustainable development, peace & justice. She is also active in the Council of Europe, working towards better conditions for youth in Europe.

Sue is currently a master’s student in Intelligence and National Security at Leiden University. She holds a bachelor’s degree in Political Science and has a keen interest in intelligence analysis, focusing on how data-driven insights can enhance national security strategies and inform policy decisions. Sue also participated in the EmpowerSDGs training programme.

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