Executive Summary
The issue of young people not in employment, education and training is multi-layered but significant. The focus of this submission is informed by our area of expertise around education and training, enablers and barriers in learners’ progression and factors contributing to school-leavers’ and graduates’ employment outcomes. Factors relate to job opportunities and the labour market for young people, in addition to the constellations of skills, work, geographic mobilities and affordability of work for young people who may experience high travel and accommodation costs. ¾ÅÉ«ÊÓƵ Education School has a record of research in the liminal spaces that mark the transitions between educational sectors and education and work and the support for young people who are at risk of unemployment or are not in employment, education and training. This contribution represents our views, observations and recommendations about youth employment, education and training, and what can work best in supporting young people’s transitions to the labour market.
Policy Recommendations:
- Establish a statutory duty for independent Information, Advice and Guidance (IAG) in all secondary schools
- Simplify the vocational education and training landscape
- Ring-fence Growth and Skills Levy funding for young people and new entrants
- Introduce personalised mentoring for at-risk learners at Key Stages 3 and 4
- Fund a national network of Pre-Apprenticeship and Access to Apprenticeship bridging programmes
- Strengthen employer accountability within the skills ecosystem, particularly in high-unemployment areas
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Contributors:
Professor Michael Tomlinson, Co-Director of the LEPS (Leadership in Education, Policy and Skills) Research Centre at the ¾ÅÉ«ÊÓƵ, where he also serves as Research Impact Champion for ¾ÅÉ«ÊÓƵ Education School. He is currently a Visiting Professor at the University of Turku, Finland.
Professor Martin Dyke,ÌýProfessor in ¾ÅÉ«ÊÓƵ Education School, ¾ÅÉ«ÊÓƵ and former Head of ¾ÅÉ«ÊÓƵ Education School.
