Creating connected pathways into education, training and employment: responding to the NEET crisis 

The Government's latest Young People and Work Interim Report highlights a growing challenge: almost one million young people aged 16–24 in the UK are currently not in education, employment or training (NEET). 

The report identifies a range of barriers contributing to this crisis, including poor mental health, low confidence, limited work experience and difficulties transitioning from education into employment. These barriers remind us that growth requires more than a mindset. It begins with the skills, confidence and opportunities that are too often overlooked. For many young people, the issue is not a lack of potential, but a lack of opportunities to develop skills, experience success and progress in ways that work for them. 

This was also the focus of ASDAN's recent Cross-sector Lab webinar on NEET, participation and opportunity. The discussion highlighted that many young people are not disengaged because they lack motivation, but because they face fragmented support, difficult transitions and limited opportunities to demonstrate their strengths. 

With national conversations turning towards longer work placements in further education, including 45-day models, the question is not only how many days learners spend in the workplace, it’s what they gain from that time, how they are prepared for it, and whether the experience helps them move towards a meaningful next step. 

At ASDAN, helping learners overcome barriers and progress towards positive futures is at the heart of what we do. Through flexible qualifications and certificated courses, we provide opportunities for learners to gain recognised achievements, develop transferable skills and build confidence through practical learning. 

Our courses and qualifications are built around six core skills that support success in education, employment and everyday life: learning, communicating, decision making, thinking, team working and self-awareness. 

These skills are developed by building a portfolio of practical, real-world challenges rather than through traditional classroom tests. Learners are encouraged to plan activities, carry them out and reflect on their progress, helping them build self-belief, resilience and independence. 

Creating progression pathways that work 

Young people at risk of becoming NEET often need flexible routes that recognise their strengths and provide achievable next steps. ASDAN's portfolio-based approach supports learners at different stages of their journey, whether they are preparing for employment, taking part in work-related learning or progressing towards further study. 

This is where ASDAN's Placements with Purpose curriculum map can help. It shows how schools and colleges can build a structured journey around careers education, employer engagement and skills development, so work experience becomes more than a standalone event. Learners are supported to prepare, take part, reflect, recognise what they have achieved, and progress towards their next step. 

Learners may begin their ASDAN journey with our Short Courses or non-regulated courses, which cover a wide range of personal, social and employability topics. Courses such as Careers and Experiencing Work or our Personal Development Programmes help learners explore future opportunities while developing practical skills and confidence. 

From there, learners can progress to regulated qualifications, such as Employability (Entry 2 to Level 2) and Personal Effectiveness Qualifications (Entry 3 to Level 3), which help them develop workplace skills and independent learning while gaining recognised achievements. 

Our Moving On course is designed to support young people as they navigate important life transitions, such as leaving care, and equip them with the tools to confidently plan next steps and move towards independent living. 

These flexible pathways allow learners to progress in ways that reflect their interests and aspirations, helping them remain engaged in learning and focused on future goals. 

Project qualifications that develop skills employers value most 

ASDAN's approach is built on the belief that learning is most effective when it is active, engaging and relevant. In simple terms, learners often build confidence and skills by doing, reflecting and applying their learning in meaningful contexts. 

A key feature of ASDAN’s qualifications is portfolio-based assessment. Learners gather evidence of their achievements through project work, planning documents, reviews and reflections, creating a clear record of their progress and skills development.  

This learner-centred, contextualised approach gives centres the flexibility to shape learning around different qualification sizes and levels, learner interests, settings and progression goals. It helps meet learners where they are, regardless of their starting point, and allows them to evidence what they know and can do in varied ways, including practical, digital, spoken, visual and written formats. This makes progress visible and supports learners to recognise their strengths, build agency and take greater ownership of their next steps. 

From September 2026, ASDAN will introduce the Foundation Project Qualification (FPQ) at Level 1 and the Higher Project Qualification (HPQ) at Level 2. These new qualifications will complement ASDAN's existing Extended Project Qualification (EPQ) at Level 3, creating a complete progression pathway in project-based learning from Level 1 through to Level 3. 

Project qualifications enable learners to investigate topics that interest them while developing skills in planning, research, project management and presentation. Unlike traditional assessments, they encourage learners to take ownership of their learning and demonstrate their abilities through meaningful, personalised projects. 

This matters for work placements too. A placement should not end with attendance alone. Through reflective journals, employer feedback, portfolios and project-based evidence, learners can capture the skills they develop and show how the experience has helped them grow. 

Practical learning helps connect education to real-life goals and can be particularly effective for young people who may have become disengaged from traditional forms of education. 

Supporting positive futures 

At a time when increasing numbers of young people are at risk of becoming disconnected from learning and work, accessible pathways to achievement have never been more important. By recognising strengths, building skills and celebrating success, ASDAN helps learners take ownership of their future and move towards positive, sustainable outcomes.  

The NEET crisis will not be solved by attendance measures alone. Young people need pathways that feel relevant, supported and achievable. Whether they are taking part in classroom-based learning, digital provision, employer encounters or longer work placements, the question should be the same: what confidence, skills and sense of direction are they able to take from it? 

If we want work placements to support young people's futures, they need purpose. They need preparation, reflection and recognition. Most importantly, they need to help every learner see where they can go next. 

Download our Placements with purpose curriculum map and complete this short form to speak to one of our curriculum experts about the best fit for you and your learners.