The ASDAN journey: Creating equitable pathways from education to employment

During National Careers Week, we’re asking what helps young people engage with education, training, and employment and what gets in the way? 

For over 35 years, ASDAN has worked to create fair opportunities for all learners. We know that disengagement is often caused by how systems are designed, not by the learner. Transitions – from school to post-16, and from education into work – remain key moments where learners need the right support and recognition. 

Why transitions can be difficult 

Many learners find transition points challenging because success is measured narrowly through exams, and learners with additional and diverse needs are the most affected. 

When achievement is defined only by grades, learners can leave education with certificates but without the confidence, self-awareness, or language to explain what they can do. ASDAN evidence shows that when personal, social, and employability skills are not formally recognised, learners disengage – not for lack of ambition, but because the system does not reflect their strengths or progress. 

From one-off employability events to skills-led learning 

The UK’s overall unemployment rate stands at 5.2%, while youth unemployment (18–24) is much higher at 14%. Additionally, 12.7% of 16–24-year-olds – around 946,000 young people – are not in education, employment or training (NEET).  

Evidence shows that one-off work experience and short-term interventions are not enough to secure sustainable transitions into employment. Too often, employability is treated as a one-off in education settings: a careers day, a work placement, or a guest talk. ASDAN knows that what really makes a difference is structured, progressive development of the skills that allow learners to reflect, adapt, and apply learning in different contexts. 

ASDAN programmes and qualifications build skills deliberately. Through plan, do, review cycles, learners set goals, gather feedback, and evaluate outcomes. They develop independence, resilience, and self-regulation alongside accredited achievement. 

This approach opens multiple routes to success without lowering expectations. ASDAN provides clear progression from Entry Level to Level 3, supporting learners who may struggle with exam-only pathways while offering stretch for others. Crucially, ASDAN’s portfolio-based courses enable learners to evidence their own progress through a variety of media, which helps flexibility and confidence during transitions. 

Employability is not about preparing for a single job. It is about building transferable skills for lifelong learning, contribution, and participation. When learners understand how teamwork, communication, problem solving, and self-awareness connect to real workplaces, transitions into work are more secure and sustainable. 

Meeting employer needs without narrowing education 

According to the Hays Salary & Recruiting Trends guide 2026, 93% of employers report skills shortages, particularly in communication, adaptability, and problem solving. Willingness to learn and the ability to reflect matter as much as technical skills. 

Michelle Storer, Senior Business Director for Partnerships & MATs at Hays Recruitment, explains: 

“Education must focus not only on subject expertise but on building confident learners who can apply skills in real-world contexts. Almost three-quarters of employers now say a candidate’s willingness to learn is more important than existing skills, and 72% would hire someone who doesn’t meet every requirement, intending to upskill them.” 

This reinforces ASDAN’s findings: learners who can articulate experiences, demonstrate progression, and evidence skills transition more smoothly into work. Embedding skills-led learning strengthens motivation and shows learners the wider relevance of what they study – without narrowing education to employment. 

Expanding qualifications to build real-world skills 

From September 2026, ASDAN will introduce two new project-based qualifications: the Foundation Project Qualification (FPQ, Level 1) and the Higher Project Qualification (HPQ, Level 2). 

These qualifications develop the practical, transferable skills that employers value, supporting a smooth transition into the world of work. Through skills-based, real-world learning, learners complete independent projects that build confidence, problem solving, communication, and time management. FPQ and HPQ require students to plan, research, and present their ideas clearly, demonstrating resilience, initiative, and commitment aligned with workplace expectations.