Analysis by the Centre for Social Justice suggests more than 700,000 university graduates are unemployed and claiming benefits. For me, this statistic demonstrates the wider challenge around how effectively young people move from education into work.
This is echoed in Alan Milburn’s review into NEETs, which aims to dig into why nearly one million young people are not in education, employment or training.
The Association of College’s evidence submission to this review shows that colleges are already providing targeted, locally rooted interventions. This reflects the reality that moving from learning to earning requires more than qualifications alone – we know that employers also need skills, experience, confidence and workplace readiness.
At LSEC, we discuss intended destinations at enrolment with our learners, ensuring they have access to impartial careers guidance within their first six weeks. This helps them understand the full range of routes available (including apprenticeships, higher education and employment) and makes clear that progression depends on more than academic attainment.
Inconsistent access to high-quality work placements can also be an issue. When young people enter a competitive labour market, lack of exposure to the workplace can quickly become a barrier to securing employment.
Embedding work experience and employer engagement into curriculum design is key, rather than treating these activities as add-ons.
We engage with hundreds of great employers, who support our learners with placements, live briefs, workshops and projects.
T Levels have reinforced the value of substantial industry placements, but the principle applies across all provision: experience and understanding of the workplace matters.
However, even where experience has been gained, young people can struggle to explain their skills to employers. They may have completed great placements or projects but find it difficult to articulate what they can offer to a workplace.
To overcome this, we embed the development of critical employability skills into our study programmes through our Careers Advantage framework. Confidence building, communication and presentation skills help students articulate who they are, their ambitions and the value they bring, while encouraging reflection on their experiences and strengths.
We are also exploring the use of emerging technologies, including immersive and virtual reality environments, to expose students to a range of workplace settings. This allows learners to test different pathways within a sector through safe, private practice for interviews and presentations. Their work is supported by feedback and advice, complementing real world experience.
The reality of a highly competitive graduate labour market cannot be ignored. In many sectors, there are simply more qualified applicants than entry-level roles. Standing out requires evidence, not just ambition.
Volunteering can be a great way to do this. As part of the sector’s Good for Me Good for FE initiative, LSEC has developed a new national volunteering programme in collaboration with NCFE. This formally recognises the employability and transferable skills gained through social action – from teamwork and communication to resilience and leadership.
Students with access to professional or industry networks have a better chance of securing opportunities than those without. All providers must help level this ‘social capital’ playing field by providing structured access to employers, alumni and professional environments – which is something we prioritise for all our students.
Finishing education and moving into work is not a single moment. It is an important transition that requires support. If success continues to be measured at the point of completion rather than beyond it, we risk producing qualified young people who feel unprepared and unsupported.
Careers education, employer engagement and progression planning should be core elements in all settings, not optional extras reliant on local funding or individual institutions going above and beyond.
There also needs to be greater national consistency, so young people’s access to enrichment and workplace experiences does not depend on where they study.
Transitions should be seen as a shared responsibility, with colleges, universities, employers and policymakers working together to support young people through one of the most significant points in their lives.
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