9 hours ago

Anna HolliganBBC News, Netherlands

A recent landmark study revealed that Britain faces a serious youth engagement challenge, with almost one in eight individuals aged 16 to 24 classified as not in education, employment or training.

Alan Milburn, the ex-health secretary behind the study, cautioned that without swift measures the proportion of young people in this category could reach one in six within five years.

What does Neet stand for and why does the UK have so many?

He pointed to the Dutch approach as a potential example for Britain. The Netherlands maintains one of the lowest such rates worldwide, standing at 4.9 percent for those aged 18 to 24. By comparison the figure reaches 15.1 percent in the UK.

Is there scope for Britain to adopt elements of a Dutch framework built on one core idea?

The guiding principle of no dead ends shapes education and youth employment strategies across the Netherlands, ensuring every phase of a young person's development connects to future steps.

Dutch legislation requires school attendance for children from age five to 16, after which they must continue in education or training until they gain a qualification or reach 18.

A central mechanism for lowering dropout levels involves the qualification requirement.

Starting around age 12, pupils enter one of three secondary pathways determined by teacher input and primary test outcomes.

VMBO - the practical route that usually leads to vocational training
HAVO - which typically leads to universities of applied sciences
VWO - the academic route to research universities

The approach draws criticism for potentially limiting options early and affecting confidence.

Young people across the UK may finish school at 16, though requirements differ by nation. England mandates continued education or training until 18 via full-time study, apprenticeships or part-time options with employment.

Scotland, Wales and Northern Ireland lack a matching legal rule, though institutions and agencies promote ongoing learning.

Amelie received guidance at age 10 to follow the vocational VMBO path.

She noted the effect on her self-assurance, given that this track carries less academic weight in the system.

Yet exploring secondary options at 12 brought renewed outlook, with classes in textiles and a blacksmithing space available.

Amelie pursued fashion studies but encountered internship difficulties and exited at 17. After six months of work and travel her route appeared uncertain.

At that stage she reflected that the option to leave education, available in the UK, might have seemed appealing.

If I had the freedom to drop out of school, I do not know what would have happened, she says.

Without a qualification however that choice remained closed.

From education to sustainable employment

The Dutch framework supports extensive practical experiences via combined work and study routes, employer links and state-backed apprenticeships. Companies may even request tailored college courses to match their requirements.

Pay levels and prospects of full-time roles after completion differ by sector. Amelie observed that employers appeared ready to engage graduates from sought-after fields.

Through the vocational training pathway those aged 16 and above blend part-time work with study, often spending most of the week on the job and attending classes one or two days.

Young people following vocational routes receive recognition as worthwhile investments and contributors to society, notes Asja van der Helm, a teacher in The Hague.

Many skilled tradespeople such as electricians, roofers, installation specialists, technicians and craftspeople earn strong incomes and fill vital societal roles, Van der Helm explains. It is a very money-driven society for young adults. When they see a carpenter doing what they like and making a lot of money fast, they see that as aspirational.

Destiny relocated to the Netherlands from Bonaire in the Caribbean. Limited prospects there drew her to the choices offered by the Dutch system.

A beauty therapy course led to an internship that became paid salon work.

Her experience reflects the aim of Dutch policy: smooth transitions from learning to employment before disconnection occurs.

For those facing difficulties with standard routes, additional funded options exist through school resources.

Alternative pathways

Alexander Koppelle runs Mooi Jong in The Hague, supporting pupils referred by schools who risk becoming disengaged.

He describes a web-like structure where each strand marks a potential exit point from education, employment or engagement. He then maps interventions at those points, with organisations and support available at every stage.

I am not sure we have the golden key, Koppelle says, yet both his experience and the data suggest that there are lessons to be learned from the Netherlands.

Schools access state funding for health and wellbeing to engage specialist groups like the Mooi Jong Academy, forming a support structure to maintain engagement and limit dropouts.

Tackling truancy

All absences are recorded. Repeated lateness prompts discussions. Schools also alert municipal attendance officers.

Support systems activate before a young person leaves the framework entirely. Some pupils receive sign-off, often linked to mental health concerns such as anxiety.

While awaiting referrals they are noted as thuis zitters, literally people sitting at home. The school retains funding for them, which can cover external assistance.

Unexplained truancy may lead to penalties including fines, community service or juvenile supervision.

In England, unexplained absences can prompt local councils and schools to apply legal measures such as fines.

Yet the Dutch approach is not without issues, as youth unemployment rises.

In response the government has eased access to benefits for young people, aided by the Dutch Employee Insurance Agency, or UWV, which assists those out of work, manages welfare and links jobseekers to employers.

For those at risk of disengagement it provides a single point for support, advice and opportunities.

Despite a challenging school experience Amelie believes the ability to adjust direction prevented her from leaving education early.

Now aged 20 she aims for a career in education and trains as a teaching assistant at a vocational college in The Hague, ROC Mondriaan.

She hopes one day to assist young people facing similar hurdles.