At the Apprenticeship and Training Conference (ATC) 2026, NOCN Group led a workshop exploring how modular learning models can offer more inclusive, flexible and effective routes into skills and employment for learners who are too often left behind by traditional systems.

The session brought together perspectives from across the skills system, including Graham Hasting-Evans, Chief Executive of NOCN Group, Corrina Hembury, Managing Director of Access Training, Ross Radford, Apprenticeship Lead at NCG and Connie Pawsey, a second-year apprentice on NOCN Group’s Low Carbon Heating Technician Apprenticeship with London South Bank College. Delegates in attendance included providers, employers and practitioners working directly with young people.

With around one million young people currently classified as NEET, contributors agreed that the issue is not the result of a single failing. Graham highlighted that NEET disengagement reflects a combination of long-term systemic challenges, including the lasting impact of the pandemic, declining employer confidence, reduced apprenticeship starts for young people, and an education system that continues to prioritise academic routes over technical and vocational pathways.

From a provider perspective, Corrina reinforced that many of these challenges are visible long before learners reach further education. She reflected on how early academic labelling can shape learner confidence from a young age, with indicators of GCSE outcomes often emerging as early as primary school. By the time learners enter post-16 provision, many have already disengaged, leaving providers to address barriers that have developed much earlier in the system.

Why modular learning matters

Graham described modular approaches to shift the focus away from high-stakes, all-or-nothing qualifications, instead allowing learners to build skills and confidence through smaller, achievable units that deliver meaningful outcomes along the way.

Building on this, Corrina explained how modular pathways better support learners with low confidence, unstable personal circumstances, neurodiverse needs or non-linear career journeys. For these learners, flexibility and recognition of progress are often more important than rigid progression models, which can unintentionally reinforce disengagement.
The discussion also highlighted how modular learning can help remove structural barriers within the system. Ross Radford raised concerns around English and maths requirements at Level 1 and Level 2, noting that these can limit access to apprenticeships and delay progression for younger learners. In some cases, providers are forced to postpone enrolment until learners turn 19, further widening the gap between disengagement and opportunity.

More creative approaches are emerging in response. Contributors shared examples from deprived areas where English and maths are embedded into practical activities such as sport, esports or boxing, supporting learners who struggle in traditional classroom environments while still developing core skills.

Employer confidence and long-term investment

The discussion also explored the role of employers in supporting young people into work. While demand for skills in areas such as construction remains high, many employers are hesitant to take on young apprentices due to perceived risk. Examples of longer-term investment were shared, including employers offering financial support for driving lessons or licences, helping remove practical barriers to work while building loyalty and retention over time.

All speakers highlighted that incentives should be focused on young people and designed to encourage long term buy-in, rather than short term fixes. SMEs, in particular, were highlighted as being well positioned within local communities but often lacking the funding or support needed to play a bigger role in addressing NEET disengagement.

A learner perspective

The workshop included a powerful learner voice from Connie Pawsey, a second year apprentice on NOCN Group’s Low Carbon Heating Technician pathway. Connie shared her experience of being turned away from a plumbing course, navigating a system that felt male dominated and restrictive, and eventually finding an apprenticeship through LinkedIn after completing university.

She spoke positively about the modular nature of her training, which provides multiple routes into industry rather than locking learners into a single qualification or career path. For many young people, she noted, the flexibility and variety offered by modular pathways is far more appealing than traditional, linear education models.

Changing the narrative

Rather than a traditional question-and-answer format, this part of the session prompted open discussion and debate among delegates, many of whom work directly with young people who are disengaged from education and employment.

Audience contributions reflected how the system operates in practice, with practitioners sharing experiences of supporting learners whose disengagement is shaped by earlier educational experiences. Delegates highlighted how funding structures, qualification requirements and performance measures can unintentionally prioritise compliance over confidence-building and progression, particularly for learners who require time to re-engage.

There was also strong discussion around how success is measured within the skills system. Delegates noted that current metrics do not always capture the incremental progress being made by learners rebuilding confidence, developing employability skills or re-engaging with learning after negative experiences. These contributions reinforced the view that modular learning aligns more closely with real learner journeys and the realities faced by both providers and young people.

A recurring theme throughout the session was the need to change how skills and careers are valued. Trades such as construction, plumbing and hairdressing were highlighted as resilient, future-proof roles that are often undervalued compared to academic careers, despite being essential to the economy. International examples, including Germany, were referenced as models where academic and technical routes are treated as equal.

The workshop concluded with a clear message: success should not be measured solely by qualifications achieved, but by outcomes that prioritise confidence, progression and meaningful employment. Modular learning offers a way to build inclusive, flexible pathways that respond to real-world needs, support new funding models, and help young people move into sustainable work.