The headline figures are concerning. Nearly one million young people are currently not in education, employment or training (NEET), with warnings that this number could continue to rise without intervention. Yet the report also makes something else clear. This is not simply a crisis of aspiration. Most young people want to work, train and build successful futures. The challenge is that too many are struggling to access clear and meaningful pathways to get there.

For three decades, success has often been measured by participation in academic focused education alone. We directed large numbers of young people into an academic route towards a university degree which is now out of alignment with the workforce skills requirements of an emerging AI economy.

While participation remains important, the real question must be what happens next. Many countries now focus on a different outcome and that is getting their young people into employment. In many cases this is supported by splitting vocational pathways at around 13 years of age as they recognise that AI will change the dynamic of the workforce requirements. Unfortunately we have continued to focus our young people on academic success at 16 years of age. As a result we have turned young people off.

Are young people progressing into sustainable employment? Are qualifications leading to meaningful opportunities? Are employers able to access the skilled workforce they need?

These questions matter because the labour market is changing rapidly. Employers across sectors continue to report skills shortages, while many young people find themselves disconnected from education, training and employment opportunities. This disconnect benefits nobody.

The Milburn Review highlights the need to strengthen progression pathways and ensure that young people can see a clear route from learning into work. In my view, this is where the conversation now needs to focus.

For too long, we have measured success by participation rather than progression. We celebrate how many young people stay in education, but we pay far less attention to where they go afterwards. If we are serious about improving outcomes, then destinations matter just as much as participation.

In fact, we have become very good at measuring participation. We now need to become equally good at measuring progression.

This is not an argument against higher education. Universities play a vital role in developing talent and supporting economic growth. However, higher education cannot be viewed as the only measure of success, nor should it be the default pathway against which all others are judged.

We need a system that genuinely values different routes to success.
High-quality vocational and technical qualifications provide practical, employer-relevant pathways into skilled careers. They help learners develop occupational competence, build confidence and gain the knowledge and experience employers are seeking. Yet despite decades of discussion about parity of esteem, vocational pathways are too often still viewed as alternatives rather than first-choice options.

That needs to change.

The interim review also highlights a wider challenge. Too many young people are being left to navigate a complex system of qualifications, careers advice, training routes and employment pathways. If we want more young people to succeed, we need to make those pathways clearer, more accessible and easier to understand.

At the same time, we must not lose sight of the foundations that underpin employability. We cannot talk about employability without talking about literacy, numeracy and digital capability. Whatever pathway a young person follows, these remain the foundations upon which future opportunities are built. Schools have a critical role to play in embedding these core skills throughout a young person's education, helping them build the confidence and capability needed to succeed in work and life.

However, responsibility does not sit solely with education.
Employers also have a crucial role in shaping future opportunities. If we want a stronger workforce tomorrow, we must be willing to invest in creating opportunities today. That means meaningful work experience, apprenticeships, entry-level roles and closer engagement with schools, colleges and training providers. Employers cannot simply be consumers of skills; they must be active partners in developing them.

The challenge outlined in the Milburn Review is significant, but it is also an opportunity.

The interim findings provide an important diagnosis of the issue. As the review moves towards its final recommendations, the focus must now turn to solutions. How do we create clearer pathways into employment? How do we strengthen vocational and technical education? How do we ensure young people understand the opportunities available to them and can access them more easily?

Above all, how do we build a system that connects learning with opportunity?

Young people do not need lower expectations. They do not need us to assume less of them. They need clearer vocational and well as academic pathways, stronger foundations and a skills system that genuinely supports progression into meaningful employment from the age of 13 years.

Because ultimately, the true measure of success is not how many young people participate in education. It’s what happens next.