Make NEET’s History (2014), Impetus

This report is a UK orientated investigation study that reviewed available evidence on current figures, policy measures and social circumstances surrounding the NEET’s within the UK. Contained within this report are new analyses of the drivers and the impacts of NEET status - and a call to action for Government to make Britain’s NEET problem history.


Being NEET in the UK has a long-term knock on effect on the individual and society as a whole. The lost taxes, additional public service costs and associated impacts such as youth crime and poor health will cost Britain in excess of £77 billion a year if this long-term, structural problem cannot be solved. Building on the evidence available and our analyses the report recommends:

  • Create a Secretary of State for school-to-work transitions to build and realizes a vision for the youth labour market which recognises that the country’s NEET problem is structural and long-term.
  • Pay the Pupil Premium by results, not all upfront so that schools only receive a portion of their top-up funding if they are able to demonstrate that they have secured improved outcomes for those pupils at whom the Premium is aimed.
  • Charge Ofsted with inspecting schools’ efforts to improve school-to-work transitions and use of data so that schools are routinely held to account for their efforts to produce school-leavers who are ready for work.

Taking the action the project calls for would create the incentives and accountability frameworks we need to truly resolve this pressing social and economic crisis.




Entrepreneurship Education & Training Programs around the world (2014), The World Bank

Over the last 20 years, entrepreneurship education and training (EET) programs have increased, given their promise and potential to promote entrepreneurial skills and attitudes. While the number of such programs continues to expand worldwide, global knowledge about these programs’ impact remains thin. The objective of this study is to identify and catalog the range of EET program types as well as the program dimensions that shape program outcomes, including pro- gram characteristics, participant characteristics, and program context. Some findings include: The variety of potential beneficial spillovers of entrepreneurship in turn focuses attention on actions that stimulate individuals’ decisions to become and succeed as entrepreneurs. Entrepreneurship Education and Training Programs’ beneficiaries include both potential and practicing entrepreneurs who range from traditional students enrolled in degree programs, early school leavers, adult learners, to minority groups, women, and rural as well as urban populations.




Net not NEET (2013), Erasmus + Project

This Life Long Learning Project aimed to implement local and European networks, composed of VET&PA actors, supporting and strengthening their services, methodologies and tools and offer them new strategies to contrast the NEET phenomenon at European and local level. By their very definition, NEET young people may be hard to reach due to a gap between them and the educational system, public employment services or labour market. This project tried to better understand amongst others:

  • Circumstances that led young people to become NEET
  • Research & develop measures to prevent early-school leaving
  • New Strategies and methodologies of career guidance
  • School to work Transition policies

The Project showed that flexible education with early guidance interventions were key factors in the prevention of young people becoming NEET. However, the approach taken with NEET young people must recognise that there are various categories of NEET, i.e. youth unemployed, lone parents, carers, young people involved in crime etc. and that “one size does not fit all”. There is also the importance of adult(s) whether it be a parent, mentor or teacher as role models. Activities must include this person to the greatest extent possible for it to be successful.




What does NEET’s mean? 2015, Work4Youth

The share of youth which are neither in employment nor in education or training in the youth population (the so-called “NEET rate”) is a relatively new indicator, but one that is given increasing importance by international organizations and the media. The popularity of the “NEET” concept is associated with its assumed potential to address a broad array of vulnerabilities among youth, touching on issues of unemployment, early school leaving and labour market discouragement. These are all issues that warrant greater attention as young people continue to feel the aftermath of the economic crisis, particularly in advanced economies. It is the author’s opinion that the NEET rate is an indicator that is widely misunderstood and therefore misinterpreted. The critique which follows is intended to point out some misconceptions so that the indicator can be framed around what it really measures, rather than what it does not.




Active Working Population in Spain, 2014, Instituto Nacional de Estadistica

This comprehensive report is about the changes & evolution of the active population in employment in Spain and it analyzes the variation in the number of people in employment over the last three years, since the first quarter of 2011 to the first of 2014. It focuses on the development of the different employment sectors, their relative developments and the proportion of the population involved by sector.
Much of the conclusions this report reaches are as a result of the Labour Force Survey (LFS). The latest available data quantifies the number of people active is 22,883,900 while the activity rate is 59.46%.




Spanish Employment Data in view of OECD findings

This report reproduces the highlights of Spain data compared to the OECD, the EU-21 and some of the most relevant countries. This summary is intended to be rich in information and useful for the reader because it emphasizes those comparative data that allow better understanding of the Spanish education system in relation to our environment.
It too focuses on the economic and social aspects of ongoing education in Spain and learning outcomes in the education system in Spain.