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Partnering with purpose to tackle the biggest challenges in:
.png?width=400&height=400&name=EWF%20post-it%20example%20(26).png "Making good transitions from school to employment, education, or training")
Secondary education better prepares young people for life beyond school when transitions are planned early, not left to the end. Outcomes improve when systems provide sustained, personalised support, and create flexible pathways linked to real opportunities.
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Challenge #1
How can secondary schools better equip students to navigate transitions after leaving education?
Secondary schools better equip students for life after education when preparation for transitions is built into the system, rather than left to the point of exit. Too often, careers support is fragmented or too late, leaving young people without clear pathways or confidence. Our experience shows that effective systems start early, integrate careers into learning, and provide sustained, personalised support – especially for those at risk of becoming NEET (not in education, employment, or training).
In England, our work on programmes such as ASK, AIM, and Inspiring Careers demonstrate the impact of this approach, combining employer engagement, labour market insight, and targeted coaching. These programmes have significantly increased students’ understanding of pathways and helped many progress into apprenticeships, further study, or work. Crucially, support extends to those most at risk, with personalised interventions helping young people overcome barriers and move into education, employment, or training.
Across other contexts, the challenge is often ensuring that transitions are inclusive, flexible, and connected to real opportunities. In Rwanda, we are helping to build accredited, adaptable pathways for out-of-school youth through UNICEF’s RISE Rwanda programme, linking secondary education to skills, employment, and re-entry into formal learning.
Across our wider work, including in Ethiopia and Rwanda, the lesson is consistent: transitions improve when systems combine early exposure, real world connections, and flexible pathways, ensuring more young people can move successfully from education into the next stage.
Challenge #2
How can we help young people who have left school but are not in meaningful education, employment, or training?
Young people who are not in education, employment, or training (NEET) often need more than information – they need support that reconnects them to realistic opportunities. Too often, systems disengage at the point of school exit, offering limited follow up or guidance, especially to those who face additional barriers to further education or employment. In our experience, re-engagement is strongest when support is treated as a continuation of transition, with personalised interventions that rebuild confidence and direction.
In England, our work on programmes such as Inspiring Careers, ASK, and AIM combine employer engagement with one-to-one coaching and sustained follow-up, helping young people identify pathways and move into education, training, or work. The focus is on active guidance, particularly for those facing the greatest barriers.
This is reinforced by flexible, recognised routes back into learning. In Rwanda, the RISE programme is developing accredited pathways that link education to skills and employment, enabling young people to re-enter learning at the right level.
Despite differences in context, the lesson appears clear: re-engagement depends on personalised support, flexible pathways, and strong links to real opportunities.
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Let's work together
What's the biggest challenge you're facing?
edt works strategically with partners around the world to design and implement solutions to the most pressing education challenges. If you're facing similar challenges around transitions from school to employment, education, or training, contact us to explore how we can partner with purpose.
Contact Marion Smallbones, Lead Adviser, Insights and Innovation
Marion leads evidence-informed strategy and knowledge management at edt, consolidating insights and translating research into solutions to address global education challenges. She brings extensive international experience supporting system-wide reform to improve learning quality and equity.