Ministers should recognise participation in “approved” online learning in attendance frameworks and extend requirements for reporting children missing education to age 18, a union has said. The Association of School and College Leaders also called on government to review the requirement of a grade 4 in English and maths for entry to most post-16 pathways. Its new report, “the path to #NEETZERO”, explores “what the education sector can realistically deliver” in tackling the crisis in the number of young people not in employment, education or training (NEET), a key focus for the current government. The document aims to provide “an education-led framework for propelling participation”. ASCL has published the report ahead of the release of the final report by Alan Milburn on tackling the NEET crisis, and ahead of the release of detailed curriculum reform plans. Claire Green, the union’s post-16 and skills specialist, said although there was “widespread understanding that reducing the number of young people who become NEET should be a national priority, there is far less agreement about how this should be achieved and, importantly, where responsibility should sit. “Schools, colleges and trusts absolutely have a critical role to play. There is lots of expertise in the sector and many things that education can positively contribute. “Our hope is that the framework will support leaders in taking practical action within their sphere of influence.” But education “cannot solve the challenge alone…this is not a crisis that can be solved by one sector, and we all have a responsibility to ensure young people are set up to succeed”. The report concluded education can deliver the following things: Strong attendance, engagement and belonging strategies High-quality teaching and learning A broad and relevant curriculum Academic, vocational and technical pathways Early identification of vulnerability and risk Trusted adult relationships and mentoring High-quality careers education, information, advice and guidance Support for successful transitions between phases of education Pastoral support and inclusive school cultures Targeted interventions for learners at risk of disengagement Collaboration with parents and carers Data-informed identification of risk (RONI approaches) Preparation for adulthood, employment and further learning Building aspiration, confidence and employability skills However, it also concluded the following things could not be delivered by education alone: Here are five key recommendations for government: Employer encounters, work experience and workplace exposure Reduction in child poverty and family financial insecurity Affordable housing and housing stability Public transport infrastructure and affordability Labour market conditions and job availability Access to healthcare and specialist mental health services Reform of welfare and benefits systems Economic regeneration and regional economic development Employment rights, pay levels and job security Youth justice, social care and family support interventions Tackling inequalities linked to deprivation and place Addressing wider societal inequalities Creating sufficient high-quality opportunities for all young people Cross-agency data systems and information-sharing infrastructure Coordination of national policy across departments Resolution of complex SEND, health and care needs without adequate external support Here are five key report recommendations for government: 1. Recognise online learning in attendance ASCL said ministers should recognise participation in “approved live online learning” within attendance frameworks, “ensuring attendance measures reflect meaningful engagement with education rather than physical presence alone”. At present, remote education completed at home has to be recorded as absence in school registers. 2. Extend missing education reporting to 18 The government should also extend requirements for reporting children missing education to age 18, “ensuring local authorities can identify and support young people who disengage from education or training after compulsory school age”. At the moment, councils have a legal duty to identify, as far as possible, children who are missing education. But the requirement stops once children turn 16. 3. Strengthen support for home-educated pupils Ministers should also strengthen support and progression planning for learners in elective home education (EHE) and education other than at school (EOTAS), ASCL said. This should ensure such children can access “high-quality education, careers guidance and clear routes into education, employment and training”. 4. ‘Bespoke’ post-16 attendance approach ASCL has also called for the introduction of a “bespoke approach” to post-16 attendance data collection and monitoring. This should recognise the “diverse patterns of participation and delivery models across further education and sixth-form provision”. 5. Review ‘unnecessary barriers to participation’ The report said that there was currently an expectation of a grade 4 in GCSE English and maths for entry to “most post-16 pathways”. Ministers should review this and other progression requirements that “create unnecessary barriers to participation”, to ensure that learners “can continue to progress while developing essential skills”.