At a time when students face increasing academic pressure, uncertainty about future careers, spiralling debt and challenges related to mental health and wellbeing. Now is a good time to review our post 16 and further education system.

In a recent article by Jon Henley, and Senay Boztas titled What can the Dutch teach the UK about how to tackle the youth jobs crisis? The article argues that the Netherlands has the lowest NEETs (Not in Employment, Education or training) rate in the EU, at around 5%. Researchers and policy experts attribute the low youth unemployment partly to the country’s strong vocational education system, where around 70% of 16–19-year-olds follow vocational pathways that combine classroom learning with substantial workplace experience. This close link between education and employment helps young people transition smoothly into work, reducing the likelihood that they become unemployed or disengaged from education and training. The UK should learn from the Netherlands and adopt a long term-term strategy with vocational education at its core.

According to recent figures, degree apprenticeships remain a relatively small route into higher education. In 2024/25 there were about 60,000 degree apprenticeship starts in England, representing 17% of all apprenticeships and roughly one-tenth of the number entering traditional university courses. Around 36% of UK 18-year-olds enter higher education each year, whereas only around 6% of young people begin an apprenticeship before age 19, making apprenticeships a much smaller but increasingly important post-16 pathway.

The conversion of polytechnics into universities in 1992 brought many benefits, including widening access to higher education. However, some critics argue that it also contributed to the decline of a distinct vocational route between apprenticeships and traditional university education.

While Universities focus more on academic research and theoretical study, polytechnics used to provide education linked closely to industry and employment, offering courses in engineering, business, computing, architecture, design, nursing, and other applied subjects. They developed practical and technical skills alongside academic knowledge, supported local and regional economic needs. The distinction, however, was never absolute. Many polytechnics offered degree-level qualifications and conducted research, while some universities also taught vocational subjects.

The Liberal Democrats recognise that support is needed to boost vocational and technical education, proposing increasing investment in further education, colleges, apprenticeships, and lifelong learning. However, is increasing the funding enough?

The challenge is not simply funding. It is that vocational education is still widely regarded as a second-choice option, while university remains the default expectation for many young people. Higher spending does not automatically improve student attainment, employment outcomes, or productivity unless it is targeted effectively. For too long vocational qualifications and technical routes are perceived as less prestigious than A-levels, despite being valuable pathways into employment.

Employers sometimes report that education does not fully equip young people with the skills needed in the labour market, particularly in rapidly changing sectors.

Current Liberal Democrat Education policies are by and large limited to a few areas;

• Increase funding for further education (FE) and colleges
• Provide free school meals for eligible post-16 students
• Ensure apprentices are paid at least the National Minimum Wage

Liberal Democrats should consider whether a long-term vocational strategy is needed, bringing together schools, colleges, universities, employers and local government to create clearer pathways into skilled employment. We need to raise the status of vocational education. Critics argue that changing public perceptions and employer attitudes is difficult and may require broader reforms than funding increases alone. A stronger vocational system could also support regional growth by allowing local employers, colleges and councils to shape training around local economic needs.

* Dino Schreuder is a Liberal Democrat member and a vocational subject teacher.