At the 18th Cedefop Brussels Seminar, held on 23 June 2025 in Brussels and co-organised with the Polish Presidency of the Council of the EU, EVBB had the opportunity to join a powerful conversation on how Europe supports young people who are not in employment, education or training (NEETs).
The event made one thing clear: NEETs are not disengaged — they are underserved. With over 8 million NEETs across the EU, this is not a marginal issue, but a systemic one. The discussions called for a bold shift in thinking — away from attempting to “fix” young people and toward rethinking the systems that are failing to reach them.
Many NEETs lack a clear path forward, not because of lack of ambition, but because they don’t have access to mentors, counsellors, or inclusive programmes that speak to their realities. They are navigating life transitions alone, in systems not designed to meet them where they are.
Cedefop presented new research on the role of VET teachers in engaging NEETs — and the findings were telling. While most teachers are experienced, only 45% had received continuing professional development (CPD) specifically focused on NEETs. Yet, over 83% believe they play a key role in motivating them, and 74% say that motivation is strongly tied to successful VET completion.
The takeaway? Teachers are willing, but need support. They need psychosocial training, collaboration with social workers and employers, and a community of practice to exchange what works. Upskilling educators is not optional. It’s strategic.
Practices that Empower
Throughout the day, good practices from across Europe brought the discussion to life:
Malta’s Jobsplus has developed dedicated mentoring services, motivational interviewing training, and tools like the Youth Star to build self-awareness. Through the ALMA programme, NEETs experience three months of training at home followed by two months of mentored work in another EU country — combining mobility, confidence, and continuity.
Finland’s Metropolia University of Applied Sciences is leading the way in modular microcredentials, designed in cooperation with the labour market. These allow learners to build personal, stackable learning pathways instead of facing rigid systems. As their expert put it: “We’re moving from what you studied to what you can do.”
Generation Italy, part of a global non-profit, showcased a model focused on employment-first outcomes: profession-specific training, soft skill development, employer interviews, and six months of mentorship after graduation. The results speak volumes: 83% job placement within 6 months, income increases, and a real sense of professional identity.
All of these initiatives have one thing in common: they meet young people where they are, not where we think they should be.
From Policy to Practice
The European Commission shared upcoming strategies, including the Union of Skills initiative, a new VET strategy, and a Basic Skills Action Plan. These efforts align with the 2030 EU target to reduce the NEET rate below 9%. While nine countries have already met the goal, eight remain far from it, especially in rural and economically challenged regions.
The challenge now is implementation. Policy frameworks must not only reflect ambition, they must deliver practical, person-centred, inclusive solutions. As many speakers emphasised, inclusion is not a buzzword, it is a design decision, and that means tackling mobility costs, childcare barriers, mental health needs, and early guidance, particularly for women and marginalised youth.
At EVBB, we believe in creating VET systems that listen, adapt, and empower. Participating in the Cedefop seminar reinforced our commitment to advocate for:
Stronger collaboration across education, employment, and social support,
Investment in VET educators as key enablers of inclusion,
And learner-driven programmes that align with the evolving needs of young people and the labour market.
As one speaker said: “We may not reach everyone — but we can reach many.”
We believe that’s not just a reflection — it’s a responsibility.
Because the future of VET doesn’t begin with targets or tools.
It begins with trust.
