This article uses a multi-level ecological model to explore the dynamics of localities in England and their effects on the 14+ participation, progression and transition (14+ PPT) of young people at a time when nationally and internationally there is a recognition that transitions from education to employment are both more complex and take longer. Drawing on major research programmes, national enquiries and local studies, the article further develops the concept of a "local learning ecologies" (LLEs) that represent localities in the physical, economic and social senses and that function as part of a multi-level ecological framework or system. The article exemplifies this concept by using qualitative research from one local study to provide insights into an LLE that shows characteristics of a "low opportunity progression equilibrium". The authors conclude by reflecting on international examples of skills ecosystems and suggest that expansive forms of local partnership and ecological governance can be used to begin to move LLEs towards "high opportunity progression ecosystems". However, they argue that because of the power of macro factors and the need to support equity and sustainability, these new forms of local networking will have to be nurtured by sympathetic national action.