"For it to be available from a centrally funded and centrally operated system through schools would really close that gap," she said. "It'll save our benefit system a huge amount of money and make them [students] work ready."
Although it is not required, this need has been identified in many schools across Hawke's Bay, which assist their students in achieving their licences by providing support, to running full programmes.
Students at Hastings Girls High School can study for their license through a programme created with the help of Hawke's Bay Police - which they participate in both during, and outside school hours.
Through this, principal Catherine Bentley said students were given support as they built the knowledge to sit their license, while developing a deeper understanding of these skills.
"Students are great at getting their learners, and that's it," she said. "Its about taking that the next step".
To encourage this, the school also offered subsidised drivers lessons- which meant not only was there a qualified person teaching them, but it ensured students were learning in warranted and registered cars.
At Havelock North High School, students are able to work with the careers department to study for their learners, which they sit when they feel ready, acting principal Joel Wilton said.
This learning occurs during their study periods, rather than disrupting their other classes.
Although this was offered to all students, a minority took it up, with most students learning independently.
"We have 200 students, so we don't have the resources to offer it to everyone"
Napier's William Colenso College takes an intense approach to teaching students how to drive, guiding as many as they can from their learners, to full licenses.
"Once they leave school it's harder to get a license," special projects manager Virginia Engels said. "School is the best place to run a programme. We've got the facilities and we know how to deliver in a way students will understand "
"As soon as they turn 16 they need to start their learners license so they can get their full by the time they leave school."
To achieve this students practice the learner's tests, participate in school holiday programmes, and go through defensive driving courses.
"To the students we say it's a privilege, it's not a right. They buy in, they apply to get in. I'd say it's one of the top things they want to do."
Without school assistance in reducing these barriers, she said "a lot of people would give up".
Last year a pioneering pilot - developed between the Mayors Taskforce for Jobs, Massey University and Connecting for Youth Employment (CYE) - aimed at addressing this was delivered at Central Hawke's Bay College.
Key instigator Kelly Annand said they had felt it was "ludicrous" students were leaving school with NCEA qualifications, but unable to drive themselves to work.
CYE still runs programmes in other colleges, and with driver mentor programmes, the help of local police, and the use of the community patrol car, she said its impact was felt in the wider community - not just with students.
Education Minister Nikki Kaye said she recognised that having a driver licence was a requirement for many types of jobs, and by not having a licence young people could miss out.
"Removing barriers that some young people face in gaining their licence is a focus for the Government. That's why we've made it possible for schools to support young people by including driver training in their studies."
She cited NCEA credits being available for those who obtain their license, and that schools could use their Secondary Tertiary Alignment Resource (STAR) funding to offer students the opportunity to gain driver licences.
Ultimately, however Boards of Trustees would make decisions on how to support students obtaining their licenses, "as part of their overall role deciding how they will deliver the curriculum at their school, taking into account the needs of their local community.
When asked if a learning to drive programme needed to be more incorporated in school's, Ms Bentley said although school's focused on "traditional" subjects, "who's to say the effort, and preparation put into learning to drive is any less complex than solving a hard maths problem?"
"Why not acknowledge that and build it into a framework that would fit nicely into NCEA."
Havelock North's Mr Wilton said his reservation was that there were a lot of other priorities schools had to cater to.
"I think the model we've got at the moment is accommodating students well [without disrupting their other coursework]."
Wairoa College did not respond to requests for comment.