The result of the present international research shows that the training of teachers/ facilitators who work with young people at risk should be centered on training schemes developed according to the problematic nature of young people's learning requirements at a time in their life when their identities are under considerable strain.Therefore, teacher training strategies should provide activities specific to learners that need situated learning orientation, soft skill development, basically a differentiated approach to education. The analyses of the target group raises questions and possible answers on what the teacher training in pre-vocational education should focus on. Quality assurance measures were considered as student centred approaches that require criteria based on quality assurance mechanisms. The exchange of experience and the discussions among the network of international specialists was from a systemic, institutional and individual perspective. As modularisation has taken on different forms and shapes throughout Europe analyses has been applied to see which are the competences of teachers in a modularized system. Student-centered approaches, work across disciplines, new teaching methods based on theories of situated learning and practice-relation, taking a broader view on competences and vocational education and training were issues debated.