General description on research questions: Societies nowadays increasingly face the challenge of dealing with young people at risk. The reasons are multifold – unfavourable social or family environment, poverty, learning difficulties, psychological or emotional problems and other unfavourable circumstances. Educational systems are looking for effective solutions. It has been recognized that young people at risk often need additional stimulus and motivation to resist the challenging conditions, especially if their prior learning experiences and school environment has not been positive so far. Research also shows that many of these young people are more inclined to practice oriented activities and are not so keen on more academically oriented activities. For this reason there is a good justification to carry out a targeted research on the potential positive role of vocational education and training as a catalyst for improved motivation of students at risk to deal with their difficulties and to strive a more meaningful life modes. Moreover, apart from routine VET procedures, additional input might be necessary to make vocational education and training even more attractive to this target group. In this respect the research team has formulated research questions: 1. What are the most important findings world-wide in involvement of students at risk in vocational education and training, with a focus on innovative solutions requiring original approaches to motivate students and facilitate the work of the teaching and administrative staff? What are limiting and challenging factors for successful involvement of students at risk into vocational education and training to develop these students as successful future professionals?

Objectives: Propose research based approaches for innovative solutions in work with students at risk – by their involvement in vocational education and training, with additional incentivizing and support factors that motivate them to become valued professionals and socially active citizens, thus also contributing for economic development of the country. 

Theoretical framework: Academic researchers have  presented findings on  improved solution of involvement of students at risk in vocational education and training, as there are several  relevant aspects that need to be taken into consideration (Keijzer, et al, 2022) including additional attention to these students and special training for the teaching staff (Fix et al, 2017) with the students  in focus and require not only attention but also innovative solutions (Sarceda-Gorgoso, Barreira-Cerqueiras, 2021). Researchers (Middleton, 2022; Mazin, et al, 2021) have pointed out that experience in vocational education and training has a  high value, as part of compulsory education (López, Saurin, 2017), paying particular  attention to the development of  skills (Eegdeman, et al, 2018) including cognitive skills. It important to consider various aspects, including the gender of the student (Haro, et al, 2020; Jørgensen, 2015), and the role of the teaching staff is crucial, since various approaches can be developed and applied to address the various challenges. 

To ensuring the achievement of the objective of the study and to implement a comprehensive approach, a methodology was developed using combined methods of qualitative and quantitative data collection and analysis. This included also desk research and analysis of various sources of information, including the available statistical data, national legislation, policy documents and projects. A variety of statistical data analysis methods were used. In order to obtain the material for qualitative analysis, student interviews and expert interviews were organised based on pre-prepared questionnaires. Target focus group discussions with teachers were carried out as well. In order to obtain a more in-depth view from the perspective of the practitioner, interviews and discussions were conducted also with the project leaders and specialists of targeted national level projects addressing the issues of young persons at risk. The additional discussions with project staff allowed for the development of a more focused methodological approach enabling the research team to come to unified conclusions and identification of potential measures to facilitate the positive developments in work with students at risk.

The obtained data and qualitative analysis has shown the decisive role of a systemic set of strategic approaches and interventions at national level. Also individualised approaches at institutional level are indispensable in work with the target group – young people at risk. Mitigation of former unfavourable experiences has a powerful potential for positive developments in the work with the students at risk. Also an immediate possibility to talk and discuss ones problems and a prompt availability of advice or support may be a crucial factor for addressing the risks of the target group. Results of the research show that with adequate, timely and also innovative interventions the risk factors are reduced. Moreover, the failing students may turn into ‘regular’ students or even high-reachers, with a strong sense of purpose in life. This clearly contributes not only to the personal and professional life fulfilment of the student but also prevents social problems and increases the economic potential of the country. At the same time professional development of the teaching and support staff at VET institutions may play a decisive role. The research shows that regular professional development of the school staff may not be sufficient, and a more targeted professional development of the staff is needed in order to succeed. The staff working under strainful conditions need to be taken care of – with adequate remuneration and additional care for the well-being of this staff, including supervisions and similar activities. The effective innovative solutions should not remain as temporary activities but need to be turned into sustainable mainstream strategies and measures, with adequate financial provision. Creating such comprehensive and sustainable mechanisms may contribute to improved and more inclusive environment for all learners.

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