The national VET systems in Europe are still very heterogeneous due to their economic and socio-cultural path dependencies. However, they are united by their hinge function between the training and labour market and against the background of common socio-economic contextual conditions and institutional lines of development (Markowitsch & Hefler 2019, 4ff.; Münk 2020, 726ff.). Current challenges for vocational education and training in Europe arise from the pan-European structural change in the wake of globalisation and current megatrends such as digitalisation, decarbonisation and demographic change. These changes go hand in hand with an increased demand for qualified labour and a declining supply (Ixmeier et al. 2023). In addition, European nations are united in their pursuit of an inclusive social order in which all people can participate in society on an equal footing (UNSDG 2023). If we look at Germany, the fact that the number of young people (aged 20-34) without a vocational school qualification has risen dramatically from 2.12 million (14.4%) in 2018 to 2.86 million (19.1%) in 2022 seems almost paradoxical (BMBF, 2024, p. 107).

One explanation for this is the double heterogenisation of vocational training requirements in the course of ongoing structural change. On the one hand, new, transversal qualification profiles are emerging against the backdrop of increasingly complex and dynamic working environments (Scharnhorst 2021).On the other hand, the stakeholder groups and the associated intersectional challenges are also becoming more diverse in terms of age, gender, origin and health situation (BMBF, 2024).The resulting barriers also appear to be an important explanatory variable for the negative development of vocational qualifications outlined above.Against the background of the increasing shortage of skilled workers and an inclusive educational mandate, the double heterogenisation of vocational education and training needs highlights the need for further development of contemporary support structures in vocational education and training.
This article uses empirical research results from a pilot project for vulnerable groups to examine the opportunities and limitations of a holistic support strategy as a new vocational training practice.

The empirical data basis originates from the accompanying scientific research of an interdisciplinary pilot project to improve the participation of long-term unemployed people with health impairments. In this context, both quantitative and qualitative methods are used as part of a mixed methods design.The targeted combination of different survey methods within the framework of such a triangulative design ensures that the most holistic and multi-perspective view possible is applied to answer the research question.The findings can either complement each other (additive methods) or constitute the more far-reaching cognitive interest of a methodology (phase model).Furthermore, the data collection phase does not strictly precede the analysis phase hierarchically. Rather, these two phases in the research process are in a constant exchange in the sense of theoretical sampling and can reciprocally affect each other. The data basis for the research work consists of online surveys (panel survey with n(t1)=198 and n(t2)=100) and guided interviews (n=85) with participants and project staff. In addition, focussed ethnographic observation methods (n=44) and in-process monitoring based on project progress data (n=275) were used. The qualitative data corpus acquired in this way was analysed using content analysis methods and open coding procedures.Descriptive and inferential statistical methods were used to analyse the quantitative data material (cf. Buck et al. 2024; Ixmeier 2024).

The holistic development of resources is at the centre of support practice, which includes both the removal of external barriers (e.g. access to support structures) and the development of general skills (e.g. social skills). The specific support requirements can vary depending on the characteristics of the participants (e.g. state of health, age). This results in extended participation perspectives that go beyond the purely vocational area, but are structurally linked to it.The promotion of participation beyond a purely professional utilisation logic thus enables professional (re-)integration, especially for younger people who tend to be more able to work. The approach offers social participation and development prospects, especially for older people who tend to be unable to work. However, certain factors must be guaranteed at a conceptual and didactic level for the programme to be effective: Holistic, flexible programme offering, interdisciplinary cooperation structure, context-sensitive qualification of the vocational training staff as well as voluntary participation and long-term support of the target group. Overall, the findings reveal potential for development in the vocational education and training system with regard to dealing with heterogeneity against the background of current socio-political transformations.

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