By: Maria Siomadi
The transition from education to the world of work is rarely a straight line, especially for students in Vocational Education and Training (VET). Many learners may face personal, social or financial challenges outside the classroom, which can affect their participation, motivation and confidence. When students leave education early, they may face a higher risk of becoming disconnected from education, training and employment opportunities.
For this reason, VET schools need proactive and supportive strategies that help learners stay engaged and build meaningful pathways towards their future. Drawing on project findings, field experience and good practices, the following approaches can support VET educators, trainers and institutions in helping students remain connected to learning and employment opportunities.
Firstly, early leaving is rarely a sudden decision. In many cases, signs of disengagement appear gradually through changes in attendance, academic performance, motivation or participation in group activities. Instead of waiting until a student is already at risk of leaving, schools can use simple monitoring tools and regular check-ins to identify early signs and offer timely support.
Secondly, traditional assessment does not always reflect a student’s full potential. VET trainers can help learners build career confidence by supporting them in developing a personal skills portfolio. This can help students identify and document their strengths, including reliability, problem-solving, teamwork, communication and practical competences. By making these skills visible, students can better recognise their value and understand how their abilities may be relevant to future employers.
Career guidance also needs to be fair, flexible and accessible. For some students, guidance may feel distant, formal or difficult to connect with their real-life situation. To be effective, it should be based on meaningful conversations about realistic opportunities, personal aspirations and possible barriers. Guidance should adapt to the learner’s context and support students in making informed decisions about their educational and professional pathways.
In addition, career counselling should help challenge stereotypes and broaden students’ understanding of possible futures. By equipping educators with appropriate tools, guidance can become a more personalised and empowering process. This should also reflect today’s digital environment by combining face-to-face support with interactive online resources. Platforms such as Moodle can be used to host short videos, peer success stories, self-assessment activities and career exploration materials, allowing students to access guidance at their own pace.
Supporting learners also requires cooperation beyond the classroom. No single teacher or trainer can address all the factors that may affect a student’s educational pathway. VET schools can play an important role as coordination hubs, connecting families, teachers, trainers, workplace mentors, social workers and local organisations. This wider support network can help ensure that students receive more consistent and coordinated support.
Finally, strong links with the labour market are essential. Since VET is closely connected to employment, schools should maintain regular dialogue with local businesses and employers. Understanding which sectors are hiring, what skills are in demand and how workplaces are changing can help VET providers adapt their training and guidance practices. This makes it easier for students to connect what they learn with real employment opportunities.
In conclusion, strengthening these practices can help VET systems move from reactive responses to more preventive and learner-centred approaches. By combining evidence-based resources, continuous educator training, guidance tools and digital learning opportunities, VET schools and stakeholders can better support learners during key transition moments and contribute to more inclusive pathways towards education, training and employment.
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