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The main problem discussed in the paper is the new challenges for public administration of vocational education and training (VET) due to innovations and globalization. Most of the attention in the paper is paid to the readiness of entrepreneurs jointly with municipalities to participate in the preparation of future qualified specialists. Co-operation among various educational establishments, the local government and the employers is crucial. A much neglected aspect still is the co-operation between VET and higher education (HE) institutions, which the authors see as a real driving force for the success of local partnerships to promote regional economic development with respective training of modern labour force at all levels. For the empirical research focus group, discussions with public administration representatives, educators and entrepreneurs, as well as survey of entrepreneurs was used. The aim of the empirical study was to investigate the employers' opinions and readiness at regional level to support the learners, the future labour force. The discussion on 'common language' was initiated at the focus group discussion. This requires further investigation for application at regional level with the involvement of all the relevant stakeholders.

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Context: In most countries, there is a significant increase in the number of students at risk - as a result of social conditions and also the [Coronavirus Disease 2019] COVID-19 pandemic when many students experienced isolation and lack of live communication with their study mates. The increase in the number of students at risk in vocational education and training (VET) has motivated many academic researchers to examine factors influencing the rise in the number of students at risk and share good-practice identified.

Approach: Research findings in academic publications on good practice in working with students at risk in VET using qualitative and quantitative research methods. Qualitative research methods, interviews of students, and focus group discussions with representatives of teaching staff in Latvia were used. A survey of VET teachers working with at-risk students was used as quantitative research methods.

Findings: An excellent and innovative finding was identified as a practice of designating a group mentor - representative of teaching staff devoting his/her full-time workload for individual support and conversations with students at risk. Students have mentioned that it was beneficial and important for them, as often their family members could not provide such support. It was also noted that well-furnished classrooms and other facilities matter a great deal as motivating factors, as well as involvement of students in sports activities and student governance bodies.

Conclusions: Training and seminars for teaching and support staff for work with at-risk students is highly relevant for organising successful work with at-risk students in VET. It is highly recommended to have representatives from teaching staff specifically designated to provide individual consultations regularly and upon a specific need for students at risk on a broad spectrum of issues related to their personal life and studies at school.

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