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Evidence shows that in the labour market the most demanded specialists are those with high-level vocational skills, implying also their competence for innovation. The latest [European Union] EU policy initiatives explicitly call for innovation in vocational education and training (VET) systems. This is a relatively new VET policy development. At the same time, it is not yet sufficiently discussed how innovation in VET systems could be best translated in practical terms. Traditionally innovation has been related to the research and development domain, and few routine practices exist regarding the VET system. The present paper will explore the opinions and estimations by public administrators and experts regarding the value and importance of approaches and institutional mechanisms to promote innovation in VET.

The focus of the research is on the training need of an innovation competent labour force in the VET system, and on the existing and needed co-operation and institutional mechanisms to secure such training. The research shows that the current developments in EU VET policy regarding the training of an innovation competent labour force finds reflection also in the present academic discourse. However, in practice the attitudes of relevant stakeholders are still relatively conservative regarding innovation in VET, and innovation is still primarily seen as pertaining to the domain of higher education, research and development. At the same time, politically and academically, there are not yet clear guidelines available as to practical measures how public administrations could address the new challenges. For this reason studies on the implementation of innovation by VET systems should be continued, involving in empirical studies a wider spectrum of relevant stakeholders.

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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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Introduction of work-based learning (WBL) in Latvia has required new approaches in decision making of different stakeholders. Experience from countries with long-standing WBL tradition has shown the numerous advantages but also the challenges this approach presents. One of these challenges is the need for new forms and mechanisms of cooperation among the key stakeholders - policy makers, public administrators, employers, educators and social partners. The current paper analyses the results of scientific research in this field, as well as uses the empirical results of two surveys performed by the authors: a survey of public sector experts and a survey of employers in Latvia. In order to obtain detailed results, the evaluations of respondents on multiple aspects analysed in the surveys were evaluation in the scale 1-10. The data of both surveys have been analysed by descriptive analysis, cross-tabulations and multivariate analysis - factor analysis. The results have indicated that the views of employers and social partners on the most of the key aspects of introduction and implementation of WBL are similar. However, a more profound analysis has to be performed in order to develop proposals or the most efficient approach to WBL.

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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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Purpose: The paper seeks to disclose the features and implications of the neoliberal [vocational education and training] VET and employment policy agendas for the social and institutional VET ecosystems and the integration of at-risk youth in the labour market in the Baltic countries. Design/methodology/approach: The research is based on the comparative policy analysis approach with reference to the theories of social and skill formation ecosystems and the historical institutionalism perspective. Findings: The research has revealed three interconnected and alternately/simultaneously applied development pathways in the skill formation and vocational education of at-risk youth in the Baltic countries: (1) the market-oriented approach based on fostering immediate employability based on the momentary skills needs in the economy; (2) the state-assistance approach based on ensuring equal access to the VET and employment services by the state and (3) the approach of systemic support to socially disadvantaged or at-risk young people in developing their capabilities. Originality/value: The originality of the paper lies in a new, holistic and comparative perspective in analysing the implications of the 'Baltic neoliberalism' for the development of skill formation systems, VET and employment of at-risk youth in this region.

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