Supporting Educational Transitions: Key Factors in the Transition from Preparatory Basic Education (FGU) to Vocational Education and Training (VET)

Framing
The transition from Preparatory Basic Education and Training (in Danish: FGU) to Vocational Education and Training (VET) is a critical phase for many young people. This study aims to identify the conditions and factors that promote and hinder this transition, with the goal of improving application and integration into VET as well as reducing dropout rates for students coming from preparatory basic education. The study is framed within the context of social sustainability, emphasizing the well-being and competence develop-ment of students and the collaboration between teachers and school leaders on students' transitions be-tween FGU and VET. Theoretically, the study draws on Van Gennep's transition theory, Bourdieu's concept of capital, Tinto's dropout theory, and Schnieber's life choice theory. These frameworks highlight the im-portance of cultural, social, symbolic, and economic capital, as well as the necessity of continuous actions to realize educational choices. The study addresses the diverse needs of students and the importance of collaboration on various initiatives between FGU and VET institutions.

Methods or methodology
The study is based on a combination of desk research, surveys, and interviews with students, teachers, counselors, and leaders from both FGU and VET institutions. Data collection was conducted as part of the Danish project "Better Transitions from FGU to VET" in 2023. Desk research included a review of existing literature and reports on transitions, while surveys and interviews provided insights into practical experi-ences and challenges.

Results or expected outcomes
The study shows that a combination of various initiatives is necessary to support the transition from FGU to VET. This includes efforts aimed at enhancing students' academic, personal, and social competencies, strengthening collaboration among staff, and adapting structures and frameworks. Implementing flexible educational pathways and providing early support and inclusive communities to vulnerable students are crucial for ensuring successful integration into VET and reducing dropout rates. These findings contribute to the broader discussion on social sustainability in VET by highlighting the importance of student well-being and competence development. Similarly, it underscores the complexity of creating an FGU-program that addresses the academic, personal, and social needs of young people, while simultaneously preparing them for further education.

References
Bourdieu, P. & Wacquant, L. (1996). Refleksiv sociologi: mål og midler. København: Hans Reitzels forlag.
Gennep, A. van (1960). The rites of passage. Chicago: The University of Chicago Press.
Schnieber, A. (2009). Livsvalg konceptualiseret som dynamisk realisering af livsbaner. Psyke og Logos, 714–736.
Book of abstracts
Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory and Practice, 19(3), 254–269.