In the Finnish society, work defines the concept of mental well-being and well-being is understood as a holistic positive experience of life and work. Work is an important part of man’s self, and it brings order and security to life. The loss of relationships and economic distress as a result of unemployment may cause inwards and shamefulness, a feeling of externality. One of the reasons for unemployment is the lack of a vocational qualification or skills, for example, when post-primary education has not been acquired altogether or studies have been interrupted. A large number of young people are excluded each year when they move from primary to upper secondary education. Second-level drop-outs are also common, although efforts have been made to address it by different means. The reform of upper secondary education will make it even more possible to complete the components of qualifications and to continue access to education. The principles of education reform are also suitable for use in the “Inch to Work” project. OKM’s Report on Transitional Transitions in Secondary Education (Harjunpää, Ågren & Laiho, 2017) deals with the operational processes and models for the transition and joint phases of secondary vocational education. The study has identified the current functioning and flexible operating and service models of VET organisers, and at the same time also identified barriers and areas of development related to transitions. The study primarily supports the development of transition and articulation phases with ESF funding. Particularly many joint phase practices have been developed for basic and secondary education, training for initial vocational training (VALMA), amatilation to the second degree, flexible and labour-intensive pathways, the development of work-based learning, guidance to be carried out and early intervention to prevent exclusion. Less good practices have been developed, among other things, to support drop-outs and return to education. In addition, more models are needed for transitions between training providers and forms of training. (Harjunpää, Ågren & Laiho 2017)The project is important because it reaches the target group through outreach activities and builds close links and cooperation with school and public authorities and the labour market from the beginning of the training path. A network of training paths and employment support for work organisations and enterprises will be built and started at the beginning of the project and supported through mentoring, among other things. The target group of the project is young adults who are difficult to find employment and older workers (e.g. native Finns, Roma and people with a migrant background) who lack vocational training, who are unemployed or at risk of unemployment. The total number of Roma belonging to the target group in Finland is estimated to be around 9000-10,000, of which about 1500 in Eastern Finland. In Finland, there are no statistics based on ethnicity, so these estimates are based on estimates issued in 2015 by the Regional Roma Advisory Boards in the Regional State Administrative Agencies (Source TEM, 2008). 17 % of the total population aged 17-24 is excluded from education in the whole country- this figure is even higher in Eastern Finland. According to the last statistics (Sotkanet, 2016), youth unemployment in the whole country is 17 % for older people aged 45-54. % and 9.2. for persons aged 55-64. %. The objective of the project is 1.Pilot and develop further the paths and models of upper secondary vocational education, which support the student’s inclusion, well-being and ability to study and work, as well as progress in studies and prevent early school leaving. The project builds its activities on the basis of students’ resources and competences and specific support needs.2.Building models for working life cooperation that support and strengthen motivation for studies and promote employment after studies 3.Develop support for learning at the early stages of upper secondary education, especially from the point of view of digitalism and core subjects, in cooperation with the various forms of educational institution4.Pilot, evaluate and further develop a student-driven guidance model for 'From-to-Work'-employment for the use of education and working life and to root it in education and working life.