The general objectives of the project were to create a link between the world of work and school, to persuade the students to approach the reality of the workplace and understand its opportunities and dynamics. The participants of the project were 140 students, 25 teachers and 10 staff members in total. Throughout the two years up to approximately 1,600 people (students, teachers, member of the staff, experts, members of the local community, members of the associated partners) were involved in the activities organized by the project.The project consisted of a series of activities designed to teach students about the economic scenario facing the next generation and to better evaluate the professional opportunities that such scenarios will provide them with and to be fully aware of the skills required. We focused on the creation of a wide range of resources, lessons and activities to enhance school curricula. These included the areas of skills development, career education, work experience, entrepreneurship as well as the key competences of ICT, language and statistics. Our project addressed several educational policy areas including: • developing basic and transferable skills such as entrepreneurship, digital skills and multilingualism, using innovative and student-centered pedagogical approaches • promoting stronger coherence between different EU and national skill recognition supports, to ensure that skills and qualifications can be easily recognized across borders.The project was structured in three types of activities. The FIRST TYPE included three strands: 1. The analysis of the economic production of each partner country by students, supported by the corporation that represent the labor market2. The identification of professionals and of the skills most in demand in its territory. Reflections on training courses designed to respond to these requests and how the school can provide the tools to undertake such courses and easily integrate them into the labor market.3. Statistical analysis of early school leavers focusing on the problems and reasons for leaving school early and to suggest ways of preventing early school leaving. The students first collected and analyzed information. Next, they worked in international groups and compared their findings and ideas. They finalized all the results in a presentation including all the countries, main findings and suggestions for prevention. The products of this phase were shared on the eTwinning platform and on a website specifically created by the students.The SECOND TYPE involved designing training session to fill gaps in the education system which were identified in the first phase and to provide students with the tools that will facilitate their integration into the labor market. These interventions included: targeted courses, meetings with representatives at various levels of the production world, informational materials, both in hard copies and digital copies. Teachers collaborated with students in the production of teaching materials, in hard copies or digital material, which could be used in all classes of the institutions involved, even in the years to come. At the end of the first two phases of the project, a final presentation and other meetings were scheduled in which the following will be presented: the data from the survey on the socio-economic scenario of each partner country, employment opportunities provided by the geographical areas involved in the project, educational materials developed by teachers and training partners. These materials are shared on the project website.The THIRD TYPE consisted of starting a mini company on a global level during the project. The mini company supported European entrepreneurship, incorporated the drafting and delivery of a business plan, identified sources of support and legal requirements within a European context regarding our schools and regional companies. Students produced a product prototype of an eco-friendly flip pen, designed an advertising campaign to include digital marketing, created materials to promote their product and tried to persuade several local businesspeople to support them. The product was chosen by the participating students during the first international meeting in Gustrow. The chosen product is relevant as it supports environmentally friendly schools. Students kept pictures, video and diaries and received feedback on their team and individual performances by teachers, students and businesspeople. We also asked students to present their internship experiences and collect documentation and feedback. It was of great importance for the students to get to know the different forms of internships in the different counties. The students also understood that internships in one of the participating countries could be a future option for them.