TRANSNATIONAL REPORT ON LOCAL WORKSHOPS
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Transnational Report on Local Workshops
Ei YoU! - Educational Innovation facing Youth Unemployment is a two year project that empowers students and teachers to cope with the negative impacts of youth unemployment in learning and schooling. The aim is to bring together a cross-sectoral partnership to develop a catalog of innovative solutions to address these needs. The project focus in a bottom-up approach, including co-creation workshops, short term exchanges of students, research and pilot interventions in schools. Some specific methods include prototyping, design thinking, creative learning, hackathon techniques, Edu on Tour and Montessori motivational strategies. The main outputs of the project are: Methodological Guide - a set of guidelines and resources to support the local project teams to implement innovation and co-creation workshops. Online Crowdsourcing Forum - collective forum where existing members of an online network are challenged to solve posted problems. Transnational Report “Educational Innovation to tackle youth unemployment” - describes problematic situations in schools and propose solutions obtained from all the sources of the project. Impact Report on the piloting in schools - evaluates the difference in terms of self-esteem, learning achievements, future expectations and school motivations caused by participation in Ei YoU! Portfolio/Catalogue of educational Innovations - open portfolio of solutions that have been tested and found that actually produce results; an open and dynamic resource that teachers can try freely. “Info-kit” impact of the project - policy recommendations and multimedia products for dissemination and exploitation. Ei YoU! hopes to reduce drop-out, discouragement and lower achievement in schools. In long term, the reuse and multiplication of these methods will contribute to reach early school leaving rates of 10% or less, supporting the goals of Europe 2020. More information at www.eiyou.eu and https://www.facebook.com/EiYoUproject/
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Transnational Report on Local Workshops
This Transnational Report on Local Workshops was produced within the consortium of organizations stablished for the project Ei YoU! Educational Innovation Facing Youth Unemployment:
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Agrupamento de Escolas Figueira Mar Portugal
Future Balloons, unipessoal, Lda. Portugal
Hrvatska Udruga Mladih Croatia
Kindersite United Kingdom
Nigde il Milli Egitim Mudurlugu Turkey
presente! Austria
Transnational Report on Local Workshops
Page | 3 Introduction ............................................................................................................................................ 4 1. Participants ......................................................................................................................................... 5 2. First workshop: How the effects of youth unemployment are made visible in my school/classroom/students?................................................................................................................... 6 Conclusions ........................................................................................................................................... 13 3. Second Workshop: “How might we tackle the effects that youth unemployment has in students/schools?� ............................................................................................................................... 14 Conclusions ........................................................................................................................................... 22
Transnational Report on Local Workshops
Introduction This report covers the results of the local workshops held by Ei YoU! partners from Austria, Italy, Portugal and Turkey. The workshops took place between February and March 2015. The key topic of the workshops was the characterization of visible impacts of youth unemployment in students’ motivation and the role of school to face those facts. Teachers, educators, mentors and youth workers met to describe real situations each school challenges, from the teacher and classroom perspective. Two main questions were raised and the trainers and trainees worked in finding a common ground for reaching results useful to find answers to the two main questions herein: Problem: How are the effects of youth unemployment made visible in my school/classroom/students? Solutions: How might we tackle the effects that youth unemployment has in students/schools? Therefore the aim of this report is to deliver some possible answers to these questions, bearing the results obtained in the different activities proposed to the group. Each group of participants was led by the local partner organization, in the basis of the Methodological Guide delivered by the project previously (See OUTPUT 1). Some small adaptations were made to the intended programme in order to better fit the needs of the groups. In general, all the workshops included the following path: 1. Analyse the problem(s). 2. Identify the factors behind that problem(s); 3. Finding a common definition (ground of intervention); 4. Promote creativity and innovation, towards solutions; 5. Develop, experiment an evaluate ideas. The path was distributed into two sages of progress, which corresponded to one working session each, according to the following diagram.
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Transnational Report on Local Workshops
Phase 1 Facing the problem
Phase 2 Finding solutions
Using images to find the charateristics of the problems
Brainstorming freely
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Writing about own perceptions and events related
Working in teams to prototype solutions and peer revise them
Select achievable options Finding consensus Delivering a diagram of factors
1. Participants Altogether, the workshops involved 46 participants and 8 workshop facilitators.
PORTUGAL
AUSTRIA
PARTICIPANTS
12 teachers From 3 schools
10 teachers, educators, mentors and youth workers
LOCATION
Secondary School Bernardino Machado (the school headquarters of the school grouping)
Informal meeting room
Nigde MEM meeting office
Centro Studi Villa Montesca meeting office
LEADING PARTNER
School Grouping AE Figueira Mar and Future Balloons
presente!
Nigde MEM
Centro Studi Villa Montesca
Table 1. Distribution of the groups
TURKEY
ITALY
12 teachers from 3 schools
12 teachers and school directors from 4 schools
Transnational Report on Local Workshops
2. First workshop: How the effects of youth unemployment are made visible in my school/classroom/students? ACTIVITIES
RESULTS
Icebreaking and Creative mind set
This way they felt comfortable and in a friendship atmosphere to give the right start to the
The participants welcomed each other and facilitators asked each one to present to the rest of the group, informing about the name, their role in school, their current situation within the school system and what brought them to the workshop.
Inspiration (Visual Learning) Some images, relevant to the project and workshop topics, and also some apparently not directly linked to them, were shown to the participants.
activities foreseen to be developed.
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Each participant chose a picture they found more connected with and representative of the topics of the problem issued.
All the participants commented on the pictures. They had 5 minutes to think and take some quick notes on the papers about the pictures to be shared afterwards. We all summarized the mood of the pictures with the expressional emotions in the cases.
Transnational Report on Local Workshops
Failure
Fear
I am being “tolerated”
Pressure
Fear
Anger
Self doubt
Being the smallest
Fear Aimless
Self esteem?
Fear Hope? Trust and distrust
Reflections on paper
Some examples of the automatic writing:
(Automatic writing) “Disinterest, apathy, wanting to be anywhere else but there. Revolt, indifference, eyes that ask us Each participant
for help. A cry for help! On we go, there is hope, new day will come.”
worked individually on a piece of paper.
“Through lack of commitment, of disinterested attitude in class, in the absence of curiosity for knowledge (of various disciplines) and also by the lack of culture acquired through the media, for
The question “How are the effects of
example. It is the "laissez faire", there is no notion of a route leading to a destination. The days follow one another, pure and simple. So why study?”
youth unemployment made visible in my school/classroom/ students?” was written on top of the page. Below the
“Young people increasingly demotivated. Showing daily disciplinary behaviour problems. Failure to see the future in a positive way, they live disgusted which is manifested in all their attitudes. Do not strive because they consider that is not worth it ...” “Lack of motivation to learn. Are more interested in fun. Most of them play with the phone or talk about issues that have nothing to do with what is being treated in the class. Their concern is destabilizing, make their friends laugh, create confusion.”
question each person wrote automatically
“More discouraged parents who can’t have the strength to encourage their children. Students with
everything that came
siblings who do not get jobs, father or mother unemployed and say, why bother going to study? On
to their mind as an
the other side, though, fighter students with clear goals that try to do the best they know/can ...
answer, during 7 minutes.
Students with family emigrating, in search ...”
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After this time
“Demotivation; discouragement; abandonment; withdrawal; fight; courage; sharing; SOS;
people stopped
strength; demand; investment; entrepreneurship; achievement; training; proactivity; conquer;
writing and shared
work; BELIEVE.”
their writings. “Not necessarily the abandonment is accompanied to the concrete act of leaving the school. There are guys who are physically in school, but who are anyway disengaged and disinterested in the achievement of educational qualifications. The school seems to have an important meaning for them in terms of relational life, even if it has not in terms of overall life plan.” “Attitudes of emotional disinvestment of the school and of the learning; the student maybe does not leave the school, but he/she has a poor performance and has little confidence in his/her own abilities; additionally he/she does not have confidence in his/her own abilities and does not have the pleasure to use his/her own ideas and to learn.” “The experience helps us understand that we are talking about concrete facts: how many students stay actually on open books without learning anything? To enhance the "will" of studying, the explicit recognition of the results obtained is necessary; I repeat once again: it is necessary to start by considering the emotional aspects.” “Some kids are no longer able to see the school as an opportunity of growth, in classroom they feel somehow "trapped": for most of the students it is hard to find a reason and, rather than at school, often they would prefer to be elsewhere.” “Unfortunately, often between "ought to be" and "to be" the gap is very large, and between school and home there is not collaboration. We teachers complain of the too much or too little educational efforts of parents and these, in turn, often turn against teachers accused of requiring too much or too little to their sons and daughters. The relationship can become conflicting.” “Sometimes I live the school failure of my students as a personal failure. I experience a sense of helplessness. The most difficult cases are the "discouraged", those who have not, or have lost confidence in their ability to succeed. Without a hint of self-confidence it is not possible to do anything good in school, and neither in life.” “It happens that I find cases, and more and more now, of depression in my teens because of the limited possibilities to reach a good placement in the labour market. In my case it seems that this will make it harder to find possibilities of a work career.” “Some kids in my class seem unmotivated to study because they are firmly convinced that they will not find a job, so they find useless to 'waste' time studying, and then, as they say, this will not help in anything ...” “Little interest for what they study at school; they are much more interested in what happens outside the school, in their social frame and in smartphone!”
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Transnational Report on Local Workshops
Finding common ground – World Café
School Increased absenteeism that often ends in dropout/evasion. Often it is in the middle school that the process of ‘labelling’ of the future drop-out is started by the educational
In this activity the
institutions. The student answers to that by developing a sense of alienation towards the
participants were
institution, perceived as exclusionary and discriminatory. This will lead the student till the
divided into three
disinvestment and devaluation of the school experience.
groups. Each group
Indiscipline: lack of respect for the school community.
worked a different
The school is seen as a place of entertainment and not a learning space (scientific
question:
knowledge); interpersonal gathering; forms of conduct; supporting relationship) (Portugal)
VS 1. First group worked the question "How are the effects of youth unemployment made visible in my school?"
The school tends to favour the mental and physical growth of the person without taking care of the emotional aspects of the adolescent. (Italy) The school as an institution cannot respond to the widespread lack of motivation among students. The education system dictates organizational standards that are castrating the feasibility of alternative ways for young people. The school is a reflection of what goes on in families and cannot supplant all deviant situations that characterize groups of students attending school. Learning is a complex process, in which child and parent/teacher are both involved in a
2. The second group
dynamic and active relation that involves aspects that are related not only to the contents
worked "How are the
but also to the relational and affective aspects.
effects of youth
Without models from family or group of friends, students do not feel able or motivated to
unemployment
draw a school career that opens the "doors" to a minimally stable future.
made visible in my
Even some teachers and the staff at schools are not aware of the problem of students at
classroom?", and
schools. They only focus on the school lessons but they skip life-guidance part at education. Quality of infrastructures and services, quality of the training, cultural and recreational
3. The third one "How are the effects
offers. Lack of legitimacy of leaders (work & politics) leading to loss of trust in system.
of youth unemployment
Classroom
made visible in my students?"
Peer misleading and bad friends cause early school dropout. They just prefer to stay in the Café near the school. Inequality in the broader social, economic, cultural, family context. Student-teacher communication: there is often a river of messages, often unaware, in both directions. These background noises, such interferences, if not well recognized and managed, can cause the failure of the educational relationship. The feeling of discomfort in the relation with peers (there is a clear feeling of discomfort connected to a reduction of self-esteem). Experience, entrepreneurship, discipline, enthusiasm has to be felt not taught. Lack of goals.
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Transnational Report on Local Workshops
Social devaluation of the teacher and knowledge. Divergent interests. Crisis of values that disturbs the pedagogic relations. Entertainment in class: Mobile phones / social networks. Classes too big (30 students). Curricula are not adapted to the current reality of the students (need for modernization).
Students
The students’ view: “Leaving home to go to school. For what? I'll find friends, colleagues. So I will go. There are also topics and disciplines that I like. My best friend tells me, "let’s miss class?" I have no will power to counter it ... I just do not see a successful future! Why am I studying for? I have colleagues who can achieve, I also have to achieve. I have to pull my best friend for not getting lost. I cannot get any more troubles... Sometimes I feel angry. I would like not having to worry so much about my future, I would like to be a happy young and one day be employed ...” “not being happy is accepted as normal”. there is a strong victim mentality: “the danger of the simple story” – the danger of telling yourself one story e.g. being a victim of the system. Negative connotation of one’s own current condition. Often there is a cyclic self-devaluing past, connected to their condition of drop-out. Demotivation. Symptoms of discomfort: isolation, apathy, anxiety, risky behaviour, eating disorders, drug addiction, bullying delinquency (violence almost always collective). Lack of planning. Decreased ability to concentrate and make decisions. Tiredness, decline of attention, listlessness, changes in mood, irritability, litigation, muteness. Decline in school performance. Some students are not aware of available job opportunities because they are not aware of their own capability or work areas. Choose the easiest academic path; most of the students are interested in easy and simple jobs rather than career and professional approach. Need to learn self-discipline. Catch the chance: space for dreams, time for initiatives.
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All the groups have mentioned Family related factors and System related factors, which reveals that the effects of youth unemployment have a transversal influence.
Family: Unemployment at home; between friends, it affects motivations. Lack of family support, incapability to contest the reasons for demotivation. Some parents are not that much sensible to guide their own children. Emotional or economic needs inside family. Lack of stability at home. Differences between parents’ expectation & individual desire. Other family dysfunctions.
System: Lack of positive role models from the media, with examples on how to unfold talents. Too many players: national agencies for employment, schools and ministries. Inadequacy of support system "fördern" (“support” – sarcastic remark). Education + Job market are not suitable for current situation, we need new types of Jobs. Need translators between youth with ideas and “old” world. Changing business world / personal needs.
COUNTRY SPECIFIC FINDINGS
TURKEY: Some students are desperate about their future and convenient job.
AUSTRIA: Problems arose from Minorities and Migration: ka deitsch [dialect: no German language ability, not enough German comprehension, to integrate and make use of support system. Foreign languages not seen as opportunity; classes to develop mother-tongue are missing.
Transnational Report on Local Workshops
Chances for children with migratory background, especially from sections of society that are not well educated, are very small on the job market, this is also true for opportunities of further education. Racism.
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Conclusions 1. There was a very positive feedback from the teachers, regarding the relevance and the methods applied in the workshop. 2. Teachers were committed to the tasks requested. 3. While the focus of the work was the impacts on students, classroom and school, participants noticed that there are also serious effects on the teachers. Teachers described themselves as disappointed, defeated, and feeling lost (no support from the authorities and no specific training to deal with such situations).
Transnational Report on Local Workshops
3. Second Workshop: “How might we tackle the effects that youth unemployment has in students/schools?” Page | 14
ACTIVITIES
RESULTS Welcome and presentation of the workshop aims.
Icebreaking and warm up
A balloon was given to each participant. People were asked to blow their balloons (letting all the inner pressure free) and then put all the balloons together in the centre of the room.
The group was asked to give answers to the question: “How would you find a needle in haystack?” orally. The facilitator wrote on the whiteboard all the different answers given. The exercise was useful for the participants to recall the discussions and results pointed out in the first workshop.
Transnational Report on Local Workshops
Brainstorming in big group (ideation) A block of post-it was delivered to each
In Portugal, after the organization of the ideas into groups some ideas emerged: 1 – Vocational alternative pathways / entrepreneurship; 2 – Positive Experiences; 3 – Emotional Support;
participant.
4 – Emigrating;
People were asked to
5 – Motivating;
write down,
6 – Commitment to school.
individually, their ideas to answer the question: “How
In Austria, the group used Open Space Technology to arrive to four topics, after brainstorming:
might we tackle the effects that youth unemployment has in students/schools?”.
All the ideas were posted on the white
1 – Dropout school; 2 – Zukunftsfächer [Subjects of the future]; 3 – Dreamworkshop; 4 – Learning happens as we speak.
In Italy, the main ‘clusters’ singled out gathering the ideas that came out by each participant, were:
board and read out loud. Similar ideas were
1 - School and Family; 2 - Teacher in continuity, Teacher at the center;
associated with
3 – Interaction;
others, finding
4 – Value to the experience and problem solving;
“clusters” of ideas.
All the clusters were named.
5 - Summed worlds.
In Turkey, the core Beliefs was that: 1 - Demotivation and early school dropout stemming from the unemployment; 2 - Lack of educational innovation facing youth unemployment. Then, the groups turn their sentences and believes into positive way so that we could assign the project purposes and solutions in the process. That was really helpful to each member of the groups to understand absolutely what the target is and how to reach that.
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Prototyping and revising solutions
PROTOTYPE 1: Emotional Support
Solution:
The participants
Establishment of an office / room where students have free access, without an appointment, where
were divided into
there is a tutor/teacher that can listen and try to help – GLEM - Multidisciplinary Educational
three groups (12
Playful Office.
groups). Each group worked one cluster of ideas to develop their group solutions.
Goals: 1. Allow students to benefit from an informal contact space with teachers; 2. Enable teachers / school to collect more detailed and personalized information; 3. Getting students to find in the school a space of motivation based on emotional / affective support.
Revision and evolution of the
Target-group: all the students of the school.
solutions. Participants / facilitators: teachers with profile / willingness to listen to students. Each group selected a speaker to present
Location: room in the school, more or less sheltered.
their implementation plan (prototype) to
PROTOTYPE 2: Positive Experiences
the whole room of participants.
The participants discussed and gave tips of improvement.
Intervention project - goals:
Motivate students by positive reinforcement; Present successful experiences; Create positive expectations.
Transnational Report on Local Workshops
Strategies:
- Bring to school former students / young entrepreneurs with successful paths; - Promote visits to companies - future employers; - Boost trade shows / training workshops in different areas; - Assist in the bureaucratic part of the job application; - Send CVs to the largest possible number of employing institutions (do not be selective in the company, leave the company select); - Teach the student how to deal with the silence of companies (lack of company response towards the application of the student).
PROTOTYPE 3: Vocational alternative pathways/Subjects for the future1
Goal: Due to the development of technology, there have been new ways of working and personal development areas are becoming more important than the scientific areas of study.
New capabilities to work with students:
1. Flexibility: we have to be versatile to adapt to change, to have skills in different areas; 2. Entrepreneurship: join and create their own jobs; 3. Persistence / Perseverance: not give up, seek diverse training; 4. Lifelong learning; 5. Creativity: Networked thinking, think outside of the box; 6. Identity: Who am I?; 7.Responsibility: critical thinking, open mind; 8. Healthy self-worth; 9. Networking skills; 10. Dream Job: what do I really want?; 11. M&M: meet a mentor / role models; 12. Joblab: collect experiences in real world: bake pizza, contact to clients2; 13. Speaking/communication skills; 14. Success: what does success mean for me? How do I become successful? 15. Learn to teach.
PROTOTYPE 4: Guidance Office
Solution and intervention areas:
1 Similar ideas from a 2
team in Portugal and Austria, which we try to represent under the same prototype. Maybe this could need its own prototype.
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-Establishment of an office to guide a specific group of students specifically as a pilot implementation. -The students will be guided according to statistics and observations with negotiations between teacher-student and family. - The families of pilot intervention students will be served by the consultancy services that will be founded at schools via this project. -Job areas will be observed and the connections between market area and schools will be tightened, so that the guidance services at schools will prepare informative affairs for the students. -Peer learning activities will be organized. -Personal improvement seminars will be organized. -The determined pilot-implementation student groups will be recorded with their data and progress of their personal project stages pedagogically.
PROTOTYPE 5: Dropout School
Goal: create an alternative school for drop out students with the help of entrepreneurs, experts who are themselves drop outs and therefore have a strong sense of what is missing in the public school system. Strategies: a school by drop outs for drop outs alternative education drop out refers to both people who leave education or jobs curriculum: selbstfindung [selfdiscovery] – discover your passion drop in vs. drop out (everyone longs for something) the school is a project of the students themselves: 1- self-governed / self-organized; 2- bottom up; 3- financially self-sustaining;
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4- everyone contributes; 5- networking with purpose.
PROTOTYPE 6: Dreamworkshop
Goal: organise workshops to develop personal skills that are key to a strong character that will be more resilient. Strategy and intervention areas: start in primary schools (10-13 years) perception of self find mentor – old (e.g. retirement homes) & students skills, values, talents what nourishes me? build trust (sharing) collect experiences group project (autonomous) recognition of agency (I create my world) personal goal setting short term who can help me, who can I help?
PROTOTYPE 7: Interaction school-family
Goal: to increase the interaction school-family in the educational action of professional and vocational orientation. The orientation action is qualified as a permanent educational modality that is aimed at building a personal and social identity of the student in an adequate project of life. The operative proposal of preventive intervention in the school environment is oriented to create conditions for an amelioration of the relation climate within the class, aimed at offering, in the students, the learning process and in teachers the empathetic and communication competences with students. It is addressed to all the characters: teachers, students and parents.
Strategies for parents: help desk for parents to speak with teachers about any possible problem regarding their children at school – problems with the school tasks, behavioral problems or of difficulty to adapt to the school reality. group work with parents. Intervention addressed to groups of parents on specific themes regarding the parenthood and the psychological development of kids, the relations with school, the learning and behavioral problems, emotional, physical and psychological growing. Different topics can be proposed by the parents on specific themes. The group can give the other parents the possibility to have a comparison.
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PROTOTYPE 8: Teacher mediation
Goal: to beat the obstacles that teachers find in doing their role, such as lack of trustworthy professional training, continuity and stability in the job, gaps in the organization and setting of the studies path. There is a need to re-establish a link among knowledge, concepts and culture.
Strategies: active listening: it is given relevance to the communication teacher-student. The active listening can be easily used in the school context in order to enhance the communication competences of teachers (in fact often the dynamics and the relations within the class can be difficult to manage making the work of teachers really onerous, and risk to oscillate between authoritarianism and tolerance, and to make the relations with students even more difficult because not characterized by a coherent behavior and not actually effective or authentic).
The ‘active listening’ path presents various rules to comply with: 1. Do not be in a hurry to reach some conclusions. Conclusions are the most ephemeral part of the research. 2. What you see depends on your point of view. To be able to see your point of view, you have to change perspective. 3. If you want to understand what another person is saying, you must assume that he/she is right and ask him/her to help you see things and events from his/her perspective. 4. Emotions are the fundamental tools of knowledge if you can understand their language. They do not inform you on what you see, but on how you look at things. Their code is relational and analog. 5. A good listener is an explorer of possible worlds. The most important signals for him/her are those that present to conscience as insignificant and annoying at the same time, marginal and irritating, because inconsistent with their certainties. 6. A good listener willingly accepts the paradoxes of thought and of interpersonal communication. He/she faces dissents as opportunities to practice in a field that fascinates him/her; the creative management of conflicts. 7. To become expert in the art of listening you have to take a humorous approach. But when you have learned to listen, humor comes naturally.
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PROTOTYPE 9: Network Model
Goal: to address here in particular the ‘motivational’ dispersion, and so a dispersion of talents, chances, perspectives. In the nowadays educational challenge, it seems necessary to build synergies and competences that go beyond the traditional boundary of the school system.
Strategies: assure the best continuity between the first and the second levels of education: network model among the secondary level schools, the high schools and the other stakeholders relevant for education. a training project must accompany the student along all the levels of study so to prevent the difficulties and critic situations encountered in the passage between the different school levels; develop an orientation culture that favor the training and operative dimension more than the informative one and that welcomes students since their entrance in the secondary school and accompany them along the whole path of studies, motivating them towards the professions and jobs and providing them a deep knowledge of the reference sector and its evolutive perspectives. Purpose: to let the young feel protagonist of his/her own training process and proud of the professional contribution he/she can do to the development of the country; projects of alternation school/work are fundamental because they propose to students captivating activities, and diffusing the use of active methodologies and experiences in practical contexts; valuing different identities, in the learning styles, in the abilities of the student, in the identity. All identities and competences of the students are a value and a resource that have to come out for their educative global growth.
PROTOTYPE 10: Valuing experiential learning for motivation Solution: A kind of teaching oriented towards the learning by ‘discovering’ has to base on the ‘making’ and on the ‘making together’ instead of on ‘transmitting/receiving’ the knowledge.
Strategies: There is always one point on which to hinge in order to raise curiosity and encourage responsibility (maybe in sport, in music, in manual activities, in family); Independently of the subject that is taught, it is necessary to start from experience to realize about its relevance. Every discovery is a conquest!
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A student who has made a step forward is a strong motivational impulse not only for him/her but for the same teacher. Problem resolution strategies can also be applied to the problems that cause drop-out, absence to school.
Page | 22 PROTOTYPE 10: Summed Worlds Solution: an integrated and shared action, within the school, between schools and with the agencies and organizations of the territory that have in common the singling out of the causes and the provision of interventions planned to fight the drop out phenomenon. Intervention policies through a systemic approach and that looks both at school and the extra-school.
Strategies: Starting from the problem of the interactions among the various actors, with the eye and attention on some meaningful relations, as the relation with the family, with the adults world, between family and school, between youngsters and the neighborhood, among cultures, between parents-children; Planning of an educative and training schedule where it would be possible to choose among alternatives that have concretely the same relevance and answer the necessity to adequate the offer to the range of individual exigencies, included the exigency to redefine in progress the projects and to pass, during the path, in more than one training territory/area; Employ a systemic vision: to rethink the connection between education and human training in terms of relations and consider school as a venue for the generation of human and social capital; Support to the families: a social and educational work; Strategic role of the educational and territorial aggregation centers; Methodologies to apply: empowerment, group work, workshop didactic; Active relation between school and the territory.
Conclusions The teachers participating in the workshops were enthusiastic to have the opportunity to participate in the initiative raised in the context of the Ei YoU! Project. They expressed a lot of interest in the topics discussed and are willing to provide with all the inputs and experience that could be useful for improving contents and experience the researches and analysis worked out within Ei YoU! The collaboration with all participants from the other partner countries is a strong incentive for them. All participants would like to compare and learn from other countries’ experience on the theme of young people, school attendance and the world of work.