1. ContextThe project aims to deepen the theme of Guidance as a useful tool to prevent early school leaving and guide children to discover their talents. The Guidance, used at an early stage, stimulates young people to get to know themselves and their aptitudes and to know essential knowledge for the construction of their personal project for the future.The trainers / teachers / counselors use a leading role assisting their support to children and their families and involving other actors of the local community in the Orientation and choice education process.2. Goals, Methodology and Target AudienceTSpace promotes the exchange of good Guidance practices between institutions working in the field of education and VET.The general objective of the project is to promote the development of teachers' skills, so that they can start experimentations in their educational institutions and make guidance a participatory and collective activity, creating educational communities to support the educational success of young people.From a methodological point of view, the project intends to create physical and experimental spaces to accompany the search for individual talents and the development of a positive attitude towards the future.The target audience is made up of (1) trainers, teachers and counselors, with particular regard to the contexts of schools, (2) students, but also (3) institutions, companies, trade associations, local authorities, organizations and other interested parties who operate in the territories and who can collaborate in the orientation processes.3. Participants and ActivitiesThe project is aimed at different categories of participants:1. Trainers, teachers and counselors in the school field2. Students aged 7-15 and families3. Local stakeholders.TSpace foresees three different kinds of activities:- 2 Joint Training Events- 2 testing periods that aim at disseminating and implementing new good practices among the partner organisations- 5 Transnational Project Meetings4. Project Management The project coordinator, in agreement with partners, is CFPCemon and will be responsible for deadlines and provide partners with all the information required for the development of the activities, to guarantee the achievement of the expected results.A working group, composed of one or two representative(s) for each partner will have in charge the implementation of the specific activities, the communication and the collaboration processes among partners. 5. ImpactThe expected impact of the project will directly affect at many levels (1) teachers, (2) students and families (3) territorial communities and other stakeholders that will indirectly be part of the project activities.Moreover, the presence of different kinds of organisations within the project will ensure an effective impact in different fields and at many different levels (local, regional, national and European/international).6. PartnershipTSpace involves 5 partners from 4 different countries, including Italy, Greece, Poland and Spain. The partnership is made up of schools, an IeFP institution, a non-profit banking Foundation.

The overall goal of the FOODPathS CSA project is to develop a ‘Prototype Partnership for Sustainable Food Systems (SFS) for people, planet and climate’. It endeavers a systems approach and aims a change of mindsets to accelerate the transition to SFS. The Prototype will serve as the first version of how the future Partnership will function. Hence, it encompasses all its components such as the i) innovative, effective and inclusive governance model and Modus operandi with aligned and committed co-funders, ii) Strategic Research & Innovation Agenda (SRIA) supporting Food2030 priorities including science-to-policy and education programs for FS, iii) European Hub of co-creating local FS Labs following a Code of Conduct and sustainability chart developed by a branded network of exemplary universities, iv) FS Network of local and global players with a toolkit for co-benefits and trade-off’s, v) new co-creation concepts, FS approach and Observatory. FOODPathS will not only present the Prototype in 2023/2024 but also accompany the future Partnership at its start by providing methodologies, (digital) tools, programs, working protocols and a dedicated multi-level, inclusive, governance model. . To accomplish this challenge, FOODPathS brings together 17 partners across Europe from funding organizations, public institutions, academia, research and education organisations, private and farming sectors (including SMEs), philanthropic organisations, NGO, and not-for-profit organisations. They all represent networks of potential co-funders, regional and , local policy makers, universities, private parties and farmers, consumers and civil society. Thanks to appropriate resources and events, all these necessary stakeholders along the food chain will be actively involved to shape the future FS Partnership.

"""Below 10"" is a three-year project promoted by a Partnership of nine Organisations in six different EU countries. The Partners comprise schools and school networks, NGOs, and University research centers. It aims to address the challenge of early school leaving (ESL) by focusing on an approach aimed at the prevention, through new pedagogical strategies for co - operation and strategic planning between actors of formal and informal education, between school and local community. Taking as term of reference the statistical data for 2013, stating that 12 % of young people aged 18 - 24 in the EU are Early School Leavers, the title of our project recall the objective of ""Europe 2020"": reducing such rate below the 10%. ESL is a tragic phenomenon for young people because it can lead to social and economic exclusion, low employability, low self - confidence and often deviance. ESL is a tragedy from both the social point of view since in a modern democracy, responsible and active citizenship requires high levels of education ; and it is also a problem for economic development because it depletes the ""human capital"" necessary for the ""Knowledge Economy"". The international scientific community agrees that ESL has a systemic nature. Starting from this concept, our project aims at developing transversal and multi - disciplinary solutions and methods so as to develop the skills which both schools and informal education actors need to work together; and to introduce didactic methods oriented to re - motivating all students, included those more disadvantaged; and to develop local strategic medium and long term plans to prevent and counteract ESL. Notably our project intends to achieve the above mentioned objectives through the realisation of two Intellectual Outputs:1. a social qualitative research of drop - out aspects and causes in the Partners' countries that can be considered paradigmatic of the generality of European contexts;2. a model of training and participative co - project planning based on an Action / Research approach to problem-solving and which allows and enables the local actors to study ESL in their territory, to innovate learning systems and to elaborate together a local integrated plans of action. Such plans will be developed through:- an initial phase of local workshops for joined training of ""first level stakeholders"" (teachers, professional educators, volunteers and social workers);- a second phase of practical work, i. e. implementation of what has been learnt and projected during the workshops: so pilot - experiences developed by the participants to the workshop with young people, inside and outside the schools (not only with young drop - out, but also those that can be a positive example for peers de-motivated or border - line);- a conclusive phase during which the ""second level stakeholders"" come back for further training to reflect on the lessons learnt by working with young people, and propose to ""first level stakeholders"" (principles, headmasters, local institutions representatives, CSOs manager) local and multi-annual integrated plans to prevent and reduce ESL. As for expected results, our project purposes are:to update the frame of knowledge on ESL and drop-out causes, in order to reach more effective policies and practices;to create or enhance local networks among schools, local institutions and associations involved in the work with and for young people;to elaborate Local Integrated Plans against ESL;to spread innovative methods both in formal and informal education;to empower and increase school success for disadvantaged young people involved in the pilot - experiences. The long - term expected results and impact are:- to enhance the capacity of formal and informal education systems to work together by planning objectives, methods and action tools. - to optimize the use of financial resources, towards a new ""education community welfare system""- to contribute at the definition of more effective policies against ESL - at national and European level - in order to meet the objective of ""below 10%"" as more as possible in all the EU countries."