As part of the project, both the students' need for advice and the differences and similarities in the teachers' theoretical advisory skills in terms of career choice were examined. A focus was also placed on the respective support programs at the different schools. The main necessity of the project was to strengthen one's own competencies in this area and to generate incentives for improvements. Up until now it was completely unclear which counselling methods and instruments were used in the different schools. It was clear, however, that there was a need for improvement at all schools, as the previous consulting was little used, although there was an increased demand for advice. Therefore, even before the start of the project, it was assumed that restructuring as well as a change in methods and instruments would lead to the desired success. Initially, it was unclear how the teachers would react to factors such as a migration background, cognitive performance or counselling behaviour in the event of failure. A scientific analysis has not existed. Therefore, even before the start of the project, it was expected that knowledge would be gained regarding the development of advisory skills and a revision of the respective internal school standards. The following partners took part in the project, involving both students and teachers from various fields: - Commercial school in Lörrach (Germany) with a focus on business and economics, administration and health; - IIS Stendhal (Italy) with a focus on science, languages, economics and land surveying; - Anna Gironella de Mundet (Spain) as a full-time general and vocational school with a focus on fashion, (electrical) engineering, maintenance; The activities of the project were structured in such a way that the project phases were precisely tailored to the achievement of objectives. All schools were involved over the whole period of the project. Particular emphasis was placed on applying the “best practice approach”. In phase 1, an analysis of the current situation was carried out at the schools using self-created questionnaires. By evaluating the results, the identification of potential for improvement was already given in this phase. Furthermore, through the exchange between the schools and the presentation of the advisory instruments of the KS Lörrach the generation of ideas for new instruments was stimulated. Since the partner schools have already recognized in this phase that the individual school systems are so different, it was decided to establish a presentation of the school systems in the next phase. In phase 2, a target analysis was carried out using a SWOT analysis and then a target / actual comparison was carried out. Again, there are initial aspects for the need of optimization. The target / actual analysis identifies the reasons for the discrepancies between the advice offered and the demand for advice. Proposed solutions for the described mismatch problem arise. In phase 3, advisory standards and a measuring instrument were developed. Factors such as migration background, lack of ideas, lack of perspective and heterogeneity of the students were examined. In phase 4, the optimization was implemented at the individual schools. On the one hand, phase 5 was used to further implement optimizations and on the other hand to evaluate the implemented consulting standards.Shortly before the end of phase 5, about 2 weeks before the planned project meeting, the meeting was cancelled due to Covid 19. The partners decided that the project should not be extended but should be continued online. In terms of content, the partners initially decided to postpone the presentation of the project results from the fifth phase and to exchange experiences on the pandemic with the pupils involved. The main aim was to further develop the social skills of the pupils by allowing mutual empathy. Thus, the focus was initially placed on a personal exchange of experience with regard to private challenges, digital learning and professional future prospects. In phase 6, a scorecard was used in order to derive school internal measures and interactions between all those involved were shown. At the end of the project, specific action results are now available for all partner schools, some of which have already been established in the schools and which should continue to be used in the future.

"As part of our planned project, a joint play will be developed. The basis for this is Shakespeare's “The Merchant of Venice”. It is planned that the play will be transferred to a modern language and setting and that it will be designed and carried out together with all partners. The focus of attention lies on the following aspects: racism, exclusion, integration, promoting solidarity, tolerance and openness.The necessity of the project on the one hand lies in conveying the European idea to young people and protecting society from exclusion and on the other hand in promoting openness, tolerance and integration. Overall, the focus is on the establishment and expansion of the key qualification “European competence”.European competence, in our project, is defined as the qualification which promotes openness, tolerance and acceptance towards other cultures, religions, political views, sexual identities, gender equality and individual lifestyles. The European idea is to be placed special emphasis on.Particularly with regard to the still current challenges of integrating refugees in Europe, both in schools and in society, a necessity for education among students becomes obvious. For this reason, the student groups should consist of students from diverse cultural backgrounds.In addition, at present there is an increasingly anti-democratic development noticeable in Europe. The proposed project is intended to counter this development by reducing fear of contact, barriers and prejudices. At the same time, tolerance and openness towards other cultures, religions, political views and individual lifestyles will be promoted by the play itself as well as by the process of setting up the play.Since all partner schools are faced with the difficulty of a very heterogeneous student body, it can be expected that participation in the project will result in tangible changes among the students. Above all, these changes in behavior should contribute to a democratic and harmonious coexistence.In addition to strengthening European solidarity, the main aim of the project is to reduce prejudices. In the foreground are on the one hand the sensitization of young people to racism and exclusion as well as strengthening and development of tolerance. On the other hand, we need to dismantle barriers and take away fears. The focus is on the development of a holistic key qualification “European competence“.Phase 1 will be devoted to the subject area ""Limits and Exclusion"". For this purpose, each partner schools will develop their individual experiences with borders and exclusion and describe them in the context of the first project meeting, which will take place in Berlin. Goals are not only the representation of individual experiences, but also thoughts and ideas on how borders and exclusion can be overcome. In these ideas, all partner countries are considered.In phase 2, the setting of the play is to be framed. The partner schools will work together on what the costumes and the set could look like. For this purpose, a tour of the theater in Barcelona will take place. The aim of this project phase should be to find out how the play can be set in a modern context.Phase 3 focuses on the light and sound installation. It should be noted that both, light and sound, should produce dramatic effects. The partners' task is to develop special effects designed for the play.In phase 4, the marketing concept and trailer are to be developed. To this end, the partners develop various ideas together and consider how and where marketing should be placed.In phase 5, the catering for the evening of the performance will be framed. Again, this will be done jointly by the students involved.Also, individual sections should be practiced during phases 3 to 5 and, if possible, performed in front of an audience.The final performance is to take place in phase 6. In this phase, remaining coordination problems will be solved together.In phase 7, in addition to evaluating the project, guidelines for the implementation of such projects are to be worked out. Furthermore, options should be worked out on how the content developed can be used for schools in a way that is relevant to teaching.In general, it can be said that all activities are always under the focus of European cooperation and that the individual project goals are always promoted through the cooperation of the students, the confrontations with one another and the process of joint decision-making. The project puts emphasis on the development of the key skill “European competence”."