In the society of knowledge, life chances of people are increasingly conditioned to educational credentials. Accordingly, the OCDE and the European Commission identify the access and the end of elementary school as a way for social inclusion. However, early school leaving is a common problem in many European countries. Although the vast majority of European countries have implemented strategies to minimize leaving in elementary school, the changes seem not to be enough. Thus, an educational system thought to be inclusive and equative cannot allow the normalisation of today’s percentages of early school leaving.In this context, the general aim of CROSSROADS project is to develop a Toolkit for teachers gathering innovative methodologies, strategies and good practices aimed at reducing early school leaving caused by the impact of the intersection of different axes of inequality (gender, origin, social class, ethnicity, sexuality…), in the period between Compulsory and Post-Compulsory Secondary Education.The main activities of the project are: an Internal training (which will allow the partners to test methodologies and to exchange learnings and experiences); Focus Groups with Teachers and Focus Groups with Youth at risk of early school leaving (in which they will discuss the first draft of the Toolkit to guarantee that it takes into account their perspectives); the Exchange of Good Practices Seminar (which will include presentation of good practices, roundtables and field visits); and a Main Dissemination Activity (in Belgium) and National Dissemination Activities.The main result of the project is the Toolkit for teachers, gathering innovative methodologies, strategies and good practices to prevent early school leaving, from an intersectional perspective and taking into account the voice and experience of youth at risk of early school leaving. The Toolkit will be available in the project and the partners’ websites and it will be published under a Creative Commons licence to promote its use and dissemination. CROSSROADS targets three types of participants. The first one is teaching staff committed to prevent early school leaving. They will participate in Focus Groups carried out in the four participating countries (Spain, Poland, Croatia and Belgium), apart from attending the Exchange of Good Practices Seminar and the dissemination activities (100 participants in total). The second target is youth at risk of early school leaving due to their position in the intersection of different axes of inequality (gender, class, origin, sexuality and urban/rural). This target will participate as well in Focus Groups carried out in each participating country and will be invited to participate in the Seminar and the dissemination activities (150 participants). The third target are other stakeholders committed to the prevention of early school leaving, like Public Administrations, NGOs, experts and Media. They will be invited to the Seminar and the dissemination activities (80 participants).As a result of the project, teaching staff will have a Toolkit with innovative methodologies and best practices based on the experience of organizations working on the field and taking into account the voices of youth from groups at risk of early school leaving. Local and regional education authorities will have training material aimed at preventing early school leaving that they can disseminate to schools and Faculties of Education will be able to use the material in the training of future teaching staff. The main objective of the dissemination strategy of the project is to promote the distribution and use of these materials as much as possible, which will also be disseminated in international and national seminars held within the project framework, as well as in the distribution of newsletters and dissemination. Content on various social networks, such as Facebook, Twitter, Linkedin and mobile device applications.The expected impact of the project in the long term is: to contribute to increase the visibility of the needs of different social groups at risk of early school leaving in the definition of specific methodologies for educational career guidance from an intersectional perspective; to increase the awareness and training of teaching staff regarding inequalities in education; to strengthen the transnational network of entities that are committed to prevent early school leaving; and to improve the knowledge and competences among teaching staff in European countries, through the dissemination of the Toolkit.

"<< Background >>Choosing a career, teenage girls often reject masculinized occupations (ie those in which there are more men than women, or are considered ""masculine"" in the social consciousness). This applies to both vocational and higher education. Girls do not take these occupations into account, despite the fact that they are in greater demand on the labor market and are associated with better wages, as research shows.This is due to the stereotypes young women encounter from an early age. Due to their beliefs about their own abilities and predispositions (deepened by the formal education system), they have a very limited career path.Young women, after graduating from education, decide to take up a profession that requires them to give up one of the social roles assigned to women (responsibility for running a home, raising children, etc., caring for parents, etc.)<< Objectives >>The aim of the project is to create tools and work out a working method for youth workers and popularize them in order to encourage girls and young women to work in masculinized professions (i.e. those considered stereotypically performed by men), and thus - to improve their situation on the market work.<< Implementation >>3 training sessions and the development of 4 intellectual results have been planned, which will allow for:- mutual learning of partners, acquisition of new competences and exchange of good practices- preparation of a city game with the necessary materials- dissemination activities so that as many people as possible benefit from the project results.<< Results >>By analyzing the research results and talking to our partners about the situation in their countries and their experience with the above topic, we want to:-increase the interest of girls in masculinized professions- spread the belief that the profession has no gender-create a method for a ""safe space"" (how to create conditions for working with girls so that they feel safe and thus are not afraid to try their hand and break the stereotypes that have been planted in their heads)-create a universal tool - an urban game - that can be adapted to your needs, but which will respond to the needs identified by us"

"<< Background >>We want to make our Social Tech Academy program the reference program for the promotion of digital skills and professions in the Social Economy and civil society in Europe. We want our project to allow a better understanding of the stakes and potentialities of the digital transition for actors who are far from it. We are developing this project with a view to digital inclusion and mediation. Because we firmly believe that digital technology is the business of all citizens and all organizations, we believe that digital acculturation is a major social issue for Social Economy organizations, which are the real transmission belts to the public that is furthest from digital technology. Thus, this project is in line with our values and will have an impact on the education and skills of social utility actors, their beneficiaries and especially young people and job seekers.<< Objectives >>The project consists in creating the future reference program for the development, dissemination and sharing of digital skills, adapted to the Social Economy. We have conceived the Social Tech Academy Europe as a program of education and digital acculturation intended to ""empower"" the actors of the Social Economy and their beneficiaries - among whom are job seekers and young people - in their digital transition. This community program is open source, democratic and practical, and is intended to ""empower"" Social Economy actors and people far from employment in their digital transition and their professionalization through social digital professions or Social Tech. Thus, it is based on the following objectives: - The sharing of practical, training and technical know-how with professionals who are traditionally far from and poorly trained in digital technology- The elaboration of online classes and a digital platform- The creation of a place for sharing between the digital and the Social Economy, two distant sectors- The fact of making the actors of the Social Economy actors of the digital mediation towards all the citizens, on all the territories, in particular those most distant from the digital - An exhaustive listing of experts on digital professions adapted to the Social and Solidarity Economy- Exhaustive Social Tech job descriptions and information thanks to partnerships with specialized training organizations - Research, analysis and framing work - Policy recommendation to increase the impact of the project<< Implementation >>We will implement the following activities: A European framework around Social Tech in Europe Training of trainers dedicated to Social Economy professionals A platform and online classes A media library for Social Tech professions “Social Tech Job Pedia” A Community and Policy building Learning expeditions around Social Tech jobs<< Results >>We have conceived the Social Tech Academy as a program of education and digital acculturation designed to ""empower"" the actors of the Social Economy, their beneficiaries - among whom in particular people looking for work and young people - in their digital transition. Indeed, our objective is, in line with the EU priority for 2019-2024 ""A Europe fit for the digital age"", to promote the development of digital skills for citizens who are traditionally far from it, so that it is beneficial for their professionalization in particular. In addition, we want to popularize the digital professions and the Social Economy (Social Tech) and make them more accessible to our beneficiaries, so that these professions develop for a social and digital Europe. We therefore want this project to become the future reference for the development, dissemination and sharing of digital skills, adapted to the Social Economy in Europe and at the service of citizens."

<< Objectives >>Contribute to gender equality from an innovative angle : encourage greater participation of fathers in family co-responsibility by involving stakeholders to take them into account (labour market, educational actors, family services).<< Implementation >>On the basis of a Franco-Belgian partnership of educational organisations (Le monde selon les Femmes, Et les Pères) and representative organisations (CRESS PACA, Pour la Solidarité), we are implementing a work programme open to stakeholders and allowing- exchange of practices and coordination (3 transnational meetings)- the reinforcement of staff skills (2 training courses)- capitalisation and prospective (4 stakeholder mobilisation events)<< Results >>Improve the practices of organisations and involve new actors who do not naturally deal with this issue.Designing educational tools and methods to train adult education and family service providers to better include fathers in their actions; Designing materials and actions to raise awareness of the labour market to take into account good practices favouring co-parenting and gender equality