This partnership involved seven secondary schools in the project entitled “Skills4life”.Partner countries were chosen under the following consideration: each partner country (coming from different part of Europe) represents different state of economy with various rates of unemployment and different level of the attainment of transversal skills as well – by comparing all the things mentioned we can draw the conclusions and „make” equal European employees. By comparing in Europe these different figures we will be able to make a deep analysis of successful strategies and means to form future European workers, ready to enter the job market with equality of conditions. So the extension of this analysis from North to South of Europe, this overview will afford more data for theproject and the basis for the planning of activities.It was assessed that the partners represent countries with different economic, social and political realities, in order to obtain, as much as possible, a more comprehensive and global treatment of the subject. For the same reason we have tried to involve in it a variety of school types (vocational, private and general education schools). Our project aimed at stimulating a sense of entrepreneurship and creative mindset among Young people as a key factor in their future life linked to their professional and personal development as well. These goals were achieved in 13 smaller steps: These were as follows:1. A digital timeline where there will be references on the history of learning and teaching 2. Portfolio - Me and my learning. Identify your skills – all the students gather information about themselves - to emphasize the connection between learning in school and future adult life; to stress the importance of learning how to learn; to identifystrategies for learning used by students including: know yourself -learning history and motivation, about giving and receiving feedback, skills they have and skills they need culture, 3. A printed book - Back in time - about each partner’ traditions, what is learned from the ancestors. It can help the students develop the understanding of who they are and what they can become, it develops also intercultural competences 4. A library of movies where a person gets into a foreign country for the first time, and encounters culture shock, trying to adapt to the new culture 5. Card gallery- collection of portrayals of intercultural incidents in caricature style to raise awareness of different perspectives on an incident or misunderstanding among different cultures. 6. Documentary – I can help-charity event, students in each country prepare a charity event which will be trying to solve some local problems, answer some needs of people living around, 7. A video Who is who which will present the most prominent entrepreneurs from Europe. 8. A collection of digital work sheets and evaluation sheets designed with the web2.0 tools which can be used by teachers in the classroom. 9. A vocabulary booklet - Alphabet of entrepreneurship – (digital and printed) of the most common terms connected with entrepreneurship 10. A digital file with the titles, trailers and a short description of movies with great lessons for entrepreneurs, 11. A booklet and ppt presentation -An Unemployment factfile – with data concerning the unemployment rates in each partners’ countries,12. A guidebook - Preparing for employment – tips about job interview, covering letter, CV, 13. “European Skills for Life Handbook” – it’s a collection of the most important information gathered/learned through 3 years project, made up with the results of the 12 questions survey done to each company when students visited them, 14. Diary ofvisiting local companies with the data the students found out, the problems and successes, marketing, employment issues aand working conditions. 15. Brochures and posters for the promotion and dissemination of the project. 16. Blog about the project where the activities carried out in each school , photos , as well as the information on the meetings , were constantly updated.Thanks to these activities, their participants were stimulated to develop and to assess of key competencies including basic skills and transversal skills particularly entrepreneurship, languages and digital skills as well as their artistic, creative abilities, communicative, organizational and social skills. ICT skills, research skills were practiced while preparing project products: leaflets, multimedia presentations, films, interviews, DVDs but not only: also to contact other teachers and students. Self-involvement, active European citizenship and European solidarity were the values we shared. Exploring how the countries work , finding the best things despite differences among them helped us promote intercultural dialogue in our schools and local communities and made the pupils realise the importance of mutual understanding within European Union.