"Our project achieved the goal of introducing young European students to the difficult transition from school to work, offering them a wide range of support concerning the goal of their future careers. We shared a series of good ideas and our European partners were particularly impressed by the possiblities of the German Dual System which serves a good model of connecting training on the job with education at school. The project ""Yes"" achieved insights to the issues of lifelong vocational guidance and to self-entrepreneurship, while representing a strategic tool to contrast failure and school early leaving: secondary school should develop students’ ability to imagine, plan and implement a life-long project meeting personal attitudes and vocations deriving from the environment, while ensuring personal and social development. Every partner school has implemented a curricular with new training targets such as:- Development of key competencies and life skills;- Exercise of active, informed citizenship;- Development of entrepreneurship abilities. Our achievements are built on a keyword: ""versatility"".Today young people need to learn how to be versatile, flexible, available to moving to different working places and life-long education. Teachers, however, don’t succeed in changing the traditional teaching/learning process and, generally speaking, the cultural context in which the learning experience takes place, in order to shift from a disciplinary planning approach to the building of educational opportunities purposely oriented to the development of the purposes described above.The following goals have been achieved1a) increasing teachers competence for what concerns the design of specific training programs aimed at developing students’ skills on life-long planning1b) changing teaching attitude to try alternative routes to traditional education, especially those aimed at including Special Needs Students;2a) great chance for students to experience a mixed route between school and work in which the theoretical knowledge learned in the traditional curriculum can be used in contexts of authentic work2b) students’ cultural horizons have been increased, to be implemented through the exchange of experiences, the improvement of the English language and the use of means of communication and work toolsThe objectives of YES. project were achieved by- Organizing an integrated training system giving students the chance to be part of lifelong learning system;- Providing the students the opportunity to get directly in touch with the world of business and work;- Allowing the students to express their own potential and abilities and better understand their interests and limits, developing reusable skills;- Enablingstudents to learn from practical experience and learn to communicate and work in an international team;- Forming a human capital and create opportunities for employment;- Building self-guidance on job search and skills and motivations analysis;- Overcoming the traditional teaching methods and guide young people in acquiring autonomy and skills starting from facts;- Instilling skills of self-guidance and training students to be self-confident, showing initiative, flexibility, mental agility and willingness to change;- Concerning teachers, YES has set a progressive refurbishing of the educational and teaching techniques as a target; not only in terms of the traditional student/teacher relationship but also from the side of the explorations of the cognitive opportunities of supplementary activities and the transmission of non-formal skills useful throughout the lifetime and to be integrated with already learnt theoretical concepts;- The opportunity for students to test their skills through a real business simulation, also making mistakes in a simulated environment protected from the consequences on their economic and financial decisions;- Educating young people to the evaluation of an enterprise function by experiencing a large range of business experiences, including group work, the development and design of new products, production processes, sales, marketing and finance;- Improving relationship skills and learn how to manage staff selections, measure resources and assess personal features to outline potential business profiles;- Guiding students through the development of a business plan, verifying its compliance to their personal characteristics and how it fits to the socio-economic context.The pupils involved were encouraged to undertake a business as a necessary step to the creation of new jobs, by involving motivation, self-control, risk-taking attitude, problem solving approach and management of human resources;- The pupils involved acquired more relational competence and self-marketing"