Goals & Outcomes

The overall goal of the project is to improve school choice for students in PP schools (ISCED 2).

The specific objectives are:

• To increase teachers' mastery in the disciplinary and interdisciplinary design of school orientation activities, including from a gender perspective;

• To develop the basic skills of teachers in teaching school orientation integrated into their discipline in the implementation of school orientation and orientation teaching activities.

The project strategy chooses to directly involve teachers to produce indirect benefits on students.

The outcomes useful for pursuing the specific objectives are:

● PR1 Curriculum and training materials to update teachers on curricular school guidance. This will enable them to design a curriculum and tools for school orientation.

● PR2 "gender sensitive" School Orientation Suite containing a pathway model, tools and a guide for integrating School Orientation into the school curriculum and disciplinary teachings.

The 2 goals constitute a preventive strategy aimed at promoting the educational success advocated by COM (2022) 316, SWD (2022) 176, and the Cons. rec. of 28.11.22 where schools are instructed to "facilitate (students) transitions between levels and types of education" including "through guidance activities" and to "ensure that all staff engaged in guidance and learning are trained and qualified and have access to continuing education" and in line with EU 2030 targets on school dropout.

Moreover, both goals are aligned with the priority HORIZ. INCLUSION, to COM (2020) 625 and Consol. Resol. of 26.02.2021 on the EU Education Space where schools are called upon to "Address the issue of gender gaps in education and training, and the inequality of opportunity between girls and boys, by promoting more gender-balanced educational choices" and to "challenge and eliminate gender stereotypes that limit boys' and girls' choice of field of study," as well as to the EU Strategy for Gender Equality (COM 2020, 152).
Objectives are aligned with the Priority SUPPORTING TEACHERS, the Resol. of 26.02.2021, which calls on schools to "Support continuing professional development of teachers, especially to combat dropout from education and training. In addition, the development of skills in guidance teaching and school guidance captures the indications of the report "Supporting teacher …" (ET2020 WG Schools,2020) and the Consol. Concl. of 26.05.2020 that call on education systems to "Explore options to diversify teachers' careers into specialization."