The Erasmus+ project GUICCESS (School Guidance for School Success), which ran for 18 months, was developed under the KA210‑SCH Action for small-scale partnerships. This Action aims to broaden access to the Erasmus+ Program by reaching schools and organizations with limited international experience—providing a first step toward European-scale cooperation.

Partners & Objectives 

• Coordinator: Istituto Comprensivo 1 of Giulianova (Teramo, Italy)

• Partners: Colegio Ángeles Custodios Ikastetxea – Bilbao (Spain), and Ilmiolavoro (IML), a training provider specializing in teacher development, student guidance, and dropout prevention

The project was initiated to revamp the guidance system for students transitioning from lower to upper secondary school—a critical point when school dropout risk increases. This goal was tackled via preventive, intervention, and compensatory strategies, many aligned with Erasmus+ initiatives.

Strategy & Innovation

• Curricular Guidance: The focus was on improving educational decision-making during the secondary school transition.

• Preventive Approach: With experience coordinating a strategic partnership to reduce school dropout, Ilmiolavoro provided training on guidance techniques aligned with EU standards.

• Transnational Cooperation: Working with a Spanish partner—sharing a similar educational context—enabled the exchange of best practices and mutual learning.

  • Colegio Ángeles Custodios brought its experience in innovative, active teaching methods.

  • A special focus was placed on empowering female students in STEAM subject choices, helping to break down gender stereotypes—an initiative supported strongly by IC 1 of Giulianova.

Activities Completed

• Teacher training on European-aligned guidance tools and methodologies

• Multidisciplinary workshops where students explored aspirations, defined decision-making criteria, and shared perspectives in an intercultural setting

• Virtual and in-person exchanges, using TwinSpace on eTwinning to build strong linkages between schools

• Awareness campaigns promoting STEAM routes—especially among girls—aimed at reducing gender bias

Outcomes & Impact

1. Enhanced guidance capabilities for both students and teachers via structured, shared approaches

2. Better-informed transitions, reducing dropout risk during the move to upper secondary school

3. Innovative pedagogy, characterized by active, intercultural student engagement

Most importantly, GUICCESS was a clear success: the project progressed smoothly from start to finish, with active involvement from students, parents, teachers, and other stakeholders. Attendance and engagement at workshops and events were high, and participants expressed strong satisfaction with the process and outcomes.

Conclusion

Now concluded after 18 months, GUICCESS leaves a strong legacy: an international network committed to guidance innovation, students empowered to choose confidently, and replicable methodologies to counter school dropout. The path forward is promising—these practices can be widely adopted, with support from regional institutions and through future Erasmus+ actions.

The European project GUICCESS, funded by Erasmus+, enters its final phase with a key step: the development of Part 2 of the Suite, consisting of a Guide / Manual of Good Practices that compiles all the materials created by the teachers of Angeles Custodios (Bilbao) and Istituto Comprensivo 1 Giulianova. This phase consolidates the learning and provides useful tools to replicate the school guidance model in other schools.

What does the Guide include?

Ø  Compilation of resources: activities, worksheets, methodologies and tools applied in both schools.

Ø  Clear and practical structure: each resource is presented with objectives, methodology, context of use and results.

Ø  Ease of use: contents designed for easy consultation by teachers and management teams..

Collaboration in action

Ilmiolavoro, an Italian partner, is responsible for the structured drafting of the document, guaranteeing coherence and educational usefulness.

Angeles Custodios and Istituto Giulianova are working on the simultaneous translation of the manual, ensuring versions in several languages to enhance its European scope.

Objectives of this phase

1. To systematise the knowledge generated during the project.

2. To facilitate the transfer of the GUICCESS model to other schools.

3. To promote the quality of school guidance processes, based on proven practices.

4. To promote the sustainability of the project beyond the end of the project.

What next?

The final document will be validated by the three partners to ensure rigour and relevance.

Versions will be prepared in the three languages of the project (English, Spanish and Italian).

The Guide will be made openly available, both on the project website and on educational resource platforms, for downloading and adoption by other schools.

The current phase represents the culmination of the GUICCESS project: after designing, implementing and evaluating the piloted materials, they are now compiled into a practical tool that can transform school guidance processes in Europe.

In June, the Multiplier Events of the European project GUICCESS: School Guidance for School Success were held with great success. This initiative, funded by the Erasmus+ programme, brings together schools from Spain and Italy to strengthen school guidance as a key strategy to prevent early school leaving.

The project has been developed by Ángeles Custodios School in Bilbao, Istituto Comprensivo 1 Giulianova, and the Italian company Ilmiolavoro, combining experiences and strategies to build an inclusive, participatory, and effective guidance model.

Giulianova: 4 June

The first event took place on 4 June in Giulianova, Italy, where attendees were presented with the project’s trajectory, its phases, and the activities carried out throughout the months of collaborative work. Particular emphasis was placed on the positive impact of personalized and proactive school guidance on students’ academic paths, as well as the results of the pilot phase implemented in the Italian school. The event gathered teachers, local authorities, and other school interested in replicating the project’s good practices in other educational contexts.

Bilbao: 11 June

The second event was held on 11 June at Ángeles Custodios School in Bilbao, with a strong institutional presence. Attendees included the Deputy Minister of Education of the Basque Government, Lucía Torreladay, and the Territorial Delegate for Education in Bizkaia, Iñaki Orbe, who both highlighted the importance of guidance as a cornerstone for educational success.

The event also welcomed representatives from partner organisations such as Bidegintza, PAE, and Farmamundi, who actively supported the project’s development. The day concluded with a heartfelt performance by the school choir, directed by Emma López, a teacher at the Bilbao Choral Society, which provided a moving end to a day full of commitment, inspiration, and community.

A Project with Transformative Potential

Both events emphasized that effective, student-centred guidance can make a real difference, especially in complex educational settings. Results, tools, and experiences from both the teachers and students involved in the GUICCESS pilot programme were shared with enthusiasm.

The success of these events reinforces the value of transnational collaboration between European schools and strengthens the shared commitment to a more inclusive, equitable, and supportive education system—one that truly accompanies each student on their personal and academic journey.

A journey of self-discovery and exploration: this was the spirit that guided the students of the Giulianova Comprehensive Institute involved in the European project Erasmus Guiccess, entirely dedicated to school orientation. An innovative and stimulating path that placed students at the center, engaging them in interdisciplinary activities designed to develop awareness, transversal skills, and citizenship values.

Throughout the project, teachers created interdisciplinary units where different subjects worked together, turning classrooms into real orientation workshops. One of the most appreciated experiences was the one led by the music, art, and literature teachers, who proposed an activity entitled “A Future in Film.” Students were introduced to potential careers in the world of cinema and had the opportunity to create a movie poster, compose a soundtrack, and write film reviews.

“I had never thought that there were so many different jobs behind a film,” said Giorgia, a student from class 2C. “I really enjoyed writing the review as if I were a real film critic. Now I’d love to learn more about this field.”

Stefano, from class 2C, was equally enthusiastic: “I discovered that music in films is essential for conveying emotions. We tried to compose a short soundtrack with our music teacher, and it was amazing!”

The variety of activities allowed students to challenge themselves in new contexts, helping them to better understand what could inspire them in the future. As Lucia from class 2C shared, “With this activity, I realized I might want to work in graphic design. Creating the poster made me feel creative and capable.”

The Erasmus Guiccess project has thus transformed school orientation into a concrete opportunity to highlight talents, experiment, and grow. It stands as a virtuous example of how schools can guide students toward more informed choices through engaging and meaningful experiences.

“As teachers, we’ve seen our students become more curious, open-minded, and motivated,” said one of the participating teachers. “By linking orientation to creativity and real-world contexts, we’ve sparked reflections that go beyond the classroom—and that’s exactly what this project aimed to do.” 

As part of The Part Two of The Suite educational initiative, students have been working on an exciting project focused on Smart Cities. This initiative aims to introduce young learners to the concepts of sustainable urban development, innovative technology, and environmental responsibility.

Throughout the project, students have explored various aspects of Smart Cities, including renewable energy sources, intelligent transportation systems, and waste management solutions. Using collaborative methods, they have designed their own models of future cities, integrating eco-friendly technologies and efficient infrastructure.

One of the highlights of the project has been the creation of small-scale prototypes using recycled materials and digital simulations. These hands-on activities have allowed students to better understand the importance of smart urban planning and the role of technology in creating more livable and efficient cities.

Teachers have encouraged students to think critically about current urban challenges and to propose innovative solutions. By engaging in teamwork, research, and creative problem-solving, students have developed a deeper awareness of sustainability and the impact of human activity on the environment.

This project has not only enhanced their knowledge of Smart Cities but has also inspired them to consider how they can contribute to a more sustainable future. The success of this initiative reflects the importance of integrating real-world topics into the educational curriculum and fostering a mindset of innovation and responsibility among young learners.

In modern education, guidance methodologies play a crucial role in shaping students' learning experiences and overall development. These methodologies are essential in ensuring that students receive personalized support in academic and personal growth, fostering both cognitive and emotional intelligence. By integrating guidance strategies across school subjects, educators can create a holistic learning environment that enhances student engagement, motivation, and success.

The Role of Guidance Methodologies in Education

Guidance methodologies encompass a range of instructional strategies, counseling techniques, and mentoring approaches designed to support students in navigating their academic journey. These methods help students develop problem-solving skills, critical thinking, and self-confidence. When applied effectively in school subjects, guidance methodologies promote personalized learning and help address diverse learning needs.

Application in Core School Subjects

1. Mathematics

Mathematics can often be challenging for students, leading to anxiety and frustration. Guidance methodologies in this subject involve:

●      Personalized Learning Plans: Tailoring lessons based on students’ abilities and progress.

●      Collaborative Learning: Encouraging peer tutoring and group discussions to reinforce concepts.

●      Growth Mindset Development: Using positive reinforcement to build confidence in problem-solving.

2. Science

Science education benefits greatly from guidance strategies that encourage inquiry and exploration. Effective approaches include:

●      Hands-on Experiments: Providing experiential learning opportunities to enhance understanding.

●      Critical Thinking Exercises: Encouraging students to ask questions, hypothesize, and analyze results.

●      Mentorship Programs: Connecting students with professionals to inspire future careers in STEM fields.

3. Language Arts

Language learning is deeply connected to self-expression and communication. Guidance methodologies can improve literacy skills through:

●      Interactive Storytelling: Using multimedia and role-playing to enhance comprehension.

●      Peer Review Sessions: Encouraging constructive feedback to develop writing skills.

●      Goal-Oriented Reading Plans: Helping students set reading targets based on their proficiency levels.

4. Social Studies

Social studies help students understand societal structures and historical contexts. Guidance strategies include:

●      Debate and Discussion: Encouraging critical thinking on historical and political topics.

●      Community Engagement Projects: Providing real-world learning experiences through volunteer work.

●      Case Study Analysis: Using historical events to develop problem-solving and analytical skills.

Benefits of Implementing Guidance Methodologies

●      Increased Student Engagement: Tailored learning experiences keep students interested and motivated.

●      Enhanced Academic Performance: Personalized support helps students grasp complex concepts more effectively.

●      Stronger Social-Emotional Skills: Guidance methodologies support emotional intelligence and interpersonal skills.

●      Better Career Preparation: Exposure to real-world applications of subjects enhances career readiness.

The integration of guidance methodologies in school subjects is essential for fostering a supportive and effective learning environment. By implementing personalized instruction, mentorship, and collaborative learning strategies, educators can help students develop essential skills that go beyond the classroom. As education continues to evolve, embracing guidance methodologies will be key in preparing students for academic and professional success.

In this context, the Guiccess project gains special relevance as it provides an innovative framework for integrating guidance methodologies into education. By combining personalized mentoring, adaptive learning strategies, and technological tools, Guiccess enhances students' academic experiences and fosters their personal and professional growth. Its comprehensive approach ensures that learners receive the necessary support to develop key competencies, making it a valuable model for modern education.

The Guiccess project continues to break new ground in school guidance. As we move into 2025, a host of exciting developments are underway, with new features designed to enhance access, improve teaching, and provide comprehensive support for teachers and students alike.

Last week, during TPM4, the partners discussed the new developments of the project.

How to Access the Website and Suite Part 1

The website will serve as the central hub for all project materials, offering teachers and students direct access to tools, resources, and teaching materials tailored to school guidance.

A crucial element of this update is to make the suite accessible to all participants. With intuitive navigation and a responsive design, accessing educational content for guidance will become easier than ever.

Teachers’ Briefing About Suite Part 1

A key part of the upcoming phase involves detailed briefings for teachers about Suite Part 1. This will be crucial for educators to understand the framework and tools available to them within the Guiccess platform. The briefing sessions will provide guidance on how to integrate these resources into their teaching plans, ensuring they are well-equipped to provide the best possible support to students.

The training will cover the different components of Suite Part 1, its pedagogical framework, and how it can help facilitate the guidance process. In addition, teachers will be informed about how to provide feedback to continuously improve the project’s offerings.

Activity 2 – Next Tasks

The next set of tasks in the Guiccess project will focus on continuing the development of the platform and expanding its functionalities. These tasks will include Suite 2 Development

AND Testing and Implementation of Teaching Plan for Guidance.

A key task in the coming months is the testing of a comprehensive teaching plan for guidance. This plan will provide teachers with structured resources, lesson plans, and assessment tools that can be integrated into their daily teaching activities. Feedback loops will be essential for refining the plan to meet the needs of various educational contexts.

Website Updates and Translation

Guiccess continues its commitment to accessibility and inclusivity. The website will undergo regular updates to incorporate new materials, tools, and features as they become available. These updates will ensure the platform remains current with the evolving needs of schools, teachers, and students.

In addition to the updates, there will be a significant push to expand the project’s multilingual support. The website and suite resources will be translated into Italian and spanish to ensure that educators and students of the school partners can access materials in their native languages, further enhancing the project’s impact.

Project Management and Dissemination

The Guiccess project team is dedicated to effective project management and dissemination of information. As the project moves forward, there will be increased efforts to engage stakeholders through targeted dissemination activities. This includes creating materials that showcase the project’s progress and successes, organizing webinars and conferences, and publishing updates via social media and other channels like Etwinning.

The dissemination activities will not only increase awareness of the project but also ensure that best practices are shared across the wider educational community. Collaboration between schools, educators, and project partners will be a central aspect of this phase, ensuring that the Guiccess project becomes a valuable tool in shaping the future of school guidance under Erasmus+.

Looking Ahead

The developments planned for 2025 are just the beginning of what promises to be a transformative year for the Guiccess project.

As we look toward the future, the Guiccess project is set to continue its mission of fostering better school guidance, helping educators and students navigate the complexities of international education with confidence and clarity.

Choosing an educational path after middle school is one of the most pivotal decisions a young person will make. It’s not just about picking a school or course; it’s about laying the foundation for the rest of their life. This decision can seem overwhelming, especially with so many options and varying opinions from family, teachers, and peers. But fear not—there are steps and strategies to help guide the decision-making process.

1. Know Yourself: Identify Interests and Strengths

Before diving into the practicalities of choosing a high school or educational track, it’s essential to reflect on personal interests, values, and strengths. A crucial question to ask is: What subjects or activities do you enjoy the most?

Are you more inclined toward math, science, languages, or the arts? Identifying what subjects excite you or where you excel can be a good indicator of which educational path to choose. For example, if you love working with numbers or solving complex problems, a focus on STEM (Science, Technology, Engineering, and Mathematics) could be a strong option. Beyond academics, what are your passions? Do you enjoy reading, writing, or perhaps working with your hands? Exploring these hobbies can help identify potential career paths and the types of educational programs that might be a good fit.

Think about whether you thrive in social environments, or prefer solitary, independent work. Some tracks, like those in the arts or humanities, may involve more personal expression, while others, like engineering or technology, may be more structured and analytical.

2. Explore Available Educational Options

Once you've identified interests and strengths, it’s time to explore the available educational pathways. These paths may differ depending on the country or region.

3. Consider Your Long-Term Goals

When deciding on the right educational path, it’s crucial to think beyond high school and consider your long-term goals. While it’s easy to focus on the immediate next step, it’s helpful to have a rough idea of what comes afterward:

• Higher Education: Some career paths require a college degree, while others can lead to successful careers with vocational training or technical certificates. Consider whether the educational track you are leaning towards will support your future goals for higher education. For example, if you're interested in pursuing a medical career, you may need to focus on a high school program that emphasizes science and mathematics.

• Career Aspirations: Think about the kind of work you’d like to do in the future. Some fields require a specific set of skills that can be acquired through high school vocational programs or technical training. On the other hand, if you aspire to be a teacher, lawyer, or scientist, pursuing a more traditional academic route may be necessary.

• Job Market Trends: Consider future job market trends when making your decision. Some fields are expanding rapidly, such as technology, renewable energy, and healthcare, while others are shrinking. Researching job market forecasts and aligning them with your interests can help ensure that your decision leads to a career with plenty of opportunities.

4. Seek Advice from Trusted Sources

Making this decision is difficult, and no one expects you to do it alone. It can be incredibly helpful to seek advice from trusted sources. These might include Teachers and School Counselors, Family and Friends, Mentors and Professionals

5. Weigh the Pros and Cons of Each Path

Once you've explored your options, take the time to carefully weigh the pros and cons of each educational path. Consider the following factors:

• Cost: Some educational paths may come with significant tuition costs, while others may be more affordable or even free. Be sure to think about how these costs fit into your financial plans or whether scholarships or financial aid are available.

• Time Commitment: Some paths require several years of study, while others might allow you to start working or pursuing your passions much sooner. Consider how much time you’re willing to invest in your education.

• Flexibility: Does the educational path offer the flexibility to change tracks later if you discover new interests? Some programs allow for changes, while others may lock you into a specific focus.

• Job Opportunities: Consider the career opportunities associated with each option. Does the path you're considering open up more job prospects or provide more room for personal growth? Research industries and careers that may align with the paths you're contemplating.

6. Trust Your Gut

Finally, remember that no decision is completely set in stone. Trust your instincts, and choose the path that feels right for you in this moment of your life. Education isn’t just about a career; it’s about personal growth, discovering your passions, and learning more about who you are.

If you choose a path that doesn’t work out, remember it’s okay to change directions later. Many people find success by pivoting or combining different interests and skills.

Choosing an educational path after middle school is a significant decision that requires time, reflection, and research. By understanding your interests, considering your long-term goals, seeking advice, and weighing your options, you can make an informed decision that will set you up for success. Remember, the journey is just beginning, and no matter which path you take, there are always opportunities to learn, grow, and redefine your future.

We are excited to announce that the GUICCESS suite, designed to improve educational guidance throughinnovative resources, will soon be available in Italian and Spanish.

This resource, already available in English, includes notonly theoretical frameworks to help teachers introduce thekey concepts of the project, but also practical tools and interdisciplinary learning situations. The theoreticalframeworks provide an essential context for understandingthe changing reality we live in today; the practicalsituations provide an example of how to apply the contenteffectively in the classroom. 

Thanks to the joint effort of the IC Statale Giulianova in Italy and the school Ángeles Custodios in Bilbao, the suite has been carefully translated and adapted, taking intoaccount the linguistic and cultural particularities of each country. With these new versions, we hope that more teachers will be able to benefit from the resources and apply the GUICCESS project in their classrooms.

We will share the official release date soon! Keep up to date with our news and get ready to discover how this material can transform educational guidance.

In today's rapidly changing educational landscape, effective school guidance is essential for supporting students’ academic, emotional, and social development. Our SUITE is a well-rounded toolkit designed for teachers and students. It can empower both parties to navigate challenges and foster a positive learning environment.

Specifically, the suite developed by our teachers is made up of the following elements:

1) Web-based environment that hosts the Suite;

2) School orientation path model;

3) Kit of school orientation tools including those that help girls to make free choices, if aligned with them, for example also in a STEAM key;

4) a guide to integrating orientation into disciplinary teachings;

5) a guide to the use of active teaching/guidance methods.

In recent weeks our working groups are proceeding with the translation of the suite into Italian and Spanish and it will subsequently be published on our website. Stay tuned for all the upcoming news.

Although the vacations are approaching, project partners are working on SUITE on orientation. The English version will be available in September and soon after in Italian and Spanish. In the SUITE you will find videos, exercises, games and useful materials to begin an orientation journey that puts the student at the center, fostering his or her self-awareness and decision-making skills. 

School orientation is one of the crucial moments in students' educational journey as it strongly affects future choices and in shaping subsequent careers. In our project we wondered about practices that could improve guidance actions in schools and make them more efficient, so we also explored actions and case studies that can inspire our work.

The report is a preliminary output created for the Guiccess project (KA210 – School Guidance for School Success - 2023-2-IT02-KA210-SCH-000178536) coordinated by the IC of Giulianova with the collaboration of the partners Ilmiofuturo and Angeles Custodios.

This report aims to examine and compare the guidance practices adopted by the project's partner schools. School guidance plays a fundamental role in accompanying students in the process of choosing and developing their skills, so that they can undertake educational and professional paths that are aware and consistent with their inclinations and aspirations. For this purpose, it was necessary to analyze the characteristics of the implemented practices to understand how to intervene effectively on them through the construction of the plan products, to achieve the objectives defined by the project:  a higher competence among  teachers in disciplinary and interdisciplinary planning of school orientation activities and the development of teachers' skills in integrating school orientation activities into their discipline.

Through a detailed analysis of the policies, programs and methodologies adopted by the two educational institutions, the objective was to highlight the differences and similarities with regard to the challenges related to student orientation. In particular, we focused on describing the school's integrative needs from a guidance teaching perspective to improve its practices and consequently increase students' ability to make autonomous and responsible choices.

The report is the result of the analysis of the responses obtained through an interview involving 10 teachers from each institution. The question grid and the methods for collecting answers were developed and identified by the partner ilmiofuturo, who interviewed the teachers of the Giulianova State IC via video call. In Spain the interview was conducted by a person in charge in a face-to-face manner.

The objective of the interview was both to investigate the orientation practices implemented by both schools and to analyze their specificity, focusing on the critical areas of orientation:

• orientation methodologies and strategies with active students participation;

• gender-sensitive and inclusive guidance methodologies and strategies;

• external and parental cooperation.

The guiding questions concerned the following fields of investigation: questions, actions, orientation and evaluation methods, inclusive and gender-sensitive guidance actions, external stakeholders and communication.

From the results that emerged, as well as from the needs clearly reported by the teachers interviewed, it is clear that the orientation process needs to be revised according to the students, especially nourishing the aspects related to the ability to analyze, self-awareness and decision-making skills in a long-term perspective. It is also necessary to plan orientation activities in an organic way, referring to longer periods of time and articulating the path even over several years, with the possibility of establishing structural and temporal resources for these activities. Good planning, integrated with curricular paths, brings greater effectiveness to orientation actions without negatively impacting training paths.

Finally, the cooperative aspect of the educational triangle and the training institution with the outside world is fundamental to create effective orientation paths able to reduce the school dropout phenomenon. The results of the project, given the stimuli obtained through the above-mentioned analysis, will be built to respond to some of these problems by equipping teachers with the tools and knowledge necessary to promote more effective and efficient orientation.

Guiccess is an ambitious project that seeks to improve school guidance from an innovative and inclusive approach. Given the importance of guidance in the academic success of students, we believe that it is necessary to approach this renewal of the process from different perspectives, so that the positive impact to be as great as possible. These are the aspects that we hope to improve with this exciting adventure:

1. Training of teachers: the collected data in the initial phases of the project showed that teachers have room for improvement regarding the issue of student guidance. That is why participation in the workshops and seminars that make up the project contributes to the training and commitment of teachers in this important topic in order to provide more effective guidance.

2. Focus on transversal skills: guidance is not simply deciding what to study once compulsory school is finished. For guidance to be truly successful, it must focus more on promoting students' self-knowledge, self-esteem, and conscious decision-making. This project seeks to implement and create activities that promote these competencies.

3. Development of materials and resources: the design of teaching materials created by the participating teachers themselves creates an implication in the guidance process that is very important for its success. At the same time, these resources can be useful for other guidance and education professionals.

4. Involvement of all sectors of education: guidance is not only the task of teachers. In this project we seek to ensure that both students and their families are an active part of the process, explaining this new guidance approach, promoting awareness-raising activities and creating attractive materials.

5. Collaboration network: networking is always an enriching experience. Collaboration with professionals from other countries provides a broader vision and allows us to change points of view to, in this way, improve the orientation process.

The Guiccess project has provided a unique opportunity for Spanish and Italian teachers from various educational stages to engage in innovative and collaborative training designed to address the challenges of guidance in schools. 

One common sentiment among the participants is the project's emphasis on real-world applicability. All the topics that were worked on and discussed reflected real situations that teachers have to face on a daily basis, such as the changing dynamics of the labor market and its implications for education, or the importance of family involvement in guidance. The participant teachers recognize the direct relevance of equipping students with skills that align with current and future job market demands. This perspective is crucial for educators in order to make their curricula more relevant and engaging for students.

Another key point was the work done on students’ self-awareness and self-reflection. By enhancing these aspects in students, teachers can promote better decision-making skills, which are essential in both academic and personal contexts. The approach used in this session has provided practical tools and techniques that we hope can be easily implemented by other education professionals. 

Related with self-awareness, the focus was placed on the empowerment of students, another important key point for participant teachers. The autonomy in learning derived from the combination of those concepts can significantly reduce early school leaving, a critical issue the project aims to address.

Family engagement was a strong point to discuss. Teachers often encounter challenges in ensuring effective communication and cooperation with parents and families, due to their influence over the student’s choices. All the professionals implied in this workshop considered that developing strategies and tools are necessary to create an effective educational triangle that supports student’s individual development.

Overall, the exchange of opinions among the participants was very enriching, comparing experiences, expressing common concerns and debating different points of view.

In conclusion, participants of the Guiccess project course remark its practical relevance, focus on key educational challenges, and innovative, collaborative training methodologies. The skills and insights gained from this course are expected to have a lasting positive impact on their professional practices and, ultimately, on students' success.

The Guiccess project aims to address the challenges of guidance within a context of international cooperation involving the State Comprehensive Institute of Giulianova, ilmiofuturo and the Basque school Angeles Custodios.

Among the actions envisaged by the project, there was also training on new methodologies and innovative approaches related to guidance declined as possible solutions to what are the most widespread and looming challenges in lower secondary schools, which often result in an increase in early school leaving and early school leaving.

In preparation for the LTTA, ilmiofuturo conducted a survey to map the gaps of the schools involved and on the basis of the results, the training held from 20 to 24 May in Bilbao was carried out.

The course was divided into several phases, each day was dedicated to a phase of the process of innovation of guidance practices.

On the first day, the changes in the world and the labour market and how these impact on education and the fundamental skills to be developed in students were discussed.

The second day was dedicated to increasing self-awareness and self-reflection, fundamental factors to improve students' decision-making processes.

The third day was dedicated to the ability to independently build one's own educational path, defining objectives and finding solutions consistent with them.

The fourth day was dedicated to the relationship with the family, in order to improve cooperation in the educational triangle and allow students to make more effective choices.

These days of training were conducted using a laboratory approach, in which, the teachers, after reflecting on the challenges and possible applicable solutions, worked to create tools and paths that could be implemented in their school contexts. These results are an excellent starting point for the development and definition of the next project product that is already under construction.

The kickoff meeting organized by Erasmus+ Indire dedicated to small-scale partnerships KA210 (school education sector) was held in Rome on 10 and 11 April. These were two very important days dedicated to the new 2023 beneficiaries, to start the project activities in the best possible way.

The teachers of the Istituto Comprensivo 1 Giulianova, Raffaella di Marco and Valeria di Michele, participated in the event, including explanatory interventions by the agency staff and contributions of new practices that aroused great interest.

The works were started by Laura Nava, head of the school sector unit - Erasmus+ Indire Agency and during the first day Caterina Miniati, Ilaria Starace and Federico Bartalini took turns on stage. The three representatives of the school sector - Erasmus+ Indire Agency provided information on project management and the Beneficiary Module. At the end, the beneficiaries were able to clarify doubts through the question time.

The second day of the Kickoff meeting began with the speech of Stefano Aiello, control office of the Erasmus+ Indire Agency, who reported on the KA210-SCH primary controls. It was then the turn of Chiara Falchi, from the school sector - Erasmus+ Indire Agency, who provided information on the results platform; then Valentina Riboldi, Communication Office - Erasmus+ Indire Agency spoke about the strategies for communicating the project and activities. The Meeting concluded with the presentation of a KA210_SCH project experience and with a final question time.

Guiccess is the acronym for School Guidance for school success. The project, lasting 18 months, was born within the KA210-SCH Action, dedicated to small-scale partnerships, designed to broaden access to the Program and reach schools and organizations active in the school education sector, new to Erasmus+ or with little experience and organizational skills. Participation in this Action can be the first step to experiment with cooperation on a European scale.

The coordinating school of the project is the Istituto Comprensivo 1 of Giulianova, the partners are the Colegio Ángeles Custodios Ikastetxea – Bilbao (Spain) and ilmiolavoro (IML).

The partnership was born from the need of Giulianova's IC 1 to innovate the "system" relationship with the secondary education institutions of destination for their students. The phenomenon of school dropout is present in these institutions and is fought through preventive, intervention and compensation actions, also through Erasmus+ projects. The aspiration of Giulianova's IC 1 is to promote educational success by creating the conditions for lower secondary students to make adequate educational choices in the transition to upper secondary school. The strategic choice to innovate fell on curricular school orientation. To this end, the IFT supplier Ilmiolavoro was involved, very active in the continuous training of teachers, with expertise on the topic of school orientation and guidance teaching, also in the EU field. Furthermore, Imiolavoro was coordinator of a strategic partnership on the fight against school dropouts recognized as good Erasmus+ practice.

It was decided to develop an innovation path that would pass through a cooperation process with a country characterized by an abandonment rate similar to Italy. Spain seemed like the right country.

In looking for a partner who shared the need and strategy, we oriented ourselves towards the Basque Country, a historically active and innovative region in the education system. The Angelo Custodios College of Bilbao was involved due to their high capacity for innovation in active teaching methods. This constitutes the strong point that determined the choice. The Angelo Custodios College of Bilbao shared the strategy based on the preventive promotion of effective school transitions as weighted through decision-making criteria pro-actively and intentionally defined by the students, free from any potential conditioning, conscious or unconscious. The Angelo Custodios College proposed priority on the female student target group to eliminate prejudice on the choice of STEAM educational paths, warmly shared by Giulianova's IC 1.

In June 2024, the partners of the Guiccess project dedicated themselves to the development of a report on case studies, aimed at tracing and collecting information relating to activities and/or projects in the field of school orientation, implemented by schools of all types and training institutions in various European countries.

The main objective was to track down those projects that stood out for their innovative character compared to standard practices and which had positive effects on students' choices. This analysis allowed to have experiences from which to draw inspiration in the creation of project products and to take into account what has already been achieved.

The first of the search results was the E2C (Second Opportunity schools). Several schools are part of this model in Spain; the project started in 2015 when the E2C Charter of Fundamental Principles was signed in Spain. Each school that takes part in this project develops its own activities, and all of them are collected in the following website: https://mye2o.org/. The activities are divided into categories: collaborations with companies, development of social and professional skills, social and professional integration, recognition of public administrations and networking.

Another interesting case study is represented by the ENDING PROJECT (ICT & Early School Leaving. Developing a New Methodology to Empower Children in Digital WellbeIng and Critical ThiNkinG). It has been implemented from 2020 until 2023 and the school involved were 2 Spanish schools (Colegio Aquila - Parla, Madrid and C.E. Santa María la Nueva y San José Artesano - Burgos) and 2 portuguese schools (Agrupamento de Escolas Eugenio de Andrade - Porto and Escola Secundaria da Boa Nova – Leca de Palmeira - Porto). The project addresses early school leaving, which is still a major concern for countries like Spain (17,9%) or Portugal (11,8%), that are far away from the 10% target set by the EU. The main objective of this project is to contribute to the decrease and prevention of early school leaving. The project is directed to adolescents aged 11-14 in different kind of schools, covering all levels of education (compulsory and non-compulsory).

During the research conducted by the partners, there was also the opportunity to investigate the orientation system in Finland, France and Germany.

With regard to Finland, in January 2022, the Finnish National Agency for Education appointed a working group to carry out the update of the Criteria for Good Guidance, a recommendation and tool designed to support, develop and ensure quality of guidance in basic education and upper secondary education at national level.

The Criteria for Good Orientation project was completed in June 2022. Since then, work on the criteria has been promoted by guidance experts from the Finnish National Agency for Education and the Ministry of Education and Culture.

In France, since 2015, the public lifelong guidance service is provided jointly by the State and the Regions.

At the national level, the State is responsible for orientation policies concerning students in schools and universities. At regional level, the authorities coordinate the actions of many career guidance services such as the Career Development Council (Conseil en évolution professionnelle) or the validation of the experience acquired (validation des acquis de l’expérience).

There are approximately 400 guidance services called "Centre d'information et d'orientation", dependent on the Ministry of Education and Youth, connected to secondary schools. They are open to all types of users, from secondary schools to higher and further education institutions.

The online orientation service is provided by ONISEP (Office national d'information sur les enseignements et les professions) via the site www.monorientationenligne.fr

Around 17% of the 30,000 people employed in guidance and counseling in France are psychologists. In the guidance centers of the Ministry of Education, all consultants are "national educational psychologists" (about 4500) and civil servants.

Finally, the research was conducted to discover the guidance system in Germany, where secondary education is characterized by the division into different educational paths, leading to specific diplomas and qualifications. Secondary education is divided into two levels: lower secondary (Sekundarstufe I) and upper secondary (Sekundarstufe II).  Lower secondary school is for pupils aged 10–12 to 15–16 and consists of general education.   

Different forms of orientation are offered at various stages of the school career. They are provided by specially trained teachers, social workers, school psychologists and cooperating career guidance workers from the Employment Agencies (EA). School guidance focuses mainly on choosing the type of school, grade level and subjects. Some municipalities have established special centers or institutions that offer educational guidance. Furthermore, most states offer online information resources for parents and students. At lower secondary education level, school guidance includes consultations not only on a possible transition to another type of school and on the educational path to follow, but also advice to pupils on the professional qualifications offered by the education system. School guidance services also work with local employment agencies to provide careers guidance to pupils.