"According to our needs analysis, all six schools in this project have challenges regarding early school leaving and making students finish an education. In Poland, where the applicant school is located, the dropout rate at the age of 16 must be examined. In the Spanish school the dropout rate for the school year 2017/2018 was high and in the Italian school the dropout rate has stabilized at around some percentage. In Hungarian school we can say the same thing. The Turkish school’s drop out rate is the highest of these 6. The French school faces the same problem. To find ways to tackle early school leaving is not something unique for the participants in this project, rather something that is a priority in many European countries today. Every school has its own strategy to work with this problem, also the schools in this project. The Turkish school prioritize extra-curricular activities, aiming to provide opportunities for students to develop a sense of belonging. In the Turkish school the emphasis is on adapted learning and a system with two teachers in the classroom. In addition the school offers extra workshops for students who want to improve their marks. The Polish school tries to introduce individual approach towards students with special needs. So they try to help them and solve their academic problems before they become serious. The main reason why students drop out of school in Poland seems to be that they come from disadvantaged families, they don’t have much help or encouragement from their parents. That is why it is so important for school to play an active role in the process of encouraging ""problematic "" students. The Italian school faces the problem too. Early school leaving is a complex phenomenon, It consists of many reasons, economical, cultural, social and political. Many of the reasons cannot be solved just in the area of the school like families moving to cities. But there are reasons that school can face. Secondary high school for general studies (grade 10 to 12) is optional in Italy. So the first priority is to make the school attractive to students. Second, to establish a friendly and safe environment. Last to provide all tools to continue their lives in the society. Job shadowing is a method that can fulfill the aims of the Italian school. In Spain, this issue is dealt with from a double perspective. On the one hand, there is a lot of effort placed on promoting social cohesion through education by means of supporting and implementing several programs based on competence achievement or the acquisition of basic skills so we can guarantee a future for students who either want to keep on with their studies in higher levels or find a job in the labour market. Secondly, the Spanish school also stresses the importance of promoting employability and entrepreneurship in all levels of education as a way of preparing students for the demands and skills of the labour world.Job shadowing is most often associated with vocational studies where it is an integrated part of education. Our needs analysis revealed that only the Polish school has had something that resembles job shadowing as outlined in this project. In Poland there has been for more than ten years a tradition of organising so called Entrepreneurship Day. It is a part of national programme sponsored by the president, and it is addressed to students of secondary schools. It gives them a chance to spend one day in a local company. They observe and analyse the workplaces and have mentors to talk to. To have an experienced partner like this will only benefit the project. In the other schools there is little or no job shadowing for students who attend general studies. A certificate of upper secondary education opens many doors, but the students have little knowledge of the many future occupations they can choose from. This together with a general lack of ambition leaves them without plans for the future - something which on the next level hampers motivation. In our experience those students who have a concrete goal will worker harder in school because then they have something they wish to achieve.The students need to both be aware of what possibilities there are when it comes to future occupations and what qualifications and skills are needed to enter into any of these occupations. To provide students with information about possibilities in their hometown should be in any local communities’ interest, and at the same time students must be prepared for a future working career anywhere in the world. To be able to work together with people whose cultural background is different than your own, will be crucial no matter whether you plan to stay in your home country or move to another country. Due to the technological development and how fast everything changes today, topics as communication, entrepreneurship and language will soon be as important as traditional subjects."