My Career Path helps young people from different ethnic communities, minorities and unprivilegged social backgrounds find the best possible employability which will allow them to excel by developing employability skills, hard skills and to be able to create value through their work.
It provides support and accompainment to:
1. Find the best career fit taking into account aptitudes, interests and personality
2. Develop a hard skill – design, coding, etc., based in their individual learning style
3. Develop key transformational skills such as goal setting, planning, self-presentation, critical thinking, creativity, resilience.

Through  these activities young people create a profile which suggest a specific career path, research the career path gaining realistic information and expectations and create a personal career project - step-by-stem plan how to enter in the career including formal, non formal education, self-presentation skills, etc.


GENDER+ has developed governance and comparative evaluation tools for a more gender inclusive VET. This project focuses on gender on a broader sense, incorporating women’s rights issues, the effects of peer pressure, as well as trans inclusion. Often, these topics are viewed and dealt with separately. 

The project has produced a series of related resources:
- A Gender+ Charter setting out the minimum requirements an organisation should conform to in order to consider its provisions gender positive.
- A tool with which practitioners will assess their services and track improvement, scoring themselves against the Charter in order to form a ‘Gender Footprint’. Organisations that score highly will then be awarded a Gender+ Quality Mark.
- A skills profile and resources for the development of a Gender Champion role.


ATC Le Pont is based on guaranteeing an educational return to the formal educational field and improving employability to ensure quality employment for young people aged 16 and 24 years old who have experienced a premature dropout from their studies.
The project envisages different activities to achieve this goal:
1. Reception and definition of a professional and vital project: Taking into account the motivations, interests and skills of each student, a personalized itinerary is designed complemented by a work plan to achieve this. 
2. Within the Student Work Plan, four main actions are developed:
a. Training actions to acquire professional skills, in specific areas.b. Training actions to improve basic skills.
c. Career guidance actions and knowledge of the work context.d. Actions to deepen the improvement of emotional management and transversal skills.
These actions are developed through Project Work, most of which are worked on in the community space. 
3. Transition: once the student has fulfilled his objectives, the accompaniment actions with the tutor continue, in addition to coordination with external actors (enterprises, cultural and social agents…) until the student demonstrates enough autonomy and security to move forward on his or her own, with his or her life project.


This projects offers an inclusive entrepreneurship path, which has two main objectives
1.     Train beneficiaries in creating new business 
2.     Support beneficiaries in developing and expanding their business

This is achieved through actions on three steps:
First step
The newcomers in the cooperative sign a “contract for support in business creation”. It allows them to continue to receive their unemployment benefit while they are developing their business. As budding entrepreneurs, they are trained and supported by the coop to develop their entrepreneurship skills. They are also coached with specific advice: business strategy, forecast budget, communication strategy,..
Main milestone: the project leaders learn to be entrepreneurs being supported by a coach and by the other members of the coop.
Second step
When they start to have customers, they invoice them but they don’t receive the money (of their sales), which is put aside in order to build up financial resources until they earn enough money to pay themselves a monthly wage. They could also become shareholders of the cooperative as they buy shares and can contribute with the participatory governance of the coop. All the entrepreneurs give a financial participation from their income to pay the permanent support staff (7 people). The coop supports the facilitation of groups of profession in order to develop cooperation, customers, opportunities and also peer-to-peer professional co-development. 
Main milestone: the project leaders create their business, when they have sufficient business results they become employees of their own business having the status of “associate-employee-entrepreneur”.

Third step
The advanced entrepreneurs managing booming business are supported in increasing their business in a sustainable and cooperative way. The support staff pays attention to their needs in order to best serve them and to develop the coop at an individual and collective level.
Main milestone: the entrepreneurs reach stability in their business development and upscaling plans.


ECOOPE aims to contribute to the reduction of youth unemployment particularly in areas with high unemployment through the design, dissemination and implementation of successful and innovative entrepreneurial education methodologies and courses that take into account the cooperative business model and values. 

ECOOPE identified good practices that provided sec. school pupils and university students skills and competences. It has developed an evaluation methodology and a good practices publication on cooperative entrepreneurial programs, as well as a complete publication with guidelines on the context of coops, cooperative entrepreneurial training, the evaluation tool, the findings and the evaluation and selection process.
Also includes a profile of each of the 13 initiatives selected, highlighting elements inspirational as good practice. Being an auto-evaluation process, any organisation or institution is able to replicate the analysis in any training initiative following the proposed methodology.

In line with the research results, the project has designed and implemented a pilot-version of two highly innovative experiential cooperative entrepreneurial programs for secondary school (a one-week pilot experience with 24 students and 6 teachers from Portugal and Spain) and university students (a five weeks pilot experience with 12 students from 4 European countries and 4 cooperatives in Portugal, Spain and the UK) that provided students with the opportunity to work with and in cooperatives in a multi-cultural team solving socially relevant real problems. 

These methodologies can be replicated with the initiative of an organisation willing to increase awareness among European youth regarding the cooperative business model and values, and also by an educative institution, as a new educational training or integrated on an existing educational program.


The entrepreneurship support to women is delivered by The Women's organization since 1996 around 5 pillars of activities:

1. Employment & enterprise support services, through the direct provision of services for women to promote economic and enterprise development. These include personal development programmes, information seminars, business planning and skills workshops, 1:1 business advice, networking and professional development training.

2. Business incubation, through our 54 St James Street brand, providing physical and virtual working space, meeting, training and conference facilities. 

3. Programme management, through collaboration with partners (local, EU and international) providing public sector contract and finance management expertise that enables the provision of specialist services that complement and add value to our overall mission.

4. Consultancy, through our Enterprise Evolution brand to exploit its expertise in, for example, enterprise development and education, social value and impact planning and reporting.

5. Research & influence, by working closely with leading academics, thinkers and key influencers to inform policy development and improve the wider environment for women entrepreneurs in particular. 

Each project has a detailed project plan, including time-bound milestones and activities to:
- identify community based & strategic level partners to ensure a collaborative approach to recruitment, delivery and local impact
- build capacity and ensure appropriate skills are in place for successful project design and delivery
- establish evaluation and quality management systems to be implemented through delivery 
- awareness raising and recruitment campaign to reach target group
- delivery and provision of information, advice and training in safe, accessible environments 
- impact analysis including consultation with participants
- promotion of achievements & dissemination of good practices.

All activities respond to a methodology based on:
- community engagement, working on an out-reach basis through children's centres we provide information &  awareness raising sessions and personal development programmes for women caring for young children;
- pre-start up training, providing planning-for-success workshops to support women at the early stages of developing their businesses;
- business skills development, focusing on practical skills from financial planning & bookkeeping, to online marketing & content development
- business coaching, our experienced business advisers provide customised services for women setting up and growing their own businesses