The partnership wants to solve a series of problems analysed with the students, trainers, guidance operators of the participating schools in the focus groups and interviews carried out by each partner.
 

The main problem to cope is the poor passion for the job demonstrated by the students involved in initial vocational training, which is caused by their lack of motivation when they had to choose the training career, mostly because of guidance errors. Sometime the pupils receive a wrong guidance. The causes appeared to be linked with the criteria of evaluation of the possibilities of the students, which are mainly based on the progress at school of the students. When the students finish the lower secondary school, they usually know in which school they should go, but they do not know which profession they can do.
Furthermore, it is difficult to interact with the students for the guidance operators of the upper secondary schools because it is difficult to find and develop specific tools for guidance settled for each target of students. With the students with special needs the guidance plays an important role as they are moving towards the transition to the vocational education. The guidance at comprehensive school gets often continuation in form of the preparatory education lasting from one year to even two years. Otherwise, it is difficult to organise individual meetings with students. There is not school time scheduled for this purpose.
It is hard to organise guidance in the classrooms because the expressed needs vary from student to student. For this reason, it is not easy to involve each student in the guidance activities. Every partner expressed a common problem concerning the different levels of participation and motivation of the students of each class. While some students participate to the proposed activities, another part of the class is not interested. Furthermore, the pedagogical approach, used in the individual meetings, cannot be used in the classroom.
The students do not have enough information about: the training profiles, the risks of the professions and the criteria of selection of the job. They have a wrong perception of some job because many professions are subject to stereotypes and prejudices.  The trainers do not guide girls and boys in the same way. They do not encourage them when they would like to choose a job which is made traditionnally by the other sex.
The students reject guidance because it is diffult to understand the offer and the channels of guidance. There is a difficulty to know the services of guidance of the territory and in some area of the partnership there is a poor diffusion of them.
The students find difficult to imagine what they want to do in their future because they do not know their personal wishes/attitudes, having a poor attitude to analyse themselves. They  do not will to play the game  because the  tools/instruments used in the guidance activities are not very effective.
The guidance with special needs students phases similar challenges. More intensive, personalized and holistic approach to guidance and assistance in the second transition would carry the student to the next level i.e. to vocational studies. The risk in the transition phase is that students (mainstream or special needs students) drop out entirely from school.
Furthermore, the families do not stimulate their pupils and sometimes they are not interested in the school progress of their sons.
The problems analysed in the guidance sector have a strong influence also in the didactic field, analysed by the partners but not included in the partnership activities which focus mainly in guidance. The poor passion for the job makes more difficult to involve the students in the classroom and laboratories activities, improving the difficulties to make classes for the trainers.