In France as in many European countries, we see a significant failure rate at the end of the first year at university, which can exceed 50% in some sectors. This fact was recently confirmed in a national report to the Government (Sept.2015), by Mrs Sophie Bejean, Chair of the Committee STRANES / National Strategy for Higher Education.Moreover, this failure is often accompanied by students dropping out. A lot of national and European organizations are seeking the causes and attempting a remediation. High schools are obviously in a central position, because the choice of guidance takes place in the last years before final exam at high school.Three High schools (Lycée Stephen Liégeard for France, Radomsku Liceum for Poland and Paimio High school in Finland) face this problem and they started thinking about it; they have highlighted the importance of social skills in the educational guidance process. This was confirmed by the work and actions of a young foundation called "Talent Campus", created as a scientific cooperation in the French region Bourgogne Franche-Comté , which received the first "insertion training" Prize at the Universities -Companies Meeting organized March 2014. The goal of Talent Campus is to enable everyone to discover and develop social skills by integrating social and intercultural aims.These four partners have decided to exchange their practices in the framework of Erasmus + programme, relying also on their local university to expand their studies.So they wrote the "ISSKO" Project within one of the most important European priorities of the 2020 Agenda: Fighting against dropping out, and 2 horizontal priorities: Transparency and recognition of skills and qualifications on the one hand and promotion of active citizenship.4 main objectives are included in this project:- Provide tools to students helping them to develop their social skills, to accompany them in the choice of their orientation and future studies and in consequence in their future profession.- Facilitate and promote for high school students the ability to project themselves in studies (and take care of the necessary associated skills) in a European context and engage them in an active European citizenship.- Reduce failure at the university and work on the guidance process in order to reconsider especially the failure due to wrong choices.- In the same way, promote relations between high schools and universities in a European perspective, to build and share innovative best practices previously identified, in order to implement them in Europe.The target audience is high school students in the three considered countries, coming from classes where guidance process is running.ISSKO –Project is based on a selection of students in each country and during two school years. These target groups will participate in different activities with the help of transnational teams. They will benefit from innovative training sessions, identified by each partner, to support research on the importance of social skills in their personal and professional project and to promote European relationship and engagement in an "active citizenship ".Coordination will be carried out by the French partner who will manage all administrative aspects and project monitoring. Each partner will be assigned to a certain number of activities from upstream to downstream: analysis, research, experimentation, production, communication, diffusion...Production activities and results will be collectively realized, including a website dedicated to the project, experimental reports and a guide to the attention of the students and their families.The impact is expected mainly on the educational guidance process with significant changes to the selection criteria and the expected interaction of social skills. On the same way, we hope bringing some change in the study failure and dropout of the students. It is clear that the outcomes will not be immediate, but the action driven by the Erasmus+ Project will necessarily create a dynamic among all partners. The results of this project will lead a lot of changes especially in the way to consider and hopefully to organize the educational guidance process.With the willingness of each partner, we expect to continue the work begun beyond the thirty months of this project and maintaining its collaborative approach with other institutions in Europe, and with all organizations, in charge of the central question of educational guidance and learner success. If necessary, we could transfer activities to other organizations interested in innovation of our approach.