As a whole, the project is structured around 5 axes: 1. _Proposing individualised support within the framework of pathways adapted to the needs of the public in the territory of the South Space_ With increasing unemployment for several years, the population in poverty is increasing from year to year. At the same time, local employment statistics continue to count unfilled jobs in the southern region, including low-skilled jobs. The very reinforced support of the participants is a tailor-made accompaniment carried out by a course referent. It is carried out in a network with the actors in the territory, articulating individual and collective actions. Each path is adapted to the needs of the person who engages in a professionalisation process. To do this, we need to propose a pluralistic offer to support and better take care of the diversity of potential participants in the territory, by: \-Strengthening dialogue, communication and partnership to make the action of the PLIE more readable among the Elus, the institutions, the economic actors and the target population. \- Qualifying the function of individualised support for those who are very remote from employment in order to increase the number of people in care \- Mobilising community actors more strongly so as to identify and motivate people with institutional breakdown to reintegrate themselves into an integration process. _2\. Adapting and developing the training offer to encourage the acquisition of skills_ With a very high proportion of target audiences with a very low level of qualification, promoting access to qualifying or certifying training is a major challenge. Indeed, the territory of Espace Sud has a large pool of workers with skills gaps and thus unable to meet the needs of the companies in the territory. On the other hand, labour needs in some sectors of activity are not met. This will include: * To act on the valorisation of low-skilled jobs by informing PLIE participants widely of the opportunities they offer in the short term. * To mobilise upstream a volume of trainee hours for training activities preparatory to the return to employment in occupations and sectors of activity easily accessible or expressing a need for labour. * Set up training and job discovery activities in the pre-identified sectors * Design in partnership with vocational training actors a pedagogical offer appropriate to the labour force needs of the territory * Better use of professional skills and skills by mobilising existing tools and initiating permanent and continuous evaluation workshops and methods. * Adapt and initiate the implementation of training in relation to the local job offer, first of all, by using the criteria for hiring local companies. * Implement measures to combat illiteracy to enable the acquisition of skills. * Fight against illectronism by acquiring the Digital Pass for PLIE participants. _3- developing and diversifying the offer of occupational integration_ The economic development challenges of the South Space make it possible to envisage the development of a local offer of integration through economic activity. The organisational approach of this component is multifaceted and must be structured in conjunction with the socio-economic operators and the employment of the territory so as to ensure that the ideas proposed and/or identified correspond to a real need. Through this programming, the PLIE is part of a genuine process of identifying and mobilising projects designed to generate a new job offer within the framework of the integration through economic activity and more generally of the social and solidarity economy. The approach consists of: \- Identify and identify the appropriate sectors to be used in order to develop an attractive offer of inclusion and serving the general interest \- Define a coordinated policy towards the structures of integration through economic activity in order to have places for integrated audiences on the path \- Accompany and encourage community decision-makers to guide and stimulate the use of insertion contracts \- Support and strengthen the interventions of SSE actors in line with a logic of efficiency by qualifying the transition time into an integration structure (establishing a booklet for assessing skills and skills acquired during the transition to an integration structure). _4- structuring preparation and integration for employment_ Although essential, the