The aim of the project is to develop working life cooperation models for upper secondary school education, in which teaching and guidance staff support students‘learning based on working life in such a way that students’ career plans are strengthened.The objective is to increase and strengthen the working life knowledge of teaching and guidance staff. The aim is to mobilise the guidance skills of all teachers. For example, the Teachers model, where teachers update their working life skills and working life dates by subject group. The project will test regional resource banks for business cooperation, as well as courses implemented by subject teachers in cooperation with a company or organisation. In addition, the teaching and guidance staff of the pilot high schools and students together create a new guiding approach. Another sub-objective is to develop the structures of upper secondary school education in such a way that they support students’ career planning. The aim is that the future upper secondary school student knows a variety of educational and career options. This objective will be achieved, for example, by organising TET sessions for students. A model for group guidance is developed in which the tutor and the group supervisor work closely together. Teachers‘own career stories and students’ work experience are introduced in small group guidance. Study the use of the apprenticeship as part of upper secondary school education and holiday periods. In addition, cooperation models will be established between the education providers, in which the upper secondary school student can familiarise themselves with the offerings of a vocational college or a university of applied sciences and/or acquire professional competence from a vocational college or polytechnic. As a result, more and more young people continue immediately after upper secondary school to pursue further studies or working life. The attachment of young people to education and studies will improve. It has been possible to establish effective practices in the content and structures of upper secondary school education both in maintaining teachers‘working life competence and in supporting students’ career plans. Teachers’ professional skills will be strengthened and young people’s employability will be improved. Companies get motivated and skilled workers.