The aim of the project is to develop operating models and structures for upper secondary school education in such a way that they support the implementation of the Secondary School Act and the new curriculum (LOPS2021) and the achievement of the objectives in a work-based way. The reform requires new ways of working, pedagogy and change in the operating culture of education organisers, upper secondary schools and teaching and guidance staff. According to the revised Upper Secondary School Act, the task of upper secondary education is to develop the student’s postgraduate, working life, entrepreneurship, social and international skills. The project will support the development of the above-mentioned capacities, the implementation of a new curriculum and the building of a working life culture. The competence of management and teaching and guidance staff to implement cooperation in working life will be strengthened through seminars, training and coaching. The aim of the project is to support management in the development of a high school that meets the requirements of society through various measures. Principals and teaching and guidance staff are supported through joint coaching for active participation in the long-term cooperation of upper secondary schools in working life as part of the upper secondary school curriculum. By entering the world of work, teaching and guidance staff develop compulsory upper secondary school courses and modules based on working life in accordance with the new curriculum in cooperation with students, working life, the third sector, other educational institutions and higher education institutions. The main activities of the project are: 1. Support management and teaching and guidance staff in implementing the Upper Secondary School Act and the new curriculum (LOPS2021) and in building a working life-oriented operating culture. Joint work life coaching supports the activities of upper secondary schools‘working life teams and the implementation and implementation of upper secondary schools’ working life strategies as part of the curriculum reform. In coaching, upper secondary schools mentor each other and network. Working life coaching supports the working life agent activities of upper secondary school staff. Working life agent activity means the active involvement of upper secondary school staff in building win-win partnerships for compulsory upper secondary school courses or courses. Staff enter the world of work. The aim of the coaching is to support the construction and maintenance of upper secondary schools’ working life networks and models and to promote the working life cooperation of all staff in the field of material education and as part of the upper secondary school operating culture.2. Development of upper secondary school courses, courses and modules based on working life (LOPS2021), especially in the compulsory subjects of upper secondary school. The core of the development of working life-based learning is student-centredness, support for broad-based competences of upper secondary school students and the intertwining of working life, higher education and international cooperation. Students’ knowledge of working life is growing and wide-ranging competence develops. The transition of upper secondary school students to higher education and working life will be facilitated. 3. Productisation, scaling, rooting and dissemination of results. As a result of the project, upper secondary school management and teaching and guidance staff have strengthened their knowledge of working life. Working life orientation is part of upper secondary schools’ operating culture and curriculum, and it is not a separate and overworking part of the structures of upper secondary school education. Upper secondary school staff and students are active actors in the implementation of working life cooperation. Working life-based models for upper secondary school education have been developed as part of the curriculum for compulsory secondary school courses. The models have been intertwined with working life orientation, entrepreneurship, university cooperation and internationality. In upper secondary school education, there are active practices for the recognition and recognition of skills acquired in the working life, hobbies or volunteering of students. The project gathers good practices from national ESF upper secondary school projects in Tralla.fi. As a result of the project, students acquire more and more experience in working life, entrepreneurship, internationality and higher education during high school as part of their compulsory studies. Upper secondary school students’ knowledge of working life and the skills of broad-based competence have evolved. Young people are more confident in their future choices and planning. The transition to higher education and employment is smoother.