11 partners from five countries are working to develop a European policy that will show a way to include young people in vulnerable positions so that they can find their place in society through school or work. To manage this COSI.ed project will upscale the MaCE-model (developed within the previous project) of socially including young people to excel at school and work. Through the partnership in COSI.ed we will work on upscaling the model, within various national contexts, from local to regional, national and European policy level. The project builds on the MaCE-model, with the four cornerstones of Context, Co-creation, Indirect Approach and Equality Literacy, which is the base of our work with the young people at risk of social exclusion (Bunting & Moshuus 2017; Gravesen, Stuart, Bunting, Mikkelsen, Frostholm & Mikkelsen 2021, Stuart et. Al. 2019; Moshuus&Eide 2014). At this stage of the work, we have tried out the model in the different contexts; rural, urban, in the south, the east and the north of Europe, in countries with a large part of the population with low socio-economic outcome and in a country with a high completion rate. In each context, the chosen group of beneficiaries are young people at risk of dropping out of education or training, who work within the project with trained and selected role models. We have as well co-created with the local partner’s role models, the students, the professionals and the university professors within Collaborate Competence Groups (CCG), who have followed the project locally and internationally as International CCG. Halfway through the project we are tracking down the evidence of the project's efficiency. We are also developing further inclusive and egalitarian methodology to be applicable in the different contexts through the development of effective tools, guidelines and scientific evidence. This paper will give an overview of the COSI.ed project, present the experiences across the national partners, and in that way also create a backdrop for the other presentations in the symposium.

Bunting M., & Moshuus, G.H., (2017) - Young peoples’ own stories of dropping out in Norway: An indirect qualitative approach, Acta Didactica, Vol.11, Nr. 2, Art. 5. Gravesen, D. T., Stuart, K., Bunting, M., Mikkelsen, S., & Hornbæk Frostholm, P. (2021). Combating Marginalisation by Co-Creating Education. Emerald; Moshuus, G. H., & Eide, K. (2016). The Indirect Approach: How to Discover Context When Studying Marginal Youth. International Journal of Qualitative Methods, 15(1). https://doi.org/10.1177/1609406916656193 Stuart, K., Bunting, M., Boyd, P., Cammack, P., Hornbæk Frostholm, P., Thore Graveson, D., Moshuus, G. Walker, S. (2021). Developing an Equalities Literacy for Practitioners Working with Children, Young People and Families through Action Research. Educational Action Research, 28(3), 362-382