The assumptions of this project were created after consultation and exchange of experiences with partner organizations that participated in 6 trainings, organized cyclically by Sempre a Frente Foundation between 2016-2018 in cooperation with a constantly expanding network of partners. People who participated in previous trainings (youth workers, psychologists, pedagogues, volunteers), emphasized that on the one hand more and more often they feel the lack of skills and ignorance of digital competences understood both as the ability to communicate effectively using on-line tools, as well as the lack of knowledge and skills in handling specific applications that can potentially be used in the broader context of their work - combating exclusion and strengthening the social commitment of young people. On the other hand, there is a noticeable difference between the level of such skills among young people themselves, and what follows is the need to educate them in this area. The main objective of the project is to support people working in organizations working with young people at work in the area of supporting the development of digital competences in young people, and thus increasing their social involvement and reduction of exclusion. Why digital competence? Digital (IT) competencies are, according to the European Commission, one of the most important areas of the 8 key competences in the process of lifelong learning, which are necessary for full participation in society. In this approach, they can be defined as the free and critical use of technology to achieve goals related to work, employment, learning, leisure and participation in social life. Digital competences belong to transversal skills, ie they are and are necessary in acquiring competences in other areas. As such, they fit not only into the assumptions of the Erasmus + Program, but above all in the broad educational strategy of the EC. What's more, research shows (including the VCC Foundation, 2018) that many people on the labor market still do not have sufficient digital competence. As a result of the work of the Joint Research Center at the Institute of European Technological Perspectives Research (JRC IPTS), a document bearing the name of the European Digital Competence Framework for Citizens, commonly referred to as the DigComp Frame, was developed. This framework was the basis for constructing the assumptions of our project. We want to include in our training the topic of development of digital competences in 4 thematic blocks based both on DigComp and Facebook standards developed for the needs of the Digital Skills program implemented by Facebook in 5 EU countries. These are: 1. Internet security Objectives: - Participants will understand their exposure to network attacks and basic methods to ensure their own safety, their relatives and businesses - Get to know the tools and resources that they can use to overcome the threats to their cyber security - Gain knowledge that enables them to gain specific personal and professional benefits - They will take personal responsibility for their own cyber security 2. Social marketing Objectives: - Showing how to consciously communicate on social media - Teaching participants how to build their personal brand - Showing how to create valuable content 3. Data and decision making Objectives: - Explaining that data is not just numbers and spreadsheets - Explanation of the benefits of using data for decision-making purposes - Defining the main concepts of data - Use of data in the decision-making process 4. Innovations in the network Objectives: - Understanding by the participants of the basic principles of the Design Thinking method, creative approach to problem solving, the importance of receiving feedback and response, and the value of learning to start cooperation early and continuous iteration to achieve the best results. The training consists of two closely connected modules: 1. Digital competences - the module described in detail above 2. Elements of coaching and mentoring - providing tools for analyzing the needs and setting specific goals, as well as planning activities that enable their implementation to be transparent. In addition, the participants themselves will be surrounded by the care of the coach, they will be able to focus on themselves, formulate their own goals and take the path of their implementation. Understanding what mentoring and coaching means and how to use it can have a significant impact on the process of social inclusion, especially in the context of supporting young people in the implementation of initiatives.