The current technological age, together with globalization, puts information in a very easy way. As school is a means of socializing and acquiring new key competences for lifelong learning and experiences, young people eventually renege on their training path by facilitating access to information and illusion of the global age. The acquisition of new key competences and experiences and the consequent personal and social development become less and less priority. As a consequence, there has been a significant increase in the rates of social exclusion, disintegration, young NEET, failure and drop-out rates. In addition, there is an aggregate of young people with low qualifications, who transpose in few opportunities and unemployment and/or precarious employment. The social problem is the lack of key competences for lifelong learning and experiences and the consequent social exclusion of young people. This problem entails a set of needs, such as: - To empower youth workers in the field of work with young people in order to acquire new key competences and experiences promoting the transformation of their reality and dissemination of good practices, ethics, cooperation and responsibility as means of social inclusion and dynamism; - To stimulate and motivate the participation and involvement of young people, especially those who face situations of fewer opportunities (NEET, social exclusion, etc.); - To create opportunities for empowerment and personal and social development of young people through inclusive, participatory and voluntary practices; - To raise awareness of the importance of the educational path in personal and social development. In this sense, the objectives we had previously identified and that we were able to achieve with the development and intervention of our project are / were as follows: a) Promote: - The development of key competences for lifelong learning and experiences with young people; - The development and empowerment of youth workers with new methodologies, methods and tools for working with young people; - The social inclusion of young people, including young people with fewer opportunities; - The incorporation of new methodologies, such as NFE, in the work of developing key competences and experiences with young people; - A new intervention of the organisations, with methods, tools and activities adjusted to the expectations and needs of young people; - The decrease in the rate of early school leaving and school failure in school-age youth. In short, the project answered to a global social problem, with increasing and limiting repercussions for young people. Therefore, it encouraged an intervention focused on the transversality of methodologies for the development of key competences and experiences that ensured the opposite path to the social problem. Directly and/or indirectly, the intervention fostered broad social outcomes and impacts that, through scalability and institutionalization, that allowed countless contexts and social groups to recognize the benefits, impacts, and contextualize learning and experiences for personal and social change.