This project consists of two training activities in a three-activity training cycle for future leaders of intercultural encounters. The theme of the training cycle is "Intercultural exchanges in the Euro-Mediterranean area: a pedagogical and organizational approach". The third activity is part of a separate folder. This training program enables actors from French, Algerian, Moroccan, German and, more recently, Tunisian civil societies to learn about intercultural animation and methodology. It aims to forge links to implement youth exchange projects, as well as solidarity and international cooperation initiatives. The aim is not only to promote the exchange and the creation of partnerships, but also to encourage the implementation of future local projects and intercultural exchanges in the Euro-Mediterranean area, and to reciprocally develop the intercultural skills of actors in the field. We promote active European and Mediterranean citizenship. Our aim is to propagate participatory, equitable and inclusive approaches through the mobility of young citizens, thereby fighting all forms of exclusion. The war in Ukraine and the political tensions between Morocco and Algeria, among others, are only adding to the turmoil in the Euro-Mediterranean region. From here, we want to encourage young people to become aware of the existence of a Euro-Mediterranean citizenship, and to take an active part in building an open space for dialogue. Our aim is to increase opportunities for exchange and communication between citizens of different cultures and countries, whatever their social, economic or cultural background. Indeed, our actions are strongly rooted locally, and this openness to the world is a key to better living interculturality at local level. The aim of this training program is to strengthen collaboration between the Maghreb countries, Germany and France, in order to boost young people's involvement in the Euro-Mediterranean sphere. In order to strengthen this commitment, we need youth workers who are able to understand the different challenges of this region. The aim of this training program is to train 32 future leaders of intercultural youth encounters, who are key players in youth involvement in civil society. This requires practical and theoretical knowledge of intercultural pedagogy to foster constructive work. Such training helps young people to understand their own culture and that of others, and to deconstruct false representations by highlighting the origins of prejudices. Participating in intercultural exchanges enables young people to discover the socio-cultural and economic realities of the two shores of the Mediterranean as part of a reciprocal journey, exchanging and learning about themselves and the Other. Participating in an exchange based on equality and mutual respect is very important in a world which, despite the "rapprochement" linked to the effects of globalization, is increasingly divided not only by physical borders, but also by cultural and social frontiers at international, national and local levels. We believe that training people to organize intercultural exchanges with countries to the south and north of the Mediterranean will encourage young people's mobility. So that it is reciprocal, equal and legal. Indeed, many young people in the Maghreb dream of Europe, without having a realistic image or concrete plans. Through our basic training courses for future leaders of intercultural youth encounters, we are creating a network of trained and qualified multipliers to promote long-term work in the Mediterranean region and the development of high-quality intercultural youth encounters. This training is itself to be seen as an intercultural exchange experience, and in this context we use tools and pedagogical methods that can serve as sources of inspiration for participants in their future projects. The following areas are covered: multinational teamwork, intercultural games, language animation, verbal and non-verbal communication, organizational techniques, conflict management, teaching aids (video, sport, theater, etc.). We use reflection and dialogue facilitation methods for open, reciprocal learning: intercultural learning requires active methods of experimentation, means of observation, analysis and evaluation, and theoretical reflections that enable us to integrate what we have learned from experience and compare it with other experiences.