SOCIAL PROBLEM & REASON Considering the school as one of the greatest means of socialization, experiences and the acquisition of new key competences for lifelong learning, due to the technological age and globalization in which we live, we assist young people who deny their training path because of the ease in which information is put in their hands and inter-social relations are shaken. The acquisition of new key skills, personal, social development and experiences are taking a back seat, with rates of social exclusion, failure and early school leaving, disintegration and young NEET increasing significantly. We thus see generations of young people with low skills, scarce opportunities, unemployment an/or precarious jobs. Considering the identified social problem - The absence of key skills for lifelong learning and the consequent social exclusion, where failure processes and early school leaving predominate - it is essential to develop training initiatives aimed at youth technicians, so that these are able to transfer knowledge, values, attitudes and learning to young people, empowering them equally. More than formal, this education should happen via NFE - from youth workers (YW) and young people themselves. Thus, this project was intended to empower YW so that they are now able to transfer their knowledge to young people and, thus, provide them with skills that make them able to transform their social reality. The consortium even recognized the social role of sport in this process, that is, its importance for the social inclusion, education, training and health of young people. NEEDS With the identification of the social problem, the pressing and inherent needs were also defined and discussed, namely: - Train youth workers in the field of youth work to acquire new key skills that promote the transformation of their reality and dissemination of good practices, ethics, cooperation and responsibility as a means of inclusion and social dynamism; - Stimulate and motivate the participation and involvement of young people, especially with fewer opportunities; - Create opportunities for training and personal and social development of young people, through inclusive, participatory and voluntary practices; - Raise awareness of the importance of the educational path in personal and social development; - Promote in young people the spirit of belonging, sharing and solidarity through social participation. GOALS This entire process allowed us to clarify and define the objectives for which the project was proposed. Thus, the goals achieved are characterized by the promotion of: - Development of key competences for lifelong learning among young people; - Development and empowerment of youth workers with new methodologies, methods and tools for working with young people, especially from disadvantaged groups; - Social inclusion of young people, including disadvantaged contexts; - Incorporation of new methodologies, such as NFE, into key competency development work with young people; - New intervention of organisations, with methods, tools and activities adjusted to the expectations and needs of young people; - Decrease in early school leaving and school failure rates; - Young spirit, respect, tolerance, active citizenship and solidarity. The project responds to a global social problem (the lack of key competences for lifelong learning and the resulting social exclusion, where failure and early school leaving processes predominate), with increasing and limiting repercussions for young people. The intervention focuses on the transversality of methodologies for the development of key competences that ensure the opposite way to the problem. Directly and/or indirectly, it will enhance broader social outcomes and impacts that, through scalability and institutionalization, will enable countless contexts and social groups to recognize the benefits, impacts and conceptualize learning and experiences for personal and social change.