This mobility for youth workers worked around participatory artistic methods in the work with young people and the leadership qualities of the facilitator. This cross-disciplinary exchange embraced non-formal and informal learning to support and strengthen the practices of the partners, which are rooted in a logic of participation. Participation as a strategy can be implemented in many different ways. In this project, we focused on participation as interactive techniques for ateliers and as a working method to collaborate on a project with young people. The project had 3 main objectives. We describe them from its micro to macro level; micro being the exchange of methods, meso a general practicing of facilitation skills and macro the expansion of one's network with a specific focus on partnership. 1/ EXCHANGE OF PARTICIPATORY METHODS The project aimed to provide a context to learn from peers about participatory approaches, strategies and methods. As an opportunity to share good practices, whilst equally acknowledging that we're always improving. Besides learning from colleagues with a similar practice (youth to youth, art to art), this project brought people together across disciplines. We believe there are principles in participatory work that transcend age specific strategies or aesthetic forms. Nonetheless, this project did not have the aim to extract the essence of participatory practice and present it as an 'applies-to-all' strategy. 2/ (FURTHER) DEVELOPMENT OF FACILITATION SKILLS. The hypothesis is that one learns to facilitate by experiencing group dynamics that strongly differ based on who is guiding a session as well as by guiding such sessions yourself. A session can be an exercise (on its smallest scale), but happens in all sorts of context. One can facilitate an event, a conversation, a project, a course. Every setting that brings people together can be a learning experience. We choose the format of a training event because it allowed for a bunch of people to become a group and to discover how collective action can be guided, but also what kind of role you play as a participant within group dynamics. If not only the facilitator, but also participants have group dynamical knowledge, skills and attitudes, this can hugely affect a process. And we were convinced that also the seminar could add to this learning process. Whilst facilitating attitudes and skills are rather to be developed during the training event, this can be consolidated by finding language and reflection on your own position and that of others, thus framing one's experiential knowledge by conceptual knowledge. 3/ EXPANSION OF PARTNERSHIPS Each partner in this project took part as a 'local' quartet; a youth worker was joined by an artist and 2 youngsters. They engaged in this project with the intent to expand their collaboration in the future, drawing artists and youth workers closer as to lift up young people. Therefore, this project aimed to strengthen the learning of a local network through an international knowledge exchange.