Achievements: The YE’s achievement and implementation are in promoting the ethos of the Council of Europe (i.e., hereafter CoE) with its human rights literacy and pedagogy programme for youth. The CoE’s Compass human rights education (i.e., hereafter HRE) textbook and its intercultural competency T-kits, are tailored to benefit youth, expressly whom volunteer in their community, and involve themselves in non-formal educational activities (i.e., hereafter NFE) to promote community service learning (i.e., hereafter CSL). Combining CoE’s Compass HRE, CoE Intercultural T-kit. and Erasmus+ competences may induce positive cognitive and meta-cognitive (i.e. reflection) stimuli in youth’s state of being, learning, and mindset; namely acquiescence of human rights literacy with its mutually associated values of interculturally competent volunteer youth work. Such serves as a robust foundation for lifelong learning in human rights literate CSL. Gaining self-confidence and a sense of empowerment and involvement to affect civic change in whatever they may do. NFE activities reframe bullying, discrimination, racism and sexism; the YE efforts youth lead learning in volunteer youth work practice. Its NFE moduli operandi drew on Kurt Lewin’s action research on youth civil liberties, Dr Martin Luther King’s civil rights advocacy, and the OECD Program Definition and Selection of Key Competencies (2002): 1. Acting autonomously; 2. Using tools interactively, and… 3. Functioning in socially heterogeneous groups as a shared conceptual basis for mapping and describing key competencies. The YE’s dual activities, competences, materials, methods and tools promoted human right literacy and interculturally competent volunteer youth work NFE learning outcomes. In the YE, learners agreed in their Team Learning Agreement (i.e., hereafter TLA) to put into practice their learning during the hiatus between the YE’s. Such includes an on-the-job volunteering Learning-By-Doing (i.e., hereafter LBD) activity and assist other marginalised youth. Drawing on Paolo Freire’s participative action research, learners while civically embedded assist the other marginalised youth’s efforts in developing grass roots CSL solutions. Those are equitable, inclusive and generative of a civic spirit of solidarity; here human rights literacy and best practices and alternative narratives (i.e., hereafter BPANS) reframe divisiveness. Promoting participatory citizenship and democracy as a type of literacy essential for human flourishing and a lifelong learning. Objectives: The UNESCO report entitled Reimagining our futures together: A new social contract for education (2021), cites that non-formal education may support a new global agenda promoting democratic participation, equity and inclusion, and human rights for peaceful communities. The YE’s non-formal pedagogy emphasizes soft competences, such as cooperation, collaboration, and solidarity; such support human rights literacy, intercultural activities, and interdisciplinary learning about bullying, discrimination, sexism and racism. The CSL project implementation and civic learning outcomes support learner’s active and experiential implementation of the following competences: 1. The 8 Erasmus+; 2. Erasmus+ and CoE intercultural; 3. CoE human rights education; 4. SALTO Youth International volunteer youth work competences, and learn to reflect on the many intercultural youth work challenges the community faces. Volunteer youth workers develop practical if not therapeutic dialogical, dialectical, heuristic, and soft-skills to reframe divisiveness in traditional and social media too. The YE’s NFE epistemology and methodology support lifelong learning: (1). Constructionism- enhancing participants reframed mental modes stimulate youth led project-based and problem-based learning in their community; and (2). Constructivism- enhancing their Erasmus+ and Council of Europe’s HRE competences. The NFE activities in epistemology and methodology, acknowledge the ‘plurality’ of human rights literacy, as something that were tangibly actionable, knowledgeable, and practical in their civic reality. The NFE activities emphasised the idea that human rights literacy is best understood as such a living competency: “…The (cap)ability of putting knowledge, skills, attitudes and values effectively into action when dealing with human rights in the civic context…”. Stimulating learner’s active citizenship, lifelong learning, social inclusion, social justice, and solidarity, transversal skills, and organisational learning, and connect, engage and empower marginalised youth, as envisaged by the European Youth Strategy. The Cyprus youth involved international mobility and action research learning project endorses shared European values, cultures, and youth experiences; volunteer youth workers become national, European, and international civic youth force multipliers in human rights literacy and activists against divisive voices.