1. Learn about different types of educational systems in the partner countries and the world. The participants learned about educational systems in their countries but also in other parts of the world. They focused on the countries with the most successful schooling system and they compared their policies and experiences with those in partner countries. They examined the pros and cons of private and public education. Also, the participants learned how schools prepared them for getting a job later and how schools perpetuate or fights stereotypes and discrimination towards vulnerable groups. The participants examined the materials which are though in schools - e.g. exaggerations and historical falsehoods to promote the sense of national greatness. The participants also compared how in different countries schools respond to problematic behaviour like violence and bullying (towards other youth and professors, but also of professors towards youth). Participants also discussed the problem of cheating in schools and what are the consequences of cheating culture for the wider society. 2. Learn about how to prepare yourself for adulthood and the role schools play in it. The participants discussed about what is a healthy relationship and the dangers of pornography and sexually transmitted diseases. They critically analysed how what is thought in schools matches the needs of modern youth. They focused on where do the information they rely on about sexuality come from and how reliable are these sources - is it pornography, religion, science etc. The participants also discussed the other problems modern youth face, including mental health issues, drug addiction and discrimination. They critically analysed how modern education lags behind the needs of modern youth - e.g. if there is any mention of mental health issues in the schooling system. The participants also focused on how schooling system (unwillingly) contributes to the discrimination by creating a false narrative of national greatness, which can contribute to developing exclusionary nationalist sentiments. Participants also discussed how school system perpetuates or confronts gender stereotypes and prejudices. Special attention was given to how schools prepare young people for getting a job, since in most partner countries youth unemployment is really high. The participants discussed how they can contribute to improving the quality of their schools so that they better support the needs of modern youth. 3. Strengthen partners' ability to implement international and non-formal learning projects. The partners expanded their networks and improved the competencies of its staff to implement international projects and activities based on non-formal learning. The former is especially important for the Jordanese partner because its youth were from very marginalised community (mostly Palestinian refugees) with limited opportunity for international projects. The latter was especially important for the other three partners, which are schools, so they needed to improve their ability to use non-formal learning methods in their work with young people. All partners learned to put the interests and needs of young people when creating activities. They learned to put them in the driving seat in creating and implementing activities. At this youth exchange, the participants prepared and implemented almost all workshops so they developed confidence in their ability and they carry it back home to implement activities in their schools and youth organisations. Through these presentations the participants also talked about the value of divesrity because the the participants learned so much from each other because they came from very different parts of the world. They used their positive experience on this youth exchange to motivate their peers to be more accepting and inclusive towards people from other cultures because they can make their life much more fun and interesting, as well as enabling them to learn new things.