The project has been designed in accordance with the general objectives of Erasmus+ and met most of the objectives of learning mobilities. The project had the following objectives: To support the professional development of youth workers and improve the quality of youth work across Europe through the theoretical and practical knowledge of Theatre of the Oppressed (TO) and its various techniques, mainly Forum Theatre. To improve the quality of youth work focused on marginalised / LGBTQQIA+ youth through the development of competences of youth workers. To reach this goal we provided the participants with knowledge and skills in TO methodology which they can use to support the empowerment of marginalised / LGBTQQIA+ youth groups. To understand the situation of marginalised communities in various European countries as well as the whole educational activity planning cycle: selecting the target group, assessing its situation and needs, determining proper aim and objectives, selecting relevant methods, applying them in the community and executing a meaningful evaluation and to know at least one approach to educational activity planning. This was achieved through a multilayered two-phase training courses and an implementation phase. To be able to implement TO in everyday work and activities thus increasing their impact and also as a form of human rights education. TO is a set of theatrical techniques that the Brazilian theatre practitioner Augusto Boal published. He used theatre as a means of promoting social and political change. In TO the audience becomes active, as "spect-actors" the audience explores, shows, analyses and transforms the reality in which they are living. In this training course, we focused on Forum Theatre – a creative and very profound technique which explores different solutions to problems or conflicts we all deal with – in a family, in partner and friendship relationships, at school, in a community. By introducing this methodology to youth workers, this project addressed the need of of improving the level of key competences and skills of young people, including those with fewer opportunities, as well as the need to promote intercultural dialogue, social inclusion and solidarity, in particular through increased learning mobility opportunities for young people, those active in youth work or youth organisations and youth leaders. This methodology proved to have a great potential to reach out to marginalised young people and promote diversity and changes in values, as it employs a whole-body and interactive approach.