The "CEDRA - Community of Entrepreneurs - Development of Rural Areas" project gathered 50 young people from 10 countries in the Armenian town Tsakhkadzor. The project was based on non-formal education methodology and techniques. The main methods included open space, experiential learning, practical workshops, working in small groups and in plenary, open discussions, debates, simulations, and role plays. The objectives of the project were as follows: - To improve the abilities of youth workers, activists, and young people from rural areas to increase their chances of getting employed or making their own projects. - To provide tools and techniques on how to address low unemployment rates in rural areas. - To challenge young people to face unemployment reasons and related problems, understanding the lack of knowledge or experience, and starting to develop them. - To empower young people with the means of non-formal education. - To identify the real needs of youth workers working with rural youth and assess their capacities. - To understand the real needs of the rural job market and discover ways to meet those needs. - To motivate youth workers to take part in social changes aiming at increasing youth employability by exploring their leadership potential. - To create new projects designed to lower the unemployment rates and encourage youth to develop their rural homeland. The entire project was mainly practice-oriented and served as a platform for generating and developing new ideas for rural development. On the one hand, the course workshops equipped participants with practical skills. On the other hand, they provided participants with new tools and ideas that they could use in their youth work or when designing youth projects, such as the workshop for designing a project. Through sharing experiences and searching for common solutions, participants improved their understanding of rural development and employment in remote areas. The non-formal education activities, such as getting to know each other games and ice-breakers, team-building exercises, workshops, presentations (prepared by the participants), group work, study visits, reflection sessions, etc., provided a variety of ways in which participants acquired new skills, knowledge, and competences and learned to analyze rural development and unemployment from different perspectives. It should be added that most of the activities, not only the intercultural evening but also group work and study visits in the Ukrainian province, for example, had a strong intercultural learning component. Cooperation with locals and learning from Ukrainian projects implemented by international initiative groups showed the way for our participants. The significance of the informal evening activities should not be underestimated either, as they brought additional value to the intercultural experience of communication and cooperation.