Earlier teachers just transmitted their knowledge to students. Teachers knew things about the world where students are entering and could provide them with all relevant information needed for future work. But it’s not like that anymore. Educators don’t know anything about the world which will be in 10 years. A significant number of the jobs that current students will apply for when they start work don’t exist yet. Technologies have been changing, and such things as robotics, artificial intelligence, the Internet of things, quantum computing, etc will make some current jobs redundant. At the same time, a wide range of other jobs that aren’t possible yet will have been developed. We decided to carry out this project because we, youth workers and educators, have to take that into account. We shouldn’t transfer accurate knowledge — we should concentrate on the competencies that help students to succeed in the future that nobody has a clear view of. What are these 21st-century competencies? C — Communication: the ability to listen to, understand, convey and contextualize information through verbal, nonverbal, visual and written means. C — Creativity: the ability to imagine and devise new, innovative ways of addressing problems, answering questions or expressing meaning through the application, synthesis or repurposing of knowledge. C — Critical thinking: the ability to identify, analyze and evaluate situations, ideas and information to formulate responses and solutions. C — Collaboration: the ability to work in a team towards a common goal, including the ability to prevent and manage conflicts. Why is it necessary? First of all, it raises self-esteem and self-confidence, improves the emotional well-being and mental health of individuals. Secondly, the more satisfied people are, the healthier society they form. It reduces the level of tension, insecurity, violence, and encourages understanding, acceptance, tolerance. Thirdly, there is no doubt the well-being of individuals is intrinsically linked to their contributions to the lives of others, which means it’s a step to social engagement, fostering a sense of belonging to a community and building a better civic world. Fourthly, the universal set of competencies allows people to solve their own problems efficiently, and when they feel this power, they are more likely to tackle global challenges (such as all sorts of discrimination, terrorism, climate changing, serious diseases, wars, etc). We considered “4C-taster” training as an introduction to this global topic. We wanted our participants to become aware of the importance of these skills and realize how mastering them could improve lives. We devoted four sessions focusing on developing each of the competencies — critical thinking, creativity, communication, even though we still worked on them throughout the whole project duration. The element of collaboration was included in many activities, so awareness of the necessity and advantages of cooperating with others was increasing during the whole project. “4C-taster” was the first project in a row of training courses devoted to each of “C”-competence. We created a project that allowed participants to delve into key concepts and profoundly enhance their skills. We also developed this topic at a deeper level and the project results have shown us that it is the right way to continue. The objectives for this training course were the following: • to transfer to participants the idea that the world has been undergone changes, and introduce them the necessary skills and competencies of the 21st century which should be implemented in the modern educational system; • to develop critical thinking — the ability to acquire, process, interpret, rationalize, and critically analyze large volumes of often conflicting information to the point of making an informed decision and taking action in a timely fashion; • to develop creativity — the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, to generate solutions, to turn imaginative ideas into reality; • to develop communication skills — the ability to effectively convey and receive messages, to be an active listener, to be able to give and receive feedback appropriately, to be able to communicate in person as well as via phone, email, and social media; • to develop collaboration competence — the ability to work interdependently, learn from each other and contribute to the learning of others for a shared purpose; • to enrich the “toolbox” of youth workers and youth leaders with new methods and techniques that could be used in the process of non-formal education.