As stated in our application, the aim of the project was to provide youth workers with tools and methodologies to achieve higher inclusion levels in the Erasmus+ program, to increase project quality and reduce the dropout rate of youngsters with social or physical barriers. As outlined in the project description, the objectives of this project were to: • Train youth workers and provide them with tools to tackle inclusion and quality in the new Erasmus+ yearly programs. • Support frontline practitioners, namely, educators, youth and social workers with practical tools that already exist. • Reflect on identification methods and how to avoid direct or indirect exclusion of youngsters from E+. • Raise awareness about the new elements and the challenges for inclusion and the measures to be taken for quality enhancement. • Create an informal support group among the participants to help each other and exchange experiences, practices and ongoing tested methods for E+ activities after the project is finished. • Create a network of inclusive organizations and contribute to the training of youth workers for developing activities under E+, both at a local, regional, national and international level. • Involve more youngsters with fewer opportunities in the youth exchanges and involve them more as organizations have better-developed skills and attitudes. To achieve each of the points above, we needed to bring together NGOs with youth workers to allow them to: a) get to know each other, b) be trained, c) exchange ideas Also, the fact that they came from different backgrounds, with different experiences and activities, increased the creativity. We are committed to inclusion of young people with disabilities. Being at the beginning of the E+ accreditation creates new opportunities The kick-off training course offered ideas, examples, and practical techniques for the pax to engage with challenging questions and better understand the context posed by the new program. What are the perspectives of youngsters with fewer opportunities right now? How do you recognize a youngster at risk? What are the reasons for low participation? What are the responses to that? How can a youth worker make a difference? What are the new practicalities of the E+ accreditation program? And most of all, how do you make projects inclusive! Using already new and existing tools, debates and exchange of good practices, the aim was to train youth workers and to give them tools. This project was meant to contribute to the achievement of promoting European values in line with Article 2 of the Treaty on European Union, as noted in the Erasmus+ guide. It was linked to Key Action 1 as it supported the mobility of youth workers to learn in another country. In our opinion, all the objectives were fully achieved, we had some changes in participants, but the number remained the same. Of course, when you work with many organizations with disabled participants, this is normal. We had very good experiences with most partners, but some simply did not have the capacity to follow such a red line in a yearly program. So for some of them, they decided not to take part in the new yearly program and for some of them, we made that decision. But in full harmony, we decided this in the evaluation meeting in June. This is of course to create an almost perfect group of organizations for carrying out inclusive projects. Our Erasmus+ project addressed several key topics, in line with our objectives to promote the engagement and inclusion of young people across cultures and abilities. These are the most relevant topics our project focused on: Inclusion and Diversity At the heart of our project was the development of dynamic and interactive methods to engage young people, particularly those with fewer opportunities and diverse abilities. By creating inclusive environments and fostering diversity, we aimed to ensure equal participation. Non-formal Learning Methods We emphasized the importance of non-formal education to make learning more engaging and effective. Through workshops, interactive activities, and collaborative projects, participants learned new skills in a practical, hands-on manner. This approach included writing content for two youth exchanges, ensuring active involvement from all participants. Intercultural Competence We had 13 different countries, providing a platform for intercultural exchange. Pax shared their cultural backgrounds, fostering mutual understanding and respect. This intercultural dialogue was instrumental in enhancing cultural awareness and expression competence. Personal, Social and Learning to Learn Competence In the project, we focused on developing personal and social skills such as empathy, resilience, conflict management. Pax were encouraged to reflect on their learning processes, manage their time effectively + collaborate constructively. This holistic approach ensured they were equipped to face uncertainties and challenges with confidence.