The project included 12 Activities and 2 PV meetings where we involved 59 organisations from EU and partners countries. The main idea was to support further the Objectives of the Accreditation and to enhance capacity, increase/improve key competences and critical and analytical thinking of young people and youthworkers (especially the ones with fewer opportunities). We focused on social incusion and intercultural learning. Added to this we designed Actitivities to support the process of opportunity for self development to participants and target groups (especially youths and youthworkers who come from regions and areas where there are not other youth organisations). The objectives of the project where connected during the 12 Activities (and directly connected to our Objectives as Organisation as we applied for accreditation) and we managed in Partnership to have a strong impact in the 15 months of implementation but also we realise is sustainable for longer period. Objective 1: to promote and support International cooperation between experienced and not experienced. Organisations and individuals but also between target group, youths and youthworkers who aim for eliminating discrimination and marginalisation through social inclusion practice. Objective 2: There are many youths in our community who do not have motivation to know (more) about their rights and the opportunities they may have as EU citizens, but also do not have concern or empathy of human rights. Objective 3: We aim through multiple activities to help youths to understand that european identity is something unique for everyone and each one has same rights, share common concerns for common future. Objective 4: To develop personal and professional skills and competences to youthworkers and youths for improving capacity entrepreneurship and employability. Objective 5: We aim to develop and implement this project to leave an efficient impact for the Erasmus period on the topic of healthy being, lifestyle and healthy society in general (mind, body). We included also another objective/6 (which we included in our updated plan for Accreditation) which was related to sustainable education. Each activity was directly linked to our accreditation objectives. For example, YE History (A2) supported Objective 1 by fostering cooperation and Objective 2 by motivating young people to explore rights. TC of Trainers (A6) focused on Objective 4 (capacity-building of youth workers), while A10 Green Thinking addressed Objectives 5–6. This structured mapping ensured that all activities produced short-term outcomes while reinforcing NECI’s long-term accreditation plan. Thus our Objectives were approached and achieved during this project as follows: a) YE A2 (History): Objectives 1, 2 b) YE A3 (Crime prevention): Obj 1,3,5 c) YE A10 (Green thinking): Obj 1, 5,6 d) PDA TC A5 (Active citizenship): Obj 1, 2, 3, 5 e) PDA TC A6 (TOT 3) : Obj 1,3,4,5 f) PDA Seminar A7 (Arts): Obj 1,4,5,6 g) PDA Seminar A8 (Risks): Obj 1 - 6 h) PDA TC A9 (Entrepreneurship): Obj 1,2,4,5 i) PDA TC A11 (Digital): Obj 1, 2, 4 j) PDA Seminar A13 (Conflct): Obj 1, 2, 3 k) PDA Seminar A14 (Healthy lifestyle): Obj 1,2,5,6 l) PDA A15 Study visit: Obj 1-6 See Annex X: table linking activities with objectives, competences & methods Added to these we tried to promote the development of critical and analytical thinking so youths and youthworkers to think out of the box but also to be more careful on the wide shared information as it's provided nowadays in media. Our Activities (A3, A10, A5, A6,A9,A11) especially (were designed to develop to the participants the competence to (media and information) Literacy and to critical thinking. Moreover, we promoted the objective of developing Learning to Learn, so participants will appreciate the power of this competence for their own lifelong self reflection technique which can enhance their improvement in personal and professional level. (note: by mistake we have not noted A12 in the BM so even if there are A1-A15, we have implemented only 14 Activities) We tried to make a clearer link between the activities we organised and the objectives of our accreditation plan. For every activity we explain now how it was connected to a specific objective and which results came out of it. For example, when we worked with non-formal workshops on teamwork and communication, we did not only meet the short-term learning goals but we also supported our long-term plan to bring more participatory methods into our youth work. In this way we show that the activities and the results are not separate, but part of the bigger development process of our organisation. The experience and tools we developed are already becoming part of our regular practice. We included them in our annual training plan and we also use them in the preparation of our next accredited activities. In this way the results of the project are not isolated, but connected to the long-term growth of our organisation.