In 2024 funding we wanted to strengthen the quality and continuity of our youth work by doing concrete things that make a difference for young people and youth workers. Through youth exchanges, we created spaces for young people to experience learning by doing. In School4Life, they built daily routines, took responsibility for group tasks, and developed life skills like teamwork, communication, and decision making. Green&Serene combined topics of wellbeing and sustainability - participants learned to connect self-care with care for the environment through practical workshops on mindfulness, recycling, and outdoor activities. These experiences helped them gain confidence, adapt to new settings, and learn how to cooperate with others from different cultures. Many of the participants came from smaller or rural communities, so this international experience was often their first. For youth workers, trainers, and NGO staff, we created learning opportunities to refresh their methods and think about wellbeing, facilitation, and inclusion. In Putting the Well in Being, participants worked with over different practical tools for social and emotional wellbeing, learned new ways to structure learning processes, and exchanged methods in peer sessions. Each day included space for reflection and tool-sharing, so that knowledge would multiply beyond the activity itself. Through the job shadowing, our staff had the chance to observe and participate in the daily work of partner organisations. They saw how youth work operates in different social realities - from island communities with limited access to education to areas dealing with youth unemployment. These experiences helped us rethink how we design local activities in Croatia and how we can include more community-based and experiential approaches, and how to think about the inclusion from another perspective. Partnerships were another clear result. Throughout the year, we maintained close collaboration with long-term partners and built new ones during each activity. These relationships are already leading to future projects and exchanges. For us, partnership is not paperwork - it’s active communication, trust, and the ability to learn from each other. Inside the organisation, we worked to make non-formal education more visible and structured. We supported participants in recognising their learning through Youthpass, group reflection, and evaluation tools. This made the learning outcomes more concrete and useful in their personal and professional lives. We mentored youth and youth workers about how Erasmus+ works in practice, helping them plan projects, and encouraging them to join the programme. This role as a local support hub is something we see as a direct extension of our accreditation. Across all activities, we made sure to apply Erasmus Youth Quality Standards: inclusion, safety, transparency, and strong educational design. Feedback was collected through surveys and discussions and used to improve our next steps. Some of the main outcomes in short include: Enabled young people to gain practical life skills and confidence through international learning. Supported youth workers in developing new tools and methods related to wellbeing, facilitation, and sustainability. Strengthened partnerships that lead to ongoing cooperation and shared learning. Promoted non-formal education and Erasmus+ as valuable opportunities for growth, especially in smaller communities. Improved the internal quality and consistency of our youth work by applying lessons learned from job shadowings and training. These results together helped us grow as an organisation that learns, adapts, and shares what it learns with others. The accreditation gave us the structure to plan long-term and to make sure that every activity connects to a bigger purpose - building stronger youth work that actually responds to the real needs of young people and those who work with them.