As a youth center, we have been dedicated to empowering young people for many years. Our focus has always been simple: extending the opportunities given by the formal education system through dynamic and engaging activities - activities that put people at the center of their learning process, activities that invite young people to learn more about themselves and others. We have always been inspired by the capabilities of our participants - while working with them, we have realized that they are full of creativity and often they only need a supportive environment that encourages them to put their ideas into practice - and this inspiration kept fueling us over the years. We love what we do and we are always finding new ways to get better. Working with young people is like an ongoing puzzle, there are always new situations and needs that ask for our attention - while continuously refining our methods and tools, we keep growing as professionals. This ongoing curiosity drives us not only in our work but also when we mentor other youth organizations. While working with our core team of young professionals and some of our partner organizations, we noticed something important: non-formal education is the tool of a youth worker, still, during this past period, fewer and fewer people are able to work with it. A lot of these youth workers come from the formal education field and they struggle to grasp the essence of youth work, non-formal learning, and informal learning in general. They miss specific knowledge and skills that would allow them to guide learning processes (they struggle to engage young people, they lack creative and inclusive work forms, they don't know how to create a learning transfer, and they are not able to grab spontaneous learning moments). In an effort to address this situation, we decided to create a series of professional development opportunities focused on the creation and facilitation of inclusive learning experiences. Our goal is to support the youth workers of our partner organizations in developing a set of skills that are needed to guide others while they learn. We will do this by organizing a series of local and international activities, together with a professional development course in the Netherlands. From the wide picture (how do people learn, what is non-formal education, what is the role of a youth worker) we will move closer to specific tools and techniques (steps of designing inclusive work forms and an engaging learning program, coaching and mentoring techniques while guiding others, working with own resources, embracing unplanned events and creating learning experiences out of these). By doing this, we aim to support the skill development of young professionals within the field of youth work. By guiding and empowering young individuals, these professionals will broaden the field of education, providing more people with the opportunity to access inclusive, high-quality learning experiences. As a result, more people will be able to navigate complex social situations (such as cultural conflicts or social gaps) from a collaborative mindset while taking leadership roles. This will lead to economic development and will pave the path toward a society that offers equal opportunities for everyone (regardless of their culture, or background). The project itself consists of a few activities: - preparation period with online and physical meetings and preparation assignments in national and international groups; - an online preparatory meeting for the entire international project community; - a physical training event in the Netherlands focused on gaining knowledge and developing skills that are needed in the field of youth work; - a follow-up period with system development and outreach activities, and dissemination actions. To narrow the focus of this project, we created the following general aims: - involving 36 young youth workers in a series of dynamic, professional development activities (including a training event); - supporting these people to improve their professional skills related to non-formal education and the facilitation of non-formal learning programs (with the help of Piet Winkelaar's phase model); - spreading this knowledge and experience among other youth workers through local activities.