 and we can start. All right, then same saying, welcome, we're welcome to everyone. I'm Lymunas Ragauskas, together with my colleague, Nerius Grotunas. We are facilitators of the massive open online course on Erasmus Plus funding opportunities for youth. And within that course, we launched a series of webinars, linked to youth exchanges mainly. So this June already had one webinar about youth involvement and youth role in youth exchanges. We had a second webinar about different tools and good practices in youth exchanges. And in this third webinar, we are looking at specifics of youth exchanges and youth worker mobility and what are the similarities, but also mainly what are the key differences and key aspects of these two formats. Both formats are under the same key action one. And it's about learning mobilities, but we're gonna be exploring what's the difference between youth exchange and youth worker mobility. So we are broadcasting now also on Facebook. If anyone is watching us, feel free to use comment section there to ask questions. My colleague Nerius will be checking the comments and forwarding your questions back to us. The same for those who joined here, feel free to actually ask questions at any time and we'll try to go through them and answer those and discuss specific issue. So it's totally okay if you also go with microphone, with the video here. And I'd like to then welcome our two guest speakers, both of them experienced youth workers and trainers from Serbia. And the first one will be Vladimir Budalic, better known as Budja in Serbia and also beyond. He will be more focusing on youth exchanges. And then my colleague, Snesna, but actually a Knoch also from Serbia, but actually now sitting in a beautiful library in Portugal. So Snesna will be more exploring the aspects of youth worker mobility. What is special about that action? How different it is from youth exchanges and what are the kind of specific aspects of this format? And thanks a lot for both of you for dedicating some time here in the middle of the summer and sharing your knowledge and expertise. Thanks for having us. All right. So probably, Budja, we'll start from you and from looking at the specifics of youth exchanges and a bit also differences from the youth worker mobility. Thanks for the warming welcome and hello from Serbia. And congratulations on managing to pronounce my full name and surname. But yeah, for all the others, you can call me Budja, it's the nickname that is somehow being used by all. I work at Voidjina Mental Movement as a youth program coordinator and youth worker. And we're going to go through some key aspects of youth exchanges and see how they compare to mobility of youth workers. So I'm going to go for the share screen option and we can start with the presentation. So I hope you can all see. Yeah. So let's see. We start with almost like an introduction to a big event. So it's youth exchanges versus youth worker mobility, but they're not really competing each other. They're quite complimentary, but still there are some key differences that people should be aware of because something that we have been discussing before is that sometimes people are confusing the two terms and that some mixtures are happening that maybe you're not supposed to. So the key elements that we are going to speak about today about youth exchanges is that they're quite youth-oriented, that they're also in a stepping stone for some people. It's often their first international mobility, that they are still learning-oriented. So the land learning should happen. And then we're going to discuss youth exchange leaders and the difference between the leaders and the traders. So let's start off with the key thing. So the youth exchanges are youth-oriented and if you look up what is written in the guide, you'll find out that it's meant for young people from 13 to 30. So there's a big age span that can be used, whereas in the mobilities, it doesn't have to. What is sometimes recommended that if you're working with teenagers or the younger people, then you would try to focus maybe ages from 13 to 14 or maybe 15 to 18 and then not to have everybody mixed together. And then one of the really, really, really important things is that it's based on these of young people. And then the young people should plan and implement the program. So basically, in ideal youth exchanges, let's put it like this, because not all the time this is happening in real life, but you would have to already work with a group. You would have to know what the group wants to do and then you would create a program together with the group. You would see, you would know who knows how to do what. You would know who wants to learn what. And then you would, together with the young people, plan out and implement the program. And I'm saying, implementing the program, I'm saying that they are actually having an active role during the program and they're doing their workshops. Now, whether it's a youth worker or not all the youth exchange leaders are youth workers, but we'll see later on, they should have some experience or understand some key basis of youth work. Another really, really important thing that it's a stepping stone and then sometimes this is the first international activity for young people. It's the first time they're maybe going outside of their country and it's quite, let's say, welcoming environment for them to go because of this preparation time because this prep time is quite also important and you have the opportunity to do the advanced plan and resist, the APV, which is basically up to two days activity where the leaders of the youth exchange can meet where the activity is taking place. But they can also bring one of the participants and they share what they want to do and they together plan what they want to do during the youth exchange. Another important thing is that usually you would have some preparation sessions before the youth exchange happens so that the group actually knows what to expect but also they are preparing the workshops that they will implement during the youth exchange. Now, because of all this prep time that is available and somehow expected, this is a great opportunity also to include young people through possibilities and this is one of the key things that the Erasmus Plus is promoting. People could choose to go on a youth exchange or not because of various reasons and then these kind of activities can really, really help them if they wouldn't or if they are not able to go and so basically the leaders of the organizations would help them out to do it. We're still saying that it's oriented towards learning but here it's more focused on personal and social competencies. So it's quite focused on the young person that is participating in a youth exchange. They would focus on discovering new cultures, new lifestyles, the habits of people and it's basically creating space for non-formal learning of course but informal learning here is quite important as well because you would have a bit more relaxed program than on let's say training course or some other mobility youth workers where you would make space to people to speak to each other to share their ideas, to understand each other so you would try out a lot of different things. Still they would have to be planned and you would have to have some kind of learning outcome but you're giving a lot of space to explore either the host country, to explore how the people are, what the people are doing and you would give a lot of space to this kind of informal learning part. Also I like to mention here this kind of process is the result thing where you want to have some kind of end result as well but the process is quite important here that you would have a space for people to try out things maybe for the first time in their life and to meet people that otherwise they wouldn't really need. If you talk about the youth leaders they don't have an age restriction but they should be 18 plus. Leaders should have some previous experience in youth exchanges and proper training. This sometimes happens, sometimes not really and we should really not expect them to be trainers but to know how to design a program, to know how to implement some of the nonformal education sessions to understand what youth exchange how youth exchange actually looks like. I had this experience where when I finished one of the well it was basically my first training course on leading youth exchanges and then I did a couple months later I did the youth exchange and I think we overstressed people with just copying what we were doing in the training course and the young people were really stressed about it but thankfully we listened to them and then we kind of loosened up the program and it was fine in the end. Also the youth leaders are preparing an implementing program with other youth exchange leaders but also with young people so they're not supposed to be disconnected from the group but they should help out the group. So together with their group which is coming usually from the same country they would then prepare and implement those sessions and then usually the youth leaders are again meeting on their own and discussing how to continue on with the program during the youth exchange. They're also focused on the group because they're leading a group where a group can be at least minimum four people in the group and the youth exchanges can be from just two groups to groups up to 60 people and then basically they would be focused on the group and their learning process during the youth exchange and they will also meet with them and they would understand what they need and how they would continue on with the program based on what their feedback is. Another difference is that this is usually a volunteer position because the funding is a bit different for youth exchanges there's not a lot of funds. Some organizations maybe have some different rules for this but in general this is a volunteer position and it's also quite interesting or it can be quite beneficial to people that lead this because this could take them into maybe some different activities where they could organize programs for maybe mobility of youth workers and so on. So it's also a process for the youth exchange leaders because sometimes this is the activity where they're first time in charge of some people when we talk about international activities. This is one of those things that is also in the program right just to have in mind that the youth exchange is not a holiday or tourism. Somehow when we speak about the mobility youth workers this is not something that's quite applicable but here you can sometimes this happens that people just think yeah let's just find some people open a call and they promote the country and add to the program which is quite important. It's not just a party and of course it's another training course. So it's still a planned activity with learning outcomes which focuses on young people and gives them space to explore different cultures and different ideas. So I see some of the examples that we had and this was one of my actually first youth exchanges that I've done. You can see me here I didn't have beard back then three long time ago but this was quite interesting actually because it was a bilateral youth exchange between teenagers from Serbia and Portugal and so they were all miners and it was about environmental protection and youth cooperation and for the Portuguese group it was the first time they're going outside of their country the Serbian group most of them first activity of this format ever. So we focused heavily on preparation time. Advanced planning visit is not something that you need to have but it's something that you can and it's often a smart thing to do especially in these cases. So we did it and we had five meetings in each country to prepare workshops with the groups that they will do during the youth exchange and we would communicate with the partners throughout all this time. So have in mind that you need some time before the actual youth exchange even more time than the actual youth exchange to prepare all of these things and to prepare the young people for first of all culture shock and then for them to understand that some of the non-formal learning is what to expect but also to give them enough space to express themselves and to plan out the things that they want to do because sometimes during the youth exchanges you don't really have enough time and this is the trap that is happening that then the leaders are taking over everything and they're just doing all the workshops for young people but not with them. Another interesting thing that we did was this youth exchange called RiseU and it was a multilateral youth exchange between young people from five different countries on social inclusion of refugees and what is interesting here that it was part of a larger project where we combine the mobility of youth workers and youth exchange where we actually had the training for youth exchange leaders on the topic of social inclusion of refugees and then from this group of people each partner chose who will lead the youth exchange this happening six months afterwards and so they would get these competences to lead the exchange and to understand what they should do and what are the differences and then basically even though it can be a quite heavy topic what is also important that on youth exchanges you don't get stuck in one place all the time you don't get stuck only on just the program you would explore the space you would go outside you would do a lot of outdoor activities you would, through different topics you would explore the main topic of the youth exchange and you would try to find a setting that is really inspiring for people and that would make them relax and open to learning also here it was quite important because we are talking about the social inclusion of refugees that we made sure that we are actually including some of the refugees and that we are doing all the necessary preparations both logistical and the program-wise so we had opportunity for them to come and then we would here also, for instance, meet the participants of the youth exchange would meet some of the refugees that were here in Serbia and for some of them it was the first time they were actually thinking about the topic and so basically that's where you would make space where they have these kind of epiphanies and moments during the exchange I'm not following the chat, I'll open it now It's okay, I'm following it actually I already answered one question there was a question about the number of people and there was one question to you so you mentioned already that youth exchange should be planned and implemented by young people and Magdalena is asking, in case of the program and timeline of activities, if it's being prepared by facilitators and train all trainers, is it still considered as a youth exchange project? Well, technically, so if I'm getting this correctly, if only the youth exchange leaders are preparing the program and just giving the program to young people, you shouldn't really do this because then you're excluding young people from implementing parts of the program and it's why it's called youth exchange so it's the young people that are kind of working on the peer level and exchanging their lifestyles, their view on many different things but then sometimes they can't, maybe they don't have the proper methodology or they don't have the tools and this is where the youth exchange leaders are coming into place to help them out actually to do this but also it's not expected from young people to do it all by themselves, it's a cooperation between somebody who is a bit more experienced and then the young people who are coming to the youth exchange. Of course, in the project, now ideally you would even include the needs of the young people and yes, during the project writing phase, sometimes this doesn't really happen and you get this written timetable that is just being sent and then you wait for the approval but you can always kind of, let's say be flexible about it and then you can still do what you planned for the youth exchange but involve young people but involving young people is the key aspect of it so it should be done. And maybe I would add that usually a youth exchange doesn't have trainers or facilitators, it's young people running the program and the youth leaders or youth workers helping them as much as needed but usually you wouldn't have trainer in a youth exchange because it's not about training someone, it's about young people spending time together and exploring the topic of their common interests. Exactly. And this is something like I said but we've been discussing before that just because people see some methodology they like to just replicate it but you don't have to do it, still you can use those tools but it's quite important that you do it in young people. Yeah, and there's one more question coming from one Belena as well. Is there any rule, how many sessions per day should be implemented and how long one session should last? Well, this is also quite flexible. If you would go on something that's usual for a day you would have maybe like four, one and a half hour sessions. So this is two sessions in the morning and two sessions in the afternoon but like I said on a youth exchange especially you can be a bit more flexible and if you're going somewhere, if you're using the outdoors then you can somehow do one session let's say in the afternoon where you would explore a certain topic it can be a longer session where people can learn about the place where they are in but also touch some of the topics that they want to do for the day. But usually, so it's maybe five, six hours of space for workshops. Yes, and I would add that there is actually no rule in terms of amount of sessions on the length of the sessions and it's I would say a lot also about actually talking to young people how for how long they want to have activities when should they start? I saw projects where adults impose their usual working time and they say we need to start working at nine because it's already an hour later than in a school. And I remember having youth exchanges where we would understand that young people wanna spend nights together and they don't sleep until 2, 3, 4 a.m. So then we would consciously start program from 11 so people would have a certain amount of sleep and would be ready to continue but we know that they already that the another evening they're gonna enjoy each other and want to spend time together and that's the big part of the youth exchange having an informal time in the intercultural group. Exactly. Once and this was long time ago we thought it would be really cool if we do an evening session with the young people without really consulting them about intercultural learning and of course they hated it because they didn't even plan to do it but then later on we asked them and they gave us feedback like no, don't ever do that again and then we understood that we should really get more feedback from them. This was basically my first youth exchange and then we made a flexible timetable and you can actually see the young people were more comfortable and more open to learning once they're actually asked and one day they can contribute but also yeah, it's really good that you mentioned it is not just a program wise but also logistical things that can be asked. Yes and we can, there is one more question you're doing great job, the audience, I mean that you're asking questions not waiting for the very last moment when we actually need to close the webinar. So there is one more question from Rosanna and she's asking if a teacher, if it's enough to be a teacher to be a good youth leader? Well, I would say that it doesn't have the teacher and the youth leader, they don't have to be connected at all. Basically, you can be a teacher and understand what the youth exchange leader role is but just because you're a teacher doesn't mean that it gives you some kind of benefits towards it. Usually like what I said before you would have to, ideally you would already know how youth exchange looks like by participating in one and you would go through some kind of training ideal for youth exchange leaders that is a number of them and as John will talk about this as well later on. And for you to understand how the youth processes are happening and what uniform education is and then usually what you're just getting in school is not something that is connected to this but I mean I'm not gonna go into those examples what you're getting in school or not but yeah, I mean, as long as you have those things that I mentioned then you can be whatever and then you can be the youth exchange or be a good youth exchange leader but also what I said before and I will underline it again is that sometimes it's for some leaders the first activity where they're in charge of group or organizing such international activities so it's also for them a process and then some people return back to do it more to do it again so they can actually get more competencies out of it and understand it better. Actually it seems to be a usual path that people participate three, four times in youth exchange young people and they become a group leader because they perfectly understand what does it mean to be participant and what support is necessary and people who previously were participants in a youth exchange I think do the youth leader role pretty well because they know what it means and they know also how much space to give for young people to participate and to run activities themselves. And it's usually the next challenge then when you participate. If for times maybe you get a bit bored and then you want to do something else. Okay, thank you very much, Buja and we are going from youth exchanges more to explore the key aspects of youth worker mobility. So youth exchanges for young people, youth worker mobility, mobility for youth workers. So inviting Snezhna to share some key aspects and also a bit contrast with the youth exchanges. Thanks a lot. In the meantime with the duration of this webinar I have a bunch of kids gathered in front of my door of this library. So apologies in advance for the noise. But anyways, hello, hello from this library in Portugal. My name is Snezhna. I work as a trainer, facilitator, but I like to say that it was youth exchanges who shaped me in this field. So I'm a big fan still. And besides being colleague to live in the scenarios, I'm also Buja's colleague. We did some trainings together as well. And actually I did quite a lot of activities in that exact room where Buja is connecting now in their wonderful environmental center. So there are some links here happening. So indeed I have a task to somehow contrast the youth worker mobility to the youth exchanges. And you will see that in the presentation that I have, I also actually mentioned youth exchanges quite a lot because I think often it's helpful when you put them together and see what are the differences directly in certain aspects that maybe the clarity comes more there. So I will also share the screen. And here we go. Just have that present. Very good, yeah. So what is the difference from youth exchanges when we look at youth worker mobility? And so this is actually a gift that I use very often because a lot of things are complicated and this is one of those that doesn't mean that Buja already and I will not try to highlight some of the differences. But of course, the lines are not so clear. But still there are certain rules that can help when distinguishing one between the other. So hopefully our webinar today helps in that direction. And so when thinking about these five main differences, so this is based on my experience, I'm not quoting any reference or a publication. One thing, and then I will go more in detail for each of them is that youth worker mobility, I would use mostly trainings as an example, focus on professional competencies. Yeah, so not personal, Buja mentioned personal competencies but more professional, more on that later. That they have more fixed learning intentions. And we saw with young people, you actually try to get to their needs and what they would like to learn and explore and the youth worker mobility comes more with already planned kind of intentions of the courses. That is less focus on informal learning opportunities. That's another thing Buja was mentioning that they're very important for youth exchange is still important for trainings for the youth worker mobility, but less focus on that. They have more, I put hardcore inputs, that's something that we are quite afraid of in non-formal education. I personally like them a lot. And anyways, there is more of them in the youth worker mobility. And they actually have a role to support youth exchanges. So training courses in a way or in this field at least exist to support the implementation of the youth exchange. Now we go a little bit more into detail for each of them. So the difference one, focus on the professional competencies. What does it mean by professional competencies? This is competencies that a person can use in their work, either in youth work or in training or being a youth leader of a youth exchange. So it's not about their life. Of course, a lot of competencies can be translated to life, but it's more really about their profession. There are knowledge skills and attitudes that are very important for them to conduct their practice. Also youth worker mobility is going in line with this. Very often have a certain practice during the mobility happening. So if you have a training on how to design programs for youth exchanges, you would have a little bit of space for participants to practice that and maybe even showcase it to the others and get their feedback. I'm not implying in a lot of these cases that these kind of things cannot happen in youth exchanges, but they are somehow maybe more featured here. And there is also a stronger emphasis on transfer. So there is, or it should be to recommend the rule of thumb that you should have a certain part of the program that is dedicated to participants already thinking, how will they use these competencies in professional practice, in their work with young people and so on. Once again, this might happen in youth exchanges as well, but to a different extent, this is really about action planning. So that's the first one. It's difficult not to see the audience. I just see my colleagues, but hopefully you're still alive and following. What I want to share with you, it's that because I said it's about professional competencies, if you're struggling to think of, okay, what would my youth worker mobility tackle in terms of competence? There is a thing that exists, that is the ETS competence model for youth workers and youth workers are the main target group of the mobilities, which offers you attitude, knowledge, skills, and behaviors. So you can go read and say, okay, this is going to be about people being able to deal with ambiguity and change, for example. This is just to drop there. I mean, when you're free time during the summer holidays, you might take up on the reading of this competence model. Different too. It says more fixed learning intentions. Now, because it's part of non-formal education and maybe this is where the difficulty comes, of course it is flexible. Of course it does respond to the needs of the target group, even if it's youth workers. But still mobilities often come with already set intentions without consulting the participants first, unless it's a group of partners that are joining the application. And then they can of course see what is beneficial for the people that work in their organization. But they're also based on the key policy intentions, profile group, and so on. There is less flexibility, but that doesn't mean that there is no flexibility. Of course, also the youth worker mobility should follow the participants, adjust the program, adjust the contents, adjust the methods. But there is something that is preset. And then that the learning intentions often influence the target group. Whereas in youth exchanges, you should have young people. I agree with Buja. Sometimes it doesn't happen, but it's the young people who should say, this is what we would like to explore. And then you build a youth exchange on that. With the youth worker mobility, you often have intentions in mind and then you look for exact participants that would fit that, yeah. So it's something like this. I'm not sure if this metaphor will work for you, for me. Yes, we have rooted flowers, but they still move. So the things are not so fixed, but there are some grounds that are there already existing. Very good. Difference three. Let's focus on informal learning opportunities. As a trainer, I've often heard people saying, this is the best youth exchange that I've ever been to. And I'm not focusing here on the best, yeah. But if I run a training, it's not a youth exchange, but it's difficult for people to get this difference. And often they come to a training, you see, expecting that they will get other people, that they will discover different cultures and so on. And while this is still a process of intercultural learning, it's not just about that, yeah. Even in youth exchanges, you have a topic that is being explored, and then it's about young people discovering diversity and so on. But here in the training courses, that's just one aspect there. So it's not just intercultural learning. There are less informal opportunities. In youth exchanges that I was participating in and also organizing, you often, although informal mean that they're happening on their own, but still as a youth leader, you can set up spaces, yeah. So you can choose a venue that has a basketball court that has a fishing, that has a forest where people can go and so on. Whereas in trainings, this is not so essential, yeah. And neither is that you stack up on 50 board games so people have something to do. So informal moments are not so essential, although they are quite important. And then, oops, I moved, sorry. Then there is also the thing that, sorry, that there is less discovering of the local community. All the activities, arguably, of Erasmus Plus should be connected to the local community, but it's about engaging them and not discovering the museum's statues, parks, and so on, yeah. I see the chat beeping with the question. So do I continue or do we pick up on some of them? No, there was a question where I already replied to Claudia and then all scenarios posted some links to the ATS competence model for youth workers. Okay, so you just let me know if... Yeah, okay, great. All right, difference for more hardcore inputs. I think Lyman has already said that in one of the answers, Buja as well, in youth exchanges, you have youth leaders. They might be facilitators of learning so they might have the role, but in the training, you have trainers, yeah? So they're not just steering the process, facilitating the learning, but actually the expertise also comes from them. So that's one of the key differences. You will have expert inputs, they will be done either by the trainers or by external inputs or both. Still, you can have visiting experts. We had a youth exchange that I will show later where we had an expert coming to talk to us, but it's a different kind of input in that sense, yeah? It's more engaging, Sammy and Son. I purposefully put here hardcore in the brackets in a way it's a joke that doesn't mean that it's not part of non-formal education, that it's not interactive, yeah? So it's just frontal input, but it just means that somehow the expertise coming from the team is more present, yeah? And it says more theories and concepts. I say here in a good way because they are the ones that support the practice. Again, so it's not three-auntal presentation, but for the learning of participants through certain theories, concepts that already exist in the field, yeah? So this is a photo of our colleague. So this is how those hardcore inputs look like. It's kind of a joke, but just to know, so again, that it's not ex-cathedra, but it's something that can be definitely more fun and engaging. And the last difference in this presentation as well, as I was saying, youth worker abilities are there also to support youth exchanges, among other things. So not just, but maybe just also to see this difference. They are treated as support measures. So they enable youth workers to support young people and actions that they take part in, yeah? So develop the competences of youth workers to be able to run youth exchanges, facilitate them, engage young people into them, and so on, yeah? They're based on identifying needs in the field, either it's the organizations or it's the European Commission, intentions and so on, but they are the needs that something is needed for youth exchanges to for a better quality, yeah? And often they happen as a result of youth exchanges, which I will show in my examples. And these are some of the examples that you might have heard of. The Appetizer B3 multi-tools for youth exchanges cherry on the cake, the star of Europe and so on are some that are offered on the European level by the national agencies and SALTOS, but there are of course many, many more that are offered by the organizations, yeah? So these are the five differences. No, not everyone, everything was a lie, but in practice things maybe get a bit clearer. So what I want to show you first is a youth exchange, as I said, that shaped me and maybe it's called coexistence and the standard was. It was about young people coming together discovering diversity, developing understanding of father. It had four additions, yeah? So it was a youth exchange that did repeat it. And participants themselves on one of those exchanges created an idea of the program. And I think this is where we also see a difference. Their idea was in the form of bullet points, some ideas scattered around, and indeed, this is how we build the program for the next one, but it wasn't a detailed practice program like often people do on the training courses, yeah? And you see here on these photos a little bit how the activities look like, yeah? There is quite a lot of gathering, quite a lot of exploring and kart racing, going on the cruise from Turku to Stockholm, which is not something that you would often find, I think, in training courses as well. Now, based on this exchange, we developed training courses which again had several additions called stop improvising, start leading, because what we realized during the youth exchanges that there is quite a lot of quality lacking in actually developing and facilitating youth exchanges, yeah? And that was basically done to develop the competencies of youth workers to lead. Another training was also developed based on quite some instances of understanding and that was for facilitation of youth exchanges. Now, when I was choosing the photos, I realized that they don't differ so much. Yeah, when you picture a youth exchange and a training, if you apply a non-formal educational methodology, you will have a lot of blindfolds, bowls, balloons, and so on, but the idea here, there is an input, there is also people who are actually practicing their youth exchanges, they were showcasing it to others and so on, yeah? And then another example was in Latvia, Nature and Hands of Youth, which was about environmental protection and different ecosystems, and it was all about mushroom picking and planting trees and kayaking and bird watching and so on, and also developing board games, yeah? But based on that, and just on these board games, there's actually people that spend hours and hours into the night working on them, but this was the choice of the young people. So it was not the planned program that we set until 5 a.m., you will work on your game, but participants themselves actually invested in doing that. And based on this, we developed a project called Nature in the Hands of Youth, no, that was the youth exchange, was the Edu Gaming, which was actually a training that Wuji and I did together as well, one of the additions, it's to support youth workers to actually develop, to develop competencies in game design and also to develop the games, yeah? So what you see here, what you see on one of the photos is an expert input, and this input was actually a two-day input from an expert in game-based design, Gulussin, and this was really one of the key elements of the program, yeah, whereas in the youth exchange, we basically just gave materials to the participants, gave them the games, and they started playing, yeah? So the approach was also quite different in that sense, yeah? So I think here is where I will wrap up, not before I say thank you, of course, and I'm open to see if there are any questions, of course, let me just stop sharing. Thanks a lot, Snesh, I think there were quite some examples, so people could see both a youth exchange and a youth worker mobility in both cases, the learning is happening, and I think what you were telling some part of the learning, even when you see photos, it looks kind of similar, it's experiential, it's active, it's fun, and both formats can have that. It's, I think probably then, it's something that you mentioned at the very beginning, it's about the aim of the activity, so that a youth worker mobility is for youth workers, help them do their job better, yeah? While the youth exchange, it's not necessarily job related, usually it is not job related, it is about social personal competencies. We had some exchanges in the chat, but I was not asking you, because there were some formal questions about the formats, Claudia was asking, they are doing some alumni network linked to universities, and they do some summer activities, so we were chatting and clarifying whether it's part of the university education still, even if it's summer school, or it's part of the youth field, and I think also here to clarify that, we are here looking at youth field and formal education field of Erasmus Plus, so Erasmus Plus is huge program, and it covers secondary schools, vocational education and training, higher education, adult education, and then the youth field is just one part of Erasmus Plus, and indeed some of the opportunities that we are exploring may not be relevant or fitting some of the fields. Yes, and I see the question about the requirements to get funding for Erasmus Mundus, I think we will not be touching on this, I invite you to really look for program guides focusing on Erasmus Mundus, again a different program from the youth field. So would there be any other questions on youth exchange versus slash youth worker mobility? I think Thomas has a question. Is there any focus on the youth worker training on developing child protection policies and the fields connected to something like rights and needs of the children? I think that's a very specific question for me to answer with certainty, I think in that sense. I do know that they are quite, what I was giving was examples that are related to supporting youth exchanges just to kind of highlight this link, but there are many other activities that are focused on other fields. I know for a fact that there are many of them that are focusing on human rights and human rights education. There are also some that are dealing with basically strengthening the capacities of youth workers for policy development. So I would say that they could definitely be this working on the child protection policy could be one of the aspects that could be worked on. In the training or other, maybe mobility is when there is more exchange of practice. So maybe the people from the countries that already have developed or in the process of development or are curious can come together and actually exchange them. So for sure, this is one of the topics that could be tackled with youth worker mobility. Yeah, I also added a link to the Salto training calendar, which is a great tool if some of you are looking for opportunity to participate yourself. Sometimes also participating is the first step before you start organizing your own training or other kind of format. So you can see also how such formats look like and then you see if it's something that you yourself want to organize. I think it's similar to like we talked about youth exchanges that often you participate yourself in one of you training courses and then you go back and you see with your organization and your partners if it's something that you need, if it's something that would help you as organization and your youth work colleagues to grow and then you can partner up with others and implement such activity. I think maybe just to add Lyman as I think that they are because we're talking about topics but they're really also many different formats. And I think this is a very positive thing about both youth exchanges and youth worker mobility. I think in the past years we moved a bit from the format of five, seven, 10, 14 days, three or four sessions and that's it. So there are also really a lot to explore and maybe we didn't really capture in our example so much but also blended mobility is in that sense and also like spread through time and at the gaming was for example, long-term youth worker mobility. So it has a few mobility and practice phases. So there is really a lot there to be discovered in that sense. Yes, thank you very much, Nesh. Now just before we finish the webinar, I'd like still to show what are the resources that people can explore and learn on our online course. So I will share the screen. And there is already posted the link to the enrollment if some of you are still not in that course. And there you can see that we have, we cover all Erasmus Plus key actions for the youth field. So we have the general one, the youth exchanges, mobility of youth workers. Then we also have a big module on strategic partnerships, structured dialogue and a bit more on the application form of funding. So you can go to whichever you wanna learn more, either youth exchanges or mobility of youth workers. And then there each module consists of number of video sessions, video animated videos, discussion forums. You're gonna see some examples. You're gonna have some quizzes where you can check whether you understood it right. And that's how you can learn throughout the course. So inviting you to join. If you think you have colleagues maybe who are just starting some youth activities or never did Erasmus Plus project, feel free to join. And then in the autumn, we're gonna have more webinars linked to strategic partnerships, to youth dialogue. And also in autumn, we are expecting some news concerning the new program. And once we will have some definite news, you will be able to learn more about what to expect for the next year. So then I'd like to finish this webinar and I'd like to ask then people who are attending it, you can write in the chat how was this webinar for you, whether it was useful and what you're taking from it. And still, if there is a question, something to ask, you can still do it.