"Todays generation of youths have other challenges than the previous, like pressure to perform, social anxiety disorder and emotion regulation problems in adolescents. These factor gives a risk for the development of depression and alcohol/substance use or dependence, giving significant functional impairment in educational and work achievement. The economic consequences of social anxiety disorder are considerable, with a high level of diminished work productivity, unemployment and an increased utilisation of medical services amongst sufferers.Finding in preliminary studies conduct by partners for this project, both research and local findings, tells that self-confidence, self-knowledge and self-esteem are important factors which influence a lot, factors which do not need to be static, they are changeable. Since this is a major challenge among youths, all this problems will appear in the VET classroom and other VET training arenas also. It will be the “normal” teachers and trainers who deals with this in addition to give professional training and education. The teacher is the most important factor in creating good learning opportunities. Today, teaching and support functions for disadvantaged students are divided between teaching staff and supportive tutors. We need to empower professional teachers and trainers to cope with the ""whole"" student. The project will work to improve quality assurance of NEETs learning and better track the developing progress of learners, by develop criteria’s for transparency and recognition of skills and qualifications for educators. From our preparatory work, we see that most VET teachers and trainers need tools, methods, information and knowledge for how to deal with this, without further stigmatizing the youth. Vocational education trainers and young adults endangered of being NEETS need to learn from one another and teach each other, building synergies and compassion in order to empower self-confidence and resonance, participation and engagement. Included education can have a positive impact against apathy, unemployment, and addition can be assured.To deal with those challenges, the project aims to create knowledge, increase competence and methodology for how teachers and trainers can use ordinary learning situations to improve self-confidence, self-knowledge and self-esteem among youths. This include the learning situation itself and different aspects of following up the youths. We will call this “Included education”, meaning teachers and trainers learn to include more than you normally expect is part of a lesson. In order to concretely empower youths at school and in their everyday life, the project wants to:-Develop a theoretical and practical framework of Included education for learning/teaching, taking into account informal and non-formal aspects of education, both for the learners & educators. The work will be summarized in a curriculum for training/follow-up processes. -Set a methodology pack – Development of the Training for Trainers materials and guidelines for effective “Included education” competencies and learning aimed at education, training and follow up processes, based on the results of the previous framework. This methodology pack creation of blended training material for educators, digital tools to follow up each and pilot project on teachers and trainers at local level. -Create criteria for certification of trainers/teachers/coaches who conduct education, training and follow up process to ensure quality in whole process. This task will also include the creation of assessment tools to support the certification process. -Set a short-term joint staff train the trainer event [C1]: 3 participants per country among teachers, educators and trainers working with youth education and training to will improve their knowledge of digital financial competences and better their training competencies-Local certification of teachers and trainers in our methodology packEach partner will conduct a pilot project, where the developed methodology package and certification tools will be tested in all countries. The partners will cover various professional aspects of included education which overall cover a multitude of opportunities.As a result of the project, the educators will have much better quality in teaching and traing. The positive effects of training will likely motivate more NEETs to undertake training. In order to achieve longer term benefits, the project’s methodology is centered around a close cooperation with all stakeholders, such as governmental education institutions, employer and employee organizations and business sector. The professional network of the project partners aims to create a network where one reaches as many potential companies/participants/students as possible in a given region, and show how it is possible to work together in order to implement Included Education as a method to empower NEETs."