"The Europe, which we live in these days is not the same as it was before. It is a dynamic hub with constantly changing schemes and affairs, but, as we want to believe, with the same values as before. These values, they need to be reflected in different structures on local, regional and national level as well as individually. Thanks to the project ""Golden Links- bringing inclusion into multicultural teaching"" we wanted to implement in the European reality, we belive to have impact on educational and social system in their various dimensions, on each mentioned level. The project wanted to tackle on some emerging issues which Partners, who were adult educators, observe in their daily work with adult learners, who came from different cultural, linguistic, religious and sexual backgrounds. These issues concerned both educators and learners in different ways, therefore this project concerned both of these groups, as teaching- learning process needs these two parties to be present and active. We believed however, that these parties should also understand each other very well in order to make the learning process as efective as possible. The efectivness of the process- in case educators- depends on their preparedness and openess. The need to deal with learners from different, and often complicated cultural backgrounds, might cause various misunderstandings and sometimes even unintended results, just becuase of lack of knowledge about certain cultural or lack of intercultural competences. Another problem was poor konwledge of educators about the learning process itslef, motivation strategies, usage of ICT in the classroom, Social Media, educational policies. We believed all these factors were important to conduct an inclusive and proffessional teaching- learning process. We conducted 4 short-term mobilities for 4 educators per organisation: 1. ""Inclusive teaching and learning"" 2. ""Creativity and innovation with ICT"" 3. ""Intercultural competences for Inclusive Educators"" 4. ""Adult educators and local development"" and 1 blended mobility for 4 learners per organisation- ""New trends/ technologies for adult learners""- in order to ensure that these objectives were achieved. The profile of educators- participants was as follows: they were low-skilled in the area concerning the certain mobility and project itself and were motivated to improve these. The learners- participants were the ones who wanted to find out how it is like to learn in a 21st century inclusive environment. Various local activities within each country were carried out during the project duration as well. We planned to implement these activities in the number of 93 per 4 countries and to engage a great number of educators, learners, NGOs, schools and municipalities. All these activities were tailored in cohesion with specialisation each Partner had and with needs their face. Thank to this partnerships we exchanged knowledge and experience within these areas and we ensured the best quality on inclusive teaching and the best care over learners at the risk of social exclusion. We based our teaching on communicative methodology, that was hands-on teaching, getting all participants involved and learning by doing. This approach allowed participants, both educators and learners to put skills into practice whilst learning. The results we wanted achieve in this project can be distinguished on two levels: tangible results and soft results. First of all, we wanted to implement the following: 1. Inclusive Adult Teacher Profile- a set of guidelines how to address heterogenous adult groups in the classroom in particular in the field of teaching literacy, digital skills, languages and intercultural competences. 2. Tool Box- a set of useful tools (online and offline) for adult teachers, that can be easily used in the classroom with adult audience. Soft results we tended to achieve are mostly conected with change in attitudes and general thinking about educator- learner relation in multicultural context and the need to include adult students at risk of exclusion into educational system. This project has the visable impact on various levels: systemic, organisations, learners, staff and within that on the local, regional, national and european level, among others as to: numer of schools, municipalities involded, educational materials produced, lesson scenarios written, meetings in schools conducted, certificates recognised, satisfaction of participants measured. We believe this project is sustainable and therefore we are able to ensure the longer- term benefits: modernizing our organisations and develop Partnership regardless EU funding."