"The title of the project was ""Digital gap threathens social inclusion"" and its aim was to overcome social exclusion between young digital natives and adults through ICT and English language. Hence a partnership of schools and associations was set and the participants agreed on basing the project as a model of good practise to realize a non-formal learning in a non-formal setting.The partnership was made of : 6 schools at different levels from the following countries: Italy (2 schools), Romania, Greece, Portugal , France; :2 cultural associations working in the ICT field, 1 from Italy, 1 from Portugal; The aim to reduce the gap between young people and adults was planned for all the partners but also with difficulties because of the cultural heritage of each partner so we started from different basis but with a unique aim: create a non formal learning model. It was adapted by each partner in its country. Also the role of each partner was defined since the beginning of the project and in each meeting all partners shared what was done and how, pointing also weakness and how to face them.There was collaboration with all of them. that's why we reache our results in producing and applying a model valid for all partners. It was made also a questionnaire, to monitor the initial situation of our young and adults participants iin order to point the action to go on with. A particular situation happened: young people were tutors of adults durign training courses and application of the model; natives in relation witn adults: two worlds in touch. It took place within the aims of the Institute which reflect the Lisbon 2020 lines promoting lifelong learning, experimenting, in this project, new methods of teaching, new practises with different “ actors”.The activities developed in differents moments since the 1st meeting, then they took place indipendently in each partners’ schools and associations, but shared and rearranged in each meeting. At the end all partners share, focused and experienced good practises.Other results referred to the increase in motivation and participation of students in the activities as tutors of adults in a no-formal learning setting.On the other hand, the results were good for the motivation of adults in their approach to a new world, the digital one.The preparatory phase developed: social, cultural, linguistic and technology, motivation for teaching, sharing of knowledge and skills,knowledge of the mechanisms of European funds for the school.The mobility phase developed: social and interpersonal skills, awareness and cultural expression, skills of citizenship, linguistic knowledge and technological, organizational and professional skills, sharing of good practices, construction of a network of professional knowledge, reinforcement of cooperation and collaboration within the group and with the teachers of the partner school, understanding of own strengths and weaknesses.The project allowed the participants to acquire a greater range of learning and communication methodologies and strategies, as well as promote equity, cohesion of the populationand active citizenship. The methodology of learning by doing, cooperative learning, tutoring and peer education are also victorious with adults: making them as participants and an integral part of the organization, implementation and evaluation of each activity, allowed them to ""enter"" completely into the project as actors together with the students and not mere users."