The times that people could stop learning when they left the formal education system are over. In today’s society people and especially young people have to learn during and for the rest of their life in all areas of life meaning both personally and professionally. Very often people who do or did not well in school (the formal education system) feel they cannot learn or don’t have the learning skills they need to learn what they would like or need to. They don’t know what their talents and passions are, what their life mission is, what learning goals they want to set for themselves let alone how to achieve those goals. They let the failing in the formal system limit their passion for learning and their ability to move through the failing. This shows how strong the impact of 'failing to make the mark' is on people. It pushes people back in their comfort zone and tells them to stay there because learning is not for them. Because of this coping mechanism towards failing, society misses out on a lot of learning potential and talents. More and more research shows that people who are able to see failing and making mistakes as part of a learning and moving forward are more successful in learning and in life in general. One of the conclusions of the previous strategic partnership on 'Failing forward' was that if people have so called 'fail-resilience', meaning the ability to deal with failing in a constructive way without denying it hurts or being pushed back in their safe comfort zone, they tend to go more for what they really want out of life and for developing their talents instead of playing small and staying comfortable. During the trainings we observed how big the impact of 'permission to fail' and knowing that you are surrounded by a community of people who are failing forward is especially on young people. This strenghtens us, the partners in this partnership, in the conviction that there is a need for tools and workshops that support the development of 'fail-resilience' for young people. Building resilience is like going to the gym, the more you train the muscle the stronger it gets. This means that if the supporters of learning we plan to work with start early young people will grow up developing this skill and get stronger at it as they move through life. This will contribute to the climate of life long learning and to using all the potential we have in society. During this 18 month long project on 'fail forward and building fail resilience'' we want to train educators (youth workers, trainers, coaches ect) in how to support the learners they work with in developing their 'fail resilience'. An essential part of 'fail resilience' is being part of a community of practice where you can admit that failing is not fun and hurts and get support from peers who are also out there taking risks and playing big. So next to developing tools and workshops on 'fail resilience and how to train it' we also want to invest in further developing the 'fail forward movement' as a community of practice and support. The objectives of this partnership are:- develop tools and workshops for educators working with young people on 'fail resilience and how to train it' that can be used both in the international trainings and in the local context of the 4 partner organisations - develop and implement an international learning activity to develop tools and workshops to train 'fail-resilience'. The participants of this learning activity will be educators willing to develop tools and workshops, test them during the training and further implement them in the local context they work in to build the capacity of both the partner organisations and the fail forward movement.- further develop and facilitate the 'fail forward'-movement as a community of 'fail forward' practice and support for everyone who wants to train their 'fail-resilience'- build the capacity of the partner organisations by 1) translating the concept of 'fail-resilience' (one of the outcomes of previous partnership) in concrete tools and workshops that are usable in different learning contexts locally and European and 2)developing and facilitating the 'fail forward' movement as a community of practice and support that can grow and continue to exist beyond this partnership- share the outcomes and (intellectual) output (02) of this partnership with both the wider community of educators the partner organisations have direct access to and the general public and society by 1) offering the tools and workshops to all educators we work with in our local and international context and 2) using the website and facebookpages of both the partners and the 'fail forward movement' to share the resources developed within the partnership with people who believe failing is part of learning and moving forward.