Booklet

Booklet Generated on: Dec 20, 2022
basic skills
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Table of contents
1. Promoting Financial Literacy in Europe ......................................................................................................... 3
2. NEw TOOLs for Learning in Adult age - NEver TOO LAte ............................................................................ 5
3. LEarning, Teaming up and Saving - SAVing groups for Employabiliy and Empowerment ........................... 9
4. Boosting individual competences ................................................................................................................ 12
5. Financial Literacy for Woman in the NEET system ..................................................................................... 15
6. FinAncial EducatIon foR Legal economY - FAIRLY .................................................................................... 19
7. Financial-Legal Literacy for Europe ............................................................................................................. 22
8. FINANCIAL LITERACY FOR SOCIAL INCLUSION ................................................................................... 25
9. FIRST STEPS IN DIGITAL LITERACY FOR THE YOUNG PEOPLE WITH EDUCATIONAL DIFFICULTIES
(α Digi) ......................................................................................................................................................... 27
10. Financial Literacy: a Key Tool to Improve People's Life Cycle ................................................................... 30
11. Lifelong Intercultural Learning Alliance for Change ..................................................................................... 33
12. Strengthen HE through Innovative Financial Tools ..................................................................................... 36
13. YES (Young Enterprising Students) ............................................................................................................ 40
14. #TV T21 COMmunity# e-Skills, social inclusion and employability (intercultural dialogue in tourism) ........ 43
15. “Basic economic and financial skills of youth for building an “economy that works for people” .................. 46
16. Game Based Learning Financial Literacy .................................................................................................. 49
17. InAutism - Fostering Adult Integration ......................................................................................................... 51
18. PRO(F)LITERACY – Competence Based Development Programme for Financial Literacy ....................... 54
19. RObots BOosts Skills .................................................................................................................................. 58
20. Everyone Has a Story: Storytelling for Inclusion ......................................................................................... 61
21. Students for understanding - a European media project ............................................................................. 64
The European Commission is not responsible for the content, which expresses the views of its author(s) only. Page 2 of 66
Key Action: Cooperation for innovation and the exchange of good practices
Action Type: Strategic Partnerships for school education
Project Title
Promoting Financial Literacy in Europe
Project Coordinator
Organisation UNIVERSITY OF GLOUCESTERSHIRE
Address THE PARK , GL50 2RH CHELTENHAM , Gloucestershire, Wiltshire and

Bristol/Bath area , UK
Website www.glos.ac.uk
Project Information
Identifier 2019-1-UK01-KA201-061946
Project Web Site https://profileproject.eu/
Start Date Sep 1, 2019
End Date Aug 31, 2022
EC Contribution 300,365.32 EUR
Partners Rogers Személyközpontú Oktatásért Alapítvány (HU) , Carl Rogers

Személyközpontú Óvoda és Általános Iskola (HU) , St Edward's
Preparatory School (UK) , Istituto Comprensivo statale
Amari-Roncalli-Ferrara (IT) , Osnovna škola Marije Jurić Zagorke (HR) ,
CENTRO PER LO SVILUPPO CREATIVO DANILO DOLCI (IT) , FORUM
ZA SLOBODU ODGOJA (HR)
Topics Key Competences (incl. mathematics and literacy) - basic skills ; New
innovative curricula/educational methods/development of training courses
; Inclusion - equity
Project Summary
Global levels of financial literacy vary and are negatively associated with the main element of inclusion and
growth such as poverty, inequality, social exclusion and social mobility. In Europe, objective measures of financial
literacy have reported above average achievements in countries such as Sweden and Denmark and below
average levels in some countries such as Croatia, Hungary, Romania and Portugal. Financial institutions and the
products they create are becoming complex whilst individuals are increasingly required to make personal financial
decisions, which affect their quality of life over an increasing length of life. Financial illiteracy is highlighted among
young people and initiatives to provide financial literacy have been promoted by the OECD, EU, national
governments, NGOs and other stakeholders. However, the provision of financial literacy for young people has
primarily focused on children of secondary school age (11 years and above). A comprehensive solution to the
problem of financial illiteracy in Europe calls for the need to commence learning this essential skill earlier in
childhood. Lack of age-appropriate teaching and learning resources makes it difficult for teachers who are often
not subject specialists to provide the right quality of financial literacy.
The ProFiLE project brings together eight partners located in four European countries (UK, Hungary, Croatia and
Italy) which have obtained below average scores in recent financial literacy surveys (OECD/INFE & PISA 2015).
In each country a HEI/NGO partner will work with a school partner.
Project outputs will strengthen the provision of financial literacy in the participating countries and beyond through
the development of age appropriate learning outcomes in financial literacy, teaching materials, learning tools,
integrating toolkits and an academic publication on financial literacy for pupils in the target age group (7-11
years). Each of these outputs will target providing support to educators in formal and non-formal learning
institutions on how to begin and/or sustain effective financial literacy programmes. Direct beneficiaries will be
teachers in schools and home schooling set-ups, parents, learning support staff in schools, clubs, societies and
other institutions supporting learning. Such individuals and institutions have struggled with the development of
appropriate resources as financial products and institutions require specialist technical knowledge to understand.
The outputs will be translated into four languages (English, Hungarian, Croatian and Italian). Mainstreaming and
multiplier events, a project website and media outlets will be used to disseminate the learning outcomes, learning
materials, learning tools, integration toolkits and research findings. Using these resources, it is anticipated that
educators will be able to confidently support 7-11 year-old learners in gaining requisite financial concepts and
skills. With lifelong skills in financial literacy, these children will transition into later stages of their life equipped to
become competent financial decision makers. The project will contribute to finding a solution to the problem of
unequal access to financial literacy.
Link to project card: Show project card
Action Type: Strategic Partnerships for adult education
Project Title
NEw TOOLs for Learning in Adult age - NEver TOO

LAte
Good practice example
Project Coordinator
Organisation DEDALUS COOPERATIVA SOCIALE
Address PIAZZA ENRICO DE NICOLA 46 , 80139 NAPOLI , IT
Website www.coopdedalus.it
Project Information
Identifier 2019-1-IT02-KA204-062393
Project Web Site http://nevertoolateproject.eu/
End Date May 31, 2022
EC Contribution 321,451 EUR
Partners UNIVERSIDAD DE HUELVA (ES) , Società Cooperativa Studio

ERRESSE (IT) , DIE WIENER VOLKSHOCHSCHULEN GMBH (AT) ,
CLUBE INTERCULTURAL EUROPEU (PT) , DAFNI KENTRO
EPAGGELMATIKIS KATARTISIS (EL) , VOLKSHOCHSCHULE IM
LANDKREIS CHAM EV (DE) , PANEPISTIMIO PATRON (EL)
Topics Overcoming skills mismatches (basic/transversal) ; Key Competences

(incl. mathematics and literacy) - basic skills ; Inclusion - equity
Project Summary
Background
The NVTL project arose from the need to encourage young people and adults, with little or no schooling, (EU and
non-EU) to improve and/or develop: literacy, mathematical and digital skills; competence in 'learning to learn';
citizenship skills useful for acting as active and aware citizens in the socio-cultural contexts of the communities in
which they live (R.E. 22/05/2018).
Enhancing the basic and transversal skills of unskilled adults, e.g. people who have come to Europe as part of
migration flows from nations with high illiteracy rates, is a challenge for adult education.
It is important for organisations to equip themselves with effective didactic tools and methods to innovate teaching
for more problematic targets: there is a need to take sufficient account of the skills in any case possessed and
acquired informally in the life and work paths of the recipients and to counteract the low motivation of the
recipients to take advantage of training as it is often perceived as not very functional in solving the immediate
desire for social inclusion in employment (even if as cheap labour).
Objectives
At the heart of the NVTL project are open and innovative learning practices that use the playful component of
gamification and the easily accessible digital environment for the recipients to build attractive and effective
educational pathways. The project responds to the need to innovate the educational tools of lifelong learning
professionals and to guarantee the human right of access to lifelong learning for all adults who wish to undertake
learning pathways.
NVTL aims to:
-encourage adults/young people, both EU and non-EU, with low or no levels of schooling, to develop/improve
functional literacy, mathematical, digital, social, citizenship skills according to their demands for social inclusion
-improving the skills of professionals in increasing motivation to learn and in enhancing the skills possessed by
learners. This is a precondition for developing the 'capacity to learn' in the project target group.
-Implementing effective 'awareness-raising, orientation, motivation to learn' strategies in the community for
particularly vulnerable non-literate persons.
Implementation
In order to successfully implement the project within the approved timeframe despite the pandemic situation that
prevailed throughout most of the project implementation, activities were planned by the partnership in a prudent
and realistic manner.
Project Management and Implementation activities included:
- the planning of actions to achieve expected results
- the definition of timelines and links/interdependencies between the various activities
- the elaboration of corrective measures
- the preparation and conduct of project meetings
- the preparation of the Interim Report
- the preparation of the Final Report
- communication and dissemination activities
- the organisation of Multiplier Events
Financial management and coordination arrangements were proposed and conducted by the Lead Partner. The
following activities were carried out: Communication; Dissemination; Monitoring of objectives, process and
results; Evaluation of Targets; Evaluation of Impact. A Final Report was produced for each of these activities by
the lead agency.
Achievements
To achieve the stated objectives, three outputs were realised:
A Comparative Research (IO1)
The realisation of digital Flipbooks for the collection of tools to motivate adults (IO2)
The creation of an interactive platform for competence learning through non-formal games and activities (IO3)
All products can be viewed at: http://nevertoolateproject.eu/
The results achieved through the realisation of the different activities are
-motivated 170 young people and adults (direct target) to learn, mainly through testing activities
-to have increased their ability to orientate themselves with regard to their educational and social inclusion
desires/needs and to have facilitated access to higher levels of competence
-improved their ability to learn from informal contexts and to use digital devices for learning purposes
-involved 97 professionals (educators/teachers/trainers/cultural-linguistic mediators) in 2 Round Tables to test the
products of IO2 and IO3
-involved 114 stakeholders in in-depth seminars at local level;
-involved approximately 160 participants in the MEs (E1-E4)
* Results are available for this project. You can click on the link above, and go to "Results" section to view them
Project Title
LEarning, Teaming up and Saving - SAVing groups for

Employabiliy and Empowerment
Project Coordinator
Organisation FUNDACJA MICROFINANCE CENTRE
Address UL STANISLAWA NOAKOWSKIEGO 10/38 , 00-666 WARSZAWA ,

Mazowieckie , PL
Website www.mfc.org.pl
Project Information
Identifier 2019-1-PL01-KA204-065871
Project Web Site https://mfc.org.pl/lets-savee-new-project-launched/
Start Date Dec 31, 2019
End Date Feb 27, 2022
Partners Associació CAF, Comunitats Autofinançades (ES) , LAB.IN.S Società

Cooperativa Impresa Sociale (IT) , STICHTING HOGER
BEROEPSONDERWIJS HAAGLANDEN (NL) , Stichting Cash2Grow (NL)
, SavingBuddies e.V. (DE) , FUNDACIO PRIVADA SERVEI SOLIDARI
PER LA INCLUSIO SOCIAL (ES)
Topics Inclusion - equity ; Entrepreneurial learning - entrepreneurship education ;

New innovative curricula/educational methods/development of training
courses
Project Summary
Background
The project partners have been already cooperating in financial and social inclusion field. We are like minded
partners, that understand the saving groups are a great instrument for social and financial inclusion, and that they
serve as an instrument that helps low income people manage their money and finance their income generating
activities.
Convinced about their effecivness, we identified the following obstacles to scale up the saving groups around
Europe:
- There was no standard and documented methodology on how you actually set up and manage saving groups in
European context, thus it was difficult to multiply implementing organizations effectively.
- Each partner was successfully delivering certain area of saving groups: work with migrants, work with
entrepreneurs, financial education. Other partners wanted to be successful in those fields as well, and we needed
a platform for exchanging best practice.
- Most of the partners had very small scale of work (few saving groups) or not at all – they needed to understand
how others managed to achieve the scale.
- there were no evidence and tools to advocate and promote the concept at European level.
Objectives
We wanted to achieve the following:
1. to review each other methodology of work with saving groups, extract the best practice and synergize it into
one methodology and still flexible enough to be adaptable to various contexts (country and target group wise).
2. to learn and get inspired with each other success: reaching out to various targets groups, stakeholders,
winning the commitment of crucial partners – to learn and apply partners’ experience in our daily work.
3. to identify and document evidence and messages that would help us promote SGs as an instrument to fight
social and financial exclusion among local and European stakeholders.
4. to strengthen the methodology of SGs to become a platform for financial health education, as well as for
entrepreneurship education. As some partners were successful in those topics we wanted to develop together a
set of tools for the methodology, that we could all use depending on the target group and their needs.
5. to involve other NGOs, local stakeholders (representatives of administration, donors), community leaders and
international European audience in order to demonstrate the case of saving groups and convince them about
their usefulness in tackling the issues of social exclusion.
Implementation
We approached the work in a holistic way. We started with conducting a desk research in each of the countries
the project partners are based in. The research helped us to understand and document the environment for
setting up saving groups: how supportive is the legal environment and the infrastructure for financial inclusion of
the target group. This helped us understand the challenges and enabling factors for saving groups scale up.
Next, we used the learning activities to learn from each other and share experience in detail. We programmed
them in the way, that each learning activity was focused on a specific issues – thus other partners could add to
the agenda their relevant experience.
Next, we used inputs from learning activities to document the European experience and develop case studies.
We have also came together to develop common methodology for saving groups and training curriculum for
people aiming at setting up and running the saving groups. To support promotion and training of saving groups,
we have been documenting the way each partner implements the saving groups. Each partner organized
multiplier events for their local (or international) stakeholders, to win their commitment to promote, support or
implement SGs.
Achievements
The project thoroughly documented the European experience in saving groups and the evidence supporting their
promotion as important instrument in social and financial inclusion.
The project partners build their capacity in work with SGs through exchange of experience and learning. In the
context of Covid-19 pandemic, the project partners helped each other by providing peer to peer advice and
support during the pandemic outbreak.
A good number of people – both the staff of project partners and various stakeholders manage to learn how the
saving groups work in practice and what is their potential impact on social and financial inclusion. The project
significantly contributed to increase of quality of work with saving groups and provided tools for scale up.
Intellectual outputs:
- Feasibility study report in Spain, Poland, Germany and the Netherlands helps to understand legal environment
and what financial infrastructure in support of SGs
- Methodology and training curriculum for any organization helps start working with SGs
- Saving Groups video tutorial: a set of 6 short videos that build awareness showcase the SGs in practice
- a series of 5 case studies documenting experience and sending the message about the SGs benefits
Project Title
Boosting individual competences

Project Coordinator
Organisation Volkshochschule Olching e.V.
Address Hauptstrasse 82 , 82140 Olching , BAYERN , DE
Project Information
Identifier 2016-1-DE02-KA204-003276
Start Date Oct 1, 2016
End Date Dec 31, 2018
Partners LYCEE CHARLES ET ADRIEN DUPUY (FR) , Centro Provinciale per

l'Istruzione degli Adulti - CPIA di Padova (IT) , Federación de Colectivos
de Educación de Personas Adultas de Valladolid. FeCEAV (ES)
Topics Key Competences (incl. mathematics and literacy) - basic skills ;

Integration of refugees ; Inclusion - equity
Project Summary
“Boosting Individual Competences” (BIC), was a strategic partnership for adult education based on the
cooperation for innovation and exchange of good practices between four partners. The partnership involved:
Volkshochschule Olching e.V. , VHS Olching, Germany (coordinator); Federación de Colectivos de Educación de
Personas Adultas de Valladolid, FeCEAV, Spain; Centro Provinciale per l'Istruzione degli Adulti - CPIA di Padova,
Italy; GRETA du Velay- Lyéee Charles et Adrien Dupuy, Le Puy-en-Velay, France. Details of each partner: see
http://www.bic-project.eu/partner/
Duration: 27 months (from 01-10-16 to 31-12-18).
The partners had all been working before on Grundtvig projects with the Adult Education Centre of Olching. One
of their intentions was to broaden results reached in former projects - especially in LLL projects “Voices in
Pictures” (VIP) and “Visualisation” - in which the thematic priority was teaching with the help of visual tools. One
objective was to develop further methodological approaches such as Content and Language Integrated Learning
(CLIL) and Learning with all Senses. Partners aimed at improving and extending the offer of high quality learning
opportunities for adults through the exchange of good practices, especially where literacy, numeracy, language
and general knowledge courses were concerned. They supported integration efforts in Europe under
consideration of the urgent needs of steps leading to inclusion in the longer term.
A key objective was to exchange experiences with regard to relevant educational steps to be done in order to
meet the needs of the newcomers in European countries. In international meetings and in home countries, teams
reflected on that subject, discussed and tested different tools: the result was - as arranged in the project
application - the PAPER with the title “Definition of Relevant Educational Steps to Facilitate Inclusion”
(D.R.E.S.F.I.). D.R.E.S.F.I. was edited, printed, distributed, uploaded on the project website (www.bic-project.eu)
and presented at the CULT session of the European Commission on November 8, 2018 in Brussels.
To enhance basic skills and key competences in adult schooling, BIC project developed resources specifically
meant for adults with low language or basic skills competences or illiterates who needed to improve their
education. This further objective was realised: Didactical material, games and resources were created, tested and
evaluated with the cooperation of learners. They are at free disposal for all with a creative commons licence on
the project website. Collections of drawings related to jobs and skills were especially created to break through the
obstacles due to language boundaries.
Scarf of Solidarity: as mentioned in the application form the four players of the partnership created a scarf:
squares of 20x20 cm were knitted and sewed in all countries with the help of many hands (learners, teachers,
followers, friends, …). The objective was to campaign for solidarity in Europe as one of the most important values
of the European Union. With a length of 18,6 m. and the messages sowed on it, the “Scarf of Solidarity”
visualised this social cohesion. It was presented in a flash mob, on YouTube videos and finally handed over to
the Members of the CULT committee of the European Commission in Brussels on November 8, 2018.
To reach their objectives and for concerted planning of the project progress partners came together at five
international meetings: one in each country and the last one in Brussels/Belgium as they were expected at the
European Commission. Teams´ meetings and workshops took place regularly in each country. Resources were
created, tested and evaluated in the course of the partnership with the involvement of learners.
Administrative and financial issues were regularly controlled; the financial agreement between partners, the
timetable, the repartition of tasks and all further arrangements were at no time altered. International meetings
were evaluated with the help of an online tool.
BIC was a very successful partnership with high-impact on the partners´ institutions, the teams and learners, local
and European educational/public sector entities – especially because of the relevance of the treated topics but
also due to the large dissemination of the results.
Link to BIC project website: www.bic-project.eu
Project Title
Financial Literacy for Woman in the NEET system
Project Coordinator
Organisation Stankovic d.o.o.
Address Bribirska 20 , 51000 Rijeka , Primorsko-goranska županija , HR
Project Information
Identifier 2019-1-HR01-KA204-060785
Project Web Site http://www.flow-project.eu
End Date Feb 28, 2022
Partners Ustanova za obrazovanje odraslih Dante (HR) , CREATOR EUROPEAN

CONSULTANTS S.R.L (RO) , E.RI.FO.-ENTE DI RICERCA E
FORMAZIONE (IT) , INSTITUTE OF ENTREPRENEURSHIP
DEVELOPMENT (EL) , INOVA+ - INNOVATION SERVICES, SA (PT)
Topics Key Competences (incl. mathematics and literacy) - basic skills ; Inclusion
- equity ; New innovative curricula/educational methods/development of
training courses
Project Summary
Financial literacy is globally acknowledged as an important element of economic and financial stability and
development. There is mounting evidence that those with higher financial literacy can better manage with their
money, participate in the stock market and perform better on their portfolio choice, and that they are more likely to
choose mutual funds with lower fees. The need for financial education must be addressed to a group of woman
that are marginalized, have low-income or are neither in employment nor in education. (NEET) Women who are
not financially literate can't be as productive as they could be and are not only harming themselves but also the
whole community, so they need a proper education. Partner in this project will develop the curriculum with
appropriate, friendly oriented and easy to use digital learning games for NEET women. These resources on the
topic of financial literacy will be developed through 4 core competences: money and transactions, planning and
managing finances, risk and reward and financial landscape. Each of the selected areas will be developed
through 6 mini learning format resources (24 in total). For adult educators, the training programme will be
developed to support them in using new resources, to support the delivery of new developed curriculum and also
to develop key skills to enable them to work in this new digital environment in the future. Two adult educators
from each partner institution (12 in total) will be participating the teacher training programme to gain and adopt all
necessary skills to carry out the piloting of the developed curriculum on the topic of financial literacy to NEET
women (75 women engaged in total - 15 from each partner country). An e-learning portal will also be developed
to link all developed materials and resources and to support the adult educators during and after completing the
training programme; a social networking space where the new trained educators and NEET women can gather
and support each other, share advice and offer support.
When all developed financial literacy resources and the e-learning portal will be tested and established and ready
to present, the multiplier events will be organized in each partner country where a minimum of 60 persons will be
participating: a minimum of 30 NEET women will attend these events to engage with the resources developed, a
minimum of 30 people who are teachers, trainers, and other adult education providers, school managers,
representatives of local and regional institutions, stakeholders and government bodies responsible for developing
the adult education system, adult educators who complete the training programme will also attend this event to
introduce the new resources for the new, modern, dynamic and interactive learning. Main aims of the project for
NEET women are to improve understanding of financial concepts and products, build financial skills and
competences to be more aware of financial landscapes, to strengthen their confidence and self-esteem in their
financial skills to equally participate in modern society.
Main aims of educators are to increase and strengthen self-esteem in carrying out developed curriculum for
financial literacy education, to increase digital competence and raise awareness of financial literacy needs.
It is expected that more than 400 people engaged in the project and are familiar with the developed materials and
known with the designed new e-learning platform. The expected impact on participating organizations: they will
have more efficient and trained teacher staff open to new challenges. The partner organizations will be more
prepared for the innovator role and lead innovation in adult education in their town and region.
All project partners are members of different networks, committees, management groups, representative bodies
at regional, national and international levels and enjoy regular contact and interaction with other professionals
working in similar circumstances or roles. For the project to have a strong impact at all levels, partners will be the
main carriers in presenting and promoting of project concept and outcomes as they emerge.
Project partners will focus the attention of their dissemination efforts at national and international representative
bodies like teacher training networks, teacher trade unions, education associations, employment agencies.
Building the skills and competences necessary for financial literacy and digital awareness is now a challenge that
will remain at the center of education and training for the future. The documents, tools, and resources developed
by FLOW project will remain relevant for adult education professionals working with NEET women beyond the
project life-cycle and the dynamic media content produced will be appropriate for use for a least another 5 years.
Project Title
FinAncial EducatIon foR Legal economY - FAIRLY
Project Coordinator
Organisation CAMERA DI COMMERCIO ITALO-LUSSEMBURGHESE
Address 45, Boulevard Grande-Duchesse Charlotte , L-1331 Luxembourg ,

Luxembourg , LU
Website www.ccil.lu
Project Information
Identifier 2020-1-LU01-KA204-063239
Partners Hibis AS (NO) , CENTRO ITALIANO OPERE FEMMINILI SALESIANE -

FORMAZIONE PROFESSIONALE PIEMONTE CIOFS - FP PIEMONTE
(IT) , COOPERATION BANCAIRE POUR L'EUROPE (BE) , Varna
Economic Development Agency (BG) , DOMSPAIN SLU (ES)
Topics Inclusion - equity ; Economic and financial affairs (incl. funding issues) ;
Key Competences (incl. mathematics and literacy) - basic skills
Project Summary
Disparity in financial literacy among European citizens represents a big challenge for the EU. Any commercial,
economic or social action (i.e. study loans, paying taxes, taking up employment, starting an enterprise, signing a
rent contract, starting a mortgage) requires basic financial competencies that many people lack. This becomes
especially problematic for adults, as this lack of knowledge becomes a real obstacle to plan their economic life
and achieve entrepreneurial objectives (to start a new business, business loans and relations with investors).
Financial literacy programmes target children or highly educated young in almost all EU States but are not able to
reach adults, households and NEETs, facing more barriers in learning such subjects. The rising complexity of the
financial system and of the connection in the economy has hampered the capacity of every EU citizen in the field
of economic decisions. This, in turn, damages the economy discouraging people, in particular those with a low
skilled background, when dealing with financial and credit institutions or with the entrepreneurial world. Thus,
financial literacy education sits at the heart of any solid economic system for Europe, because education is key to
shaping people’s mind-set, attitudes and skills. Finally, it is important to educate about the so-called “legal
economy”. In fact, above all in the rural areas, uneducated or low-skilled people often address to informal or
“black financial market” fostering illegal practices and exposing themselves to risks, such as usury or fraud.
The project objective will be engaging this target groups and educating them on financial themes will impact in
their live and support them in the understanding of financial activities. The project aims to close the financial
literacy gap revealed by past European Projects and pointed out in significant publications by institutions like the
OECD and EBF, with specific attention dedicated to the target group through a high quality Educational
methodology applied to the financial education sector. Moreover the project wants to take a further step on. In
fact, a key element for proper financial education is the provision of fundamental tools to recognize the illegal
conduct on the part of the "suppliers" of services, necessarily related to financial choices in daily or working life.
ICT tools will be developed not only for improve training methodologies but also to provide a useful tool to
understand basic financial and economic mechanisms.
The project will involve representatives of the following target groups:

Unemployed/NEETs, households, professional (mostly freelances) workers and in general all low skilled people
who feel the need to learn more about the financial world. Besides, a wide range of stakeholders will be involved
such as trainers, financial and banking field and law enforcement representatives.
For this reason, the general objectives of this project will be:
- To increase the financial literacy of adults;
- To increase the ability of the mentioned target groups to deal with daily or life economic/financial decisions;
- To increase the ability of the target group about how to start a business and to cope with the related issues;
- To educate to the so-called “legal economy” above all in the rural and less-developed areas;
- To increase the ability of the target groups to recognize financial “misconducts” to make right their financial or
economical choices;
- To develop innovative education practices, with a particular attention to the methodology and the development
of educational ICT tools, such as smartphone apps.
The Intellectual Output that will result from the activity of the partnership will be:
IO1: Legal economy training module.
IO2: Training platform and App.
IO3: Practical guide for informed and safe financial choices.
Teaching/Learning activities aim at supporting the assessment of methodologies, training material and ICT tools
developed in FAIRLY project. They will allow generating innovation on financial and anti-fraud skills and
dissemination of FAIRLY results. A learning activity is the most accurate way to test the efficacy of the developed
training material and of the FAIRLY platform. The outcome of the learning activity can give the chance to
consolidate the methodology and to offer a valid training system for the sustainability of the project.
This project brings together several partners from different sectors and countries, including Chamber of
Commerce, Adult edu providers, banking system companies and expert companies to prevent, detect and
investigate frauds, corruption and unethical business behaviours. In detail the partners will be: Italian Luxembourg
Chamber of Commerce (Luxembourg), CBE (Belgium), DomSpain (Spain), VEDA (Bulgaria), Hibis (Norway),
CIOFS-FP Piemonte (Italy). The project will last 24 months and it will organize 4 project meeting and 6 multiplier
events.
Project Title
Financial-Legal Literacy for Europe
Project Coordinator
Organisation EURL ARISTOTE
Address 60 rue Pouchet , 75017 Paris , Île de France , FR
Website www.aristculture.eu
Project Information
Identifier 2020-1-FR01-KA204-080562
Partners European Multicultural Association (BG) , Euroform RFS (IT) ,

Organisation for Empowerment and Non-formal education (FR) , VsI
Finansu teises institutas (LT)
Topics Inclusion - equity ; Civic engagement / responsible citizenship ; Economic

and financial affairs (incl. funding issues)
Project Summary
Citizens of the EU suffer from their low level of financial and legal literacy, which profoundly affects both the
individual well-being and the economy of the member states and the EU as a whole. EU loses substantial
financial and investment opportunities due to the low financial and legal literacy of its citizens. The differences in
financial and legal literacy vary largely in different EU countries and contributes to the fragmentation and
economic disparities among the member states. Low financial and legal literacy of the EU citizens makes them
more vulnerable to the fluctuations of the economy and crisis situations, which also affects the capacity of the EU
to overcome such economic disturbances. This is particularly true regarding the current crisis triggered by the
COVID-19 pandemic. Fundamental divergences of financial and legal literacy in different EU countries prove that
there is a fundamental need to levy the barriers and ensure the access for all EU citizens to the best European
practices of financial and legal education.
Taking into account the aforementioned context, the Financial-Legal Literacy for Europe (FIN-LEG-LIT) project
aims the following objectives:
1) Developing a Manual (“Financial-Legal Literacy Manual for Europe”) of financial-legal education for trainers
and adult learners, based on the best European practices on the matter and reflecting the objectives of the EU
related to green finance and Capital Market Union. The Manual and the Online E-learning Tool will particularly
target low-income and/or low-skilled and/or low-qualified adults in countries and regions with different level of
economic development. The Manual will be universally applicable throughout the EU and could be used by
persons having different financial and legal literacy level;
3) Launching and maintaining a financial-legal literacy Online E-learning Tool, which could be used anywhere and
in any environment for financial-legal education courses or individual learning;
2) Training of the financial-legal literacy trainers to provide financial-legal literacy education to adult learners using
the Manual and the Online E-learning Tool;
3) Providing financial-legal literacy training to the low-income and/or low-skilled and/or low-qualified adult
learners.
5 partner organizations participate in the project. The participating partners cover the spectrum of competences,
needed to the successful implementation of the project.
Therefore, the partnership includes:
(i) EURL Aristote (a private company, Paris, France), which has a profound experience in the management of EU
projects and activities of education of adults;
(ii) VsI Finansu teises institutas (a non-for profit organization, Lithuania), which is a scientific research institution,
focusing on the financial law and the promotion of the financial and legal literacy and having a profound
experience in education of adults;
(iii) Organisation for Empowerment and Nonformal education (an association, Le Moule, Guadeloupe, France),
which has a profound experience in working with the community and in particular, with its members in
disadvantageous economic and/or social situations;
(iv) Euroform RFS (non-governmental organization, Italy) specialized in training and career guidance, with
particular focus on ICT, and having an in depth experience in adult learning and development of e-learning tools;
(v) European Multicultural Association (non-profit organisation, Bulgaria), working mainly in main field of social
inclusion and informal education for youth and having a well-established experience in the field of adult education
in an economically disadvantaged environment.
To achieve the aforementioned activities all project partners contribute with their respective know-how and
competencies. They will perform the research activities, necessary to create the Manual, based on the best
European financial and legal literacy training and learning practices. They will create e-learning tool, based on the
results of the aforementioned research and feedback from adult learners. Project participants will implement
workshops for both trainers and learners of the finacial-legal literacy and ensure the dissemination of the results
of the project.
As a result of the project the participating trainers will be availed to use the Manual and the Online E-learning
Tool in the training of financial-legal literacy to the adults, with a particular focus on the socially and economically
disadvantaged learners. Adult learners directly participating in the project will improve their financial-legal literacy
skills. The created tools will be freely available for all Europeans via the project website and other partner
websites and internet media. The project will contribute strongly to the overall development of the integrated
European approach towards the financial and legal literacy education of its citizens.
Project Title
FINANCIAL LITERACY FOR SOCIAL INCLUSION
Project Coordinator
Organisation Uniunea Nationala a Caselor de Ajutor Reciproc ale Salariatilor din

Romania (UNCARSR)
Address Calea Calarasilor nr.249, bl.65, sc.2, et.1, ap.40-41, sector 3 , 030618
Bucuresti , Bucureşti - Ilfov , RO
Project Information
Identifier 2017-1-RO01-KA204-037134
Start Date Nov 15, 2017
End Date Nov 14, 2019
Partners Formazione Lavoro (IT) , FEDERAZIONE TRENTINA DELLA

COOPERAZIONE SC (IT) , The Co-operative Family Credit Union (UK) ,
LIVERPOOL JOHN MOORES UNIVERSITY (UK) , Asociatia Laboratorul
de Solidaritate (RO) , Cassa Rurale Valsugana e Tesino - Banca di
Credito Cooperativo (IT)
Topics Economic and financial affairs (incl. funding issues) ; Inclusion - equity ;
Access for disadvantaged
Project Summary
N.A.
Project Title
FIRST STEPS IN DIGITAL LITERACY FOR THE

YOUNG PEOPLE WITH EDUCATIONAL
DIFFICULTIES (α Digi)
Project Coordinator
Organisation CONFEDERACION ESPANOLA DE CENTROS DE ENSENANZA

ASOCIACION C.E.C.E.
Address MARQUES DE MONDEJAR 29-31 PLANTA 1 , 28028 MADRID , ES
Project Information
Identifier 2017-1-ES01-KA204-037883
Start Date Oct 1, 2017
End Date Sep 30, 2019
Partners POWER NET CONSULTING SRL (RO) , BRIDGING TO THE FUTURE

LTD (UK) , CONSORZIO MATERAHUB INDUSTRIE CULTURALI E
CREATIVE (IT)
Topics ICT - new technologies - digital competences ; Access for disadvantaged ;

Inclusion - equity
Project Summary
CONTEXT:
In December 2016, the youth unemployment rate was 18.6 % in the EU-28 and 20.9 % in the euro area,
compared with 19.5 % and 21.8 % respectively in Dec.2015. In Dec.2016, the lowest rate was observed in DE
(6.5 %), while the highest were recorded in GR (44.2 % in Oct.2016), ES (42.9%) and IT (40.1%). In RO, the
youth unemployment was in the first semester of 2016 of 21,8% and in the UK is 14,6%.
As it can be seen, in the project partners ‘countries (RO, IT, ES), the youth unemployment rate was higher than
the one at EU level, the only one with a more stable situation in the last period is UK.
One of the reasons of Social exclusion is the low level of education, this being applied in different areas.
35 % of adults with at most lower secondary educational attainment was at risk of poverty or social exclusion in
2014 and overall, 9.5 % of the working EU population was at risk of poverty in 2014.
The project will answer to this problem, by developing and offering training sessions on digital alphabetization,
that will help the youngster better fit to the social and labour market needs.
OBJECTIVES:
OBJECTIVES AND TARGET GROUPS
The project aims for the DIGITAL ALPHABETIZATION for 80 YOUNGSTERS WITH EDUCATIONAL
DIFFICULTIES and disseminating the project results to a no of at least 220 persons, by developing a dedicated
Training package (with its own Handbook and Assessment tool) and an e-learning app, piloting 4 training
Barcamps in this topic (one/country), and 1 workshop (5 days, in Spain).
NUMBER AND PROFILE OF PARTICIPANTS:

The target group will gather at least 300 persons:
• 80 Youngsters with educational difficulties in the Pilot course (20 persons/country)
• 220 (at least) Decision makers, Experts, specialists, professionals- as results of the dissemination activities
DESCRIPTION OF ACTIVITIES:
The project will generate a training package in Digital alphabetization of the youngsters with educational
difficulties. A test of the training tool will be organized in Spain with 3 participants from each partner country.
An e-learning app will be created, in order to ensure the proper future training of the youngsters.
Then, a Handbook for Digital alphabetization will provide complementary information to the course developed.
The final IO is the Assessment tool and recognition of learning outcomes, that will assess and validate the
learning progress of trainees who have participated under the training course (IO2) and have gone through the
E-Learning app experience. We will have 4 Digital alphabetization Barcamps (ME).
The project will have a specific activity on Monitoring and Quality assessment and transversal activities will also
be implemented: Project management, Dissemination and exploitation of results.
METHODOLOGY TO BE USED:
The project coordinator will ensure the smooth communication flow between partners.
To legally ensure the successful realization of the project, a consortium agreement will be signed by all project
partners.
The lead partner will create a steering committee-SC (1 delegate/ partner), who will be responsible to report to
the project coordinator and to the management team all the financial and administrative tasks of the partner. The
SC will meet face to face 4 times, monitoring the development and progress of project's activities with the
partners responsible and coordinating each project components (2 evaluation reports).
A SHORT DESCRIPTION OF THE MAIN RESULTS:

The project will achieve as main tangible results:
- An e-learning app
- A Handbook for Digital alphabetization will provide complementary information to the course developed
- An Assessment tool and recognition of learning outcomes that will assess and validate the learning progress of
youngsters with educational difficulties who have participated under the training course (IO2) and have gone
through the e-learning app experience
- 4 Digital alphabetization Barcamps (ME), one in each partner’s country
- 1 Training - a 5-day workshop organized in Madrid, Spain for the youngsters with educational difficulties.
IMPACT ENVISAGED:
The impact that this project aims is rise the digital alphabetization skills to the youngsters with educational
difficulties, with the purpose to make the transition from a lack of knowledge or low skills stage to a complete
social inclusion, upgrading the competences needed on the work market, in a transnational approach.
THE POTENTIAL LONGER TERM BENEFITS:

Once the project is finished the expected impacts will continue. The main tools that will ensure this are the
Facebook profile, the e-Learning app and the partners’ web site with project information. These tools will survive
the project at least 3 years after it is finished.
The training courses, the Handbook and the Assessment tool and all the other project materials, will be available
from these tools also after the project life.
Project Title
Financial Literacy: a Key Tool to Improve People's Life

Cycle
Project Coordinator
Organisation COLLEGIO CARLO ALBERTO - CENTRO DI RICERCA E ALTA

FORMAZIONE
Address CORSO VITTORIO EMANUELE II 75 , 10128 TORINO , IT
Project Information
Partners INSTITUTO POLITECNICO DE SETUBAL (PT) , CONFEDERACION

ESPANOLA DE CENTROS DE ENSENANZA ASOCIACION C.E.C.E.
(ES) , IODS (FR) , Ufficio Pio della Compagnia di San Paolo - ONLUS (IT)
, OBSERVATOIRE DE L EPARGNE EUROPEENNE (FR)
Topics Key Competences (incl. mathematics and literacy) - basic skills ;

Pedagogy and didactics ; Inclusion - equity
Project Summary
Economic-Financial Literacy (FL) and sensible wealth management are core basic skills key to improve personal
financial wellbeing and achieve a more active citizenship. Mastering these set of skills may be crucial for
low-income groups, helping them to achieve a better standard of living and avoid crossing the poverty line. The
importance of financial education programs, in particular those targeted to low-income groups, is widely
recognized by Governments and international organizations.
FinKit aims at improving FL by developing specific tools, targeted to poor elderly (male and female over 65), and
middle age women (55+) - single or head of an household - to increase the capacity of practitioners, such as
educators, coaches, volunteers, local development agencies, to successfully transfer financial knowledge to
individuals at risk, with a particular focus on the specific segment of population made by “house rich, cash poor”
elderly.
The study was carried out by a network of Eu institutions: CeRP-Collegio Carlo Alberto (leading institution,
research centre, Italy); Observatoire de l'Epargne Européenne (OEE, no profit association, France); Polytechnic
Institute of Setúbal (IPS; academic institution, Portugal); Spanish Confederation of Education Centres (CECE,
Spain), Ufficio Pio della Compagnia di San Paolo (No profit institution, Italy), Turin Savings Museum (local
partner).
The team reached the project objectives by:
• exploring the needs and characteristics of the older and more vulnerable, the existing financial education
initiatives/tools in the partners’ countries, and the products and initiatives tailored to vulnerable consumers
available in the market
• producing a set of financial education tools, to be used as a support for social operators to approach and
successfully transfer financial knowledge to individuals at risk
• opening a table with local associations working with group at risk, to explore the expectations and needs of
social operators in being carriers of financial education actions, as well as to survey the characteristics of the
target groups affected by the education activities
The Intellectual Ouputs of the project consist of:
• FinKit Evaluation Map: tools for the assessment and delivery of financial education programmes targeted to
elderly and women 55+
• Study: Influences on financial decision making of the elderly and women 55+, reached through surveys obtained
gathering information and data from stakeholders and end users
• Study: Financial inclusion - products and initiatives tailored to vulnerable consumers, focusing not only on their
analysis, but also on their true accessibility and the legislative and market limitations/barriers
• A set of 5 booklets, collected in the series “It is never too late. Financial education for older people”
• 2 videos, to reinforce the understanding of a selection of financial concepts
• The web app SIMCO, meant to show in a simplified way how the spending capacity can be increased by
exploiting a share of the "illiquid" wealth
• 5 FinKit Bites, short factsheets aimed at turning the key findings of the project into concrete recommendations.
The impact of FinKit can be measured by its effectiveness in:
- increasing the awareness of the importance of financial literacy and education, even at older ages, to help
individuals at risk make informed decisions when saving and possibly avoid financial exclusion; raising greater
awareness of the existing financial literacy gaps
- increasing the awareness of the importance of teaching financial literacy to groups at risk through a mediate
delivery of content, and thus of the crucial role played by formal/informal trainers of the no profit sector in
transferring financial literacy
- improving the operators’ FL competencies and increase their capacity to transfer FL, by providing the operators
with: a better knowledge of their assisted population; a better knowledge of the more effective systems to convey
financial literacy skills; a better knowledge of the existing initiatives/products tailored to vulnerable consumers;
new targeted teaching instruments
A key achievement of FinKit was the great impact on local operators involved in the project. We believe that the
project will be able to affect the existing financial education initiatives: the booklets, videos and app constitute
very useful non-commercial resources to enhance the transmission of financial basic skills and can serve as
basis for the development of new, targeted tools.
All the reports, factsheets and tools produced in FinKit will remain available on the FinKit website. We think that
the outcome of FinKit will be able to stimulate further initiatives, as the need for innovative methodologies and
instruments for effective financial education is becoming stronger and stronger, as institutions gain awareness of
the role of EFL in improving individual wealth management and preventing financial fragility.
Project Title
Lifelong Intercultural Learning Alliance for Change
Project Coordinator
Organisation CPIA RAVENNA
Address Corso Matteotti, 55 , 48022 LUGO , Emilia-Romagna , IT
Contact Davide Asioli , davideasioli@gmail.com
Project Information
End Date Sep 5, 2018
Partners PANEPISTIMIO THESSALIAS (EL) , Eskisehir Eti Sosyal Bilimler Lisesi

(TR) , SISAMRAVENNA (IT) , SES,SEBE-SPOLU (CZ) , Udruga za
poticanje neformalnog obrazovanja, kritickog misljenja i filozofije u praksi
Mala filozofija (HR) , ALMA MATER STUDIORUM - UNIVERSITA DI
BOLOGNA (IT)
Topics Inclusion - equity ; Creativity and culture ; Early School Leaving /

combating failure in education
Project Summary
PROJECT N ° 6 "LILAC, KA2 - COOPERATION AND INNOVATION FOR THE EXCHANGE OF GOOD
PRACTICES, STRATEGIC PARTNERSHIP FOR THE EDUCATION OF ADULTS, ERASMUS +"
Project name
number and prophile of the organization LILAC, KA2 - Cooperation and innovation for the exchange of good
practices, Strategic partnership for adult education, Erasmus +.
Partners
The association "Udruga Mala Philozofija" (Croatia), asshociation, which works on philosophy and logics,
the association SES_SEBE_SPOLU (Czech Republic), which works on preparation and relationships between
teachers and students
Eti Lisesi High School of Eskisehir (Turkey), high school specialized in Social Sciences
the SISAM association of Ravenna with a mosaic and fresco school, LILEC of the Faculty of Languages of the
University of Bologna, specialized in Didactics of Italian as Second Language, main partner school
CPIA Ravenna - Lugo, school with Italian as a Second Language courses and First level Education courses
Esame di terza media
Reasons:
ESL and the disparities in learning outcomes are due to a number of reasons. An important factor is the low
motivation of the students. Unmotivated students are often in a state of poverty, social discomfort and isolation.
Often, they are immigrants with little knowledge of the laws, the culture, the habits of the country, where they
emigrated. Different educational models and low literacy are common problems. Sometimes, students have a
good level of literacy, but big difficulties in L2. In many cases they need to keep up with homework and lessons
because they do not attend classes regularly. A typical situation is the need for them to go periodically and return
to their homeland. All these factors influence the learning process. We are focused on overcoming these
difficulties. As the research points out, young people who leave school early will have less job opportunities, or
face socio-economic disadvantage, along with other difficulties
Aims
Shared objectives among the partners are:
- reduce disparities in learning and ESL results
- promote integration, tolerance and active citizenship
- support students in the process of "learning to learn"
- the autonomy of adoptive students, personal initiative, motivation to learn
- improve students' basic and transversal skills
- improve teachers' skills and competences
- improve the language skills of students, in particular, of English, and writing skills or Italian as second language
promote to ESL students the Cultural Heritage knowledge of the Partners’ countries
- - research into new teaching methods and creative approach
Helping with students to use new technology Internet, computer programs, smartphone programs and so on
Planned activities
A first meeting, only for teachers, will plan and define the details of the project:
- the guidelines for planning and managing the project
- guidelines for the overall organization (for example, MICE, evaluation plan and student mobility plan)
- activities, shared objectives, methods, tools
- the exchange program with students and teachers
A final meeting will be dedicated to:
- evaluate the results
- define the dissemination plan
- define agreement for the sustainability of the project in the following two years
- present the projects to the interested parties, through a special event in Italy
Mobilizing students and teachers

Mobility will take place in Zadar, Prague, Bologna, Ravenna and Eskisehir.
Each mobility will be attended by two teachers with a variable number of students.
Describe of undertaken main activities
The mobility includes guided tours of the host city, educational workshops, intercultural workshops, cooking
workshops, frescoes and mosaics. Project includes visits to location of the schools, visits to European
commission department in Prague, visits to museums of high tech in Prague, museums of the history of
photography in Bologna, lessons about motivation in schools and at universities, visits to Science museum in
Turkey. and so on and so forth.
Each activity will be carried out in English, in order to deepen the second language.
A website of the European project has been created and a digital book will be created at the end of the project.
Financial resources required
Complete financing of the project by Erasmusplus.
Duration of the project
Start of the project 06/09/2016
End of the project 05/09/2018
Longer term benefits after the end of project will be connected with the creation of an International Survey, about
the theme ESL, linked to questionaries, created by the Czech Partners. The Italian and the Turkish partners as
European high schools will cooperate. We have the idea that in the Italian school, we could use foreign students
as cultural mediators for the ESL interview
The results and impact attained
Due to the fact that our project is linked to ESL, most of all we have seen are results in a very good sharing of
good practices. First, results concern the students, who have participated
Action Type: Strategic Partnerships for higher education
Project Title
Strengthen HE through Innovative Financial Tools

Project Coordinator
Organisation ASTON UNIVERSITY
Address ASTON TRIANGLE , B4 7ET BIRMINGHAM , UK
Project Information
Identifier 2017-1-UK01-KA203-036510
End Date Oct 31, 2019
Partners THE UNIVERSITY OF NOTTINGHAM (UK) , INSTITUT DE HAUTE

FORMATION AUX POLITIQUES COMMUNAUTAIRES (BE) ,
UNIVERSITY OF DURHAM (UK) , IDP SAS DI GIANCARLO
COSTANTINO (ITALIAN DEVELOPMENT PARTNERS) (IT) , SWANSEA
UNIVERSITY (UK) , ENTE PER IL DIRITTO ALLO STUDIO
UNIVERSITARIO DELL' UNIVERSITA CATTOLICA-EDUCATT (IT) ,
CASE - CENTRUM ANALIZ SPOLECZNO- EKONOMICZNYCH-
FUNDACJA NAUKOWA (PL)
Topics Inclusion - equity ; Access for disadvantaged ; Economic and financial

affairs (incl. funding issues)
Project Summary
The project has achieved the objectives set out in the submitted proposal. All partners have actively contributed
to the Intellectual Outputsof the project, carrying out activities according to the agreed plan and as outlined in the
proposal. The main results of the project are the 4 intellectual outputs, available at
https://www.project-shift.eu/results/. As can be seen from the documents:
1. IO1: as reported in the executive summary, this IO has identified specific drivers and inhibitors of current
funding models for HE students to provide elements for the design of the innovative model. In particular, the
partners have investigated students’ access to finance and financial literacy across the EU, emphasizing the
rigidities in availability of the direct (loans and grants) and indirect (tax allowances, family benefits) schemes for
students and discerning the government initiatives in EU countries to increase the level of financial literacy.
Furthermore, the partners have examined the private and public expenditure by EU countries to finance higher
education and highlights the shortcomings of the current funding policies. Key data sources, which have been
extensively used in desk research, include OECD, Eurostat, Eurydice, Bank of Italy, Polish Ministry of Science
and Higher Education, Sutton Trust, among many others. The partners identified via surveys the most significant
barriers to enter higher education in selected Member States. In Italy, SHIFT partners ran the
questionnaire-based survey in the period between 27 February and 15 March 2018 by using online survey tools
or mailing hard copies directly to students and obtained 1,067 replies, 804 of which have been properly
completed. In Poland, SHIFT partners conducted a survey between January and mid-February 2018, using both
on-line and off-line data collection methods. The questionnaire has been sent to students at both public and
private universities across different cities in Poland and in total 342 completed surveys have been collected, 132
of which are via an online tool. In the UK, SHIFT partners carried out a student survey for England, which
collected 144 responses, and a survey for Wales, which collected 121 responses. Additionally, HE alumni
participated in an opinion survey carried out by SHIFT partners in England and Wales, which covered 34
respondents.
2. IO2: this output developed the SHIFT model on the basis of the results of IO1. The first chapter of the report
has focused on the role of Public-Private Partnership models (and potential pitfalls), focussing on the EU and the
partner countries (Belgium, Italy, Poland and the United Kingdom). The second chapter describes the main
features of the SHIFT model, and in particular, it discusses the benefits to potential participants, the funding
model, and the determinants of the choice of the financial tool. The third chapter discusses corporate governance
issues and puts forward a governance model for SHIFT. The fourth chapter discusses the application process
through which students would be selected for funding and how SHIFT would support the financial literacy of the
students participating in the programme. The fifth chapter discusses how the SHIFT fund would be setup and
other related operational issues.
3. IO3: the Partners have developed a framework that aims to allow the potential sponsors of the SHIFT project to
understand whether the project is feasible, what risks the project would be subject to, and how to address such
risks. The central focus of this Output is to provide a quantitative evaluation of the potential ability of the SHIFT
investment fund to generate returns that can be used to provide students with either grants or loans. In particular,
the partners collected data on fund management fees in the EU and data on the proxies for the different
components of the SHIFT portfolio (equity and bonds) to examine the sensitivity of the SHIFT portfolio returns
(net of fund management fees) to changes in stock market returns and interest rates. Moreover, a simulation of
the performance of the SHIFT portfolio under three difference scenarios is provided: a “normal”, a “boom” and a
“recession” scenario. The Partners also considered the potential demand risks on the success of the SHIFT
project.
4. IO4: this IO aims to make the SHIFT model operational. The results of this IO have been disseminated at the
link https://www.project-shift.eu/tool-box/. This link summarises the project and provides guidelines for its
implementation. The website also provide template documents for internal documentation for the SHIFT Model
(e.g. Memorandum of Understanding), and a set lecture slides that addresses important financial literacy issues
for students that would be enrolled in the program (Module 1: Managing money as a student; Module 2:
Understanding retail banking, financial products and markets; Module 3: Protecting your money).
Action Type: Strategic Partnerships for Schools Only
Project Title
YES (Young Enterprising Students)

Project Coordinator
Organisation Szkola Podstawowa nr 33 im Marii Kownackiej
Address Goszczyńskiego 9/11 , 42-217 Częstochowa , Śląskie , PL
Project Information
Identifier 2017-1-PL01-KA219-038266
Partners Colégio Astória, SA (PT) , I.C. Carducci Gramsci - Bagheria (IT) , Szkola
Podstawowa nr 34 im. Aleksandra hr. Fredry (PL) , Hurriyet Ilkokulu (TR) ,
Springfield Primary School (UK) , Colegio de Educación Infantil y Primaria
Orokieta (ES)
Topics Inclusion - equity ; ICT - new technologies - digital competences ;

Entrepreneurial learning - entrepreneurship education
Project Summary
YES project will introduce entrepreneurship education in order to teach students life skills and give them a
personal, financial and economic understanding. The project is a result of contemporary needs of constant
changes of modern life which means students must be equipped with life skills by implementing entrepreneurial
education in each partner school. The project will teach primary school kids to turn ideas into action through
European cooperation among schools, which was established with the use of eTwinning platform. All participants
said ‘YES’ to common cooperation.Students need to be self-reliant, innovative and intellectually curious. The key
skills will be taught in all partner schools, we will share our knowledge and experience and together prepare
teaching materials for civic education, Maths lesson plans as well as writing business plans which will introduce
students in entrepreneurial field. We’ll use Interactive Tools in order to prepare interesting teaching resources
which will be used to teach students English, Maths, literacy and entrepreneurship but also by implementing YES
curriculum in each partner school. By blending entrepreneurship with education will enhance the skills that
employers seek and allow students to create their own definition of success of their future life. One of our goals is
to develop teaching methods and gain new knowledge by opportunity to work with such mixed international team.
This project will enable students and teachers to learn in informal way during Learning/Teaching/Training
short-term student exchanges (51students) and teachers will attend 2 trainings (24teachers) which will bring
positive impact on them. They’ll be motivated to learn English and gain multicultural skills.They'll be taught in the
entrepreneurial field but also gain knowledge in programming and using advanced ICT tools. We'll develop basic
skills among students by teaching them Maths, literacy and students at the age of 7-14 will gain basic knowledge
about how important is to think in entrepreneurial way.
The main project aims are to develop
:collaborative learning through effective teamwork,
math skills by employing enterprising education into the curriculum,
problem solving skills by preparing mini business plans,
using their initiative by organizing E+E Day,
to promote informal and non-formal teaching and learning and integration of refugees and raising awareness
about the refugee crisis by involving migrant students in the project activities, train staff to be masters in their
subject, develop ICT and English skills among students and teachers. Above skills are currently essential and
there's a need to work out long-lasting strategy and build Network of Enterpreneurship in order to prepare young
society for employment and a difficult work market.We're a team of 7 partner schools Poland SP33, Turkey,
Sicily, England, Spain, Portugal and there is also another school from the same country Poland SP34 who are
working together in order to achieve the project goals.
The main results:
YES curriculum
Maths lesson plans
vocational career brochure
job guide ebook,
brochure "Cultural guide for migrant students about European countries with Friendship Drawings
puzzle makers
guide how to work with neglected students
guide how to work with migrant students
Scrapbook
elapbook
short movie entrepreneurship
business plans
jingles and ads,
Interactive games
Eurogame
boardgame.
IMPACT students:
develop creativity and personal motivation and self-reliance, be mobile right from the start, develop their
entrepreneurial knowledge ,ICT and English skills, improve grades at Maths, broaden horizons,gain basic
economics knowledge and advertising skills and be tolerant of different cultures.
on TEACHERS will gain
language skills, mastery of ICT, using new teaching methods, management skills, expand their knowledge on
innovative methods of learning and teaching, raise professional qualifications and bring new-how to the institution
and improve skills of teaching in the area of intercultural education.
YES project will lead to a raise school status as learning institution and apply for EU projects in future and
improve the school atmosphere and will be open to the outside world through the involvement of external partners
and cooperation with local community
Outcomes will be available on website and eTwinning platform after project completion to share with other
teachers in the world and to encourage to teach students to be entrepreneurs.The gained teaching knowledge,
skills will be used in every day work. It will definitely motivate them to teach students life skills.All these will prove
that taking part in EU project is beneficial in many ways and it is a way to develop teachers and students
knowledge and raise the school prestige.
Action Type: Strategic Partnerships for youth
Project Title
#TV T21 COMmunity# e-Skills, social inclusion and

employability (intercultural dialogue in tourism)
Project Coordinator
Organisation INSTITUTO POLITECNICO DE SANTAREM
Address COMPLEXO ANDALUZ MOINHO DO FAU , 2001 904 SANTAREM ,

Alentejo , PT
Project Information
Identifier 2017-2-PT02-KA205-004354
Partners Associazione italiana persone down onlus (IT) , Hrvatska zajednica za

Down sindrom (HR) , VIATECLA - Soluções Informáticas e
Comunicações, S.A. (PT)
Topics Inclusion - equity ; ICT - new technologies - digital competences ;

Disabilities - special needs
Project Summary
The social inclusion of people with intellectual disabilities is gaining increased importance in the EU context.
Several measures and supports had been given from different types of organizations as well as from local,
national and European policies. Despite the European Disability Strategy (2010-2020), there is still lots of work to
be done even considering the emergency and mediatism of this subject.
In this context, the T21COMmunity Project aimed at promoting and facilitating the social inclusion and the
employability of European Down Syndrome (DS) youth citizens through Tourism and e-skills.
Initiatives and strategies in this area are still, mainly, being done by non-profit organizations and associations in
the civil society with very few financial resources. Therefore, this project aims at making a positive difference in
the area of DS youth support.
The project has two main primary target groups, namely:

1. Young people between 13 (preferably older than 17 years old) and 30 years old with DS that face
psychological, social or physical challenges and that need alternative pathways to engage with education and
new technological competences for employability.
2. Teachers, stakeholders and relevant professionals involved in the delivery and development of creative and
innovative educational responses for young people who do not engage in mainstream educational settings.
Three specific objectives and related activities were addressed:

The first one, translated into sharing good practices at various levels, was focused on the specific target group of
disadvantaged and ‘at-risk’ young people, namely DS young citizens.
Education systems that maximize social inclusion; developments in the use of technology to create active
learning environments that support innovative pedagogies, collaboration and effective practice for disadvantaged
learners; and increase the limited research in the area of non-formal learning (especially in e-skills) were
impactful results.
With the second objective it was meant to identify key components that constitute a successful and engaging
educational experience for learners and instructional roles within an online and blended learning environment.
The partnership challenge was to identify the unique set of design principles and component parts required to
provide an effective solution for education of disadvantaged people.
By the third objective, it was intended to explore areas for the application of key components in the development
of innovative approaches. It was focused on the learning perspective of “how could we learn more about these
thematic”, and as technology continues to evolve, the ability to merge these upcoming technologies with
non-formal education also became increasingly relevant to explore viable solutions to address the needs of DS
targets.
In order to test the new educational materials with gamification tools, methodological and pedagogical guidelines
with specific and innovative approaches to the DS target population, and to develop their skills on tourism and
e-skills towards their inclusion and employability, learning and teaching activities were undertaken for a group of 6
DS participants per partner country, 18 in total (supported by 2 accompanying persons per partner country),
having a huge impact in target population and stakeholders involved.
The scientific, societal, technological, policy and economic impacts achieved at the local, regional, national and
European scope consisted in the fulfillment of the various workshops and actions that promoted equity and
inclusion among these target groups (young adults with DS). Thus, the inclusion of DS citizens in society and in
the labor market through the implementation of several actions, initiatives and activities that this project provided
were perceived as viable and highly important strategies to the social, digital and professional inclusion of these
citizens, having in general a noticeable impact at all levels.
In addition, this project provided several outcomes and results that, not only, contributed to the social and digital
inclusion of DS citizens as well as allowed the development of specific activities, namely: digital educational
contents; methodological and pedagogical guidelines; innovative web platforms and social networks; and also
creative short stories eBooks among others. In terms of longer term benefits, this project allowed, due to is
relation with stakeholders, volunteers and teachers, the launch of a unique and innovative training course in
Higher Education for young people with intellectual disabilities, named Digital Literacy for Labor Market, with the
participants of TV COMmunity project, being one of the most important impactful outcome.
Project Title
“Basic economic and financial skills of youth for building

an “economy that works for people”
Project Coordinator
Organisation Fondacia Bulgarska Pamet
Address Odrin Street, 131 , 1303 Sofia , София (столица) (Sofia (stolitsa)) , BG
Website www.bgmf.eu
Project Information
Identifier 2020-3-BG01-KA205-094720
Start Date May 25, 2021
Partners VISOKA POSLOVNA SKOLA PAR (HR)
Topics Inclusion - equity ; Economic and financial affairs (incl. funding issues) ;
Entrepreneurial learning - entrepreneurship education
Project Summary
CONTEXT:
Based on:
- The EU Youth Strategy 2019-2027, aiming to ensure that all young people have the necessary resources to
take part in society;
- The “Erasmus” Programme priorities 2021-2027 to boost skills & employability; modernize education, training &
youth work & to focus on young people;
- 1 of the 6 priorities for 2019-2024 of the Von der Leyen European Commission - “An economy that works for the
people”, which is: based on the work for social prosperity, & is in response to the needs of EU citizens for
reducing poverty & inequality.
- The Von der Leyen State of the Union Address (16.09.2020), describing EU's economy as: "a human economy
that protects us against the great risks of life - illness, ill-fortune, unemployment or poverty. It offers stability and
helps us better absorb shocks. It creates opportunity and prosperity by promoting innovation, growth and fair
competition";
- 1 of the 6 main priorities of the German Presidency of the Council of the European Union - "Overcoming the
consequences of the coronavirus crisis for the long-term as well as economic and social recovery";
- The 9th out of 15 key entrepreneurial transversal competences, identified by the EC EntreComp model:
1.Spotting opportunities; 2.Creativity; 3.Vision; 4.Valuing ideas; 5.Ethical & sustainable thinking; 6.Self-awareness
& self-efficacy; 7.Motivation & perseverance; 8.Mobilizing resources; 9.Financial & economic literacy;
10.Mobilizing & inspiring others; 11.Taking the initiative; 12.Planning & management; 13.Coping with uncertainty,
ambiguity & risk; 14.Working with others; 15.Learning through experience;
- The OECD vision for Education 2030 & the so called “transformative competences” that young people need in
order to be innovative, responsible & aware: creating new value, thinking in a more integrated way & taking
responsibility,
Bulgarian Memory Foundation (BGMF), Bulgaria & PAR University College (PAR), Croatia have initiated this
project proposal, entitled “Basic economic and financial skills of youth for building an “economy that works for
people”.
MAIN OBJECTIVE:
The main objective of the project is, through active transnational co-operation & exchange of innovative practices,
to elaborate a new methodology for building economic & financial literacy of youth as part of the transversal
entrepreneurial skill, using game-based learning (GBL) & non-formal education methods.
PARTICIPANTS will be:
1. BGMF & PAR project teams;
2. Youth workers - 14 (7 each)
3. Young people - 50 (25 from Bulgaria, 25 from Croatia);
4. High-school teachers & university professors - 12 ( 6 each from the 2 countries)
ACTIVITIES:
06.2021: Start of the project.
07-10.2021: Regular communication & preparatory activities related to data collection & analysis of good
European practices in the field of economics & finance, based on relevant research papers of the European
institutions, WEF, OECD, Eurostat.
11 2021: A 2-day kick-off (transnational project meeting) in Rijeka, Croatia. Each organization will be represented
by 3 participants: project manager, coordinator & administrator.
12.2021-04.2022: Development by the 2 organizations of the draft versions of:
*analysis of good EU practices for developing economic & financial literacy of youth through GBL;
*“Vademecum” for development of economic & financial literacy through GBL among youth, specifically designed
for non-economists.
*the online educational platform (OER).
05.2022: A 5-day training course in Rijeka for 12 teachers & lecturers, and 14 youth workers - 7 each from BGMF
& PAR (C1).
06.2022: Mid-term review
07-08.2022 - Creation of the online platform
09.2022: A 7-day Blended Mobility for 50 young people (25 each - from Bulgaria & Croatia), 50 % of them
disadvantaged (C2).
10.2022-02.2023: Review of the implementation results.
03-05.2023: Analysis & evaluation of the project outputs (OERs).
05.2023: Final Report.
The expected RESULTS from the project are:
1) Timely achievement of the set goals, tasks & responsibilities through good management in the different stages
of the project cycle;
2) Exchange of good European practices between the organizations through learning events (C1-C2);
3) Sustainability & popularization of the achieved goals among wide circle of stakeholders which should lead to
long-term effect on the education systems as well.
IMPACT
The project is to have a long-term impact on participants, the 2 partners & the target groups, duly described
above. It will put an emphasis on the individual contribution of each person towards building an “economy that
works for the people”, providing easy-to-follow examples & behavioral patterns. BGMF & PAR will benefit from
the exchange of good practices, specific expertise & ideas & expand their network of international contacts, Upon
the project end, they will popularize entrepreneurship as a transversal skill, thus contributing to the fight against
youth unemployment, social exclusion & marginalization of youth across the EU.
Project Title
Game Based Learning Financial Literacy
Project Coordinator
Organisation TURKIYE AVRUPA VAKFI
Address İsmailpasa Sok. No:47 Kosuyolu / Kadiköy , 34718 Istanbul , İstanbul , TR
Website turkiyeavrupavakfi.org
Contact Ferhan Kaptan , +905324740660 , mfkaptan@gmail.com
Project Information
Identifier 2018-2-TR01-KA205-060714
Project Web Site http://finlitgame.org/
Partners UNIVERSITAT POLITECNICA DE VALENCIA (ES) , ASOCIACION DE

EMPRESARIOS JOVENES DE VALENCIA (ES) , ISTANBUL OKAN
UNIVERSITESI (TR) , Finlit Partners Oy (FI) , Barem Dis Ticaret
Organizasyon Danismanlik Limited Sirketi (TR) , DK Bilgi Teknolojileri AS
(TR)
Topics Entrepreneurial learning - entrepreneurship education ; ICT - new

technologies - digital competences ; Inclusion - equity
Project Summary
The project has been designed in line with the notion of financial literacy and its significance on the financial
inclusion of young people and improvement of entrepreneurial skills of young entrepreneurs through finance in a
technological and innovative pattern. A number of international surveys and PISA tests, have evidenced a rather
low level of understanding of financial matters and of basic economics among the average financial consumer.
Even relatively straightforward financial products can appear quite complex to the average citizen who has little or
no financial education. The lack or low level of financial literacy exposes the citizens to the risk of falling into debt,
and of experiencing difficulties in the event of some unexpected adverse circumstance. It also makes it harder for
individuals to ensure a satisfactory standard of living in retirement. So from the designed project view, the
financial education is all about improving the financial well-being of individuals and society. By the general
acceptance, from the project view, also it is essential to promote financial education amongst students and youths
from an early age, as the knowledge and skills acquired by them at that stage will serve them in good stead as
they progress through life. In this sense, the main objectives of the project is to develop a curriculum for financial
literacy learning and implement this by scenarios to an innovative instrument, game-based learning tool, to
improve the financial literacy competences of young people in Turkey and Spain, and develop a curriculum based
on exploitation of serious game in financial literacy training and education. The project also aims at enhancing the
European context of using technology and innovation in training and education in full accordance with the EU
2020 Strategy in general and the EU Agenda 2020 for Entrepreneurship in particular. The target group of the
project is 1.000 young people from between ages 15-25 from different background in Turkey and Spain.
Alongside with them, stakeholders representing universities, Ministry of Education, private and public institutions
from financial sector will also be expected to participate in the project activities and beneficiaries of the project.
Moreover, through the dissemination of the project via online instruments such as website and social media
accounts, it is expected that the project will be able to reach out about 10,000 people. Within the project, a series
of activities will be held including development phase through which the Turkish and Spanish games will be
developed; transnational meetings of the partners at which the issues of the projects will be discussed, production
of intellectual outputs, and multiplier events to disseminate the project outputs and results. A methodology titled
'Strategic and Operational Management' will be used to carry out the project from managerial point of view. Within
the production of the game, a specific and advanced technological algorithms and software development systems
will be used by the experts. At the end of the project it is expected that the financial competences of young people
will improve, hence, their participation in the financial decision-making processes will be increased and more
young entrepreneurs will enter into the world of entrepreneurship. Moreover, financial literacy education and
training, currently, held within conventional methods, in Turkey and Spain will be technology based. Last and not
least, the European added-value within the sector and through the cooperation of partners from Finland, Spain
and Turkey will be strengthened, and the project will make contributing to the relations between Turkey and the
EU through financial literacy that is included within the Chapter 9 Financial Services of the Acquis.
Project Title
InAutism - Fostering Adult Integration
Project Coordinator
Organisation Associação Portuguesa para as Perturbações do Desenvolvimento e

Autismo de Leiria
Address Rua Travessa da Água Formosa nº 53 Pinheiros , 2415-720 Leiria ,

Centro (PT) , PT
Website www.appdaleiria.pt
Project Information
Partners AUTISMO VIGO (ES) , Peacepainting (NO)
Topics Key Competences (incl. mathematics and literacy) - basic skills ; New
innovative curricula/educational methods/development of training courses
; Inclusion - equity
Project Summary
The InAutism - Fostering Adult Integration project presents a new concept to approach and support people with
Neurodevelopmental Disorders. It is scheduled to last 24 months.
Has 3 objectives
1. To support adults with Neurodevelopmental Disorders in the acquisition and development of essential skills, for
a full participation in society;
2. To cover an educational intervention (cognitive, emotional and relational);
3. To support the significant, family, educators and researchers / technicians, expanding their competences and
intervention capacity.
Its targets and quantitative objectives are:

1. Adult people with Neurodevelopmental Disorders (40);
2. Adult people - significant / family (34), educators and technicians (17).
The project's architecture is based on the development of a Life Plan for Integration and in 3 axes.
1. Axis 1 - Socio-Educational Support for Adult People with Neurodevelopment Disorders (Learners): It implies
the development of the Reception Plan, the Individual Socio-Educational Plan and a Cooperative Intervention
Plan.
2. Axis 2 - Family Orientation and Support: It deals with the family bond, being essential to guarantee the
involvement of the family in the whole process. It is a very specific situation of adult education, practically
non-existent.
3. Axis 3 - Support for Educators: Incorporates training actions for researches/technicians, to help apply and
evolve the FAI Model and its dissemination.
The expected Results, by nature of intervenors, are:

1. Learner - capacity development, improvement of quality of life and integration in broad contexts.
2. Significant and Family - development of specific skills to support people with neurodevelopmental disorders.
3. Specialized researchers / technicians - development of skills and closer proximity to the reality of the people
they accompany and greater connection and involvement with family members and significant ones.
Three entities join efforts, each one with experience of approaching the typology of the target audience, which are
the Portuguese Association for Development Disorders and Autism in Leiria (Portugal), the promoting entity, and
the Asociación Autismo Vigo (Spain) and Peacepainting Foundation (Norway), as partners
The project has:
1. High relevance, therefore, presents a relevant, evaluable, through the defined objectives and priorities for
action and the approach of European and crucial horizontal priorities, namely that of "social inclusion";
2. High qualitative level, in terms of its conception and programmed execution, with exhaustive description and
justification, an adjusted and detailed work program and technical and financial sustainability;
3. A project team and cooperation mechanisms that ensure that the project involves an adequate number of
organizations, which complement each other and have a profile of high experience and expertise;
4. A strong impact and high dissemination - the measures to evaluate the results are detailed. It is a substantial
increase for the participating organizations, with a holistic approach and several methodologies and techniques.
At local, regional, national and European level, a strong impact is expected, due to the accuracy of the approach
to address the detected problem;

5. A cohesive dissemination plan. All materials, documents and supports will be made available free of charge.
Its construction, being of a transnational nature, aims to achieve an effective approach to a problem that is
international. InAutism is an educational proposal for the integration of adults, with added value at EU level and
abroad. The innovation and effectiveness of the methodologies, techniques and actions of the two international
partners give a high degree of maturity and universality to the model, thus enhancing the respective adhesion and
replicability.
It will deploy 20 therapeutic and educational Intellectual Products, in different supports, with case studies, namely,
the FAI Manual, which allows the FAI Model and the respective technical and educational components to be
applied.
It implies the realization of 6 Multiplier Events under the themes of “Application of the FAI Model to support
People with Neurodevelopment Problems” and “The FAI Model, an integrated solution to support People with
Neurodevelopment Problems”, in Leiria, Portugal, in Vigo, Spain, and in Terrak, Norway.
The project incorporates 4 strands of innovation:

1. Of procedural architecture - based on the adoption of the design thinking philosophy;
2. Technical, educational and social development - a new approach, anchored on the Life Plan for Integration
(LPI), a specific focus on the Family Orientation and Support and an educational strand for the Support to
Educators;
3. Methodologies and Practices - an educational philosophy, not yet applied in this sector;
4. Intellectual Outputs generated - the intellectual products generated in the different phases of the project are an
educational support of innovative nature.
Project Title
PRO(F)LITERACY – Competence Based Development

Programme for Financial Literacy
Project Coordinator
Organisation PROACTING - Associação para a Promoção do Empreendedorismo e

Empregabilidade
Address Rua do Freixo , n.º 979, E1.2 , 4300-218 Porto , Norte , PT
Website www.proacting.org
Project Information
End Date Oct 31, 2022
Partners AC Amics de la Biblioteca de la Fonteta (ES) , UNIVERSIDADE DO

PORTO (PT) , PAR INSTITUTE FOR DEVELOPING LIFELONG
LEARNING (HR)
Topics Inclusion - equity ; Overcoming skills mismatches (basic/transversal) ; Key

Competences (incl. mathematics and literacy) - basic skills
Project Summary
CONTEXT
The new “adult” generations face difficulties in shaping their future, especially with regard to the pursuit of
personal and financial independence and the exploration of new professional directions.
Indeed, the absence of “simple” key competences for lifelong learning and innovative and entrepreneurial
thoughts and attitudes, based on empowerment and awareness-oriented financial education, is the motto for the
emergence and/or perpetuity of phenomena of social exclusion.
In this context, we identify the social problem of social exclusion arising from a set of fracturing socioeconomic
problems in today's societies, related to the low level of financial literacy of families (especially young people) and
the inability of systems (especially educational, social and family) in solving it.
OBJECTIVES
Promote:
1. Financial literacy management, by transferring knowledge and practices, methodologies, methods and tools to
initiate new ways of thinking and acting;
2. The empowerment of young people through the development of key competences (especially economic and
financial literacy) and the adoption of entrepreneurial thoughts and attitudes;
3. The empowerment of youth workers through the transfer of new knowledge, practices, methodologies and
tools for the work with and for young people in the financial literacy spectrum and the acquisition of key
competences;
4. The incorporation of participatory and inclusive methodologies in youth work (such as non-formal education)
and their potential to complement other methodologies (such as informal and formal education);
5. Social inclusion, including underrepresented groups, by creating capacity building opportunities.
PARTICIPANTS PROFILE
1. Young people
- Age between 18-30;
- With fewer opportunities and/or belonging to underrepresented social groups;
- In transition to adulthood;
- With motivation to participate in the project;
- Able to share results with young people in local groups;
- With peer influence ability.
2. Social agents
- Age over 18 years;
- Active in working with youth;
- With in-depth knowledge about the PRO(F)LITERACY project;
- Able to intervene and involve young people in the empowerment process;
- Capable of future implementation and/or transfer of acquired knowledge;
- With knowledge of different methodologies.
ACTIVITIES
1. Phase 1: Management and Planning Meetings and Preparation
- Supervisory and coordination meetings;
- Partner-strategic meetings;
- Preparation;
- Transnational meetings (4).
2. Phase 2: PRO(F)LITERACY - Empowerment and Key Competences Development Sessions

- Content production;
- TC;
- Virtual mobility;
- Local sessions;
- Technical pitch;
- Financial pitch;
- BM;
- Improvement of the programme;
- Consolidation of the IO.
3. Phase 3: Monitoring and Evaluation

- Monitoring;
- Evaluation.
4. Phase 4: Communication and Dissemination

- Communication;
- Dissemination;
- Multiplier events.
METHODOLOGY
- NFE: dynamic characteristics that encourage personal and social development;
- IE: group dynamics to recognize and transfer European social values;
- FE: development and scientific validation of content and materials.
RESULTS
1. Tangibles
- PRO(F)LITERACY - Empower Youth at Financial Literacy and PRO(F)LITERACY - Empower Youth Workers at
Financial Literacy for Youth;
- PRO(F)LITERACY - Intervention Methodology for Financial Literacy;
- Contents and materials for dissemination of results and the Erasmus+ programme.
2. Intangibles
- Compilation of knowledge, practices and methodologies that promote the resolution of the social problem;
- Methods and tools for developing key competences for lifelong learning NFE-based;
- Competences of the EU Council Recommendations reference framework;
- EntreComp Competencies: The Entrepreneurship Competence Framework.
IMPACTS
- Development of key competences for lifelong learning and adoption of entrepreneurial thoughts and attitudes
(including financial literacy competences);
- Development of a more independent, conscious and critical attitude towards your life and your social context;
- Development of a spirit of initiative and entrepreneurship, capable of promoting new ideas and solutions to solve
personal and community problems and needs;
- Development of key competences and tested and validated practices for youth intervention;
- Ability to work internationally in partnership and cooperation with other social agents and institutions;
- Capacity for direct and reinforced work with young people with fewer opportunities.
Action Type: Strategic Partnerships for vocational education and training
Project Title
RObots BOosts Skills
Project Coordinator
Organisation IES DR LLUIS SIMARRO
Address Adva. Corts Valencianes, s/n , 46800 Xativa , Comunidad Valenciana , ES
Project Information
Identifier 2017-1-ES01-KA202-038277
Partners Associação Empresarial de Penafiel (PT) , ITIS Q. SELLA (IT) , Xano

Channel asociación para el desarrollo comunitario (ES) , Srednja skola
Dugo Selo (HR) , Colegiul National Unirea (RO) , I.I.S. Aldini Valeriani (IT)
Topics ICT - new technologies - digital competences ; Key Competences (incl.

mathematics and literacy) - basic skills ; Inclusion - equity
Project Summary
CONTENT
Through the Europe 2020 strategy, the European Union plans to support young people better and to enable them
to fully develop their talents to their own as well as to their economy's and society's benefit
One of the main obstacles to the full achievement of this ambitious objective is the persistent high rate of
youngsters leaving school before having completed their compulsory learning pathway and before having
achieved a certification that guarantee to them to be competitive within the job market
The rapid digital transformation of the economy means that almost all jobs now require some level of digital skills,
as does participation in society at large. The collaborative economy is changing business models and is
demanding different skill sets, and bringing challenges such as access in up skilling opportunities. Robotisation
and artificial intelligence are replacing routine jobs, not only on the enterprises but in normal live. Access to
services, ,is changing and requires that both users and providers be more and more skilled on ICT
Education and training should equip everyone with a broad range of skills which opens doors to personal
fulfilment and development, social inclusion, active citizenship and employment. These include ESTEAM
(Equality, Science, Technology; Engineering, Arts and Math) and foreign languages, as well as transversal skills
and key competences such as digital competences, entrepreneurship, critical thinking, problem solving learning
to learn..
NEEDS
The project partnerd identified 4 main NEEDS:
-To grow transversal skills and key competences such as digital competences, entrepreneurship, critical thinking,
problem solving learning to learn.. using ESTEAM concepts in i-VET Schools
-To find new resources for motivating and encouraging students to pursue learning in ESTEAM-related fields
promoting inclusion and bringing girls in to this traditionally mail-dominated fields thus promoting gender equality
in I-VET schools
-Support teachers with effective, structured and curriculum-relevant teaching solutions for equality, science,
technology, engineering, arts and math (ESTEAM)
-Better comprehension and knowledge of the most innovative and technical solutions available to be used for
developing educational contents for motivating I-VET students and promoting personal fulfillment and
development, social inclusion, active citizenship and employment
-VET institutions need to internazionalize their activities and share good on ESTEAM
AIM
The AIM of ROBOTS project has been to enable I-VET students to understand ESTEAM challenging subjects,
encourage them to develop transversal skills and key competences such as digital
competences,innovation,critical thinking, problem solving learning to learn... Using ESTEAM concepts in i-VET
School, I-VET students will grow their ideas, and make their own creations through playful learning experiences
applying ESTEAM concepts, promoting gender equality,personal fulfilment and development, social inclusion,
active citizenship and employment in the digital era using ROBOTS
TARGET GROUP
The TARGET GROUP of the project has been ESTEAM teachers and trainers I-VET and I-VET students( aged
15-18)
PARTNERSHIP
The project has involved 7 VET institutions of 5 different European countries.
The partnership has been composed by some VET institutions with experience in the development of innovative
projects for I-VET students and it has ensured the quality of the project results.
OUTCOMES
-TEACHER'S GUIDE
-Project website
The guide have been focused on using robots like an innovative tool to enhance students’ motivation towards the
study of ESTEAM subjects, improve their basic and transversal skills, art design and promote gender equality
-Learning community
-Sort term join staff training in Italy "building and programming using robotics methodology"
-Students training at national level "National robot challenge: driving, dancing and avoiding obstacles"
-Blended mobility of VET students in Spain
-Final International Dissemination Conference about "Mobile robot devices and ESTEAM concepts in I-VET
classrooms"
-Insertion of the project results into the European VET systems
-Robot club in each participant country until the end of financial period and new international robot challenges
using eTwining
IMPACT
-500 VET teachers or trainers
-More than 1400 I-VET students
-3 Public autorities in charge of educational or/and employment policies
- 2350 Other stakeholders
Project Title
Everyone Has a Story: Storytelling for Inclusion
Project Coordinator
Organisation LICEO STATALE VITO CAPIALBI
Address via Santa Ruba , 89900 VIBO VALENTIA , Calabria , IT
Project Information
Partners OSNOVNA SOLA KOMENDA MOSTE (SI) , Ivan Vazov High School (BG)
, CARSAMBA 75. YIL MESLEKI VE TEKNIK ANADOLU LISESI (TR) ,
Seminarul Teologic Ortodox "Sf.Ioan Gura de Aur" (RO)
Topics Creativity and culture ; Migrants' issues ; Inclusion - equity
Project Summary
Context
The world of stories is a world without boundaries or frontiers. Stories have represented the right frame in which
the different cultures involved have interacted during the two years' collaboration among partners from Bulgaria,
Romania, Slovenia,Turkey and Italy. Stories worked as a tool, the right teaching method to pass on knowledge in
different social contexts.
Stories taught us about life, about ourselves and about others. Storytelling was a unique way for students to
develop understanding, respect and appreciation for other cultures, and promoted a positive attitude to people
from different lands, races and religions.
Storytelling enhanced intercultural understanding and communication. Stories allowed our students to:
- explore their own cultural roots;
- experience different cultures;
- offer insights into different traditions and values;
- consider new ideas;
- reveal differences and similarities among cultures around the world.
Background of the Project
Our students came from a wide variety of backgrounds - mainstream, minorities, students with SEN, students
with behaviour problems, high achievers, students in orphanages. The main priority of our initiative was to create
a culture of acceptance and respect these differences. By involving them in activities related to stories, they were
able to acquire values and principles in a non-threatening environment.
Participants
The target group consisted of 400 students aged 13-15 in all the 5 schools. Among the students in the target
group, there were students at risk of dropping out, abandoned children, students with disabilities, immigrants, with
special needs, financial, social or economic obstacles, students with integration problems and, of course,
mainstream students. Those who face difficulties represented almost one quarter of the Target Group.
The participating teachers were English and literature teachers, who worked to create the project outputs, but
also teachers of other subjects who were involved in the organization of project activities and exchanges. In
general there were 2 teachers per country accompanying the students in each exchange.
Objectives attained:
1. students were involved in their own learning;
2. students' language skills, literacy, critical and creative thinking, personal and social capability were developed;
3. intra-cultural and intercultural understanding were attained;
4. European values and cohesion among European citizens were promoted (measured by analyzing students'
and teachers' attitudes to
other cultures, as seen during the LTTA activities and discussions);
5. a better awareness of European cultural heritage was attained;
6. an atmosphere of non-discrimination and mutual acceptance in each partner school was created;
7. better school results were reached;
8. values of tolerance and acceptance among students were spread;
9. a decrease of drop-out rates was obtained;
10. students' motivation and self-esteem increased.
Activities
TPM1 - Italy - December 2017- Coordinator meeting: Start of the Project
C1 - Bulgaria - April 2018; Topic: Stories from around Europe
C2 - Romania - June 2018; Topic: European stories to develop interpretive skills
C3 - Slovenia - October 2018; Topic: European stories to develop critical thinking skills
C4 - Italy - Mar 2019; Topic: Developing creativity through stories - Creating the story map of Europe
TPM2 - Turkey - May 2019 - Coordinator meeting: Evaluation and sustainability.
Results and impact
Project results included the creation of a common website, an eTwinning account, a Facebook page, CDs, a
calendar, initial and final evaluation documents, dissemination materials such as brochures, ppts, videos,
certificates of attendance, Europass certificates, collection of stories from all around Europe in a common Story
Book, creative activities starting from stories around Europe (special activities for SEN students), activities and
tasks developing critical thinking skills, map of European story characters; collection of materials for teachers, set
of adapted materials for SEN students, creation of stories illustrated by children, progress and final reports.
The impact was observable at different levels:
Students
-cultural awareness, acquisition of European values, development of skills, acquisition of knowledge,
improvement of school results, self-confidence;
Teachers
-better cultural awareness, improvement of leadership, communication, presentation skills, experience in
exchange of best practice;
Institutions
-improvement of human resources, increased group cohesion, positive image.
Long-term benefits
All the products will be used during lessons.
Project Title
Students for understanding - a European media project
Project Coordinator
Organisation Europaschule Rövershagen
Address Köhlerstrat 9 , 18182 Rövershagen , MECKLENBURG-VORPOMMERN ,

DE
Project Information
Identifier 2017-1-DE03-KA219-035499
Partners COLLEGE ANDRE MALRAUX (FR) , IESO LA PAZ (ES) , Ideella

föreningen Estetiska skolan (SE)
Topics Key Competences (incl. mathematics and literacy) - basic skills ; Inclusion
- equity ; Youth (Participation, Youth Work, Youth Policy)
Project Summary
CONTEXT/BACKGROUND:
According to the newest studies from the European Commission as well as the results of nation-wide research,
Europe is not a matter that is dear to the continent’s youth. When answering what Europe meant to them,
thirty-six percent answered that Europe was, first and foremost, a necessary construct. For eighteen percent of
the respondents, Europe was no more than the name of a continent. Another nine percent considered Europe to
be a historical illusion, or system of rule. A fundamental problem in political Europe appears to be the scant
identification with Europe that exists amongst the younger generation.
To change this fact in our schools, we have created our project “Erasmus+ Mediaproject: Students for
understanding”. This project should strengthen both the participants’ concept of Europe and their identification
with Europe, but also enable a personal discussion about realities in their own lives.
The collective end product highlights similarities and differences found in European life of teenagers across our
four countries. A documental film with interview sequences has come into being that contains parts from each of
the four participating nations, prepared, designed, and compiled collectively by the students. The four topics that
were chosen are: 1. What am I proud of in my region? 2. Relationships 3. School systems 4. Future plans.
PARTNERS:
The partnership among the four schools results from the TCA (Transnational Cooperation Activity) held in Málaga
in November 2016. The four partners are:
EUROPASCHULE RÖVERSHAGEN (Germany), IESO LA PAZ (Spain), ESTETISKA SKOLAN (Sweden),
COLLÈGE ANDRÉ MALRAUX (France)
OBJECTIVES:
Along with developing the participants’ linguistic skills, this project also focuses on European youth’s
understanding of the aforementioned aspects. Thus, the notion of inclusion was in place through:
- the gathering of heterogeneous groups of students in each of the four schools
- the discussion of realities in individuals’ lives
- the collaborative creation of the film
- the multinational exchange between adolescents from partner countries
- Approaching to diversity of teenagers across borders (Students will know about other students with different
social/economical background, different culture,
environment, beliefs, special needs, religions, problems, languages, etc.)
Other objectives:
- heightening the awareness of the concept “Europe”
- improving the digital competences among the students (advancing their understanding of modern technologies
and multimedia as they creatively used these
tools to develop and mold a script for this project)
- raising of motivation for learning and understanding about each other
- exchange of practices between teachers about how to teach the diversity
While participating in this project and interacting with each other, youth of all education streams, social
backgrounds, aptitudes, and needs were inspired to reflect on their own realities and place in the world. In this
process, a focus on respect and tolerance for the actions and personalities of each group coming from each
participating school was an important theme for the students as they got into contact with other adolescents from
across Europe.
PARTICIPANTS:
The project has affected the entire educational community of all partner schools.
- Around 50 different students have participated in each of the four transnational meetings
- as often as possible students were chosen with a difficult background (for example: financial problems, cultural
differences, educational difficulties, social obstacles) to highlight the thought of inclusion of this project
- each school created a project course in which about 30-60 students (per country) worked actively at creating the
movie
- a lot more students were effected through other activities of this projects or by attending some of the workshops
offered
ACTIVITIES:
- Five transnational meetings were held (one with the coordinating teachers only, the other four with students),
one in each country, where important parts of the movie were produced.
- Many other activities were conducted during and between the meetings (e.g. art projects, dance projects,
photography workshops, cross-cultural dialogues, choir concert and many more.)
- a pen pal project has been created among the four countries with about 150 students participating and
exchanging letters
RESULTS:
Our main result is our final movie about the lives of teenagers in four different countries titled “Four nations: One
union”. However, there are also many other smaller video projects that were created during the course of two
years. All of the results can be found on the E+ PRP, our youtube channel (Erasmus Mediaproject) and our
project blog (http://erasmusmediaproject.blogspot.com/). All of the created videos, especially the final movie
project, can be used for educational purposes in our and other schools.

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