"In the background of OnTheMoneyTrail project lied the importance of the financial literacy. When preparing the proposal the partnership admitted that those who are less financially literate are more likely to have problems with debt, are less likely to save, to plan for the future. In addition, as recognized by EC’s COM(2007) 808 and OECD studies, because the levels of financial literacy in Europe are low, acting since young ages, since kindergarten, to improve financial literacy should be a priority. The project aim was to produce an interactive learning eBook – OnTheMoneyTrail eBook - for the financial education of pre-school children (3 to 6 years old), that could be used in formal, non-formal and informal learning contexts and that could be freely available online for widespread and greater impact.The participants directly involved in the development, were 5 organisations composing the consortium: • The Center of Education and Entrepreneurship Support (Poland): non-governmental, non-profit organization founded in 2004 working in the field of youth, cooperating with businesses, universities, schools, enterprises and educational institutions. • Advancis (Portugal): private company that provides consultancy and training services in Education and People Development, with competences also in ICT based learning methodologies• BOON (Portugal): private company that provides services in design and illustration.• The Institute ""Maestre Pie Addolorata"" (Italy): religious congregation born in 1839 that is strongly committed to education. The Institute is qualified by Italian Educational Authorities for teaching from kindergarten to High School, providing the students a legal certification. • Dječji vrtić ""Radost"" (Croatia): Educational Organization with 9 dislocated facilities in which there are 43 educational groups.Besides the above, the project involved target groups: children, School Teachers/Trainers, parents and Decision Makers in the area of education. The main result is the eBook, integrating interactive features, a dynamic storyboard, mini-games, puzzles and other elements embedded in the story. The eBook, as planned, was developed considering the frameworks for financial education that are currently in use in European countries. Together with the interactive story, Facilitator’s Guide was developed which is dedicated for teachers and parents, to help them make the most out of the learning opportunity provided by the interactive learning eBook.The undertaken activities included the creation of the comprehensive and pedagogically sound storyboard. During its development, a group of teachers and children was consulted and asked for input and feedback. Then the beta version of the eBook was developed which implied strong interaction between writing, illustrating and animating. At the same time, the partnership worked on the development of the Facilitator’s Guide, designing activities and exercises that complemented the experience with the eBook. This development relied mostly on desk research and experience of the partners, but especially teachers from the associated partners. The beta version then was tested by teachers, parents and children. 20 Teachers were trained on how to use the eBook and Facilitator’s Guide and then they implemented the pilot in different schools. During the pilot the technical aspects (general usability, engagement, etc.), easiness of use and impact in knowledge, skills and attitudes of the children using the eBook were tested. The suggestions collected in the testing phase led to the development of the final version of the eBook and Facilitator’s Guide. Besides those activities leading directly to development of the main results, partners ensured a set of management, quality and valorization activities which included 4 multiplier events. The project already had positive impact on Teachers/trainers who have access to an innovative and user friendly tool for financial education which they can use in various settings, that also contributes to improve their own financial literacy level. Also parents have access to an innovative and user friendly tool they can use with their children to teach them financial concepts and the principles of a responsible use of money. Children also have access to a tool which is entertaining and helps them to develop key financial competences but also transversal competences, like critical thinking, literacy, storytelling, ICT skills. Organisations active in financial education have a new tool and knowledge to improve financial literacy. As for long-term benefits, in the future, as children become young adults, they will be more informed citizens, contributing for a healthier European society."

"""2013 has been designated the ‘European Year of Citizens’. It marks the twentieth anniversary of the entry into force of the Maastricht Treaty, which first introduced European Union citizenship into the Treaties. In the midst of the socio economic crisis that Europe finds itself in and in the face of solid trends of declining support for the European integration process and of a resurgence of divisions and narrow nationalisms across the Union, EU citizenship can reinforce citizens’ resilience and their appurtenance to a community of Europeans and thus embody a countermodel. Yet, while promising citizens novel opportunities and rights, challenges to the citizenship status in the EU continue to persist.” (Co-Creating European Union Citizenship - A Policy Review, European Union, 2013).EU citizenship has assumed constitutional importance and has apparently been embraced by many European citizens. While citizens seem more aware of their status under European law, the image they have of the European Union is in a clear decline. A recent Standard Eurobarometer survey shows that between autumn 2009 and autumn 2012, the number of Europeans holding a positive image of the EU has dropped from 48% to 30%, while the number of those with a negative image has risen from 15% to 29%. The reasons for this degradation of the EU’s image can, amongst others, be found in the perception that the recipes it proposed to deal with the economic and financial crisis have not improved citizens’ socio economic conditions over the past few years.But laws are not enough to makes us EU citizens. Despite centuries of co-living and decades of a Union shaped to bring a long lasting peace and economic prosperity to the Old Continent, we basically remain strangers to each other. This was very clear during the recent (and still prevailing economic crisis), which showed how the UE values could and can be easily questioned when put to the test, with the raise of nationalist feelings. This obviously creates a barrier to a cohesive Europe and to the ability to build on the diversity of Europe to reach higher levels of competitiveness in the global economy.So, in one hand this disenchantment with EU policies and this lack of mutual understanding among the different European peoples can lead to the termination of the European Project as we know it. On the other hand, the EU needs to create the right conditions to leverage on its diversity and make diversity a strong asset to compete in the global economy. Although the importance of the Citizenship Education – reinforcing the European Identity, the values of diversity and inclusion, etc. – is widely recognized in the EU, the existing initiatives in this area have generally a narrow scope and are mostly directed towards teens and young adults, leaving aside Children (6 to 10 years old). Acting next to Children is important to guarantee that they grow identifying themselves with Europe and the European project, and with desirable citizenship skills. The main goal of the project is to create an innovative online educational game for European Citizenship Education of children (6 -10 yo) to: • strengthen the European identity and the sense of belonging to an Union of countries; • underline the meaning of European citizenship and teach how to exercise it; • increase the understanding about all the European peoples and embrace cultural diversity for an inclusive Europe participated by all. The game will provide a challenging environment in which children will be able to: • Learn what it means to be a EU citizen, the rights and obligations that come with it, and how to participate in the EU at different levels; • Learn about several aspects of the EU and of the member states – political, economical, historical, among other aspects; • Learn about diversity and how to benefit from a cultural diverse environment; • Exercise and develop transversal competences, including important entrepreneurial skills, like creativity, communication, team work, ICT, etc. Additionally, project WeAreEurope will also deliver a: • Game Manual, with clear instruction on how to access and play the game • Guide for Implementation, with guidelines for the use of the learning game in-class in order to assist teachers and trainers • Pilot Training, involving training of teachers/trainers and testing with pupils • Website and a Facebook page on European citizenship with a repository of the materials produced in the project (but not only) and that can be a meeting point for people involved or interested in the topic."

The digital revolution is boosting demand for digital skills and competences, thus requiring investment in infrastructure, organisational change, digital devices and digital competences of educators, and the creation of digital (and open) educational resources and high quality educational software. Education and training should reap the benefits of new ICT developments and adopt innovative and active pedagogies. Learning can't anymore be confined to specific classroom and timetables but take full advantage of technology to break boundaries.The GODIGITAL project came to promote the above as it aimed to design, develop, pilot-test and evaluate a complete tool kit to support primary schools to develop their schools digital development plan in order to upgrade the digital competences of the teachers and as a consequence the digital literacy of the students. It aims to produce 6 Intellectual Outputs which were pilot-tested and reviewed in order to ensure efficiency and effectiveness.The project aimed:- to design a complete TOOL KIT that assisted teachers to upgrade their digital skills and to assist schools to develop digitallyoriented strategies and plans.- to develop the Digital Competence Framework with benchmarks and indicators against which teachers’ practices, knowledge andskills will be assessed and validated through an assessment system to be designed based on the use of the Open Badge and e-Portfolios as a way to introduce transparency, visibility, transferability and validity for the new digital skills acquired.- to deliver a professional development programme for teachers to be offered both on-line and school-based, accompanied with anEducational Pack with adequate teaching material to support their teaching.The above enabled primary school teachers and schools:- to contribute towards the achievement of the targets of the ET 2020, the Digital Agenda, the e-Skills for Jobs Campaign whilemeeting the needs of contemporary education- to provide upgrading opportunities for teachers, in order to empower them to deal with the challenges of new digitaltechnologies, provide quality education and potentially support students for better learning outcomes and equip them withessential skills to bridge the gap between education and the world of work.Project intellectual outputs completed:IO1 - GoDIGITAL Competence Framework for primary schools IO2 - GoDIGITAL: The assessment and validation process for digitally literate teachers and schoolsthrough the use of Open Badges and e-PortfoliosIO3 - GoDIGITAL Educational Pack for Teaching and ImplementationIO4 - GoDIGITAL Learning and Management Platform -IO5-Go DIGITAL From theory to practice: Implementation and evaluation-IO6-GODIGITAL PACK for strategic exploitation and endorsement in Primary Schools - Declaration- Memorandum of Commitment for Digital Literacy in SchoolsSet of webinars were prepared by leader of the project (SAN) about methods and tools of using new technology in teaching in primary schools.C1 and C2 training were conducted in the timelife of the project. All planned multiplayer events were organised by partners. MEs were aimed at informing target group about project results and activities. Final conference was held online on 22th of September with big success. The direct target group of Primary School Teachers who upgraded their digital competences and used of technology in their teaching methods. The indirect group of primary students who benefited from digitally literate teachers. The implementation of the project at a transnational level is essential, therefore the consortium contained 6 partners from 5 different countries.. There is geographical representation, as well as a mixture of expertise and experiences.

Context: Entrepreneurship Education has been one of the key developmental areas for the European Union. Developing and implementing entrepreneurship education programs has been one of the main objectives in EU’s policy. According to (Eurydice, 2016). “Entrepreneurship education is about learners developing the skills and mind-set to be able to turn creative ideas into entrepreneurial action. It is considered as a key competence for all learners, supporting personal development, active citizenship, social inclusion and employability. It is relevant across the lifelong learning process, in all disciplines of learning and to all forms of education and training (formal, non-formal and informal) which contribute to an entrepreneurial spirit or behaviour, with or without a commercial objective”.Objectives:KidVenture – increasing the entrepreneurial culture of children through gaming is an EU funded project with the aim to create an innovative computer learning game for Entrepreneurship Education of children between 6 and 10 years old, for use in formal, non-formal and informal education settings, and available freely Europe wide. In order to reach this goal, the consortium studied thoroughly the notion of Entrepreneurship Education discipline in order to determine the aspects of the final product which would better serve its purpose. The design of the game was based on this literature review and represents the convergence of three involved pillars: the academia, the in-service teachers and the private enterprise sector.Number and Profile of Participating Organisations:KidVenture partners:Scuole Paritarie dell'Istituto delle Maestre Pie dell'Addolorata - Primary School in St Giovanni Italy Zakladni skola Jedovnice, okres Blansko - Primary School in Jedovnitse, Czech RepublicBoon Unipessoal, Lda - SME in Porto, PortugalCukurova Kaymakamligi - Educational Authority in dada, TurkeyAdvancis Business Services, Lda - SME focussing on training, learning tool development, Porto, PortugalPanepistimio Dytikis Makedonias (University of Western Macedonia) - University delivering training to primary school teachersKingston University - Kingston Business School specialises in Entrepreneurial Education, Kingston, UK. Main Activities: Activities contributing to delivery of the Intellectual Outcome - the KidVenture Game included Project Management and Implementation ( led by KU as coordinator ), digital media and valorisation including web design(supported by BOON), digital content production and newsletter publicity, Game production ( led by Advancics Business Services ), game pilots with schools ( led by target group partners, schools in Italy, Czech Republic and Turkey) and the Implementation guides led by UoWM. Further the dissemination of the project results have been enabled by a series of Multiplier events in Portugal, Greece and the UK. We are pleased to say that the activities and the final IO completion have been achieved by the consortium on time. Results: This computer game was designed to facilitate the learning of Entrepreneurship-related topics. In the game, players – individually or in group – create their own company and cooperate with each other to reach success by making decisions and developing joint activities iin response to different challenges (e.g. assigning different management roles to each member of the group – role playing). The general idea of the game is to simulate a necessarily simplified product development process for a Toy Robot in which the Players, playing individual roles but cooperating under the same objective, have to make decisions on product design, marketing, finances, production, to launch a successful product on the market, while facing competition of o toy factory.Results:Results include the Entrepreneurial skills framework document, the Implementation guide and the flagship IO - the KidVenture Game. The KidVenture Game can be embedded in the curricular activities and teaching of Schools as complementary teaching and assessment tool. These are the three possible scenarios of the KidVenture Game within the curriculum:· The game as an introduction to Entrepreneurship concepts, notions and Entrepreneurship literacy· The game as an in-classroom tool for parallel teaching of Entrepreneurship concepts and game play· The game as a feedback-assessment toolImpact: During the project implementation the researcher piloted the game in three schools in Turkey, Czech Republic, Greece, Portugal, UK and Italy ( reaching at least 300 children; 100 teachers). The impact on the cyber entrepreneurship skill levels in school children has been measured in a controlled experiment. The results of theproject have been recorded and presented in a case study for the European Commission and the UK National Agency, The British Council, demonstrating the effectiveness of the research –informed gamification approach to digital curriculum in schools .