COVID-19 is painfully exposing the existing and persisting health, social and economic inequalities in our societies. This pandemic has the heaviest impact on the lives of people living in deprivation or facing difficult socio-economic circumstances. The constant threat of financial crisis has made it crucial to address the need for financial literacy educational programs. Without it, people fail to make the right decisions. Financial literacy rates vary across the European Union: in Denmark, Germany, the Netherlands, and Sweden 65% of adults are financially literate. In Bulgaria and Cyprus, only 35% of adults, while in Romania 22%. As it affects everybody, it covers all demographics, all geographies, and all cultures, the involvement of youth workers, educators and educational leaders as the frontline staff is essential to help young people and young entrepreneurs build financial literacy - money knowledge, skills, and habits at key transitional moments. We believe that today’s youth should become empowered economic citizens, capable of understanding the importance of saving, to be equipped with the skills to be employed and create their own livelihoods. We want young people to learn to manage their money wisely. By empowering youth, we can help them transfer their knowledge to their families and to entire communities.The main aim of the 8 organizations is to design during the project “Youth Finance Academy” a collection of 3 financial education tools for Youth NGOs to be used by these to equip young people and young entrepreneurs with the know-how and key-competences necessary to achieve a high-quality financial literacy throughout two years.The specific objectives of the project are:SO1: To create a cross-sectoral network of financial experts (from the public, private and not-for-profit sector) who can actively contribute with their know-how to the development of Youth Finance Academy training package, educational game and multimedia content (podcasts, micro-learning videos, articles) and promote the necessity of integrating financial education in high-schools, universities, and Youth NGOs through 6 national seminars and 1 Youth Financial Education Forum. SO2: To train 24 youth workers to become financial educators in 8 local communities through 1 short-term staff training event where they deepen their know-how on financial literacy, test, and learn how to facilitate the Youth Finance Academy training modules and the educational game. SO3: To design high-quality financial education learning environments that can improve the financial literacy of 238 young people and 181 young entrepreneurs involved in 2 blended mobilities and 16 local workshops. 28 young people and 21 young entrepreneurs will directly participate in 2 international blended mobility activities during the project to improve their financial literacy through non-formal activities and multimedia, digital learning resources. Another 330 will benefit from local workshops, test the training toolbox, and the educational game, to be designed during the project. During the project, Monomyths Association and its partners (Civitas Foundation for Civil Society - Cluj-Napoca Branch, Nuorisokeskus Piispala Youth Centre, Sdruzhenie Walk Together, Terram Pacis, InterCollege APS, Asociacija Tavo Europa and Entrepreneurship and Social Economy Group Greece) will design 3 high-quality tools: a collection of mind-maps with key-insights about financial education in 7 European countries (Romania, Finland, Denmark, Norway, Lithuania, Greece, and Bulgaria) discovered through a two-phases; a training toolbox with NFE activity cards for young people and youth entrepreneurs and an educational game based on financial decisions. The Youth Finance Academy redesign the way financial education is delivered to youth and young entrepreneurs integrating game-based learning, gamification, and non-formal methods in an empowering, fun, and tech-savvy way (QR codes and micro-learning videos/podcasts hosted on Monomyths Learning platform). These tools improve the learning experiences and influence them to keep learning more, to scan the QR codes that will be embedded in the training package cards and educational game.

The need of the Strategic partnership comes from the partners’ belief that education plays a central role in achieving headline targets of the Europe 2020 Strategy. In particular, the partners see a need of engaging each individual to contribute to the development of communities, countries and regions as well as of educational systems, to raise awareness of young citizens upon the necessity for global understanding, respect and responsibility. More specifically, the partners see a need of Global Responsible Education (GRE), both in formal and non-formal sectors and a need of making this concept attractive for educational providers. The objectives in the project were:- To develop a Certification System that mainstreams GRE in their practices- To establish at least 7 Global responsibility routines that institutions inquiring the certification system should incorporate in their organizational management. - A research study upon the national curriculum for secondary schools in the 7 participating countries and identify gaps related to GRE- To develop an additional curriculum with learning objectives related to GRE that covers the gaps identified. - To develop a methods-box in GRE – which ended up having 44 exercises connected to each of the Global Goals- To certify at least 35 institutions (schools and youth NGOs) across the partner countries.- To make a website, containing all the things mentioned above10 organisations participated in the project:FN-forbundet (DK) - Non-governmental organisation, Espergærde Gymnasium og HF (DK) – General Education secondary level, Inter College ApS (DK) – Social Enterprise, HDUN (Croatia) - Non-governmental organisation, Inter College (UK) Social enterprise, Alba Iulia (Romania) – municipality, Stredna odborna skola (Slovakia) – Vocational school, BBBS (Bulgaria) Non-governmental organisation, KPDoNE (Turkey) – Regional Public Body, ADEPT (Romania) Non-governmental organisation.Five meetings with partners were planned and completed as expected. Between the meetings, each partner country made a study of their national curriculums, an additional curriculum based on the gaps found in the curriculum research were developed – and a list of needed global responsible routines was made. An additional curriculum was made with references to EU’s key competences for lifelong learning.A method box consisting of different kinds of teaching activities concerning global responsibility was developed. Once the methods were completed, they were tested on the target group in the participating countries and then adjusted, accordingly. A clarification of the self-assessment form and the criteria for this was made. Afterwards a Global Responsible Label and certificate were developed. A graphic design and logo was also made – and all of this, was gathered on the website made for the project http://globalresponsibility.eu/.Later on, trainings for national coordinators were held in the partner countries. The aim for these activities was to train coordinators from each partner country to be able to administrate the certification system and to get to know the method box. The Multiplier Events were arranged and completed in all the partner countries in order to disseminate the project – and schools and organisations started up registration to become certified. The method box is an open source – and does not require certification in order to use the material.The most important impact of this project is an awareness of global responsibility among the young generation. The target group will modernize their teaching and/or educational approach with innovative pedagogical approaches that respond to current challenges at local, national, European and global levels. In addition to this, the project will strengthen organisations, schools and civil society in their own daily routines and behavior. This will strengthen democracy, global awareness and international qualifications among the populations of Europe.As we chose to gather all of our outputs from the project on a website, the results of this project will have long-term benefits. The partner countries agreed voluntary to keep the website alive for at least 5 more years. At this time interested teachers and youth workers will have incorporated the material they find suitable for their subjects in their own resources. Furthermore, all of the partners have the method box and uses its content every time it is possible. The project is designed to impact mainly young people and pupils, in the age group 13-21 years, on a long-term perspective. The project reached a great number of young people while the material was tested in the different partner countries. The largest target group are the students whose teachers adopt and use the methods in their teaching in the future, and this will lead to new discussions and further interest in our world – and more new active global citizens.

<< Background >>Gaming is a fundamental learning method for the youngest generations, since we learn by playing different games in the first few years of our lives. Today different gaming methods in learning (gamification or game-based learning) are getting more and more popular, as they help young people to become more engaged therefore learn easier. In the digital era, there is even more possibilities to use games to facilitate and enhance the educational experience of young people.According to the Interactive Software Federation of Europe’s (ISFE) report, which examined the key European video game markets in 2018, 54% of the population aged 6-64 play video games, with 77% playing at least one hour a week. Nearly half of the players are female (46%) while the number of children and young people playing are the highest with 84% between the age of 11-14, 74% between the age of 15-24 and 67% between the age of 25-34. The latest is the strongest growing age group with an 8% growth in 2018. Esports are becoming so popular that in addition to players, 30% of the internet users now watch live streams of people playing video games, according to the research firm GlobalWebIndex.People enjoy playing video games not only because it is fun, but it is also challenging and there is a learning potential in it. Unfortunately, in most of the times the learning is not conscious, people do not realise and reflect upon the knowledge and skills they have learned while playing a video game. Youth workers with the appropriate tools, could help young people, who are already playing video games to learn useful skills (Hellblade deals with mental illness, Assassin’s Creed Odyssey teaches about ancient Egypt, Overcooked is all about teamwork, Warcraft teaches strategy, Minecraft is often used as an introduction to coding, English skills from most of the games etc) from video games.As everything in life, video games can be constructive or destructive, depending on how they are used. A study about the impact of video games on young people recommends, that youth workers should increase their understanding of the video game world to utilize its potentials and get to know its risks. Ensuring that youth workers are familiar with the video game world, and therefore able to connect with young people (even with the hard to reach ones) who play, youth workers can also discuss young people’s gaming habits in an open and honest way and can address occurring negative behaviours in due time.Based on the above-mentioned figures we can say that more and more people, even females are playing video games, but there is an unused learning potential in it. The purpose of the proposed project is to take on board young people's already existing interest in playing video games and transform it to planned learning, rather than trying to encourage more people to engage in playing, since this is already happening.<< Objectives >>Thus, the aim of this project is to increase the capacity of youth workers in supporting young people to develop basic competences, through utilising video games as a tool for learning.The following objectives has been identified in order to reach the aim:- To develop at least 20 non-formal methods using video games as a tool for learning- To fight against stereotypes regarding video games and help youth workers realise the potential in using them in their work with young people- To teach 155 youth workers the developed methods and how they can use video games as a tool for learningThe developed methods will be used by youth workers. During the lifetime of the project 155 youth worker will be reached; 25 during the Training of Multipliers and 130 during the Multiplier Events. Indirectly the project is targeting young people, since by using the developed methods, youth workers will help young people to develop competences while playing video games. During the lifetime of the project 150 young people will be involved, 60 in the research phase and 90 in the testing phase.<< Implementation >>The project consists of 6 transnational project meetings, the development of the intellectual output (non-formal video game methods collection), a Training of Multipliers and Multiplier Events in the partner countries. The developed methods will be used by youth workers in their daily work with young people. During the lifetime of the project 155 youth worker will be reached; 25 during the Training of Multipliers and 130 during the Multiplier Events and dissemination. Indirectly the project is targeting young people, since by using the developed methods, youth workers will help young people to develop competences while playing video games. During the lifetime of the project 150 young people will be involved, 60 in the research phase and 90 in the testing phase.<< Results >>Compendium of methods:The main outcome of the project upon its completion will be the project result, which is a compendium of non-formal methods using video games for learning. The compendium will consist of at least 20 methods from which there will be at least 2 addressing each of the 8 YouthPass competences.The methods expected to consist of:- description of the game,- explanation about its connection to the selected competence(s),-description of the activity, meaning a mission or task in the game, which develop or strengthen a competence,- reflection upon the learning.The compendium will consist of a table, similar to the one in Compass Manual for Human Rights Education with Young People, which will give youth workers an overview upon which video game can be used to develop the different competences. The partners expect that the developed methods will create a bridge between non-formal education and video games utilizing learning through gaming. It will also help youth workers to connect with young people through an activity, which young people already do in their free time and like, as well as turn that into a planned learning. By using the compendium in their local activities, youth workers will be able to help young people develop basic skills and competences in accordance with the YouthPass competences.Raised awareness upon the learning potential of playing video games:Each stakeholder the partners will reach during and after the project, be that the members of the organisations, the reached young people, the trained youth workers or external stakeholders reached by the dissemination activities, will be aware of the positive effects and learning potential of playing video games. This means that stereotypes regarding videogames will be broken in these stakeholders. Additionally, the partners consider each youth workers who incorporates the video game method in its daily work with young people as a positive result of the project.The target group of the project is youth workers. Due to the project they will see the potential for learning in video games and broke stereotypes. They will gain new competences, knowledge about the gaming world, skills in forms of the methods and changed attitude toward video games. This will enable them to understand young people better, hence connect easier with them. It is expected that they will be able to reach hard to reach young people, which will increase the amount of young people they help.The indirect target group of the project is young people. They will take part in the project during the research and the testing phase, but when youth workers start to deliver the developed methods, will the project have the real impact on them. Young people will feel more connected to youth workers, therefore they will open up easier to them. It is foreseen that they will even turn to them if they have any issues in their lives, because they will know that the youth workers understand them. By learning from the video games, which they play anyway, they will gain new basic competences, which they can utilize in their studies or later on in their work.

The European Union has 68,000 km of coastline which is home to 1200 commercial seaports. Including the EEA members, the coastline covers 185,000km. Almost half of the EU's population lives less than 50 km from the sea. The maritime area under the jurisdiction of EU Member States is larger than the total land area of the EU. More than 37,000Km of inland waterways connect hundreds of cities and industrial regions in the EU. 13 Member States have an interconnected waterway network.However, holistic maritime education is not taught at high school and typically, young people who are entering vocational education have not been exposed to maritime culture or work environment. This is resulting in the vast majority of VET learners either: a) not considering a vocation related to the blue sector, b) finding themselves in employment related to the blue sector, but without basic maritime literacy, or c) having a desire to enter maritime related further education but lacking basic maritime literacy.In order to address this problem, the partners have identified a need for maritime literacy learning as part of preparatory basic vocational education and training. Starting from 2019 Danish partner, FGU Østjylland will deliver a new form of preparatory basic education in Denmark (FGU). FGU is aimed at those who are under the age of 25 and are not yet ready to embark on or pursue another secondary education for professional, personal or social reasons. FGU is unique in that it allows for a flexible learning programme to be developed according to the needs and interests of the learner. The partners intend to use FGU as an innovative practice and basis for developing a permeable educational recourse that can offer access to basic maritime literacy for vocational learners with fewer opportunities. Through this strategic partnership, the partners aim to develop a preparatory VET course in basic maritime literacy for vocational learners with fewer opportunities. Project Objectives:- Develop a 15-day course framework with lesson plans and learning objectives that address 5 thematic modules (Seamanship, Communication, Navigation, Safety & Ecology)- Develop a series of suggested training methods that fulfil the learning objectives of the five modules- Test the developed course and methods on 150 vocational learners with fewer opportunities- Publish the course in a PDF Compendium as an open recourse- Ensure the dissemination and exploitation of the courseOn completion of the project, one intellectual output will be produced; a preparatory VET course in basic maritime literacy for VET learners with fewer opportunities. It is foreseen, that upon completion of the project at least 15 institutions will have expressed an intent to offer the developed course to learners with fewer opportunities. The course will result in new learning opportunities for VET learners who face challenges in engaging in mainstream/traditional educational routes. This result will be seen both during the project period (150 learners reached through testing of the course) and beyond the lifetime of the project. The course will consist of a training framework with learning objectives, and training methods covering 5 modules: Seamanship, Communication on Water, Navigation on Water, Safety on Water, and Ecology. The course will not lead to a qualification, but will offer learners with educational difficulties, an introduction to the blue sector, and a foundation knowledge to take forward into further education or employment. The developed course will address the needs of learners who have challenges with traditional methods of education, that has led them to fall behind in attaining recognition of their competencies. The course will engage learners in subjects related to maths and science in an operational way, where knowledge of the subjects is necessary to achieving the task at hand. The course will impact learners with a sense of cultural connection to the seas, oceans and waterways. They will feel confident and proud in their overview understanding of maritime, which will give them assurance in perusing further education or employment related to the blue sector. The course's 15 days of learning will be flexible in its delivery, as such it will be possible to deliver the course as part of broader preparatory VET programmes. For example, the Maritime literacy course could be delivered one day a week over 15 weeks as part of preparatory VET programme in blue sector logistics. Transversely, the course could be delivered as part of an extracurricular summer school, to ensure that learners with educational challenges, who have no previous experience in maritime, are ready to start the autumn semester in a secondary VET programme related to a blue sector vocation.The project partners will work together over a period of 30 months to research, develop, test and disseminate the preparatory VET course in basic maritime literacy.

“Education is Partnership” is a strategic cooperation between eight stakeholder in Denmark, Estonia, Bulgaria, Romania and Italy to address the high rates of early leavers from education and training in the EU, as a measure to contribute at reducing the risk of social exclusions and poverty amongst EU citizens below the age of 24 and, at the same time, contribute at reducing the rates of early leavers beyond Europe 2020. The project will promote the Danish model of educational partnerships as best practice in VET inclusive education. The model has been implemented by production schools in Denmark and gave excelling results for disadvantaged VET students. The project entails four training activities that build capacity of the partner organisations in Estonia, Bulgaria, Romania and Italy to initiate and manage educational partnerships in their own countries. As a result of the training activities, at least 20 experts in educational partnerships will be formed in the abovementioned countries. They will further plan and implement Local Multiplication Activities with the aim to establish a least 20 educational partnerships in their countries. The project will furthermore produce a booklet on best practices in inclusive education and a pack of information materials upon the need of inclusive VET education and the co-responsibility of local companies in assuring qualitative and be-spoke education for disadvantaged VET students. A number of dissemination activities are planned to reach at least 2000 project stakeholders and further promote the educational partnerships and VET inclusive education. The project involves two Danish production schools who have experience with establishing and managing educational partnerships, three VET schools in Bulgaria and Estonia, a VET centre in Italy managing 94 VET schools in Italy, and a company in Romania that cooperates with at least 10 VET schools, most of them in rural areas.