"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."

Ocean literacy is seen as a prerequisite for Europe’s quest for a more marine-oriented economy and society, embodied in the long-term strategy known as Blue Growth.The development of the new maritime economy can have important socioeconomic consequences in coastal areas and in the marine space. These developments, together with the pressures from human activities and climate change on the marine environment, make it crucial to engage with citizens and stakeholders about seas and ocean challenges.We will not achieve a sustainable exploitation of marine resources and a good environmental status of our seas and oceans unless citizens understand the influence of seas and oceans on their lives and how their behaviour can have an impact on marine ecosystems.However, the Ocean Literacy level in Europe is low, as it is widely recognised by the DG Maritime Affairs and the European Marine Science Educators Association. Moreover, little has been done to change this scenario. With few exceptions, Ocean Literacy topics are not present in European schools’ curricula.One of the few serious efforts in Europe to introduce Ocean Literacy in schools has been done in Portugal (European Marine Science Educators Association, 2013), which, in the last years tried to place Ocean Literacy on the map for its science teachers and launched a version of the Ocean Literacy principles adapted to the science curriculum.In this context, project WaterWorldAdventure was designed to be a pioneer initiative, capable of contributing to close the Ocean Literacy gap and inspire other similar enterprises.The project aims to create, and make available online to educators and parents, an educational Interactive eBook – The WaterWorldAdventure eBook - to improve the Ocean Literacy of pre-school children.The WaterWorldAdventure eBook will feature an engaging story that addresses specific contents related to the Ocean and adequate for the targeted age group. It will specifically address the 7 Essential Principles and the Fundamental Concepts of the Ocean Literacy Framework, developed by the National Marine Educators Association in the US, and that is the world reference in this area.Additionally, the project will deliver a Facilitator’s Guide - The WaterWorldAdventure Facilitator’s Guide – that contains:• individual and group exercises and activities to complement the learning experience provided by The WaterWorldAdventure eBook• guidelines to help teachers and parents making a better use of these learning resourcesBy acting next to pre-school children, the project expects to achieve a wider long-term impact in the relation between European Citizens and the ocean. On the other hand, by using an interactive ebook, the project wishes to tackle the general lack of resources to implement educational programmes on Ocean Literacy by providing learning contents in a format which is engaging for learners, easy to use by teachers and parents and easy to scale to all of Europe.This initiative gathers the vast expertise of 6 partners from 4 different European countries, including an University, a Regional Education Authority, a Non-profit organization and 2 private companies active in education:P1 - University of Thessaly (Greece): University covering a wide range of scientific and knowledge areas, with 18 Departments and various Research Centres, including a Department of Early Childhood Education.P2 – Advancis Business Services (Portugal): private enterprise devoted to Education and People development, with a long experience in the development of innovative learning resources and training.P3 –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. P4 – Inspectoratul Scolar Judetean Arad (Romania): public authority in education domain. It coordinates and monitors the activities of 244 Kindergarten from Arad County. It has a long and large experience in European projects development.P5 – BOON (Portugal): private enterprise with expertise in design and communication, with prior experience in the development of educational digital contents.

Those who were less financially literate were more likely to have problems with debt, were less likely to save, were more likely to engage in high-cost credit, and were less likely to plan for the future. Financial literacy provided greater control of one’s financial future, more effective use of financial products and services, and reduced vulnerability to overzealous retailers or fraudulent schemes.The levels of financial literacy in Europe were, however, low, as recognized by EC’s COM(2007) 808 and OECD studies.Acting since young ages to improve financial literacy should have beeen, therefore, a priority. It’s often between 6 and 10 years old that children began to deal with money; they had to manage their lunch money, their allowance, etc.. Along these last few years, many European Countries had established national financial education strategies that start in kindergarten.The project aimed to create an Online Learning Computer Game to be used in regular education setting that provides a simulated environment in which users (children) were presented with key financial concepts and were required to make decisions regarding the use of money, in order to:• Prepare them to deal with money in a responsible manner and direct them towards the responsible use of money in the future;• Strengthen their behaviours leading to increased saving, more productive and responsible spending, and borrowing for sound reasons.The Game would mix action (simulation), with concepts’ presentation, quizzes and other resources that could complete the learning experience and make it more effective.Along with the game, it would be developed complementary tools, including a game manual and a guide to help teachers/trainers implementing the game in the classroom and that can also propose off-game activities.Additionally, project MoneyQuest would also deliver along its lifespan:• Training of teachers and trainers to teach them how to implement the Game (at least 60 teachers and trainers should be covered)• Pilot training to test the Game /at least 100 children should participate)• Website and a facebook page on Financial Education 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.• Sustainability Strategy that would present the guidelines for the future exploitation of results and to ensure the future impact of the project.The main outcomes would be available online, have multi-lingua support (EN, TR, PT, GR, PL) and the computer learning game would follow WCAG 2.0 requirements, thus enabling for a wider dissemination and future impact.As a result, MoneyQuest should have provided: • Teachers/trainers and Parents with the access to an innovative and user friendly tool for financial education that could be used in various settings, that also contributed to improve their own financial literacy level• Children with the access to a tool, at the same time user friendly and entertaining, that enabled learning by-doing of key financial competences• Organisations active in financial education with a new tool and knowledge to improve financial literacy• In the future, as children become young adults, more opportunities for more informed citizens, contributing for a healthier European societyThis initiative gathered 5 participants:• Karsiyaka Ilce Milli Egitim Mudurlugu (Turkey): public body, part of the Ministry of Education, and in charge with the planning and coordination of all kinds of educational and training activities in pre-school, primary, secondary and adult education in Karşıyaka District. It oversees almost 200 education 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.• University of Western Macedonia (Greece): University with a Department on Early Childhood Education with a strong focus on educators’ training and educational policy.• Szkola Podstawowa Nr 1 Im.Ken W Krakowie (Poland): primary school with around 480 pupils and 43 teachers.

All files relevant to this project including, CVs, timesheets, Intellectual Outputs, Quality and Dissemination reports are provided as part of the present report in the following link: - http://repository.erasmusplus.website/SG/Final_Report/- Username: evaluator- Password: Evaluator101!The study of Astronomy is an important experience which has far-reaching implications for many curricular areas. “Astronomy literacy” implies not only knowledge and understanding of the Earth and its interaction with other celestial objects, but also an understanding of the scientific processes used to produce those concepts. The project SpaceGuardians has developed an innovative pedagogy for improving Astronomy Literacy of children (3 to 6 years old) and for raising their interest over STEM (science, technology, engineering and mathematics), through two interactive learning eBooks:'The Moon was Stolen' (https://spaceguardians.eu/interactive-book) and; ('Is There Anybody Out There' https://spaceguardians.eu/interactive-book-2). The purpose of these eBooks are to spark an interest in STEM (science, technology, engineering and mathematics) in children from a very young age. During the project we took into consideration the need to incorporate:• A framework for Astronomy education that the partnership will specifically develop for pre-school level.• Good practices of storytelling and interactive stories, specifically for this age group.• The need to appeal to both boys and girls.The eBooks integrate interactive features, mini-games, puzzles and elements that move while reading.The eBooks incorporate voice over in all languages so they can be read individually by any child. However, if a parent or a teacher wants to read the stories to the children we have developed a Facilitators Guide (FG) that they can read before hand. The FG was developed to maximise the learning opportunities provided by the eBooks and it includes information about how the eBooks should be used, topics for reflection with the children and exercises and activities that you can play in the class room or at home. Through the eBooks and raising awareness towards the importance of Astronomy Education at various levels. Moreover, the project SpaceGuardians delivers: • 2 Interactive eBooks in 4 languages; English, French, Greek and Portuguese (including voice over) • Training programme for teachers, trainers and parents on how to use the SpaceGuardians eBook and the Facilitator’s Guide • Pilot training involving teachers and children to test the SpaceGuardians methodology (Interactive eBook and Facilitator’s Guide) • Promotional Video • Website on Astronomy Education with a repository of the materials produced in the project and a FaceBook page that can be a meeting point for people involved or interested in the topic. • Sustainability Strategy that presents the guidelines for the future exploitation of results and to ensure the future impact of the project. • Project presentation in events, in the partner countries and others. This initiative gathers 5 participants: • Civic Computing is a digital strategy agency with vast expertise in the development of bespoke applications and tools that is investing in new services for educational publishers and in children's books • Advancis (Portugal): private company that provides consultancy and training services in Education and People Development, with competences in curricula development, storytelling in education, ICT based learning methodologies, among others • BOON (Portugal): private company that provides services in design and illustration. • Platon schools (Kindergarten – Elementary – Gymnasium – Lyceum) is a modern educational institution with 530 learners and 83 staff. • Laboratoire d’Astrophysique de Marseille is a joint research unit of the CNRS-INSU and of the Université d'Aix-Marseille (AMU), that undertakes research in astrophysics and instrumentation.

"As climate change, overpopulation, and inequalities begin to take their toll on our planet and on global human development, sustainability has become increasingly important for a prosperous future.For the past years, Sustainable Development has been in the EU’s political Agenda. In 2001, the EU established a Sustainable Development Strategy and more recently was a major contributor to the UN’s 2030 Agenda for Sustainable Development.One cannot talk about Sustainable Development without highlighting the role of education. Education is central to the efforts to develop and promote sustainable solutions for the development needs of both people and the planet (UN, 2013).The Education for Sustainable Development (ESD) should be understood as an integral part of quality education and lifelong learning. All educational institutions ranging from preschool to tertiary education and including both non-formal and informal education should consider it their responsibility to address sustainable development and to foster the development of key cross-cutting competencies related to sustainability. (Issues and Trends in ESD, UN, 2018)The project aims to develop an innovative and playful pedagogy for the Sustainable Development education of children (3 to 6 yo) and to raise their interest over STEM. This pedagogy is based on an interactive learning eBook for formal, non-formal and informal learning contexts. Alongside the eBook, it will be produced a guide for educators to facilitate the use of the eBook in learning contexts.Additionally, the project Greenopolis will also deliver:•Project presentations to disseminate the project and the outcomes next to the target groups•Pilot testing activities to test the Greenopolis methodology (Interactive eBook and Facilitator’s Guide), validate it and capacitate educators on ESD •Website and a Facebook page on Education for Sustainable Development 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.•Sustainability Strategy presenting the guidelines for the future exploitation of results and impact of the project.•Contests/Challenges aiming to engage children and educators in the project and to raise awareness towards the Sustainable Development topic•Project Video to promote the Greenopolis eBook.This initiative gathers 5 partners from Poland, Portugal, Greece and Croatia:•SPN (Poland): public elementary school which includes preschool education, working acting as coordinator. •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.•Center of Education and Entrepreneurship Support (Poland) is a non-governmental, non-profit organization founded in 2004 working in the field of youth, cooperating with businesses, universities, schools, enterprises and educational institutions. •Dječji vrtić ""Radost"" is an Educational Organization with 9 dislocated facilities in which there are 43 educational groups.•EECV is an Environmental Centre from the Education Ministry in Greece, that develops and holds ESD activities for teacher and students, working along with schools."