European countries are investing efforts in introducing topics of financial literacy in formal training programmes/offers, often in the framework of the National Qualification Frameworks and several side initiatives (informational based) are also set in place to foster the understanding of financial literacy topics. However, those programmes and initiative target the younger generations very much. Euroinvestment offers educational resources addressing low skilled adults involved in formal and informal training initiatives (including RVCC processes) overcoming an existing gap in the provision of quality and appealing educational resources, flexible enough to be used for several purposes. A consortium of six organisations from three different countries (Portugal, Spain and Cyprus) joined their efforts to design and implement Euroinvestment project for a period of 26months.Our results were designed and produced with the involvement of end-users (more than 400 individuals, both low skilled adults and adult trainers, tutors and other professionals were involved in the activities), covering relevant topics to improve adults financial literacy levels such as managing income and financial resources; make informed saving options or borrowing decisions; plan adequately for retirement; understanding the impact of interest rates when buying goods or services; etc. The resources developed are populated with stories and exercises that reflect real-life situations that users can face and thus mirror their reality and they, while using, can understand immediately how to use the concepts in practice and, through that, improve the way they manage their finances and income.The following outcomes are available:- Strategic Plan for financial education of low-skilled adults (EN), mirroring the specific needs of low skilled adults on financial literacy and how they deal with their finances and management of their income, including their willingness to use ICT-based educational materials, and ending with a roadmap for the development of the other resources of the project. Partners have also designed a booklet that presents the strategic plan more simply and intuitively, and easy to share with the stakeholders, which was translated into national languages (Portuguese, Spanish, Greek) + Catalan. This IO has 2 main benefits: it is a helpful tool for adult trainers and adult training providers who are looking for games that enable a more didactic teaching approach for concrete themes; it will be extremely relevant as a support tool for the development of more adjusted educational solutions for adults, presenting suggestions and recommendations for approaches different from the traditional teaching-learning models. - EuroInvestment Game is composed of 3 blocks of educational materials, consisting of 15 mini-games, covering 3 main topics: Risk & Credit, Money & Transactions, Planning & Management. The 15 mini-games were designed to support formal/informal training initiatives addressing low-skilled adults and the increase of their financial literacy skills levels. The games have different levels of complexity, aligned with the topics presented, from beginner to intermediate and expert. All the games are open to any user without registration and can be used with the support/guidance of a trainer or autonomously by adults. Although developed in English, the games are subtitled in Portuguese, Spanish, Greek and Catalan.- Euroinvestment Play by the rules, includes 2 Handbooks– one for Trainers, aimed to explain what the games are about, linked with the framework of competences, and how can they be used in training offers for adults, including formal and informal training, and one for Trainees aimed to support the adults as independent users, enabling them to use the games outside any training setting, more as a guide for users). The guides were translated into each partners language (Portuguese, Spanish, Greek) and in Catalan. - A training course for professionals working with adult education, consisting of a flexible training programme that can be implemented face-to-face, at distance or in a mixed approach to training further professionals working with low skilled adults (trainers, teachers, tutors, RVCC professionals), on the relevance of teaching financial literacy topics, how to best use and explore the Euroinvestment mini-games in formal and informal training contexts.Further, the high relevance of the materials produced and their possible flexible uses, allows for their use outside the scope of adult education, enabling its use in regular school education with young students, in regular VET offers, and also outside the traditional learning units of a financial literacy competences framework.The results were found as very relevant for adult education (formal and informal contexts), but users also expressed that the games and the handbooks can be used in regular VET offers with young trainees and in school education.

<< Background >>The right of all learners, to have access to a high-quality inclusive education, is one that is widely acknowledged in a number of international human rights frameworks. In particular, the UNESCO Salamanca Statement of 1994 and UN Convention on the Rights of Persons with Disabilities of 2006 (UN CRPD) both strongly endorse the right persons with disabilities have to inclusive education. In the European Union, all 28 Member States have signed the UN CRPD since its adoption, committing themselves to implement the necessary changes at all levels to achieve inclusive education. Despite this commitment, there is no single country in Europe, or across the world, who can boast truly inclusive education systems for all learners at all levels. The project idea start in the FOCUS GROUP of SFINLIT project, when we invite to it representants of dissabled people training between first and secondary school and adapted vocational training, also in company training in especial work centers. We realised that this target group received adapted finantial literacy education and we are also futur subjects of sustainable finances training. The aim of the proposal is to develop sustainable financial literacy skills for youth disabled .The project intends to introduce financial decision making not only from an economic perspective but also considering extra-financial aspects (social, environmental and good governance). These financial decisions have evolved together with social norms and values. Inequalities, negative externalities, poor corporate governance practices, as well as environmental impacts and climate changes as a result of business activity, have led to ESG (Environmental Social and corporate Governance) aspects being considered in the different processes related to finance. Regarding this priorites, EASPD (European Association of Service providers for persons with disabilities), in the summary report of 2020, displays the fact that inclusive education is as of yet not the reality for most learners with disabilities, and despite generally upholding the right to equal access to inclusive education, in many of the countries surveyed, current statutory legislation does not facilitate the accommodation of the individual learner’s support needs. Hence this proposal will take into account one of priorities of the Erasmus + Programme, Inclusion and Diversity, in order to provide equal access to inclusive education. The DisFinLit is a project placed in school sector because is at this moment when the early intervention help our target group to undersatnd how important are the sustainable finances for thier future, we involve secondary schools but no directly, trough their providers of financial education and training as IEF, EURODIMENSIONS and EFFEBI, includes the association of especial employment centers who are resposible of the most important number of labor inclusions, at nacional level, of disabled youth when they leaves school, who know well the lacks in financial competencies for work and life of this target group, an certifify organization, ACEEU who ensure the ECVET dimension of our project results and DFW2W non profit organization expert in developing of projects related with social and labor inclusion of disadvantage groups, they are experts in active European employment policies aimed at young people with disabilities, which is our framework of action since this target group goes directly from secondary school to employment. All of them in collaboratively work with the associated partners represent the whole cycle of formal education and training from secondary school to initial VET and to Continuing VET at the companies. The diversity of education and VET providers, including experts in finantial literacy allows DisFinLit to cover the range of ages from 12 to 18.<< Objectives >>The purpose of our project is to respond to this rapidly rising need of high-quality online tools and platforms by developing a tool with pedagogically sound approach that helps youth disabled to develop sustainable financial know-how, make smart and sustainable financial decisions, understand money management, deal with a constantly changing economy, navigate inevitable challenges and take charge of their own financial future. All project will take part to develop ways to ensure they can benefit from high-quality education in an inclusive setting, where special needs are taken into consideration and pupils do not face discrimination arising from their disability. And, develop an accessible material for everyone that favors learning in sustainable finance education contributing to an improvement in this area, such as in their personal finances in the next future under green deal framework.<< Implementation >>The main activities of the project are : 1. Adapted curriculum and materials for disabled people from existing financial literacy courses paying special attention of sustainable finances.This result will have 4 activities:A1 -Compendium of the existing educational material and Good Practices on financial literacy and sustainable finance. All partners must do the following tasks1.1. Overview and analysis of the already existing recent/updated material (OER) regarding the socially responsible finance in English for other languages publications.1.2. Analysis, collection and curation of good practices1.3. Development of the Compendium in the field of sustainable financial literacy adaptable to disabled peopleA2- Defining LOs in line with the EU LLL instruments for disabled people A3 -Developing the adapted training curriculum for disabled people We will be helped by the same focus groups professionals than A2 and we take as basis the curriculum of sustainable finances literacy from SFinLit projectThe curriculum must include also the following parts:• Origin of training course: Justification and previous experiences• Selection of participants: EQF level and pre-requisites• Selection and preparation trainers: CV and experience• Main areas of knowledge and modules related to units of competency• Activities proposal to be carried out in training sessions with the following aspects: methodology and sessionA4 - Select the existing training materials adapted for disabled peopleFrom the A1 in agreement with LOs defined in A2 select the training materials able to be used by disable people in face to face or elearning methodology.2. Community of good practices to include all the existing training available and new materials.This result will have 3 activities: A1. Contact and create community with the most number as possible as stakeholders of our subject and related with our target group in EU, in and out partner countries 1.1. Define the profile of the future participant in the community, their origin, their professional profile and their preferences in order to create a content and promotion strategy for our project. 1.2. Define the common interests of future participants in order for them to feel identified and see that they are not the only ones with the same need for content and products adapted to people with disabilities 1.3. Contact future participants contact them trough partner and associated partners networks 1.4. Invite future participants to complete a survey (EU survey tool)with m¡the most important info to can answer of their fruture demands A2. Create or select the best platform to place the community contents and communication tools.2.1.Include items of value to future participants, so they can share tips, experiences, and create stories. 2.2.Listen to the opinions and contributions of future participants who can show support, validate opinions and empathize with the needs of the other 2.3 Define clear rules for participation, set limits on the type and amount of content that will be accepted to build credibility, and a fair and safe environment for participants to feel comfortable expressing their opinions and ideas. 2.4.Focused on solutions to meet the needs of future participants in a professional way but without leaving the most social part related to our group A3. Include with contents and start sharing and dinamize.<< Results >>Share this products trough the Community of good practices to arrive at much as possible to the learning providers of training adapted from disable people at school level firt of all but also at the rest of educational levels.Potential transferability: To the learners with disabilities or learning difficulties from other educationall level as VET or adult education.

<< Objectives >>FLER Project aspires at equipping low financial literate adults from rural areas with a digital learning process -the Virtual Escape Room- focused on Financial Literacy, purposed at enabling them to make sound financial decisions in their everyday life and/or their businesses, thus eventually improving their individual financial wellbeing. The Virtual Escape Room will embed real-life scenarios, giving rise to a motivating and emotionally engaging, thus foster knowledge acquisition and retention.<< Implementation >>FLER activities will mainly consist in field research via Focus Groups and collection of good practices for an appropriate development of a Scenario-Based Learning course on Financial Literacy. The selection of topics and Learning Outcomes will lead to its definition. On the other hand, the concrete design and technical development of the Virtual Escape Room will be implemented, and then Alpha, Beta and Pilot tested by relevant stakeholders to gain a high-quality product.<< Results >>FLER Project is mainly expected to produce a Scenario-Based Learning (SBL) course on Financial Literacy, addressed to low skilled adults from rural areas and tailored to the specific learning needs of the target group. The SBL course will include real-life scenarios about 7 different Financial Literacy topics and defined by specific Learning Outcomes. Moreover, FLER will create a digital pedagogical tool, consisting in a Virtual Escape Room, which will embed the scenarios previously developed.

<< Background >>Textile industry is constantly growing since long time, it is unfortunately one of the most pollutant industries on earth and it has been esteemed that the 5/10% of total Co2 emissions depends on it. Over the last years, and boosted by the European Green New Deal, there is an attempt and a focus in the European Union to reduce this problem through the use of new sustainable materials, green energies and training to the owners and workers of those industries. Most of the textile sector producers are small and medium enterprises, sometimes innovative but mostly traditional that, during last years, suddenly started growing due to the massive request of fast fashion textile products.The partnerships that has been created, decided to apply to this project to face, from an education and higher educational point of view, the problems related to the increase of Co2 emission all over the world and, in particular, in eastern Europe. GIF project will develop online training courses and a training kit for the development of new approaches and ideas to a “greener” textile sector. GIF will develop new ideas and training for stakeholders who will learn how to reduce their emissions and pollution through e-learning courses, best practices, innovative green initiative, multiplier events and exchanges of information and excellence in the specific sector. The selected partners covers all the sectors, from TVET to Green fashion industry associations, related to the training that will be settled for trainers, owners and workers of textile sector. A long term ambitious objective, following the EU Green New Deal is the reduction of Co2 emissions of the textile sector. Addressing to stakeholders best practices and giving them instruments in order make their industry green will be fundamental for the future of European Union and its 2050 objectives considering the Sustainable Development Goal and the plan indicated by UN with the UNEP agency.<< Objectives >>EU Green Deal designs an ambitious plan that will impact EU citizens and organizations in the next few years. A successful implementation needs an active involvement of citizenship and stakeholders, aiming at increasing knowledge, awareness and competences in the main focus areas of the Green Deal, ranging from climate to food to pollution, mobility, construction and ecosystems. The main objective of the project is to impact on the SMEs in the fashion/textile sector, relevant in the pilot countries and at the same time with a dangerous environmental footprint.Specific objectives of the project are:SO1 - Develop and test the GIF Competence Framework with a fully participatory multi-stakeholder approach (WP1)SO1 is the backbone of GIF project. To reach its objective the project has the goal of first providing an initial release of the GIF Competence Framework. This release will allow activities in WP 2: its implementation in the form of course design, training kits, piloting and assessment, and therefore is a crucial objective needed to launch the testing and validation activities. In order to provide to WP 2 a competence framework already completed and “testable”, and to have it already informed by the voices of the identified target group (Fashion SMEs experts, managers, leaders), this first release of GIF CP will be the results of a wide set of activities: ●Desk research and review of existing Competence Framework in the sector and about Environmental protection in industries, performed by the Consortium ●Research about the SoA of the ●Surveys and interviews involving training institutions and industry experts in the field●Co-design workshops (in the first round of Multiplier events)SO2 - Facilitate the adoption of the GIF Competence Framework by co-creating with experts, teachers and researchers training kits, user guides and use cases needed for course design, curriculum definition and creation of a Certification on Green Deal topics (WP2)To facilitate GIF CP adoption and implementation, both in WP2 of the project, when the GIF CP will be implemented as training program, and beyond project lifespan, enabling trainers, industries and training institutions to easily design courses and programs based on GIF CP, the project needs to produce proper supporting tools. Specifically, GIF foresees the co-design and development of:-training programs, co-designed with teachers and professors at different educational level in WP2;-training contents, packaged together with training programs, digital and accessible, to be re-used by other educators and institutions;-users’ guide, providing practical support in implementing the GIF CP;-use cases, that will report the experiences of the several pilots implemented;SO3 - Maximise the reach and impact of GIF CP A new competence framework, encompassing all the competences addressed by the Green Deal communication in a specific industrial sector, needs a strategic approach in its dissemination at different levels (scientific community, industry representatives, policy and decision makers) and to different stakeholders (training providers, educational institutions, business and enterprises, HRs). For this purpose, existing knowledge, dynamics and networks will be integrated in GIF towards a robust diverse and inclusive network. New results will be transferred in the following ways: ●Interaction with existing networks already reached by project partners●Dedicated dissemination activities, ranging from scientific publication to social media animation●Final round of multiplier events<< Implementation >>The main activities of the project (beyond the Project Management and its dedicated work package) are defined in two main Work Packages: WP1, dedicated to the Competence Framework design and development; and WP2, focuse on the training kit design, development and testing.The main activities of the project will be:- Desk research, developed by the consortium, analysing existing Competence Framework, both addressing Green Deal / Environmental Protection for citizenship or sector-specific, and of CFs addressing the fashion sector;- Desk research, analysing international reports and scientific literature about main issues and needs in the sector about process management, green innovation and steps towards EU Green Deal- Surveys and interviews to SMEs managers, process leaders, green managers, in order to refine the results of the internal desk researches, and to identify the main gaps and needs as perceived by the leaders in the industry;- Focus group and Co-design workshops, organized in the first round of Multiplier events; in this context, the first drafts of the CF will be presented, and first ideas of the training program contents and delivery models discussed with the stakeholders invited in the event, to inform WP2 design phase;- Training program design, based on the results of the activities abovementioned; the program will be designed or in full online mode, or with a blended model, mixing online activities and in-class events, according to instructional design choices and pandemic-related constraints;- Training content production, mainly focused on online training provision; - Training program piloting, involving 75 experts in 5 countries;- Evaluation and assessment reports about the CF implementation through the training program;- Competence Framework finalization, including: the CF itself, a user guide, a showcase of activities implemented in the piloting as demonstration of CF application, and the main methodology;- A second round of multiplier events, presenting the final version of the CF and the training kit<< Results >>Main project results will be the GIF Competence Framework (R1) and the GIF Training Kit (R2).GIF Competence Framework, delivered in M10 and then revised in M24, will be based on existing experiences, reviewed and integrated in a usable set of competences, sub-competences and descriptors. GIF Competence Framework will be complemented by annexes designed for boosting replicability, adoption and exploitation, and specifically:●a User Guide (for educators, training providers and enterprise HRs), will provide practical information and guidelines for implementing the GIF CP in education and training programs;●a set of Use Cases will provide reports about actual implementations performed during GIF project;●The Training Kits (produced in WP2-IO2) will help trainers in contextualizing and implementing GIF approaches in their courses.●a Methodology reportGIF Training Kit, finalized in M21, will be the practical implementation of the CF, proposed to a pilot group of trainees. The training kit will be composed by:- training contents for individual learning (videolessons, presentations, booklets, further readings, bibliographies and selection of relevant websites);- training activities guides, providing examples of assignments and interactive activities such as collaborative project works, interactive classes, course scheduling and orchestration graphs;- Assessment methodologies and criteria for certificate provision.During the development of these main results, the project will produce other outputs, such as:- a report about existing CF addressing Green Deal competences for diverse targets;- a report about existing CF in the fashion sector, analysing main competences and skills and deriving current approaches in upskilling and reskilling in the sector;- a report about the surveys and interviews conducted in task 1.3- a detailed report of requirements emerging from T1.1, T1.2, T1.3 and the first round of multiplier events- the pilot report, presenting the results of the piloting in terms of learning performances (results of the final test) and learners’ and trainers’ opinions and satisfaction about course, CF and contents’ coherence, usability, effectiveness.

Financial Sustainable Literacy (SFinLit), is a Innovation Project focused in the Innovative practices in digital era. Is very much centered in the reinforcement of Digital, Financial Literacy and Learn to learn Competences in School Education. Financial Literacy , is a core life skill for participating in modern society, and Coronavirus crisis, has put under the spotlight in a very dramatic way how important Digital Competences are. In this crisis context and in a very strong way too, the digital gap is showing to be a critical point, that has to be urgently addressed. UNED will share with the consortium his experience in Digital Education Technologies, Blended Learning and on-line most appropriated methodologies so the Project can provide to the target group (Young Students) with the knowledge and skills they needed to improve their Financial Literacy, Digital and Learn to Learn competences. A Consortia composed by 7 partners (apart from the UNED), from Tertiary Level (Laurea University of Applied Sciences) School Public Institutions (Agora Roermond School) Non Profit Associations in the field of Financial training for professionals and Young students(IEF), Administrative Education Institutions (Regional Directorate for Primary and Secondary School of Thessaly) Financial and Banking Institutions (EFFEBI and EBTN) and a Tertiary Level Institution very much focused on innovative and Technology Enhanced Learning (Cork Institute of Technology), that covers a wide range of perspectives, skills and knowledge, will address the objectives of understanding what Socially Responsible Finance is, show Socially Responsible Actions development and good practices, develop contents adapted to the needs of the target group (Young students), develop a training model addressing the main topic of Financial Literacy and develop training free on-line contents, to the target groups primarily by students but also for general users, industry, employees and stakeholders, to give effective answers to the emerging challenges.The Project objectives will be expressed in three IO’s, which will be carried out in a collaborative way, under a IO leader . Those are:- IO1 Compendium of the Good Practices and existing material on sustainable financial literacy, which will be leader by Laurea.This IO1 integrates 3 Activities. A1; Overview and analysis of the already existing recent/updated material (OER) regarding the socially responsible finance, A2; Analysis, collection and curation of good practices and A3 Development of the Compendium in the field of sustainable financial literacy- IO2 Training material, will be leader by IEF. It includes searching, collecting and selecting all the best contents from different sectors, finances, but also from the educational framework across all their levels, related to this subject. This course is especially useful for VET, because is VET were vulnerable groups arrive usually after they drop of regular education pathway, and can be developed also in continuous training, for this are transferable at every educational level. This IO2 Integrates three activities. A1; Defining LOs in line with the EU LLL instruments A2; Developing the training curriculum and A3; Develop the pedagogical contents of the training materials (Adapting existing OER and/or developing of new ones for the training).- IO3 Tools and guidelines for training on Sustainable Financial Literacy for secondary school level programme. This IO will be leader by the Cork Institute of Technology.. A key innovation in this project will be an open and flexible learning environment with a course recommendation engine where learners choose the topics of interest and the learning platform presents relevant learning plans to them. This IO integrates three activities. A1; Create an open and flexible learning environment with a course recommendation engine where learners can follow custom learning paths based on their own learning needs, A2; Publish learning resources so that they can be used within and beyond traditional learning environments, both online and offline. A3; Design of onboarding for learners to include instruction and guidelines highlighting the duration, effort and activities involved in completing the programme and keeping track of learning.The Evaluation methodology applied within the project will be based on the Deming wheel: * Plan (each activity and project outputs is planned to be delivered within a certain deadline and according to specific performance indicators), * Do (concrete implementation of tasks), * Check (actions will be assessed against the previous planning) and * Review (corrective measures will be implemented, if necessary).Previous successful coordination of technical projects, as well as in tool development and dissemination ones, allow to expect a good exploitation of new projects and the use of the use of the developed methodologies and technologies.The annexes include TimeTable and budget.