The "FABU.LA- Financial And Business Activities Learning" project intends to engage, motivate and impassion young people of Primary Schools in entrepreneurship and financial literacy, by adopting an interdisciplinary, interactive, teaching model integrated with economic/financial knowledge, able to evolve learning methods, tools, solutions and situations. The project focuses on the scope of education, valorising the Primary School, as a key stakeholder to promote young children’s way of thinking and acting proactively and enterprisingly, focusing on entrepreneurship and financial literacy to: • cultivate those values, that motivation that will enable them to find information to solve problems and implement "entrepreneurial" behaviour • help children to approach financial issues, to accompany them on a path that will lead them towards responsible and independent management of their resources. These objectives will be achieved by: a) Open Education Resources designed to facilitate the process of approach and familiarization with the basic elements of the culture of entrepreneurship and financial education, so that they acquire, in a simple and playful way, stories and practical examples that help to fuel economic and financial knowledge that, over the years, will be further fuelled to create the conditions needed for the adult of tomorrow, as an individual in a position to make informed and responsible financial decisions as well as engage in economic activities with awareness, sense of initiative, proactive vision and willingness to change and to take pondered risks. b) The Financial Educational Game, a financial behaviour and entrepreneurial “gym”, that through contextualized situations to everyday life, creates simple and intuitive learning conditions for users, following the edutainment logic, which will facilitate the understanding of the basic elements of economic and Financial knowledge stimulating direct participation in a recursive process of activation, testing and feedback through the game. c) "FABULA STORY", that, by applying the Storytelling methodology, will contain information, media clips and interviews with testimonials, expression of Stakeholders and students involved in acting, in small sit-coms, to stage the behaviour and rules learnt on the use of money in everyday life (buying goods and services, payment methods, the concept of credit and debt, payment forms). The digital book also represents a Hub in which the promotion, communication and dissemination of the evolutionary dynamics of the project converge with the actions carried out, the results achieved and the children’s experiences (the real protagonists of the initiative). The project responds to the following critical issues: - low Global Competitiveness Index, particularly in primary education - low rates of entrepreneurship - low levels of Financial literacy performance. The project will be implemented as follows: 1) Analysis to identify methods to adopt to integrate elements of entrepreneurship and financial literacy in school curricula, identifying the areas perceived as most critical and possible methodological innovations to be implemented to facilitate learning. 2) Development, design and production of OER to allow children to acquire the knowledge to: a) become familiar with the concept of money, spending and saving b) understand the different sources of money and different uses c) learn the rules on the use of money in everyday life and the importance of relative adoption of choices in future life d) develop the main soft skills of entrepreneurial action e) understand what a business idea is and how to start a business to offer users in the website and through the Financial Educational Game. 3) Design and implementation of the Educational Financial Game, in the various national languages and in English, a financial behaviour and entrepreneurial “gym”, that through situations of everyday life, will recreate simple and intuitive learning conditions for users 4) Testing of OER and the Educational Financial Game created to facilitate the process of approach and familiarization with the basic elements of entrepreneurial culture and financial education 5) “FABULA STORY”, a digital cross-media book, to narrate: - behaviour and rules learnt on the use of money, staged by pupils of partner schools - project highlights - the contribution of testimonials and stakeholders of territorial contexts
The "FABU.LA- Financial And Business Activities Learning" project promoted by the Istituto Suor Orsola Benincasa in partnership with 11 organizations in IT, ES, UK and TR expression of education, training and youth, the Public Administration and School System Authorities at Local/Regional level, aimed to engage, motivate and enthuse pupils of Primary Schools on Entrepreneurship and financial literacy by adopting an interdisciplinary, interactive teaching model integrated with economic/financial knowledge that can evolve methods, tools, solutions and learning situations. The project focused on the educational field, valorising the School as a key actor to promote pupils’ way of thinking and acting in a proactive and enterprising way, focusing on entrepreneurship education and financial literacy to: • cultivate those values, that motivation that makes them able to find information for problem solving, implementing their "own entrepreneurial behaviour" • encourage children’s approach to financial issues to accompany them on a path that will lead them towards responsible and independent management of their resources. The project intended to respond to the following critical issues in the reference territorial contexts: • The Global Competitiveness Index (GCI) which saw Partner Countries averaging values of between 4.42 and 5.41, namely: IT 49th place with GCI 4.42; TK 45th place with GCI 4.46; ES 35th place with GCI 4.55; UK ranked 9th with GCI 5.41 • Primary Education Competitiveness Indicator: IT 22nd with GCI 6.40; TK 69th with GCI 5.75; ES 34th place with GCI 6.25; UK 21st place with GCI 6.43 • Low Entrepreneurship Rate (TEA) - Global Entrepreneurship Report 2014: IT 4.4%; ES 5.5%; UK 10.7%; TK 12.2% • Low levels of Financial literacy performance, emerging from the OECD Report - PISA 2012, which saw Italy at 16th place and Spain at 10th place, unlike the situation in the UK and Turkey, which have adopted a national literacy strategy. In response to these critical issues the following was created: 1) OER, in all partnership languages, devoted to Financial Education, to strengthen financial issues related to banking products/services (ATMs, contactless, prepaid cards, home banking, telephone banking, bank transfers, credit cards, savings and savings accounts, savings and banking) and Entrepreneurship Education, in order to acquire the core competencies for business creation. 2) F.ED.R.O. - Financial Educational Resources and Opportunities LEARNING ENVIRONMENT to enable the target group to access: - OER on Financial Education and Entrepreneurship - further information, research and/or partnership products, such as links, technical data sheets and games, related to the main topics: ATMs, credit/debit cards, home banking, telephone banking, etc. - the Educational Financial Game "The Fabula Game" conceived, designed and created following the edutainment logic, namely, educating entertaining, to promote financial and entrepreneurial behaviour that, through situations contextualized to everyday life, allowed users to understand the basic elements of economic and financial knowledge, stimulating direct participation in a recursive process of activation, verification and feedback through the game 3) TESTING by 152 beneficiaries of the OER on Financial and Entrepreneurship Education, the Learning Environment and the Educational Financial Game contained therein. 4) Creation of FABULA STORY, a trans-medial container in digital book format, using the Storytelling methodological model that contains information, interviews and multimedia clips with privileged testimonials and the pupils involved in testing, and allows one to understand: • What the project produced • The methodological and pedagogical approach adopted in the creation of the OER and the learning environment • The didactic solutions used to test the guidelines developed for teachers and pupils to integrate the school curriculum with the different online and offline training products developed • The testing results • Parental involvement in the learning process • The utility of the board game and online game to verify the learning of the notions of finance and entrepreneurship contained in the OER and the learning environment • The criteria and the approach adopted to involve pupils in the preparation and realization of theatrical shows