European societies are more and more steeped in economy and its principles. The context of work, health care, pension insurance, life insurance, education and other spheres are progressively shaped by supply and demand, competition and efficiency. However, there is a lack of knowledge of what an economy is and what could be called economic reason. This causes uncertainty in particular in times of crises like the current climate change challenge, the growing social inequality, the fear of job loss due to digitisation, etc. As people normally refer to interpretations in public discourse, there is a threat that they may get attracted by nationalist and 'right wing' perspectives on economic, social and political phenomenons. Citizens need orientation, an 'order in mind' to cope with complexity and ambivalences to keep the humanistic values alive and 'updated' in times of change. The European societies, in turn, need well informed citizens so that the capacities of ALL may be transformed in ideas and actions for a Europe of democracy, prosperity, peace, sustainability and well-being. This project brings economists and adult educators of seven countries together to bridge the gap between the educational requirement and the missing offers of socio-economic learning in adult education. It aims to establish socio-economic education as part of general and civic education in Europe. This includes a "fresh-up" of economics by considering different schools of economic thinking as well as social and political aspects. Moreover, it shall combined with participative, creative methods to stimulate interest, overcoming fear in understanding economy, entrepreneurial competences, critical thinking, active citizenship and humanity. The exchange during five transnational meetings results in an educational platform (edu-kit) for Economic Literacy in Europe with 15 articles on issues such as economy and migration, the Euro zone project, women's economic empowerment through business skills, inequality, debts, climate change, etc. and related to them didactic tools to be applied in adult education. The edu-kit also contains glossary on basic economic terms. The project partners exchange on the article's subjects during learning, teaching, training activities ensuring that the texts are comprehensible, that multi-perspectivity (different economic schools), self-reflexion and method reflexion are put in practice and a European dimension is taken into account. The direct exchanges allow testing the methods developed according to the articles. In order to 'push' socio-economic learning in Europe, each partner holds a multiplyer event to present the platform and motivates its implementation in the educational practise of adult educators, the direct target group of the project.
The consortium aimed at: 1. Making SOCIO-ECONOMIC issues a subject of adult education in Europe by providing information and teaching material for adult educators so that they gain competences to promote a) socio-economic learning and b) reasonable decision-making against the background of complex economic issues. 2. Bringing ECONOMISTS and ADULT EDUCATORS together to create a learning platform for empowering socio-economic learning in Europe. 3. Practicing both DIALOGUE and a MULTI-PERSPECTIVITY by considering a) micro-economic and macro-economic approaches, b) different economic schools, c) the social, ethical, political influences in shaping and thinking economy. 4. Fostering a EUROPEAN DIMENSION by exchanging on economy in a European horizon, enhance mutual understanding and intercultural learning, 5. Practicing DEMOCRATIC learning by promoting didactic approaches which empower to discussions based on arguments, 6. 'Pushing' higher awareness and establishing economic literacy for adult educators in Europe. 7. Creating a learning platform (self-training curriculum) to fulfill the above mentioned objectives.
Economic education is rarely a subject of adult education in Europe. Trainers and adult educators seem to feel an overload when it comes to socio-economic questions as they are normally not economists. Economists, in turn, work quite seldom in the field of adult education. This lays in contrast to the growing presence of economy both in citizen's daily lives and in society. Citizens (adult educators as well as learners) are challenged to understand the money system, the reasons for crises, the climate change challenge, etc. To close this gap, trainers need to be empowered to include socio-economic learning in their programmes. They need to be supported by appropriate multi-perspective material which helps to understand at least basic ec. issues. Ec. learning is crucial for democracy. As people normally refer to interpretations in public discourse, they may get attracted by right wing perspectives on economic, social and political phenomenons. An economic literacy is needed that citizens can develop their own point of view. It hereby enhances tolerance, humanity and respect even in difficult times. In its practical dimension it strengthens active citizenship, employability, entrepreneurship, and individual (financial) management.