CONTEXT The new “adult” generations face difficulties in shaping their future, especially with regard to the pursuit of personal and financial independence and the exploration of new professional directions. Indeed, the absence of “simple” key competences for lifelong learning and innovative and entrepreneurial thoughts and attitudes, based on empowerment and awareness-oriented financial education, is the motto for the emergence and/or perpetuity of phenomena of social exclusion. In this context, we identify the social problem of social exclusion arising from a set of fracturing socioeconomic problems in today's societies, related to the low level of financial literacy of families (especially young people) and the inability of systems (especially educational, social and family) in solving it. OBJECTIVES Promote: 1. Financial literacy management, by transferring knowledge and practices, methodologies, methods and tools to initiate new ways of thinking and acting; 2. The empowerment of young people through the development of key competences (especially economic and financial literacy) and the adoption of entrepreneurial thoughts and attitudes; 3. The empowerment of youth workers through the transfer of new knowledge, practices, methodologies and tools for the work with and for young people in the financial literacy spectrum and the acquisition of key competences; 4. The incorporation of participatory and inclusive methodologies in youth work (such as non-formal education) and their potential to complement other methodologies (such as informal and formal education); 5. Social inclusion, including underrepresented groups, by creating capacity building opportunities. PARTICIPANTS PROFILE 1. Young people - Age between 18-30; - With fewer opportunities and/or belonging to underrepresented social groups; - In transition to adulthood; - With motivation to participate in the project; - Able to share results with young people in local groups; - With peer influence ability. 2. Social agents - Age over 18 years; - Active in working with youth; - With in-depth knowledge about the PRO(F)LITERACY project; - Able to intervene and involve young people in the empowerment process; - Capable of future implementation and/or transfer of acquired knowledge; - With knowledge of different methodologies. ACTIVITIES 1. Phase 1: Management and Planning Meetings and Preparation - Supervisory and coordination meetings; - Partner-strategic meetings; - Preparation; - Transnational meetings (4). 2. Phase 2: PRO(F)LITERACY - Empowerment and Key Competences Development Sessions - Content production; - TC; - Virtual mobility; - Local sessions; - Technical pitch; - Financial pitch; - BM; - Improvement of the programme; - Consolidation of the IO. 3. Phase 3: Monitoring and Evaluation - Content production; - Monitoring; - Evaluation. 4. Phase 4: Communication and Dissemination - Content production; - Communication; - Dissemination; - Multiplier events. METHODOLOGY - NFE: dynamic characteristics that encourage personal and social development; - IE: group dynamics to recognize and transfer European social values; - FE: development and scientific validation of content and materials. RESULTS 1. Tangibles - PRO(F)LITERACY - Empower Youth at Financial Literacy and PRO(F)LITERACY - Empower Youth Workers at Financial Literacy for Youth; - PRO(F)LITERACY - Intervention Methodology for Financial Literacy; - Contents and materials for dissemination of results and the Erasmus+ programme. 2. Intangibles - Compilation of knowledge, practices and methodologies that promote the resolution of the social problem; - Methods and tools for developing key competences for lifelong learning NFE-based; - Competences of the EU Council Recommendations reference framework; - EntreComp Competencies: The Entrepreneurship Competence Framework. IMPACTS - Development of key competences for lifelong learning and adoption of entrepreneurial thoughts and attitudes (including financial literacy competences); - Development of a more independent, conscious and critical attitude towards your life and your social context; - Development of a spirit of initiative and entrepreneurship, capable of promoting new ideas and solutions to solve personal and community problems and needs; - Development of key competences and tested and validated practices for youth intervention; - Ability to work internationally in partnership and cooperation with other social agents and institutions; - Capacity for direct and reinforced work with young people with fewer opportunities.
PROJECT GOALS 1. Promote financial literacy and management, through the transfer of knowledge and practices, methodologies, methods and tools to initiate new ways of thinking and acting; 2. To promote youth empowerment by developing key entrepreneurial skills (especially economic and financial literacy) and adopting entrepreneurial thoughts and attitudes; 3. To promote the empowerment of youth workers by transferring new knowledge, practices, methodologies and methods of working with and for young people in the spectrum of financial literacy and the acquisition of key skills; 4. To promote the incorporation of participative and inclusive methodologies in youth work (such as non-formal education) and their potential to complement other methodologies (such as informal and formal education) 5. To promote social inclusion, including under-represented groups, through the creation of empowerment opportunities.
CONTEXT The new "adult" generations face difficulties in building their future, especially when it comes to seeking personal and financial independence and exploring new career paths. In fact, the absence of "simple" key competencies for lifelong learning and of innovative and entrepreneurial thoughts and attitudes, based on a financial education aimed at empowerment and awareness, is the motto for the emergence and/or perpetuity of phenomena of social exclusion, social inequality, unemployment, dependence on social systems, etc. NEEDS 1. Creation of an economic and financial literacy program, transversal to the development of new key competences, adjusted to the needs, expectations and motivations of young people; 2. To provide young people with new knowledge and experiences that would emphasize their potential in the construction of their life project; 3. To equip youth workers with new knowledge and experiences that would emphasize their potential in working transnationally with young people, especially in solving current problems and needs; 4. Promoting equal access to personal, social and professional development opportunities.