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Yearly Archives: 2016

The EDU-FIN Final Seminar in Brussels

The last June 29th the consortium presented the Methodology and the Curriculum, main results of the EDU-FIN Project in the Representation of Lower Saxony in the European Union (Brussels).

It was a very exciting Final Seminar with the participation of EDU-FIN participants, the project partners and a big support from the EAEA members.


Seminar’s welcome by Hike Altona, Lower Saxony Ministry of Social Affairs health, gender mainstreaming and integration.


Anna Reyes, an EDU-FIN participant from Àgora (Spain) and part of the EDU-FIN Assessor Pannel, summarised the project and presented the main EDU-FIN results.


Round table with participants, educator and researchers. From left to right: Jane Watts, Warwick University; Joyce Black, EBSN Board Member; Eveline Gundolf, project manager Tafie Production School (NGO); Manfredi Treggiari, project assistant – Fondazione Hallgarten Franchetti CSVM; Susana Moreno, Àgora Association Board Member.


More than 80 people attended the EDU-FIN Final Seminar in Brussels.


Liliana Rodrigues, Member of the European Parliament presented the European context.


Austrian trainer and stakeholder who participated in the EDU-FIN Project explaining the need for connection between Young adult organisation and the projects like EDU-FIN to ensure Young adults Access to Financial programs.


Susana Moreno, Participant from La Verneda Adult School explaining the importance of including the voice of the learners in the elaboration of the curriculum in Adult Education.


European Seminar in Brussels

Poster-Transnational Seminar_EDU-FIN

Participatory process in Italy

After a National Event organised for the recruitment of young adults for the national work teams, a group of 25 young adults were selected in order to participate in the participatory process in Fondazione Hallgarten Franchetti – Centro Studi Villa Montesca.

The organisation held an introductory meeting with the 25 participants and some members of the organisations already involved in order to provide useful information about the meaning of Participatory process.


The Fondazione Hallgarten Franchetti – Centro Studi Villa Montesca adopted an inclusive approach by presenting the importance of the financial literacy in relation to different level of marginalisation, vulnerability and social hardship, giving the floor to the participants asking them to define the term “financial literacy”.


The participants reported not being involved in these types of participatory processes before and that they felt that they had learned a lot about working in group, sharing ideas, actively participate in a educative path, having an active role in co-defining financial needs and in co-creating the contents for a “European financial curriculum”.


National Event for the recruitment of 15 young adults in Spain

Last December it was held in La Verneda School a second National Event for the creation of a new national work team in order to start another participatory process organised by Àgora and Facepa.

Participatory process in Bulgaria: First sessions

On October 1 in the building of primary school “P. Hilendarski” in the town of Gorna Oryahovitsa, Bulgaria was set the start of a series of meetings – discussions with young parents in a situation of social risk on EDU_FIN project .


Participatory process in Bulgaria: First sessions

The meetings were attended by young Roma women, who enthusiastically discussed what financial literacy is and why it is important. Participants completed a questionnaire in which they indicated various topics in financial literacy that were interesting and important to them and who wished to obtain more information. Among the topics were: Insurance and insurance type, entrepreneurship and how to start your own business, to whom we turn when we are not happy with a service; how to plan your family budget, how to increase their income and others.

Five meetings were held until January 2016, within which with the assistance of the participants were developed financial literacy issues that will form the future curriculum on financial literacy.