First Step Programme

"<< Background >>When observing the behaviours of the European population, we find a gap in the perception of financial concepts, demonstrating that they are poorly qualified, leading to poor financial decisions. This low level of financial literacy, including in the young community and with greater emphasis when they come from environments with more significant vulnerabilities, can lead to risky behaviours - ""Financial illiteracy is more common among low-income individuals because they typically do not have wide access to accurate financial information. With such illiteracy, youth in low-income households can fall victim later as adults to scams, high-interest rate loans, and increasing debt."" (Youth.Gov). The lack of essential skills, primarily financial and entrepreneurial skills, is a pressing social problem in the youth community and translates into deviant pathways (e.g., economic-based crimes). In this sense, we proposed a training program for the financial literacy of young people, using inclusive methods so that they have access to information, knowledge and financial management tools.<< Objectives >>I. Main objective- Promote the social inclusion of young people in a situation of social exclusion due to risk behaviours through an innovative program.II. Specific objectivesSO1. Promote the financial literacy of young people in a context of exclusion (institutionalization, inequality, fewer opportunities, etc.);SO2. Work on financial literacy as a tool for personal, social and professional development; SO3. Reduce the risks of social exclusion due to issues inherent to low levels of financial literacy; SO4. Contribute to the solidification of a more economically aware generation;SO5. Empower youth workers to work with young people on these issues.<< Implementation >>ATV1 - Regular and local activities took place at all sites and included: I. Planning.II. Preparation.III. Implementation.- Virtual cooperation;- Local capacity-building sessions;- Game development and testing;- Local sessions of;- Development and testing;- Conclusion game.IV. Follow-upATV 2 - RT 1:TM1 was the first moment of face-to-face contact between the consortium. This meeting was the first step to ensure the high quality we wanted to achieve with this project.ATV 3 - Working Session with Youth Technicians:The activity consisted of a working session in favour of building the capacity of YWs in the core of financial literacy and applying the GDP method.ATV 4 - Youth Exchange:The activity consisted of a physical youth exchange, complementing the virtual cooperation and local sessions, where young people could present what they had been developing with the GDP method and the game.ATV 5 - RT 2:TM2 was a project monitoring activity, complementing the local and online monitoring sessions.ATV 6 - RT 3:TM3 represented the face-to-face closing meeting of the project for evaluation, monitoring and exploration of the results.<< Results >>The results of the project were of two levels: tangible and intangible. These are listed below: I. Intangible- Development of the 8 key competencies (EU Recommendation);-- Communication in the mother tongue;-- Communication in foreign languages;-- Mathematical competence and basic science and technology skills;-- Digital competence;-- Learning to learn;-- Social and civic competencies;-- Entrepreneurship skills;-- Cultural awareness and creativity.- Learnings in financial literacy and project management across the life cycle.II. Tangible- Materials and contents: developed throughout the project and in all phases;- GDP game;- Project booklet."