F.A.BU.L.A– Financial And Business Learning Activities

"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 game3) 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"