The idea for this project arose first and foremost from the financial difficulties that have permeated much of Europe for several years. The The idea for this project arose first and foremost from the financial difficulties that have permeated much of Europe for several years. The last few years have witnessed a big part of the burden of austerity being heaped onto the shoulders of the continent’s young people. We, the project group, felt there was a need to look into this and see if we, in our professions, could contribute towards something positive.This project was based on a couple of identified needs that we observed in the various participating countries. First, we saw a need for more effective and innovative instruments to encourage young people to become more aware and educated on how to manage one’s private economy. To become financially literate, to put it differently. This need was in large part based on the financial difficulties much of Europe has been going through over the last several years, and which persists still. Second, we found it to be an ongoing need to have more competence and understanding of conflict management among young people. We see clear links between the macro- and the micro level on this topic. Lastly, we had an idea of combining these two areas to attempt to provide concrete tools, especially to group of young people with fewer opportunities, to deal more constructively with troubling situations of financial difficulty without resorting to conflict.Communication about the initial ideas started between a few of the partners who knew each other well from a long list of previous collaborations. The project rationale and a couple of concrete ideas were then shared down the network of acquainted trainers, youth workers and organisations. All partners have been involved in this project based on their special competence or experience related to one or both of the concrete tools the project group wanted to develop. The centrepiece of this project has been to develop and produce two educational and interactive board games, to address financial literacy and conflict management - “Real Ideal” and “Mission Z”, respectively.The project has been undertaken with 10 formal partners, with one external partner that has also been involved throughout the whole project - including holding a crucial role in the actual production of all the game pieces for what has become “Real Ideal” and “Mission Z”. It was an important criterion for us that all the involved organisations, companies and informal groups are involved as directly as possible in field youth work or local community building.The results include that each partner now is in possession of 1 complete set of “Mission Z” and 4 complete sets of “Real Ideal”, attractively designed and formed in multipurpose materials. All game pieces have been handmade in a village in Portugal, and has thus created some employment during the project period, as well as improved the capacity of the same village and its people to produce more output of a similar sort in the future.Our testing of the concepts for both games has been rigorous. In total we have tested the two games with 653 participants who have all provided us with written feedback. This has enabled us to modify the games during the project period and adjust for input offered to us by the actual target group for both games, the young people themselves. The feedback from these participants has been overwhelmingly positive, across the board. This is the main thing for us, and gives us a feeling of having contributed well to the field of youth work and non-formal learning methods.The outputs of this project has also reached other circles, such as banks and universities that are keen on utilising these games in their education of financial literacy and conflict management, respectively. Some concrete partnerships along these lines have already been formalised.For more, and updated information also after the project’s end, we invite the reader to visit our website: http://bb-games.eu

"<< Objectives >>We intend to develop a high-quality reference resource for knowledge and application of NFE in order to (a) increase the methodological, conceptual and practical knowledge of the NFE among YW and organisations, (b) promote the recognition and foster the legitimacy of NFE in the development of key competences and learning and (c) increase quality/innovation of non-formal youth work, re-affirming the purpose/added value of the NFE in social transformation.<< Implementation >>PHASE 1: PLANNING- Management/supervision meetings- TM1PHASE 2: PREPARATION- PreparationPHASE 3: IMPLEMENTATIONAction:1 (""theory""): local activities + working session + output development2 (""practice""): local activities + working session + development of the output3 (""synergy""): local activities + working session + development of the outputPHASE 4: MONITORING- Monitoring and evaluation (include TM 2+3)- Communication/dissemination- Final multiplier events<< Results >>8 key competences (Council Recommendation of 22 May 2018): literacy; multilingual; mathematical comp. and in science, technology and engineering; digital; personal, social and “learning to learn”; citizenship; entrepreneurship and cultural awareness and expression."

“Borderline BoardGames Legacy” is a project of 16 months, joining 8 different partners from 7 countries (BE, ES, HR, IT, LT, FR, PT) aiming at creating a value-based Board game, an inclusive Guideline script, teaser card game and tutorial video support, for placing values/attitudes back active on the foreground of youth field and turning existing educational exercises more inclusive. This aims to increase social inclusion of young people, underlying European values e.g. promote diversity, values of freedom, tolerance and respect of human, social and economic rights. It aims to equip young people/youth workers with how to stand up for Values in a constructive way, hereby tackling also media literacy as part of this understanding and action planning.Priority is the need we experience of an increasing polarisation and intolerance towards many minority groups in our different European realities. Wishing to react to this in a constructive and positive manner, we found ourselves without effective educational tools to do so. Therefore, we wish to develop these new IO and send a powerful/effective message that we can make a change towards the future in all our immediate realities, and other levels (regional/national/international).Objectives:a) The creation of an educational board game on values/attitudes for young people/youth workers: translating, raising a conscious awareness, provoking reflection and giving concrete suggestions for actions. This as much inclusive as possible to different minority groups (e.g. Daltonism, gender, refugees, immigrants, wheelchair, etc). In 8 different languages and tested by min. 700 people, of which min. 250 with fewer opportunities.b) Documenting our guidelines to turn existing exercises more inclusive (in 8 different languages).c) Deepening the partnership/cooperation within the consortiumd) Increasing the visibility, translation and importance of ‘values’ as a contributing factor towards a better living together.Main target groups:1) young people at local and international level, schools, NEET and other inclusion groups2) Youth workers/educators/teachers3) The overall youth field as suchConcretely, we will produce in 8 different languages: 2 sets per partner of the Values Board Game; 1 Facilitator Rule Guide (pdf format); 1 Inclusive Tools Guide (pdf); 20 sets per partner of the Value Card decks, 1 Video Trailer in English (subtitles in the other languages) and 1 Website in English.We also aim to:- develop the competences and experience gained by participants e.g. game development, project management, digital communication tools, values in educational environment, facilitating game-based learning experiences.- Increase of awareness of values and its importance at EU, community, organisational and personal level.- Increase visibility and educational recognition of involved organisations- Promotion of the added value of non-formal education (in educational and private sectors).- Raise the awareness on the impact of personal and societal values in/on the life of young people, youth workers and the community.We see impact on:SHORT TERM: each involved partners re-discovers, debates and re-defines the values and how we actually translate those into concrete actions in our daily work/life; questioning the coherence of all involved (theory versus practice) as educator and citizen, leading to a more conscious building/creation of ourselves as possible role models towards young people, colleagues and the communities where we act; we also aim for the same effect with associated partners and involved testing groups.MEDIUM LONG TERM: a same wave of ‘micro’ changes in other countries, supported by the coming Value Fair in Greece, TCA 2019. Young people -supported by youth workers- questioning the use of ‘values’ in the media and to correct through social action when needed (e.g. abuse of values in campaigning).LONG TERM: young people and youth workers have more competences in reflecting, underlining, adjusting their action and being aware of their values and the effect on society.During the 16 months project, 2 Transnational Meetings are planned, besides the use of different online tools as Skype, Messenger, Google Docs, email. The associated partners (a growing list) will be actively involved in the testing, dissemination and use of the IO.The IO will be produced at local level within a community project, contributing to the sustainability and employability in that rural context.This consortium is composed of organisations which have successfully cooperated before and tasks have been divided according to the strengths of each one, capitalising on the existing competences.