EMPOWER (Educational Materials for Practitioners providing Opportunities for vulnerable Women’s Employability and Resilience) was developed by a consortium of 4 skilled and experienced organisations:1.Inova (UK), SME specialised in gender and skills-building projects2.KMOP (EL), NGO in social care3.SIF (LT), NGO in social care4.VMST (IS), Directorate of Labour It found its origin in research demonstrating that in times of economic difficulty, such as the recent recession, Support Services for vulnerable adults and particularly for women are often cut. 2015, the year that EMPOWER started its development, formed no exception. Statistics painted a bleak picture of the issues vulnerable women face, within and outside of the EU, preventing them from becoming economically or educationally active:- 1 in 4 women across Europe experience domestic violence throughout their lifetimes and between 6-10% of women suffer domestic violence in a given year (CoE, 2002)- 68% of human trafficking victims are women (Eurostat, 2013) and- A significant proportion of refugee women living in the UK have experienced violence prior to arrival and remain vulnerable to violence in the UK, their country of asylum (Refugee Council, 2012). There continues to be a need for high quality support and training to vulnerable women at risk of exclusion from the labour market and their Support Workers. The sector strongly relies on volunteers to provide much needed support in the fields of personal empowerment, confidence and employability or entrepreneurship skills. Support Workers have however been overlooked in terms of the type and variety of training they are provided with. Whilst issue-specific training is provided, Support Workers report that they feel less able to support and provide information and guidance on issues relating to employability and entrepreneurship to their female clients. EMPOWER was initiated to bridge this gap and set itself two main objectives:1.Equip Support Workers working with vulnerable women with the soft skills training necessary to pass these skills onto women in order to increase their employability and entrepreneurship opportunities. 2.Equip vulnerable women with greater confidence, belief & resilience to succeed economically. The main activities undertaken to achieve these objectives have been the following:- A preliminary Needs Analysis to further define the training needs of Support Workers working with vulnerable women and of the vulnerable women themselves to increase employability and entrepreneurship skills and opportunities.- Development of 3 high-quality Training Programmes (EMPOWER Others – EMPOWER Yourself – EMPOWER Circles) that have ensured to train the project’s target groups in building the necessary soft skills to better support vulnerable women (in the case of Support Workers and volunteers), and to better support themselves (in the case of vulnerable women).- Development of a set of Facilitator Guidelines to support the delivery of EMPOWER Training Programmes.- Development of the EMPOWER Learning Hub, an online eLearning platform that contains all training materials developed, extra reading materials and other interesting resources. This platform will remain available as an open access OER.- Development of the Policymakers Guide – ‘Female Empowerment for Employability – a Guide for Policymakers’ covering lessons learned in EMPOWER and recommendations to improve policy and practice in the field of employability and entrepreneurship training for vulnerable women and Support Workers.- Multiplier Events to promote EMPOWER project results and to further spread the word about its activities.- A Final Conference to celebrate the project's success.With these activities EMPOWER achieved positive impact among the partners, its participants and beyond, leading to around 23,000 Support Workers, volunteers, vulnerable women, stakeholders and other interested parties directly and indirectly benefiting from the project. Not only did most of our quantitative targets exceed in numbers, qualitative feedback received from everyone involved has been incredibly positive throughout. Our direct target groups enjoy increased skills, competences and knowledge about employability and entrepreneurship skills together with added soft skills and strengths-based training in resilience and positive psychology.The project funding may have come to an end, but EMPOWER will continue. The partnership has received broad interest from a number of organisations to continue delivering the programme with their clients and/or employees. The project has hereby grown its capacity for support, which is in turn expected to lead to helping an increasingly large number of vulnerable women back into employment, education or self-employment.“The EMPOWER Course has been such a big help to me. I learnt that with perseverance you can do anything you put your mind to. There is never a problem, it’s a challenge.'

"Images of the young carer can be traced as back as far as the 11th century. Whilst novels, and media images, tell us something about the changing nature and experience of young carers in Europe, surprisingly little knowledge has been gained from research or official statistics. So, whilst there is considerable literature which focuses on the lives and needs of informal carers in the community, most of this fails to examine in any depth the particular experiences and needs of young people who care (Fallon, 1990). This also means that the barriers and enablers for their educational, training and employment avenues remain largely unexplored. Due to this knowledge gap the extant curricula, methodologies, material, opportunities and courses are not always fit for purpose. Despite of being under the radar of educational and social justice policy, the number of young carers is not to be underestimated. Just in the UK it is estimated that there over 1.5 million carers below the age of 35. A quarter of them have being carers before the age of 16 (Parker, 1994). In Italy, there are 170,000 young carers and 25,000 (under 17) in Sweden. There are no national statistics on the young carers in Greece. We also know from evidence that young carers face additional barriers to education, training and employment. For example, according to a research by Carers Trust, young carers aged between 16 and 18 years are twice as likely to be not in education, employment, or training (NEET) than their peers. According to Eurofund, young people with an immigration background are 70% more likely to become NEET compared to nationals.Research has also showed that the majority of young carers tend to come from Black, Asian and minority ethnic groups (BAME). For instance, in the UK young carers are 1.5 times more likely than their peers to be from BAME communities, and are twice as likely to not speak English as their first language. We now have enough evidence to know that BAME groups continue to be disadvantaged in our modern society due to discrimination. On the other hand, providing care can also enable a young person to develop personally and to gain life skills that can also facilitate the transition to adulthood and lead to very positive outcomes for young carers. It is also estimated that billions of Euros are saved by European public services due to young carers.Young carers need to be given the recognition, opportunity and support to flower as individuals and as carers. Guidelines for action need to be based upon up to date evidence that involves them.The Care 2 Work project aimed to respond to this knowledge gap through a youth-led methodology. Inspired and motivated by the priorities of the EU Youth Strategy, the C2W project will bring together young people and professionals to establish a cross-sector, transnational Strategic Partnership in order to design and implement innovative practices and come up with a set of accredited, reference documents that will: (a) empower young BAME carers (b) increase the capacity of service providers, notably in the areas of integration, equity and inclusion, and discrimination.Focusing on the Europe 2020 Strategy, C2W aims to foster integration, social equity and inclusion through a two-tier approach i.e. by empowering and involving directly marginalised youth in its delivery, while at the same time increasing the capacity of organisations servicing them. In line with the provisions of the Lisbon Treaty to ""encourage the participation of young people in democratic life in Europe"", through non-formal learning activities and the development of an evidence-based training programme, C2W will promote innovation, exchange of experience and know-how between different types of organisations providing services to youth with fewer opportunities."

<< Background >>According to UN’s Policy Brief: COVID-19 and the Need for Action on Mental Health (2020) approximately 70 per cent of mental health services for children and adolescents are disrupted. The impacts of disrupted services are compounded by young people missing out on peer support and some of the biggest moments of their lives due to school closures, cancelled events or postponed exams. Emotional difficulties are also increased by family stress, social isolation, with some facing increased abuse, disrupted education and uncertainty about their futures, occurring at critical points in their emotional development. All this points to the alarming need to support all those working with young people to gain basic knowledge on mental health of young people, particularly to provide support to recognize when to provide support, call on for the expert support and support of families and other structures in communities. According to the Final declaration of the 3rd European YW Convention (2020), youth work should develop to a stage where it can be a safety net for all young people in times of uncertainty. In the Declaration, MH promotion is seen as a crucial point in youth work. Youth workers should be empowered to carry on projects promoting and maintaining the MH of young people, particularly those facing intersectional and other vulnerabilities.According to the feedback from practice (youth workers) and academic and clinical experts, the gender difference is of particular interest as they described different self-destructive and destructive behaviour among girls and boys and difficulty to be of adequate support. Their statements are supported by existing research showing that during adolescence, girls have a much higher prevalence of depression and eating disorders, and engage more in suicidal ideation and suicide attempts than boys. On the other hand, boys experience more problems with anger, engage in high risk behaviours and commit suicide more frequently than girls. In general, adolescent girls are more prone to symptoms that are directed inwardly, while adolescent boys are more prone to act out (Gender and Mental health, WHO, 2002). All these issues are much more visible in the pandemic crisis. Another important conclusion from the policy reports in most EU countries is that mental health services are mainly targeted at children and/or grown-ups, while rarely are they tailored to the specific needs of adolescents and young people.<< Objectives >>The overall objective of the project is to strengthen the capacity of youth workers in supporting young peoples’ mental health with focus on gender sensitive approach to mental health issues. The project primarily develops personal and social competences of youth workers to better understand and support children and youth’s mental health with special sensitivity for gender differences, as they seem to be a crucial factor in tailoring the mental health interventions for young people.The objectives of the project are: 1) Providing Policy analyses and recommendations related to young people’s mental health on EU and national level, with focus on the gender perspective; 2) Strengthening capacities of partner organizations and youth workers to adequately support young people's mental health; 3) Developing the gender sensitive tools for understanding and supporting one's own mental health for young people, and 4) Disseminating the developed knowledge and resources in 4 partner countries and on EU level. With implementation of this project, the partner organizations will have in their offer training for youth experts in improving young people’s mental health and available resources via the developed digital platform that is visibly promoted on their websites and social media and their local, regional and national networks of stakeholders in the youth sector. The capacity of the organizations will become stronger to promote and carry out mental health programs for and with young people while encompassing mental health issues young people of all genders have in the face of COVID-19 consequences. Youth workers participating in the project activities will become aware of how young people they work with cope with mental health issues and how best to support them on different levels: in direct work with them, on advocacy level, and also further building capacities of other youth workers by building the digital platform with all user friendly resources. Young people will have the opportunity to be co-informants of mental health situation for the policy report and also to participate in the testing of created training and Toolkit material thus becoming co-authors of all key project results and becoming more aware on their own and their peers mental health issues and hopefully continue to care for themselves and others in the times to come.<< Implementation >>The consortium consisted of 4 civil society organizations with complementary expertise in youth work and adolescent mental health, from Croatia (FFE), Greece (KMOP), Italy (CSC Danilo Dolci) and Serbia (CZOR) will implement a wide spectre of activities in order to develop intellectual results needed for achieving the project objectives. The activities are divided in 3 work packages: Project Management, The production of Project results and the Sharing and Promotion Activities. Besides four transnational partner meetings and one joint learning event (LTT), numerous meetings, collaborations and work sessions will take place in order for the project results to be developed. The consortium will conduct in each country national activities that will lead to the creation of PR1: Policy Analyses and Recommendations related to young people’s mental health on EU and national level, with focus on the gender perspective. These activities involve policy analyses, interviews, mapping the best practices and discovering the gaps, creating country specifics and comparative findings. In order to deliver the PR2: Gender sensitive Youth Mental Health Program and Toolkit Resources, the Consortium will exchange the knowledge and develop the resources necessary for creation of the Program Curriculum for youth workers in the area of Youth mental health, Handbook for youth workers and Workbook for young people, especially dedicated to deeper understanding of young women and men specific needs. The transnational learning event will gather 30 participants from the consortium organizations as well as young people, and will be aimed at deepening the understanding of the topic, as well as exchanging knowledge and best practices. In order to deliver the PR 3 Digital Platform Supporting young people's mental health, the digital platform will be established with all the resources and materials available in 5 languages, and each partner will accordingly participate in creating the national language content. With the aim of sharing and dissemination of project results, four multiplier events will be organized in each partner country including 120 participants but also the online promotion of project results. Each partner will use their promotion channels, dissemination practices, resources and policy influence to maximize the reach of the project results and achievement in their national contexts.<< Results >>The project will produce numerous insights, practice and scientific inputs, best practices, training curriculum and related publications as well as a digital platform with publicly available project results (PR). The PR1 is a POLICY ANALYSIS AND RECOMMENDATION ON YOUTH´ S MENTAL HEALTH GENDER SENSITIVE NEEDS, a document based on the policy analyses and field research in 4 partner countries, aimed at the decision and policy makers, but also the managers and experts in the field of youth mental health and youth work. It will inform the key persons and youth experts on the importance of gender sensitive approach to youth mental health, explain the difference we see in young women and men facing mental health issues and help them tailor and implement efficient policies and strategies to address the issues and provide the needed support systems. This will serve as a starting, evidence based point to achieve mutual understanding among EU members participating in the project (and more widely), to show which actions are necessary in the field of supporting young people's mental health and that dedication is needed to this topic. Also, the policy makers, experts and key players will receive valuable information on the importance of a gender sensitive approach to mental health, because the needs and issues of young women and men quite differ, and often the mental health messages and approaches are ignoring that fact.The PR2 is a GENDER SENSITIVE YOUTH MENTAL HEALTH PROGRAM AND TOOLKIT RESOURCES, a program curriculum and related publications for youth workers and young people. The program consists of: (a)Training curriculum with the description of the program, list of learning outcomes, list of references, duration and type of the certificate; (b) Handbook for youth workers consisted of three sections: (1) The importance of gender perspective on mental health of young people from developmental perspective; (2) Recommendations of mental health experts on what youth workers can do to provide better gender-sensitive support to young people; and (3) Gender-sensitive pedagogical tools and interventions in supporting young people’s mental health. The (c) Workbook for young people consisting of different self-reflective, informative and interactive handouts for young people to work through so they are appreciative of the importance of mental health and more caring for themselves and their peers. Through the developed Gender sensitive youth mental health program with toolkit resources all youth workers, youth experts and youth in the EU will have the most relevant and up to date program that corresponds to the detected needs of all involved target groups. As it will be disseminated through the PR3, it will reach not only youth workers and experts but also young people and give them resources to better understand their state, and also to have all necessary information on how to improve their mental health.The PR3, a DIGITAL PLATFORM YOUTH MENTAL HEALTH is the innovative interactive Digital platform that aims to tackle gender-sensitive mental health issues while applying an inclusive approach to all young people. The website platform will contain the RESEARCH AND POLICY SECTION (a compilation of up-to-date reports on the impact of COVID-19 on mental health of young people together with the identified good practices on policy and service level, and gender issues); TRAINING COURSES SECTION (with the program tested at national levels and designed during the testing phase with the collaboration of all youth workers and hub youth group (PR2); RESOURCES AND MATERIALS SECTION (with the digital materials, pedagogical resources, tools and instruments that partners and youth workers will develop and design during the project), INTERACTIVE OPEN SPACE AND COACHING SECTION will contain the Blog, forum discussions, material upload and audio podcast.

"<< Background >>Among the key European research conducted in the teaching community, the most frequently mentioned educational NEEDs of this professional group indicated by beginner teacgers, were social competences.When asked about their weaknesses, they most often mention: problems with maintaining discipline in the class, difficulties in relations with students, including, on the one hand, a high distrust towards students, and at the same time excessive indulgence, lack of patience, distance, self-control, as well as being guided by stereotypes in the students assessment. In many countries, a large number of newcomers to the profession, quit school work, which puts into question both the quality of their preparation during their studies and the level of support in difficult beginnings of their professional career. Interestingly, research shows that leaving the profession is often related to the low salary, but rather too heavy workload and communication problems with students, their parents and colleagues.The training programme ""On the way to excellence"" is a response to the above-mentioned needs of young teachers. The training program complements the knowledge acquired by graduates during their studies, internships and apprenticeships. Participation in trainings will equip teachers starting work at school with competences and tools necessary to cope with everyday, but above all, difficult professional, situations. Additionally, counteracting the negative effects of a pandemic in the work of a teacher.The training program complements the knowledge acquired by the graduates during their studies, internships and apprenticeships, and is part of the support programs conducted in the Polish, Greek and Italian system.Partners, as institutions operating for the education system in their countries, undertook the task of filling the gap in the access to support programs improving the social competences of begginer teachers on the training market. Noticing the scale and importance of the problem (e.g. as a result of contacts with the teachers' community resulting from the activities carried out by the Partners), the Partners will provide the market with a ready-made training program along with the necessary educational materials, which will respond the real answear to the development needs of begginer teachers.<< Objectives >>The partners assumed the achievement of the following goals through the implementation of the project:1. Development of an innovative training program ""On the way to excellence"" for beginning teachers.2. Developing educational materials to support teachers in difficulties related to work in crisis situations, changeable environment (with particular emphasis on pandemic and post-pandemic situations).3. Increasing the professional competences of teachers who start work at school by participating in training courses on development of social skills necessary in working with the student, taking into account the pandemic and post-pandemic situation.As part of the project implementation, an innovative training program ""On the way to excellence"" will be developed. Participation in training will equip teachers starting work at school with the competences and tools necessary to cope with everyday, but above all difficult professional situations, such as: building authority, building relationships with students, including in an emergency pandemic, work with a student in remote conditions, work with a student in a crisis situation, in uncertain and changeable conditions, coping with peer aggression, working with a student who has poor control of their behavior under influence, emotions, disciplining the class (including working remotely), building partnerships with the student's parents and solving problems related to with difficult behavior of students, especially those at risk of social exclusion. and ESL - aggression, depression, suicidal thoughts. Additionally, counteracting the negative effects of a pandemic at teacher's work.Through the implementation of the project, the Partners want to draw attention to the important problem of the need for professional development of young teachers in the field of key competences in their work, i.e. social competences, and at the same time responding to the above-mentioned. problem - provide effective help for beginner teachers through the developed training program.The expected indirect result is the building of a coalition by the Partners to support teachers starting work at school by gathering around them organizations / institutions that are already working today to improve the competences of this professional group (including teacher training centers, universities, including pedagogical higher institutions) and providing them with a ready to use product that they can successfully use in their training activities. An important aspect of the project activities will be to pay attention to the above-mentioned the problem of the school staff itself - principals and teachers, including experienced teachers, who can support their younger colleagues, encouraging them, inter alia, to improve their competences or by sharing their own experiences with them.<< Implementation >>1. Partners' work on developing a training program ""On the way to excellence"" for teachers beginning work at school.2. Preparation by the Partners of a comprehensive training program along with educational materials.3. Testing the developed training program by organizing pilot training with the use of the above-mentioned program for min. 45 teachers from three different countries (Poland, Greece, Italy - at least 15 from each country).4. Evaluation of the developed training program with the participation of testers (including training participants and trainers).5. Development of the final version of the training program ""On the way to excellence"" along with educational materials.6. Providing the developed training program - publication in an electronic version on the project website and the partners' websites7. Conducting activities disseminating the results of the project, i.e. the training program ""On the way to excellence"" along with educational materials in institutions supporting the education of educational staff, in higher education institutions educating teachers, especially among pedagogical universities, including, inter alia, organization of information meetings (6), international conferences (1), mailing containing a publication with a ready training program and educational materials (approx. 3,000 locations in Partner countries).The sequence of planned activities results from the logic of the project.<< Results >>Main results planned to be achieved under the project:Development of an innovative training program ""On the way to excellence"" with methodology and tools for begginer teachers and educational materials in the form of an on-line publication - a guide for trainers and teachers, which will equip teachers starting work in school with the professional skills necessary to work with the student, including a student with special educational needs and supporting students in a crisis situation. Moreover, the prepared educational materials supporting the training program will allow young teachers themselves to prepare themselves to cope with difficult professional situations, including crisis situations.Expected results of the project implementation:- increasing the quality of preparation of educational staff to work at school;- increasing the quality of teaching work in schools;- reducing the outflow of teaching staff from schools (burnout, stress);- increasing the professional competences of the teaching staff;- increasing the quality of teacher education by equipping young teaching staff with the social skills necessary to work with students, including interpersonal competences;- increasing the access, participation and level of education of teachers by expanding the training offer and preparation for work in the profession,- improving the quality of the training offer available on the market, taking into account the real needs of beginning teachers."

"<< Background >>Since the population of the Earth is increasing, it is more and more important to pay attention to the future and well-being of the new generations, thus of the growing number of children. These generations do not only have a key role in shaping and changing social tendencies, but they are also the most vulnerable members of every society. The difficulties they might face include domestic violence, sexual abuse, unsatisfying nutrition, child labour and limited opportunities for education, information, working and leisure. 30% of the globe’s population and 19% of the European Union consist of children, and 22.2% of them are at the risk of poverty in the EU. Based on the data of the European Court of Auditors, there were approximately 20 million children in 2017 who belonged to this endangered category. Documents such as the Treaty of Lisbon, the EU Charter on Fundamental Rights express the fact that an international collaboration is needed to fight against descrimination, social exclusion and inequality, while programs like the European Guardianship Network, the European Child Guarantee or the Convention on Children’s Rights in behalf of the United Nations intend to improve the general conditions of the children including many different sectors. Since poverty can increase the risk of the dangers mentioned in this summary, it is essential to support the children and their families who are in need, lift them above the poverty threshold and help them with ‘breaking out of the cycle of disadvantages’. Most of the studies and statistics agree that since the children are financially, emotionally and intellectually dependent, the circumstances of the families are crucial by understanding the reasons for poverty. Even if a child does not have to experience any sort of abuse, exploitation or trauma, being born in a family with monetary poverty can determine their whole future. Due to financial limits, it is more challenging to have access for a higher education, a good quality of nutrition, clothing, various facilities for everyday usage, but even free time activities. In case the parents have a low level of education, debts or poor living standards in the household, there can be many obstacles rising that stop the integration of the following generations.Children coming from socially-excluded families with disadvantages have a good chance to remain in the same social class and become excluded themselves due to the cultural background and patterns they inherit from their parents, which lead to a lack of social, emotional and cognitive skills among them. Those who are at the risk of poverty usually perform worse in school meaning that they will potentially gain a lower education and will not have the proper professional qualities to find a place in the labor market. The current COVID pandemic has pointed out that learning remotely caused many difficulties even for children with better online access, while children facing poverty are getting more isolated due to the fact that they have limited options or no chances to participate at all. However, as reported in the publication of the European Institute for Gender Equality ""Poverty, gender, and intersecting inequalities in the EU"": ""gender perspective is a key to understand poverty. This is partially due to the fact that the poverty of households and individuals depends largely on income. [...] Prevaling gender inequalities in public and private life [...] indicate that the routes into and out of poverty are gender-specific. Women are systematically at a higher risk of poverty accross EU [...] . Young people are at a much hiher risk of poverty than the rest of society.""<< Objectives >>The project will increase knowledge, awareness and change attitudes related to personal finance management among girls and young women suffering of social exclusion due to the inheritance of poverty or its possibility. This change will be initiated by developing the educational kit ""Wealthy Minds"" with e-learning course aiming at helping non-governmental organizations working with this target group. The concrete objectives of the project are as follows: 1. NON-GOVERNMENTAL ORGANIZATIONS: - increasing the potential, quality and comprehensiveness of services they provide - increasing knowledge, awareness and changing attitudes among NGO beneficiaries - increasing and developing skills of youth workers and leaders, especially in the field of support for marginalized girls young women - being a part of social change - developing educational and professional path of youth workers and leaders 2. GIRLS AND YOUNG WOMEN AT RISK - increasing knowledge and awareness of personal finance management as well as changing attitudes and habits - taking the initiative of getting out of poverty or not leading to such a situation - change of perspective and thinking about themselves - getting the chance to change their lives<< Implementation >>The project results of ""Wealthy Minds"" developed in the four phases will increase knowledge, awareness and change attitudes related to personal finance management among girls and young women at risk of social exclusion due to the inheritance of poverty. This change will be initiated by developing the educational kit ""Wealthy Minds"" and testing training aiming at helping non-governmental organizations working with girls and young women. Additionally, it will aim to: A. increasing knowledge, awareness and changing attitudes among NGO beneficiaries B. increasing the potential of non-governmental organizations and their assistance offer for girls and young women at risk of marginalization C. activities disseminating the results of the project and promoting its idea. Therefore, the project consortium assumes that the project will be implemented in four phases: 1. RESEARCH PHASE During the first phase, the project partners will prepare a ""State Of Art Report"" (1PR). They will research of the situation of girls and young women at risk of marginalization in the European Union countries (countries of the project partners). The collection and preparation of this data will be necessary to generate the remaining outputs and outcomes of the project. In this phase, the Italian partner will be responsible and leading the result. 2. CREATION PHASE During the second phase, the project partners will develop the ""Wealthy Minds"" (2PR) educational kit in the field of financial education intended for use by non-governmental organizations for the benefit of girls and young women and youth workers working with them. In this phase, the Polish partner (Applicant) will be responsible and leading the result. 3. TESTING PHASE During the third phase, the project partners will organize the pilot training ""Wealthy Minds"" that will aim to check the content of the educational kit. In this phase, the Greek partner will be responsible and leading the result. 4. DISSEMINATION PHASE In the fourth final phase of the project, the project partners will organize the International Conference ""Wealthy Minds"", which will be an event hosted by the Polish partner (PROM) as a leader in promotional and dissemination activities in the project.<< Results >>The project consortium intends to achieve the following results: 1. conducting research (1PR) of the situation of girls young women and at risk of marginalization in the European Union countries The purpose of preparing such a report is primarily to clearly identify the situation of the target group at risk of inheriting poverty. The partners plan to study on the basis of their countries where this phenomenon is visible. The issues to be explored include causes, patterns, experiences, and case studies. In addition, these data will include an analysis of initiatives, projects and programs that are undertaken in the European Union for such girls and young women. There will also be included a list of NGOs in the EU that are successfully dealing with these topics. 2. developing of the ""Wealthy Minds"" (2PR) educational kit in the field of financial education intended for use by non-governmental organizations for the benefit of young people ""Wealthy Minds"" will be a textbook together with an e-learning course that, in a modern and comprehensive form, can be used by any non-governmental organization and at any time, without the need for additional financial costs. Thanks to disseminating knowledge in finance and introducing them to the permanent offer of the organization, girls and young women will gain knowledge and develop appropriate habits when making life choices. The decisions made by this group will be more rational and will prevent further inheritance of poverty. 3. running the pilot training ""Wealthy Minds"" that will aim to check the content of the educational kit ""Wealthy Minds"" aimed at helping non-governmental organizations working with the target group while educating non-governmental organizations, about their possibilities, thus increasing their potential."