<< Background >>Understanding economics means understanding the world around us. Ceteris paribus - all other remaining equal. This term, popular in economics, is used to explain dependencies and laws - most of the time, something will occur as a result of something else, if nothing else changes. Economic rules in real life are often complicated to consider, as life itself intertwines so many factors, which, converging, lead to ambiguous results. People need to be equipped with better knowledge of what economists, similar to biologists or mathematicians, have theorized and discovered to be true of the societies humanity has constructed. To really understand the world around us and our agency, we need to look into topics as broad as opportunity costs related to using our personal time and money, debt or inflation rates of countries, personal and governmental savings, the effects of policies on our lives and the meaning behind policy changes, among others. Education instead often focuses on how to manage personal finances (in subjects like home economics) or, alternatively, on how to earn more and become rich (usually with the term “fast” following). Even the majority of games, educational or not, when related to the topic, focus on wealth management, trade, and commerce, without paying attention to the surrounding reality of the laws of economics. Economic education is related instead to a better understanding of the world, as well as a clearer understanding of our roles and responsibilities as parts of society. Terms such as Global Citizenship, Education for Sustainable Development, Development Education, and the Sustainable Development Goals, are strongly linked to economics education’s importance for young people and their interaction with democracy (Penner and Sanderse, 2017). Global citizens have an obligation to understand how the world works and to contribute to social and economic sustainability through active community engagement from local to global levels (UNESCO, 2014: 14). Global Citizenship places greater responsibility for the world in the hands of ordinary citizens to ensure it becomes central to the political and economic development of society.What CETERIS Paribus outlines as a project, is a push to put the needed emphasis on understanding economic theory and the impact of economics on our perception of the world around us and our place in it as active citizens. Through the development of interactive educational materials, a manual for youth workers on how to approach economic education, as well as a very modern, replayable engaging educational video game, the project is going to engage young people and youth workers from around Europe in a quest for comprehending, knowing and acting on important economic terms and laws, in order to boost civic participation in all democratic processes. The project will create space and opportunity for important conversations, related to modern democracy, learning, active citizenship, and individual roles in the future of our societies.<< Objectives >>CETERIS Paribus project aims to unite the youth workers, educators, and other professionals working with young people from the participating countries, equip them with educational materials, a manual on economics education, and a modern, fun tool in the face of a video game, through which to continue their efforts in supporting young people in their development. The implementation of this project helps to realize policy strategies of European Commission by strengthening and reinforcing EU and partner countries relations in cooperation to educating young people, empowering them to be active and engaged citizens, fight discrimination and economic disparities by giving better opportunities for growth, and to build capacities in the field of working with youth by equipping youth workers/educators with needed knowledge, skills, and attitudes to support and develop youth.The specific objectives of CETERIS are to: increase of the capacity, skills, knowledge, reach, motivation for youth work in the partner organizations;increase access to understanding, knowledge, and skills in the field of economics among young people; support the work of organizations, working to promote active citizenship among young people, through providing materials and tools for economics education (and increasing awareness of the link between the two); create an engaging, entertaining, contemporary educational video game, with which to raise awareness and educate young people on micro and macroeconomic questions; expand the impact of existing efforts in active citizenship promotion among young people; through further local activities and international cooperation within and after this project, take part in achieving UN Sustainable Development Goals #4, #8, #10, #11, #12 and #16.<< Implementation >>The implementation of the CETERIS project will unfold in 5 distinct activity groups (A), structured in a manner to complement each other with the purpose to achieve the set by the current proposal objectives. The execution of these activities will be coordinated by efforts, grouped under A1 Management and Coordination, which will be executed through the whole project lifetime. Each activity group will aim at a number of results to be achieved, linked to respective qualitative and quantitative indicators.A2 is concentrated on the development of PR1 - CETERIS Hub & Interactive Educational Materials, which will be led by ED. The tasks envisaged under this workstream aim to design and create the online platform and its many different content structures and sections and add to it useful interactive educational materials and information, which can be used either directly by young people, or by youth workers in their activities. The work done in this Activity group will focus on addressing the objectives of the project, related to increasing the capacity, quality, and work of youth organizations and youth workers, specifically in the field of economics education, in order to support active citizenship. A3, the development of PR2 - CETERIS economics educational game, will be led by TFN. As will be presented in further detail below, the game is mostly aimed at young people and while it will contribute to all project objectives, it will work mostly towards the goal of creating a modern tool for engagement and learning in the field of economics, as well as increasing access to knowledge and skills in the field of economics for young people. Activity 4, which will work for the creation of PR3: Manual for economic literacy education for youngsters, is led by UoP. This PR is aimed mostly at youth workers, inviting them to explore the subject of economics, to learn a new methodology and appropriately use it in their everyday activities, as well as to explore the CETERIS Hub and all its outcomes as a means to support the young people they can, and engage them in the educational activities, which lead to a more active democratic life.Through engagement of both youth and youth workers and attention to education, interconnectedness, as well as tools for capacity building, all activities of CETERIS will contribute to the objective of the project to contribute to the UN Sustainable Development Goals.Simultaneously with the implementation of the aforementioned activities, a wide dissemination campaign will be undertaken to ensure on time update of the project progress and promotion of project results. Led by CYC, Activity 5 will involve face-to-face meetings, online and offline dissemination of information related to the project, as well as maintenance of social media. The MEs play an essential role in the achievement of the project results and objectives, as they will be attracting and engaging local target groups in the project outputs; raising awareness on the issues targeted by the project and giving the floor for discussion; extending the potential to reach out to national and EU policy- and decision-makers and focus their attention and understanding of the needs in the youth sector and specifically to needs in education.The dissemination efforts will contribute to the achievement of all objectives of the CETERIS Paribus project and partnership.<< Results >>The expected outcomes during the project implementation and in the conclusive stage can be outlined in two main categories, highlighting both quantitative and qualitative aspects, as follows:Tangible results:1. CETERIS Hub & Interactive Educational Materials in four partner languages and in English (SK, BG, EL, Sl)2. CETERIS economics educational game (EN)3. Manual for economic literacy education for youngsters in four partner languages and in English (SK, BG, EL, Sl)4. 15 youth trainers from partner organizations trained to provide economic non-formal education based on gamification (3 from each partner)5. 180 stakeholders and policy-makers from partner countries and across Europe informed of project results and invited to sustain the hub through 5 MEs6. 4200 partner staff members, target groups and stakeholders on both national and European levels informed of project results through dissemination activities carried out during the whole project lifecycle7. Project social media profiles – Facebook and Instagram accounts for young people and other relevant youth practitioners; YouTube and Twitch specifically for promoting the game to young people; 8. 30 info items related to project goals and results, published on the project platform and social media profiles within the project lifetime9. Project management documents - Implementation plan, Quality Assurance plan, Risk management strategy, Dissemination and exploitation plan, Interim progress reports, and Final report.10. Other documents - research synthesis reports, visual identity guidelines, events agenda templates, feedback forms, online statistic reports.Intangible results:1. Young people will improve their:- awareness of their active citizenship, democracy, economic literacy. - engagement in the political and social life of their local communities;- recognition of youth work means to increase the engagement of other young citizens and facilitate their participation;- knowledge and skills on important topics such as sustainability, global citizenship, global perspective and climate change, etc.2. Youth workers and youth organizations staff will improve their:- knowledge and skills in delivering youth work in a format of gamified economic non-formal education as innovative practice through the use of digital technology and media to actually engage young people from different communities with the aim of active citizenship and civic responsibility;- skills in planning, designing, and evaluating digital youth work; - motivation and skills to engage in international collaboration work with other youth workers in the field of civic participation and responsibility;- different skills in the field of community-building and maintaining a diverse and inclusive youth network or youth project.3. Other partners’ staff will improve their: - awareness on planning, designing, and implementing youth work for economic education, citizen engagement, and civic responsibility;- motivation to use the Project results and engage in the planned activities.4. Other stakeholders (youth training providers, youth work platforms, mentoring communities) will improve their:- awareness as to the methodological aspects of engagement of young people from different communities;- understanding of the benefits of economic non-formal education for enhancing and facilitating the environment for sustainable youth organizations across Europe; - cooperation prospects with peer organizations from different countries and sectors.5. National and EU policymakers will improve their:- evidence base to promote, multiply, and mainstream economic literacy, responsibility, and youth engagement.- understanding of the needs for strategic investment in youth participation in social and political life. Resources should be allocated to training, development of innovative digital youth work methodology, working time, infrastructure, and devices/technologies.