Economic education is a life skill, a necessity for the all-round training of individuals. It is also a protective factor that helps us to grow and improve, directly related to the wellbeing of individuals and society.

Our experience in the field of finance and education has shown us the need to incorporate specific content, already reflected in the LOMCE (Spanish education law), and cross-sectional content that serves to adequately relate other subjects to economic education. All with an appropriate methodology, so that students not only learn by simply storing information in their memory, but also by applying that knowledge to their daily reality, thus creating individuals that are truly prepared for the future.

In addition to WHAT to teach, it is essential to define HOW to do it, facilitating the teaching-learning process of the student and of the teachers. For this reason, we want to provide resources that assist and accompany teachers in their daily task of training individuals. We sense that educational centres and their teachers are facing new challenges in response to a different way of teaching. Teachers are still undergoing a process of change that began around two years ago but has yet to take hold. The emphasis on diversity, the interdisciplinary approach, the multitasking that they have had to deal with have altered their way of working. This new methodology, together with the challenge of imparting new content – economic and financial – which is particularly difficult to put into practice, requires materials and training that our Foundation can provide with your help.

This is our wish: to provide didactic materials plus experienced human resources to train teachers, linking economics with emotions, in what we describe as “Management of economic emotions”.

In the current regulatory framework of the LOMCE, already fully implemented at Primary, Secondary and Sixth Form level, special emphasis is placed on stimulating entrepreneurial spirit and ensuring that education is key to achieving the training of active, self-confident, entrepreneurial, innovative individuals, capable of pulling themselves together, with values ​​that contribute to the improvement of the society in which we live. Cognitive skills, albeit essential, are not enough.

From an early age it is essential to acquire skills such as critical thinking, diversity management, teamwork and others we firmly believe in such as resilience, enthusiasm, perseverance, acceptance of change or management of emotions, among which we would venture to add economic emotions.

All the decrees that regulate the educational curricula of Castille-Leon across the various educational stages regard economic education as a key competence, as a cross-sectional element and as specific content in the area of ​​Social Sciences. Professional training is also steeped in economic education, with a more specific treatment seen in the series of professional courses covering Administration and Management plus Trade and Marketing. The legislation has thus already taken into account the need to incorporate this education. Now is the time to delve into the question of for whom, how, when and where to intervene to achieve our objective: to impart economic and financial education to children, young people and perhaps even adults, to transmit ideas that spur them to launch businesses, so that they can receive training or upskilling with a view to better facing the challenges of this different future we have to live through and for which we must be prepared.