aflatoun, child social and financial education
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Aflatoun, Child Social and Financial Education. Dr. Tahira K. Hira, professor & Senior Policy Advisor to the President On Behalf of Child & Youth Finance International Financial Literacy Leadership Conference, Washingtom D.C, USA. Aflatoun Background. - PowerPoint PPT PresentationTRANSCRIPT
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Aflatoun, Child Social and Financial Education
Dr. Tahira K. Hira, professor & Senior Policy Advisor to the President
On Behalf of Child & Youth Finance International Financial Literacy Leadership Conference,
Washingtom D.C, USA
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Tahira K. Hira, Iowa State University
Aflatoun Background
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▪Vision: The reduction of poverty through the development of socially and financially empowered children and youth.
▪Mission: To inspire children and youth to socially and economically empower themselves to be agents of change in their own lives and for a more equitable world.
▪Concept:The lack of basic knowledge about rights, responsibilities and finance is at the root of economic and social inequity.
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Tahira K. Hira, Iowa State University
What makes the Aflatoun Program Different?
The balance of social and financial education is what makes the Aflatoun concept so unique.
Aflatoun believes that a combination on economic empowerment and social education achieves holistic and sustainable empowerment.
The Program targets children aged 6-14 (an age range that has not received much focus) in schools, alternative education and non-formal settings.
Its methodology is engaging and child friendly, and puts children at the Centre of the learning process through songs, stories, games and worksheets.
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Tahira K. Hira, Iowa State University
Aflatoun’s Theory of Change
• The theory of change explains how the core curriculum elements are expected to develop certain competency outcomes which results in specific behavioral change.
• The behavioral change is expected to produce impact in the medium to long term.
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Tahira K. Hira, Iowa State University
Core Elements
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▪ Personal Understanding and Exploration: Child-centred activity lessons
▪ Rights and Responsibilities: Self-organized children clubs to exercise participation
▪ Saving and Spending: Savings activities, both monetary and non-monetary
▪ Planning and Budgeting: Economic socialization through savings books, ledgers and bank accounts
▪ Social and Financial Enterprise: Social, community focused and income-generating entrepreneurial activities
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Tahira K. Hira, Iowa State University
Partnership Model
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▪Work through organizations (INGOs, NGOs, Government, Microfinance and Savings Institutions, Teacher training institutes) to deliver programmes
▪Provide curriculum, technical support, capacity building opportunities, coordination events and shared services to partners of the network
▪Facilitate multi-stakeholder delivery approaches and regional/global advocacy and fundraising
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Tahira K. Hira, Iowa State University
Programme Delivery: Network Partners
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▪Like-minded organizations that come together around our concept with a sense of shared mission and purpose
▪Local ownership and curriculum contextualization helps filling gaps or compliments existing programming activities
▪Balance of centralized quality assurance with partners, board and taskforces input
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Tahira K. Hira, Iowa State University
Programme Delivery: Teacher Training Colleges (Afla Academy)
Two-week pre-service training to familiarize student teachers with Aflatoun materials and explore appropriate, child-centred use.
A focus on active-learning methods that is transferable beyond Aflatoun and across national curriculum.
Agreement that graduating teachers are permitted to pilot program in schools
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Tahira K. Hira, Iowa State University
Outreach
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▪Partners in over 100 countries – 83 countries deliver Aflatoun, over 20 countries are preparing to pilot
▪Reaching a total of 1,300,000 children – 1,000,000 of which in Aflatoun in 2010
▪ Implemented in schools and non-formal education centers around the world
▪Teaching material in 60 different contextualized editions and 30 languages
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Tahira K. Hira, Iowa State University
Asia (18)
IndiaBangladeshNepalPakistanPhilippinesThailandChinaIndonesiaCambodiaMongoliaAfghanistanKyrgyzstanSri LankaLaosAzerbaijanTajikistanMalaysiaVietnam
Aflatoun Around the World Europe (12)
SerbiaUnited KingdomMoldovaThe NetherlandsKosovoAlbaniaLithuaniaGeorgiaKazakhstanBelarusPortugalMacedonia
Americas (17)
ArgentinaEcuadorParaguayPeruCosta RicaNicaraguaEl SalvadorBrazilChileHondurasPanamaGuatemalaMexicoColombiaBoliviaSurinamePuerto Rico
Africa (17)
GhanaKenyaMozambiqueNamibiaNigeriaTanzaniaUgandaZimbabweSenegalGambiaLesothoEthiopiaMadagascarZambiaSierra LeoneBotswanaSwaziland
MENA & FR Africa (19)
JordanEgyptSudanPalestineMoroccoLebanonYemenGuinea ConakryGuinea BissauMauritiusChadNigerTogoCôte D’IvoireMali Burkina FasoRwandaCameroonDR Congo
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Tahira K. Hira, Iowa State University
Achievements
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▪49% of Aflatoun children are actively saving, that equates to 276,849 children
▪The average amount saved per month is 0.55 Euro cents per month (USD 2,750,000 / EUR 2,162,028)
▪Children run 976 social enterprises and 4,054 micro enterprises
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Tahira K. Hira, Iowa State University
Why?Child and Youth Finance Education
Certified Savings AccountsCertified Savings
AccountsChild and Youth Finance Education
• Can spot high interest Avoid Money Lenders in Crisis
• Get loans from financial institutions
• Think twice going into debt
Improve financial capability, Break the cycle of poverty!
Make changes for themselves and communities
Avoid Have
• Stay in school longer
• Greater self-confidence
• Does not fear formal financial institutions
• Make choices• Start an
enterprise• Plan for future
Certified Savings
Accounts
Child and Youth Finance
Education
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Tahira K. Hira, Iowa State University
Step by step guidelines available for the pilot phase
• Initial preparation• Planning• Material development • Training • Going live with program• Review and Reflections
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Tahira K. Hira, Iowa State University
Aflateen (Youth Program)▪Target audience for youth aged 15 and above. ▪Learning themes are developed towards the lifestyle of a teenager, reflecting its complexity compared to that of a child.
▪Non-formal peer-to-peer learning will be encouraged where youth can take on a facilitative role in the learning experience.
▪E learning modules in development to reach youth across the globe.
▪Program pilot started in 2011.
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Tahira K. Hira, Iowa State University
The role of the secretariatProgram set up related• Sharing all educational materials • Providing orientation and training • Providing the Aflakit – partner manual, training manual,
evaluation manual, governance manual and resource mobilization manual
• Facilitating a visit to the program
Concept impact related• Overseeing quality assurance and impact system,
analyzing and publishing data collected • Continuing improving the concept
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Tahira K. Hira, Iowa State University
Join our partners!!
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Valerie Meza, Americas Program [email protected]
Aflatoun, Child Social & Financial EducationNieuwezijds Voorburgwal 120 – 126 | PO Box 15991
1012 NL Amsterdam | The Netherlandsph: +31 20 7601340
www.aflatoun.orgvideos for more information:
• Aflatoun in short: http://www.youtube.com/watch?v=3RbCtAytH-Q
• 6 steps of implementation: http://www.youtube.com/watch?v=YAa6aI22X5I&feature=relmfu
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Tahira K. Hira, Iowa State University 18
Your Questions!!!!Or comments