Integration of Social and Financial Education(SFE) into ... · • Normative: Rights Based...
Transcript of Integration of Social and Financial Education(SFE) into ... · • Normative: Rights Based...
Aflatoun International
Integration of Social and Financial
Education(SFE) into National Curricula
Global Youth Economic Opportunities Summit
September 2016
Rediet Abiy, Head of Programmes
National Rationales: Integration of Social/Financial
Education
The need for enhancing young people’s life skills by integrating Social and Financial
Education using various approaches;
• Changing national priorities in educational systems
Curriculum reform based on review cycle
Alignment of curriculum with societal demands
Relevance: Making school more aligned to daily realities
• Development processes as a key driver for curriculum reform
Platforms for Financial Education (GIZ) and Inclusion Platforms (DFID)
Curriculum Reform Processes (World Bank and UNICEF)
• Financial Education as it relates to Macro/Micro Economic Considerations
OECD Financial Education Platform (pension reform, savings behavior)
Connections with financial system aims around product knowledge/uptake
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Rationale for Aflatoun Involvement in Curriculum
• Normative: Rights Based Organization, Governments as Duty Bearers
• Sustainability: Need for an Exit Strategy
• Scale: Desire for most number of children to receive our content
• Opportunity/Competencies: Increasingly governments are looking for orgs who
can support
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Aflatoun Outreach 2006-2014
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1,000,000
2,000,000
3,000,000
4,000,000
5,000,0002
00
5
20
07
20
09
20
11
20
13
Children & Youth
4
28%
72%
Children & Youth
National Integration
Other
Children & Youth
National Integration 1,099,440 NGOProgrammes 2,857,180
Aflatoun’s 2014 Outreach by Government Integration Vs NGO programmes
Choice of Integration Methodology
0
2
4
6
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Infused Combined Dedicated
Integration Approach
Standard Process of Integrat ion & Implementat ion
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A generalized 7-step process from needs assessment, to curriculum development, to
national implementation is followed with minor variations.
Role of NGO’s: Aflatoun’s Role
• Aflatoun has been involved to varying degrees in all parts of the curriculum process
• In most instances, Aflatoun does not lead the broader policy making discussions
• But these changes provide opportunity for Aflatoun/partners to make case• Usually occurs if partners are advocacy oriented/influential
• Entry point is most often around material and curriculum development
• Working at a technical level with curriculum development bodies• Aflatoun’s content is rarely taken as is, usually influences curriculum framework
• This entry usually provides opportunities for greater involvement in later aspects of
process
• Teacher training• Piloting• Monitoring & Evaluation
• Aflatoun has more limited experience working with national governments in these
later area but has experimented in different opportunities
• Internal debate about where to draw the line with support• Experience with failure, reputation and sector risk• Direct involvement with challenges of challenged educational sector
Role of NGOs: Measuring Contributions
• Key question: Is Aflatoun’s involvement based on contribution or attribution?
• In many cases, Aflatoun is contributing to national processes that are ongoing and
broader than financial education.
• Some instances where Aflatoun and its partners have led based on strength of local organization
• Niger: Via teacher unions and teacher/curricular improvement aims
• Modlova, optional to integrated subject
• Most often part of broader curriculum development processes of which social/financial
education is one component that is being reformed
• Togo: Part of broader educational system reforms, led by World Bank
• Morocco, 300 different orgs/functions involved in curriculum development process
• Georgia, development of new subject of citizenship of which financial education is 1 topic
• East Africa Community: Harmonization of Curriculum around Financial Education
Role of NGOs: What is the Value Created
• Trans national dissemination of ideas and experiences
• Provision of other processes, curriculums, and content from various government processes
• International opportunities for learning/coordination
• Coordinated lobby and advocacy
• On the ground advocates on topic• Facilitation of multi stakeholder processes
• Proof of concept (process and evaluative)
• Being able to provide examples in country • Evaluation evidence of impact of programmes (less influence than expected)
• Specific Expertise
• Developed competencies that are valuable to education sector• Curriculum Development, Teacher training, M&E
Role of NGOs: Conclusions
• NGOs can add value to curriculum processes but mediated by national institutions
• Curriculum systems and processes often have strong national actors engaged
• NGO role is advisory and a contribution, attribution not always feasible/desirable
• Transmission and mediation of ideas/concepts is key
• Curriculum Processes and NGOs:
• Greater focus on curriculum reform than its subsequent roll out
• Few International NGOs as involved in curriculum review activities
• Thematic curriculum review processes are rarely funded activities, more strategic than financially motivated