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

2

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

4

Aflatoun Outreach 2006-2014

-

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

Overview of Integration Types and Class Levels

Choice of Integration Methodology

0

2

4

6

8

10

12

14

16

Infused Combined Dedicated

Integration Approach

Standard Process of Integrat ion & Implementat ion

7

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

THANK YOU!

Contact:

Red ie t Ab iy, Head o f P rogrammesred ie t@af la toun .o rg