This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres
Financial Literacy Activity Guide for Adolescent Girls in Haiti 1
About the Partners
About Making Cents International: Making Cents International (www.makingcents.com) is a small,
women-owned social enterprise based in Washington, D.C. that offers specialized technical services ineconomic growth, agriculture, and workforce development to improve the livelihoods of youth, women,
and vulnerable populations worldwide. Making Cents also builds and strengthens the youth economic
opportunities sector by creating learning opportunities and networks that result in stronger
partnerships, programs, and policies supporting young entrepreneurs. Since 1999, Making Cents has
partnered with more than 4,000 organizations in over 50 countries. Our global reach includes
programmatic work in Africa, the Americas and Caribbean, Asia, Europe, and the Middle East.
About The Haiti Adolescent Girls Network (HAGN): The Haiti Adolescent Girls Network is empowering
the most vulnerable Haitian girls, ages 10-19, in the wake of the devastating earthquake, through a
program to help girls gain access to education, health services, financial literacy, and counseling forgender-based violence and other traumas. The program is rooted in protective girl-only spaces, locally
named “Espas Pa Mwen (EPM),” and will help break the cycle of poverty and violence for an initial 1,000
girls and 80 peer mentors. The Network will reach many more girls as the EPM programs take root in
camps, earthquake affected areas and poor urban and rural communities.
About AmeriCares: AmeriCares is a nonprofit global health and disaster relief organization that delivers
medicines, medical supplies and aid to people in crisis around the world. Since it was established in
1982, AmeriCares has provided medical and emergency aid valued at more than $10 billion to 147
countries. AmeriCares specializes in the provision of medicine and medical supplies and health care
infrastructure to health care institutions and health workers responding to emergencies on the ground.Our operational approach is to fill critical resource gaps during the relief and recovery phases of a
disaster, as well as to provide ongoing aid for under-resourced health care institutions and health care
providers in over 40 countries. AmeriCares responded to the January 2010 earthquake in Haiti and
continues to be actively engaged in recovery efforts.
About Save the Children: Save the Children is the world’s leading independent organization for children.
Our mission is to inspire breakthroughs in the way the world treats children, and to achieve immediate
and lasting change in their lives. Save the Children is recognized for its capacity to mobilize communities,
reach disadvantaged children and families, and foster effective communication between stakeholders in
the areas of education, child protection, health and nutrition, livelihoods, HIV/AIDS, and emergency
humanitarian response. Supporting girls to become successful adults and mothers is central to our
mission of saving children and we have a special focus on early adolescence as a transitional opportunity
to influence the life trajectory of millions of marginalized girls. Save the Children has worked in Haiti for
30 years, generally in partnership with local Haitian government and nongovernmental entities to help
strengthen their capacity to sustain efforts in the long term.
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres
Financial Literacy Activity Guide for Adolescent Girls in Haiti 2
About this Activity Guide: This open source activity guide provides adolescent girls 10-19 years of age
with the opportunity to reflect on their current financial practices, to put terminology and economic
meaning to what they already do and to explore alternative organization and use of resources at their
disposal. To arrive at this version of the guide, the Making Cents curriculum development team
undertook an assessment with girls in Port-au-Prince, identifying key adaptations for contextualization
to the Haitian adolescent girl audience. Activities were then either drafted or adapted for testing. The
activity guide was then tested and revised with adolescent girls in Leogane and Jacmel. It is a result of
observations made by the Making Cents curriculum development team and feedback gained from both
mentors and adolescent girls.
About the Author: Veronica Torres is the Director of Youth Economic Opportunities at Making Cents
International. She has developed financial literacy materials for young people in Asia, Africa and Latin
America. She is an experienced curriculum specialist with over 15 years’ experience bridging financial
inclusion and financial literacy of young people. She has placed emphasis on building capacity of
financial institutions to provide appropriate financial services and those of non-financial organizations to
support girls to make informed choices about financial spending and investment options. The authordraws on a number of financial literacy resources developed for young people, particularly Save the
Children’s Market-Based Decision-Making Activities Module and Microfinance Opportunities’ “Young
People, Your Future, Your Money”.
About the Testing and Review Team: Julia Smith-Brake is a financial literacy consultant for Making
Cents International with experience working with young people in Cambodia, Canada and Haiti. She co-
led the testing of the draft activities with Veronica Torres and made the significant revisions to finalize
the material in both English and French. Save the Children’s program managers – Jean-Buteau
Remarque and Serginiow Rogene - and coordinators – Emmanuelle Jerome and Chantal Auguste - in
both Jacmel and Leogane were key supporters in the testing of the material, ensuring the team couldtest the activities with mentors and girls.
Special thanks: To the girls and mentors of the Save the Children, APROSIFA and YWCA programs who
were open to trying new activities and whose feedback was invaluable to drafting and finalizing this
material. The curriculum development team is also grateful for the support from Margarett Lubin, SC
Child Protection Advisor, Lisa Laumann, SC Program Director, Gary Shaye, SC Country Director, Jessica
Nieradka and Judith Bruce of the Population Council, and Brian Hoyer and Sandra Jean-Gilles of
AmeriCares and HAGN. The development of this activity guide, including focus groups, activity testing
with girls, refinement of the guide, and making it user ready were made possible with the generoussupport of UNFPA and Save the Children Italy.
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres
Financial Literacy Activity Guide for Adolescent Girls in Haiti 3
ContentsAbout the Partners ........................................................................................................................................ 1
Financial Literacy- Managing Cash for the Present and Future .................................................................... 4
Welcome Mentors and Group Facilitators ................................................................................................... 6
1.2 Where does my money come from and where does it go?................................................................ 8
1.4 Needs and Wants .............................................................................................................................. 13
1.5 Developing a Basic Budget ................................................................................................................ 17
1.6 Saving and Borrowing in the Community ......................................................................................... 23
1.7 Saving and Borrowing at a Financial Institution ............................................................................... 271.8 Planning for an Emergency ............................................................................................................... 30
1.9 Developing a Financial Diary ............................................................................................................. 32
Financial Literacy Activity Guide for Adolescent Girls in Haiti 4
Financial Literacy- Managing Cash for the Present and FutureMoney passes through the hands of girls in Haiti on a daily basis. This may come from parents, from a
part time activity or from older brothers and sisters. This can be very little money but knowing how to
spend it is crucial for girls, especially those who find themselves in precarious earning situations. Girls
also put money away, often in small purses they keep with them or use informal services like the Sol, a
type of group savings and support mechanism in schools.
There are nine activities in this session including:
Activity # Activity Name What to Prepare Before Workshops
1.1 Welcome and Ice Breaker Bring following materials:
Soft ball
Notebooks and pens
Markers
Flip chart paper1.2 Where Does My Money Come From
and Where Does It Go?
Bring following materials:
Soft ball
Markers
Flip chart paper
Chips or beans (counting items)
Sticky notes
1.3 Financial Choices Bring following materials:
Copy of Berline’s Story
Markers
Flip chart paper
Paper
1.4 Needs and Wants Bring following materials:
Paper
Pencils
Flip chart paper
Markers
Sticky notes
Recreate chart of Berline’s Needs and Wants
on flipchart paper (Chart 1)
1.5 Developing a Basic Budget Bring following materials:
Paper
Pencils
Flip chart paper
Markers
Calculators
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres
Financial Literacy Activity Guide for Adolescent Girls in Haiti 6
Welcome Mentors and Group Facilitators
If this Financial Activities Guide is in your hands you are invited to work with groups of girls ondeveloping their skills and knowledge to better manage their money and identify ways of doing so. As a
way of helping you to succeed in using this guide, we have some suggestions about what we found
works well with girls.
Develop Girls’ Positive Sense of Self : We have found that girls are generally shy when they begin a
group activity yet eager to learn something new and engage with other girls in the group. They seek
acknowledgement and feedback from the mentor or facilitator. Ways of supporting girls to participate
more freely include using eye contact, using girls’ names, thanking girls for their ideas and responses. It
is important to let girls try ideas and ways of doing things without falling in the temptation of saying
something is “wrong”. Rather, invite girls to try something again and coach them individually on a
difficult or challenging task. Also, when girls provide a response you should avoid laughing at the
response or interrupting the girl who is responding.
Create Space for Exchange: Girls wish to hear each other’s voices and ideas. In order for this to
happen, girls can be invited to sit in a circle on the ground (a carp can be put on the floor) and the
mentor/facilitator sit with them. Girls can then see each other and are not just facing the
mentor/facilitator as if they were in a classroom. A mentor/facilitator can also build on the response of
one girl by asking “Does someone else have another idea?” Allow girls to brainstorm, express
themselves and help each other out.
Foster a Safe Space for Dialogue: While girls wish to share ideas, they should be able to do so freely.
Observation and listening by community members and parents can inhibit girls’ participation. It will be
important for you to negotiate this with adults before starting group activities. Let them know that girls
will do better if they have their own space to do this.
Address Different Skills and Abilities: You will find that some girls will be able to read and write while
others will face more difficulty with letters and numbers. In order to help girls who find reading and
math a challenge, you may be able to pair them with girls who can read and write or take more time
with these girls individually.
Learn to Feel Comfortable with Not Knowing: Most of you are giving of your time to support girls
groups since you want the situation of girls to improve whether they are in a camp or living in your
community. You may also be learning about budgeting and financial services. This is nothing to be
embarrassed about. You have an opportunity to learn with the girls and maybe from them.
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres
Financial Literacy Activity Guide for Adolescent Girls in Haiti
11
1.3 Financial Choices
1. Invite the participants to form a circle to listen to the story of “Berline.”
2. Read the story of Berline below:
Berline’s Story
Berline is a young woman who is 14 years old and lives in Port-au-Prince. She goes to school and works
part-time with her mother after school and on weekends. For her contribution she receives about 10
Gourde a week. She already had 60 Gourde from this. She has good friends at school and wants to lookgood. She likes to get her hair done and buy cosmetics. Getting a permanent would cost her about 50
Gourde. Her friends told her she should try to get a phone so they can call her. A phone would cost
1,000 Gourde and a card for the phone about 5 Gourdes.
One day her mother let her know that she would have to buy her own sandals once the others break.
This was a surprise to Berline as she did not have the 300 gourdes needed to buy the sandals and there
were other expenses she had. She hoped her sandals would last another year.
Berline had joined a Sol at school and had saved a total of 100 gourde so far. She put in 5 Gourde a
week into the group savings. Her turn to receive the savings from the group was going to happen in 6
months. She also had to take care of her grandmother and buy medicine for her every month for 20
Gourdes. Every month, Berline’s sister Helene sent her 200 Gourde. She had 200 gourde from her
sister.
Mentor’s Box
Activity # 1.3
Activity Name Financial Choices
Achievement based
objectives
Participants are introduced to concept of financial choices
Time required 30 minutes
Materials Copy of Berline’s Story
Markers
Flip chart paper
Paper
This activity introduces girls to the story of Berline, a young girl who needs to make decisions about
ways of spending the little cash she has. Choices about expenses are very real for girls.
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres
Financial Literacy Activity Guide for Adolescent Girls in Haiti
17
1.5 Developing a Basic Budget
1. Invite girls to list sources of money for Berline along with amounts on one half of a flipchart paper.
Say:
Δ Let’s make a list of where Berline’s money comes from and the amounts she receives. Then
we will calculate how much Berline has in total.
The list should be similar to this:
Money Berlin Has
- Sister: 200 Gourde per
month
- Work with mother: 10
gourde per week and she
has 60 total
- Savings: 100 Gourde
TOTAL = 360 Gourdes
Mentor’s Box
Activity # 1.5
Activity Name Developing a Basic Budget
Achievement based
objectives
Participants are introduced to concept of budgeting
Participants practice using a budget
Time required 30 minutes
Materials Paper
Pencils
Flip chart paper
Markers
Calculators
Flip chart version of a budget prepared ahead of time
Planning expenses is not easy. This can be facilitated by a simple tool called a budget. Developing aweekly budget will help young people understand that day to day decisions have longer term results.
Reactive decision-making can turn to proactive and planned use of resources with the use of a budget.
This activity builds on Activity 1.3: Identifying Needs and Wants and bases the budget work on the story
of Berline.
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres
Financial Literacy Activity Guide for Adolescent Girls in Haiti
27
1.7 Saving and Borrowing at a Financial Institution
1. Say to the girls:
Δ Sometimes, a certain group of people or a type of institution develops a reputation, something
that is widely believed to be true even though it is not. For example, many people believe that
everyone in the United States is rich. Actually, we know this is not true, it is a myth, not a fact.
Now, let’s look at myths and facts related to banks.
2. Tell participants that there is an imaginary line across the room and ask them to stand anywhere
along it. Designate one end of the line as the Strongly Agree end, and the other end as the Strongly
Disagree end. Mark each end with a sign to remind participants which end is which.
3. Explain to girls:
Δ I will read a statement and each of you will decide if you agree or disagree with it, and move to
the place on the imaginary line that best represents your position. If you strongly disagree, you
will move all the way to this end.
4. Point to the end marked Strongly Disagree and say:
Δ But if you only disagree slightly with the statement, you might choose to stand closer to the
middle. If you strongly agree, you will stand at the opposite end.
Mentor’s Box
Activity # 1.7
Activity Name Saving and Borrowing at a Financial Institution
Achievement based
objectives
Participants surface perceptions of formal financial services
Participants develop questions to ask at a formal financial institution
Time required 45 minutes
Materials Paper
Pencils
Flip chart paper
Markers
Sticky notes
Two signs for Agree/Disagree exercise
For girls living in very poor communities, formal financial services may appear very distant andinaccessible. Some of the actual terms and conditions of formal banks may make this true. However,
girls should have the opportunity to test their perceptions and make a visit to a formal financial
institution.
7/30/2019 Financial Literacy Activity Guide for Adolescent Girls in Haiti: Facilitator's Guide (2011)- Torres