Aflatoun International Integration of Social and Financial Education(SFE) into National Curricula Global Youth Economic Opportunities Summit September 2016 Rediet Abiy, Head of Programmes
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
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