In October, Aflatoun collaborated with AGA programmes in Argentina to introduce Social and Financial Education to approximately 70girls and young women across six communities in three cities. The sessions, led by guides and volunteers, used engaging activities focused on savings and financial skills, generating enthusiastic participation and positive feedback.
The visits also provided opportunities to discuss challenges and expectations with the guides and volunteers regarding Social and Financial Education and the implementation of a new programme. In total, six communities across three cities were visited, engaging approximately 70 girls and young women along with their guides. In three of the communities, activities incorporating the active learning methodology were carried out, focusing specifically on discussions about savings.
The reception of both the theme and the organisation was very positive. In all communities, participants expressed interest in discussing topics related to financial skills. The guides found it straightforward to connect their existing work with the Aflatoun programme, often linking the topics explored to activities beyond AGA and their personal lives to varying degrees.
From these visits, several strengths of the organisation became apparent: there is a strong sense of belonging, an emphasis on the common good, and a commitment to social justice in the activities. Additionally, the guides’ preparation in active learning methodologies is highly effective and well-integrated into all interactions. There are also designated spaces for open dialogue and reflection among participants, along with a project-management approach that supports the organisation of weekly activities.
The main challenges observed fall into two categories: external and internal. External challenges are linked to the national economic context, which complicates planning and requires guides and volunteers to invest significant weekly time in fundraising activities to meet collective goals. Internal challenges also stem from limited time, particularly for preparing Social and Financial Education sessions.
Two main areas for development have emerged. Firstly, although the groups are diverse, there are shared areas where financial skills training can be effectively targeted. Secondly, in terms of social skills, there is a need to strengthen communication strategies and manage emotions effectively in relation to fundraising activities.
This project has the potential to evolve into a long-term programme and could be scaled nationally to reach additional communities.
