The Aflatot curriculum is for young children who have not yet entered primary school, usually between three to six years old. It provides an early childhood education programme that lays the foundation for social and financial literacy. The programme builds on the evidence in early childhood education that such early investments provide children with advantages that are amplified and reinforced over time.

Early childhood is the most critical time for positive intervention. Children’s development during this stage is strongly affected by their environment, and that effect continues to exert a strong influence on the rest of their lives. It is of the utmost importance that educational and life skills programmes such as Aflatot also begin at this early stage.

It is pivotal that education systems escape the testing trap, breakthrough traditional patterns and focus on ‘quality with relevance’. This does entail content relevance, such as developing national curricula to focus on subjects from local circumstances, but also life skills that allows children to develop aptitudes such as self-awareness, efficacy, independence and entrepreneurship.

We believe that the quality of results is depending on the quality of educ

Children gather the building blocks of social and financial literacy even before they get to primary school. Much of what they know about planning, budgeting, saving, spending and using resources is based on their daily routine. Even before monetary concepts are learned, simple concepts such as making full use of available resources, i.e. ‘finishing one’s food’ or ‘buying only necessities’, are some of the daily realities that young children are exposed to that already relate to financial education.

Preschool children are also developing time preferences, when they understand that there are times when it is better to wait for something rather than to have it now. Children as young as three years of age are exposed to the social values of giving and sharing, not just with gifts or tangible materials, but also with interaction with others. Other important life skills that are embedded in Aflatot include taking turns, making decisions, and setting goals.

ation. Therefore, teachers need to be trained to the desired level in order to facilitate student learning using creative, child-centred methods. To this end, we provide intensive training of teachers and employ a training of trainers and master-trainers model, which allows our partners to implement quality training workshops for teachers who are new to the programme as required.

Children and young people learn that the power to change their situation and the world is within themselves. They can reach their goal by believing in themselves and they can make a choice to reach their dreams.

Our programmes are based on an effective combination of financial and social skills. Independent research has shown that our curricula are highly effective, significantly more than other programmes to influence financial savings attitudes and behaviour.


Ensure Inclusive and Equitable Quality Education and Promote Life
Learning Opportunities for


Sustainable Development

SUSTAINABLE DEVELOPMENT In many countries children and young people do not have the knowledge and skills to actively participate and contribute to their societies, often characterised by weak education systems, poor social services and limited employ

Rights and Equality

RIGHTS AND EQUALITY All children and young people should have an understanding of their rights and responsibilities in order to become active agents for a more equitable world. To ensure that Rights & Equality are at the heart of our programmes,

Poverty Reduction

POVERY REDUCTION When children from families that have never used a bank account understand saving, they can plan ahead. When young people really understand their society, they can transform communities. Through our programmes children and young peop