The world is rapidly changing and becoming more complex. It is more important than ever before that children gain social and financial skills to learn to get along and get ahead in life.
Socially and economically empowered children and young people who act as agents of change in their own lives for a more equitable world.
AFLATOT The early years of a child offer a unique opportunity to shape their development. In the Aflatot curriculum three to six year-olds gather the building blocks of social and financial literacy before they reach primary school.
Aflatoun International offers social and financial education to millions of children and young people worldwide, empowering them to make a positive change for a sustainable future. We create high-quality curricula, for different age groups, which can be contextualised to local needs and specific circumstances.
Since its inception, Aflatoun has prioritized evaluations and research to assess the impact of our programs on children, youth, families, and communities. To date, we have conducted over 100 evaluations in 52 countries, covering a range of topics including Social Emotional Learning, Financial Literacy, Child Protection, Climate Action, and more.
Studies have concluded that plural education interventions, combining financial education and SRHR with social education, have positive effects on HIV‐related outcomes. Aflatoun International helps girls and young women take greater social and economic control of their lives by empowering them with Aflateen+.
Due to the limited access to education, training, and the means to scale up small enterprises, the younger generation of rural workers risks being left behind. To prevent this, social, financial, and entrepreneurship education (SFE) can assist by offering the necessary skills and knowledge to transition into the labour market and effectively engage in the agribusiness value chain.
A major challenge for youth today is unemployment and under-employment. At Aflatoun we believe that this issue is caused by a gap in traditional education systems that fails to address the mismatch between supply and demand of skills.
The purpose of this work is to provide recommendations regarding the design, implementation and research on programs for adolescent girls aged 10 to 18 that aim to contribute to their economic empowerment by containing a financial education component.
A review of 20 peer-led youth financial education initiatives from 17 different countries found that, with the right design, peer-led financial education can be an effective delivery method for improving financial literacy among adolescent girls, and trigger behaviour change as they transition from childhood to adulthood, and from school to work life.
A systematic review of girls’ economic empowerment programmes to determine which interventions are most effective has not been undertaken before. With this lack of global mapping, it has not been possible to reach a consensus as to which models and Theory of Change can be most effective, and under what circumstances such programmes might best empower adolescent girls. The findings and outputs of our global review are summarized in this policy brief.
This factsheet provides a summarised overview of the impact evaluation report of Aflatoun’s Life Skills and Financial Education programme ‘Aflateen+’ on adolescent girls and boys in Burkina Faso. Answering the main question: Has the Aflateen+ programme been effective in enhancing social, financial and entrepreneurial life skills, knowledge and attitudes of adolescent girls and boys in Burkina Faso?
At Aflatoun, we believe that Including social and financial education into SRHR programmes allow youths to gain the knowledge, attitudes and skills that will ultimately lead to economically empowered girls that are less likely to engage in risky behaviour and be exposed to forced sex and are more likely to access health services.
This factsheet provides a summarised overview of the impact evaluation report of Aflatoun’s Life Skills and Financial Education programme Aflateen+ on adolescents in Cameroon. Answering the main question: Has the Aflateen+ programme been effective in enhancing social, financial and entrepreneurial life skills, knowledge and attitudes of adolescent girls and boys in Cameroon?
This study provides the evidence and rationale for the importance of financial education in early childhood parenting programmes and a review of 25 programmes and their approaches.
This factsheet provides a summarised overview of the impact evaluation report of Aflatoun’s Life Skills and Financial Education programme on children in Himachal Pradesh, India. Answering the main question: Has the Aflatoun programme been effective in enhancing life
skills and financial education among students aged 6-14 years in India?
The COVID-19 outbreak has an immensely negative impact on children and young people around the world. It also has major consequences for organisations that normally support vulnerable children. In order to assess how Aflatoun partner organisations were affected, how they continued to reach children and youth – we opened an online survey in April 2020. 114 organisations from 67 countries responded within the short timeframe.
This report is about helping young people take control, to self-determine, and to achieve their goals. A pathway to social and economic empowerment is presented below. The application of social, financial and livelihoods capabilities, when combined with access to appropriate financial services, provide the foundational skills which contribute to a young person’s social agency and financial health. When young people fully develop these two elements, they enhance their social and economic empowerment.
This report presents the findings of qualitative research into the Credit Suisse Financial Education and Life Skills (FELS) programme for adolescent girls in India. The programme has been implemented since 2014, in Rajasthan, North West India. The results of this research will be used to make recommendations to improve the quality of financial and life skills programming for adolescent girls, as well as to contribute to the broader debate around girls’ financial education and empowerment.
This report presents the findings of qualitative research into the Credit Suisse Financial Education and Life Skills (FELS) programme for adolescent girls in Rwanda. The findings lead to recommendations for financial and life skills programming for adolescent girls and contribute to the broader debate around girls’ financial education and empowerment.
This report presents the findings of qualitative research into the Credit Suisse Financial Education and Life Skills (FELS) programme, implemented in 26 middle schools and one vocational school across 18 townships in Guangnan County, China.
This report presents the findings of qualitative research into a Financial Education and Life Skills (FELS) programme for adolescent girls in Brazil. The results of this research can be used to make recommendations to improve the quality of financial and life skills programming for adolescent girls, as well as to contribute to the broader debate around girls’ financial education and empowerment.
The social and financial leadership training program started to be implemented in Turkey in 2015 with the training of trainers, and a wide-ranging application covering the whole of Turkey was carried out in the 2020–2021 academic year. The findings obtained in this research reveal that the social and financial leadership training program is effective in gaining knowledge and attitudes in the subject area in students and teachers.
This study carries out a paired-design experiment to evaluate the effectiveness of the Aflatoun Child Social & Financial Education program, which is initiated by the International Children’s Savings Foundation and covers more than 100 countries and millions of children and adolescents.
This study examines the determinants of gender-based participation of the youth in income generating enterprises in cocoa growing areas in Ghana, using a sample of 4,702 participants of the Next Generation Cocoa Youth Program (MASO) initiative, which Aflatoun was part of.
Global concepts travel from international institutions, through development agencies, to people of different cultural backgrounds. This chapter examines four concepts—‘saving’, ‘budgeting’, ‘entrepreneurship’, and ‘bank’—from the Universal Financial Inclusion programme, travelling from the World Bank, to places in Tanzania and Kenya through a contextualisation process in Aflatoun’s teaching materials.
Savings remain a critical mechanism for capital accumulation for the purpose of investment in developing countries like Ghana. Using data from the Next Generation Cocoa Youth Programme (MASO) implemented by Solidaridad, Aflatoun and partners, a bias correcting count data model was applied to determine the drivers of savings, and the impact of savings on youth economic diversification.
This systematic review assessed the scope and strength of evidence forfinancial education and plural interventions aimed at reducing HIV vulnerability foryouth, orphans and vulnerable children (OVC) in LMICs.
Despite the claim of non-formal experiential education enhancing agency among youth, few studies offer robust evidence. Drawing from the capability approach, social cognitive theory, and experiential learning theory, we present the first experimental study in Central Asia testing the effect of experiential educational programme on adolescent girls’ personal agency, including self-efficacy, future orientation, and locus of control.
Governments and non-governmental organisations promote school-based financial literacy programmes as means to instill financial behaviors that can persist through adulthood. A a randomized trial of two financial literacy education programmes was conducted in government-run Ghanaian primary and junior high schools.
This study is one of the first that examines the effects of social and financial education training and a children’s club developed by Aflatoun on savings attitudes and behavior among primary school children in Uganda, besides Berry, Karlan, and Pradhan.
Making good decisions about money isn’t just about knowing financial facts. Psychology plays a significant part too. This research finds that a higher level of financially capable behaviour is not just down to how much knowledge a person has acquired or the attitude towards money they hold, but also is strongly linked to certain psychological factors.
Life-skills based financial education (LSFE) for young people is one potential intervention for improving the financial capabilities of a population. However, the pedagogical methods for LSFE have rarely been studied. This study represents the first cluster randomized controlled trial to analyze both student outcomes and the observed use of active learning methods (ALMs) by teachers.
This report presents the key findings from a survey conducted among Aflatoun partners on their work with children with functional disabilities. The survey was conducted to evaluate the effectiveness of Aflatoun’s materials, identify areas for improvement, and assess the demand for additional support from Aflatoun to ensure inclusive programs for these children. The report highlights the key findings and provides insights into the challenges and opportunities in this area.