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INTEGRATING VULNERABLE GROUPS IN NATIONAL FINANCIAL EDUCATION PROGRAMS AND STRATEGIES
2. POLICY CONSIDERATIONS: NFES FOCUSING ON VULNERABLE GROUPS
include persons with disabilities, older persons, rural population and other groups - are not limited to those presented in this Guideline Note and should be evaluated on a country-by-country basis or context and be guided by adapted policy considerations. These vulnerable groups face some of the following barriers that directly affect their ability to integrate into the formal financial system, including but not limited to5:
2.1. TARGET GROUPS IN AN NFES
To address these barriers, the policy considerations highlighted in Figure 1 should be considered for each vulnerable market segment. The Annexes below can be consulted to complete the analysis for each section:
Financial literacy levels are much lower among vulnerable groups such as women, youth, and the forcibly displaced4. Vulnerable groups – which may
ANNEX A: KEY STAKEHOLDERS
ANNEX B: INTEGRATING VULNERABLE GROUPS IN AN NFES
ANNEX C: BEST PRACTICES
ANNEX D: DELIVERY CHANNELS
When identifying the institutional structure and coordinating mechanism for an NFES, it is important to include the representation of key stakeholders from the macro, meso and micro levels that work directly with the respective target groups.
Vulnerable groups should be integrated throughout all the main stages of an NFES.
To align with global best practices, the financial education content should be tailored to the needs of each group; be simple; motivate them to learn; be inclusive; integrate digital tools and provide opportunities for applications.
When developing an implementation plan, it is necessary to identify and prioritize different financial education content and delivery channels appropriate for the various target group populations.
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4 OECD/INFE, International Survey of Adult Financial Literacy (2020). 5 AFI member interviews (2021) and AFI’s Guideline Note on Integrating Gender and Women’s Financial Inclusion into National Strategies (2017).
