CYFI Teacher Training
Guiding Principles 2015Document
Child and Youth Finance International t. +31 20 520 3900 f. +31 20 626 2118 www.childfinance.org PO Box 1652, 1001 RA Amsterdam
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Introduction Dedicated to increasing the economic citizenship of children and youth, Child and Youth Finance International (CYFI) connects the world’s largest Network of organizations within the field of financial inclusion and education for young people. CYFI provides support in an advisory and knowledge-sharing role to our partners who - along with our stakeholders, collaborators and supporters - are collectively known as the Child and Youth Finance Movement (the CYF Movement, or the Movement). The Child and Youth Finance Movement symbolizes all those who are working towards economically empowering children and youth by giving them the knowledge to make wise financial decisions, the opportunity to start saving, and the skills to find or create a sustainable livelihood. CYFI connects authorities, industries and individuals from within this Movement so together we can collectively create a generation of economic citizens. The CYFI Education Working Group established the Teacher Training Taskforce to map leading practices in teacher training and pedagogy in accordance with the three components of the CYFI Education Learning Framework (ELF) for Economic Citizenship Education (ECE): Financial Education; Social / Life Skills Education; and Livelihoods Education. The goal of these Guiding Principles are to emphasize good practices for training methodologies related to ECE with the aim of equipping and accompanying teachers to integrate high-quality pedagogical and curriculum components into their teaching. The purpose of this guide is to help teachers enhance their capacity to introduce ECE content and methodology into their classroom agenda with confidence and effectiveness in order to enhance the learning experience of students. Further, this document also encourages the development of national teacher agendas by providing case studies demonstrating best practices from various countries where elements of ECE have been introduced into the formal school curriculum. These Guiding Principles can serve as a reference for education authorities who are developing teacher training strategies with content and methodology related to the ECE framework. NGOs and other training institutes involved in financial, social or livelihoods education for children and youth may also find the Guiding Principles useful.
Economic Citizenship Education (ECE) The CYFI Education Learning Framework (ELF) was developed by the CYFI Education Working Group, a network of international experts representing NGOs, education authorities, multilaterals, and other youth-serving organizations. Working group members contributed their expertise to the development of the CYFI Education Learning Framework for Economic Citizenship Education (ECE) Their work emphasizes the holistic, interrelated nature of the three main components of the framework: financial, social / life skills, and livelihood education. The ECE framework is conceptualized for four levels of complexity, roughly corresponding to the following age groups: 5 years and younger, 6 to 9 years, 10 to 14 years, and 15 years and above. It is used primarily as an international benchmark for government authorities, financial service providers, and organizations interested in developing and/or ameliorating educational resources along these three key learning outcomes. The CYFI ELF has also been used as the basis for a curriculum mapping tool that measures the degree in which various learning materials cover the core content of the ECE framework. For more information on ECE and the CYFI Education Working Group, please refer to the CYFI Guide 1 to Economic Citizenship Education.
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http://issuu.com/childfinanceinternational/docs/a-guide-to-economic-citizenship-education-cyfi
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Chapter 1 Teacher Training Methodologies for Economic Citizenship Education (ECE) Principles 1. Encourage teachers to invest in the economic citizenship of children and youth by building financial capability
1a. Create awareness among teachers about the importance of complementing financial education with social and livelihoods education in order to develop future economic citizens. 1b. Acknowledge the positive impact of financial education on functional literacy and numeracy among children and youth 1c. Recognize the impact of ECE on increased educational attainment at the academic level.
2. Encourage, motivate and incentivize teachers to be educated and trained in order to promote a deeper understanding of ECE concepts in teachers, and increase impact, effectiveness and sustainability of ECE for teacher education.
2a. Expose teachers to teacher trainings and education opportunities, and to active training methodologies for their practice. 2b. Promote Peer Learning Facilitation (PLF) in order to train teachers about ECE programs. 2c. Assist teachers in their professional development and career growth by providing training credits. 2d. Recognize and reward teachers for their achievements in the classroom or during educational campaigns (e.g. engagement during Global Money Week). 2e. Ensure concentrated efforts in order to improve teachers’ salaries and increase performance-related benefits.
3. Assist in improving structures for quality maintenance and outreach strategies of teacher trainings.
3a. Establish an integrated strategy in order to increase access to pre-service and in-service teachers for organizations providing teacher trainings.
3b. Provide a diverse set of teacher training materials suited for adaptation to various target groups.
3c. Establish a national teacher training implementation plan for ECE programmes.
Create a taskforce from national education authorities and civil society organizations in order to ensure high quality of ECE programmes.
4. Assist in setting up pilot strategies in order to test financial, social and livelihood education models and teacher training approaches.
4a. Engage with various academic and teacher training institutions. 4b. Identify an initial group of schools and teachers to test, adapt, consolidate and expand the training model and associated methodologies. 4c. Adapt teacher training methodology and content with respect to cultural, ethnic and demographic contexts.
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Case Studies ‘Valores de Futuro’ – Motivating Teachers via Active Learning Skills Transfer Principles: Increase Educational Attainment (1c.); Promote Peer Learning Facilitation (2b.); Recognize and Reward Teachers (2d.) Valores de Futuro is a financial education programme initiated by Banco Bilbao Vizcaya Argentaria (BBVA), the second largest bank in Spain. It provides teachers and students (aged 6 to 15) with an original and simple in-school approach to discuss the role of money and acquire money skills. It proposes a comprehensive approach that links financial education, entrepreneurship education and citizenship education. The aim of the programme is to empower teachers so that they can integrate financial education easily into their courses. It motivates and engages teachers, and shows them how they can work with students, encourage their active participation and open up debate in class settings. The following strategies are used to engage teachers, and through them, actively involve students. The programme provides free, highquality educational materials with which teachers and pupils can carry out participatory activities during school time. The materials include a guidebook with more than 60 workshops as well as an interactive online programme with videos, tutorials and examples of lesson plans from other schools. Teachers receive personalized support via email and by phone from a trained team who provide advice on how to carry out the programme and give concrete suggestions for activities. Teachers’ participation is encouraged in various teacher forums and contests. Participating schools receive the support of more than 600 BBVA employee volunteers who become the school’s financial advisers, provide workshops and help schools organize their School Savings Scheme. Teachers are encouraged to share their experience and learn from others. The website has a specific area destined to share school activities, discuss the programme and its implementation, and carry out various competitions related to the programme. Source: http://www.valoresdefuturo.com/es
‘Jump$tart Financial Foundations for Educators’ – Learner-Centric Approaches for Teachers Principles: Understanding and Impact (2.); Quality Maintenance and Outreach Strategies (3.) Pilot Strategies (4.); Academic and Teacher Training Institutions (4a.) The Jump$tart Teacher Training Alliance (J$TTA), USA, is a collaborative endeavor designed to standardize teacher training in personal finance through a shared model called Jump$tart Financial Foundations for Educators (J$FFE) and was created in response to research stating that relatively few teachers felt adequately prepared to teach personal finance. Many teacher training programmes concentrate on how to teach a personal finance course to students. This new initiative, on the contrary, emphasizes the learning of positive financial management in teachers’ own lives first, in order to have already applied the necessary tools and gained financial confidence before bringing it to their students in the classroom. The guiding objective of this initiative is to help local organizations provide teachers with standard, consistent, and effective professional development for teaching personal finance in the classroom. The model helps to ensure a sufficient and consistent level of competence for teachers of personal finance across US states and regardless of their professional discipline (e.g., social studies, consumer science, mathematics, etc.) The class topics are designed to be presented by academics, financial planners, insurance agents, bank/credit union professionals, and similar knowledgeable instructors representing a diverse and trusted group of experts. Research conducted on J$TTA pilot programmes showed evidence of the model’s effectiveness. Teachers who participated in pilot programmes increased their knowledge, retained their knowledge after six months, made positive changes in their personal financial behaviors, and integrated what they had learned into their teaching. Source: http://www.jumpstartcoalition.org/teacher-training-alliance.html
‘What Money Means’ – Targeting Teachers during their Education Principles: Building Financial Capability (1) Training Credits (2c.) Pilot Strategies (4.) After successfully finalizing the programme What Money Means for Primary Schools, the Personal Finance Education Group (pfeg), UK, initiated What Money Means in Initial Teacher Training which ran from January 2012 to November 2013. Pfeg piloted with trainee primary teachers in seminars that built upon the innovative and creative tools developed through the What Money Means for Primary Schools. Pfeg adapted and refined its approach to Initial Teacher Training and collected valuable evidence to suggest that this is one of the most effective ways to raise the profile of personal finance education in schools. In 2012 and 2013, the group worked with a larger cohort of universities and teaching schools in order to include personal finance education in the programme for trainee teachers. Pfeg is currently engaged CYFI Teacher Training Guiding Principles 2015
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with 12 Initial Teacher Training providers and launched a free online toolkit (www.pfeg.org/ITTtoolkit) to help teacher trainers develop financial education programmes for trainee teachers. Source: http://www.pfeg.org/projects-funding/projects/what-money-means-initial-teacher-training
‘Improving Training for Quality Advancement in National Education (ITQANE)’ – Improving the Quality of Teacher Training Principle: Expose Teachers to Education Opportunities (2a) Training Credits (2c.) Recognize and Reward (2d.); Improve quality maintenance and outreach strategies (3a) Thirty-five percent of middle school dropouts cite educational quality as a critical factor leading to their abandonment of formal school. The Training for Quality Advancement in National Education (ITQANE), initiated by the International Youth Foundation (IYF), seeks to reverse the trend of high numbers of students dropping out of middle schools in the FèsBoulemane and Doukkala-Abda regions of Morocco through improving the quality of teacher training and student learning. To help improve the quality of teaching and relevance of educational content, IYF adapted its programme Passport to Success to address the needs of Moroccan middle school students, and is delivering its content through the teachers during their extra-curricular activities. 730 middle school teachers and guidance counselors were trained on IYF’s interactive life skills curriculum in order to become life skills club facilitators and coaches and nearly 9,700 middle school students were reached by the programme. Source: http://www.iyfnet.org/Itqane
‘Active Learning and Teaching in Schools (ATLAS)’ – Teachers working together for change Principles: Expose Teachers to Educational Opportunities (2a) Peer Learning Facilitation (2b.); Adapt to Contexts (4c.) In collaboration with the International Reading Association (IRA), ChildFund Zambia launched a programme called Active Learning and Teaching in Schools (ATLAS) in order to improve the quality of teaching and learning through the effective use of active, participatory, child-centered teaching and learning methodologies. ATLAS empowers educators to rely on student-centered learning activities and a class setting in which children and youth are given the space to actively participate – to ask questions, explore, evaluate, and debate what they are learning – all in a supportive and friendly environment. The ATLAS programme focuses on helping teachers develop and use materials to learn, observe and integrate knowledge and practice. It also helps them recognize and diagnose problems and apply alternative solutions through an iterative process that includes continual supervision, feedback and coaching. When teachers themselves are purposefully involved in the process of improving teaching and learning conditions, they are generally more motivated and willing to put what they learn into practice. The ATLAS program has also established teacher-quality circles, a way for educators to work together as a team, to learn from each other and work toward behavioral changes in their schools. Source: https://www.childfund.org/uploadedFiles/public_site/media/publications/program_docs/ATLAS%20Report.pdf
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Chapter 2 Technology-Enhanced Teacher Training Principles 1. Develop technology-enhanced teacher trainings along active learning strategies, thus embracing a shift towards learner-centered approaches.
1a. Capitalize fully on multiple modalities for communication that Information and Communication Technology (ICT) provides.
1b. Enhance both individual and collaborative learning through the creation of a variety of learning environments through technological platforms.
1c. Strengthen both professional development of teachers and student learning through ICT content and methodologies.
2. Capitalize fully on the potential of ICT for frequent, targeted and mutual transmission of content, dialogue, and monitoring.
2a. Ensure accessibility, effectiveness and comprehension of technology-enhanced teacher training.
2b. Capitalize on the potential of ICT in providing back-up and refresher classes.
Case Studies ‘eSessions’ – Efficient Access to Teacher Trainings on Financial Education Principles: Accessibility, Effectiveness and Comprehension (2a.); Content, Dialogue, and Monitoring (2.); Backup and Refresher Classes (2b.) My Finance Coach’s (MFC), Germany, eSessions which are implemented with various public cooperation partners, are live online training sessions for teachers which are provided through a web conferencing software (mostly Adobe Connect). During the 90-minutes sessions, trainers are available by video and audio chat and teachers can engage in dialogue through text chat, allowing them to gain an insight into the learning materials of MFC and their training modules designed specifically for teachers. The training also imparts knowledge on teaching methodologies, focusing especially on active methodologies, such as role plays, think-pair-share methods, and fishbowl discussion exercises. Afterwards, teachers can order the various MFC materials for free without any advertisements. The materials include studies and further resources, as well as interactive teaching material that they can adapt and implement in their own classroom, and they also receive a certificate of participation from MFC. The eSession format makes financial literacy easily accessible to all teachers, allowing them to participate in MFC teacher training sessions from the comfort of their own home. Source: http://www.myfinancecoach.de/lehrer-und-eltern
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‘Southern Sudan Interactive Radio Instruction (SSIRI)’ – Spreading the Word Effectively Principles: Learner-centered Approaches (1.); Professional Development and Student Learning (1c.) ; Accessibility, Effectiveness and Comprehension (2a.) The Southern Sudan Interactive Radio Instruction (SSIRI) project is a programme of the Southern Sudan Ministry of Education, Science and Technology. From 2004-2012, the programme taught English literacy, native language literacy, and mathematics for primary grades 1 to 3. The lessons that were provided by a radio teacher named “Madame Rhoda” were dynamic, employing a combination of games, songs, and stories to introduce quality educational content and sound pedagogical practice. The programme had the dual goal of instructing the teachers on improving their teaching methodology while also leading the children in exercises that support active learning, reinforce key concepts and make learning fun. The broadcast also instructed teachers to include girls and boys in the activities equally, a significant departure from traditional classroom practice. The programmes are explicitly designed to provide training for the teachers as they lead the children in these new learning methods. Fewer than 10 per cent of the teachers in the region have any formal training at all. Source: http://www.edc.org/newsroom/articles/interactive_radio_instruction
‘Juntos Finanzas’ – Changing Financial Behaviors with User-centric Design Principle: Multiple Modalities for Communication (1a.) Juntos Finanzas, the global winner of the G20 Innovation Award for Financial Inclusion, builds automated engagement platforms that empower the financially underserved around the world. SMS-based personal finance tools help people to have more confidence and control over their money, increasing account activity, tracking their spending and building up personal savings. Banks and mobile money providers use Junto’s system to deliver warm, personalized SMS conversations that drive behaviour change and financial inclusion for customers across Latin America and East Africa. Source: http://juntosglobal.com/
‘Aulas Creativas’ – A Platform for Sharing Creative Classrooms Principles: Learning Environments (1b.); Accessibility, Effectiveness and Comprehension (2a.) Aulas Creativas, or ‘Creative Classrooms’, is a Spanish-speaking meeting place (virtual and physical) where teachers and educators can get inspired and engaged to adopt creative practices in their classrooms. They can discover new proposals, share ideas, reflect on different educational topics and go with the passion and enthusiasm of other teachers, creators and artists. Creative Classrooms is for people who understand education differently. It is an open and dynamic project to inspire teachers and advance innovative education through creativity. It is both a virtual platform to share educational experiences as well as a starting point for attending workshops, meetings, discussions or creating new adventures. Topics include but are not limited to: environmental education, democracy in the classroom and healthy living habits Source: http://aulascreativas.net/
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Chapter 3 Ongoing Support Networks Principles 1. Create awareness about existing teacher training support networks and encourage the creation of new local, national and international networks.
1a. Encourage communication between teachers as well as between teachers and educational experts in order to strengthen their understanding and teaching of ECE.
2. Encourage the creation of a clearinghouse of learning materials and teacher training resources in order to provide ongoing support to teachers.
Case Studies ‘Teacher Education in Sub-Saharan Africa (TESSA)’ – Creating a Network to Bring Teachers and Teacher Educators Together Principles: Teacher Training Support Networks (1.); Communication (1a.) Teacher Education in Sub-Saharan Africa (TESSA) was initiated in 2005 to address the challenge of a third of existing primary teachers being unqualified or underqualified across the region of sub-Saharan Africa. The key objectives of TESSA were to create a network of academic institutions and international organizations to focus on teacher education, to support the development of school-based modes of teacher education, and to build a multilingual Open Educational Resource (OER) bank that is freely available to all teacher educators and teachers in the region. Until 2011, twelve African countries were actively engaged in TESSA activities and more than 700 African academic teacher educators have participated in the TESSA process including the draft of the TESSA study units which are available in Arabic, English, French and Kiswahili. A large bank of materials directly aimed at enhancing and improving access to, and the quality of, local school-based education and training for teachers has been produced which focus on classroom practice in key areas of literacy, numeracy, science, social studies, and the arts and life skills. Source: http://www.tessafrica.net/
‘Jump$tart Coalition Clearinghouse’ – The Premier Online Library of Financial Education Resources Principle: Clearinghouse (2.) The Jump$tart Coalition for Personal Finance Literacy operates an online clearinghouse of financial education resources for teachers, parents, caregivers and anyone committed to financial smarts for students. The resources from a variety of education providers such as government, non-profit organizations or companies are reviewed before being accepted to the clearinghouse and address one or more of the 2015 National Standards in K-12 Personal Finance Education provided by the Jump$tart Coalition. Many of the materials are low cost or free of charge and can be ordered directly from the source. An integral component of the clearinghouse criteria is that materials promote critical thinking skills, decisionmaking and behaviour change. Source: http://www.jumpstartcoalition.org/jump$tart-clearinghouse.html CYFI Teacher Training Guiding Principles 2015
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‘MyBnk’ – Exciting Resources and Professional Network for Teaching Financial Education Principle: Teacher Training Support Networks (1.); Communication (1a.) MyBnk strives to develop and deliver educational programmes that ‘wow’ young people – conveying appropriate learning in an exciting way, leaving them with a positive memorable experience and a desire to learn more about money and entrepreneurship beyond the classroom. To ensure maximum impact, MyBnk works closely with teachers to ensure that their programmes map teachers’ curriculum and take into account a wide range of learning abilities. Workshops for teachers can be tailored and single sessions applied to everything from an entire year group to a single class. MyBnk has formed an expert panel of teachers and providers from across the sector – the Teachers Advisory Panel – in order to share best practice and exchange ideas on what works best in the classroom. Teachers can professionally develop in a creative environment, exchange innovative ideas for teaching financial education, and share views to better inform the content. Thus, teachers remain up to date with developments in the field, receive free workshops for their schools, are being offered networking opportunities with teachers and relevant professionals, and given access to exciting events and media opportunities. Source: http://mybnk.org/who-we-work-with/financial-education-teachers/
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Chapter 4 Sustainability and Scalability Principles 1. Engage relevant government authorities and private sector representatives within the country to provide political and financial support to teacher trainings. 2. Improve support to civil society organizations and other entities that provide complementary teacher training services to the existing formal ones.
2a. Engage community organizations, including parent and teacher associations, to ensure effective and efficient teacher trainings reflecting community input.
3. Encourage clear distinctions and definitions of roles and responsibilities for teacher trainings within the education system (e.g. with respect to training facilitation, school leadership, community leadership, school inspection, programming and planning, budgeting, material development, and student assessment).
3a. Engage with a select group of well-chosen teacher trainers in order to reach a large proportion of teachers more effectively.
4. Reach out to isolated and rural areas with appropriately adapted teacher training and suitable support material (e.g. teacher guides, templates, learning manuals).
Case Studies ‘Aflatoun Academy’ – Engaging Global and Local Organizations in Supporting Teacher Training Principles: Political and Financial Support (1.); Roles and Responsibilities (3.) In 2013, Aflatoun, together with Bondo Teacher Training College and Child Savings Kenya, initiated a project on teacher trainings which would acquaint teachers in Kenya not only with the Aflatoun classroom materials but also introduce active learning methods to ensure that the curriculum was taught in a dynamic and participatory manner. A tripartite Memorandum of Understanding was signed between Aflatoun Academy, Bondo Teacher Training College, and Child Savings Kenya in order to define their respective roles and responsibilities in this project. Foundational advocacy was done with the Ministry of Education, specifically with Area and District Education Officers, in order to render the project more sustainable and promote Aflatoun’s curriculum within the Ministry of Education. Area Education Officers advise teachers on methodology on an in-service basis and have frequent visits to schools. A three-week capacity building workshop was attended by Bondo staff as well as two Area Education Officers and consequently workshops were organized for in-service teachers. Source: http://www.aflatoun.org/docs/default-source/partnerevaluation/kenya_aflatoun_csk_teacher_survey_2014.pdf?sfvrsn=6
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‘International Personal Finance’ – Building Capacity Through the Community Principles: Civil Society Organizations (2.) Community Organizations (2a.); Well-chosen Teacher Trainers (3a.) In Hungary, International Personal Finance (IPF) implements financial education programmes with partners that include school experts and social workers as well as institutions like the Corvinus University of Economics, the Hungarian Maltese Charity Service, United Way Hungary, or the SOS Children’s Villages. These training projects provide skills, resources and technological assistance to underprivileged families and also serve as a platform for “train-the-trainers” courses in financial education for social workers. Working with family care and local government social centers is important for IPF as those have a good understanding of local needs and social workers provide an insightful perspective on the impact of financial products on families and local communities. IPF also continues to monitor organizations after grants have expired finding projects to be sustainable as over half of the organizations continue the financial education after the grant programme has officially expired. An important part of the programme is the cooperation with other financial literacy initiatives and getting involved in educational reform by promoting the idea of a more extensive financial education module within the new national base curriculum. Source: http://www.ipfin.co.uk/sustainability/sustainability-in-practice/communities/financial-education.aspx ‘Aflatoun and Partners’ – Strategic Alliances Resulting in Curriculum and Policy Change Principles: Political and Financial Support (1); Roles and Responsibilities (3) Well-chosen Teacher Trainers (3a) The Association pour la Defense des Enfants du Niger (ADENI), a local NGO and children’s rights organization in Niger, was lobbying for the integration of Aflatoun’s learning materials within the national curriculum. In 2013, with the support of the Orange Foundation’s Digital Solidarity fund, Aflatoun and ADENI began to build capacity and expertise within Niger’s teacher training academies and created a dedicated website for teacher educators and teachers which provides material for ongoing support for teachers and facilitates connection of teachers around the world. The result of these organizational partnerships was the integration of their Child Social and Financial Education curriculum into the national curriculum in the country. ADENI, Orange, Aflatoun and the Ministry of Education announced that Aflatoun’s material will be accepted as part of the educational system. Source: http://www.aflatoun.org/docs/default-source/children-and-change/children-and-change-2014.pdf?sfvrsn=4
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Chapter 5 Impact assessment Principles 1. Encourage the usage of various monitoring and evaluation tools to measure the impact of teacher training initiatives. 2. Encourage research and pilot projects to inquire into the measure of financial literacy through knowledge, attitude and behavior change.
Case Studies ‘Aflatoun and Innovations for Poverty Action (IPA)’ – Evaluating School-based Financial Education Programs Principles: Monitoring and Evaluation (1.); Measure of Financial Literacy (3.) Innovations for Poverty Action (IPA) and Aflatoun partnered to evaluate the impact of two financial education curricula on primary school children across Ghana, specifically it measured the impact of financial education on student behavior, attitudes, and outcomes. The experimental design study included 5,000 primary school students aged 9 to 14 in 135 public schools in semi-urban and rural Ghana, who either received the Aflatoun Programme, the Honest Money Box Intervention, or no treatment. Intervention partners included Aflatoun, Women and Development Project, Netherlands Development Organization, and Ghana Education Services. To implement the two programs, local partner organizations trained 200 teachers who instructed multi-grade clubs with an average of 54 students per club. IPA and partner organizations monitored the teachers to ensure that implementation met pre-determined standards. The study measured both student survey modules (child demographics, household characteristics, savings attitudes and behaviours, and psychosocial measures) and school survey modules (school physical characteristics, enrollment/teacher tracking, school income/expense, teacher planning and motivation, after-school programming, and community involvement).
Source: http://www.poverty-action.org/project-evaluations/country-search/545
‘International Youth Foundation (IYF)’ – Monitoring and Evaluation (M&E) Tools in Action Principles: 1. 3. The Strengthening Life Skills for Youth – A Practical Guide to Quality Programming is a practical tool to help users – donors and youth serving organizations - enhance the design, planning, implementation, and evaluation of life skills programming and training based on a set of nine Life Skills Standards of Excellence. These standards have been developed by the International Youth Foundation (IYF) and its partners around the world based on more than a decade of experience in the life skills arena. Monitoring and Evaluation is one integral part of the Life Skills Standards of Excellence and aims to improve a programme’s outcomes by monitoring a programme’s implantation while in process. An organization needs to ensure that information gathering and feedback takes place regularly throughout the life skills training cycle. In fact, M&E data can be used as an important management tool and will assist an organization in timely decision-making as the programme progresses. In order to maximize its utility, the M&E system should use a combination of quantitative and qualitative measures to monitor effective programme implementation. These indicators should encompass both program outputs (for example, the number of youth graduating from training) and program outcomes (for example, the number of youth having employment six months after graduation). The Life Skills Guides recommends that an effective M&E mechanism is a central piece of a life skills program, as it will ensure that program CYFI Teacher Training Guiding Principles 2015
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outcomes and objectives stay aligned and that there is a relevant and measureable return on investment from the training. Use of evidence-based decision-making, drawing on lessons learned from the M&E system, will ensure the maximum positive outcomes for youth and also build the program’s reputation and long-term sustainability. Source: http://library.iyfnet.org/sites/default/files/library/Strengthening_Life_Skills_For_Youth.pdf
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Annex A Leading resources for ECE in Teacher Training -
VSO, What makes teachers tick. A policy research report on teachers http://www.eldis.org/vfile/upload/1/document/0708/DOC10583.pdf
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Learner-centred Education in International Perspective: Whose pedagogy for whose development? (Education, Poverty and International Development) Michele Schweisfurth (Author) (Schweisfurth, 2013) http://crice.um.edu.my/downloads/1Schweisfurth.pdf
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Content-Based Teacher, Professional Development (pilot project), NEFE – Jumpstart Teacher Alliance Financial Literacy Training Report http://www.jumpstart.org/assets/files/J$TTA%20Pilot%20Research%20Report%281%29.pdf
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Teachers’ background and capacity to teach personal finance: Results of a National Study, Wendy L. Way, Professor and Associate Dean, School of Human Ecology, University of Wisconsin-Madison, Karen Holden, Professor School of Human Ecology & Robert M. La Follette School of Public Affairs University of WisconsinMadison, Funding provided by the National Endowment for Financial Education, March, 2009 http://www.fdic.gov/about/comein/Mar3.pdf
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Climate change in the classroom: UNESCO course for secondary teachers on climate change education for sustainable development, David Selby and Fumiyo Kagawa, UNESCO, 2013, http://unesdoc.unesco.org/images/0021/002197/219752e.pdf
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Education for sustainable development country guidelines for changing the climate of teacher education to address sustainability: putting transformative education into practice, UNESCO Office Jakarta and Regional Bureau for Science in Asia and Pacific, 2011, http://unesdoc.unesco.org/images/0021/002152/215280e.pdf
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Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education, Inger Björneloo and Eva Nyberg, UNESCO, 2007, http://unesdoc.unesco.org/images/0015/001509/150966e.pdf
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Peace education: framework for teacher education, UNESCO Office New Delhi, 2005, http://unesdoc.unesco.org/images/0015/001502/150262e.pdf
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UNESCO guidelines on intercultural education, UNESCO, 2006, http://unesdoc.unesco.org/images/0014/001478/147878e.pdf
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Education for sustainable development: sourcebook, UNESCO, 2012, http://unesdoc.unesco.org/images/0021/002163/216383e.pdf
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Teacher Education and the Challenge of Development: A Global Analysis, Bob Moon, Routledge, New York, 2013. https://www.routledge.com/products/9780415600712
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