Economic Citizenship Education Curriculum Assessment Sample Curriculum
Guidebook
Economic Citizenship Education Curriculum Assessment Sample Curriculum
Acknowledgments The CYFI Education Learning Framework (ELF) has been prepared through a consultative process with the following organizations. These organizations have come from around the world to bring their knowledge and experience to the CYFI Education Working Group: ACCION Acting for Life Aflatoun Aga Khan Foundation Aiofe Rush Albania Ministry of Education Angela Cara Ashoka’s Youth Venture BAIN Canadian Center for Financial Literacy Canadian Foundation for Economic Education CCF CFED CGAP ChildFund International Children International Day for Change Edify Education International Freedom from Hunger GrassrootSoccer Gloria Almeyda KinderNotHilfe Inter-American Development Bank International Rescue Committee Junior Achievement Jilly Hillier Lew Mandell
Making Cents International MasterCard Foundation MEDA MelJol Microfinance Opportunities New America Foundation OECD Operation Hope PAU Education Population Council Personal Finance Education Group Plan International Right to Play Sahil Save the Children Sean Mundy South African Democratic Teacher’s Union Street Kids International Taking IT Global UNCDF UNESCO UNICEF World Economic Forum Entrepreneurship Action Group World Learning World Vision YMCA Youth Business International YouthSave Consortium
Economic Citizenship Education Curriculum Assessment: Sample Curriculum – First Edition Child and Youth Finance International TM 2012 Jeroo Billimoria This work may be reproduced and redistributed, in whole or in part, without alteration and without prior written permission, for non-profit administrative or educational purposes providing all copies contain the following statement: Copyright 2012, Child and Youth Finance International. This work is reproduced and distributed with the permission of Child and Youth Finance International. No other use is permitted without the express prior written permission of Child and Youth Finance International. For permission, contact info@childfinance.org
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Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Core Principles of the Child and Youth Finance Movement The core principles of the Child and Youth Finance Movement are focused firmly on increasing the financial protection and empowerment of all children and youth across the world. The Movement works to ensure that the human rights, and in particular the economic rights, of children and youth are respected at all times. It builds upon the United Nations Convention on the Rights of the Child and The Universal Declaration of Human Rights. To that end, the Movement encourages the creation of systems in which the interest of children and youth are pushed to the forefront, in which children and youth are recognized as important stakeholders whose financial safety must be secured, and in which their risks of financial exploitation are minimized. Endorsers and contributors to the Child and Youth Finance Movement subscribe to the principles of the Movement as outlined below: 1. All children and youth have basic human rights and economic rights which must be respected by all institutions and individuals, and have the right to build their assets and build a livelihood. 2. Institutions must conduct their business in such a way as to protect children and youth, safeguard them from all forms of exploitation, particularly financial exploitation, and always promote the best interests of children and youth. 3. All children and youth- regardless of their nationality, ethnicity, religion, environment, ability, gender or economic situation- deserve to have access to safe, appropriate financial services and quality financial, social and livelihoods education designed for their benefit. Institutions and policies must ensure their best effort to ensure all children and youth are included in these efforts. 4. The Movement is committed to ensuring that the experience of children and youth in social and financial enterprises remain a positive, safe and ethically responsible way of generating income, developing valuable skills and creating social impact. The Movement aligns its position to that of the UNCRC’s position which states that “no child or youth must be exposed to work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to 1 the child’s health or physical, mental, spiritual, moral or social development” 5. The Movement will remain open and collaborative to all stakeholders, including children and youth. Contributors within the Movement will engage in experience-sharing and collaboration with other contributors within the Movement to share innovations and strengthen activities and knowledge within the Movement. The Child and Youth Finance Movement is committed to creating policies and conducting activities that are in accordance with these principles and which will respect the human rights and economic rights of children and youth at all times. Guided by these principles, endorsers of the Movement will work jointly to achieve the Movement’s goal of facilitating financial inclusion and Child and Youth Finance Education for 100 million children and youth in 100 countries by 2015.
1
UNCRC (1990)
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Important Note Any reference to financial service providers in this document refers only to those abiding by the Child and Youth Finance Movement core principles. “Abiding by” means that these institutions, at a minimum,
Put children and youth interests first Conduct their business in such a way so as to ensure that children and youth are not exploited, either financially or otherwise Offer products appropriate for and accessible to children and youth Are regulated by national financial supervisors Are backed by a deposit guarantee scheme
The adoption of these principles is critical to the work of the Child and Youth Finance Movement. It is for this reason that, in concert with promoting Economic Citizenship Education, CYFI Partners work with financial service providers and financial regulators to encourage the adoption of these principles. Child and Youth Friendly Product Certification recognizes financial service providers who abide by these principles and whose products meet Child and Youth Friendly Product standards. Lists of certified banks will be available on the CYFI Website. Provision of Child and Youth Finance Programming by FSPs CYFI recognizes that children and youth are a particularly vulnerable demographic group whose rights should be consistently protected and upheld. CYFI insists that the provision of education programming by financial service providers be conducted through safe and appropriate channels to lower the risk of possible exploitation and perceived direct marketing: such channels include NGOs, schools and parents.
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Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Contents Chapter 1 Introduction
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Chapter 2 Methodology
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2.1 2.2 2.3
Key Question 1 Key Question 2 Limitations
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Chapter 3 Mapping 3.1 3.2 3.3 3.4
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Overall assessment Financial Education Social Education: Livelihoods Education
12 13 13 14
Chapter 4 Results and Findings
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Chapter 5 Conclusions and Recommendations
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ANNEX A: The Sample Syllabus
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ANNEX B: Summary of the Sample Syllabus
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ANNEX C: Economic Citizenship Education Learning Framework: Financial Education Component
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ANNEX D: Economic Citizenship Education Learning Framework: Social / Life Skills Education Component
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ANNEX E: Economic Citizenship Education Learning Framework: Livelihoods Education Component 30
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Economic Citizenship Education Curriculum Assessment - Sample Curriculum
List of Abbreviations 1. 2. 3. 4. 5. 6. 7.
CYFI ELF ECE FE LE NGO SE
Child & Youth Finance International Education Learning Framework Economic Citizenship Education Financial Education Livelihoods Education Non-Governmental Organization Social/ Life Skills Education
List of Tables and Figures Table 1. Division of the learning outcomes in the three Modules of the ELF Table 2. Total number of chapters and learning sections in the Sample Curriculum Table 3. Categorization of the designed learning activities Table 4. Number of learning outcomes of CYFI ELF covered by the Sample Curriculum Figure 1. Percentage of CYFI ELF Modules covered by the Sample Curriculum Figure 2. Distribution of designed learning activities in the Sample Curriculum
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Chapter 1
Introduction Child and Youth Finance International (CYFI) is responsible for the coordination of the CYFI Education Working Group, which developed the Child and Youth Finance Education Learning Framework (ELF) during 2011-2012. The ELF is the result of collaboration with international experts representing multilateral institutions, NGOs, and Financial Education Service Providers, who came together to combine their expertise in the designation and development of the framework’s elements. The ELF is intended to provide a detailed description of the essential attitudes, skills, and behaviors for different stages of the development of children and youth. Originally, these stages were designed with the following age ranges in mind:
Level 1: 5 years and under Level 2: 6 - 9 years Level 3: 10-14 years Level 4: 15+ years
However, members believed that given the different levels of formal and non-formal education throughout the world, it was more flexible to categorize the different layers of the framework as levels of complexity rather than by age. Nevertheless, age ranges have been kept so as to provide a frame of reference. The ELF was presented to the public during a month-long February 2012 public consultation process before being formally launched at the April 2012 CYFI International Summit in Amsterdam, and is intended to continually evolve through ongoing feedback from the CYFI Education Working Group. In addition, CYFI will continue to promote educational programming that involves an integrated approach to combining the three Modules of Economic Citizenship Education: Financial Education (FE), Social and Life Skills Education (SE), and Livelihoods Education (LE). Mapping exercises determine the extent to which Sample Programs cover the CYFI ELF Modules. If a Sample Program does not cover CYFI ELF Modules, then program developers may choose to supplement their own curriculum with new Modules or learning areas. As part of the assessment service, CYFI provides recommendations and resources for further Sample Curriculum development. CYFI provides curriculum assessments for partner organizations so as to gain a better understanding of their relationship with the ELF. CYFI encourages its partners to offer a holistic educational package that integrates the three Modules of the ELF. Key Question 1: How comprehensive is the Sample Curriculum’s coverage when mapped against the CYFI ELF, especially with respect to the three ECE Modules: Financial Education (FE), Social Education (SE) and Livelihoods Education (LE)? Key Question 2: How is the curriculum being delivered? (i.e., learning environment, forms of pedagogical materials used, ranges of learning activities implemented) The objectives of this curriculum assessment include: 1. Mapping the Sample Curriculum against the CYFI ELF learning outcomes. 2. Identifying which learning activities are utilized in the Sample Curriculum. 3. Determining if pedagogical materials from the Sample Program could be useful to designers of other educational programs. 4. Determining if pedagogical materials from other educational programs could be useful to the Sample Program developers. 5. Providing analysis, feedback, and recommendations on the Sample Curriculum
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Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Chapter 2
Methodology The following section describes the methodology used to the key questions of this curriculum assessment.
2.1 Key Question 1 How comprehensive is the curriculum’s coverage when mapped against the CYFI ELF? A comparative analysis of the Sample Curriculum and the CYFI ELF is required to answer this question. This procedure is described below.
2.1.1 Procedure Step 1: Curriculum Syllabus and Summary The Sample Curriculum describes a concrete training curriculum intended to prepare children and youth for the financial responsibilities of adulthood by providing them with the knowledge and skills required to transition from economic dependence to independence. The Sample Curriculum is composed of four main chapters, with a total of 23 “learning sections”. It is interactive, and engages participants though a diverse range of learning activities. Mapping the Sample Curriculum against the CYFI ELF learning outcomes results in a syllabus of the Sample Curriculum (Annex A). This syllabus is then used to summarize the contents of the Sample Curriculum in overview form. (Annex B). Step 2: First Assessment The first assessment maps the contents of the 220 ELF learning outcomes against the four chapters of the Sample Curriculum. Specific sections of the Sample Curriculum are matched with the corresponding ELF learning outcome in the column entitled “Corresponding learning sections of the Sample Curriculum” (Annexes C, D and E). Step 3: Second Assessment In order to minimize any potential subjectivity in the first assessment: a member of the CYFI Curriculum Assessment team conducts a second assessment. Step 4: Internal discussion The two reviewers will later discuss any differences in their assessments, as well as the specifics of correspondence between learning sections and the resulting total score. Step 5: External input A draft curriculum assessment is then sent to the partner organization, along with the pedagogical materials used for the assessment, for further feedback on the results Step 6: Finalization A final version of the curriculum assessment is drafted in accordance with the results of Steps 3, 4, and 5.
2.1.2 Comparable Variables This curriculum assessment is based on a comparison mapping of the Sample Curriculum against the CYFI ELF curriculum. The taxonomies used to compare these two curricula are described in the following section. In the CYFI ELF, there are 3 core Modules: Financial Education (FE), Social and Life Skills Education (SE), and Livelihoods Education (LE). Each Module has a number of thematic sub-sections:
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Financial Education has four thematic sub-sections (Annex C): Resources and Use Planning and Budgeting Risk and Reward The Financial Landscape
Social and Life Skills Education has three thematic sub-sections (Annex D): Cognitive Skills Personal Skills Interpersonal Skills Livelihoods Education has four thematic sub-sections (Annex E): Market Oriented Career Counseling Entrepreneurship (Social and Financial) Securing Employment Retaining Employment Each level of complexity has five learning outcomes per thematic sub-section, and each learning outcome is mappable against other learning outcomes from other curricula. As a result, at each level of complexity, there are 20 FE learning outcomes, 15 SE learning outcomes and 20 LE learning outcomes. The CYFI ELF therefore has 220 total map-able learning outcomes (Table 1) Table 1. Division of the Learning outcomes in the three ELF Modules
Level of complexity Level 1 Level 2 Level 3 Level 4 Total
MODULES Financial Education Social/ Life Skills Education Livelihoods Education 20 15 20 20 15 20 20 15 20 20 15 20 80 60 80 220 learning outcomes CYFI ELF (Map-able)
Source: CYFI
The Sample Curriculum contains four chapters that comprise a total of 23 learning sections (Annex A). For the purposes of this curriculum assessment, each learning section is mapped directly against the Modules and learning outcomes of the CYFI ELF. As shown below, there are 23 total learning sections, and therefore 23 mappable sections of the Sample Curriculum (Table 2).
Table 2. Total number of chapters and learning sections in the Sample Curriculum Chapter 1. Managing Money 2. Financial Services 3. Financial Negotiations 4. Earning Money Total
Source: CYFI
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Total number of learning sections 6 6 5 6 23 learning sections (Map-able)
The 23 learning sections of the Sample Curriculum are mapped against the corresponding 220 CYFI ELF learning outcomes (Annexes C, D and E).
2.1.3 Scoring criteria CYFI has conducted the mapping as follows:
Each CYFI learning outcome is assigned one point. Accordingly, there are 220 points in the CYFI ELF, which are then divided into the three Modules: 80 points for FE, 60 points for SE, and 80 points for LE. 2 Each CYFI learning outcome covered by any of the 23 learning sections in the Sample Curriculum receives a score of one point (Table 2). After the mapping exercise is completed, a total score is calculated. This score reflects the percentage of the CYFI ELF curriculum covered by the Sample Curriculum (Figure 1).
Key Question 2 How is the curriculum being delivered? Based on the syllabus compiled in Step 1 (Annex A), an analysis of the delivery methods, pedagogical materials, media, and so forth is conducted in an attempt to determine whether the learning activities and curriculum supplements of the educational program under review fulfill CYFI ELF activity standards. This list of learning activities, which was developed by the CYFI Education Team, is grouped by the following categories:
No.
Categorization of learning activities
Examples
1. 2. 3. 4. 5. 6. 7. 8.
Arts Verbal Interaction Games Research and case studies Third-party visitation Hands-on Investigation Planning Lectures and Presentation
Music, drama, drawing, painting… Discussion, interviews, debates, negotiation… Physical activity, board games, online games… Online research, reading, self-study time… Parents, guardians, guest speakers… Field trips to banks, museums, marketplaces… Drafting budgets, business plans, activity plans… Lecturing, video presentations…
Table 3. Categorization of the designed learning activities
Source: CYFI
The distribution of the learning activities is calculated based on the presence of those activities in each learning section. For example, Chapter 1, Section “1.1. Want to Manage Your Money? Start by Saving”, employs both planning and game activities: that section therefore earns two points.
2.2 Limitations It should be noted that while the Sample Curriculum is designed for direct application in classrooms, the CYFI ELF is a theoretical framework. As a result, there may arise some confusion when mapping the CYFI ELF’s theoretical learning outcomes against the practical learning activities of the Sample Curriculum. This juxtaposition should be taken into consideration when interpreting the results of this curriculum assessment. To mitigate the impact of this juxtaposition, CYFI has employed the internal and external assessments detailed in section (2.1.1. Procedure). 2
Covered means that at least one learning section of the Sample Curriculum maps against the CYFI ELF learning outcome (Annexes C, D and E)
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Chapter 3
Mapping The Sample Curriculum is a Financial Education Curriculum that targets young people between the ages of 16-22. It aims to provide appropriate support for all genders and a range of diverse social backgrounds, and is composed of four chapters and 23 learning sections (Annex B). This Financial Education Curriculum was jointly developed by Organization X, Organization Y and Organization Z.
3.1 Overall assessment The Sample Curriculum consists of paper-based pedagogical materials to be used as a Trainer’s Guide for the education of 16 to 22 year-old students, and frequently integrates learning activities including games, arts activities, and media activities. As a result, it encourages trainers to engage in direct communication with students. (Figure 2.) It is evident that both the Sample Curriculum and the CYFI ELF share the same vision for the promotion of Financial Education among youth. While the Sample Curriculum targets young men and women ages 16–22, the CYFI ELF focuses on four generic “levels of complexity” (5 and under, 6-9, 10-14, 15+). However, mapping is conducted on all four levels of the CYFI ELF learning outcomes so as to determine if these learning outcomes are also included in the Sample Curriculum. It is understood, however, that the curriculum’s content most closely corresponds to the age range of stage 4 (15+). The curriculum is specific and in-depth in describing each learning section, and provides numerous real world examples that children and youth should find accessible. CYFI has identified that the Sample Curriculum shows significant alignment with the CYFI ELF, and especially the FE and LE Modules (Figure 1). The mapping also revealed that the Sample Curriculum did not cover any subjects “missing” from the CYFI ELF.
Name of the Curriculum: “Sample Curriculum ” Organizations involved: Organization X, Y, Z Type of Curriculum: Trainer’s guide (paperbased) Available Language(s): English Age of students: 16-22 years old Table of contents: Four chapters, 23 learning sections Countries of operation: Countries X, Y, Z Year of Publication: 2008 Resource accessibility: Public access
However, there are some learning outcomes in the CYFI ELF that are not covered in the Sample Curriculum. In the following sections of this assessment, the learning 3 outcomes not covered in the Sample Program are grouped by Module and learning outcome. This grouping provides the Sample Curriculum developers with an overview of the Modules and subjects that are covered in the CYFI ELF but which are not covered in the sample educational program.
3
12
The learning outcomes not covered in the Sample Curriculum are formatted in bold in Section 3.
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
3.2 Financial Education Financial Education is the Sample Curriculum’s second most complete Module. When mapped against the CYFI ELF’s learning outcomes, the Sample Curriculum scored 63 points out of 80 (Table 3). This means there are 17 points which have not been covered, which are listed, and classified by level, bellow. Level 1: Appreciate the importance of sharing resources with others Demonstrate a sense of responsibility through performing tasks Understand the benefits of sharing Demonstrate appreciation when receiving money or other gifts Level 2: Demonstrate appreciation when receiving money or other gifts Appreciate the rewards of sharing / giving resources to others Understand basic "product trails", commodity / value chains Level 3: Understand the importance of being an informed consumer Know how money can be used to help others Understand that countries have different types, quantities, and quality of resources Understand that the production and delivery of products and services has to abide by regulations and laws protecting consumers Level 4: Understand factors that affect the purchasing power of money. Understand the impact of interest rates, exchange rates, market volatility, taxes and inflation on financial decisions Be able to distinguish investments with different levels of risk. Understand the risks of indulging in gambling or illicit activities when trying to acquire more money. Be aware of financial crimes such as identity theft, frauds, and scams, and know how to take appropriate precautions. Be able to perform basic financial tasks through internet or mobile banking safely. Understand how governments obtain revenues to provide public goods and services and why taxes are paid.
3.3 Social Education As we can see in Figure 1, the Social / Life Skills Education (SE) Module is the least comprehensively addressed Module in the Sample Curriculum. CYFI has identified 17 learning outcomes (out of 60) that are not addressed in the Sample Curriculum (Table 3). These learning outcomes are listed below and classified by level. Level 1: Develop interests in songs, poems, stories, physical activities, etc… Acquire initial facility with and interest in numbers and letters/words for fun and function. Describe the importance of showing compassion for people who are sick and/or in difficulty and act/react appropriately. Level 2: Describe basic children's rights and responsibilities and communicate and able to act to ‘defend’ these for her/himself. Develop and deploy a positive attitude towards chores at home or at school. Describe their rights and responsibilities towards others in the community and employ these for personal benefit and the benefit of others. Develop, demonstrate and defend a respect for rules and guidelines and can propose modifications to these that are appropriate to particular settings and circumstances.
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Level 3: Able to describe how external factors (community, school, ethnicity and religion) can influence the formation of social values and act to use these and to influence them in turn. Able to explain what types of personal information should and should not be disclosed to others and behaves following these tenets. Develop an interest in social clubs or community initiatives and participate actively in at least one initiative. Able to analyze and explain his/her place in the wider community and in the world and articulate and deploy strategies to better her/his situation there in. Able to explain and appreciate their physical and psychological transformations (puberty) and obtain information and advocate for self to manage these both emotionally and practically. Level 4: Appreciate the conceptual and operational dimensions of human rights and humanitarian norms for personal and social development and use cognitive abilities to promote and apply these. Demonstrate an awareness and appreciation of different local and global phenomena (gender equality, religious and cultural diversity, environmental stewardship, etc.), employing cognitive abilities to learn about these, to react in a positive, respectful manner and to influence the related reactions and actions of others. Formulate ideas on how their community, country and the world can be improved and employ cognitive skills to plan and act towards this end, alone and with others. Cope effectively with personal and social loss, abuse and trauma, communicating and taking positive action alone and with others. Establish and maintain healthy and rewarding relationships with peers and family members, for both personal and collective benefit.
3.4 Livelihoods Education As we can see in the Figure 1, the Livelihoods Education Module is the most comprehensively addressed in the Sample Curriculum. CYFI has identified 10 learning outcomes (out of 80) not addressed in the Sample Curriculum (Table 3.). These learning outcomes are listed below and classified by level. Level 1 & 2: Develop a sense of leadership to motivate others and an understanding of the importance of democratic leadership in a group. Demonstrate a sense of responsibility through performing tasks. Level 3: Be able to act on an opportunity when they see it – in their class, school, home, community - and have an understanding of how these initiatives can meet social and economic needs in the community. Can explain the purpose of a résumé/CV, application letter, application form and interviewing. Perform with dedication and success in current domain of activity – education, training, and apprenticeship. Level 4: Be able to develop an analysis and business plan for an enterprise to capitalize on a social or financial opportunity Explain how to market one’s products or services effectively. Possess the skills (including developing a CV/Résumé, preparing a cover letter and application form) required to seek and acquire (formal) employment.
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Chapter 4
Results and Findings Following the mapping (Annexes C, D and E), the number of CYFI ELF learning outcomes covered by the Sample Curriculum were tabulated by level. The following table displays the result of this calculation Table 4. Number of CYFI ELF learning outcomes covered by the Sample Curriculum
Level of complexity Level 1 Level 2 Level 3 Level 4
MODULES Social/ Life Skills Education 12/15 11/15 10/15 10/15
Financial Education 17/20* 17/20 16/20 13/20
Livelihoods Education 18/20 18/20 17/20 17/20
Source: CYFI. Note*: The first number refers to the scoring of the learning outcomes which have been covered by the Sample Curriculum. The second number (after the slash) indicates complete coverage of the learning outcomes for each specific learning area and at each level of complexity.)
The following graph (Figure 1) shows the degree to which the three Modules and the four levels of the ELF CYFI (FE, SE, and LE) are covered by the Sample Curriculum. Level 4 is highlighted, as this was the CYFI ELF level that most closely corresponded with the target age group for the Sample Curriculum. Figure 2 demonstrates the degree to which various learning methodologies were encouraged throughout the Sample Curriculum (as described in section 2.2).
Figure 1. Percentage of the CYFI ELF Modules covered by the Sample Curriculum 100,00% 90,00% 80,00% 70,00% 60,00% 50,00% 40,00% 30,00% 20,00% 10,00% 0,00%
Financial Education Social/ Life Skills Education Livelihoods Education
Level 1
Level 2
Level 3
Level 4
Source: CYFI. Note4 : This graph is the result of the score from Table 4
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The Sample Curriculum mainly targets ages 16 to 22, which corresponds most closely to Level 4 of the CYFI ELF. The highlighting is intentional to focus on these targeted students
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Figure 2. Distribution of Designed Learning Activities in the Sample Curriculum
3%
6%
Arts (drama, music, theater...)
5% 28% 5%
Verbal interaction (discussing, negotiating, interviewing...) Games (physical, board, online games...) Research and Case studies
17% Third-party visitation (parents, guardians, guests speakers...) Hands-on investigation (field trips...) 36%
Source: CYFI
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Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Planning (budgeting, saving, business plan...)
Chapter 5
Conclusions and Recommendations Based on the curriculum assessment, CYFI finds that the Sample Curriculum is particularly strong in the CYFI ELF level 1 and two LE learning outcomes, and provides fairly comprehensive coverage of FE at the same levels (approximately 70%). CYFI emphasizes that there are a significant number of learning outcomes that are not covered, especially in the SE and FE Modules, but to a lesser extent in LE as well. If the program developers are interested in aligning their curriculum more closely with the CYFI ELF, they will need to address all three Modules to some extent. Considering the results and conclusions, CYFI makes the following recommendations for more closely aligning the Sample Curriculum with the CYFI ELF:
CYFI recommends the Sample Curriculum to other organizations looking to integrate Livelihoods Education into their school curriculums. CYFI can assist Organization X, Y, Z in collaborating with organizations that are experienced in designing culturally sensitive learning materials in local languages for countries in which Organization X, Y, Z desires to expand its operations.
CYFI recommends the Aflateen curriculum as a comprehensive SE resource, and particularly for levels 3 and 4, which could be adopted to fit the Sample Curriculum.
Additional FE learning outcomes and LE learning outcomes can be considered for integration into the Sample Curriculum, and especially for levels 3 and 4. CYFI recommends the CFEE Money and Youth Curriculum as a resource in this area.
CYFI welcomes and encourages any feedback from Organization X, Y, Z on this curriculum assessment so as to improve this CYFI partner service.
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ANNEX A: The Sample Syllabus 1. Chapter 1: Managing Money 1.1. Want to Manage Your Money? Start by Saving 1.2. The Savings Plan 1.3. Making Spending Decisions 1.4. Money In/Money Out: The Art of Budgeting 1.5. Develop Your Own Budget 1.6. Challenges to Savings 2. Chapter 2: Financial Services 2.1. So You Need a Lump Sum of Money? 2.2. Savings Options 2.3. To Bank or Not to Bank? 2.4. Your Own Money vs. Someone Else’s Money 2.5. Borrow Wisely 2.6. Sources of Loans 3. Chapter 3: Financial Negotiations 3.1. What is Financial Negotiation? 3.2. Communicate with Success 3.3. Resolving Conflicts About Money 3.4. Prepare to Negotiate 3.5. Share Financial Negotiation Skills with Parents or Guardians 4. Chapter 4: Earning Money 4.1. Exploring Options for Earning Money 4.2. Matching Personal Qualities and Skills to Work Options 4.3. Pathways to Self-Employment 4.4. Pathways to Wage Employment 4.5. Gender Stereotypes and Career Choices 4.6. How Do I Learn More?
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Economic Citizenship Education Curriculum Assessment - Sample Curriculum
ANNEX B: Summary of the Sample Syllabus 1. Chapter 1: Managing Money 1.1. Want to Manage Your Money? Start by Saving Identifying and Prioritizing Reasons for Saving Identifying Personal Savings Goals Deciding What to Buy Budgeting Determine Priorities for Saving Money Identifying Savings Goals 1.2.The Savings Plan Developing a Savings Plan Required to Attain a Savings Goal Prioritizing Savings Goals 1.3.Making Spending Decisions Distinguishing Between Needs and Wants Making Decisions About Spending Priorities 1.4.Money In / Money Out: The Art of Budgeting Creating a Simple Budget Using a Budget to Cover a Budget Shortfall Identifying and Categorize Sources of Income and Expenses 1.5.Develop Your Own Budget Developing a Personal Budget for One Week Identifying the Ways in Which a Budget Can Vary Examining the Rules of Savings Spending Less Than You Earn Saving Something Every Day or Every Week 1.6.Challenges to Savings Identifying the Challenges that Adolescents Face in Protecting Their Savings Proposing Solutions to Challenging Situations
2. Chapter 2: Financial Services 2.1. So You Need a Lump Sum of Money? Identifying Two Ways to Gain Access to a Lump Sum: Saving and Borrowing Comparing and Contrasting These Two Ways to Access a Lump Sum Demonstrating the Difference Between Saving and Borrowing 2.2. Savings Options Identifying Multiple Savings Options Describing and Comparing Savings Options 2.3. To Bank or Not to Bank? Identifying and Clarifying Common Myths about Banks Comparing the Advantages and Disadvantages of Saving at Home and Saving at a Bank Identifying the Characteristics of Saving at a Bank and at Home Learn More About a Savings Account 2.4. Your Own Money vs. Someone Else’s Money Differentiating One’s Own Money From Borrowed Money Identifying the Responsibilities of Borrowing and the Consequences of Failing to Meet Them
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2.5. Borrow Wisely Identifying Characteristics of Borrowed Money Determining Good Reasons for Borrowing Money 2.6. Sources of Loans Reviewing Credit Terminology Defining Credit Terminology: Interest, Guarantor, Loans Examining Different Sources of Loans Comparing 3 Different Sources of Loans
3.Chapter 3: Financial Negotiations 3.1. What is Financial Negotiation? Defining Financial Negotiation Recognizing that Financial Negotiations are Part of Everyday Life Describing the Possible Outcomes of a Financial Negotiation 3.2. Communicate with Success Identifying Good and Bad Communication Practices Practicing Effective Listening Skills 3.3. Resolving Conflicts About Money Practicing Communication Skills in Made-Up Conflicts Identifying Several Solutions to the Same Conflict 3.4. Prepare to Negotiate Summarizing the Process of Preparing to Negotiate Practicing Preparing to Negotiate 3.5. Share Financial Negotiation Skills with Parents or Guardians Communicating with Adults Who are Not Their Parents Demonstrating Good and Bad Communication Practices Identifying Ways to Improve Financial Negotiations with Adults Identifying Good and Bad Communication Identifying How Your Financial Negotiations Can Improve
4.Chapter 4: Earning Money 4.1. Exploring Options for Earning Money Identifying Various Options for Earning Money Selecting Work Options that are Most Appealing Categories of Work 4.2. Matching Personal Qualities and Skills to Work Options Matching Skills and Character Traits with Distinct Types of Work Identifying Character Qualities and Skills and / or Interests Selecting Types of Work Based on Personality and Skills List of Personal Qualities and List of Interests and / or Skills
4.3. Pathways to Self-Employment Examining Pathways to Self-Employment Analyzing the Advantages and Disadvantage of Self-Employment 4.4. Pathways to Wage Employment Examining Wage Employment Options
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Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Comparing the Advantages and Disadvantages of Self and Wage Employment Identifying Options for Wage Employment Job Categories
4.5. Gender Stereotypes and Career Choices Identifying how Gender Stereotypes Influence Occupational Choices Investigating a Non-Traditional Occupation 4.6.How Do I Learn More? Discussing Ways to Learn More About Occupations of Interest Identifying Possibilities for Networking Developing an Action Plan to Learn More about Occupation
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ANNEX C: Economic Citizenship Education Learning Framework: Financial Education Component FINANCIAL EDUCATION MONEY and USE
LEVELS
Working Definitions
Level 1 (5 years and under) Learning Outcomes
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
Focuses on a broad spectrum of personal financial topics such as everyday payments, spending, value for money, bank cards, checks, bank accounts and currencies.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
Income and wealth planning and management over the short and long term.
RISK and REWARD
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
Incorporates an understanding of the potential for financial gains or losses across a range of financial contexts, and the ability to identify opportunities for achieving rewards and benefits as well as ways of managing, balancing and covering risks. Two risks are important: financial losses an individual may have to face (loss of income, catastrophic events), and risk inherent to financial products
FINANCIAL LANDSCAPE
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
Relates to the character and features of the financial and economic world. It covers knowing the rights and responsibilities of consumers in the financial marketplace and within the general financial environment, and the main implications of financial contracts. It also includes a basic understanding of the economic environment and realities within which financial decisions are made.
1.1 Understand the concept and the value of money.
1.1.
Plan, game
1.1 Understand the difference between spending, saving, borrowing, and sharing money.
1.3, 1.2, 2.4,
Art, verbal interaction, game
1.1 Practice the habit of saving special things.
1.2.
Art
1.1 Understand how people use money in their community.
1.3.
Verbal Interaction, art
1.2 Be able to collect and save things that they find precious/useful.
1.1.
Plan, game
1.2 Understand the different ways in which they can acquire money.
4.1,
Game, verbal interaction, art
1.2 Understand the consequences of being careless with our possessions.
1.3.
Verbal Interaction, art
1.2 Recognize that some people have more money and possessions than others.
2.4.
Game, art, verbal interaction
1.3 Understand where they acquire money from and what they need it for.
1.5.
Plan, verbal interaction, art
1.3 Know and compare the prices of things that they want to buy.
1.3.
Verbal Interaction, art
1.3 Understand the benefits of saving.
1.2.
Art
1.3 Able to differentiate between what belongs to them, what belongs to others and what belongs to the group/community.
2.4.
Game, art, verbal interaction
1.4 Understand that choices need to be made regarding things that they can use now and things they want to use, or acquire, later. 1.5 How to count their money to buy an item they want, and count the change that they may receive.
1.5.
Plan, verbal interaction, art
1.4 Understand the benefits of sharing.
1.4 Understand where certain items are sold in their community.
1.3.
Verbal Interaction, art
1.3.
Verbal Interaction, art
1.5 Demonstrate appreciation when receiving money or other gifts.
1.5 Be able and willing to speak with their family about money.
3.5.
1.4 Appreciate the importance of sharing resources with others.
1.5 Understand the things that they can buy and the things they will need their parents or caregivers to buy.
22
PLANNING and BUDGETING
3.5.
Verbal interaction, art
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
FINANCIAL EDUCATION LEVELS
Level 2 (6-9 years old) Learning Outcomes
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
1.1.
Plan, game
2.1 Appreciate the value of resources and uses them responsibly.
2.2 Understand how prices reflect value of goods in the market.
1.3.
Answering questions, role playing
2.2 Understand the importance of savings and establishing a savings plan.
2.3 Be able to use numeracy skills in a practical way with money.
1.5.
Plan, verbal interaction, art
MONEY and USE
2.1 Understand the relative value of their possessions and use them responsibly.
2.4 See the importance of giving/donating money to others in need.
2.5 Be able to recognize basic symbols and terminology as they relate to money and banks.
2.3.
Verbal interaction, Hands on investigation
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
RISK and REWARD
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
1.2.
Art
2.1 Understand the concept of living within one’s means.
1.3.
Verbal Interaction, art
1.2.
Art
2.2 Understand how to save for something and why saving may be necessary.
1.2.
2.3 Understand the difference between needs and wants.
1.3.
Verbal Interaction, art
2.3 Appreciate the importance of keeping money and other resources safe.
2.4 Be able to classify spending priorities.
1.3.
Verbal Interaction, art
2.4 Understand how people can experience difficulties if they do not have any savings.
2.5 Understand the challenges of saving money.
1.6.
Art
2.5 Appreciate the rewards of sharing/giving resources to others.
PLANNING and BUDGETING
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
2.1 Understand that individuals have choices in how they use their money.
1.3.
Verbal Interaction, art
Art
2.2 Be able to recognize and identify different financial institutions in their community and what products and services they provide.
2.2., 2.3., 2.6.
Verbal interaction, hands on investigation, game
1.2.
Art
2.3 Understand basic "product trails", commodity/value chains.
1.6.
Art
2.4 Understand the different roles of money.
1.1.
Plan, game
2.5 Understand why people work to earn money.
1.5.
Plan, verbal interaction, art
FINANCIAL LANDSCAPE
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
23
FINANCIAL EDUCATION
MONEY and USE
LEVELS
Level 3 (10-14 years old) Learning Outcomes
3.1 Be able to recognize the value of money and the value of different denominations.
Corresponding Learning Sections of Curriculum X
1.5.
Corresponding Learning Activities of Curriculum X
Plan, verbal interaction, art
3.2 Understand the importance of being an informed consumer.
3.1 Be able to format a personal budget with personal/household income and expenditures.
3.2 Understand how budgeting can help in making better spending and savings decisions.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
1.5.
Plan, verbal interaction, art
1.5.
Plan, verbal interaction, art
RISK and REWARD
3.1 Be able to identify different financial products and recognize the risks and rewards of each: credit, savings, insurance, etc.
3.2 Appreciate how families and communities cope or prepare themselves against shocks/emergencies.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
3.1 Understand the different factors that can influence their spending decisions.
2.2.
1.2., 2.5.
FINANCIAL LANDSCAPE
Verbal interaction, game, art
3.2 Understand that countries have different types, quantities, and quality of resources.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
1.3.
Verbal Interaction, art
3.3 Be able to evaluate the results of a financial decision.
1.2.
Art
3.3 Understand why you might decide to buy one product over another.
1.3.
Verbal Interaction, art
3.3 Understand the positive and negative consequences of spending decisions.
1.3.
Verbal Interaction, art
3.3 Understand that the production and delivery of products and services has to abide by regulations and laws protecting consumers.
3.4 Understand how one's resources and spending decisions can affect their lifestyle and vice versa.
2.4.
Game, verbal interaction, art
3.4 Recognize that families’ household budgets change as circumstances change and a budget should be reviewed from time to time.
1.5.
Plan, verbal interaction, art
3.4 Understand the rewards of financial responsibility and the risks of financial illiteracy.
1.5.
Plan, verbal interaction, art
3.4 Know where to get good information in helping with financial decisions.
2.3.
Verbal interaction, art, hands on investigation
3.5 Understand that every money decision we make involves a trade-off – giving up something to gain something else – that will have an impact over the short and long term.
1.3.
Verbal Interaction, art
3.5 Understand the effects of their spending decisions on others and the environment.
2.4.
Game, verbal interaction, art
3.5 Understand how advertising tries to influence how we spend money.
1.3.
Verbal Interaction, art
3.5 Know how money can be used to help others.
24
PLANNING and BUDGETING
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
FINANCIAL EDUCATION
LEVELS
Level 4 (15 & above) Learning Outcomes
MONEY and USE
4.1 Be able to conduct financial negotiations with confidence.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
3.2.
Verbal interaction, art
4.2 Understand factors that affect the purchasing power of money.
4.3 Be able to file complaints about particular products and services
4.4 Understand how to calculate "after purchase" costs into the price of a desired item
4.5 Discover ways to live an economically and ecologically responsible lifestyle.
PLANNING and BUDGETING
4.1 Know how to manage debt and budgets effectively
4.2 Know how to calculate their spending capacity
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
1.5.
Plan, verbal interaction, art
4.1 Know the risks of defaulting on payments/credit commitments.
1.5.
Plan, verbal interaction, art
4.2 Understand the impact of interest rates, exchange rates, market volatility, taxes and inflation on financial decisions.
4.3 Understand ways to redesign budgets to address changing needs, circumstances, or problems.
RISK and REWARD
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
FINANCIAL LANDSCAPE
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
2.4.
Game, verbal interaction, art
4.1 Be aware of financial crimes such as identity theft, frauds, and scams and know how to take appropriate precautions
4.2 Be able to identify which financial service providers are trustworthy and which products and services are protected through regulation or consumer protection laws
2.3., 2.4., 2.6.
Game, verbal interaction, art
4.3 Be able to recognize factors leading to conditions of poverty and income inequality.
1.3., 2.4,
Verbal Interaction, art, game
3.5.
Verbal interaction, art
4.3 Be able to compare income to necessary costs of living
1.5.
Plan, verbal interaction, art
1.5.
Plan, verbal interaction, art
4.4 Understand when it would be appropriate to borrow or invest money
2.5.
Answering questions, Playing Charade, Role Play
4.4 Be able to distinguish investments with different levels of risk
4.4 Be able to perform basic financial tasks through internet or mobile banking safely.
Plan, game
4.5 Be able to consider financial goals over the short, medium, and long term and recognize how they may change over time
Role play
4.5 Understand the risks of indulging in gambling or illicit activity in trying to acquire more money.
4.5 Understand how governments obtain revenues to provide public goods and services and why taxes are paid.
1.1.
3.1.
1.5.
Plan, verbal interaction, art
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
25
ANNEX D: Economic Citizenship Education Learning Framework: Social / Life Skills Education Component SOCIAL/LIFE SKILLS EDUCATION
LEVELS
Working Definitions
Level 1 (5 years and under) Learning Outcomes
COGNITIVE SKILLS
Corresponding Learning Activities of Curriculum X
PERSONAL SKILLS
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
Personal skills refer to the range of competencies required to organize, plan, and accomplish personal affairs, circumstances and ambitions.
Cognitive skills refer to the range of competencies a person uses to obtain, analyze and use information gained through thought, experience, and the senses to build knowledge and guide decisions and actions.
INTERPERSONAL SKILLS
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
Interpersonal skills refer to the range of competencies required for people to interact effectively with others, both directly and within institutions, through communication, listening, teamwork, and leadership.
Game, art, verbal interaction
1.1 Demonstrate awareness of one's own emotions and the emotions of others and can describe basic emotions.
3.2.
Game, art, verbal interaction
1.1 Communicate verbally and non-verbally to express feelings and react to situations appropriately.
3.2.
1.2., 1.5.
Game, plan
1.2 Possess appropriate selfesteem and can act with confidence.
3.3.
Art, presentation, verbal interaction
1.2 Contribute actively verbally and by actions with others in group settings.
4.3., 4.4.
4.2.
Game, art
1.3 Formulate and express ideas about self and setting, including interests and desires.
4.2.
Game, art
1.4 Develop interests in songs, poems, stories, physical activities, etc.
1.4. Be able to identify and take care of precious items
1.6.
Verbal interaction, art
1.4 Seek help when needed and provide help when asked, appropriate to personal skill sets.
4.6.
Verbal interaction, plan
1.5 Acquire initial facility with and interest in numbers and letters/words for fun and function.
1.5 Describe and employ the tenets of basic health and safety.
Game, third party invitation, research and study
1.5 Can explain the effects that one's behavior has on others and articulate appropriate positive alternatives.
2.4.
Game, Verbal interaction, art
1.1 Be able to identify attitudes and emotions of peers.
3.2.
1.2 Understand and can explain consequences of actions for self and others.
1.3 Understand and can explain how he/she is unique and special
26
Corresponding Learning Sections of Curriculum X
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
4.3., 4.4.
Game, art, verbal interaction
Game, third party visitation, research and study, verbal interaction
1.3 Can describe the importance of showing compassion for people who are sick and/or in difficulty and act/react appropriately.
SOCIAL/LIFE SKILLS EDUCATION
LEVELS
Level 2 (6-9 years old) Learning Outcomes
COGNITIVE SKILLS
2.1 Recognize similarities and differences amongst peers and appreciates diversity.
Corresponding Learning Sections of Curriculum X
4.2.
Corresponding Learning Activities of Curriculum X
PERSONAL SKILLS
Game, art
2.1 Recognize how own actions / emotions can and do impact others and manage these in a positive way.
2.2 Can describe basic children's rights and responsibilities and communicate and act to ‘defend’ these for her/himself.
2.2 Adhere to a daily (and longer-term) plan, including elements defined themselves or by a trusted other person – e.g., a parent, teacher or older sibling.
2.3 Be able to identify, comprehend and process relevant information acquired through different means – reading, listening, observation, experience – and to use this as appropriate.
2.4 Recognize risks & vulnerabilities as well as protective factors and opportunities.
2.5 Understand and can describe the effects of stereotyping, stigmas & discrimination related to gender, class, and lifestyle.
4.2.
Game, art
2.3 Express emotions positively, orally, in writing, through actions, pictorially or through other means, as appropriate to the surrounding environment
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
2.4 Develop and exercise a positive attitude towards chores at home or at school.
Verbal Interaction, art
2.5 Express short and mediumterm desires and aspirations clearly and can articulate reasonable strategies to achieve these.
4.5.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
INTERPERSONAL SKILLS
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
3.2.
Game, art, verbal interaction
2.1 Can describe the causes and consequences of personal conflicts and propose and undertake reasonable actions to resolve these.
3.3.
Art
4.6.
Verbal interaction, plan
2.2 Develop and employ active listening skills, including asking questions to validate and expand understanding and relevant reactions.
3.2.
Game, art, verbal interaction
3.2.
Game, art, verbal interaction
3.2.
Game, art, verbal interaction
2.3 Demonstrates respect for other people's needs, able to anticipate and react to these positively.
2.4 Can describe their rights and responsibilities towards others in the community and employ these for personal benefit and the benefit of others.
4.6.
Verbal interaction, plan
2.5 Develop, demonstrate and defend a respect for rules and guidelines and can propose modifications to these that are appropriate to particular settings and circumstances.
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
27
SOCIAL/LIFE SKILLS EDUCATION
LEVELS
Level 3 (10-14 years old) Learning Outcomes
COGNITIVE SKILLS
3.1 Develop an understanding of the type of person they want to become and identify and take concrete actions – learning, experiences, and interactions – towards this goal.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
PERSONAL SKILLS
Game, art
3.1 Develop an interest in social clubs or community initiatives and participate actively in at least one initiative.
4.2.
3.2 Develop and employ personal skills – e.g., anger management, communication (verbal, written, other), negotiation, reflection… – to achieve personal needs and desires with other persons, groups and institutions.
3.2 Can describe how external factors (community, school, ethnicity and religion) can influence the formation of social values and act to use these and to influence them in turn. 3.3 Seek and acquire information via many means – reading, observation, experience – and analyze and use this strategically for personal and social purposes.
4.6.
Verbal Interaction, plan
3.4 Can analyze and explain his/her place in the wider community and in the world and articulate and deploy strategies to better her/his situation there in.
3.4 Can explain what types of personal information should and should not be disclosed to others and behaves following these tenets.
3.5 Use cognitive abilities – reading, observation, analysis, learning, etc. – to make independent decisions and to plan and take independent actions.
28
3.3 Can explain the importance of new skills and new experiences and identify and employ strategies to accomplish these.
4.6.
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Verbal Interaction, plan
3.5 Explain and appreciate their physical and psychological transformations (puberty) and obtain information and advocate for self to manage these both emotionally and practically.
Corresponding Learning Sections of Curriculum X
3.5.
4.2.
Corresponding Learning Activities of Curriculum X
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
3.1 Demonstrate appropriate assertiveness and clarity when expressing opinions to influence the thinking and actions of others, including peers, older youth, and adults.
3.2.
Game, art, verbal interaction
Third party visitation, art, game
3.2 Develop and use ability to identify and resist inappropriate peer or social pressure.
4.5.
Verbal interaction
Game, art
3.3 Demonstrate, advocate for and actively promote inclusion and non-discrimination within their community, displaying respect for cultural differences.
4.5.
Verbal interaction
3.4 Develop and employ effective cooperation and teamwork skills to elaborate, plan, accomplish and assess joint tasks with other persons, groups and/or institutions.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
3.3.
Art
INTERPERSONAL SKILLS
3.5 Take an active role in mediating/resolving conflicts peacefully.
SOCIAL/LIFE SKILLS EDUCATION
LEVELS
Level 4 (15 & above) Learning Outcomes
COGNITIVE SKILLS
4.1 Display advanced analytical skills through demonstrating the ability to articulate and summarize diverse perspectives.
Corresponding Learning Sections of Curriculum X
4.5.
Corresponding Learning Activities of Curriculum X
PERSONAL SKILLS
Verbal interaction
4.1 Cope effectively with personal and social loss, abuse and trauma, communicating and taking positive action alone and with others.
4.2 Appreciate the conceptual and operational dimensions of human rights and humanitarian norms for personal and social development and use cognitive abilities to promote and apply these.
4.2 Develop and employ effective strategies for managing stress.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
INTERPERSONAL SKILLS
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
4.1 Establish and maintain healthy and rewarding relationships with peers and family members, for both personal and collective benefit.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.2 Recognize bullying & harassment in the community and acts to prevent it.
4.4.
Third party visitation, research and study, verbal interaction
4.3 Demonstrate an awareness and appreciation of different local and global phenomena (gender equality, religious and cultural diversity, environmental stewardship, etc.), employing cognitive abilities to learn about these, to react in a positive, respectful manner and to influence the related reactions and actions of others.
4.3 Develop and employ effective strategies for maintaining optimism and cultivating a sense of initiative.
4.3.
Game, third party visitation, research and study, verbal interaction
4.3 Demonstrate skills in building and participating in social networks and institutions and uses these for personal, professional and social benefit.
4.6.
Verbal interaction, plan
4.4 Formulate ideas on how their community, country and the world can be improved and employ cognitive skills to plan and act towards this end, alone and with others.
4.4 Exhibit a sense of passion for pursuing specific goals or interests – personal, social and professional – and plans and takes appropriate action to be able to attain these
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.4 Deploy positive leadership and teamwork skills.
4.3.
Game, third party visitation, research and study, verbal interaction
4,3,
Game, third party visitation, research and study, verbal interaction
4.5 Develop and employ effective public speaking skills, able to convince, mobilize and entertain others, as appropriate.
3.2.
Game, art, verbal interaction
4.5 Can explain the importance of, and articulate and employ strategies for, balancing monetary and nonmonetary goals and priorities.
1.2., 1.3.
Verbal Interaction, art
4.5 Exhibit effective time management skills.
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
29
ANNEX E: Economic Citizenship Education Learning Framework: Livelihoods Education Component LIVELIHOODS EDUCATION
LEVELS
Working Definitions
MARKET ORIENTED CAREER COUNSELING
Market Oriented Career Counseling involves informing young people of realistic work opportunities based on labor market information. Career Counseling involves: 1. Helping youth to assess their personal aptitudes and aspirations to best target their entry into the market; 2. Equipping them with the techniques, strategies and behaviors required to ascertain and pursue the best opportunities for employment that suit their aptitudes and aspirations; 3. Helping them identify and participate in training and other programs or paths that will prepare them best for finding a suitable job.
30
Correspondin g Learning Sections of Curriculum X
Correspondi ng Learning Activities of Curriculum X
ENTREPRENEURSHIP (Social and Financial)
Financial Entrepreneurship: The knowledge and ability to mobilize and use one's technical and business skills/behaviors to take advantage of market opportunities in an effort to produce and/or deliver products and services that generate a sufficient financial return and, perhaps, employment for others. Social Entrepreneurship: The knowledge and ability to recognize social, political or environmental needs and to use one's technical and business skills, behaviors and networks to take initiative by creating, adapting or adopting innovative solutions that meet these needs while at the same time generating sufficient social and financial capital to sustain and, as relevant, expand operations.
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Corresponding Learning Sections of Curriculum X
Correspondi ng Learning Activities of Curriculum X
SECURITY EMPLOYMENT
Employment: Working for income. Decent work provides income, safe and dignified working conditions, and the opportunity for development without causing harm to others or the environment. Securing Employment refers to: 1. The ability to seek out appropriate skills training, mentorships and guidance services to allow one to achieve one’s employment goals, develop their marketability and explore and secure options for lifestyle and income generating activities; 2. The skills and behaviors necessary to look for and acquire a job.
Correspondi ng Learning Sections of Curriculum X
Correspondi ng Learning Activities of Curriculum X
RETAINING EMPLOYMENT
Retaining employment refers to the work strategies, habits and behaviors which are required to function and thrive in the workplace. It includes the knowledge and ability to know one’s rights and work safely in their work environment.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
LIVELIHOODS EDUCATION LEVELS
Level 1 and 2 (12 years and under)
MARKET ORIENTED CAREER COUNSELING
1.1. Demonstrate a personal interest in certain professions.
1.2. Understand why people go into certain professions or take certain jobs.
1.3. Be able to express what they like to do and what they feel they are good at. Also able to express what they are not interested in.
Corresponding Learning Sections of Curriculum X
4.1.
4.2.
4.2.
1.4. Be able to express what they would like to be in the future.
4.2.
1.5. Be able to associate personal effort with personal rewards and/or satisfaction.
4.3., 4.4.
Corresponding Learning Activities of Curriculum X
ENTREPRENEURSHIP (Social and Financial)
Game, verbal interaction, art
1.1. Be able to identify businesses and entrepreneurs in one’s community and describe goods and services that they provide.
Game
1.2. Be able to identify a goal, and make a plan towards it.
Game
1.3. Develop a sense of leadership to motivate others and an understanding of the importance of democratic leadership in a group.
Game
1.4. Understand and be willing to take risks and show initiative in accomplishing goals.
Verbal interaction, presentation, game
1.5. Be able to make the best use out of their existing resources.
Corresponding Learning Sections of Curriculum X
4.3.
4.2.
Corresponding Learning Activities of Curriculum X
SECURITY EMPLOYMENT
Verbal interaction, game
1.1. Take initiative in asking to perform tasks or activities.
Game
1.2. Understand why people choose to work.
Correspondi ng Learning Sections of Curriculum X
Correspondi ng Learning Activities of Curriculum X
3.5.
Verbal interaction, art
1.1. Be able to work as a part of a team on a given task.
4.3., 4.4,
Game, third party visitation, research and study, verbal interaction
1.2. Be able to take advice and make adjustments in order to perform a basic task safely and effectively.
1.3. Demonstrate a sense of responsibility through performing tasks.
4.3.
Verbal Interaction, game
1.4. Demonstrate an ability to solve simple problems.
4.2.
Game
1.5. Be able to provide examples of how their family can benefit from the goods and services available in their community.
RETAINING EMPLOYMENT
1.3. Seek help or information to do the task well and, even, better.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
Verbal interaction, art
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
1.4. Pay attention and use strategies to listen carefully and with understanding.
3.2.
1.3.
Verbal Interaction, art
1.5. Understand risks or hazards involved with performing certain tasks and how to avoid them.
2.3., 2.4., 4.3., 4.4
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
Game, verbal interaction, art
31
LIVELIHOODS EDUCATION LEVELS
MARKET ORIENTED CAREER COUNSELING
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
ENTREPRENEURSHIP (Social and Financial)
Game, Verbal Interaction, art
3.1 Be able to act on an opportunity when they see it – in their class, school, home, community - and have an understanding of how these initiatives can meet social and economic needs in the community.
Game
3.2 Can describe the role entrepreneurs play in the economy and in society and able to recognize successful social and financial entrepreneurs at the local, national and international level.
4.2.
Game
3.3 Be able to develop an action plan for an economic endeavor or for social activities.
4.3.
Verbal interaction, game
Game, third party visitation, research and study, verbal interaction
Level 3 (12-15 years)
3.1. Identify and consider a variety of occupations that provide an opportunity to earn money and reflect on the value they bring to one’s self, one’s family and society.
3.2. Knowledge about the skills and competencies required to succeed in work and where to acquire these.
3.3. Ability to assess personal attitudes and aspirations in relation to work and determine what work opportunities match their individual values.
3.4. Able to recognize the risks and rewards of entrepreneurship vs. wage employment in sustaining one's livelihood.
3.5. Knowledge of career guidance services and willingness to use these.
32
4.1.
4.2.
4.3., 4.4.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
SECURITY EMPLOYMENT
3.1 Develop and practice general workplace attributes such as self-discipline, good personal hygiene, ability to work in teams, basic communication skills, etc.
Correspondi ng Learning Sections of Curriculum X
Correspondi ng Learning Activities of Curriculum X
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
3.1 Demonstrate the qualities required for succeeding and evolving in employment: perseverance, respect, detail, discipline, rigor, results-focus, customer service, etc.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
3.2 Perform with dedication and success in current domain of activity – education, training, and apprenticeship.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
3.3 Knowledge about the conditions of work for various occupations and workers’ rights regarding safety and hazardous conditions. Identify safe and unsafe health and safety practices.
4.3, 4.4.
Game, third party visitation, research and study, verbal interaction
RETAINING EMPLOYMENT
Verbal interaction, game
3.2 Knowledge of the pathways to employment and basic plans to gather the skills and knowledge required for a desired or anticipated domain of employment.
4.6.
Verbal interaction
3.3 Can explain the purpose of a résumé/CV, application letter, application form and interviewing.
3.4 Describe the reasons why businesses may succeed or fail and be able to identify key actions necessary for entrepreneurship success.
4.3.
Verbal interaction, game
3.4 Can explain how someone they know got their current job.
4.4
Game, verbal interaction
3.4 Be able to manage responsibilities and time while following directions and accept guidance.
4.3, 4.4.
Game, third party visitation, research and study, verbal interaction
3.5 Demonstrate the basic skills and behaviors of entrepreneurship – risk, initiative, organization, confidence, communication, and collaboration.
4.3.
Verbal interaction, game
3.5 Can describe several different ways to learn of job opportunities and how to analyze these opportunities or advertisements effectively.
4.6.
Verbal interaction
3.5 Distinguish between different levels of work quality and able to contribute to work quality.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
4.3.
LIVELIHOODS EDUCATION
LEVELS
Level 4 (15+ years)
MARKET ORIENTED CAREER COUNSELING
4.1 Set career goals and develop a career plan, taking steps (including education/training) to pursue career options that match personal strengths and interests.
4.2 Describe how they can improve their ability to earn money.
4.3 Understand how people get paid for work – e.g. wages, salaries, contracts, gross vs. net pay, types of deductions, etc.
4.4 Understand the difference between employment income and earning money as an entrepreneur (profit) and articulates a preference based on personal aspirations, aptitudes and preferences.
4.5 Be able to develop and utilize a professional network to assist with career guidance and searching for employment opportunities.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
ENTREPRENEURSHIP (Social and Financial)
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.1. Be able to develop an analysis and business plan for an enterprise to capitalize on a social or financial opportunity.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.2. Able to identify, assess and choose to take risks and to manage these as unexpected changes or outcomes occur.
4.3., 4.4
Game, third party visitation, research and study, verbal interaction
4.3. Explain how to market one’s products or services effectively.
Game, verbal interaction
4.4. Apply the basic skills and behaviors of entrepreneurship - risk, initiative, organization, confidence, communication, and collaboration to their business endeavors.
Verbal interaction,
4.5. Can describe the need for capital and other requirements necessary to launch and conduct a business and can explain how they can gain and manage these, as appropriate.
4.4.
4.6.
Corresponding Learning Sections of Curriculum X
Corresponding Learning Activities of Curriculum X
SECURITY EMPLOYMENT
4.1. Can identify and list actual opportunities that exist for work – as an employee or self-employed – at the local, national, regional and global level.
4.3.
Discussing, Card Game
4.2. Possess the basic knowledge, attitudes/behaviors and technical competencies required for the available jobs or know how to proceed to obtain and develop needed skills. 4.3. Possess the knowledge, behaviors and techniques required to assess the employment environment and to interact therein to identify and cultivate best employment opportunities.
4.3.
Verbal Interaction, game
Corresponding Learning Sections of Curriculum X
4.3.
RETAINING EMPLOYMENT
Corresponding Learning Activities of Curriculum X
Corresponding Learning Sections of Curriculum X
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.1 Understand, possess and exhibit the skills, knowledge and attitudes/ behaviors required of a chosen profession, vocation or job.
4.2.
Game
4.2., 4.6.
Game, verbal interaction
4.2 Use listening skills and problem solving strategies to provide effective customer service.
3.2.
Verbal interaction, art
Verbal interaction
4.3 Demonstrate an ability to manage responsibilities and time.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.4 Take steps to improve quality and job performance.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.5 Take steps to prevent accidents and maintain good mental and physical health of themselves and their coworkers.
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
4.6.
4.4. Possess the skills (including developing a CV, preparing a cover letter and application form) required to seek and acquire (formal) employment.
4.5. Be able to cope with unexpected changes. Verbal Interaction, game
Corresponding Learning Activities of Curriculum X
4.3., 4.4.
Game, third party visitation, research and study, verbal interaction
Economic Citizenship Education Curriculum Assessment - Sample Curriculum
33
Child and Youth Finance International
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Global Money Week
Global Money Week is a global celebration that is taking place in the second week of March each year. The Week engages children and youth worldwide in learning how money works, including saving, creating livelihoods, gaining employment, and entrepreneurship. Countries and organizations all over the world participate by engaging children and youth in activities such as global web chats, visits to banks, ringing the bells at the stock exchange, radio shows and cartoons and much more. Stay connected with us Website: www.globalmoneyweek.org Facebook: Global Money Week Twitter: GlobalMoneyWeek
Finance & Me
Finance & Me is a platform initiated by Child and Youth Finance for children and youth to take action in reshaping the future of finance. It allows for youngsters to stay informed about the latest Child and Youth Finance Movement activities going on around the globe so they can remain active and involved in the Movement. Finance & Me also serves as a bridge between young people and adults as children and youth are encouraged to utilize this platform to share their experiences and voice their opinions. Stay connected with us Website: www.financeandme.org Facebook: Finance & Me Twitter: FinanceandMe
YouthTech
YouthTech is a blog where Child and Youth Finance International (CYFI) shares technological innovations around the topic of financial inclusion and education for children and youth. It provides a platform where experts within the CYFI network and beyond engage in discussions about the potentials of technology in enhancing financial capability of children and youth. Moreover, YouthTech also serves to share best practices and to document how technology is shaping the Child and Youth Finance Movement. We hope this will contribute to the understanding of what is needed for technology to make a difference in the current financial inclusion and education landscape and the ways of turning it into a reality. Stay connected on the blog: www.youthtech.info
Economic Citizenship Education Curriculum Assessment
Child and Youth Finance International (CYFI) lead the world’s most extensive child and youth finance Network, that together makes up the Child and Youth Finance Movement. We connect Ministries and Governments, CEOs, heads of NGOs, financial institutions and children. By aligning and coordinating efforts of organizations all over the world the Movement is able to share resources, model best practices and empower each other to reach the target of the Movement: Reaching 100 million children in 100 countries by 2015 with financial inclusion and financial education to make sure that every child and youth have access to a basic savings account and the financial knowledge and skills needed to operate this account. By doing this we aim to give the adults of tomorrow the tools to lead lives free from poverty and financial instability.