Partners of the Week: The Aflatoun Network in Peru
Posted in Partner of The Week on April 14, 2017
Posted in Partner of The Week on April 14, 2017
The Aflatoun Network in Peru is considered one of the most successful cases of how to promote the inclusion of the social and financial education in the national curriculum and effectively scale-up the programme through existing public programs and infrastructure.
The Aflatoun Network is integrated by six active partner organizations: Vision Solidaria, Plan International, ODAER, Finca Perú, World Vision and CARE. They implement customized programmes in different regions and reach together over 73.000 children and youth countrywide. They provide a broad array of experiences implementing the programme: in rural, peri-urban and urban contexts; in coastal regions, highlands and amazon; and in small and large schools.
Ever since 2008, the Aflatoun partners have supported the Ministry of Education in its discussions on financial education and have been part of the process that resulted in the new national curriculum, which was approved in 2016. The national curriculum includes the core elements promoted by Aflatoun´s social and financial education approach. The advocacy work carried out by the partners has allowed for effective collaboration with the Ministry of Education, helping to strengthen the curricular technical proposal with the experiences of these organizations, with the purpose of creating an entrepreneurial and financial culture in the country’s educational institutions at the national level.
Peru’s Financial Education Program for Secondary school level students is a particularly interesting example of financial education outreach. The Superintendence of Banks, Insurance Companies and Private Pension Funds of Peru (SBS) and the Ministry of Education have partnered to develop and implement the Financial Education Program for Secondary Students. Aflatoun’s partners have been produced didactic and pedagogical material that allows a progressive approach to the areas of entrepreneurial, financial and social education, observing them as a holistic whole.
Currently, the Aflatoun Network is focused on supporting the Ministry of Education and the Superintendence of Banks, Insurance Companies and Private Pension Funds of Peru (SBS) in introducing financial education at primary level, by emphasizing the need to balance financial with personal and social skills, as well as relate it to entrepreneurship. The main challenge is how to effectively implement the financial components in a context where public schools and teachers face many challenges and limitations.
Visión Solidaria has mainly developed the idea of socio-financial ventures. Students have been motivated to undertake projects that generate economic income and at the same time address a social need. Supported by the teacher, the students from the School Fe y Alegría created a community alarm, using old cell phones, with the aim of contributing to the security of their neighbourhood. www.visionsolidaria.org.pe
The School Banking facilitates small loans to third parties by charging reasonable interest rates. This also are encouraging parents to save more money: when they see that their children are saving, they are giving them more tips and some parents are even saving through the school. Elementary students, once they have joined their entrepreneur’s club, perform various activities in order to save and achieve their goals, such as the equipment of the library, through the purchase of stories, books, etc. www.plan-international.org/peru
The implementation of the savings strategy, in a process of continuous improvement, has allowed students of different levels of Basic Education to learn about entrepreneurial culture. Through savings and cooperativism they have developed competencies for managing situations, organizing and designing and carrying out their life projects. www.odaer.org
One of the main adaptations of Aflatoun Rural interventions is the contextualization of the social and financial entrepreneurship approach to the bilingual rural reality of the country. The articulation in cultural and recreational activities in the teaching processes has allowed the teachers to diversify the work strategies. During the circus week in 2015 in Pinao, children and youth participated in becoming protagonists. These sessions seek to have a positive impact on the self-confidence of children. www.fincaperu.net
The intervention strategies that make this innovative proposal sustainable are based on experiential learning and working with educational institutions and governmental bodies. To support the use of the playful methodology, they developed a Financial Briefcase, containing sets of financial education to promote the principle of learning in a fun way. Additionally they use ICT resources in entrepreneurship and marketing ideas, including tutorial videos, applications, use for presentations, and use of networks for team meetings. www.visionmundial.org.pe
The fairs organized by CARE constitute a space and showcase for entrepreneurial initiatives, generating expectations and experience for the promotion of the ventures. In addition, they are also a space for mobilization and exchange of experiences, which provides fluidity for the empowerment of students. The fairs were attended by around 900 participants. 157 students participated as exhibitors. www.care.org.pe