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pfeg Forum Hosted by Prudential UK & Europe 22 October 2015
pfeg Forum
Hosted by Prudential UK & Europe
22 October 2015
Introduction
Steve Stillwell
Young Enterprise
Welcome
Eleanor Turner
Head of Corporate Responsibility
Prudential UK & Europe
Update
Michael Mercieca
Chief Executive
Young Enterprise
Young People &
Money Programme
Ruth Bradbrook & Fran Harrison
Developing Youth Practice
10 Year Journey
Research
Tool kit and training
UK wide delivery
Updated tool kit
Psychology of Young People
and Money What works?
Key messages from research
What works?
Relationships are the bedrock...
“It’s not ‘til they know you care that they care what you know”
William Glasser, Choice Theory
What works?
Know who you are working with
Needs vs deficit model
Needs vs deficit model
Locating current position………..
Involvement Activity
Something you…..
• …love spending your money on?
• …hate spending your money on?
Basic Needs
• Love and belonging
• Self Worth
• Freedom
• Fun and enjoyment
• Survival William Glasser, Choice Theory
The wheel
The wheel
Next Steps..
Please get in touch:
http://www.developingyouthpractice.co.uk/
Resources and Research MAS: https://www.moneyadviceservice.org.uk/en/c
orporate_categories/resources-for-professionals
Thank You!
The Post Graduate
Certificate in
Teaching Financial
Capability
Sam Godden
ifs University College
Postgraduate Certificate in Teaching
Financial Capability
Samantha Godden,
Programme Manager
Purpose
“Need for teachers to be supported in the delivery of
financial education to maximise their impact on
young people” Michael Mercieca, spoke at Labour and Conservative Party Conferences 2015
The PGCTFC is unique in the field of continuing
professional development for Financial Capability
teachers…
Aim is to support teachers…
• Identify any skills gap and support teachers to create own personalised learning
plan;
• help develop subject knowledge in financial capability education;
• create a competent and confident teacher of financial capability – an expert;
• share experience and teaching resources with other teachers;
• extend a repertoire of teaching skills in face-to-face and online environments;
• provide a Level 7 Postgraduate accredited programme awarded by ifs University
College (60 transferable credits);
• help to evaluate and apply current research and scholarship in teaching and
learning in financial capability;
• promote lifelong learning, best practice and excellence nationally and
internationally;
• meet schools CPD requirements;
• Enhance personal career prospects.
A flexible programme designed for busy teachers
A supportive teaching team
Brings together a virtual learning
community
3 modules….
- Module 1: Developing Financial Capability: Theory and Practice
The underpinning theoretical concepts and supporting pedagogy.
- Module 2: Teaching Financial Capability
Teaching and learning with specific reference to financial capability.
- Module 3: Individual Educational Study
An opportunity to explore a research study of their own.
Resources and Support
• Induction/tutorial workshops
• Live evening webinars
• Online forums
• ifs KnowledgeBank
specialists
• Programme handbook
• Tutorial support/Module
Tutor
• Personal Tutor
• Personal Mentor
And after the programme…
Journal of Professional Scholarship in
Banking and Finance
Future networking and
ongoing CPD
events/support for
Financial Capability
Teachers including:
• Video Lectures
• Teaching Resources
• Webinars
• Annual Conference
• Teaching Awards
Do themed events have
an impact on learning? A case study from St Catherine’s
School, Glasgow
Jim Lally
Education Scotland
Document title Transforming lives through
learning
Money Week Evaluation
Young Enterprise/pfeg 2015
Document title Transforming lives through
learning
Introduction of ‘Money Week’
• Money Weeks introduced in schools in the UK
2007
• Scotland’s ‘Money Week’ published 4 March
2008
• My Money Week 2009?
• Big questions are – ‘do they work and how do
we know?’
Document title Transforming lives through
learning
What were the original aims of Money
Weeks?
• Promoting the development of financial
capability
• Promoting financial education in schools
• Raising awareness of issues
• Teacher ‘professional development’
Document title Transforming lives through
learning
Themed weeks in schools
• Health
• Book/Literacy
• World of work/Enterprise
• Money/finance/fairtrade
• Science/technologies
Document title Transforming lives through
learning
Questions
• Do money weeks have an impact on
• Learning?
• Teaching?
• Parents/Carers?
• How do we know?
Document title Transforming lives through
learning
Positioning the project
• Improving the primary curriculum (Education
Scotland publication)
• School improvement plan
• Self evaluation – How good is our school 4?
• Parental and community involvement
• Professional recognition through GtC Scotland
Document title Transforming lives through
learning
Baselines
• Teacher questionnaire
• Money Mate
Document title Transforming lives through
learning
Phase 1
• Planning
- Interdisciplinary learning – shared
understanding
- Key features of effective provision
- Identification of resources for learning
and teaching
Document title Transforming lives through
learning
Phase 2
Implementation – for example in Expressive Arts
young people were involved in:
• making posters
• designing notes/coins
• sharing ideas and learning through ‘money
mates’
• producing advertising materials
Document title Transforming lives through
learning
Phase 3
Measuring impact
• Before and after ‘money mate’
• Learner conversations
• Teacher conversations
• Parent questionnaires
Document title Transforming lives through
learning
Key recommendations
Amongst a list of recommendations these seem
the most important
• role of the management team is key
• involvement of key partners/community support
agencies is beneficial
• appropriate time has to be given to planning
and preparation
Document title Transforming lives through
learning
What next?
• Do we have enough evidence to say ‘money
weeks’ work?
• Does the evaluation model work?
• Follow up with
• Edinburgh Primary School
• East Lothian Secondary School
• Glasgow additional support needs
Document title Transforming lives through
learning
Education Scotland
Denholm House
Almondvale Business Park
Almondvale Way
Livingston EH54 6GA
www.educationscotland.gov.uk
An outcomes
framework for
teachers
David Haigh, Money Advice Service &
Marianna Lemus, Young Enterprise
The Strategy Framework
Preparing for and managing life events
Managing money well day to day
Dealing with financial difficulties
Children and
Young People
Working Age
People
Older People in
Retirement
BE
HA
VIO
UR
AL
DO
MA
INS
LIF
E
ST
AG
E
S
FINANCIAL CAPABILITY
Enablers and Inhibitors
Internal capability
PO
SIT
IVE
IN
FLU
EN
CE
S
NE
GA
TIV
E IN
FLU
EN
CE
S
Connection
Ease | Accessibility
Mindset
Attitudes | Motivation
Ability
Skills | Knowledge
+ −F I N A N C I A L C A P A B I L I T Y
Funding
Evidence and Evaluation
Young
Adults
Financial Capability Strategy: sector roles and the Board
Organisations involved…
Co-ordination by the Financial
Capability Board Influencing the behaviour of…
Children and young people
Working age people
Older people in retirement
ALIGNMENT
INFLUENCE
EVIDENCE
100+ organisations creating and delivering
interventions
Money Advice Service
50+ organisations providing financial
backing
Financial Capability Strategy: Evidence and Evaluation
Vision A highly effective financial capability sector underpinned by a robust
evidence base
Financial Capability Strategy: Evidence and Evaluation
Vision A highly effective financial capability sector underpinned by a robust
evidence base
Aims Growing the evidence base Sharing and using the evidence base
Financial Capability Strategy: Evidence and Evaluation
Activities
Evidence hub
Insight Library
Funders Summits
IMPACT Principles
New interventions
Incubator funds
Leadership / Co-ordination
of research
Developing interventions
Evaluation Toolkit, inc.
Outcomes Frameworks
Training / support
Vision A highly effective financial capability sector underpinned by a robust
evidence base
Aims Growing the evidence base Sharing and using the evidence base
Financial Capability Strategy: Evidence and Evaluation
Activities
Evidence hub
Insight Library
Funders Summits
IMPACT Principles
New interventions
Incubator funds
Leadership / Co-ordination
of research
Developing interventions
Evaluation Toolkit, inc.
Outcomes Frameworks
Training / support
Vision A highly effective financial capability sector underpinned by a robust
evidence base
Aims Growing the evidence base Sharing and using the evidence base
Partnerships Personal Finance
Research Centre
WHAT DO WE WANT TO SEE IN TEN YEARS?
All children and young people receive the high quality financial education they need
Effective non statutory provision is
targeted to where it is needed
GO
AL
Wide implementation of impact
evaluation; research gaps addressed
Statutory provision is effective, vfm
and integrated into services
STRENGTHENING SCHOOLS UNDERSTANDING WHAT
WORKS
DELIVERING TARGETED
PROVISION
Financial Capability Strategy: Children & Young People
WHAT DO WE WANT TO SEE IN TEN YEARS?
All children and young people receive the high quality financial education they need
GO
AL
IN
ITIA
TIV
ES
EEF EVALUATION FUND
TALK, LEARN, DO
IMPACT COHORT
DATA COLLECTION
EEF EVALUATION FUND
QUANTITATIVE
BASELINE
EVALUATION TOOLKIT
Effective non statutory provision is
targeted to where it is needed Wide implementation of impact
evaluation; research gaps addressed
Statutory provision is effective, vfm
and integrated into services
STRENGTHENING SCHOOLS UNDERSTANDING WHAT
WORKS
DELIVERING TARGETED
PROVISION
Financial Capability Strategy: Children & Young People
53
Children and Young People
Parents
Teachers
Financial Capability Strategy: Outcomes Frameworks
54
Children and Young People
Parents
Teachers
3-17 years old:
Developmental age
Context
Financial Capability Strategy: Children & Young People
55
Children and Young People
Parents
Teachers
3-17 years old:
Developmental age
Context
Parents of children and young people:
Perception
Enabling
Role modelling
Financial Capability Strategy: Children & Young People
56
Children and Young People
Parents
Teachers
3-17 years old:
Developmental age
Context
Parents of children and young people:
Perception
Enabling
Role modelling
Teachers of children and young people:
Ability
Pedagogy
Championing
Financial Capability Strategy: Children & Young People
the
bu
sine
ss of life
Financial Capability Outcomes Framework for Teachers Marianna Lemus Research & Evaluation Manager October 2015
1. Desk research 170 documents worldwide
Teachers & intermediaries (enablers)
PFEG
2. Monitoring & Evaluation specialist practitioners New Philanthropy Capital
3. Produce an early model of the framework
4. Consultation Practitioners
Delivery organisations, government and education
professionals
5. Revisions Alignment with other outcome frameworks
Financial education versus financial capability
UK BUSINESS ENGAGED
Developing the outcomes framework for teachers Approach & Methodology
May
June
July
August
September
The outcomes framework for schools & teachers – 1/3
School-wide enablers
Allocate time during the school year/in curriculum to financial education
Give priority to financial education initiatives
Facilitate the sharing of best practice within the school & outside school
Establish links with businesses in local community and financial education supporting and delivery organisations
Appoint a school-based financial education lead
Financial education
attitudes, knowledge and
practice
General pedagogical practice
Championing and promoting financial education
The outcomes framework for schools & teachers – 3/3
Belief in the value of financial education for children and young people
Financial education knowledge and practice
Accessing and using financial education guidance, advice and resources
Confidence in teaching financial education
General pedagogical
practice
Assessing and improving
financial education
teaching
Championing, role-
modelling and sharing
effective practice in
financial education
Engaging with
parents/carers and local
stakeholders
3,500 UK BUSINESS ENGAGED
1. Defining indicators Measurement tools
Survey measures
Documentary evidence
2. Testing LifeSavers programme
Centres of Excellence
3. Revision Ease of use
Consistency
Next steps … Developing indicators & measurement tools
Tax Facts – an
update
Diane Wailes
H.M. Revenue & Customs
Tax Facts – HMRC’s tax education programme for young people
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allowance brief bright calculation cheerful clear
colourful concise
creative different factful factual
fair fun simple useful
helpful self-explanatory
informative interesting money payment relatable
Close
Thank you for attending. We
look forward to seeing you in
February – details to follow.
