Aflatoun International

Aflatoun International’s vision is to strive for socially and economically empowered children and young people who act as agents of change in their own lives for a more equitable and sustainable world. Its mission is to ensure access to quality, inclusive, child‑centred social and financial education for all children and young people, especially the most vulnerable. Aflatoun is not a typical NGO, employing the social franchise model, which has allowed the organisation to develop, roll out and replicate programmes through a partner network of 300+ organisations (including NGOs, CSOs, the private sector and governments) that implement these programmes in over 100 countries. It is a flexible, low-cost/high-impact model with strong South‑South cooperation, building resilience amongst children and youth. Aflatoun International creates high‑quality curricula for different age groups, which can be contextualised to local needs or specific circumstances and realities. In addition, we provide educators with training and conduct research to evaluate the quality and effectiveness of our programmes.

Aflatoun International directly contributes to the achievement of the sustainable development goals: end poverty, ensure inclusive and quality education, achieve gender equality and empower women and girls, promote decent work and economic growth, reduce inequalities, and take action to combat climate change. Our central ambition for 2030 is that future generations of children and youth are empowered by the inclusion of social and financial education in the post‑2030 social development goals.

Abdullah Alam, PhD Technical Director and Advisor – Education Department

Holds more than 15 years of experience in multidisciplinary fields of the education sector, including program management, curriculum development, strategic thinking, quality governance, public financial management, monitoring and evaluation, and quantitative/qualitative assessments. At Aflatoun, he leads our work on content and quality assurance. He oversees and manages the technical work developed by the team and oversees the education department, the digital and innovations department, and the training unit. 

Our team, led by Abdullah Alam, Technical Director and Advisor in the Education Department, along with our supporting members Tomohisa Miyamoto, Kristel Casimiro, Mariama Mary Fall and Gabriela Gutiérrez Gómez, is well-positioned to support the research project and build evidence on the programme.

Abdullah brings over 15 years of experience in program management, curriculum development, and monitoring and evaluation. With his expertise in strategic thinking and quality governance, he ensures that the research project aligns with the organization's goals and objectives.

Tomo, Mariama, and Kristel, our M&E Specialists, have extensive experience in qualitative and quantitative research, program evaluation, and monitoring and evaluation. Their expertise in research methodologies and data analysis will contribute to the design and implementation of rigorous evaluations, ensuring reliable and valid results.

Gabriela, our Senior Education Specialist, adds value to the team with her experience in curriculum development and educational tools. She will provide insights into the program's content and its implementation, ensuring that the research project captures relevant aspects and measures the desired outcomes. She is also an experienced trainer, therefore, can support her view on the needs of teachers, facilitators and educators.

The team's collective knowledge and skills will allow us to incorporate an innovative and outcome-oriented approach in the research project, ensuring that we focus on exploring new and effective ways to enhance learning outcomes. We will leverage our expertise to design and implement cutting-edge methodologies that foster creativity, critical thinking, and problem-solving skills among the participants. By doing so, we aim to uncover valuable insights and strategies that can optimize the learning experience and maximize the impact of the program on the participants' educational achievements and overall development.

Furthermore, our team has a strong commitment to accountability and delivering quality outputs. We will ensure that the research project follows ethical guidelines, utilizes robust methodologies, and produces reliable evidence to strengthen the program's impact. By leveraging our team's multidisciplinary expertise, research experience, and commitment to quality, we are well-equipped to support the research project and generate valuable evidence on the program's effectiveness and outcomes.

AFLATOT 

Transforming early-childhood education for sustainable development through an innovative approach that empowers young children with financial and socio-emotional skills

Children entering (pre-)school today face a world threatened by environmental degradation and growing inequalities. Access to quality Early Childhood Education (ECE) is essential for their survival, well-being, and ability to contribute to a more equitable and prosperous society. Aflatoun International firmly believes that all children, especially the most vulnerable, should have access to ECE and parenting programs that incorporate social and financial components to build their resilience.

Research has shown that financial literacy is increasingly important as individuals navigate complex financial decisions throughout their lives. The body of evidence indicates that early childhood is a critical period for instilling cognitive and behavioural abilities that underpin healthy financial habits and decision-making. However, without exposure to financial literacy concepts at a young age, children may lack a solid foundation for further learning and development in this area.

Integrating financial education into early childhood education programs can shape healthy financial habits and empower children with the skills to control impulsive behaviours, practice delayed gratification, and make informed financial decisions later in life, according to the literature on ECE and economic behaviour. Preschool self-regulation abilities have been found to predict mid-life capital formation, highlighting the long-term impact of early childhood financial education.[1]

Unfortunately, many education systems do not effectively respond to the social, environmental, and economic challenges that children face today. Quality ECE remains inaccessible to a significant number of children worldwide, and even those who do have access often lack the necessary skills, knowledge, values, and attitudes to thrive personally and contribute positively to their communities.

Aflatoun International recognizes the need for comprehensive social and financial education for young children and their parents/caregivers. Such education can help children develop basic financial skills, such as sharing, saving, and making responsible purchases, leading to better financial management in adulthood (Holden et al., 2009)[2]. However, social and financial education for young children is still lacking in many education systems, and targeted financial education for parents of young children is fragmented and lacks scalability and sustainability.

It is crucial to explore scalable and sustainable approaches to providing social and financial education for parents and young children, particularly those who are most vulnerable. By equipping parents with financial education, we can strengthen their decision-making and resource management, ultimately benefiting the well-being and development of their children. This holistic approach has the potential to accelerate economic growth and reduce poverty.

In conclusion, investing in quality ECE that incorporates social and financial education is essential for empowering children and promoting a more equitable and sustainable future. Aflatoun International is committed to championing this cause and ensuring that all children have the opportunity to develop the skills, knowledge, and resilience needed to navigate the challenges of our complex world.

[1] Benjamin, D. J., Laibson, D., Mischel, W., Peake, P. K., Shoda, Y., Wellsjo, A. S., & Wilson, N. L. (2020). Predicting mid-life capital formation with pre-school delay of gratification and life-course measures of self-regulation. Journal of economic behavior & organization, 179, 743-756.

[2] https://minds.wisconsin.edu/handle/1793/36314

Imagine a world where young children have the power to understand the value of sharing, saving, making responsible financial decisions, and managing scarce resources responsibly. A world where they are equipped with the skills to thrive and shape a brighter future. That's exactly what Aflatot, an exciting program by Aflatoun International, aims to achieve!

Aflatot believes that children can develop essential financial literacy skills even at a young age. Through interactive and engaging activities, Aflatot takes children on a playful journey, teaching them about the importance of giving, sharing, and making the most of available resources. It's a child-centred approach that makes learning about money and other scarce resources fun and meaningful.

But Aflatot doesn't stop there. It recognizes the power of family involvement and provides a Family Toolkit, tailored to different cultural contexts, to actively engage parents in their child's financial education. By joining forces, parents and children create a holistic learning environment for early childhood for sustainable development that reinforces financial concepts both at home and in the classroom.

With Aflatot, children develop vital skills like self-regulation, delayed gratification, and positive financial habits. They learn to control their impulses, make informed choices, and plan for the future. These skills set them on a path towards a prosperous and financially responsible future.

The impact of Aflatot goes beyond the classroom. It lays a strong foundation during the early years, equipping children with the tools they need to navigate complex financial decisions throughout their lives. And it's not just about resources. Aflatot nurtures socio-emotional skills, respect for others' property, and the ability to take initiative.

The program has been successfully implemented in 23 countries, with evaluations showing improved socio-emotional outcomes for children. Its unique combination of social and financial education has proven to be the key to success.

Aflatot is a flexible program, designed to adapt to local and cultural contexts, whether in formal or non-formal settings. It's a comprehensive solution that addresses the challenges of our ever-changing world, where children face growing disparities and environmental degradation.

Aflatoun International adopts a methodology rooted in active learning, child-centred practices, and the principle of inclusion. Guided by the constructivist learning theory, the organization emphasizes that knowledge is constructed through active engagement with the environment. Rather than passive reception of information, learners play an active role in thinking, reflecting, and drawing logical conclusions. We recognise the value of students' own contributions to their learning process, valuing their knowledge and experiences. Facilitators are encouraged to listen to children, adapting learning activities to their interests and capabilities. Furthermore, attention is given to children's social and emotional well-being. Our aim is to cultivate essential skills such as problem-solving, creativity, and critical thinking. Embracing the Universal Design Learning approach, the organization strives to create educational programs that cater to the diverse needs of every student in the classroom, ensuring inclusivity and equal opportunities for all.

Join us in empowering children through early childhood financial literacy. Together, let's shape a better tomorrow with Aflatot and unlock endless possibilities.

Young parents. 

To date, 11 evaluation studies of Aflatot program have been conducted in 10 countries: Albania, Bolivia, Honduras, India, Ecuador, Kenya, Philippines, Slovakia, and Indonesia. The majority of the studies were conducted in 2014-2015 as pilot tests of the program.

            Five of the studies conducted in Honduras, Ecuador, the Philippines, and Slovakia tested the effectiveness of the program in a pre-post comparison design. Baseline and end-line data collection was mainly performed by trained teachers and facilitators or external consultants and enumerators using the same child observation tools. The observation tool was compiled by Aflatoun based on Devereux Early Childhood Assessment for Preschoolers (DECA P2)[1] to assess six main indicators: taking initiative, self-regulation, attachment and relationship, conduct behaviour, rights and responsibilities, and delayed gratification.

            Process evaluation in India analysed the implementation challenges of the Aflatot program, which was conducted in government-run early childhood development centres by government-employed facilitators with the support of an NGO, based on stakeholder interviews. Another process evaluation was on the government's Aflatot program in Indonesia. Based on interviews with stakeholders, this study documented the role played by various stakeholders in the process by which the Aflatot program was adopted, contextualized, and coordinated into the government curriculum.

            Overall, much of the available evidence on the program is pre-post analysis relying on small sample sizes, and no evaluation has been done so far with a control group or rigorous evaluation addressing the causal effect of the program. This is partly because the program is often implemented on a smaller scale compared with the programs targeting older children, and large-scale data collection tends to be costly as it requires the training of observers.

[1] Lebuffe, P. and Naglieri, J. 2013. Deveroux Early Childhood Assessment for Preschoolers

The pre-post evaluations conducted during the pilot phase of the program were assessed in six socio-emotional indices. On average, children demonstrated improvements in all six behaviours, with the most significant progress observed in self-regulation. The assessment showed a 36% increase in self-regulation, a 20% improvement in delayed gratification, and a 12% reduction in conduct problems. Additionally, children displayed increased initiative (19%) and enhanced understanding of money concepts and awareness of their rights and responsibilities (20%). These findings highlight the positive impact of the Aflatot program on children's socio-emotional development.

In addition, the observation tool was used to assess the outcome of the program in several locations around the world. The data research was conducted by partner organizations (Children International) in six cities: Delhi (N=129) and Kolkata (N=150) in India, Guayaquil (N=200) and Quito (N=447) in Ecuador, Lusaka (N=356) in Zambia, and Quezon City (N=150) in the Philippines, assessed children’s achievement in the area of focus of the program.  The assessments utilized a tool that allowed teachers and facilitators to monitor students' understanding of key program concepts, supporting their learning progress and enabling targeted support. The tool focused on the development of children's well-being, identity, caring for others, and skills related to saving, sharing, living and working together. Findings from the evaluations revealed that children repeatedly demonstrated a secure understanding of these core components.

Apart from summative evaluations, the Aflatot program received positive feedback from teachers and parents, who found it culturally appropriate and engaging for children. The use of activities like short songs and the concept of the journey box, which promotes non-monetary saving using recycled materials, were particularly enjoyed by children. However, a challenge lies in effectively involving parents and caretakers to enhance the learning process. Studies show that engaging parents not only benefits children but also improves parents' knowledge and role modelling To address this challenge, the Aflatoun secretariat developed a Family Toolkit specifically tailored for the Aflatot Early Childhood Programme. By providing parents with resources and support, the toolkit aims to strengthen their involvement and make the program more meaningful for children and their families.

The available research and evaluations on Aflatot, conducted primarily between 2013 and 2017, present a limited evidence base. Although positive socio-emotional behavioural changes in children have been observed, the lack of control groups prevents establishing a causal link. The research conducted so far lacks high-level rigour, such as randomized controlled trials or quasi-experimental designs. Additionally, no university partners have been involved in the research, and essential methods like systematic reviews or meta-analyses have not been conducted. These limitations highlight the need for the organization to strengthen the evidence base for Aflatot, addressing the significant evidence gap and utilizing more rigorous research methodologies to enhance the program's credibility and effectiveness.

• What is the short-term and long-term impact of the Aflatot programme on the socio-emotional development, financial literacy, and behaviour of young children, particularly in terms of their self-regulation, delayed gratification, decision-making skills, and understanding of money? How can we further improve the programme’s content and delivery?

• What is the current state of social and financial skills development in early childhood education? What is the impact of social and financial skills development programs targeted at preschool-age children in early childhood education, and what are the research gaps in understanding their effectiveness?

During the 12-week LEAP Project sprint, we aim to produce two key outputs that will greatly contribute to strengthening the evidence base of our solution. 

 The first output is an in-depth State of the Art analysis focused on social and financial skills development in early childhood education. This output will involve conducting a comprehensive literature review and desktop research to gather existing knowledge, behaviours, and attitudes related to financial literacy programs targeted at preschool-age children. The team will explore various sources, including academic papers, reports, and relevant case studies, to provide a comprehensive overview of the current state of social and financial skills development in early childhood education. This output will enable us to understand the existing evidence and identify any research gaps that need to be addressed.

 The second output is the creation of a complete concept note for a summative research design on our program, specifically a Randomized Control Study (RCT) on AFLATOT. While Aflatoun International has previous experience collaborating on RCT-type research, there is a lack of evidence specifically focused on preschool-age children. Therefore, this output is crucial in designing a holistic summative research study that can address this gap. The team will work on developing a robust research design, including the selection of appropriate research methods, defining the sample (adequate geographical location, modality and representation), and outlining the data collection and analysis procedures. The concept note will serve as a blueprint for conducting the RCT and will provide the necessary guidance for future researchers interested in evaluating the effectiveness of AFLATOT for preschool-age children.

 By producing these two outputs, the LEAP Fellows will contribute significantly to the evidence base of our solution. The State of the Art analysis will provide a comprehensive understanding of the existing research on financial literacy programs for preschool-age children, allowing us to identify best practices, potential challenges, and areas for further investigation. The concept note for the summative research design will provide a detailed plan for conducting an RCT on AFLATOT, ensuring that future evaluations are rigorous, systematic, and informative. These outputs will not only inform our approach to strengthening the evidence base of our solution but also provide valuable insights and recommendations for practitioners, policymakers, and researchers working in the field of early childhood education and financial literacy.

We will leverage the research recommendations, guidance, and strategies produced by the LEAP Fellows to inform and enhance our program AFLATOT.

 Firstly, the State of the Art analysis of social and financial skills development in early childhood education will play a pivotal role in shaping our program. The comprehensive review of existing literature, knowledge, behaviours, and attitudes will provide valuable insights into the effectiveness of financial literacy programs for young children. We will carefully analyse the findings and recommendations from the analysis and use them to refine and update our program curriculum and materials. This process will ensure that our program aligns with the latest research and incorporates best practices in promoting social and financial skills among pre-schoolers. The updated curriculum will better cater to the needs of young children, offering an evidence-based approach to financial literacy education.

 Furthermore, the complete concept note for a summative research design, specifically the Randomized Control Study (RCT) on AFLATOT, will be instrumental in shaping future evaluations of our program. The detailed research design outlined in the concept note will serve as a guide for conducting rigorous evaluations and generating robust evidence on the effectiveness of AFLATOT for preschool-age children. We will share the concept note with relevant stakeholders, including researchers, policymakers, and funding agencies, to garner support and collaboration for future studies. By implementing the recommended research design, we will be able to generate high-quality evidence that can further validate and strengthen the impact of AFLATOT.

 Additionally, the outputs from the LEAP Project sprint will contribute to the development of an updated state-of-the-art body of literature on financial literacy programs for early childhood education. We will disseminate the research recommendations, guidance, and strategies produced by the LEAP Fellows through various channels, such as academic publications, conferences, and workshops. This dissemination will not only contribute to the broader knowledge base but also allow other organizations and researchers to benefit from our insights and adopt evidence-based approaches in their own programs.

 By actively incorporating the outputs into our program, conducting future research based on the concept note, and disseminating the findings, our organization aims to strengthen the evidence base of our solution and promote the importance of developing 21st-century skills for preschool-age children. We will continue to monitor and evaluate the effectiveness of our program, making iterative improvements based on the research findings, and strive to create a positive impact in the lives of young children by equipping them with essential social and financial skills.

Short-term outcomes of the LEAP Project sprint for our organization include the acquisition of valuable knowledge and insights derived from the State of the Art analysis and the concept note for the summative research design. These outputs will serve as a strong foundation for making informed decisions and refining our approach to addressing financial literacy for preschool-age children through our AFLATOT program. By conducting a comprehensive literature review and desktop research, we will gain a deeper understanding of effective strategies, best practices, and research gaps in the field of early childhood financial literacy. This knowledge will be instrumental in updating our program curriculum and materials, ensuring they are evidence-based and aligned with the latest research on social and financial skills development.

 Furthermore, the short-term outcome of disseminating the Project outputs will not only increase our organization's visibility and reputation but also strengthen and expand the capacities of our research and education teams. By sharing the research recommendations, guidance, and strategies produced during the sprint, our teams will have the opportunity to engage with other organizations and researchers in the field. This collaborative exchange of knowledge and expertise will enrich our understanding of early childhood financial literacy, enhance our research capabilities, and foster professional growth within our teams.

 In the long term, the Project sprint will have transformative outcomes for both our organization and our AFLATOT solution. For our organization, the long-term outcomes include a strengthened evidence base for our program and an elevated reputation as a leader in the field of early childhood financial literacy. The rigorous research findings and recommendations from the Project will not only enhance our program's effectiveness but also expand the knowledge and skills of our research and education teams. As they apply the insights gained from the project, our teams will continue to build their capacities and expertise in designing evidence-based interventions and conducting high-quality research.

 By using a well-designed Randomized Control Study (RCT) as outlined in the concept note, we can generate compelling evidence that demonstrates the positive impact of AFLATOT on children's social and financial skills. This evidence, coupled with the increased capacities of our research and education teams, will position us to further contribute to the field through ongoing research, program improvements, and the development of innovative approaches. These long-term outcomes will solidify our reputation as a valuable resource for policymakers, educators, and researchers, and allow us to continue making a meaningful impact in the field of early childhood financial literacy.

 In summary, the LEAP Project sprint will bring about short-term outcomes such as increased knowledge, improved program design, and expanded capacities of our research and education teams. These outcomes will contribute to the long-term goals of a strengthened evidence base, enhanced reputation, and continued professional growth within our organization. By leveraging the outputs of the sprint, including the concept note for a well-designed RCT, we aim to make a lasting impact in the field of early childhood financial literacy, preferably a research article in a reputable journal or publication.