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KENYA, 2013-January,31
FINANCIAL EDUCATION
IN PUBLIC HIGH SCHOOLS
SUCCESS FACTORS OF THE
BRAZILIAN EXPERIENCE
FINANCIAL EDUCATION IN BRAZILWE HAVE A FINANCIAL EDUCATION NATIONAL STRATEGY BUILT BY FINANCIAL SYSTEM REGULATORS, MINISTRIES OF EDUCATION, JUSTICE, FINANCE AND WELFARE AND ASSOCIATIONS THAT REPRESENT SEGMENTS OF THE FINANCIAL SECTOR (BANKS, INSURANCES, EXCHANGES AND ASSET MANAGERS)
THE NATIONAL STRATEGY OF FINANCIAL EDUCATION HAS THREE DIMENSIONS: TO EDUCATE, TO PROVIDE ORIENTATION AND TO INFORM THE BRAZILIAN
POPULATION ABOUT THE THEME
THE PROJECT HERE PRESENTED WAS THE PILOT TO INSERT THE FINANCIAL EDUCATION IN PUBLIC HIGH SCHOOLS. IT WAS DEVELOPED BY NATIONAL FINANCIAL EDUCATION COMISSION AND EVALUATED BY WORLD BANK
THE STRATEGY FOCUSES IN TWO SEGMENTS: 1. FINANCIAL EDUCATION FOR CHILDREN AND TEENAGERS IN THE SCHOOL
ENVIRONMENT 2. FINANCIAL EDUCATION FOR ADULTS
AFTER TWO YEARS, THE BRAZILIAN FINANCIAL EDUCATION ASSOCIATION IS RESPONSIBLE FOR THE MANAGEMENT OF THIS PROJECT
NON PROFIT ORGANIZATION created and supported by associations that represent segments of the
financial sectors (banks, insurances, exchanges and asset managers) to promote Financial Education and
play a role in the coordination and execution of National Financial Education Comission- CONEF
AEF-BRASIL
National
Financial
Education
Comission
NATIONAL GUIDELINES,
STRATEGIES AND
PRIORITIES
COORDENATION AND
EXECUTION OF
PROGRAMS OF CON
AGREEMENT
WHO WE ARE
1.InvolvedActors
2. PedagogicalStrategies
3. Trainning ofTeachers
4.Evaluation
5. Dissemination
1. PRESENTATION CONTENT
SUCCESS
FACTORS
More than 20% of the Brazilian population are between 15 and 24 years old – MORE THAN 34 MILLIONS OF BRAZILIANS!!!
1- A PERIOD IN LIFE IN WHICH CHOICES ARE DECISIVE
•They’re building new habits, behaviors and making decisions that can determine both their life and the country’s economy.•These choices are made based on values, attitudes and preferences.•Exposure to a wide range of positive possibilities and to a set of risks for their education.
2- HIGH SCHOOLS IN BRAZIL¹
•More than 8.400.000 young people registered in 2011.•National Curricular Guidelines of Education for High Schools:
• the link between school education, work and social practices• Interdisciplinarity
•Average of promotions (to the next school grade): failures: 13,1%, dropout: 9,5%
¹ Ministry of Education
WHY YOUNG PEOPLE
CHALLENGES OF THE BRAZILIAN EDUCATION FOR YOUNG PEOPLE
•QUALITY IN EDUCATION: TEACHERS AND ACTIVITIES•APPEALING CONTENT AND RELATED TO THE REALITY OFYOUNG PEOPLE•EDUCATIONAL ACTIVITIES THAT POSITIVELY CONTRIBUTE TO THE DECISION MAKING: WORK, LIFE, CONSUMPTION AND FAMILY
WHY YOUNG PEOPLE
•It was built in an environment of complementarity of skills and institutional capabilities by leaders of the government, financial market and different actors of the Brazilian Education sector;
•It is aligned to the education demand and also to the financial market demand.
CHALLENGES OF FINANCIAL EDUCATION REQUIRE A
SYSTEMIC EFFORT
It should involve the participation of governmental bodies,
teaching institutes, units of the National Financial System (SFN),
civil society and mass media.
1. INVOLVED ACTORS
•Teaching material is aligned to the document of Guidelines of Financial Education in Schools – approved by the Pedagogical Support Group of CONEF;•Created to inform and guide young people to an independent and healthy financial thought and behavior•Teaching situations aligned to the reality of the student and with autonomy for the teachers•Its content can be discussed and used by any subject in the school
BOOK 1
Short term situations related to individual context:
Daily Family Life, Social
Life and Personal
Property
BOOK 2
Medium term situations: Work, Entrepreneurship
and Big Projects
BOOK 3
Social Context: Public Property, Country
and World Economy
2. PEDAGOGICAL STRATEGIES
IT WAS ADHERENT TO THE EDUCATIONAL SYSTEM
APPEALING FOR STUDENTS AND TEACHERS
CATALYZING EFFECT OF DIFFERENTS SUBJECTS IN THE SCHOOLS
EDUCATIONAL MATERIALS NEED TO BE FRIENDLY
FOR STUDENTS AND TEACHERS AND PART OF
EDUCATIONAL SYSTEMS
2. PEDAGOGICAL STRATEGIES
1. APPRECIATION OF TEACHERS AS A MEDIATOR OF THE LEARNING PROCESS
Training of trainers
Training of teachers
Distance Education for teachers and trainers
THE QUALITY OF PROGRAM IS IN THE TEACHERS AND
THE INCLUSION OF EVALUATION SINCE THE
BEGINNING OF PROJECTS
2. EVALUATION AS A STRATEGY FOR SCALABILITYResults to assure the quality in dissemination
Impact for referral to the educational and financial segments
3/4. TRAINING FOR TEACHERS AND
EVALUATION
VIRTUAL PLATFORM for national dissemination
DEVELOPMENT OF GUIDANCES to disseminate in public and private schools
EDUCATIONAL COMMUNITY OF PRACTICE for the engagement and exchange of experiences between teachers
DEVELOPMENT AND APPLICATION OF PILOT PROJECT IN ELEMENTARY SCHOOLS
5. DISSEMINATION
NATIONAL MAPPING OF
THE TECHNOLOGIES OF
FINANTIAL EDUCATION
DEVELOPMENT OF
TECHNOLOGIES OF
FINANTIAL EDUCATION
FOR WOMEN
DEVELOPMENT OF
TECHNOLOGIES FOR
RETIRED PEOPLE
FINANCIAL EDUCATION
IN PRIMARY SCHOOLS
PILOT PROJECT
SCALE OF MATERIAL
FOR HIGH SCHOOL
EDUCATION
The ASSOCIAÇÃO DE EDUCAÇÃO FINANCEIRA DO BRASIL will perform the role of developer of social and educational technologies for Financial Education
NEXT PROJECTS
