STATE OF THE FIELD IN YOUTH ECONOMIC OPPORTUNITIES

Table of Contents
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8
Chapter 9
Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Annexes
2012 State of the Field in Youth Economic Opportunities
2.4.2 Noteworthy Results: Aflatoun and Partners Find Success and Challenges
with MoEs (continued)
and allowing children the freedom to manage
them.
• Recognizing not all MoEs are interested in
change. Ministries of Education are often the most
difficult and inflexible government ministries in
terms of making significant and long-term change.
Acts of Congress or other legal processes may be
necessary to impact curricula, for example.
For more information, see: www.aflatoun.org.
From their successes and challenges in bringing child-centered financial education to schools and young people,
Aflatoun and its partners have learned certain strategies that seem to work in engaging governments. While
Aflatoun acknowledges that there is no “one size fits all” approach to working with MoEs, Box 2.4.3 details
certain strategies that have led to success in engaging governments.
2.4.3 Practical Tips: Aflatoun and PEDN Advise on How to Engage
Governments
In Uganda, the Private Education Development
Network (PEDN), a non-profit organization that
promotes youth empowerment through the
establishment of entrepreneurial, financial, and
business skills programs in primary and secondary
schools, partners with Aflatoun to promote childfriendly
banking. They advise the following:
• Identify local curriculum gaps where the
Aflatoun program can add value. Identify the
government’s education policy priorities so that
you can devise a tailor-made elevator pitch for the
Ministry of Education.
• All advocacy is local. While the Aflatoun network
can lend international credibility, advocacy to the
MoE comes from in-country partners who already
have long-standing relationships with MoEs at
the district and regional level. Partners talk about
Aflatoun as a methodology which can be adapted
to suit local circumstances.
• You need proof of concept. Give ministries
something they can visit and see. PEDN, for
example, asks local officials to inaugurate opening
ceremonies and participate in events. PEDN
identifies champion schools and head teachers
who can demonstrate that the methodology is
both fun and rewarding.
• Approach ministries rather than schools:
PEDN used to begin working with schools and
then approach the MOE; now they find that
approaching the MOE first is more effective.
For more information, see www.pedn.org.
Chapter 2: Role of Government and Policy
47