Children in Scotland do relatively well in financial capability compared to other parts of the UK, however there are still areas for improvement. While most children have money experience and savings knowledge, only half save regularly and few plan purchases. Provision of financial education is varied, with over 130 interventions led by schools, but coverage of topics is uneven and evidence of effectiveness limited. Improving family learning, expanding early education, and supporting vulnerable children present opportunities to further enhance financial capability in Scotland.
Providing high-quality financial education in school - MalaysiaWijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school - Malaysia
Beurs van Berlage - Amsterdam
Breakout: Providing high-quality financial education in school - Diversion - ...Wijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school by Heleen Cousijn - Diversion
Beurs van Berlage - Amsterdam
Breakout: Providing high-quality financial education in school - Money Wise P...Wijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school by Heike Pelikan - Money Wise Platform
Beurs van Berlage - Amsterdam
Presentation by Pact on the worst forms of child labour.
Day 3 of the 6th ICGLR-OECD-UN GoE Forum on responsible mineral supply chains, 15 November 2013.
Visit: http://mneguidelines.oecd.org/icglr-oecd-un-forum-kigali-2013.htm
How To Take The Stress Out Of Planning and Paying for College7704
- The document discusses the impact of rising college costs and student debt on students and graduates, noting that total student loan borrowing has more than doubled in the past decade and many students take longer than 4 years to graduate, increasing their debt.
- It provides strategies for students to minimize debt, including applying only to affordable colleges, taking AP classes, attending community college for two years before transferring, seeking scholarships, and working while in school.
- The key message is that planning early and making informed choices about colleges and majors can help students avoid heavy debt and "borrowing from their future."
The document discusses different types of schooling options including public, private, charter, and homeschool. Public schools are funded by local taxes and have mandated standards set by state and federal governments. Private schools can have religious affiliations and more flexibility in teacher requirements and curriculum. Charter schools receive government funding but are run by non-government entities, having more flexibility than public schools. Homeschooling is taught at home, with requirements varying by state regarding student testing and portfolio submissions. The document concludes that all school types often need additional funds and recommends a scented pencil fundraising company.
Presentation on HIV, Education and Human Rights, by Jack Fletcher of SexpressionHIVScotland
Presentation on HIV, Education and Human Rights, by Jack Fletcher of Sexpression. Presented on 21 February 2015 at the Positive Persons' Forum in Glasgow.
Providing high-quality financial education in school - MalaysiaWijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school - Malaysia
Beurs van Berlage - Amsterdam
Breakout: Providing high-quality financial education in school - Diversion - ...Wijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school by Heleen Cousijn - Diversion
Beurs van Berlage - Amsterdam
Breakout: Providing high-quality financial education in school - Money Wise P...Wijzer in geldzaken
Symposium: Financial Resilience throughout Life
Breakout session Thursday 21st of April 2016
Providing high-quality financial education in school by Heike Pelikan - Money Wise Platform
Beurs van Berlage - Amsterdam
Presentation by Pact on the worst forms of child labour.
Day 3 of the 6th ICGLR-OECD-UN GoE Forum on responsible mineral supply chains, 15 November 2013.
Visit: http://mneguidelines.oecd.org/icglr-oecd-un-forum-kigali-2013.htm
How To Take The Stress Out Of Planning and Paying for College7704
- The document discusses the impact of rising college costs and student debt on students and graduates, noting that total student loan borrowing has more than doubled in the past decade and many students take longer than 4 years to graduate, increasing their debt.
- It provides strategies for students to minimize debt, including applying only to affordable colleges, taking AP classes, attending community college for two years before transferring, seeking scholarships, and working while in school.
- The key message is that planning early and making informed choices about colleges and majors can help students avoid heavy debt and "borrowing from their future."
The document discusses different types of schooling options including public, private, charter, and homeschool. Public schools are funded by local taxes and have mandated standards set by state and federal governments. Private schools can have religious affiliations and more flexibility in teacher requirements and curriculum. Charter schools receive government funding but are run by non-government entities, having more flexibility than public schools. Homeschooling is taught at home, with requirements varying by state regarding student testing and portfolio submissions. The document concludes that all school types often need additional funds and recommends a scented pencil fundraising company.
Presentation on HIV, Education and Human Rights, by Jack Fletcher of SexpressionHIVScotland
Presentation on HIV, Education and Human Rights, by Jack Fletcher of Sexpression. Presented on 21 February 2015 at the Positive Persons' Forum in Glasgow.
The document discusses the changing dynamics of families applying for financial aid. It notes that applicant families now have higher incomes and net worth. These "new financial aid families" are more assertive, entrepreneurial, and accustomed to influence over decisions. This is reshaping how schools provide financial aid. Schools must reshape policies, budgets, and communications to meet the needs of these evolving applicant families and increase participation in the financial aid process.
This document lists over 30 questions about planning and paying for college costs effectively. It emphasizes that informed decision making and planning at each stage can help maximize financial aid, scholarships, and other options to potentially save tens of thousands on college costs compared to uninformed decisions. With expert guidance, families can develop optimal funding strategies tailored to their individual circumstances to afford today's high college prices, which now average over $250,000 for a single child's full education.
Rising tuition costs at UTEP are caused by decreasing state funding to public institutions as funds are prioritized for K-12 education. From the school's perspective, higher tuition allows for better salaries and facilities while motivating students to work harder. However, increased costs put more financial strain on students and may lead to more debt. The document proposes having open discussions between students and faculty to agree on reasonable increases, and finding alternative private funding to help offset tuition hikes for students.
Rising tuition costs at UTEP are caused by decreasing state funding to public institutions as funds are prioritized for K-12 education. From the school's perspective, higher tuition allows for better salaries and facilities while motivating students to work harder. However, increased costs put more financial strain on students and may lead to more debt. The document proposes having open discussions between students and faculty to agree on reasonable increases, and finding alternative private funding to help offset tuition hikes for students.
Rising tuition costs at UTEP are caused by decreasing state funding to public institutions as funds are prioritized for K-12 education. From the school's perspective, higher tuition allows for better salaries and facilities while motivating students to work harder. However, increased costs put more financial strain on students and may lead to more debt. The document proposes having open discussions between students and faculty to agree on reasonable increases, and finding alternative private funding to help offset tuition hikes for students.
This document provides an overview of financial planning lessons for students. It recommends starting financial planning as early as the first paycheck and allocating earnings to current expenses (50%), home buying (25%), and savings (25%). It emphasizes setting aside an emergency fund of 6 months' salary, paying off loans, tracking expenses, avoiding high interest debt, and saving adequately for retirement by age 65 with savings of at least 6 years of pre-retirement income. The document also outlines Central Provident Fund contributions and usage, home buying guidelines, and draw-down strategies for retirement.
On December 4, 2014 CERIS hosted a panel discussion to explore the unique settlement experiences of newcomer children and the services, programs, and practices that best address their needs.
Heather Krause of Peel Children and Youth Initiative presented her statistical research on newcomer parents' usage of early childhood services.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Presentation at the Brussels launch event of European Money Week by Prof. Annamaria Lusardi of the George Washington School of Business, Academic Director, Global Financial Literacy Excellence Centre (GFLEC).
Building links for the prevention of Youth HomelessnessFEANTSA
Presentation given by Melanie Redman, National Learning Community on Youth Homelessness and Stephen Gaetz, Canadian Observatory on Homelessness, Canada, at the 2015 FEANTSA Policy Conference, "Homelessness, A Local Phenomenon with a European Dimension: Key Steps to Connect Communities to Europe", Paris City Hall, 19 June 2015
Students use and relationship with payday loans 20150604Christopher Hindle
- The study examined student use of and attitudes towards payday loans
- 33% of respondents had borrowed money during university, most commonly for basic living costs or lifestyle expenses
- Family, bank overdrafts, and credit cards were the most common sources of debt
- Many students were concerned about debt levels and its impact on their studies and health
- Key factors in choosing loans were cost, speed, and ease rather than reputation or value
- Students preferred short-term loans with clear penalties, fitting the profile of payday loans
This document provides guidance for schools on effective use of pupil premium funding to improve outcomes for disadvantaged students. It outlines 10 actions school leaders can take, such as using data to identify achievement gaps, targeting funding at disadvantaged pupils, engaging with evidence on effective interventions, and evaluating impact. The pupil premium is intended to close attainment gaps and raise achievement, and Ofsted inspects how schools are using it to maximize progress for these students. Schools that use research-based interventions and track pupil outcomes are most successful with the funding.
This presentation by Dubis Correal was made at the first session of the OECD-GFLEC Global Research Symposium to Advance Financial Literacy on 6 November 2014, which addressed cutting-edge policy issues and research ideas to advance the global financial literacy agenda. Find out more at http://www.oecd.org/daf/fin/financial-education/oecd-infe-gflecsymposiumfinancialliteracy.htm
This document reviews the literature on out of school care. It defines out of school care broadly as care for school-aged children outside standard school hours, which can be subdivided into care-focused provision and study support. Care-focused provision typically offers a range of play activities, while study support aims to further academic achievement through activities like homework clubs and summer schools. The document examines definitions, providers, users, benefits, and implications based on research from the UK, Europe, and the US. It finds that while out of school care enables parental employment, more rigorous research is still needed on its benefits and quality.
This document summarizes a conference on corporate parenting in education. It discusses the concept of corporate parenting, which refers to organizations upholding the rights and wellbeing of looked after children. It notes that looked after children often have poorer educational outcomes in areas like attendance and attainment. The conference aimed to discuss what corporate parenting means for education and how to achieve excellence and equity for all children. It emphasized the importance of partnerships between professionals and raising attainment for all while closing gaps for disadvantaged children.
International Experience: Financial Literacy Strategies and ProgrammesEconomicEducator.eu
This document discusses strategies and programs for developing financial literacy at a national level. It begins by defining financial literacy and explaining why a national strategy is important for coordination and focus. It then provides tips for developing a national strategy, including engaging partners, prioritizing initiatives, and building in monitoring and evaluation. Potential partners that could contribute to financial literacy work are discussed. Lessons from behavioral economics and effective social marketing programs are outlined. The document concludes by emphasizing the importance of evaluating financial literacy programs and conducting national surveys to measure impact over time.
This presentation by Adele Atkinson was made at the High-level Global Symposium on Financial Education: Promoting Long-term Savings and Investments in Korea which explored policies and good practices for supporting long-term savings and investments through financial education and financial consumer protection. Find out more at http://www.oecd.org/daf/fin/financial-education/globalsymposiumonfinancialeducationforlong-termsavingsandinvestments.htm
Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada.
Economic Development and Early Childhood EducationSecom Staff
For every dollar Invested in early childhood education, there is up to a $17 return on investment. Learn why early childhood education is vital, how the Early Learning Neighborhood Collaborative and partner organizations like SECOM are making sure that all young children have the opportunity to succeed, and how businesses, churches, and individuals can help.
A perenting programme for parents with learning disabilities and/or difficultiesBASPCAN
The document provides information about the Mellow Futures parenting programme for parents with learning disabilities and/or difficulties. It was piloted in two sites in the UK from 2012-2015. The programme aims to support parents by providing early intervention services and increasing community support. It involves parenting courses, mentoring support, and evaluating the impact on children's outcomes, parent well-being, and local service provision. Evaluation of the programme found it increased parents' confidence and understanding of child development, though some adaptations were needed. Referrers also reported positive impacts, but the complex needs of families meant ongoing support was still required.
Universal Pre-K Initiative Forum PresentationEducationNC
This document discusses strategies for advocating for universal pre-K in Forsyth County, North Carolina. It outlines messaging tailored for specific audiences to promote the benefits of pre-K, including improved educational and life outcomes for children, economic and social benefits for the community, and support for working families. It also addresses maintaining high quality standards, estimating enrollment needs, current funding sources, and a path forward to achieve universal pre-K by 2020 through a community-wide planning process.
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
The document discusses the changing dynamics of families applying for financial aid. It notes that applicant families now have higher incomes and net worth. These "new financial aid families" are more assertive, entrepreneurial, and accustomed to influence over decisions. This is reshaping how schools provide financial aid. Schools must reshape policies, budgets, and communications to meet the needs of these evolving applicant families and increase participation in the financial aid process.
This document lists over 30 questions about planning and paying for college costs effectively. It emphasizes that informed decision making and planning at each stage can help maximize financial aid, scholarships, and other options to potentially save tens of thousands on college costs compared to uninformed decisions. With expert guidance, families can develop optimal funding strategies tailored to their individual circumstances to afford today's high college prices, which now average over $250,000 for a single child's full education.
Rising tuition costs at UTEP are caused by decreasing state funding to public institutions as funds are prioritized for K-12 education. From the school's perspective, higher tuition allows for better salaries and facilities while motivating students to work harder. However, increased costs put more financial strain on students and may lead to more debt. The document proposes having open discussions between students and faculty to agree on reasonable increases, and finding alternative private funding to help offset tuition hikes for students.
Rising tuition costs at UTEP are caused by decreasing state funding to public institutions as funds are prioritized for K-12 education. From the school's perspective, higher tuition allows for better salaries and facilities while motivating students to work harder. However, increased costs put more financial strain on students and may lead to more debt. The document proposes having open discussions between students and faculty to agree on reasonable increases, and finding alternative private funding to help offset tuition hikes for students.
Rising tuition costs at UTEP are caused by decreasing state funding to public institutions as funds are prioritized for K-12 education. From the school's perspective, higher tuition allows for better salaries and facilities while motivating students to work harder. However, increased costs put more financial strain on students and may lead to more debt. The document proposes having open discussions between students and faculty to agree on reasonable increases, and finding alternative private funding to help offset tuition hikes for students.
This document provides an overview of financial planning lessons for students. It recommends starting financial planning as early as the first paycheck and allocating earnings to current expenses (50%), home buying (25%), and savings (25%). It emphasizes setting aside an emergency fund of 6 months' salary, paying off loans, tracking expenses, avoiding high interest debt, and saving adequately for retirement by age 65 with savings of at least 6 years of pre-retirement income. The document also outlines Central Provident Fund contributions and usage, home buying guidelines, and draw-down strategies for retirement.
On December 4, 2014 CERIS hosted a panel discussion to explore the unique settlement experiences of newcomer children and the services, programs, and practices that best address their needs.
Heather Krause of Peel Children and Youth Initiative presented her statistical research on newcomer parents' usage of early childhood services.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Presentation at the Brussels launch event of European Money Week by Prof. Annamaria Lusardi of the George Washington School of Business, Academic Director, Global Financial Literacy Excellence Centre (GFLEC).
Building links for the prevention of Youth HomelessnessFEANTSA
Presentation given by Melanie Redman, National Learning Community on Youth Homelessness and Stephen Gaetz, Canadian Observatory on Homelessness, Canada, at the 2015 FEANTSA Policy Conference, "Homelessness, A Local Phenomenon with a European Dimension: Key Steps to Connect Communities to Europe", Paris City Hall, 19 June 2015
Students use and relationship with payday loans 20150604Christopher Hindle
- The study examined student use of and attitudes towards payday loans
- 33% of respondents had borrowed money during university, most commonly for basic living costs or lifestyle expenses
- Family, bank overdrafts, and credit cards were the most common sources of debt
- Many students were concerned about debt levels and its impact on their studies and health
- Key factors in choosing loans were cost, speed, and ease rather than reputation or value
- Students preferred short-term loans with clear penalties, fitting the profile of payday loans
This document provides guidance for schools on effective use of pupil premium funding to improve outcomes for disadvantaged students. It outlines 10 actions school leaders can take, such as using data to identify achievement gaps, targeting funding at disadvantaged pupils, engaging with evidence on effective interventions, and evaluating impact. The pupil premium is intended to close attainment gaps and raise achievement, and Ofsted inspects how schools are using it to maximize progress for these students. Schools that use research-based interventions and track pupil outcomes are most successful with the funding.
This presentation by Dubis Correal was made at the first session of the OECD-GFLEC Global Research Symposium to Advance Financial Literacy on 6 November 2014, which addressed cutting-edge policy issues and research ideas to advance the global financial literacy agenda. Find out more at http://www.oecd.org/daf/fin/financial-education/oecd-infe-gflecsymposiumfinancialliteracy.htm
This document reviews the literature on out of school care. It defines out of school care broadly as care for school-aged children outside standard school hours, which can be subdivided into care-focused provision and study support. Care-focused provision typically offers a range of play activities, while study support aims to further academic achievement through activities like homework clubs and summer schools. The document examines definitions, providers, users, benefits, and implications based on research from the UK, Europe, and the US. It finds that while out of school care enables parental employment, more rigorous research is still needed on its benefits and quality.
This document summarizes a conference on corporate parenting in education. It discusses the concept of corporate parenting, which refers to organizations upholding the rights and wellbeing of looked after children. It notes that looked after children often have poorer educational outcomes in areas like attendance and attainment. The conference aimed to discuss what corporate parenting means for education and how to achieve excellence and equity for all children. It emphasized the importance of partnerships between professionals and raising attainment for all while closing gaps for disadvantaged children.
International Experience: Financial Literacy Strategies and ProgrammesEconomicEducator.eu
This document discusses strategies and programs for developing financial literacy at a national level. It begins by defining financial literacy and explaining why a national strategy is important for coordination and focus. It then provides tips for developing a national strategy, including engaging partners, prioritizing initiatives, and building in monitoring and evaluation. Potential partners that could contribute to financial literacy work are discussed. Lessons from behavioral economics and effective social marketing programs are outlined. The document concludes by emphasizing the importance of evaluating financial literacy programs and conducting national surveys to measure impact over time.
This presentation by Adele Atkinson was made at the High-level Global Symposium on Financial Education: Promoting Long-term Savings and Investments in Korea which explored policies and good practices for supporting long-term savings and investments through financial education and financial consumer protection. Find out more at http://www.oecd.org/daf/fin/financial-education/globalsymposiumonfinancialeducationforlong-termsavingsandinvestments.htm
Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada.
Economic Development and Early Childhood EducationSecom Staff
For every dollar Invested in early childhood education, there is up to a $17 return on investment. Learn why early childhood education is vital, how the Early Learning Neighborhood Collaborative and partner organizations like SECOM are making sure that all young children have the opportunity to succeed, and how businesses, churches, and individuals can help.
A perenting programme for parents with learning disabilities and/or difficultiesBASPCAN
The document provides information about the Mellow Futures parenting programme for parents with learning disabilities and/or difficulties. It was piloted in two sites in the UK from 2012-2015. The programme aims to support parents by providing early intervention services and increasing community support. It involves parenting courses, mentoring support, and evaluating the impact on children's outcomes, parent well-being, and local service provision. Evaluation of the programme found it increased parents' confidence and understanding of child development, though some adaptations were needed. Referrers also reported positive impacts, but the complex needs of families meant ongoing support was still required.
Universal Pre-K Initiative Forum PresentationEducationNC
This document discusses strategies for advocating for universal pre-K in Forsyth County, North Carolina. It outlines messaging tailored for specific audiences to promote the benefits of pre-K, including improved educational and life outcomes for children, economic and social benefits for the community, and support for working families. It also addresses maintaining high quality standards, estimating enrollment needs, current funding sources, and a path forward to achieve universal pre-K by 2020 through a community-wide planning process.
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
This document summarizes a discussion about accountability challenges for schools serving opportunity youth. It outlines fundamental considerations for authorizers, including clearly defining these student populations and establishing enrollment thresholds. While authorizers typically require consistent performance measures, some request additional school-designed measures aligned with the mission. Reasons for charter denial include lack of focus on challenges, reliance on anecdotes over progress, and insufficient capacity evidence. Schools are advised to proactively work with authorizers to negotiate distinct measures using comparable schools. The discussion addressed developing comprehensive definitions, quantifying school design, and involving stakeholders in negotiations.
The document discusses the history and development of policies around special educational needs (SEN) in the UK. It describes how perspectives shifted from a medical model focusing on disability to recognizing the educational needs of students. Key developments included the Warnock Report of 1978 and the 1981 Education Act. The act embraced integration and inclusion of students with SEN. Current policy aims to meet students' needs, involve parents, and provide access to education. The Coalition government plans reforms to give parents more choice and make the system more transparent and effective.
The document discusses supporting students from military families in schools. It emphasizes that clear policies, strong cultural awareness of students' experiences, and targeted use of dedicated resources are key. Schools should understand how mobility, deployment, and transition can impact students' continuity, development, and risk of disadvantage. Effective support includes monitoring outcomes, the impact of funding, and ensuring voices of military students and families are heard.
The document discusses supporting students from military families in schools. It emphasizes that clear policies, strong cultural awareness of students' experiences, and targeted use of dedicated resources are key. Schools should understand how mobility, deployment, and potential disadvantages affect military students' lives and education. Monitoring outcomes can help schools effectively support these students and mitigate challenges they may face.
Community Learning & Development goes Intergenerational (2)Alison Clyde
This session aims to explore the relationship between intergenerational practice and CLD, and how CLD practitioners can ensure that intergenerational relationships are formed in a positive way. We will hear from two CLD practitioners about their process and plans to integrate intergenerational work into their own practice. We will look at Intergenerational standards and how they fit comfortably with CLD standards in many ways. The workshop will further explore intergenerational practice and lifelong learning and the benefits for future work using a collaborative approach.
Community Learning & Development goes IntergenerationalAlison Clyde
This session aims to explore the relationship between intergenerational practice and CLD, and how CLD practitioners can ensure that intergenerational relationships are formed in a positive way. We will hear from two CLD practitioners about their process and plans to integrate intergenerational work into their own practice. We will look at Intergenerational standards and how they fit comfortably with CLD standards in many ways. The workshop will further explore intergenerational practice and lifelong learning and the benefits for future work using a collaborative approach.
Intergenerational Age-Friendly Cities and CommunitiesAlison Clyde
Ageing in urban environments has received significant policy and practice attention, through the WHO Age-friendly Cities and Communities (AFCC) movement and associated guidelines to support active ageing by optimizing opportunities for health, participation and security in order to enhance quality
of life as people age. Whilst there has been significant progress as a result of the AFCC agenda, there
has been a paucity of research exploring the implications of this for intergenerational practice, across different urban, social and cultural contexts.
An evidence gap map: bringing the research to you
In this session we will be presenting our recently produced evidence gap map of research on intergenerational interventions. The map contains all the published and unpublished studies evaluating the effectiveness of intergenerational interventions using a randomised controlled trial design. The map contains 500 studies.
Developing a pathway for children and young peopleAlison Clyde
As we strive to build an intergenerational nation within Scotland it is increasingly important to recognise the benefits which come from developing an intergenerational approach for children and young people, supporting them through intergenerational learning opportunities to experience, understand and value the diversity and difference that comes with ageing. This session will explore how intergenerational learning for children and young people can be offered creatively not only within education but also as part of extracurricular activities, developing a pathway of creative intergenerational learning opportunities in the community.
A panel of 5 intergenerational experts will join up on 27th April 2022 to host a virtual meeting to share the true impact of intergenerational work across countries encouraging conversation, sharing and joined up working. The event takes place during Global Intergenerational Week taking pace from the 25th April to the 1st May 2022. Register at https://generationsworkingtogether.org/events/uk-canadian-virtual-forum-27042022
GWT International Conference 2022 - Changing the narrative around intergenera...Alison Clyde
Eunice Lin Nichols, Vice President, Encore, USA talks about the role of innovation and imagination in changing the narrative around intergenerational work.
GWT International Conference 2022 - It's never too earlyAlison Clyde
Lorraine George & Judith Ish-Horowicz MBE call all early year’s practitioners and social care staff to join them whilst they explore the specific benefits that come from bringing early years children and older adults in residential care together through intergenerational learning opportunities.
GWT International Conference 2022 - Magic Me generation rebellionAlison Clyde
Magic Me is a UK charity that brings together different age groups through arts activities to promote intergenerational learning and action on climate change issues. Younger participants in one of Magic Me's programs were surprised to find that older people cared deeply about the environment, challenging stereotypes. By recognizing different perspectives based on life experiences, the program aimed to have climate conversations that included people of all ages and backgrounds.
GWT International Conference 2022 - Tackling Climate Change using an intergen...Alison Clyde
The document discusses the outcomes of COP26 and whether it constituted success or failure from an inter-generational perspective. It quotes UK Prime Minister Boris Johnson saying that future generations will judge current leaders and if they fail on climate, future generations will not forgive them. It also quotes the UN Secretary-General saying the COP26 agreements were a compromise that did not overcome contradictions. Greta Thunberg is quoted dismissing the results as "blah, blah, blah" but that real work will continue outside formal negotiations. The author reflects that success needs to be measured by science not politics; climate justice requires those in power give up some power; and being in negotiations is just one part of driving change.
GWT International Conference 2022 - Intergenerational Shared SpaceAlison Clyde
Kevin Smith and Allen Lindsay, share their story on how a community enterprise is working to stimulate the development of a shared site. How do you try to develop a derelict building, that you don’t own and don’t have responsibility for, to turn it from a community liability into a community asset?
GWT International Conference 2022 - Heart of NewhavenAlison Clyde
Judy Crabb, Trustee shares their journey starting with blue sky thinking back in 2019 on how a community could use a redundant Victorian building (Victoria Primary School). Hear about the Community Asset Transfer process, how we accessed funding from Scottish Land Fund to buy the building and our plans for the opening of 'The Heart' as an intergenerational hub.
GWT International Conference 2022 - Powderhall: Building Opportunities for In...Alison Clyde
Robbie Crockatt, City of Edinburgh Council & Carl Baker, Collective Architecture wshare the Powderhall proposals in Edinburgh which will be one of the first in Scotland. They include an intergenerational, Passivhaus facility that combines an Early Learning and Childcare Centre for 128 children with 27 older person’s independent-living homes above. This webinar will introduce the project, setting out its origins and the approach taken by City of Edinburgh Council and by the architects, Collective Architecture in developing the final design.
GWT International Conference 2022 - Changing the narrative around intergenera...Alison Clyde
Eunice Lin Nichols, Vice President, Encore, USA talks about the role of innovation and imagination in changing the narrative around intergenerational work.
GWT International Conference 2022 - Practice that transforms intergenerationa...Alison Clyde
Dr Shannon Jarrott, Ohio State University, USA shared a model of intergenerational practice informed by theory and tested over decades of community-based collaborative research with intergenerational practitioners, participants, and scholars.
GWT International Conference 2022 - AgeismAlison Clyde
Prof Liat Ayalon, Bar IIan University, Israel shared the manifestation of ageism in varied contexts and it's impact on young and older members of society.
GWT International Conference 2022 - Project GOALDAlison Clyde
This 3 year project aims to design, test, and evaluate digital tools to facilitate structured physical activity programs for older adults. It will examine using digital approaches for two existing initiatives: intergenerational physical activity (IGPA) and sports-based intergenerational reminiscence (SBIR). The project will involve co-production groups of older adults and younger people providing input into digital design and testing products. It will also involve working with an existing program called "Generations Active Together" that has university students lead physical activity sessions for older adults. Measures will assess experiences, attitudes and capacities of both older and younger participants.
GWT's International Conference 2022 with Professor Matt KaplanAlison Clyde
Matt Kaplan, shares examples of a multi-platform strategy for tapping into the potential of older adults for helping to drive the process of intergenerational programme planning and development.
Associate professor Than Leng Leng, National University of Singapore shares how their country is building an intergenerational nation through policy and practice in family and community.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
2. Single Financial Guidance Body
There are some things children across the UK are doing well on
• Most have money and experience using it, incl. some experience of saving
• The vast majority believe it’s important to learn about managing money
• Most believe they can make a difference to their money situation
• Overall there is a cautious attitude to borrowing
• There is good theoretical knowledge of basic products and concepts
Overall children in Scotland do better than their peers in other parts of the UK, including
being more likely than UK average to:
• have bank accounts and look after their own bank details
• have seen their parents pay for things
• have experience paying for things themselves, including online
• do better on measures of financial knowledge, e.g. understanding terms and products
• be seen by their parents as being able to manage their money
• say they have learned to manage money in school
3. Single Financial Guidance Body
There are still areas where overall, CYP are not doing so well:
• Only just over half of children save regularly
• Too few young people plan ahead for what they’re going to buy
• There may be a lack of depth to some knowledge and how to apply it
• Too few young people have access to and use bank accounts
There are also unique areas of need for Scotland:
• Children in Scotland are less likely to have responsibility over saving decisions at
younger ages than their UK
• Only 23% of young people in Scotland have a goal to be financially independent
from their parents within the next five years, compared to 31% UK average
4. Single Financial Guidance Body
Some children and young people are at greater risk
of having lower financial capability than others
This includes children:
• With poor behaviour or low social-emotional skills
• Who have a teacher assessment of maths or English below expectation
Within these skills, perseverance, irritability, and maths ability
seem the strongest indicators of need
• With long-standing illness, disability or impairment
• Whose parents have no / low levels of qualifications
• Living in social housing, in low income, ‘struggling’ or ‘squeezed’, or over-
indebted homes
• Who have a parent with sole caring responsibility
4
5. Single Financial Guidance Body
Parents are a vital influence
There are strong positive links between child financial capability and
parents/carers:
• Giving children regular money – regardless of the amount
• Giving responsibility to their child for spending and saving decisions
• Setting rules about money
• Role modelling behaviours
• Attitudes to teaching children about money
• Parents’ own financial capability
Presentation Title
5
6. Single Financial Guidance Body
Provision: what financial education is
happening in Scotland?
Presentation Title
6
7. Single Financial Guidance Body
What’s happening to help
130+ financial education interventions in UK, delivered by 100+ organisations
36 UK-wide of these are UK-wide, 25 Scotland-only, 6 Scotland + 1 or 2 other nations
Geographical gaps – especially outside central belt
Relatively low levels of funding in Scotland
Vast majority involve face-to-face delivery
Most is universal and not targeted at specific needs or more vulnerable groups
Very few focus on ‘intermediaries’ or parents (none focus only on foster carers)
May be a slightly higher use of delivery through teachers, practitioners, and young people
as peer educators compared to rest of UK (where volunteers, paid facilitators and funding
organisation staff more widely used)
Provision is skewed towards older age groups – in Scotland the age group targeted by the
largest number and reach of interventions is 14-16, followed by 16-18
7
8. Single Financial Guidance Body
Schools are the most commonly reported delivery setting – almost 2/3 of interventions in
Scotland delivered in schools.
Other research has shown less than half of children aged 7-17 in Scotland say they’ve
learned about money management at school or college
Community groups and children’s centres seem to be more commonly used as delivery
settings in Scotland than other nations of the UK; youth groups and FE colleges less often
Most frequent topics covered:
• budgeting, keeping track, and planning ahead
• making spending and saving choices
• needs vs wants
• understanding ways to save
Least covered topics include choosing and using mortgages, pensions, investments, and
insurance; fraud and exploitation, and gambling and taking risks, also covered relatively
infrequently
Presentation Title
8
9. Single Financial Guidance Body
Evidence: ‘what works’ best to meet need,
based on evaluation and research
Presentation Title
9
10. Single Financial Guidance Body
Train the trainer can deliver impact for trainer and CYP
Face-to-face classroom delivery and workshops can build ability and mindset
Face-to-face approaches combined with experiential learning may impact behaviour
Parental involvement can influence behaviour
Starting early matters
Timing and context matter – ‘just in time’ and ‘teachable moments’
Behaviour change requires more than just knowledge or skills
There remain large gaps in evidence, e.g. long-term adult outcomes, return-on-
investment, comparison of different approaches on same outcome
10
12. Single Financial Guidance Body
Family learning: Learning Together published August 2018
Schools: personal and social education review, 15-24 learner
journey review, expansion of early education and childcare
Vulnerable children and young people: Child Poverty Act and local
plans, SEN reforms, support for young carers
Presentation Title
12
Editor's Notes
Bank accounts - (72% compared to 63% UK)
Pay for things online (52% Scotland, 41% UK).
parents of 7- to 17-year-olds saying child could manage money (90% vs. 84%)
Learned to manage money in school (46% compared to 40% UK).
IN SCOTLAND:
12% of children aged 8–17 in Scotland save money every time they get some, and 33% save most times.
Only 36% of 14- to 17-year-olds often or always plan how they are going to buy the things they need.
Only 54% of 12- to 17-year-olds in Scotland correctly answered a numerical question concerning interest and inflation.
Around one in five (19%) of 12- to 17-year-olds in Scotland were unable to correctly identify from looking at a bank statement how much was in the account.
Reading a payslip presented difficulties for 14- to 17-year-olds, although not as much as across the UK in general: 39% could not identify pension contributions and 55% could not identify how much had been paid.
21% of 14- to 17-year-olds said they don’t keep track of their money, an important part of budgeting and saving. A further 29% only keep track in their head.
By age 16, a third of young people are getting money from work outside the home.
Yet three in ten 16- to 17-year-olds (31%) don’t have a current account, and 5% have no bank account at all (neither savings nor current account).
Of those that do have an account, 26% have never deposited money, and 29% do not look after their own banking details.
only 32% of 7- to 11-year-olds in Scotland have sole responsibility for deciding whether they should save their
money vs. 42% across the UK –
- Only around half of parents in Scotland are able to model ‘good’ saving behaviour, with 52% saying they saved every or most months; 23% of parents are over-indebted.
- One in five parents of 12- to 17-year-olds have never or rarely talked to them about the risks of borrowing and the impacts of debt.
- Despite the evidence for the value of starting early when talking to children about money, only a minority of parents believe that children aged under 8 should be given a range of financial education experiences. For example, only - 28% think 5- to 7-year-olds should be taught the importance of savings, and 9% for the under-5s.
- A quarter of parents do not think children should be allowed to make mistakes with money until they are aged 16 and above.
- Only 46% of 7- to 17-year-olds say they remember learning about managing money at school or college.
UK stats:
Only 39% of 14- to 17-year-olds often or always plan how they are going to buy the things they need.
There is a knowledge gap around relatively simple concepts such as interest and inflation, with only 63% of 12- to 17-year-olds knowing that ‘inflation’ was the term for prices going up in the shops.
One in five (21%) of 12- to 17-year-olds were unable to correctly identify from looking at a bank statement how much was in the account.
62% 14-17 year olds could not identify how much had been paid from a payslip.
Four in ten 16- to 17-year-olds (39%) don’t have a current account, six in ten (60%) don’t have a savings account, and nearly one in five (18%) have no bank account at all (neither savings nor current account).
Of those that do have an account, 32% have never deposited money, 40% have never been into a bank, and 40% don’t look after their own banking details.
In Wales, encouraging more conversations about finances during childhood may be beneficial (in ways that recognise the higher proportion of parents who consider their bills a burden), as well as again considering the reasons why fewer young people than the UK average aim to be financially independent.
Northern Ireland has a number of areas where additional focus may be valuable, including children saving and keeping track, being given financial responsibility, seeing a range of financial transactions taking place, and parents talking about money with their child(ren) on a regular basis.
The aspects of financial capability children do better or worse on varies, e.g.
Poor behaviour linked to lower scores on mindset, ability
Social-emotional skills linked to mindset
Cognitive skills linked to ability, some mindset and connection
Longstanding illness /disability linked to varied specific measures
Economic indicators related to ability, connection, some mindset
These nuances matter for tailoring support - and because some aspects drive financial behaviour more directly than others.
But importantly of course, a majority of this needs analysis looks beyond the overall population of children and young people,
And considers which children may be in greater need than others.
Important to note upfront that we were interested both in those children who seem to be at increased risk of poor financial capability,
and those who are at risk of disproportionately negative impacts of poor money decisions.
This is consistent with the way we have defined ‘vulnerability’ throughout our research.
The findings of the needs analysis therefore cover
both the groups that we think there is sufficient evidence of increased need to justify specific targeted support
But also those groups who may not have significantly increased risk of poor financial capability,
but still have unique needs and nuances to the context in which they live which may benefit from the tailoring of support that is offered.
I also wanted to note upfront that where our survey analysis didn’t find a strong difference between the financial capability of certain groups,
It doesn’t mean that we believe they don’t have additional needs –
Just that it is likely those needs are explained by factors stronger than that characteristic.
For example, our survey analysis
did not show definitive differences in financial capability overall for young carers, compared to their peers.
And when we looked at LAC – the differences we found were far fewer than for other skills and characteristics like behaviour, or cognitive skills.
However, wider qualitative research has suggested these groups often face additional and sometimes substantial financial challenges that may make them disproportionately vulnerable to poor outcomes.
More likely to be living in low-income households, to average to achieve poor educational attainment and employment outcomes, and to find transition to adulthood, such as getting a job or moving out of the home, more difficult.
So, what did we find?
Children with low levels of cognitive and/or social-emotional skills, and poor behaviour, are likely to be at risk of poor financial capability and in many cases poor financial outcomes, and support targeted at these groups should be considered.
The strongest indicators of need in these areas seem to be a child’s perseverance, irritability, and maths ability.
In many cases these skills appear stronger indicators of need than certain characteristics or life contexts, such as having caring responsibilities, which is positive as skills can be developed.
There are also some characteristics and life contexts that are linked strongly enough to poorer financial capability to justify targeted support, notably:
having a longstanding illness or disability; having parents with no or low levels of qualifications; growing up in a low-income, over-indebted, and/or MAS ‘struggling’ or ‘squeezed’ home; having a lone parent; or having parents with low financial capability themselves.
In almost all potential categories of need we considered, there are at least some findings of relevance to those delivering interventions, to consider when working with children who have those characteristics, skills or contexts affecting them, for the potential of tailoring content and methods to address unique financial capability needs and strengths.
These are covered in summary on the table in the needs analysis Exec Summary.
One final point before I move on. If we think about the scale of need, even just for these groups outlined here where we have definitive links proven to lower levels of financial capability –
More than 1 in 10 longstanding illnesss/disability
About 1 in 20 have a behavioural problem
Attainment and cognitive skills are measured in a host of ways but, for example, around 3 in 10 children in England do not achieve expected levels at maths GCSE, and similar number for English
1.8m lone parent households with dependent children
Somewhere between a fifth and a third of children living in low income homes across different parts of the country
As some examples
We can see the potential scale at which more targeted support might be beneficial.
Worth bearing in mind in context of provision later
Social and community context is likely to have some influence, but research on this is limited
Children who recall receiving financial education in school tend to be more financially capable
This small positive link is also present for those children and young people at greatest risk of doing less well on financial capability - but the size of difference is the same as for other children
This suggests financial education as currently delivered in schools may be insufficient on its own to ‘close the gap’
25 interventions cover Scotland only. 19 of these use direct delivery and 12 include the use of learning resources. Two interventions include training/ qualifications for practitioners who work with young people, five interventions include training/ qualifications for young people, and three include financial products. When looking at all interventions delivered in Scotland, more than three-quarters involve direct delivery, half use learning resources, a fifth involve training/ qualifications for young people, just over 1 in 10 involve training/qualification for practitioners, and fewer than 1 in 10 involve financial products.
Charity sector largest deliverer – about half; financial services deliver about another fifth
Total UK funding >£13m
Total funding going into interventions available in Scotland £779k
Funding going into Scotland-only interventions £559k
In Wales and Scotland, the number of interventions targeting the 14-16 age group just exceeds the number focusing on 16-18.
Looking at the variation between nations of the UK, the use of paid facilitators and volunteers seems to be highest in England and Wales, while Scotland seems to have a higher proportion of interventions delivered through teachers, practitioners (other than teachers) who already work with CYP, and practitioners specialising in financial education. Scotland also seems to have a greater number of interventions involving children and young people as peer educators. Staff from funding organisations are relatively more frequently used in England.
Scale ranged from 20 to 1m
36 interventions delivering across the whole UK, 39 in England-only, 14 Wales-only, 25 Scotland-only, 3 Northern Ireland-only, 5 delivering in England & Wales, 1 in England, Wales, and Northern Ireland; 2 in England, Wales, and Scotland; and 4 in England and Scotland.
The majority of this reach is by education that has a face-to-face element; around 1.43m of the reported reach is through online or learning resource-only interventions.
Direct delivery with children and young people (e.g. through workshops or lessons) was by far the most frequently reported type of financial education. Only a very small number of interventions focus on intermediaries working with children and young people, or parents/carers
56 interventions 11-14
54 for age 9-11
46 for age 7-9
Most provision is universal - fewer than 2 in 5 focus on specific needs…
…and the reach of these is just 4% of the total reported reach
Focus on transition and other policy priorities:
Independent living
Excluded/at risk of exclusion
Homeless/at risk of homelessness
About to start university
NEETs
Least targeted groups include Gypsy/Roma/Traveller, military families, physical impairments, SEND, young carers, asylum seekers/refugees, BAME
In Scotland there were no interventions mapped that targeted young people with SEND, physical impairments, mental health difficulties, or at risk of /experiencing abuse (including domestic abuse)
Very few focus only on one group or area of need
Vast majority focus on 16-18; over half focus only on 14+
Ability –understanding way to save top for all. Financial problem solving, financial numeracy skills, understanding financial documents, and what borrowing means, were found in a higher proportion of interventions delivered in Wales, Scotland, and NI, than in interventions in England or the UK.
Among the mindset content, ‘making spending and saving choices’ was the overall most frequently mentioned topic. It came out top in Scotland too
Behaviour – top same – budgeting - in Scotland, ‘shopping around’, and ‘making choices about borrowing’ are the second and third most frequently covered topics, followed by ‘talking about money’ and ‘living independently’, although these feature in less than 6 in 10 interventions.
Most commonly covered connection topic in Scotland is ‘when and how to seek guidance’ – in other nations it tends to be more practical
In Scotland, where fewer than 1 in 20 interventions include content on choosing and using mortgages (this figure is between 1 in 10 and 1 in 4 for England, Wales, and the UK, and 2 of 4 interventions in Northern Ireland include it).
More widely, the total reported funding for financial education for interventions mapped is over £13m, based on funding information for only just over half of interventions mapped.
From this data, financial services are the biggest funder, contributing to over £6m of funding and sole funders of almost £3.7m, with government agencies also playing a large part, contributing to almost £4m and sole funders of almost £1.5m of financial education in the UK.
Other major funding sources included MAS, and investment from businesses delivering financial education as part of for-profit enterprises
Reviewing evidence across UK and internationally to understand what is likely to be effective in supporting children and young people to develop good financial capability
Considers a range of evidence from academic journals, providers, policy papers, thought/insight, data analysis, Evidence Hub / What Works and Provision Analysis
Not an evidence-rich landscape – most evidence generally lacking rigour (study design, sample size, causality); competing interests
Methodological differences mean making comparisons between, or combining findings from, studies is very difficult
Reviewing evidence across UK and internationally to understand what is likely to be effective in supporting children and young people to develop good financial capability
Considers a range of evidence from academic journals, providers, policy papers, thought/insight, data analysis, Evidence Hub / What Works and Provision Analysis
Not an evidence-rich landscape – most evidence generally lacking rigour (study design, sample size, causality); competing interests
Methodological differences mean making comparisons between, or combining findings from, studies is very difficult
Learning Together –
Measures to promote parental engagement and families learning together
Emphasis on addressing barriers to parental engagement and enhancing practitioner skills
52 national actions including:
Improved guidance, training, awareness raising and advice on parental engagement and family learning by 2019-20
Examples of good practice on learning at home by March 2021
Reviewing and refreshing Parentzone Scotland
Assessing impact of family learning programmes
Increase support for evidence-based family learning programmes in the early years
Personal and social education review
As part of its mental health strategy, Scottish Government undertaking review of personal and social education.
August 2018: published Education Scotland’s thematic inspection of PSE (second phase of the review). There is evidence that young people want a greater focus on skills for life, such as money skills, in the curriculum. [Generally it found that work needed to improve CYP experienced of personal and social education overall, and to ensure teachers’ skills and knowledge across PSE are up-to-date]
Next phase is engagement with key stakeholders, before publication of recommendations end 2018.
So more of an immediate opportunity to strengthen financial education in this part of the curriculum.
3. Review into the learner journey for young people aged 15-24
May 2018: Scottish Govt published report of its review of the learner journey for 15-24 year-olds
Included a number of recommendations/actions which could be harnessed to strengthen Fin Ed for this age group. E.g.:
A more joined-up approach to careers, information, advice and guidance for this age group, starting 2018. Any look to improve this offer could be an opportunity to strengthen advice and guidance around Fin Ed, linked up with choices around further study and careers
Considering how better to address the wider support needs of this age group as part of the personal and social education review
Scottish Govt leading development of a shared vision for the post15 education system
4. Expansion of early education offer –
With the expansion of the offer to 30 hours of free childcare, the Scottish Government has committed to ensuring this provision is of high quality.
New national standards for early learning and childcare AND inspection framework – to take effect in 2019-20
An opportunity to strengthen practice around financial capability development in early years settings – including activity that promotes outcomes in early years linked to good Fin Cap, such as numeracy and behaviour.
Note: Learning Together makes clear that parental engagement will be reflected in the new national standards
Evidence from Talk Learn Do indicates that we can have a real impact supporting parents to develop their children’s own money skills AND we know from the evidence review around effective financial education that the engagement of parents is key.
“Learning together” published last month is the Scottish government’s new family learning and parental engagement strategy. Could be a real opportunity to strengthen practice around family engagement in children’s learning about money and families learning together.
Sets out 13 goals on parental involvement, parental engagement, family learning and learning at home, to be delivered from 2018 – 2021, including:
help parents engage more in their children’s learning at school and in early learning settings
increase access to evidence based family learning opportunities and programmes, AND
address barriers that limit parents’ involvement and engagement
Other stuff – ignore!
Great emphasis on collaboration with parents in guidance on schools’ use of Pupil Equity Funding (funding that goes direct to schools to close the poverty-related attainment gap)
Development of further proposals for better use of digital technology to help engage parents (in consultation with parents) – due June 2019 (Scottish Govt and Education Scotland)
.
Professional learning resources and case studies to support work to improve parental engagement and family learning - by March 2019, Education Scotland
Bring forward In addition, the Scottish Government will make a total of £350,000 available between 2019 and 2021 in order to develop small scale research and best practice materials on a range of equalities themes.
Pre-birth to 18
Published jointly with COSLA, and commitment to collaboration across local authorities and national agencies.
National guidance on Pupil Equity Funding will highlight the importance of collaborating with parents in planning and decision-making processes relating to the funding.
National vision for parent and carer engagement in learning and family learning , allowing for local and community flexibility
Recognising that parents and carers are the primary educators of their children.
(note a theme across other nations too – Wales Community Learning Centres and England opportunity areas)
Link back to Talk Learn Do and our knowledge that involving parents in cyp learning makes it more effective. And opportunity to build on Talk Learn Do to understand how parents and their children could be supported to learn together.
Child Poverty (Scotland) Act 2017:
child poverty reduction targets
national child poverty delivery plans and annual progress reports
duties on local authorities and Health Boards to report on activity to tackle child poverty
establishes a Poverty and Inequality Commission
No specific action on financial capability in 2018-22 delivery plan
However, possible opportunities…
supporting LAs and HBs to incorporate financial education into their child poverty plans
using Talk Learn Do to enhance new community education programme with Gyspy, Roma and Traveller families
Many children with SEN likely to require specific targeted financial education
Reforms to support for children with SEN through Education Scotland Act 2016, in force from January 2018 – an opportunity?
Revised statutory guidance makes explicit reference to financial capability
Scottish Government developing new resource for disabled children and young people and their families
Many young carers would benefit from targeted and specific support
Under Carers (Scotland) Act 2016 – new duties for local authorities to:
provide young carers with a young carer statement (needs and outcomes)
provide information and advice to carers, and
prepare a local carer strategy (in partnership with the relevant health board).
Opportunity to engage local authorities in work to help young carers develop their financial capability
We know from our research that some children are at greater risk of having poor mental health (child in poverty, children with a long-term illness) and others may need targeted specific support (such as looked after children and young carers)
Our review highlighted a number of current policy developments which could provide a ‘hook’ for action to advance financial education for some of these children…
Child poverty:
In the UK context, focus on child poverty weakened, with coalition govt removing UK-wide targets to eradicate child poverty and the requirement to have a UK wide child poverty strategy. However, far stronger emphasis on child poverty by the Scottish govt.
The Child Poverty (Scotland) Act 2017 introduces:
Introduces child poverty reduction targets
requires government to publish child poverty delivery plans and annual progress reports
Places duties on local authorities and Health Boards to report on its activity to tackle child poverty; and
establishes a Poverty and Inequality Commission
First delivery plan – 2018-22 – published in March 2018 and includes a range of actions to tackle child poverty and its effects.
Current actions do not highlight financial education, but this could be an opportunity – in light of the relationship between child poverty and having poorer financial capability. For example,
local authorities’ and health board could be supported to build financial capability activity into their child poverty plans, or
elements of Talk Learn Do could be incorporated into the new community education programme with Gypsy Roma and Traveller families.
2. Children with Additional Learning Needs
All of the four UK nations recently introduced reforms to their statutory frameworks for children and young people with additional learning needs – in the case of Scotland through measures in the Education Scotland Act 2016 which came into force in January 2018
So there could be an opportunity to embed financial capability more effectively in provision for CYP with SEN, as local agencies and practitioners focus on improving provision. Though worth noting that the distraction of implementing reforms could also make it harder to get a focus on this.
Useful that the revised statutory guidance (Dec 2017) on provision of support to children with SEN makes explicit reference to financial capability, highlighting money management as an important element of transition planning for older young people with additional support needs who are due to leave school.
In addition: government ended consulation on the development of an online and app-based resource for disabled children and young people and their families with information relating to rights and entitlements, accessibility of support (including financial support) and transitions (including the development of skills for independence). The resource is due to be launched in winter 2018. Again – this could be an opportunity to communicate directly with disabled CYP and parents and carers with advice and tools on developing financial capability.
3. Young carers
No evidence that at risk of poorer financial capability BUT clear that would benefit from targeted and specific support, in light of potential financial responsibilities earlier in life.
The Carers (Scotland) Act 2016 came into force in 2018:
New duties on local authorities to: provide young carers with a young carer statement setting out the carers’ needs and planned outcomes; provide information and advice to carers; and prepare a local carer strategy (in partnership with the relevant health board). Set out these provisions and carers’ entitlements under the Act in a Carers’ charter
Clear opportunity to engage local authorities in thinking about how to effectively support young carers and develop their financial capability. Perhaps to test effective approaches to embedding financial education into local authorities’ provision.