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P.A.U. Education is a private educational actor based in Barcelona. Our projects are based on public-private partnerships, participatory educational schemes, community-building processes and innovative contents. In our work we collaborate with international organizations (Unesco, the European Union…), large NGOs and private companies. As education specialists, we believe that education is central and vital to any community. Education is before all a dialogue based on exchange of experiences. In our understanding, education is a dynamic process through which receptors can get full ownership of the messages that are conveyed to them, develop innovative visions and take creative actions to provoke changes. Education is the answer
Everything we do and everything we believe in has been strongly influenced by children’s rights (CRC). Right to participate (article 12 & 13) Right to education (article 28) Right to a standard of living (article 27) Our approach to financial education is better understood within the general framework of children’s rights. Financial education can’t be therefore dissociated from the overall social context in which children live, study and grow. A children centered approach
P.A.U. Education developed in 2000 several of the European educative projects that were implemented to the Euro in the Member States. All of them were based on an holistic approach of money and finance as part of daily life preoccupations and closely linked to youth ability to commit themselves to community development Since 2009, we design and implement for the Spanish bank BBVA one of the largest financial education projects for children aged 6-15 in Spain and Portugal: Valores de futuro Our experience in Financial Education • Valores de Futuro is a core element of the BBVA Corporate Social Responsibility. • 950 000 children enrolled • 5000 primary and secondary schools and over 44 000 classes • The project is now being implemented in Latin America
Savings for all Social entrepreneurship Design your own budget Examples of workshops
Prejudices and preconceived ideas about money and finance make difficult for teachers acknowledge the importance of financial education and the need to integrate it in the curriculum Teachers (and families) are not in favour of financial education; social opposition is a key concern and must be overcome by using purely educative arguments In our experience, everything should start with a (re)interpretation of the role of money in our lives. This allows teachers and students to identify a common ground upon which a participatory approach can be built How can financial education be complemented with components of social and livelihoods education?
A life long learning approach Starting at 6 years old Working with teachers and schools on a one to one basis One stop shop project with many different educative alternatives Valores de Futuro proposes more than 60 workshops Designing a comprehensive project with multiple entries Citizenship / Entrepreneurship / Community involvement… Enabling the teachers to assess children knowledge and skills against the main PISA financial literacy indicators Developing partnerships within the project that must be seen as an open educative platform Aflatoun / Social entrepreneurs /UCW/volunteers… Enhancing creativity through multiple participatory challenges and contests Giving a voice to children and teachers Web 2.0 + social media Designing an independent evaluation strategy Collaboration with research institutions at the University level Best practices for ensuring that children and youth are reached in an appropriate and impactful way?
Financial education must be understood as part of general education We need more than just “components” of social and livelihoods education: financial education must be part of a set of social values essential for the child development We need a comprehensive approach in the classroom that links financial education, entrepreneurship education, citizenship education We need a global partnership at the community level with a common objective: strengthening children’s rights, knowledge and skills We don’t need to develop financial education as an emergency measure against the current financial crisis We need to fully respect and empower teachers in their global educational tasks and not distracting them from their core objective The main challenges are: Difficulty in integrating “transversal” issues The lack of teachers’ awareness (more than the lack of teachers’ training) The limitation of the existing curricula The cooperation between formal and non formal actors The need for an ethical code that could be subscribed by NGOs and private companies that are willing to collaborate with schools and teachers What are the next steps to make sure that all children will have access to proper financial education and the main challenges?
Policymakers need to acknowledge the importance of financial skills for children’s present and future development. Policymakers need to promote financial education as part of a global approach to sustainable development. Policymakers need to understand that financial education is built upon and sustained by key values of responsibility, solidarity, creativity and not only by “financial knowledge”. Financial education should “naturally” enter the curriculum as long as we agree on the need to invest in skills It is difficult to identify “financial education” as a single and homogeneous subject. Instead we would rather advocate for creating synergies and designing a common framework to develop financial skills, entrepreneurship skills as a part of a global approach to creativity in and outside the classroom. What is the role of policymakers and the next steps to ensure that financial education is implemented in the school curricula?
