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Aflatoun

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Aflatoun has an Arabic origin and means 'explorer'. The concept of Aflatoun was initiated in India. Currently, the concept is put in place in several countries across the globe after establishing its secretariat in Amsterdam, the Netherlands. The Aflatoun secretariat advocates widening the concept worldwide by creating partnerships with several governments and non-government organisations.

The main aim of Aflatoun is to teach the children about social values and their rights and responsibilities coupled with basic financial education to empower them to become agents of change. The core objective is to facilitate the inclusion of Child Social and Financial Education into formal and informal education systems and recognition of children's rights.

Aflatoun and BRAC’s partnership:
In 2008, BEP started working with Aflatoun and implemented its concept as a pilot project in BPS, adolescent clubs and government approved secondary schools where BRAC works.

Aflatoun curriculum:
The Aflatoun curriculum is based on five core elements:
•    Personal understanding and exploration
•    Rights and responsibilities
•    Savings and spending
•    Planning and budgeting
•    Child social entrepreneurship

Ways in which BRAC has developed this curriculum in the Bangladesh context:
The Aflatoun curriculum was developed for Bangladeshi children aged six to 14 years and for classes 1-8. It is designed in Bangla, and addresses local cultures and requirements to ensure that the Aflatoun message is passed on to all children everywhere. For classes 1-8, eight workbooks are written based on the following concepts:

Workbook 1: Uniqueness and difference, respect for others, saving concept
Workbook 2: A child’s interdependence with, family, neighbourhood and community, and money as a means of satisfying some needs, not wants
Workbook 3: Self-exploration through understanding feelings, financial ethics and transparency, environmental preservation
Workbook 4: Responsible behaviour and citizenship, developing pride, collective action, organisational skills
Workbook 5: Needs, rights and responsibilities, income, expenditure and saving, democracy and leadership, and fulfilment of needs and wellbeing
Workbook 6: Marginalisation and exclusion, child enterprise, planning and budgeting, banking with a real savings account exploration of poverty
Workbook 7: Myths and stereotypes, setting of financial goals, enterprising activity, exploring links between income, expenditure, savings and investment
Workbook 8: Self-reflection, biases and prejudices, gender stereotypes, development of financial capabilities

Key findings:
•    Children are now more aware about their rights, responsibilities and social issues
•    They  have learnt the importance of savings
•    They can prioritise where to spend
•    They are learning to utilise used materials
•    They are cost-conscious now
•    They are investing their savings in buying hens, ducks and goats as assets
•    Their analytical ability has been enhanced

Read 1286 times Last modified on Monday, 22 February 2016 10:18