Finance for Sharing (F4S)
Through a play methodology, F4S addresses financial education with children to empower sustainable behaviours.
Yes, I fulfill all of the eligibility criteria.
Initiative's representative name
Dina Buchbinder Auron
Initiative's representative date of birth
Initiative’s representative gender
Which eligible market are you based in?
Where are you making a difference?
Currently, 70% of the Mexican States are participating in F4S, reaching 16500 beneficiaries.
Website or social media url(s)
Web Page: https://educationforsharing.org/
When was your organisation founded?
Financial skills and capability
Growth (have moved past the very first activities; working towards the next level of expansion)
Yearly Budget: How much capital do you need to accomplish your proposed project?
1. Founding story: Share a story about the "Aha!" moment that led the founder(s) to get started or the story of how you saw the potential for this to succeed
Children often don’t get why they should go to school and how the knowledge acquired becomes a tool in their lives.
Dina found herself in that situation when she was a kid. She didn’t understand why she was going to school. She perceived her classes boring and useless. That was the moment when she started to wonder how can education be improved, turning it into a meaningful experience for children. Years later, she realized there was an option, the power of play.
The key element was to speak the children’s language for engaging them in school activities for effective learning.
Dina nailed it founding Education for Sharing (E4S) in 2007! Her NGO has the mission of forming better global citizens from childhood through the power of play.
2. The problem: What problem surrounding employability or financial capability are you helping to solve?
Globally, there are multifactorial challenges related to an inappropriate resource management, inequality is one of them. Current efforts to counter this, lack of inclusiveness, accessibility, and only focus on consumption aspects when finance has an impact on sustainable development.
F4S is the latest innovation of E4S, it provides children with tools to make responsible decisions related to managing resources towards sustainability.
3. Your Solution: How are you planning to solve this problem? Share your specific approach.
The solution addresses the problem’s roots. F4S has a preventive approach that uses a play methodology to develop a responsible economic citizenship. In order to change the world children need to have self confidence and believe in their own ability to do so. F4S makes this a reality by providing them with the tools to be problem solvers and to make responsible financial actions in the best interest of the whole community instead of a selfish approach. In F4S, financial literacy is for everybody; it helps to reduce the gaps on financial education. F4S implementation strategy focuses heavily on leaving installed capacities in teachers so they can execute the program long after the operative team is gone. Once teachers have acquired tools to improve children’s engagement with school, through cooperative games, children gain financial competencies without realizing they are learning. F4S includes the Sustainable Development Goals (SDG’s) in its model to teach children about social inequities as well as key values such as gender equality, responsibility and honesty. Each activity has a motivate-play-reflect-act framework that engages students to get involved, and to think critically.
4. How are you innovating or using unique approaches to solving the problem?
Play is our main breakthrough to deliver a different and engaging financial literacy. All of F4S activities have a cooperative nature and through its practice the program breaks paradigms associated with finance being a hard and complex subject to learn.
Regina is a ten year old, that lives in a very poor indigenous neighborhood. In the game, Guess who I am? she and her classmates had to differentiate between trades and professions. Her teacher made questions like: who builds houses? a masson or an engineer?, then by jumping and ducking, children reached a card that had the answer.
At the reflection, Regina shared that her dream is to build a women cooperative to raise their incomes and improve the lives of their families.
(Instructions for questions 5 and 6, no answer required) Please only answer the question (5 - “employability” or 6 - “financial capability”) that applies to your organization’s topic of work (see below for definitions)
5. Employability: how is your organization or project teaching people to develop the skills that they need to survive in the future job market?
5a. Please describe which future-oriented skills your organization is focused on fostering and how you have measured / plan to measure progress
6. Financial capability: how is your organization or project creating innovative solutions that arm people with ability to optimize their current and future financial health
F4S model allows beneficiaries to explore local challenges and find a solution for them, based on a global approach. F4S unleashes children’s critical participation, through giving them the opportunity for taking responsible decisions to generate a collective welfare. F4S addresses complex topics like decent employment, entrepreneurship, trade and professions, insurances, economic inequality, social justice and sustainability, etc., in a friendly and attractive, accessible according to students experience.
The innovation comes when financial literacy its not taken as an isolated matter. F4S manages to merge civic values, the SDG’s and financial capabilities to produce a systemic change. The goal is that children understand financial topics to take smart decisions. This means, they will be better equipped to reach their goals and achieve financial stability with an ethical commitment.
6a. Please describe what aspect of financial capability your organization is focused on fostering and how you have measured / plan to measure progress.
F4S is focused on fostering an economic citizenship that contemplates:
Human rights: economic, well-being, equality, security, etc.
Democratic values: freedom, solidarity, empathy, autonomy, self-regulation and honesty
Skills: participation, analysis, critical thinking, responsibility and decision making
F4S’s quantitative assessment approach uses entry and exit questionnaires answered by teachers and children at the beginning and end of the project. Qualitatively, implementers’ opinions are captured and focus groups are conducted. Also, Assessment Institutions conduct external evaluations
7. Marketplace: Who else is addressing the same problem? How does the proposed project differ from these approaches?
National and international financial companies have programs to address financial essentials. Those programs develop practical booklets and short-term workshops without promoting a deeper understanding. F4S delivers financial literacy like no one else, through the power of active play. The F4S approach is inclusive and accessible, it encouraged the participation of everyone regardless of their background. F4S has differentiated activities according to the educational level of beneficiaries and a gender based approach that recognizes the importance of practice gender equality in economic life.
8. Impact: How has your project made a difference so far?
F4S has reach over 6,478 children and teachers, and in 2020 more than 16,000 people will be taking responsible decisions based on the practice of their economic rights. 2 years away from the program’s launch, F4S has the following featured results: An increase of 95% in teacher’s confidence to address financial issues; 52% of the participating children identify essential financial concepts; A 67% increase in children’s practice of gender equality and 51% in their knowledge of SDG’s. F4S succeed in involving the entire community in the transformation process. In 2019, during an Agent of Change Session, a local entrepreneur shared her financial experiences with children. She started her business with the aim of developing social projects, contributing to community welfare. At the end of her speech, children reflected that they wanted to have a similar profession to help their communities.
9. Financial Sustainability Plan. Can you tell us about you plan to fund your project and how that plan will be sustainable in the short, medium, and long term?
F4S has a strategy for sustainability based on the diversification of financial sources:
Alliances with private sector: Companies through their social responsibility or volunteering programs.
Individual donors: People that monthly donate an amount to increase F4S reach.
Government entities: By building partnerships with federal and local authorities.
International and local grants: F4S is also looking forward to establishing more relationships with philanthropic organizations globally.
Corporate services: For example, developing workshops for employees addressing financial essentials.
F4S has a team of over 100 full-time staff who genuinely believe in transformative education and that are motivated to seek opportunities to grow.
An in house and external board of advisors oversee the following areas: Operations, Finance and Administration, International Affairs, Institutional Relations, Strategic Partnerships and Communication.
As F4S evolves, the staff will need support/training to improve their capabilities in order to respond according to the country’s needs.
Help Us Support Diversity! Are you a member of an under-served , under-represented, or marginalized group in your country of residence? (yes/no) (this question is optional – if you choose to fill it out, the response will not be shared with your fellow contestants)
This does not apply to me
If you selected “yes” to any of the categories above, please explain how being a member of this group has impacted you and your work?
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