Resources and pedagogic materials
As mentioned in the INFE Guidelines (see Annex A), together with training, the access of teachers to quality and effective resources is critical in order to teach financial education in schools with confidence.
The availability and easy access to objective and effective quality tools is essential at an early stage and should subsequently be promoted and monitored in order to ensure teachers are provided with the best resources on financial education. In some countries, such resources might already be available: the institution in charge of financial education should thus focus on mapping the existing material and choose the most appropriate. In other countries, such resources might not exist, and it may be necessary to develop them from scratch, for example through the creation of ad hoc working groups, or through learning from other countries.
Amongst the countries featured in the case studies several criteria were used for the identification and the development of suitable resources on financial education. In some countries, materials were made available without any co-ordination between concerned institutions, while others had some form of co-ordination, for example, with school books being certified by the Ministries of Education.
Each selected case study below exemplifies relevant practices in developing and making accessible financial education tools and materials.
The Canadian case highlights the need to carefully review all existing pedagogic resources before partnering with an institution in order to improve the quality of materials and make them suitable for a national audience; England shows how a teaching programme can be successfully adapted in a co-ordinated fashion to suit different ages and to incorporate specific programmes on an ad hoc basis; Japan illustrates the importance of co-opting experienced teachers in the design of new educational material and the value of interactive activities performed in real-life scenarios; South Africa is a good example of the need to adapt resources to specific learning outcomes in line with the requirements of the national curriculum; finally the United States highlights that the presence of a clearinghouse on existing tools for financial education in schools can prove particularly relevant especially in the context of a very diversified federal educational system.