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Comparative Report”) EDUFIN PROJECT Developing participative processes for the generation of a financial education curriculum addressed to young adults at risk Project number 2014-1-ES01-KA204-004748 Financial education for young people at risk A comparative study of financial education programmes in the EDU-FIN project Daniel Sellers for the University of Warwick September 2015 CONTENTS Introduction 3 Section 1: Comparing the national contexts 6 Section 2: Findings from the literature reviews 12 Section 3: Comparing approaches to programmes 13 Section 4: Recommendations for the EDU-FIN project 22 Section 5: Summary 23 References 25 Appendix: National reports 26 2 INTRODUCTION BACKGROUND This report presents the findings of a comparative analysis of six reports produced as part of an Erasmus+ strategic partnership project. The project, Developing participative processes for the generation of a financial education curriculum addressed to your adults at risk (referred to as EDU-FIN1 ) focuses on financial education for young people aged 18-34, who are at risk, especially those who are low-skilled with little education, in Spain, Italy, Bulgaria, Austria and the UK. The partners in the project are: EDA Verneda-Associació Ágora, Spain - Co-ordinator FACEPA, Spain Danube University Krems University for Continuing Education, Austria Amalipe Center for Interethnic Dialogue and Tolerance, Bulgaria Centro Studie Formazione Villa Montesca, Italy University of Warwick, UK European Association for the Education of Adults, Belgium A sixth partner, the European Association for the Education of Adults (EAEA), has provided a European and international perspective. Although the EAEA report is cross-national in scope, for convenience the six reports are referred to collectively as “the national reports”, and these are attached in the Appendix. EDU-FIN’s main aim is the development of a needs-based financial education curriculum through the involvement of young people identified as being “at-risk”. Specifically the project plans to: 1. develop a process whereby at-risk young adults already engaged with educational organisations will be engaged and involved in the development of a financial education curriculum 2. develop a methodology for organisations to use in the future based on processes that worked during this project 3. produce a comparative study of financial education programmes across the partners’ countries 4. hold national and transnational seminars for disseminating the methodology and the curriculum among young adults, organisations that work with young people and public officials 1 http://www.eaea.org/en/projects/partner-projects/edu-fin.html 3 5. hold meetings with young people’s organisations and public officials to ensure the sustainable implementation and ongoing use of the methodology and the curriculum.2 This report fulfils objective 3. above (the “comparative report”). Its findings, conclusions and recommendations are intended to influence the other four objectives and strengthen the project’s ultimate outcomes. The report was commissioned by the University of Warwick, the partner that undertook to co-ordinate the research stage of the EDU-FIN project. STRUCTURE OF THE REPORT This comparative report is structured to mirror the structure of the national reports. The sections are as follows: Section 1: Comparing the national contexts This section provides an overview of the countries in the partnership. It examines ways in which the policy contexts differ across the partner countries, and how these mirror, or otherwise, European policy approaches. It then compares need, in terms of numbers of young people in need of financial education, and any specific minority groups in the partner countries. Section 2: Findings from the literature reviews This section, rather than presenting an overarching review of the literature referred to by partners, examines firstly the range of definitions and concepts that are adopted in the countries and in Europe. It then discusses the different drivers that appear to have moulded, and continue to drive, financial education work in the countries. Section 3: Comparing approaches to programmes The national reports present individual programmes in some detail, and some offer “best practice” examples, based on formal or informal evaluations where these exist. This section examines key issues that appear relevant to the design, delivery and evaluation of programmes across the countries. These issues include issues of strategic co-ordination, funding, and impact evaluation. It also includes an example from each of the six national reports. 2 these objectives are paraphrased from the original project application 4 Section 4: Recommendations This section presents recommendations on the basis of the comparisons and discussions in sections 1 to 3. It does this in relation to the objectives of the EDU-FIN project. Section 5: Summary This section is a brief summary of the comparative report. Appendix: National reports. The appendix contains the six national reports. 5 SECTION 1: Comparing the national contexts The term “policy” encompasses policy documents and statements, strategies, action plans and initiatives, where these are produced and published by national and local government, including independent bodies, with a view to effecting change at strategic level. It also includes framework documents such as competency frameworks, curriculum frameworks (including syllabuses) or standards that underpin qualifications. 1.1 Statistical profiles of the partner countries Statistics in this section are drawn from the European Commission’s website3 and its dedicated statistical website, eurostat4. The five countries in the partnership are all members of the European Union: Austria, Bulgaria, Italy, Spain and the United Kingdom (UK). The UK partner’s report focuses on policy and practice in England only (because education and many other policies are devolved from Westminster to the other countries of the UK). Population size The countries in the partner represent a broad range of population size, with three large populations and two at the smaller end of the scale. At 2014 the respective partner countries’ population sizes were as follows (in order of highest to lowest, to one decimal place): UK 64.3 million5 Italy 60.8 million Spain 46.5 million Austria 8.5 million Bulgaria 7.2 million Currency Of the countries, Austria, Italy and Spain are in the Euro Zone. Bulgaria and the UK have their own separate currencies. 3 http://europa.eu/about-eu/countries/member-countries/ 4 http://ec.europa.eu/eurostat/web/main/home 5 (England has a population of 53.9 million, representing approximately 84% of the UK's overall population: The UK government’s Office for National Statistics (http://www.ons.gov.uk/ons/guide-method/compendiums/compendium-of-uk- statistics/population-and-migration/index.html)) 6 Unemployment rates and ratios Unemployment rates at May* or July 2015, against an EU average of 9.5%, were (ordered highest to lowest): Spain 22.2% Italy 12% Bulgaria 9.4% Austria 5.8% UK 5.6%* The following youth unemployment data for 2014 show unemployment rates among 15-to-24-year-olds as both a rate and a ratio. Eurostat explains that: High youth unemployment data do reflect the difficulties faced by young people in finding jobs. However, this does not necessarily mean that the group of unemployed persons aged between 15 and 24 is large, as many young people are studying full-time and are therefore neither working nor looking for a job (so they are not part of the labour force which is used as the denominator for calculating the unemployment rate). For this reason, youth unemployment ratios are also calculated, according to a somewhat different concept: the unemployment ratio calculates the share of unemployed for the whole population.6 The following data are presented highest to lowest by rate, rather than by ratio. The data are marked as “falling” or “rising” in relation to the previous year (2013). rate ratio EU average 22.2% (falling) 9.1% (falling) Spain 53.2 (falling) 19% (falling) Italy 42.7 (rising) 11.6% (rising) Bulgaria 23.8 (falling) 6.5% (falling) UK 16.9 (falling) 9.8% (falling) Austria 10.3 (rising) 6% (rising) 6 http://ec.europa.eu/eurostat/statisticsexplained/index.php/Unemployment_statistics#A_detaile d_look_at_2014 7 Discussion It is interesting to note that the youth unemployment rates and ratios are highest in two of the Euro Zone countries. It would be interesting to look more broadly across Europe and the Euro Zone to identify whether there are key issues of financial exclusion, inclusion and education for members of the common currency. These figures further justify the partnership’s objectives of examining the specific financial education needs among young people at risk, considering what exactly they would benefit from in terms of (a) maximising social security money and (b) learning and/or maintaining skills that will enable them to enter the job market. 1.2 Financial education and financial inclusion policy and strategy At international level, the OECD7-led International Network on Financial Education (INFE) asserts that there is great value in the development and implementation of national financial education strategies. In 2012 the INFE offered principles8 for the design of such strategies and in 2014 it published a status report 9 on countries’ progress in setting up national strategies. The Bulgarian report makes plain that financial education is not yet reflected adequately in Bulgarian national
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