n g e 2 0 0 9 :

n a n d C h a
Ch i l d r e Finan c i a l E d u c ation
Social and
Balancing

1
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Acknowledgements
Aflatoun is a movement which could not be created without the generous support and dedication of
teachers, children, parents, trainers, ministries, donors, partners, volunteers, board members, current
and former members of the Secretariat team, family and friends – everyone who has helped bring
Aflatoun to children.

A special thank you to those who made the creation of this publication possible, particularly to our
Aflatoun Partners. We would also like to thank our taskforces, particularly the Impact Assessment
Taskforce and Impact Advisory Committee.

Impact Advisory Committee Impact Assessment Task Force

Ray Boshara Lew Mandell Rammani Acharya Zheina Khoury
Judith Bruce Lata Narayan Johanna Cloete Patricia Formadi
Lisa Dacanay Sara Olsen Gilberto E. Mendez
Greg Dees Peter Scholten Ingrid Jones
John Elkington (chair) Michael Sherraden
Jed Emerson Fred Ssewamala
Dean Karlan

We would also like to thank all our stakeholders and donors who allowed us to benefit from their
expertise and whose continual support and faith has helped us increase the size and scope Aflatoun
movement. We would like to pay a special mention to those who are contributing substantially in cash
and kind to the Aflatoun Secretariat:

Amsterdam Worldwide, Citi Group, Deloitte, Central Bank of the Netherlands, Ernst & Young,
International Child Support, Het Groene Woudt, Houthoff Buruma, Jacob’s Foundation, Plan
International, Skoll Foundation, Marie & Alain Philippson Foundation, McKinsey & Company, Tata
Consultancy Services and UNICEF.

A final word of thanks to our dedicated volunteers, all of whom have shared the Aflatoun vision and who
have contributed their own time and knowledge to help bring this vision to life.

Many thanks from the current Aflatoun Secretariat: Alodia, Bram, Elizabeth, Gabriela, Hassan, Hayley,
Jacques, Jeroo, Lubna, Maartje, Marine, Paul, Rediet, Sara, Sawsan, and Simon.

AflatounTM 2005 Jeroo Billimoria

Copyright 2009. Aflatoun, Child Savings International.

This work may be reproduced and redistributed, in whole or in part, with or without alteration and without
prior written permission, solely by educational institutions for non-profit administrative or educational
purposes providing all copies contain the following statement: Copyright 2009, Aflatoun Child Savings
International. This work is reproduced and distributed with permission of Aflatoun, Child Savings
International. No other use is permitted without express prior written permission of Aflatoun, Child
Savings International. For permission contact: info@aflatoun.org

3
4
Table of Contents

Acknowledgements 3
Preface 7
Executive Summary 9
Developing Aflatoun’s Balanced Approach 11
What is Social Education? 12
What is Financial Education? 12
How Aflatoun Balances Social and Financial Education? 13
Integrating the Financial into the Social: Aflatoun’s Origins in India 14
Aflatoun Goes Global: Refining the Balanced Approach 15
Key Principles of Child Social and Financial Education 16
Conclusions 19
Evaluating the Aflatoun Programme 21
Aflatoun’s Quality Assurance and Impact Assessment Strategy 21
Aflatoun’s Theory of Change 21
A Strategic Approach: Defining Key Methods and Approaches 22
The Aflatoun Quality Assurance Approach 23
Measuring Outputs, Outcomes and Impact at Aflatoun 23
Evidence about the Aflatoun Programme 25
Aflatoun Research and Evaluation Projects 28
Conclusions 29
Aflatoun Partner Programme Information and Analysis 31
Data Collection Methods for Children and Change 2009 31
Programme Growth and Outputs 31
Programme Delivery 34
Costs and Resources 38
Advocacy 38
Partner Programme Information: 42
Africa 42
The Americas 57
Asia 71
Europe 89
Middle East and North Africa 93
References 97

5
6
Preface
Children & Change is the flagship annual publication of Aflatoun, Child Savings International. It details
the activities undertaken by Aflatoun in 2008 and the impact on children that resulted.

This year the focus is on the pedagogical model of Aflatoun which is called Child Social and Financial
Education, and the introduction of the Aflatoun’s Quality Assurance and Impact Assessment System and
the initial results of the first data collection using these new tools.

Children and Change is therefore divided into three sections.

The first section provides an overview of the evolution of the Aflatoun curriculum and how the
pedagogical approach to Child Social and Financial Education developed and was formalized. In this
section, Aflatoun’s five core elements will also be described.

The second section introduces the Aflatoun Quality Assurance and Impact Assessment System. The
new tools and methods that will be used to evaluate the quality and efficacy of partner programmes are
described. It then reviews existing evaluation results and introduces current research projects.

The third section describes the data collection methods, provides a description of the Aflatoun
programme growth in the previous 3 years, and details outputs for Aflatoun programmes that completed
a full school year in the 2008 calendar year. This was compiled through a network wide survey carried
out with partners delivering the programme in schools.

7
8
Executive Summary
The Aflatoun programme teaches Child Social and Financial Education to 484253 children in 20
countries. It works with children aged 6-14 in schools, alternative education and non-formal settings. It is
tied together by 8 workbooks contextualized for their appropriate regions that correspond to the stages
of child development. Its methodology is engaging and child-friendly, and puts children at the centre of
the learning process through activities, songs, stories, games and worksheets.

The goal of Aflatoun is to teach children about their rights and responsibilities, and to provide them
with a set of financial tools to realise those rights. It does this through a pedagogical approach that it
developed called Child Social and Financial Education. While work in the development sector often
concentrates on either economic empowerment (e.g. savings, credit or income-generating programmes)
or on social education (e.g. human rights or citizenship), Aflatoun believes that balancing social and
financial components in its programme helps achieve sustainable child empowerment.

Aflatoun believes that children should be able to participate in their own development process.
Programmes that intend to benefit children should actively engage them as individuals and teach them
the skills they need to be successful. This requires schools and classes to create spaces in which
children may be able to express their needs and allow them the space to learn and act independently.

Ultimately, Aflatoun aims to help children grow into responsible self-aware individuals, who know
their rights and who aim to change their lives and their communities for the better. Alongside financial
empowerment, children must know about themselves and their abilities in order to succeed.

While it is a relatively new concept globally, it represents years of refinement and innovation from the
original programme in India in 1991. The development of the programme shows a progression from a
rights based programme in Mumbai to a programme that integrated savings as a result of the demands
of children. When the programme moved from India to the global stage, social and financial enterprise
was integrated as a result of the skills and expertises of organizations delivering the programme.

The global move also resulted in a more formal system of curriculum development and refinement.
Regional editions have been produced and contextualized for the appropriate languages and issues.
As well, the programme methodology incorporated child centred methodologies and increased the
emphasis on activities and games. As a result of this collaborative work, Aflatoun and its partners have
developed 18 different contextualized editions of the material in 17 languages.

Another key development in the growth of the Aflatoun programme is the introduction of its Impact
Assessment and Quality Assurance system. This has been based on the demand from partner
organizations and assisted by an expert panel of academics and researchers. It focuses on initial
partner selection for quality assurance as well as both network wide and targeted approaches to
outcome and impact assessment.

The results to date from 5 external reports and evaluations have shown that the Aflatoun model can be
made appropriate for different regions, that it is replicable and that there are outcomes from participation
in the programme. Key highlights include:
• Baseline: Aflatoun concepts are not foreign to all schools, but do require proper contextualization
• Programme Evaluations: Programme is replicable using the Aflatoun model based on buy in of
children, teachers and administrators
• Post Evaluations: 78% of children reported saving up to 6 years after programme completion
• Secretariat Evaluation: Aflatoun’s partners stress certain capacity needs and stakeholders require
clearer communication

Other research and evaluation projects are ongoing and will be reported in coming years of Children
and Change. This includes pilot projects on Social Return on Investment, Comparative Constituency
Feedback, as well as research projects on savings and organizational models and child participation.

The results of the data collection found that Aflatoun is working in 5151 schools in 20 countries in 2008.
Of the 484 253 children in the programme as of the end of 2008, 210 803 are saving.

9
10
Developing Aflatoun’s
Balanced Approach
The goal of Aflatoun is simple: to provide children
with an understanding about their rights and
responsibilities, and give them a set of financial tools
to realise those rights. In so doing, the Aflatoun
programme seeks to increase a child’s sense of control
over their own lives, build their self-confidence, and
prepare them to participate in matters affecting them
and their communities.
The Aflatoun programme, books and activities are
all based on the idea of Child Social and Financial
Education. This pedagogy mixes elements of both
social and rights-based education with financial
education. While the concept is new, it represents a
culmination of years of refinement and innovation -
from its beginning as a field action project at the Tata
Institute of Social Sciences in 1991 through a global
pilot to the current programme being delivered today.
Aflatoun’s approach to Child Social & Financial
Education (CSFE) involves developing two key
trajectories of learning; first, an understanding of
rights and responsibilities that enables individuals to
develop their communities in a conscientious manner;
and second, financial knowledge and skills that
enable individuals to make the best use of available
resources.
Much work in the development sector concentrates
on either economic empowerment (e.g. savings,
credit or income-generating programmes), or on
social education (e.g. human rights or citizenship).
Aflatoun believes that concentrating exclusively on one
element and neglecting the other creates an imbalance
that prevents children from achieving holistic and
sustainable empowerment.
It is for this reason that the Aflatoun programme seeks
to ensure that one area is not emphasised at the
expense of the other. We believe that both are equally
important and are complimentary. For example, social
empowerment is quickly made irrelevant if a child does
not have the resources to secure her entitlements
meaningfully. Additionally, financial empowerment
should be reinforced by a sense of responsibility to
the larger community. Aflatoun aims to promote rights
whilst acknowledging that for many people, improving
their living conditions is crucial. Social justice, personal
integrity and financial know-how are all interwoven.
The balance of social and financial education is best
captured in Aflatoun’s five core elements – the basic
educational themes which make up the Aflatoun
curriculum. The balance of social and financial
education is best captured in Aflatoun’s five core
elements – the basic educational themes which make
up the Aflatoun curriculum.
These core elements are:
• Personal Understanding and Exploration: Children
are encouraged towards greater self-knowledge and
are given the space to explore their values.
• Rights and Responsibilities: Aflatoun is grounded
in the UN Convention on the Rights of the Child and
teaches children about both rights and responsibilities.
• Saving and Spending: Children learn how to save
resources – both natural and financial- as well as how
to spend in a responsible manner.
• Planning and Budgeting: Children are provided with
tools to plan and budget available resources, enabling
them to form and achieve goals for the future.
• Child Social and Financial Enterprise: Children are
encouraged to view themselves as active participants
in, and shapers of their community. They design and
deliver both social justice campaigns and experiment
with generating revenue with school based businesses.
Each of these core elements will be described in
greater detail throughout this section. The process
of developing these core elements has been an
evolutionary process and is key to understanding the
Aflatoun methodology. Beginning with a social and
rights-based programme in India, financial savings and
budgeting were integrated. Based on the learning from
the Aflatoun global pilot, financial and social enterprise
became additional core elements in the international
programme in 2005.
The Aflatoun programme seeks to combine these
core elements to create balanced social and financial
education. It is calibrated to the key principles of child
development. New concepts and skills are introduced
based on the evolving capabilities of the children
and follow a graduated model. They are initially
11
 introduced to simple concepts and principles, and
then complimentary and more complex topics are
layered on top. The program is activity (as opposed
to knowledge) based and is designed to help children
develop both investigative attitudes and practical skills
to use for rest of their lives. This section in Children
and Change seeks to describe this approach. It will first
define what we are doing in both areas and it will detail
the history and evolution of the programme. Finally, it
will then look at the core principles that underpin the
Aflatoun curriculum.
Personal Understanding and Exploration
Aflatoun believes that increasing a child’s personal understanding is a key to
achieving both social and economic empowerment. Self-confidence - and the
resulting positive self identity - is essential for a child’s personal development
and for their development as a social being.
The Aflatoun programme attempts to increase personal confidence by helping
children explore their own emotions beginning at an early age. This individual
self exploration is set within a wider value based framework. Aflatoun
promotes compassion, respect for differences and emphasizes the child’s
position within a wider community, where all members are mutually dependent.
When financial education is introduced, it is based on this strong value system.
Aflatoun believes that for individuals to understand and empathize with others
they should first know who they are. Children are encouraged to explore
their different identities, as a child, a boy or girl, a son or daughter, a student
and citizen. Along with their personal identities they also explore regional or
religious influences. This results in an awareness and appreciation of the
different influences on their lives that make them unique individuals.
What is Social Education?
Social education helps children build an ethical
framework for the future. Children are encouraged to
explore, question and form their own values. This is
done in line with the Aflatoun motto which is, ‘Separate
fiction from fact. Explore, think, investigate and act.’
Children are urged to look at their values closely and
begin to reconsider prejudices regarding gender, class,
religion or ethnicity.
As children grow and progress through the curriculum,
they increasingly apply what they are discovering
in terms of ethics and values to the pursuit of social
justice. Children often see that their peers are
disadvantaged because their rights are denied. They
are urged to advocate for solutions. In so doing, social
education helps children render their own lives and the
lives of their communities, somehow fairer, safer and
healthier.
Social education also seeks to balance individual
aspirations with a communal dimension. With regards
to financial education, social themes are designed to
12
provide children with an ethical grounding that informs
all their subsequent financial activities. Team work,
mutual respect, self-esteem, moderation and living
within one’s means are emphasized over material
goods.
A common question that is asked is, “What are the
components of social education?” There are three core
elements that make up Aflatoun’s social education and
they are:
• Personal Understanding and Exploration
• Rights and Responsibilities
• Child Social and Financial Enterprise
These themes are presented throughout the eight
workbooks and attempt to help children develop into
responsible, self-aware individuals, who know their
rights and who aim to change their communities for the
better.
What is Financial Education?
Aflatoun seeks to provide an ethical framework for the
use of the money that children have. It also recognizes
that understanding value and resources are equally
important components of financial education for
children. Education needs to be about money and
resources in terms of their personal, financial, and
societal meanings.
As most parents are aware, children have an interest
in money and also have access to
resources. Based on our previous
research, the most common source
of money comes directly from parents
who provide it in the form of allowance
or pocket money. As such, they are
brought into the financial world within
the family context.
Aflatoun incorporates its financial education within a
broader educational programme that is activity - based.
This means that children learn by doing as opposed
to being provided information that might not have any
direct or immediate application. Children are taught
about financial concepts and also given the opportunity
to use them. The Aflatoun programme has three core
elements in its curriculum that attempt to teach children
about their resources. They are:
• Saving and Spending
• Planning and Budgeting
• Child Social and Financial Enterprise
These themes appear throughout the Aflatoun
curriculum and attempt to introduce children to the idea
and concept of resources and money.
How Aflatoun Balances Social and
Financial Education?
Aflatoun believes that social and financial education
are complimentary and mutually reinforcing. Aflatoun
is aware that many individuals see economic
development and social justice as distinct efforts and
often incompatible.
Providing both social and financial education engages
children in a more substantive way. As is seen in the
history of the Aflatoun programme, the introduction
of financial education, particularly savings activities,
helped engage and hold the attention of children in a
way that allowed social messages to be more readily
accepted. As our programme focuses on children,
Aflatoun has found that children do not make the same
differentiation between the social and financial themes
in a way that adults do. Instead they are interested in
practical skills and knowledge and financial education
helps ground key social messages.
Aflatoun also believes that providing a balance of
social and financial education allows for more holistic
child development. Aflatoun aims to promote rights
while acknowledging that improving life conditions
are crucial. As stated earlier, social empowerment is
quickly made irrelevant if a child does not have the
resources to secure her entitlements meaningfully.
Financial empowerment requires a sense of
responsibility to the larger community and therefore
it is important to provide a solid base in both areas to
increase the possibility of balanced development.
Social and financial education is balanced within the
curriculum. Aflatoun seeks to ensure that children
are given an appropriate mix of social and financial
themes while making sure that these messages are
appropriate to the stages of a child’s development.
For both social and financial themes, new concepts
and activities are calibrated in terms of the evolving
capabilities of the children and efforts are made within
the curriculum to tie the themes together.
The process of balancing social and financial
education has been responsive to the demands of
both children and partners. Aflatoun’s progress from a
local initiative to a global programme has resulted in
different elements of the programme being stressed,
or changed, as well as experimentation in how best
to teach these topics to children. This includes the
introduction of the financial education component
to the program in 2001, due to the demands of the
children and the incorporation of social and financial
enterprise in 2006, based on the field experiences of
our partners. This evolution was based on a consistent
and open debate about what the goals and aims of
the programme should be and how best to achieve
the vision of Aflatoun. Since becoming a global
programme, there has been an organizational effort to
Rights and Responsibilities
The child’s rights perspective informs all the work at Aflatoun and it forms the
philosophical foundation for the programme.
The Convention on the Rights of the Child is important and progressive
because it is the most expansive legally binding human rights document to
date. It incorporates economic, civil, cultural, political and social human rights
and recognizes that children need distinct care and protection as well as
having rights of their own.
While there is a substantive and legally binding component of the Convention
-setting standards in health care; education; and legal, civil and social
services- obliging governments to develop and undertake policies in the
light of the best interests of the child, there is a strong role for both non state
actors and individuals in moving the Child’s Rights agenda forward through
awareness raising.
Aflatoun believes that its work directly with children both the understanding
and knowledge of Child Rights but also contributes to the fulfilment of certain
key principles. This includes Articles 28 and 29 that cover the right of children
to quality education. Article 27 which supports the right of every child to a
standard of living adequate for the child’s physical, mental, spiritual, moral
and social development. Finally, Aflatoun programme seeks to support Articles
12-17 which assures the right of children to participate. Along with child rights,
children are also taught to understand that rights go hand-in-hand with duties
and responsibilities
By allowing children some control over their learning and by creating spaces
in which they might express themselves, the Aflatoun programme helps
children realise key participation rights in accordance with the United Nations
Convention on the Rights of the Child. The Aflatoun programme therefore
encourages teachers to actively participate with children in the classroom,
which differs from the traditional and prevalent rote-learning method.
provide clear space for reflection and lesson sharing
to allow for the curriculum to evolve.The history of the
Aflatoun programme will show that the programme
is not only firmly rooted in theory, but has also been
connected to the learning needs and demands of the
children who have been through the programme and
the partners who deliver it.
13
 Integrating the Financial into the
Social: Aflatoun’s Origins in India
In order to understand why Aflatoun teaches both
social and financial education, it is important to
consider the history of the programme. The curriculum
was not created fully formed from an inspirational
or planned vision. Instead it developed from a small
child rights project in Mumbai, and additional themes
and materials were added along the way based on
experience and learning. The origins of Aflatoun
was in a field action project of the Tata Institute for
Social Sciences in Mumbai, India when teachers and
students came together to try to teach children about
their rights. In December 1991, it began working in 5
schools in Mumbai providing child’s rights education
and using activities to illustrate their importance. It also
began experimenting with bringing students from both
the private and public school sectors together.
In 1993 as a response to the bombings and riots
in Mumbai, the organization felt a greater sense of
urgency. The project sought to deal with the underlying
ethnic and religious frictions in Mumbai through
activities, education and exposure. It sought to address
“issues related to children’s regional, language,
gender, class, caste, ethnicity, age, and ability
prejudices.” In Mumbai, this included using art as a
medium to provide a safe space for children to express
themselves, and bringing children from different
schools together from public and private schools to
share experiences and foster understandings. Each
year a new theme was chosen and taught for that year.
The underlying belief was that citizenship and social
empowerment are skills that can be acquired, and that
children can be taught how to function and address
issues in an open and democratic manner.
The social elements of the programme continued in
the schools in Mumbai through the 1990s, run with
the voluntary support of the Tata Institute faculty and
its students. It formally registered as an official not-for
profit organisation called MelJol in 1999.
The programme began to see an application for its
work in the rural areas of the State of Maharashtra.
This was due to research work that showed that
children who were leaving rural areas for Mumbai
were both entrepreneurial and inquisitive. MelJol
thought that by providing relevant and challenging
programming at school, it may be able to provide an
outlet for this energy and reverse this urban drift. The
14
expansion to rural settings necessitated modification of
both the programme material and methodology.
Saving and Spending
Aflatoun promotes a graduated model of saving over the course of its
programme. This is the result of variations in the child’s knowledge and access
to both resources and money, as well as their level of understanding and
maturity.
Aflatoun introduces children to savings at a very early age. Initially, it begins
by teaching children about saving resources as opposed to just money. This
includes resources like water, electricity and fuel as well as items or things
that have specific personal value to children, even if it is non monetary, like
stamps, stickers or pencils. While children are free to also save money,
saving is a personal act and Aflatoun merely facilitates this by helping create
a safe place for this activity. Some programmes have also developed social
savings, where non financial goods are saved like good deeds.
Aflatoun programmes will often move towards a class based approach to
saving. Children set up an Aflatoun Club, electing leaders from within the
class. Clubs are responsible for the organization of the social and financial
enterprises as well as being key participatory decision makers for the
Aflatoun classes. Under the supervision of a trained teacher, children also
create some key structures that make up this very small bank, like class and
individual ledgers. In technical terms, this is an informal savings group within
the classroom. In some instances, banks are linked directly to schools and
savings occurs in the formal bank.
It is important to note that children are neither required nor pressured to
save. It remains an optional component of the programme and seeks not to
discriminate based on the ability of a child to participate. Similarly, children
are never judged by the amount or consistency of their savings. Rather, the
programme seeks to expose children to the act of saving, thereby providing a
possible voluntary option which allows them to participate and start building
their assets.
In 2001, it began incorporating a savings programme
at these rural primary schools. This took the form of
creating non-formal savings groups in classrooms
with children playing an active role. In so doing, it
discovered that there were economic and financial
dimensions to the empowerment of children and that
financial activities and education had added value.
They provided an activity that both children and
teachers were interested in and it resulted in greater
child involvement in the programme. Children preferred
activities that they could participate in and have
personal ownership over and saving allowed this to
occur.
By collecting savings from children, the programme
had grown from a rights based programme to one that
was more active in the financial lives of the children.
Being responsible for a child’s savings introduced
an element of risk and, therefore, a more systematic
approach was required. In 2001, MelJol staff visited
the schools involved and conducted a survey of 63,000
children to determine if the programme was working
well. Through a class questionnaire, it attempted
to determine the strengths and weaknesses of its
programme and methodology. It also tried to answer
a key question, “Could a child savings programme
be scaled and also keep a child’s money safe?” The
response was a resounding yes!
With this survey complete, MelJol sought to
consolidate its existing social education messages
with its new financial themes. This resulted in the
commissioning of a new piece of research in 2002
which sought to refine core Aflatoun values and link
them with corresponding life skills and activities.
The process also required MelJol to think about the
social implications of this change and the longitudinal
outcomes for children. The result was the development
and refinement of the games and activities that
became a fundamental feature of the Aflatoun
curriculum.
It was at this stage that many of the programmatic
elements that now make up Aflatoun were refined
and consolidated. This includes the curriculum based
programme, with five core “values” (different from the
current core elements), the training of trainers, the
child savings clubs and the use of child activities as a
key driver for child participation.
The final programmatic detail to emerge was the name.
MelJol’s original programme was named Explorer,
which did not always capture the imagination of the
children. When the children were asked what name
they preferred, they decided on a character that they
thought best embodied the goals of the program. It was
taken from a character in a popular Bollywood movie
of the time, Aflatoun. The name is also appropriate
as Aflatoun is the Arabic and Persian name of Plato
the Greek
philosopher
whose
goal was
to examine
life. With
this simple
act of child
participation,
the final element of the Aflatoun programme was
completed.
Aflatoun Goes Global: Refining the
Balanced Approach
In 2005, Aflatoun was piloted globally. With the aid
of a start up grant, 10 organizations willing to test
the Aflatoun programme were found. The goal of the
pilot was to determine whether the Aflatoun model
was replicable and whether it had similar impacts
on children in different cultural contexts. Using the
methodology of the original programme, organizations
sought to develop and deliver their own programmes
in Africa, Asia, Europe and Latin America. It also
introduced Aflatoun’s distinct programme delivery
Planning and Budgeting
Planning and budgeting lessons help children make both personal and
financial goals for the future. The concept of thinking ahead and planning is a
life skill that is rarely addressed and is key for personal development.
This lesson is taught to children in the later years of the Aflatoun programme
and is designed to compliment three core elements of the Aflatoun
programme; personal understanding and exploration, saving and spending,
and child social and financial enterprise. Children are taught to make concrete
steps towards the goals that they have set for themselves. This is usually done
for small financial goals, but it is used for individual goals as well.
Children are asked to think beyond their immediate experience and start
to consider what their future may hold. These exercises have the goal of
increasing a child’s self-confidence and creating opportunities for children to
begin to design and act on their personal or financial aspirations. Through
planning and budgeting, children learn to see the future as something that can
be planned for and managed.
model. After the initial pilot, no Partner is provided
any compensation for the delivery of the Aflatoun
programme. Instead participation and delivery of the
programme is based on a shared interest and belief
in providing Child Social and Financial Education to
children.
The diversity of organizations joining the Aflatoun pilot
challenged many of the previous assumptions of the
programme. As this was a test phase, it was decided
that the best way to test the methodology was to allow
new organizations to adapt Aflatoun as they saw fit.
This resulted in a number of different national and
regional contextualizations; from full adaptation of all
books to targeted approaches to specific age cohorts.
Organizations also took the opportunity to develop
aspects of the programme based on their previous
experiences. This included adding financial enterprise
as well as using more structured approaches to social
action and advocacy. Finally, some organizations,
based on their mission, included only the social or the
financial elements of Aflatoun into their programmes.
The pilot demonstrated that the programme was
applicable to different cultural contexts. It also
highlighted the extent to which the materials and the
teaching methodologies would have to be adapted.
When these organizations were brought together to
share their views towards the end of the pilot period,
15
 the result was surprising. Organizations that had
previously chosen to deliver either financial or social
education saw value in the other approach and agreed
to deliver a more balanced programme. Each saw
some limits with the age range they were working
with or of providing a narrow programme. Another
key outcome was the introduction of child financial
enterprise into the curriculum and the formalization of
all social advocacy work under social enterprise.
A second key that resulted was the
need to develop a more structured
process in order to assist new
Partners in developing appropriate
materials. It was agreed that the
curriculum should be made flexible
enough to allow for national and
regional contextualization while
maintaining a strong core to ensure
some measure of consistency across all Aflatoun
programmes.
From 2007 to early 2009, Aflatoun held a series
of curriculum development workshops to help
create appropriate regional editions of the Aflatoun
workbooks. Partner organizations, curriculum
development experts and Secretariat staff were
brought together for three days on a regional basis
and were tasked with determining what areas required
modifications based on regional issues and concerns.
Social Enterprise
Aflatoun wants children to become agents of positive change, both within
their own lives and within their communities. Children are encouraged to
see that through planned interventions they can make their communities
healthier, safer and fairer places to live. Typically their activities are related
to social or environmental change. They begin with community mapping and
identify a local problem. Children might then use this information to plan to an
awareness campaign (e.g. campaigns against tobacco or for saving water) or
other activities (e.g. recycling projects). These require careful planning and
budgeting of resources, as well as a desire by children to identify problems
and address them for the benefit of the community.
Children are actively encouraged to design and deliver their social
campaigning projects. This requires the children to exercise a considerable
degree of creativity and independence. For this reason, child social
enterprises are introduced to children in the final few years of the programme.
The results are both fun for children and a way of getting children to think
about issues that are important to them and their communities.
They suggested new characters, activities, stories
and additional social or financial topics. The premise
of the regional editions was to provide a base for
subsequent national or local programme materials. The
regional editions were designed so that Partners would
not have to develop new illustrations and, in some
16
instances, translations. They were in a format that was
easy to adapt.
The content and the pedagogical approach of Aflatoun
was also refined and improved. The learning from
the regional workshop was that thematic modules,
rather than the previous chapters, brought greater
cohesion to the Aflatoun programme. Each module
was designed to guide the children on an experiential
learning journey based on the Aflatoun motto:
“Separate fiction from fact. Explore, think, investigate
and act”. Hence, each thematic module contained
subchapters of an introductory activity (explore),
a reflective activity (think), a research activity
(investigate) and a small practical project (act).
This process has resulted in 7 regional editions of
the Aflatoun curriculum that will become the basis
for further Partner contextualizations. The result is
that 18 Partners have adapted Aflatoun workbooks
into a total of 17 languages. Aflatoun believes that
this model is a new bottom up approach to deploying
a programme across multiple regions. It has the
advantage of allowing for control over the programme
core elements, while allowing for country variations
based on languages and local needs.
Key Principles of Child Social and
Financial Education
Throughout the development of the Aflatoun pedagogy,
there have been several key drivers and themes that
underscore the Aflatoun programme. These are often
brought into the Aflatoun programme due to their fit
with the mission of the organization, as well as our
experience working with both children and Partners.
Child Centred Development
Aflatoun believes that the child should be the centre
of the development process based on an ecological
perspective. This means thinking of children as distinct,
and also within a network of different relationships with
their family, school and community. This requires taking
into account the stages of child development and
framing the programme goals within the boundaries
and constraints of their abilities and learning
preferences. Aflatoun has designed its programme with
three stages of child development in mind. They are:
• Younger Children (Age 6 - 9): Children are focused
on themselves and can only really conceptualise things
in their immediate environment. Children think about
the world in relation to themselves and their place
within it. All the learning is related to the immediate
experience of the child.
• Transitional Children (Around age 10): Children begin
to understand that they fit into a country and a world
which is wider than their direct experience. Therefore,
children are introduced to the country and the wider
world. Aflatoun introduces children to concepts of their
regional identities and local traditions that might differ
in other parts of the world or their country.
• Older Children (Age 11-14): Children now start to
think about the world in terms of outside factors which
influence their life. They evaluate and reflect on their
experiences and participate in experiential learning.
Aflatoun materials have therefore been designed with
a child’s developmental abilities in mind. The content
and activities within the Aflatoun curriculum seek to
compliment these stages to ensure comprehension.
Child Rights
Aflatoun is firmly rooted in the United Nations
Convention on the Rights of the Child. The programme
began as a rights-based programme and this
philosophy is reflected in the social messages of
Aflatoun.
Aflatoun’s work resonates most with the key education
goals as outlined in Article 29. This includes:
• The development of the child’s personality, talents
and mental and physical abilities to their fullest
potential
• The development of respect for human rights and
fundamental freedoms, and for the principles enshrined
in the Charter of the United Nations
• The development of respect for the child’s parents,
his or her own cultural identity, language and values,
for the national values of the country in which the
child is living, the country from which he or she may
originate, and for civilizations different from his or her
own
• The preparation of the child for responsible life in
a free society, in the spirit of understanding, peace,
tolerance, equality of sexes, and friendship among
all peoples, ethnic, national and religious groups and
persons of indigenous origin
For this reason, many of the themes within the
curriculum have these ends as implicit or explicit goals.
Child Participation
The Aflatoun programme encourages children to
actively participate within the classroom, which differs
from the traditional and prevalent rote-learning method.
By allowing children some control over their learning
and by creating spaces in which they might express
themselves, the Aflatoun programme helps children
realise key participation rights in accordance with the
United Nations Convention on the Rights of the Child.
Aflatoun believes that how we go about teaching is
Financial Enterprise
Child financial enterprise is meant to assist children in starting and running
their own school based enterprise. This is meant to be a collective activity
within the group that helps them demonstrate and benefit from the work
that they had previously been doing. The teaching of financial enterprise
introduces new concepts like basic market research, product identification and
valuation, sales, and money management.
Businesses tend to be quite small, often involving the creation of a craft
or school related object, and Aflatoun promotes that the business occur in
the school environment. This is to ensure that children do not either miss
any class due to their involvement in this business. These projects tend to
excite children as it requires a significant level of collaboration and collective
decision making.
as important as what we are teaching. Rote-learning
is the pre-dominant style of education around the
world. It refers to the system of education whereby
knowledge is treated as lists of facts, and education
entails memorising those facts. This often stifles
a child’s self-expression and creativity, which are
precisely the qualities that Aflatoun needs to foster in
children. Instead, Aflatoun holds child participation to
be of key value.
Through the Aflatoun programme, children are allowed
to ‘learn by doing’; by completing tasks, either by
working alone or in small groups to share ideas and
to make their own discoveries. Child participation
allows children to become responsible for their work
and may ultimately result in a better understanding of
their personal capabilities. It is a fun and active way of
working for everyone and keeps people connected to
the messages of the programme.
Aflatoun is also attempting to bring child participation
beyond the class and into the Aflatoun programme
more broadly. This includes incorporating child
participation into material and programme development
with Partner programmes. Also, the Aflatoun Network is
looking to move children up the ladder of participation
to allow them to be consulted and eventually
participants in decision making processes.
17
 Life Skills-Based Financial
Education
Aflatoun connects its financial education to distinct
activities that require the application of this new
information or skill to something practical and tangible.
This has been the result of the experience of working
with children in schools. Previous iterations of the
programme were more knowledge intensive and the
financial information had less resonance. Research
has also shown that financial education, on its own,
has little effect on financial knowledge. For both
practical reasons, as well as the result of evidence,
Aflatoun moved towards a more interactive and activity
based approach to financial education.
Aflatoun believes that approaches that combine theory
and practice may have greater resonance and impact.
Aflatoun seeks to combine practical financial education
with activities to equip children with the basic skills and
confidence to succeed later. This is done throughout
the programme with different savings models; from
piggy bank models, to non-formal savings groups in
the classroom, to facilitating bank access for older
children. This is also done by promoting school based
financial enterprises. In so doing, children are required
to think about and make decisions in relation to basic
financial concepts in a safe, low risk environment.
18
Quality Assurance
There is concern that with additional contextualizations
and translations of the Aflatoun materials, the key
principles of Aflatoun may be diminished or lost. With
the breadth of material being produced by the Aflatoun
Secretariat and by Partners, Aflatoun has sought to
ensure that Aflatoun’s five core elements have been
maintained in an appropriate way. This will ensure that
with the proliferation of new material, the quality of the
programme does not diminish.
The development of a quality assurance process for
Aflatoun’s curriculum was done in collaboration with
its Partners. Aflatoun Partner organizations collected
key principles which they felt were part of the Aflatoun
programme. They provided these from a child’s
perspective –using “I” statements- and based it on
their field experience from speaking with children. The
Aflatoun Secretariat thereafter integrated this into a
framework that compared these key knowledge, skills,
attitudes, and behaviour indicators against the 5 core
elements.
Demand Driven Curriculum
Development
The Aflatoun Secretariat works with its Partners to
deliver the best possible programme to the children
that they work with. Due to the range of different
organizations that Aflatoun works with, there is variety
in both the methods of delivery and the types of
programming.
This results in emerging requirements for the Aflatoun
curriculum. While regionally contextualized curriculums
were an initial requirement, Partners have begun to
adapt the material to work with different groups. This
includes Aflatoun materials for children in non formal
settings, in child or youth microfinance groups and with
older children/youth.
Aflatoun has been taking two different approaches to
these emerging demands. In some instances, where
there is a fit with the Aflatoun strategy, Aflatoun has
convened Partners who are working in the area to do
contextualization workshops and to actively develop
curriculum. In other areas, Aflatoun is linking like-
minded Partners and allowing them to lead their own
contextualization process.
Conclusions
Aflatoun has grown from a local programme that had
success dealing with a specific set of issues, to a
programme that is applicable internationally. It has
remained relevant by allowing innovation by both
Partners within its network and by being responsive to
the demands of children in the Aflatoun programme.
Currently, it has developed a solid foundation for
Partners to develop their own workbooks in ways
that are most appropriate to their region, country
and context. This is done while maintaining the core
integrity of the programme.
That said, Aflatoun continues to ensure that its
programme is made more vibrant, dynamic and
effective. This is done by capturing new approaches
and methods from Partners and looking at ways
to improve future learning and change within the
curriculum. Aflatoun is looking to combine this bottom
up work with new pedagogical approaches that use
both technology and educational research. This will
inform the next iteration of our programme materials
scheduled for 2011.
19
20
Evaluating the Aflatoun
Programme
Aflatoun’s Quality Assurance and
Impact Assessment Strategy
As the Aflatoun programme expands, there is an
increasing need to assure the quality of its programme
and to better understand its impact.
For this reason, Aflatoun invests time, resources and
effort into evaluation and believes that these results will
help improve the programme. This focus on evaluation
has also been done at the request of Aflatoun’s
Partners who desired a unified and network wide
approach on the topic.
Over the course of the previous year and a half,
Aflatoun developed a strategy to fulfil these two key
goals. The initial outlines of the approach came from
a panel of expert researchers who met in 2007 and
early 2008. The actual formulation of the strategy was
then done by the Aflatoun Secretariat with a taskforce
of programme Partners providing input in the process.
Ultimately, the strategy was approved by all Partners in
2008. The result is the Evaluation Manual that outlines
the approach that Aflatoun will take regarding quality
assurance and impact assessment.
The approach was developed with five key issues in
mind. These are:
• Smart: It focuses on the most important
competencies and indicators of the programme
• Simple: All methods are designed to be easy to use
• Cost Effective: Partners will require few resources to
deploy the approach
• Open: Our methods and approaches will be
published along with our data
• Collaborative: The approach has been developed in
consultation with our Partners who are responsible for
the implementation
The resulting approach will be the foundation for
Aflatoun’s evaluation work and we hope that it is both
functional and effective.
Aflatoun’s Theory of Change
Evaluation will be the key to determining whether
Aflatoun’s aspirations correlate with its actual
programme practice. A “Theory of Change” helps
clarify and define the key indicators and outcomes that
Aflatoun seeks to measure. It functions for Aflatoun
in the same way that a log frame analysis does for
other organizations. This distinct framework is thought
to best state the inputs, approach and aspirations of
Aflatoun.

Curriculum Expected Expected behavioral

Behaviour
Quality & output Competency outcomes Outcomes Impact
•! I know I’m unique! •! I confidently participate
Core Element 1: •! I like to explore in different activities in
I am socially
Personal
Exploration
•! I am a compassionate my community empowered!
member of the world
•! I defend my and
Core Element 2: •! I know/claim my Rights others’ rights
Rights & •! I care for others & •!I participate in
Responsibilities myself democratic processes
•! I am a
•! I use resources •! I save & deposit changemaker
Core Element 3: responsibly regularly •! I stay in school
Saving & •! I have a savings
•! I save regularly longer
Spending •! I spend responsibly account •! I have enough
•! I withdraw less resources!"
•! I apply my
Core Element 4: •! I make budgets capabilities
Planning & •! I plan to realize goals •! I set financial goals for
•! I can make a budget •! I make my own
Budgeting myself choices
•! I am happy!
Core Element 5: •! I undertake enterprises •! I run a micro-enterprise
Social & Financial •! I enterprise for change •! I have organized/
Enterprise •! I value teamwork conducted projects for
social & green causes

Advocacy
•! More inclusive, participatory education I am
•! Raising global CSFE awareness
•! Child Friendly Banking •! Structural banking reform economically
•! More children’s savings accounts
•! Creating children’s global movement
•! Global children’s community empowered!

21
 Aflatoun hopes to promote change through two parallel
approaches:
• Child Social & Financial Education (CSFE): Through
the provision of a balanced social with financial
education curriculum, children will develop new
competencies and will change their behaviour. This will
hopefully result in social and financial empowerment.
• Advocacy: Through advocacy on global, national
and local levels, Aflatoun hopes to cause change in
national education systems and banking systems. It
also hopes to increase child participation and build
systems that facilitate children’s empowerment.
The Theory of Change seeks to demonstrate how
these two approaches relate to children and the effects
that are hoped to be seen in practice.
As is seen, most of the desired changes are with
the attitudes and behaviours of children. This
includes direct changes based on the inputs of the
Aflatoun programme and also facilitates an enabling
environment for certain types of changes and actions
through advocacy.
A Strategic Approach: Defining Key
Methods and Approaches
The elements of this monitoring and evaluation
strategy are designed such that they assess and
evaluate the different components of the Aflatoun
activities. As monitoring and evaluation require
different types of information to be collected, Aflatoun
!"#$%&%$'()*')(+%
has divided its approach into four key components:
• Quality Assurance: Aflatoun starts with high-
quality Partner selection. It assists with programme
implementation and facilitation to ensure both
programme quality and Secretariat effectiveness.
• Output tracking: It is necessary to understand
the scope, outreach and activities of the Aflatoun
programme.
• Outcome Assessment (Evaluation): Aflatoun sets out
to change child competencies and related behaviours.
Different research tools, such as field surveys and a
Partner database, have been developed to measure
outcomes.
• Impact Assessment: Aflatoun seeks to work with
research institutions, which use cutting-edge impact
assessment methodologies, to study the impact of
Aflatoun.
These pillars along with the types of evaluation
methods that we are using are represented in the
diagram below:
As seen by the diagram, each method provides
important information and insight into the Aflatoun
programme and, in some cases, compliments or
enriches other methods. Aflatoun believes that the
various methods used to collect information on the
programme results in a comprehensive approach to
monitoring and evaluation.

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22
The Aflatoun Quality Assurance Based in Amsterdam, the Aflatoun Secretariat
Approach facilitates the Aflatoun Network. As this is its primary
Aflatoun’s Quality Assurance (QA) is designed to task, it must be responsive to the needs, goals and
maintain high quality programme delivery as well as aspirations of both Partners and stakeholders. To
ensure that the Secretariat is effective and responsive. ensure that it is doing so, Aflatoun does an annual
Quality assurance at Aflatoun is composed of three Secretariat Performance Evaluation that consults
elements: Partners about the performance of the Secretariat
along with their needs for the upcoming year. In 2008,
• Quality partnership selection process: Setting this was done primarily by McKinsey & Company.
standards for Partner organisations who wish to be In the coming year, we will be working in a pilot
part of the Aflatoun Network. programme with Keystone Accountability using their
• Training: Ensuring that the concept of the programme Comparative Constituency Feedback approach to
is clearly communicated to Partners and teachers. determine the efficacy of the Aflatoun Secretariat’s
• Secretariat Performance Evaluation: To ensure that work facilitating the network of Partners.
the Secretariat is carrying out its function effectively
and efficiently as per the needs of the Partners and the At the request of Partners, Aflatoun will be
programme. developing tools for their Partners to best judge the
implementation of the programme in their schools and
In the previous year, the quality Partner selection non formal settings, as well as ensuring consistent
process was developed and agreed upon by the curriculum quality.
Aflatoun Network. The process is a graduated system
•! Share with •! Form Advisory •! Conduct a Measuring Outputs, •! MeasureOutcomes and
oforganization
involvement within the network that
Committee culminates
•! Conduct pre-
training capacity
•! Launch the
assessment Impact at Aflatoun
contextualisation Aflatoun Outputs and
with
team the right to fully participate with
•! Design the planning and
activities programme & Outcomes
•! Test concept Operating Model •! Train the
governance
with multiple of Aflatoun.
and ActionThe
Plansteps are based on the
•! Contextualise
trainers Aflatoun has two tracks •!Programme
visit the schools for measuring outputs,
Review
learning materials •! Hold Aflatoun
provision
stakeholders
of organizational
•! Prepare an
records •!and
Designreferences,
and the
•! Train the
teachers
outcomes
Events and impacts for its programme. There is a
Implementation
•!Work towards Action Plan
demonstration
signing and MOU of programme
Develop
•! Sign MoU with competence, and the
Materials
network wide approach that provides a base for both
•! Schedule a
learning visit
with the Min. of
commitment
Education in the
Ed. Department
delivery of the Aflatoun programme. our monitoring and reporting, as well as more targeted
•!Provide updates
to the Secretariat
approaches that are being rolled out with specific
In order to help Partners deliver the programme !"#$%(! in Partners more
!"#$%*!!interested in impact evaluation.
!"#$%+!
!"#$%&!! !"#$%'! !"#$%)!
accordance
"#$%&'!()*(&)&%+#!with the objectives
,'&##$#-! and goals of Aflatoun,3)&$#$#-!
.&/*)$&'! 4$1*!$#! 9*1$*:!;!
0*1*'+(2*#/! 567++'8! 9*<*6%+#!
training is provided. This allows Partners to be 1. Network Wide Approach
6exposed to the Aflatoun values and principles, as
steps of implementation Surveys are the key tools for general output tracking
3 phases of partnership
and outcome
assessment
$,-!#%&! $,-!#%'% $,-!#%(%
"#$%&'!=+#/&6/! >88+6$&/*!,&)/#*)! "2('*2*#%#-!,&)/#*)! within Aflatoun.

2.1 Sign-off
3.1 Signing • Aflatoun
1.1 Research & 1.4 Approval Memorandum of 2.3 Sharing & 2.4 Learning
initiate Associate (Partner) & facilitation Implementing Surveys:
1.2 Scoping Partnership
1.3 Dialogue
Partnership (MAP) Training visit
Agreement (IPA) Aflatoun has
2.2 Start
implementation designed
steps 3-5
five different
surveys to
well as learn the key lessons in how to develop and measure programmes and their outcomes. These
manage an Aflatoun programme. In the previous year, were designed by the Secretariat and then tested
a training manual was developed to train Partners and and evaluated by the Impact Assessment Task Force
to be used by those same Partners to train trainers along with other Partners in the Network. Partner and
and teachers within their programmes. In the coming 2 school surveys collate output information, while two
years, as a result of a new grant, 70 master trainers in child surveys and a class survey look at attitudes and
the regions will be trained. behaviours of teachers and children. The process is
uniform across all our Partners and is meant to provide
comprehensive and comparable information across the
Aflatoun network.

23
 • Stories: Stories can be effective as they provide clear
examples of programme outcomes. Guidelines are in
place for stories for children and for other individuals
involved with the programme.
• Qualitative Research Tools: Aflatoun is developing
different tools for both Partners and the Secretariat
to use to do basic qualitative research. This includes
case study and focus group research and tools for
institutional assessments called process review.
• Partner Database: Tata Consultancy Services
designed a database for Aflatoun’s Partners, which
allows for a smoother transfer of information from the
Partners to the Secretariat.
Pomoc Deci - Serbia
Pomoc Deci is a child rights organization that seeks to create an environment
of hope and respect for children and youth. Its goal is to help children and
youth to achieve their full potential and provide them with practical tools for
positive change.
A key value that is central to Aflatoun is responsibility because there is the
perception that children can be sheltered from taking responsibility for their
actions into early adulthood. For this reason, children taking initiatives and
doing things on their own is both new and unique.
An Aflatoun school merged social and financial activity by organising a very
distinct school fashion show. To address issues of environmental protection
and sustainability, they found and used recycled material to create new
garments. These garments where modelled by the children. They were able to
keep the financial costs down by using this “new” approach to fashion.
The main component of Aflatoun network wide data
collection is composed of 5 different surveys that
attempt to measure output and outcomes. Partners are
required to complete school visits in their programme
and distribute the school survey. Additional quality
assurance checklists for schools are also being
developed and will be deployed. Class and child
surveys have been developed and will be implemented
on a voluntary basis during those school visits.
Additionally, some Partners will be doing both pre and
post tests to determine the relative change in attitudes
as a result of a school year in the Aflatoun programme.
Partner Survey: Partners complete this once a
year. It looks at basic organisational information and
programme activities including the delivery methods
and costs, as well as summative programme output
data.
School Survey: This survey is an interview with the
head Aflatoun teacher or the principal. It captures
relevant information about Aflatoun programme
delivery, demographic composition, savings outcomes,
24
and penetration rate of the Aflatoun programme in the
school.
Class Surveys: Teachers have know the children
within their class and the Aflatoun programme.
They are a resource for determining whether there
are attitudinal or behavioural changes amongst the
Aflatoun children. As teachers, they are also pushed to
deliver a programme in a sometimes new and difficult
way. For this reason, the class survey details changes
in group dynamics amongst the children as well as with
the teacher.
Children’s Surveys: Aflatoun has developed
child surveys for younger and older children in its
programme. This is based in part on the curriculum
focus as well as some of the principles of child centred
development. They were developed by the Secretariat
in consultation with Partners who both pre-tested
and piloted them. They
were then reviewed by
the Impact Assessment
Taskforce, composed
of Partners, as well as
for review by all other
Partners. Questions were
chosen such that they
relate to Aflatoun’s five core elements and that, during
pre-testing with children without exposure to Aflatoun,
could not be linked to socialization.
These surveys will hopefully provide a representative
and accurate account of Aflatoun´s programme
activities, at the Partner, school and class level, and
their effects on children.
2. Impact Assessment
To determine the internal validity and impact of the
Aflatoun programmes an impartial and external
approach is needed. Aflatoun has teamed up with
research organizations interested in doing this
evaluation work and has Partners who are willing to
participate. We are exploring three approaches:
• Random Assignment: Aflatoun has submitted
proposals with both Innovations for Poverty Action
at Yale University and the Amsterdam Institute for
International Development to do a multi-country study
of the Aflatoun programme. These evaluations would
compare children in the programme with those children
who have no access to the programme over the same
period of time.
• Social Return on Investment (SROI): In partnership
with socialevaluator.eu and Context, International
Cooperation, Aflatoun is piloting a web based tool
to calculate the return on investment of the Aflatoun
programme. Aflatoun is exploring both participatory
and outcome oriented SROI calculations for both
Aflatoun Partner’s work with children and the
Secretariat’s facilitation of the network.
• Longitudinal Studies: Aflatoun will be looking to work
with external researchers to follow a select group of
Aflatoun children to determine what effect the Aflatoun
programme has had on children over an extended
period of time. This work would rely on extensive in-
depth interviews.
This research would require additional resources in
order for it to be done effectively and impartially. In the
interim, Aflatoun is developing a database which is
able to manage control and treatment groups and may
experiment or pilot a random assignment approach.
Next Steps
Aflatoun’s Quality Assurance and Impact Assessment
approach has been developed and has been rolled out
throughout the Network. With both Partner and expert
input, we hope that this system provides meaningful
results and ensures high quality delivery of the Aflatoun
programme. Early output results will be included in this
Children and Change with a full iteration of the strategy
providing results at the end of 2009.
Current Evidence about the Aflatoun
Programme
Aflatoun believes in evaluation and the importance
of sharing results and learning from them. As a fairly
young organization, our evidence is currently at the
preliminary stage. We are hoping to develop more
robust metrics and publish more substantive impact
evaluations in coming years. This will include the
output and outcome results collected and analysed by
the Aflatoun Secretariat and the impact results done in
collaboration with external researchers.
Below, we have detailed the evaluation projects that
have been completed to date. These were completed
or designed by external researchers and aims to
evaluate different aspects of the programme. These
reports have provided excellent insight into the
effectiveness of the programme, have helped identify
key issues, and have informed our programme design
and modification. It is important to note that many
of these evaluations have been conducted by the
Partner programmes of Aflatoun, independent of the
Secretariat.
Baseline Research: International Child Support
(Thailand)
Qualitative baseline work on attitudes towards child
rights and saving was done by International Child
LYNX - Nigeria
LYNX-Nigeria is a local NGO committed to fostering empowerment and
socially responsible leadership among Nigerian children and youth. LYNX
uses civic and human rights education and community service learning to
develop the potentials of children and youth to become conscious citizens.
In partnership with Kaduna State Ministry of the Environment, Aflatoun
children participated in a community service project this year on “Kids Care
for the Environment”. After receiving 2000 trees from the government, Lynx
will be distributing the trees to schools where they will be planted in the school
compounds and the neighbouring community as part of an effort to fight
desertification caused by the ever expanding Sahara desert and also to create
awareness among children about the need to care for the environment and
the world.
Support (ICS), a Dutch international non governmental
organization, prior to the start of the programme.
Currently, ICS delivers the Aflatoun programme in 3
countries: Kenya, Tanzania and Thailand. Through a
series of studies, they attempted to better understand
child, teacher and parental attitudes towards child
rights and financial education in Srisaket province in
North-East Thailand. This is where the programme
began in late 2008. Using informal semi-structured
interviews with teachers and guardians, and
games with children, they sought to gain a deeper
understanding of these concepts in the villages. They
also inquired about ways the Aflatoun programme
could be made more culturally appropriate for the local
situation. The research found that:
• Existing school-based savings programmes
were operating in some schools, but without child
participation or an educational component.
• Teachers generally knew about the concept of child
rights, but did not know precisely what these rights
were.
• Parents were supportive of the idea of financial
education in schools, but mistakenly thought that it
would result in large amounts of money saved.
• There were already market based activities in
schools; notably gardens that furnished money for the
purchase of school supplies
Interestingly, this affirms that the core activities of
the Aflatoun programme are not entirely foreign to
schools in developing countries. Instead, Aflatoun may
complement, support and formalize existing school
based processes and activities.
25
 The general recommendations were that integrating
the Aflatoun curriculum must be especially sensitive to
local context and demands, involve intensive teacher
selection and training, and involve the government at
an early stage to ensure successful integration within
the school system.
Programme Evaluations: Plan International
(Philippines and Vietnam)
Plan International, a large international non
government organization working in 49 countries, did
an external evaluation of two of its programmes that
were part of the initial global Aflatoun pilot beginning
Sahil - Pakistan
Sahil is an NGO working against child sexual abuse. Their areas of
expertise are: training, data collection, counselling, legal aid, material
development, research and publications. In July 2008 they started the
Aflatoun programme in a new, non formal setting. Instead of the usual
class based approach, they began with juveniles in the Adiala jail.
Instead of being involved in a financial bank, participants were involved in
social savings. This meant that instead of saving money, in a place where
children had no access to it, they saved good deeds and this became the
“currency” in Aflatoun. This is aligned with their philosophy that saving
good deeds benefit the whole society and also gives them a reward in the
spiritual world after. One participant also mentioned that “controlling ones
anger saves them from a bigger loss”.
From this early success, they plan to also start the programme in their
drop-in centres for children who are victims of abuse and have also
developed an interactive learning CD for children with low literacy levels.
in 2006. An independent external consultant assessed
the Aflatoun programme in Plan Philippines and Plan
Vietnam. Using focus groups, discussions and semi-
structured interviews with participants, stakeholders
and key informants, it sought to elicit responses on
the programme’s acceptance, benefits and effects. An
additional sample survey was done to determine the
socio-economic profile of the children participating in
the Aflatoun programme. The evaluation found that:
• The Aflatoun programme increased the awareness
and understanding of children on the importance of
saving and provided them an opportunity to practice
saving.
• The programme’s direct contribution to an increased
awareness of child rights and responsibilities was
limited, due to the fact that the social education
elements of the programme only supplemented or
clarified further what was being taught and promoted in
the schools with Plan International.
• Child participation was also something that varied
across the programme with some classes using only
Aflatoun Club (a non formal savings group) as the
participatory venue while other classes embraced the
26
participatory methods more systematically.
• The main determinant of programme sustainability
was whether there was support from the school
administration and leadership.
• There were criticisms about the pilot process. The
initial flexibility of the program, which was meant to test
different approaches, created some confusion.
One key finding from this evaluation and a future
challenge for both Aflatoun and other school-based
programmes was that the program tended to reach
more non-poor than poor households. While the
percentages of poor households were substantive
(30% and 42% for Vietnam and the Philippines
respectively), they did not constitute a majority. It was
suggested that Aflatoun should also look to children
who are out of school or in non-formal settings. This is
a recommendation that has been taken up by Aflatoun
and has resulted in the development of a non formal
curriculum.
Programme Evaluations: MelJol (India)
A sociological evaluation in India looked at the
child saving process and sought to assess the
appropriateness and efficacy of this approach.
Specifically, it looked at the participation and support of
students, teachers, and school administration as well
Plan Philippines - Philippines
Plan Philippines, as part of Plan International is committed to helping children
realise their rights and potential. In the Philippines, they work in about 10
provinces across the archipelago. They are implementing the Aflatoun
programme in partner schools in 2 provinces.
In one school, Aflatoun students have set up a chicken enterprise that has
given birth to a school feeding program. In 2006, Plan Philippines donated 18
chickens to children in 5th grade at Gutad Elementary School. Children sold
the eggs to the community stores and to their neighbours. Their profits were
saved in their bamboo banks called “alkansya.” By 2007 the chickens had laid
enough eggs to be shared with students in younger grade levels and with the
school to start its own chicken enterprise for all students. The profit students
generated from the school chicken enterprise, aided by financial donations and
support from the Parent Teacher Council (PTC) has funded the cultivation of a
rice field. The harvest of the rice field will be used for the lunch feeding.
as how Aflatoun dealt with the varying local cultural
and social contexts. The evaluator visited 16 schools
in 5 different districts in Maharashtra and did semi-
structured interviews with teachers and principals as
well as group interviews with children. It found that:
• The savings scheme was operational and running
independently in 14 of the 16 schools visited and that
the adoption by teachers was largely voluntary.
• The efficacy of the training process, where vocal
doubts by teachers were addressed by knowledgeable
facilitators, and the positive response of children to the
saving process resulted in high take up rates of the
Aflatoun programme by both teachers and children.
• Saving was widespread and 70% of students self
reported that they saved.
The evaluation highlighted the importance of a
simple savings process that can be easily replicated
and maintained without many additional financial or
organizational inputs.
Post Evaluations: MelJol (India)
MelJol was the original Aflatoun programme and
started its delivery in 1991. The most comprehensive
post evaluation of the programme was completed
by Greenearth Social Development Consulting with
MelJol in India. It evaluated 3 key programme related
questions:
1. Have the children inculcated the habit of savings?
2. To what extent do the participants (children and
teachers) of the Aflatoun programme remember the
contents of the Aflatoun series and have inculcated the
learning?
3. Have the teachers continued with the
implementation of the Aflatoun programme at the end
of 3 years?
To answer these questions the team surveyed
children who had completed the Aflatoun program in
the previous 6 years. It looked at the retention of key
Aflatoun messages and continued Aflatoun-related
activities. It found that:
• A total of 78% of students reported that they were
saving at the time of interview. 65% of participants
used their money for school supplies while 12%
reported using their savings to pay for school fees
outside the basic primary system.
• At least 84% of participants claimed to be involved
in at least two different programme activities and 64%
remembered the Aflatoun books and songs.
• Three years after MelJol discontinued support for the
Aflatoun programming in a district, saving clubs were
maintained by 58% of teachers and issue based work
by 42% of teachers.
This is Aflatoun’s most comprehensive evaluation to
date. It shows that children continued to save after
completing the Aflatoun programme and that they
remember key Aflatoun social messages. The data has
not been disaggregated by the number of years out of
the Aflatoun programme or by gender. The Secretariat
is planning to do further analysis of this data in the
coming months.
Aflatoun Secretariat Evaluation: Aflatoun
Secretariat and McKinsey and Company
Aflatoun is a network-based organization and its
Partners take a leading role in its governance as well
as provide programmatic direction. To ensure that
this occurs, Aflatoun has been attempting to develop
tools to assess its responsiveness to both Partner
and stakeholder needs. In 2008, the Secretariat
Performance Evaluation was designed by McKinsey
and Company and was based on key informant
interviews. It attempted to measure the level of
satisfaction with the work of the Aflatoun Secretariat
and to determine planning and priorities for coming
years. It found that:
• Aflatoun Partner organizations are generally satisfied
with Aflatoun’s assistance and value its mission,
network, materials and brand. It was felt that more
assistance could be given on program implementation,
training, action plan development and linking Partners
with stakeholders for fundraising.
• Stakeholders stated that the communication of the
concept required more clarity and that it should be
done in a simple manner.
• Stakeholders from a financial background felt the
social message diluted the programme and vice versa
for stakeholders with a rights-based perspective.
• Researching new areas of concept development
was where the stakeholders felt the Secretariat should
focus their future work.
In the coming year, Aflatoun will be part of a pilot
with Keystone Accountability using comparative
constituency feedback to assess the efficacy of our
network.
Conclusions: Results to Date
Aflatoun believes that these evaluations have
consistently shown that social and financial education
can be integrated into school settings. Evaluations
have highlighted issues that Aflatoun needs to address
and improve. This includes clarifying key organizational
messages, ensuring properly contextualized materials
are available, expanding to non formal settings, and
working to ensure that social messages are equally
registered alongside the financial ones.
Looking forward, Aflatoun is hoping to be able to
27
 provide more substantive outcome and impact
evaluation work. This includes using both pre and
post results as well as including research using a
control or counterfactual group. We are also looking
at doing more qualitative research to better clarify
and communicate the different programme models
in Aflatoun and the outcomes that are being seen by
Partners. Finally, we are looking to collaborate and
Partner with external organizations to ensure that
Aflatoun is properly evaluated by third parties.
Vision Solidaria - Peru
Visión Solidaria (VISO) is an NGO promoting social responsibility and
values in youth and children of Peru through volunteer work, educational
programmes and social projects. It has established an alliance with AFP
Integra, a pension fund which is part of the ING group in Peru, to support the
Aflatoun programme implementation in Lima.
In one school, Yolanda Prieto, the children had very limited access to pocket
money, but they were still very enthusiastic about savings. The children
decided to collect bottle caps, empty bottles, etc. and sold these to generate
savings. This also addressed the issue of environment and sustainability
as they focused on the importance of reusing and recycling. This resulted
in two benefits, a much cleaner school ground and a newly capitalized
microenterprise.
Current Aflatoun Research and
Evaluation Projects
Aflatoun is currently in the midst of several research
projects that we hope will result in both interesting
evaluation and advocacy results. Many of the results
will be available in next year’s publication of Children
and Change.
The diversity of projects reflects our openness to new
approaches and our willingness to challenge key
assumptions, as well as explore interesting aspects
of our programme model. The projects also highlight
our willingness to be involved and the added value of
collaboration.
Social Return on Investment - Socialevaluator.eu
and Context International Cooperation
Aflatoun has been interested in Social Return on
Investment (SROI) since it began its work in 2005. It
compliments many of the key principles that Aflatoun
has incorporated into its organizational model including
how we budget and prioritize staff resources.
In spite of this planning, Aflatoun has not been able to
actually calculate the social and financial returns on its
programme. For this reason, we have started a pilot
28
project with socialevaluator.eu, a new Dutch social
enterprise that has created a web based tool that
allows for easy SROI calculations.
We are hoping to complete two SROI calculations,
one for the work of the Secretariat and another for
the work of our Partners with children. We hope to be
able to measure the value of the work the Aflatoun
Secretariat does with its Partners as well as the social
and financial return of the programme. The child SROI
study is being done with International Child Support in
Kenya.
Aflatoun is also working with Context International
Cooperation on a method for deploying an SROI
methodology throughout the Aflatoun network. This will
allow Partners to do their own SROI calculations with
the social evaluator being used to monetize the results.
Comparative Constituency Feedback - Keystone
Accountability
Aflatoun has just begun a pilot project to test a new
approach to network evaluations.
Previously, in collaboration with McKinsey and
Company, Aflatoun evaluated the Secretariat’s
effectiveness. While this was a valuable process and
resulted in key organizational changes, it was limited
in terms of its ability to be replicated. An external
approach was required that could be done on an
ongoing basis.
For this reason, Aflatoun is now part of a process
called Comparative Constituency Feedback with
Keystone Accountability that will assess Aflatoun
through a survey of our Partners and compare the
results to similarly structured organizations. This
will allow Partners a voice in assessing the Aflatoun
Secretariat as well as provide clear benchmarks for
Aflatoun in regards to its performance as compared to
other organizations.
Savings Model Research- Aflatoun with
Programme Partners
Aflatoun has begun to look closely at the different
savings models that have developed within the Partner
programmes. This research will look at how these
approaches work in Aflatoun schools, whether they
are both effective and inclusive, and what the benefits/
costs are associated with each model. This will be
done using case study methods and will be written in
collaboration with Partners.
The different child and class saving models to be
studied include:
• Class-Based Non Formal Savings Groups: Most
children in the Aflatoun programme save in a class
based “Aflatoun Club.” This process is led by the
children with the supervision of a teacher. Children’s
money is usually kept within the school.
• Group Accounts: Some Partners have banks that
provide class or school accounts for the class based
savings. This provides additional security for child
savings and may promote bank linkages.
• Microfinance or Self Help Savings Groups:
Organizations that promote microfinance and self
help groups tend to provide savings opportunities to
children outside the classroom.
• Individual Formal Accounts: Partners have entered
into partnerships with banks. These banks have
agreed to provide individual bank accounts to children
within classrooms. Banks often visit schools to collect
savings and provide support to teachers.
• Piggy Banks: Some programmes use individual
personal savings outside of the class or banks. This is
usually a bag, box, or ‘piggy bank’ container used to
save money or other resources.
• Saving in Informal Settings: Aflatoun has begun to
work with children in non formal settings, including
street children and juvenile jails. This research will look
at how savings can be facilitated in these settings.
Child Savings Research - Ernst & Young
In collaboration with Ernst & Young, Aflatoun has
begun to look at the market for child savings products
in both developed and developing countries. A group
of 31 countries have been chosen for this. This will
hopefully be complimented by regulatory research on
barriers and opportunities for child savings.
Child Centred Development - Context International
Cooperation
Putting the child at the centre of the development
process is important to Aflatoun. This requires Aflatoun
to create space for meaningful participation of children
in the Aflatoun network. This is difficult and will require
new methods and instruments to be developed. In
collaboration with Context International Cooperation,
Aflatoun will be researching child centred development
and will look to incorporate child centred approaches
into our evaluation and programme methodologies.
Random Assignment – Amsterdam Institute for
International Development and Innovations for
Poverty Action, Yale University
Aflatoun has submitted proposals to do random
assignment research. Aflatoun hopes to be involved in
a project to better determine our effectiveness in the
coming year. We are also developing a database with
Tata Consultancy Services that will be able to capture
results of this research
Organizational Model Research
Aflatoun has a unique working model due to its role as
facilitator of a network and an educational programme.
For this reason we are interested in informing other
individuals, mainly in the social entrepreneurship
field, about how we work and what we are doing. For
example, in the previous year, our organization has
been highlighted as having many of the organizational
attributes of a social franchise.
In collaboration with researchers on social
entrepreneurship and non profit management, we
hope to begin to document some of the innovations
in our approach. This includes the use of the
ecosystem approach to social change and some of the
administrative tool models that make us unique.
Conclusions
Aflatoun believes in the value of
research and evaluation. In the past
year and a half, a comprehensive
approach has been adopted by the
Aflatoun Network and will hopefully
result in robust research and
evaluation findings being published
on an annual basis. This has been
done with external experts and is
responsive to the needs and requirements of Aflatoun.
Early evaluation results from Aflatoun have
demonstrated the soundness of the programme model.
Children do save and learn about their rights, teachers
are able to adapt and manage the requirements of the
programme, and the Secretariat model can be used to
increase the proliferation of the programme.
As Aflatoun moves forward, an increase in the breadth
and variety of research reports will hopefully shed
greater light on different aspects of the Aflatoun model.
This is being done with Partners and will result in both
an understanding of whether the programme works as
well as how.
29
30
Aflatoun Partner
Programme Information
Data Collection Methods for
Children and Change 2009
The survey results presented in Children and Change
2009 are from partners that had delivered the Aflatoun
programme for at least one full school year. This
data is for the period between January 1, 2008 and
December 31, 2008. Surveys were provided in three
languages and information was submitted by 23 out of
25 eligible partners.
It is important to note that the information is self
reported. This means that it is not necessarily
independent or statistically rigorous. That said, it
provides a base for understanding programme outputs,
how the programme is operating and how partners
have applied the Aflatoun methodology.
Some partners completed their academic year prior
to the April 31, 2009 deadline for partner survey
submission. In these cases, school, class and child
surveys have been applied. In the case of Meljol
in India, school visits to a sample of schools was
completed in order to obtain more accurate output
information.
Data from the surveys were either provided to the
Aflatoun Secretariat via a partner database developed
by Tata Consultancy Services India or by email. Data
was analysed at the Aflatoun Secretariat. While this
year’s data will only show mainly output numbers, we
hope to provide more comprehensive demographic,
outcome and impact measures in the coming year.
Programme Growth and Outputs
Aflatoun began in 1991 as a programme in 5 schools
in Mumbai. Over the course of the last 17 years, the
programme has grown and changed substantially.
It has developed from a programme that focused
solely on child rights to one that now has a balanced
approach to Child Social and Financial Education as
well as moving beyond its original location in Mumbai.
Over the course of the last 7 years, there has been
an increased emphasis on collecting comparable
programme information and that allows for an analysis
of the growth of the Aflatoun movement over this
period.
31
 Programme Growth:
Until 2005, the Aflatoun programme was only delivered
in India. Since the start of the global Aflatoun
programme, it has expanded and increased its global
reach. As of the end of 2008, Aflatoun is working in
5151 schools with 484253 thousand children in 20
countries.

Growth by Region:
The increase in the outreach of the Aflatoun
programme was effected mainly by growth in the
regions of Asia, Africa, and the Americas. There are
additional programmes in Europe and the Middle East
and North Africa

Children Saving:
Along with an increase in the number of programmes,
there has been an increase in the number of
children, savers and schools involved in the Aflatoun
Programme. The number of children savings has
increased as well. Partners reported that 210, 803
children were actively saving in the programme. The
percentage of children saving is therefore 43% of all
children in programmes.

32
Programme Development (excluding
India):
The number of children savings has increased as well.
Partners reported that 210, 803 children were actively
saving in the programme. The percentage of children
saving is therefore 43% of all children in programmes.

The majority of the growth of children and schools is

the result of the expansion of the Meljol programme
in India. A look at programme information from all
other programmes shows that most are either in the
pilot phase or just beginning their scale up process.
Number of schools range from 1 jail to 137 child care
centres for orphans in Nepal.

Corresponding with these school numbers, the number

of children on average in these other programmes is
proportional to the reduced number of schools. The
range of programme sizes from 100 children in a
juvenile jail in Pakistan to 16000 from the Ministry of
State for Family and Polulation Affairs in Egypt.

Programme Expansion in India:

As a result of data collection since 2001, Aflatoun is
able to chart the expansion of the India programme
and detail its growth. The results show that the growth
has been dramatic in 2008.

In 2008, Meljol received a grant that is allowing it to

expand its programme within Maharastra and to ad-
ditional states in India. The programme is now in 4422
schools and in three 3 new states, Kerala, Rajasthan
and Orissa, as well increasing its expansion through-
out the entire state in Maharashtra.

In these new states, expansion has been greatest in

Kerala with an additional 102,865 children being intro-
duced into the programme. As well, Prayatn in Rajast-
han has introduced the Aflatoun programme to 40,416
children in NGO schools.

Along with an increase in the number of children in

the programme, a significant increase in the number
of trainers and teachers has been accomplished. Over
9000 teachers have been trained and the pool of train-
ers has increased to 844. This has actually resulted
in only a slight increase in the teacher to trainer ratio,
from 10.5 in 2007 to 10.91 in 2008.

33
 Programme Delivery by Aflatoun
Partners:
Aflatoun provides programme partners with work-
books, technical assistance and material to deliver the
Aflatoun programme. Once partners have received
Aflatoun information, they are able to interpret and
apply the programme principles as they see fit for
their country and context using material, like the core
competency grid mentioned above, provided by the
Secretariat.

The Aflatoun Identity:

There are several key components or building blocks
of the Aflatoun identity. This includes the character
Aflatoun, the cheery fireball coming from outer space
to teach children, as well as the motto, and the
branding materials that communicate the child friendly
nature of the programme. Aflatoun supports the use
of these materials as a means of building a global
movement and brand recognition but does not require
it of our partners. Some partners chose to incorporate
Aflatoun material into other programmes or use their
own branding.

As is seen, just over half of the Aflatoun programmes

have integrated the brand with an additional quarter
partially integrating this. The character is used more
regularly with over 90% of partners fully or partially
integrating the character into their programme.

Age Range:
Partners also select age and grade levels of children
and grade levels that they chose to work with. This is
often due to the piloting process where they limited
the range of children to determine the best application
of the Aflatoun pedagogy as well as formalizing their
delivery process. The Aflatoun programme and mate-
rial have been developed for children age 6-14 but
partners apply the programme to children both older
and younger than this selected range. Working with
children outside of the Aflatoun age range most often
happens in non formal settings, like youth centres, jails
or street school.

34
Grade Range:
The Aflatoun programme in school settings most often
happens with children in Grade 1 or 3. Almost half
of the Aflatoun programmes begin their programme
in Grade 1 with the Grade 3 year as the next most
frequent starting period. Programmes generally
run though to either the 6th or the 8th grade. Two
programmes report working with children older than
Grade 8.

On average, partners deliver 4 years of the Aflatoun

programme. This is due to the large number of pilot
programmes in 2008. The average age range of
children partner\s work with is almost 7 years. This
is likely due to the number of non formal education
programmes that have been introduced and possibly
the age ranges that are present in some classes in the
economically developing countries.

Curriculum Integration:
Aflatoun promotes the integration of the Aflatoun
Programme into the existing educational system. For
this reason, a key goal is ensure both government
approval for the delivery of the Aflatoun programme
as well as integration of the Aflatoun material into the
formal education system.

As can be seen, in the graph, most partners have

received approval for the local educational authorities,
usually for their initial pilot projects. Some partners
have chosen- or been required to receive- either
regional or national approval for programme delivery.
In 2 cases, Aflatoun is being supported either
financially or with services by Education Departments.
Aflatoun also works to integrate its programme within
the school curriculum, often as a component of a
life skills curriculum. This has been reported by 12
different partners.

35
 Five Core Elements:
Aflatoun has 5 core elements that are balanced to
make up the key components of the programme.
Different programmes apply these elements in their
programme to different extents in part based on their
organizational missions as well as the ages of children
that they work with.

As can be seen, Saving and Spending as well

as Rights and Responsibilities are integrated by
the highest percentage of partners. Child Social
Enterprise is the least well integrated.

The Aflatoun Workbooks:

This integration of core elements is related to the
contextualization of different workbooks by partners.
As is seen, partners have predominantly used
Workbooks 1 through 6 in the development of their
Aflatoun Programme. As social and financial enterprise
is concentrated in the final workbooks, it is logical that
this core element has not been equally integrated.
The workbook contextualization also reinforces that
many partners have chosen to only use selective
workbooks in the delivery of their programme.

36
Aflatoun Activities and Additional
Material:
Aflatoun has core activities and additional material that
compose the delivery of the programme. This includes
the workbooks as well additional activities that have to
be organized by either teachers of the partner organi-
zation. Some of these activities rely on the ability of the
partner to provide properly contextualized material to
accomplish the activity.

As is seen in the graph, most programmes choose to

deliver most of the Aflatoun activities, with some part-
ners choosing not to organize school or bank visits on
behalf of children in the programme. In terms of addi-
tional materials, savings books for children and contex-
tualized games/activities were most often developed.

Training and Teachers:

To deliver the programme appropriately, teachers and
trainers must be exposed to the Aflatoun curriculum
and pedagogy and be given guidance in order to
able to implement the programme. A trainer is often
a teacher who has been provided a multiday training
who is then responsible for briefing and managing the
Aflatoun programme in their school. A key measure of
the ability of partners to implement the programme is
the ratio of teachers to trainers. As a result of the varia-
tion within programmes and the scale and scope of
their programmes, there is substantial variance in the
results. Overall, the teacher to trainer ratio across all
organizations is 19 teachers to 1 trainer. The highest
teacher to trainer ratio is 60:1 and the lowest is 3.

37
 Costs and Resources of delivering
the Aflatoun Programme:
Aflatoun delivers its programme through partner
organizations that believe in Child Social and
Financial Education. As a result of this partnership
relationship, there is no financial contribution from the
Aflatoun Secretariat to partner programmes. They are
responsible for raising appropriate resources to deliver
the programme and Aflatoun works at connecting
interested donor organizations to its partners.

Staff Time:
As a result of the delivery model, Aflatoun attempts
to ensure that the costs and resources required to
deliver the programme are minimized. The Aflatoun
Secretariat is responsible for providing support to
programmes in order to minimize the duplication
of efforts across programmes. Usually the Aflatoun
programme is managed by one programme
coordinator. In select cases, like Meljol in India and
the Ministry of Family and Population Affairs in Egypt,
there are multiple people working. Based on partner
responses, the average programme dedicated
32.5 hours of staff time by Aflatoun programme
coordinators.

Cost Per Child:

Aflatoun also has made an effort to calculate the
cost per child. Based on available information, we
have attempted to determine what the total costs
(expenses plus in kind contributions) are for the
Aflatoun programme. This has been done for partner
programmes as well as the Secretariat. The results
show that the Aflatoun programme cost per child-
inclusive of all costs- in 2008 was €11.48 per child.
Partner cost per child averaged €8.40.

Advocacy:
Aflatoun is both a programme but also an organization
that promotes core values and principles. This includes
the United Nations Convention on the Rights of the
Child, Child Social and Financial Education , as well
as Child Friendly Banking. Partner organizations lobby
for some or all of these principles in different measure,
depending on their mission and organizational values.

38
United Nations Rights of Child:
Aflatoun supports the United Nations Convention on
the Rights of the Child. As such, it believes that chil-
dren have their own rights and corresponding respon-
sibilities. Many organizations that Aflatoun partners
with hold similar values and are part of the internation-
al effort to ensure that children are given their voice. 11
organizations report working at the programme level to
support the child’s rights agenda and 9 work nationally
to move this work forward.

Child Social and Financial

Education:
Aflatoun believes that all children should have access
to appropriate Child Social and Financial Education.
As such, it is actively pushing governments to integrate
these principles into their curriculum. This is done in
collaboration with partner organizations who also are
working at the local, regional and national level to
achieve this end. There were 9 partners who report
working at a national level towards Child Social and Fi-
nancial education integration. An additional 8 organiza-
tions reported working with local government towards
this aim.

Child Friendly Banking:

A key goal of the Aflatoun programme is to provide
opportunities for children to gain access to financial
products. This includes the legal right for children to
open formal bank accounts. This is done through both
advocacy work with Central Banks, Banker’s Associa-
tions, Microfinance Organizations, Savings, Coops and
Credit Unions, as well as commercial banks.

In addition to lobbying, Aflatoun seeks to connect

banks with children directly. Aflatoun has begun to
actively work with different types of registered financial
service providers to lobby for their active engagement
with programme. Partners report 21 bank partner-
ships. This includes one programme, The National
Confederation of Cooperatives in the Philippines, that
delivers the Aflatoun programme through 6 of coopera-
tives as well a Junior Achievement programme that
brings bankers directly into the classroom. Of these
partnerships, 5 banks provide formal bank accounts to
children in Aflatoun schools.

39
40
africa

41
 Kenya
ICS Kenya

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization ICS Kenya
Country Kenya
Region Africa
Geographical Reach Regional
Mission Safe and enabling environment for children
Partner and Organisational Profile
Key Focus Education, Health, Poverty Peduction
Name of Organization ICS Kenya
Type of Organization International Non Governmental Organization
Country Kenya
Website www.ics.nl
Region
Email:
Africa
icsro@icsafrica.org
Geographical Reach
Phone Regional
204445048
Mission
First Year in Aflatoun Safe and enabling environment for children
2008
Key Focus Education, Health, Poverty Peduction
Programme Summary
Type of Organization International Non Governmental Organization
Website
Aflatoun Children www.ics.nl
Email:
Number of children in government schoolsicsro@icsafrica.org
1100 Lowest Oldest Range
Phone of children in non-formal education204445048
Number 0 Age Range 7 17 7-17
First Number
Total Year in Aflatoun
of children 2008 1100 Grade Range 1 8 1-8
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 12 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 week:
1100 1
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 7 17 7-17
Age Range
Number of Private Schools 0 year: 361-8
Total Number of children 1100 Grade Range 1 8
Total Number of Schools 12
Aflatoun Schools
Teachers
Number ofand Training schools
Government 12 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 20 0 Trainers
week: 2 1
Teachers trained
Number of NGO schools 24 0 Trainers trained 0
Programme hours per
Number of Private Schools 0 year: 36
Aflatoun Events
Total Number of Schools 12
Number of events organized by partner for different groups:
Children
Teachers and Training 9 Teachers 1 Culmination 0 Bank 0
Teachers in programme 20 Trainers 2
Teachers trained 24 Trainers trained 0

Aflatoun Events
Number of events organized by partner for different groups:
Children 9 Teachers 1 Culmination 0 Bank 0

42
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 3(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 4
3
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 4
4(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 3
Did you introduce the following Core Elements in your programme? Scale 4(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 4
1 Planning
Personal & Budgeting
Exploration 3(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 4
Scale 2
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 4(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 3
2
3
2
3 Saving and Spending 4
5
2 Child Social and Financial Enterprise Scale 4
2(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 3
3 - Social Enterprise 2
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 4
Scale 2(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 3
- -
The Aflatoun Social
Brand: Enterprise 2
2
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to 5)
Did you introduce the following -- -The Aflatoun Financial Enterprise
Principles of Implementation in your programme? 2 to 5)
The Aflatoun
- Aflatoun Training
Brand:
Social
Tree:
Enterprise 2
2
The Aflatoun Model Scale (1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 4
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand: Enterprise 2
2
The Aflatoun Model Character Scale 4(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme?
Principles
- The Aflatoun Brand: 2
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 4(1 to 5)
--- The
The Aflatoun Motto
Culture/country/region 2
Kenya
Aflatoun
Language
The Charactercontextualized
Brand:
translated
Aflatoun 2
4
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6
Culture/country/region
- The Aflatoun Motto contextualized 27
Kenya 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X 4
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Kenya
2
Workbooks
Language Used
translated X programme?
X X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5 6
in
you develop for usecontextualized
your 7 8
Culture/country/region Kenya
- Workbooks Used
Language translated X X X

1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Kenya
- Workbooks Used X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 1 programme?
2 3 4 5 6 107907
 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X 8
10790
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 2
8
Total
Numbercosts
of of the
additionalAflatoun
staff programme
working on in
the previous
Aflatoun year
programme 10790
Costs & Resources  2
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 8
Total costs of the Aflatoun programme in previous year 10790
Number
Costs of additional
&&Resources
Percentage of children staff
saving working on the Aflatoun
actively in programme programme 2
25%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 8
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
children child
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 10790
$30.00
2
25%
Saving
Total
Most &savings
time
common
Average Spending
spent by
perAflatoun
source perCoordinator
of children's
child month savings per week
funds
(in euros) Parents, 8
Work,
$30.00 Gifts
Number
Percentage
Average of additional
of
frequency children
of staff
saving
savings working onweekly,
actively
(daily, the
in Aflatoun
programme programme
monthly, other) 25%
2
Monthly
Most common
Saving & Spending source of children's savings funds Parents, Work, Gifts
Average
Average savings
frequency
frequency perof
of child
withdrawal
savings per month
(daily, (in weekly,
(daily, euros)
weekly, monthly,
monthly, other)
other) $30.00
Monthly
Monthly
Percentage of children saving actively in programme 25%
Most
Main common
use made
Saving &frequency
Average Spendingsource
of of children's
withdrawals by savings
children funds School, FamilyParents,
and Work,
Child Gifts
Expenses
savings perofchild
withdrawal per month(daily,
(in weekly,
euros) monthly, other) Monthly
$30.00
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Monthly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds School, Family Parents, 25%
and Child Expenses
Work, Gifts
Average
Average frequency
savings ofchild
per withdrawal per (daily,
month (in weekly,
euros) monthly, other) Monthly
$30.00
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Monthly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School, Family and Child
Parents, Expenses
Work, Gifts
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 12 Class Savings Ledgers Monthly Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) School, Family Monthly
and Child Expenses
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0
12 Class Elections
Savings Ledgers Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs Monthly
Financial
Social enterprises
enterprises 0 Child
Class Led Activities
Elections Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 12 School,
Class Family
Savings and Child Expenses
Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs Child Led Activities
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
12 Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department Child
X Led Activities
Department of Education and Advocacy
Social enterprises 0 Local Class ElectionsRegional NationalYes
Number of Aflatoun
Funding/Support by clubs
Education in programme:
Department 12 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department X Led Activities
Child
Department
Social of Education
enterprisesby Education Department
Funding/Support and Advocacy Programme 0 Local Regional
Class Elections NationalYes
Inter/National
Endorsement
UN Rights of by Education
the Child Department X Led Activities
Financial enterprises
Department of Education and Advocacy Programme Local Child Regional NationalX
Inter/National
Funding/Support
Integration
UN Rights into
of the byCurriculum
the
ChildEducation Department X X
X
Endorsement by Education Department X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local Regional
Regional Inter/National
National X
Integration into the
Funding/Support byCurriculum
Education Department X X
UN Rights of the
Endorsement by Child
Education Department X X
Child Friendly Banking Programme Local Regional X
Inter/National
Integration into
Funding/Support the Curriculum
by Education Department X X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional X
Inter/National
Integration into the Curriculum X X
UN Rights
Child of the
Friendly Child
Banking X
X
Integration into the Curriculum X X
Child Friendly Banking X

43
 Mali
CAMIDE, GAP

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization CAMIDE, GAP
Country Mali
Region Africa
Geographical Reach Regional
Mission To provide viable microfinance services
Partner and Organisational Profile
Key Focus Microfinance
Name of Organization CAMIDE, GAP
Type of Organization Microfinance Organization
Country Mali
Website www.camide.org
Region
Email:
Africa
vialloster@gmail.com
Geographical Reach
Phone Regional
76369455
Mission
First Year in Aflatoun To provide viable microfinance services
2008
Key Focus Microfinance
Programme Summary
Type of Organization Microfinance Organization
Website
Aflatoun Children www.camide.org
Email:
Number of children in government schoolsvialloster@gmail.com
3701 Lowest Oldest Range
Phone of children in non-formal education76369455
Number 0 Age Range 9 13 9-13
First Number
Total Year in Aflatoun
of children 2008 3701 Grade Range 3 6 3-6
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 8 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0
3701 week: 3
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 9 13 9-13
Age Range
Number of Private Schools 0 year: 1563-6
Total Number of children 3701 Grade Range 3 6
Total Number of Schools 8
Aflatoun Schools
Teachers
Number ofand Training schools
Government 8 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 25 0 Trainers
week: 1 3
Teachers trained
Number of NGO schools 25 0 Trainers trained 3
Programme hours per
Number of Private Schools 0 year: 156
Aflatoun Events
Total Number of Schools 8
Number of events organized by partner for different groups:
Children
Teachers and Training 1 Teachers 2 Culmination 1 Bank 1
Teachers in programme 25 Trainers 1
Teachers trained 25 Trainers trained 3

Aflatoun Events
Number of events organized by partner for different groups:
Children 1 Teachers 2 Culmination 1 Bank 1

44
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 2(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 3
2
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 3
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 2
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 3
5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social
Planning & and Financial Enterprise
Budgeting Scale 3
3(1 to 5)
1 Personal Exploration 2
Did you introduce the following 3 Saving
- and
Core Spending
Social
Elements Enterprise
in your programme? Scale 5
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 3(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 3
5
2
3
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 3
5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 3
3 - Social Enterprise 3
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 5
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 3
- -
The Aflatoun Social
Brand: Enterprise 3
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
0
5
The Aflatoun Model - Social Enterprise 3
Scale 0(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise 5
5
The Aflatoun Model The Aflatoun MottoCharacter Scale 1
5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 0
Principles 1
- The Aflatoun Brand: 5
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language Character
translated Scale 5(1 to 5)
French
The Aflatoun Training Tree: 0
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized Mali/Afrique 1
Francophone
5
French
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 0
Culture/country/region
- The Aflatoun Motto contextualized 17
Mali/Afrique Francophone 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X French
5
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? Mali/Afrique Francophone
1
Workbooks
Language Used
translated X French
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
in
you develop for usecontextualized
your 2 3 4 5 6 7 8
Culture/country/region Mali/Afrique Francophone
- Workbooks Used
Language translated  X French
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Mali/Afrique Francophone
- Workbooks Used X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 120007 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X 5
12000
Costs & of
Resources 
Number
What
Total time additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 5
Total
Numbercosts
of of the Aflatoun
additional staff programme
working on in previous
the Aflatoun year
programme
 12000
Costs & Resources
Total
Savingtime spent by Aflatoun Coordinator per week
& Spending 5
Total costs of the Aflatoun programme in previous year 12000
Number
Costs of additional
&&Resources
Percentage of children staff
saving working on the Aflatoun
actively in programme programme 100%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 5
Total
Numbercosts
Average
Percentage of
savings the
of additional Aflatoun
per
of children child
staff
saving programme
per month
working (in
on the
actively in previous
euros) year
Aflatoun programme
in programme 12000
$0.84
100%
Saving
Total
Most &savings
time
common
Average Spending
spent by
perAflatoun
source perCoordinator
of children's
child month savings per week
funds
(in euros) 5
Parents, Festivals,
$0.84 Errands
Number
Percentage
Average of additional
of
frequency children
of staff
saving
savings working onweekly,
actively
(daily, the
in Aflatoun
programme programme
monthly, other) 100%
Weekly
Most common
Saving & Spending source of children's savings funds Parents, Festivals, Errands
Average
Average savings
frequency
frequency perof
of child
withdrawal
savings per month
(daily, (in weekly,
(daily, euros)
weekly, monthly,
monthly, other)
other) $0.84
No Weekly
Frequency
Percentage of children saving actively in programme 100%
Most
Main
Savingcommon
use made
Average&frequency
Spendingsource
of of children's
withdrawals by savings
children funds Parents, Festivals,
School Expenses Errands
savings perofchild
withdrawal per month(daily,
(in weekly,
euros) monthly, other) No Frequency
$0.84
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds School
Parents, 100%
Expenses
Festivals, Errands
Average
Average frequency
savings ofchild
per withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.84
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School Expenses
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 25 Class SavingsParents, NoFestivals,
Ledgers Frequency Errands
Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
School Expenses
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0
25 Class Elections
Savings Ledgers Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 0 Child Led Activities
Class Elections School Expenses No
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 25 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
25 Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 0 Child
X Led Activities
X No
Department of
Social enterprises and Advocacy 0 Local Class Regional
Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 25 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 0 X Led ActivitiesX
Child No
Department of Education
Social enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department X
Programme X Led Activities
0 Local Child X
Regional No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X X
Endorsement by Education Department X X
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme
X Local
Local X Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education X
UN Rights
Endorsement of the
by Child
Education Department X X X
Child Friendly Banking X
Programme Local X Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking X
Programme Local X Regional Inter/National
Integration into the Curriculum X
UN Rights of the
Child Friendly Banking Child X
X X
Integration into the Curriculum X
Child Friendly Banking X X

45
 Mozambique
Associacao Wona
Sanana

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Associacao Wona Sanana
Country Mozambique
Region Africa
Geographical Reach National
Mission To promote active learning and integrated development for children
Partner and Organisational Profile
Key Focus Education, Early Childhood Development
Name of Organization Associacao Wona Sanana
Type of Organization Non Governmental Organization
Country Mozambique
Website www.wonasanana.org.mz
Region
Email:
Africa
wona.sanana@tvcabo.co.mz
Geographical Reach
Phone 258National
21418753
Mission
First Year in Aflatoun To promote active learning and integrated development for children
2008
Key Focus Education, Early Childhood Development
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.wonasanana.org.mz
Email:
Number of children in government schoolswona.sanana@tvcabo.co.mz
1324 Lowest Oldest Range
Phone of children in non-formal education258 21418753 0 Age Range
Number 8 15 8-15
First Number
Total Year in Aflatoun
of children 2008 1324 Grade Range 3 6 3-6
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 0 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 9
1324 week: 1
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 8 15 8-15
Age Range
Number of Private Schools 0 year: 403-6
Total Number of children 1324 Grade Range 3 6
Total Number of Schools 9
Aflatoun Schools
Teachers
Number ofand Training schools
Government 0 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 54 9 Trainers
week: 18 1
Teachers trained
Number of NGO schools 38 0 Trainers trained 16
Programme hours per
Number of Private Schools 0 year: 40
Aflatoun Events
Total Number of Schools 9
Number of events organized by partner for different groups:
Children
Teachers and Training 1 Teachers 3 Culmination 0 Bank 0
Teachers in programme 54 Trainers 18
Teachers trained 38 Trainers trained 16

Aflatoun Events
Number of events organized by partner for different groups:
Children 1 Teachers 3 Culmination 0 Bank 0

46
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 2(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 2
2
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 22(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 2
Did you introduce the following Core Elements in your programme? Scale 2(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 2
1 Planning
Personal & Budgeting
Exploration 2(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 2
Scale
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 2(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 2
2
3 Saving and Spending 2
5
2 Child Social and Financial Enterprise Scale 2(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 2
3 -
Saving Social Enterprise
and Spending 2
2
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 2(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 2
- -
The Aflatoun Social
Brand: Enterprise 2
2
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 2
3
2
The Aflatoun Model - Social Enterprise 2
Scale 3(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 3
-- -The Aflatoun Financial
Brand: Enterprise 2
2
The Aflatoun Model The Aflatoun MottoCharacter Scale 33(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 3
Principles 3
- The Aflatoun Brand: 2
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language Character
translated Scale 3(1 to 5)
Portuguese
The Aflatoun Training Tree: 3
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 3
Mozambique
2
Portuguese
The Aflatoun Character 3
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 3
Culture/country/region
- The Aflatoun Motto contextualized 37
Mozambique 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X Portuguese
3
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? X Mozambique
3
Workbooks
Language Used
translated X X X Portuguese
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5
in
you develop for usecontextualized
your 6 7 8
Culture/country/region Mozambique
- Workbooks Used
Language translated X X X
X Portuguese
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Mozambique
- Workbooks Used X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 0 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X 20
0
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 5
20
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 0
Costs Resources  5
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 20
Total costs of the Aflatoun programme in previous year 0
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 5
60%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 20
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 0
$0.01
5
60%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 20
Work
$0.01
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 60%
5
Monthly
Work
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $0.01
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Monthly
60%
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, No Work
Gifts/Festivas
Frequency
savings per child per month (in euros) $0.01
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Monthly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 60%
Gifts/Festivas
Work
Average
Average frequency
savings perof withdrawal
child per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.01
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Monthly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) Gifts/Festivas
Work Yes
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 4 Class Savings Ledgers No Frequency
Average
Main use frequency of savings (daily, weekly, monthly, other) Monthly
Gifts/Festivas
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 16
4 Class Elections
Savings Ledgers Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 9 to
16 11 Child Led Activities
Class Elections No
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 4 Class Savings Ledgers Gifts/Festivas Yes
Other Programme
Financial enterprisesOutcomes/Outputs 9 to 11 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 16
4 Local Class
Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 9 to 11Local Child
X Led Activities No
Department of
Social enterprises and Advocacy 16 Class Regional
Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 4 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 9 to 11 X Led Activities
Child No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme16 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department X Led Activities
X 9 to 11Local Child
Programme Regional No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X
X X
Endorsement by Education Department X
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local X Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education X
UN Rights
Endorsement of the
by Child
Education Department X X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X X
UN Rights of the Child X
Child Friendly Banking Programme Local X Regional Inter/National
Integration into the Curriculum X
UN Rights of the
Child Friendly Banking Child X
Integration into the Curriculum X X
Child Friendly Banking

47
 Namibia
Junior Achievement
Namibia

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Junior Achievement Namibia
Country Namibia
Region Africa
Geographical Reach National
Mission To teach youth about the economics of life
Partner and Organisational Profile
Key Focus Entrepreneurship, Skills training
Name of Organization Junior Achievement Namibia
Type of Organization Non Governmental Organization
Country Namibia
Website www.ja-namibia.org
Region
Email:
Africa
Johanna.Cloete@ja-namibia.org
Geographical Reach
Phone National
61222860
Mission
First Year in Aflatoun To teach youth about the economics of life
2008
Key Focus Entrepreneurship, Skills training
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.ja-namibia.org
Email:
Number of children in government schoolsJohanna.Cloete@ja-namibia.org
3100 Lowest Oldest Range
Phone of children in non-formal education61222860
Number Age Range 5 14 5-14
First Number
Total Year in Aflatoun
of children 2008 3100 Grade Range 1 7 1-7
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 25 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 week:
3100 2
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education Programme hours per 5 14 5-14
Age Range
Number of Private Schools year: 941-7
Total Number of children 3100 Grade Range 1 7
Total Number of Schools 25
Aflatoun Schools
Teachers
Number ofand Training schools
Government 25 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 0 Trainers
week: 2
Teachers trained
Number of NGO schools 25 Trainers trained 45
Programme hours per
Number of Private Schools year: 94
Aflatoun Events
Total Number of Schools 25
Number of events organized by partner for different groups:
Children
Teachers and Training 2 Teachers 3 Culmination 1 Bank 2
Teachers in programme Trainers
Teachers trained 25 Trainers trained 45

Aflatoun Events
Number of events organized by partner for different groups:
Children 2 Teachers 3 Culmination 1 Bank 2

48
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 55(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 5
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 5(1 to 5)
2
5
4 Child
1
Rights & Responsibilities
Social
Planning
Personal & and Financial Enterprise
Budgeting
Exploration Scale 55(1 to 5)
Did you introduce the following 3
5 Rights
2
Saving
- and
Core
Child Social Spending
Social
ElementsEnterprise
in your programme?
and Financial Enterprise
& Responsibilities Scale 5
Scale 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
1
5
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 51(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 - Social Enterprise 5
5
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale
Scale 1(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 5
1
The Aflatoun Model Scale (1
Scale (1 to 5)
Did you introduce the following 5 Child
-- -The
Social and
Aflatoun Financial
Financial Enterprise
Enterprise
Principles of Implementation in your programme? 1 to 5)
The Aflatoun
- Aflatoun Training
Brand:
Social
Tree:
Enterprise 1
5
The Aflatoun Model Scale (1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5 1
-- -The Aflatoun Financial
Brand: Enterprise 1
The Aflatoun Model The Aflatoun MottoCharacter Scale 55(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 5
Principles
- The Aflatoun Brand: 1
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language
The Aflatoun
Character
translated
Training Tree: Scale 5(1 to 5)
--- The
The Aflatoun Motto
Culture/country/region 5 cultures
Namibia - 3 ethnic
Aflatoun
Language
The Charactercontextualized
Brand:
translated
Aflatoun 1
5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6
Culture/country/region
- The Aflatoun Motto contextualized 57 cultures
Namibia - 3 ethnic 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X X 5X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Namibia - 3 ethnic
5X cultures
Workbooks
Language Used
translated X programme?
X X X X X X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5 6 7
in
you develop for usecontextualized
your 8
Culture/country/region Namibia - 3 ethnic cultures
- Workbooks Used
Language translated X X X X X X X
 X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Namibia - 3 ethnic cultures
- Workbooks Used X X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 1 programme?
2 3 4 5 6 260007
 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 40 X
26000 X
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 2
40
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 26000
Costs Resources 2

Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 40
Total costs of the Aflatoun programme in previous year 26000
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 2
10%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 40
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 26000
.45
2
10%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 40
Parents
.45
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 10%
2
Weekly
Parents
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No .45
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
10%
Most
Main
Savingcommon
use
Average made
&savings
Spending
frequency source of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, No Parents
School Expenses
Frequency
per child per month (in euros) .45
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main use made
Most common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds School 10%
Expenses
Parents
Average savings
Average frequency perofchild
withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
.45
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School Expenses
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
School Expenses
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0 Class Elections
Savings Ledgers Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 0 Child Led Activities
Class Elections School Expenses Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
Class Elections
SavingsRegional
Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department 0 Child
X Led Activities
X
Department of Education and Advocacy
Social enterprises 0 Local Class Elections Regional NationalYes
Number of Aflatoun
Funding/Support by clubs
Education in programme:
Department Class Savings Ledgers Yes
Endorsement by
Financial enterprises Education Department 0 X
Child Led Activities X
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN Rights
Financial of by
the
enterprises Education
Child Department X
Programme 0 Local X
Child Led X
Activities
Regional Inter/National
Department of Education and Advocacy National
Funding/Support
Integration into byCurriculum
Education Department
UN Rights of
Endorsement bythe
the Child
Education Department X X X X
Child Friendly
Department of Banking
Education and Advocacy Programme
X Local
Local Regional
Regional Inter/National
National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Education
Endorsement Child X
Child Friendly by Banking Department X
Programme Local X X
Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking X
Programme Local Regional Inter/National
Integration into the Curriculum X
UN Rights of the
Child Friendly Banking Child X
X
Integration into the Curriculum X
Child Friendly Banking X

49
 Nigeria
LYNX

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Linking the Youth of Nigeria through Exchange
Country Nigeria
Region Africa
Geographical Reach National
Mission Linking youth in Nigeria for social change
Partner and Organisational Profile
Key Focus Human rights, Community service learning
Name of Organization Linking the Youth of Nigeria through Exchange
Type of Organization Non Governmental Organization
Country Nigeria
Website www.idealist.org/if/i/en/av/Org/109555-196
Region
Email:
Africa
lynxnigeria@yahoo.co.uk
Geographical Reach
Phone National
8962961
Mission
First Year in Aflatoun Linking youth in Nigeria for social change
2006
Key Focus Human rights, Community service learning
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.idealist.org/if/i/en/av/Org/109555-196
Email:
Number of children in government schoolslynxnigeria@yahoo.co.uk
7500 Lowest Oldest Range
Phone of children in non-formal education8962961
Number Age Range 7 19 7-19
First Number
Total Year in Aflatoun
of children 2006 7500 Grade Range 1 6 1-6
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 125 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 7500 week: 2
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education Programme hours per 7 19 7-19
Age Range
Number of Private Schools 1 year: 1041-6
Total Number of children 7500 Grade Range 1 6
Total Number of Schools 126
Aflatoun Schools
Teachers
Number ofand Training schools
Government 125 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 252 Trainers
week: 18 2
Teachers trained
Number of NGO schools 252 Trainers trained 18
Programme hours per
Number of Private Schools 1 year: 104
Aflatoun Events
Total Number of Schools 126
Number of events organized by partner for different groups:
Children
Teachers and Training 1061 Teachers 2 Culmination Bank 2
Teachers in programme 252 Trainers 18
Teachers trained 252 Trainers trained 18

Aflatoun Events
Number of events organized by partner for different groups:
Children 1061 Teachers 2 Culmination Bank 2

50
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5 5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 5
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 3 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social
Planning & and Financial Enterprise
Budgeting Scale 5 3(1 to 5)
1 Personal Exploration 5
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 3
4
5
3
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5 4(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 3
3 - Social Enterprise 3
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 5
Scale 4(1(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 3
- -
The Aflatoun Social
Brand: Enterprise 3
4
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to 5)
Did you introduce the following -- -The Aflatoun Financial Enterprise
Principles of Implementation in your programme? 4 to 5)
The Aflatoun
- Aflatoun Training
Brand:
Social
Tree:
Enterprise 4
3
The Aflatoun Model Scale (1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise 4
4
The Aflatoun Model The Aflatoun MottoCharacter Scale 3 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 3
Principles
- The Aflatoun Brand: 4
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language
The Aflatoun
Character
translated
Training Tree: Scale 5(1 to 5)
--- The
The Aflatoun Motto
Culture/country/region 3
Nigeria
Aflatoun
Language
The Charactercontextualized
Brand:
translated
Aflatoun 4
5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6
Culture/country/region
- The Aflatoun Motto contextualized 37
Nigeria 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X X 5X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Nigeria
3X
Workbooks
Language Used
translated X programme?
X X X X X X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5 6 7
in
you develop for usecontextualized
your 8
Culture/country/region Nigeria
- Workbooks Used
Language translated X X X X X X X
X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Nigeria
- Workbooks Used X X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 45 X X
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 4
45
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year
Costs Resources 4

Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 45
Total costs of the Aflatoun programme in previous year
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 4
70%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 45
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme $1.00
4
70%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 45
Parents
$1.00
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 70%
4
Weekly
Parents
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $1.00
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
70%
Most
Main
Savingcommon
use
Average made
&savings
Spending
frequency source of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, School
No Parents
Expenses
Frequency
per child per month (in euros) $1.00
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main use made
Most common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds School 70%
Expenses
Parents
Average savings
Average frequency perofchild
withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$1.00
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School Expenses
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 126 Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
School Expenses
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 3
126 ElectionsLedgers
Class Savings Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 3 Child Led Activities
Class Elections School Expenses No
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 126 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 3 Local Class
126 Class Elections
Regional
Savings Ledgers National Yes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department Child
X Led Activities
X No
Department
Social of
enterprises and Advocacy 3 Local Class Regional
Elections National Yes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 126 Class Savings Ledgers
X Yes
Endorsement by Education
Financial enterprises Department X Led ActivitiesX
Child No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 3 Local Class Elections RegionalX National Yes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department X
Programme X Led Activities
Local Child RegionalX No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X X X
Endorsement by Education Department X X
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local X Regional
Regional Inter/National
NationalX
Integration into
Funding/Support the
byCurriculum
Education X
UN Rights
Endorsement of the
by Child
Education Department X X X
Child Friendly Banking Programme Local Regional X
Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X X
UN Rights of the Child X
Child Friendly Banking Programme Local X Regional X
Inter/National
Integration into the Curriculum
UN Rights
Child of the
Friendly Child
Banking X X
Integration into the Curriculum X
Child Friendly Banking X

51
 South Africa
Agape Copeland Train

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Agape Copeland Train (ACTl)
Country South Africa
Region Africa
Geographical Reach Regional
Mission To empower children to become change makers
Partner and Organisational Profile
Key Focus Rural youth, Skills Development, HIV/AIDS
Name of Organization Agape Copeland Train (ACTl)
Type of Organization Non Governmental Organization
Country South Africa
Website www.globalgiving.com/projects/act-social-upliftment-program/
Region
Email:
Africa
willsol7@mweb.co.za
Geographical Reach
Phone Regional
764758581
Mission
First Year in Aflatoun To empower children to become change makers
2005
Key Focus Rural youth, Skills Development, HIV/AIDS
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.globalgiving.com/projects/act-social-upliftment-program/
Number of children in government schoolswillsol7@mweb.co.za
Email: 1032 Lowest Oldest Range
Phone of children in non-formal education764758581
Number 0 Age Range 9 14 9-14
First Number
Total Year in Aflatoun
of children 2005 1032 Grade Range 3 10 3-10
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 18 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 week:
1032 6
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 9 14 9-14
Age Range
Number of Private Schools 0 year:
Total Number of children 1032 Grade Range 3 10 3-10
Total Number of Schools 18
Aflatoun Schools
Teachers
Number ofand Training schools
Government 18 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 13 0 Trainers
week: 4 6
Teachers trained
Number of NGO schools 0 Trainers trained
Programme hours per
Number of Private Schools 0 year:
Aflatoun Events
Total Number of Schools 18
Number of events organized by partner for different groups:
Children
Teachers and Training 0 Teachers 0 Culmination 0 Bank 0
Teachers in programme 13 Trainers 4
Teachers trained Trainers trained

Aflatoun Events
Number of events organized by partner for different groups:
Children 0 Teachers 0 Culmination 0 Bank 0

52
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 3
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 3 5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 5
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 3
1 Planning
Personal & Budgeting
Exploration 5(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 3(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 3(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 5
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale (1 (1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
The Aflatoun Model - Social Enterprise 5
Scale 5(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise
The Aflatoun Model The Aflatoun MottoCharacter Scale 5 5(1 to 5)
Theyou
Did Aflatoun
introduceCurriculum - The Aflatoun
the following AflatounTraining
Motto Tree:
Principles of Implementation in your programme? 5
5
- The Aflatoun Brand:
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 5(1 to 5)
Afrikaans
5
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized 5
Xhosas
Afrikaans
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 5
Culture/country/region
- The Aflatoun Motto contextualized 57
Xhosas 8
- The
- Language translated
Aflatoun Character Afrikaans
5
The Aflatoun Curriculum Workbooks Used 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? Xhosas
5
Workbooks
Language Used
translated Afrikaans
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
you develop for usecontextualized
in your 2 3 4 5 6 7 8
Culture/country/region Xhosas
- Workbooks Used
Language translated Afrikaans
1 2 3 4 5 6 7 8
Costsadditional
What & Resources materials- did you develop for usecontextualized
Culture/country/region in your programme? Xhosas
- Workbooks Used
Total
Costs costs of the Aflatoun programme in previous year 1
& Resources 2 3 4 5 6 7 8
What additional materials did you develop for use in your programme?
Total
Total costs of theby
time spent Aflatoun
Aflatoun Coordinator
- Workbooks
programme in per
Used week year
previous 20
Costs
Number
What & of
Resources
additional
additional
Total time spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 4
20
Total
Numbercosts of the Aflatoun programme in previous year
Costs & of additional staff working on the Aflatoun programme
Resources 4
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 20
Total costs of the Aflatoun programme in previous year
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 4
40%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 20
Total
Numbercosts
Average
Percentageof of
ofthe
savings Aflatoun
per
additional
children child
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme $0.36
4
40%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 20
Parents
$0.36
Number
Percentageof additional ofstaff
of children working onweekly,
the Aflatoun programme
Average &frequency
Most common
Saving source
Spending ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 40%
4
0
Parents
Average savings
frequency
Average frequency per
of child
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) $0.36
0
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme 0
40%
Most
Main
Savingcommon
use made
Average&frequency source
Spending of of children's
withdrawals by savings
children funds Parents
Child Purchases
savings perofchild
withdrawal per month(daily,
(in weekly,
euros) monthly, other) 0
$0.36
Average
Percentage
Main use frequency
madeof of of savings
children saving
withdrawals (daily,
actively
by weekly,
in
children monthly, other)
programme Child 0
40%
Purchases
Most common source of children's savings funds Parents
Average
Average frequency
savings perof withdrawal
child per month(daily,
(in weekly,
euros) monthly, other) 0
$0.36
Other Programme
Average frequency Outcomes/Outputs
of savings (daily, weekly, monthly, other) 0
Main
Most use made
common of withdrawals
source of children's by children
savings fundsmonthly, other) Child Purchases
Number
Average of Aflatoun
frequency
Other Programme clubs
of withdrawalin programme:
Outcomes/Outputs (daily, weekly, Class Savings Ledgers Parents0
Average
Main
Socialuse frequency of savings (daily, weekly, monthly, other) 0
Child Purchases
Number ofmade
enterprises of withdrawals
Aflatoun clubs in programme: by children ElectionsLedgers
Class Savings
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 0
Financial
Social enterprises
enterprises Child
Class Led Activities
Elections
Main
Numberuse ofmade of withdrawals
Aflatoun clubs in programme: by children Class Savings LedgersChild Purchases
Other Programme
Financial enterprisesOutcomes/Outputs Child Led Activities
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: Local Class
Class Elections
Regional
Savings Ledgers National
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department Child Led Activities
Department of Education and Advocacy
Social enterprises Local Class Elections
Regional National
Number of Aflatoun
Funding/Support by clubs
Education in programme:
Department Class Savings Ledgers
Endorsement by
Financial enterprises Education Department Child Led Activities
Department of Education
Social enterprises
Funding/Support by Education andDepartment
Advocacy Programme Local Class Elections Regional National
Inter/National
Endorsement
UN Rights
Financial of by
the
enterprisesEducation
Child Department Programme Local Child Led Activities
Regional Inter/National
Department of Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the byCurriculum
the
ChildEducation Department
Endorsement by Education Department
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education
UN Rights
Endorsement of the
by Child
Education Department
Child Friendly Banking Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department
UN Rights of the Child
Child Friendly Banking Programme Local Regional Inter/National
Integration into the Curriculum
UN Rights of the
Child Friendly BankingChild
Integration into the Curriculum
Child Friendly Banking

53
 Uganda
The Private
Education Network

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization The Private Education Development Network
Country Uganda
Region Africa
Geographical Reach Regional
Mission Youth development and empowerment
Partner and Organisational Profile
Key Focus Education, Entrepreneurship
Name of Organization The Private Education Development Network
Type of Organization Non Governmental Organization
Country Uganda
Website www.pedn.org
Region
Email:
Africa
pedn@pedn.org
Geographical Reach
Phone Regional
312291750
Mission
First Year in Aflatoun Youth development and empowerment
2005
Key Focus Education, Entrepreneurship
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.pedn.org
Email:
Number of children in government schoolspedn@pedn.org3719 Lowest Oldest Range
Phone of children in non-formal education312291750 1018 Age Range
Number 5 18 5-18
First Number
Total Year in Aflatoun
of children 2005 4737 Grade Range 1 7 1-7
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 20 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 3 week:
3719 1
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 1018 Programme hours per 5 18 5-18
Age Range
Number of Private Schools 14 year: 361-7
Total Number of children 4737 Grade Range 1 7
Total Number of Schools 37
Aflatoun Schools
Teachers
Number ofand Training schools
Government 20 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 82 3 Trainers
week: 26 1
Teachers trained
Number of NGO schools 30 Trainers trained 2
Programme hours per
Number of Private Schools 14 year: 36
Aflatoun Events
Total Number of Schools 37
Number of events organized by partner for different groups:
Children
Teachers and Training 12 Teachers 1 Culmination 1 Bank
Teachers in programme 82 Trainers 26
Teachers trained 30 Trainers trained 2

Aflatoun Events
Number of events organized by partner for different groups:
Children 12 Teachers 1 Culmination 1 Bank

54
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 5
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 4
5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social
Planning & and Financial Enterprise
Budgeting Scale 5
4(1 to 5)
1 Personal Exploration 5
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 4
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 4
5
4
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 4
3 -
Saving Social Enterprise
and Spending 4
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 4(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 4
- -
The Aflatoun Social
Brand: Enterprise 4
4
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 4
2
4
The Aflatoun Model - Social Enterprise 4
Scale 2(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise 4
4
The Aflatoun Model The Aflatoun MottoCharacter Scale 5
5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 2
Principles 5
- The Aflatoun Brand: 4
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language
The Aflatoun
Character
translated
Training Tree: Scale 5
0
2(1 to 5)
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5
Uganda
4
0
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 2
Culture/country/region
- The Aflatoun Motto contextualized 57
Uganda 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X 0
5
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? Uganda
5
Workbooks
Language Used
translated X X X 0
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
in
you develop for usecontextualized
your 2 3 4 5 6 7 8
Culture/country/region Uganda
- Workbooks Used
Language translated  X X X 0
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Uganda
- Workbooks Used X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 160717 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X 45
16071
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 8
45
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 16071
Costs Resources  8
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 45
Total costs of the Aflatoun programme in previous year 16071
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 8
49%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 45
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 16071
$0.34
8
49%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 45
Parents
$0.34
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average &frequency
Most common
Saving Spendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 49%
8
Weekly
Parents
Average savings
frequency
Average frequency per
ofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $0.34
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
49%
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, No Parents
School Expenses
Frequency
savings per child per month (in euros) $0.34
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds School49%
Expenses
Parents
Average
Average frequency
savings ofchild
per withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.34
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School Expenses
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 95 Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
School Expenses
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 16
95 Class Elections
Savings Ledgers Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 16 Child Led Activities
Class Elections School Expenses No
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 95 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 16 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 16
95 Local Class
Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 16 Child Led Activities No
X
Department of
Social enterprises and Advocacy 16 Local Class Elections
Regional NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 95 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 16 Child Led Activities X
No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme16 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department X 16 Local Child Led Activities
Programme Regional X
No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration into by Education Department
UN Rights of
Endorsement bythe
the Curriculum
Child
Education Department X
X X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local Regional
Regional Inter/National
NationalX
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Education
Endorsement Child X
Child Friendly by Banking Department Programme Local Regional X
X
Inter/National
Integration into
Funding/Support the
by Curriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional X
Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X X
Integration into the Curriculum X
Child Friendly Banking X

55
56
 the
americas

57
 Argentina
Fundacion Ejercico
Ciudadano

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Fundacion Ejercicio Ciudadano
Country Argentina
Region The Americas
Geographical Reach Regional
Mission Strengthing democracy and citizenship
Partner and Organisational Profile
Key Focus Citizenship,Democracy
Name of Organization Fundacion Ejercicio Ciudadano
Type of Organization Non Governmental Organization
Country Argentina
Website www.ejerciciociudadano.org.ar
Region
Email:
The Americas
info@ejerciciociudadano.org.ar
Geographical Reach
Phone Regional
3414401380
Mission
First Year in Aflatoun Strengthing democracy and citizenship
2006
Key Focus Citizenship,Democracy
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.ejerciciociudadano.org.ar
Email:
Number of children in government schoolsinfo@ejerciciociudadano.org.ar
0 Lowest Oldest Range
Phone of children in non-formal education34144013802051 Age Range
Number 9 17 9-17
First Number
Total Year in Aflatoun
of children 2006 2051 Grade Range 4 5 4-5
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 19 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 0 week: 2
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 Programme hours per
2051 9 17 9-17
Age Range
Number of Private Schools 0 year: 484-5
Total Number of children 2051 Grade Range 4 5
Total Number of Schools 19
Aflatoun Schools
Teachers
Number ofand Training schools
Government 19 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 80 0 Trainers
week: 15 2
Teachers trained
Number of NGO schools 80 0 Trainers trained
Programme hours per
Number of Private Schools 0 year: 48
Aflatoun Events
Total Number of Schools 19
Number of events organized by partner for different groups:
Children
Teachers and Training 5 Teachers 1 Culmination 0 Bank 0
Teachers in programme 80 Trainers 15
Teachers trained 80 Trainers trained

Aflatoun Events
Number of events organized by partner for different groups:
Children 5 Teachers 1 Culmination 0 Bank 0

58
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 4(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
4
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 4
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 5
5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social
Planning & and Financial Enterprise
Budgeting Scale 5
5(1 to 5)
1 Personal Exploration 4
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 4
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
4
4
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 4
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 4
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
3
5
The Aflatoun Model - Social Enterprise 4
Scale 3(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand: Enterprise 5
5
The Aflatoun Model Character Scale 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 3
Principles
- The Aflatoun Brand: 5
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 5(1 to 5)
Spanish
3
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5
Argentina
5
Spanish
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 3
Culture/country/region
- The Aflatoun Motto contextualized 57
Argentina 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X Spanish
5X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? Argentina
5X
Workbooks
Language Used
translated X Spanish X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3
in
you develop for usecontextualized
your 4 5 6 7 8
Culture/country/region Argentina
- Workbooks Used
Language translated  X X
Spanish X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Argentina
- Workbooks Used X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X 20 X X
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 2
20
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year
Costs Resources  2
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 20
Total costs of the Aflatoun programme in previous year
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 2
63%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 20
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme $1.00
2
63%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 20
Parents
$1.00
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 63%
2
0
Parents
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) $1.00
0
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme 0
63%
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, Parents
0
0
savings per child per month (in euros) $1.00
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) 0
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 63%
0
Parents
Average
Average frequency
savings of
perof withdrawal
child per month(daily, weekly,
(in euros) monthly, other) 0
$1.00
Other
Average Programme
frequency Outcomes/Outputs
savings (daily, weekly, monthly, other) 0
Main
Most use madesource
common of withdrawals
of children's by children
savings funds 0
Parents
Number
Average of Aflatoun
frequency of
Other Programme clubs in programme:
withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 25 Class Savings Ledgers 0 Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) 0
0
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 3
25 Class Elections
Savings Ledgers Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 0
Financial
Social enterprises
enterprises 9
3 Child Led Activities
Class Elections Yes
Main use
Number ofmade
Aflatounof withdrawals
clubs in programme: by children 25 Class Savings Ledgers 0 Yes
Other Programme
Financial enterprisesOutcomes/Outputs 9 Child Led Activities Yes
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 3 Local Class
25 Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department 9 Child
X Led Activities
X Yes
Department of Education and Advocacy
Social enterprises 3 Local Class Elections
Regional NationalYes
Number of Aflatoun
Funding/Support by clubs
Education in programme:
Department 25 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 9 X Led ActivitiesX
Child Yes
Department
Social of Education
enterprisesby Education Department
Funding/Support and Advocacy Programme 3 Local Regional
Class Elections NationalYes
Inter/National
Endorsement
UN Rights
Financial of by Education
the
enterprises Child Department X
Programme 9 Local X Led Activities
Child RegionalX Yes
Inter/National
Department of Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the byCurriculum
the Education Department
Child X
X
Endorsement by Education Department X X
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme
X Local
Local Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education X
UN Rights
Endorsement of the
by Child
Education Department X X X
Child Friendly Banking X
Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking X
Programme Local Regional Inter/National
Integration into the Curriculum X
UN Rights of the
Child Friendly Banking Child X
X
Integration into the Curriculum X
Child Friendly Banking X

59
 Dominican Repulic
Plan International
Dominican Republic

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Plan International Dominican Republic
Country Dominican Republic
Region The Americas
Geographical Reach National
Mission Where all children realize their potential
Partner and Organisational Profile
Key Focus Children, Rights, Participation
Name of Organization Plan International Dominican Republic
Type of Organization International Non Governmental Organization
Country Dominican Republic
Website www.plan-international.org
Region
Email:
The Americas
waldo.brea@plan-international.org
Geographical Reach
Phone National
96971582
Mission
First Year in Aflatoun Where all children realize their potential
2008
Key Focus Children, Rights, Participation
Programme Summary
Type of Organization International Non Governmental Organization
Website
Aflatoun Children www.plan-international.org
Email:
Number of children in government schoolswaldo.brea@plan-international.org
0 Lowest Oldest Range
Phone of children in non-formal education96971582 3185 Age Range
Number 8 12 8-12
First Number
Total Year in Aflatoun
of children 2008 3185 Grade Range 3 6 3-6
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 24 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 0 week: 1
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 Programme hours per
3185 8 12 8-12
Age Range
Number of Private Schools 0 year: 353-6
Total Number of children 3185 Grade Range 3 6
Total Number of Schools 24
Aflatoun Schools
Teachers
Number ofand Training schools
Government 24 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 150 0 Trainers
week: 4 1
Teachers trained
Number of NGO schools 50 0 Trainers trained
Programme hours per
Number of Private Schools 0 year: 35
Aflatoun Events
Total Number of Schools 24
Number of events organized by partner for different groups:
Children
Teachers and Training 4 Teachers 2 Culmination 5 Bank 0
Teachers in programme 150 Trainers 4
Teachers trained 50 Trainers trained

Aflatoun Events
Number of events organized by partner for different groups:
Children 4 Teachers 2 Culmination 5 Bank 0

60
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 3(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 3
3
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 3
4(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 3
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 4
4(1 to 5)
2
5
4 Child Rights & Responsibilities
Social
Planning & and Financial Enterprise
Budgeting Scale 3
4(1 to 5)
1 Personal Exploration 3
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 4
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 3(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 4
5
3
3
3 Saving and Spending 4
5
2 Child Social and Financial Enterprise Scale 3
5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 4
3 - Social Enterprise 3
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 4
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 4
- -
The Aflatoun Social
Brand: Enterprise 3
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
3
5
The Aflatoun Model - Social Enterprise 3
Scale 3(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise 5
5
The Aflatoun Model The Aflatoun MottoCharacter Scale 2
5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 3
Principles 2
- The Aflatoun Brand: 5
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language Character
translated Scale 5(1 to 5)
Spanish
The Aflatoun Training Tree: 3
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 2
5
Spanish
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 3
Culture/country/region
- The Aflatoun Motto contextualized 27 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X Spanish
5
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you
Workbooks
Language develop
Used for usecontextualized
Motto
translated in your programme? X X X 2
Spanish
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4
in
you develop for usecontextualized
your 5 6 7 8
Culture/country/region
- Workbooks Used
Language translated X X
 X Spanish
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme?
- Workbooks Used X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 382007 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X 10
38200
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 3
10
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 38200
Costs Resources  3
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 10
Total costs of the Aflatoun programme in previous year 38200
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 3
80%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 10
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 38200
$1.00
3
80%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 10
Parents
$1.00
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 80%
3
Weekly
Parents
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $1.00
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
80%
Most
Main
Savingcommon
use
Average made
&savings
Spending
frequency source of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, No Parents
School/Child Purchases
Frequency
per child per month (in euros) $1.00
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main use made
Most common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 80%Purchases
School/Child
Parents
Average savings
Average frequency perofchild
withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$1.00
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School/Child Purchases
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 104 Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
School/Child Purchases
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0
104 Class Elections
Savings Ledgers Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 0 Child Led Activities No
Class ElectionsSchool/Child Purchases
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 104 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
104 Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 0 Child
X Led Activities
X No
Department of
Social enterprises and Advocacy 0 Local Class Regional
Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 104 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 0 X Led ActivitiesX
Child No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department Programme 0 Local Child X Led Activities X
Regional X
No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X X
Endorsement by Education Department X X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local X Regional
Regional Inter/National
National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Education
Endorsement Child X
Child Friendly by Banking Department Programme Local X X X
Regional Inter/National
Integration into
Funding/Support the Curriculum
by Education Department X
UN Rights of the Child X
Child Friendly Banking Programme Local X Regional Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X X
Integration into the Curriculum X
Child Friendly Banking X

61
 Paraguay
Fundacion Paraguaya
de Cooperacion y
Desarrollo

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Fundacion Paraguaya de Cooperacion y Desarrollo
Country Paraguay
Region The Americas
Geographical Reach National
Mission Innovative solutions for poverty
Partner and Organisational Profile
Key Focus Microfinance, Entrepreneurship
Name of Organization Fundacion Paraguaya de Cooperacion y Desarrollo
Type of Organization Microfinance Organization
Country Paraguay
Website www.fundacionparaguaya.org.py
Region
Email:
The Americas
info@fundacionparaguaya.org.py
Geographical Reach
Phone National
21609277
Mission
First Year in Aflatoun Innovative solutions for poverty
2008
Key Focus Microfinance, Entrepreneurship
Programme Summary
Type of Organization Microfinance Organization
Website
Aflatoun Children www.fundacionparaguaya.org.py
Email:
Number of children in government schoolsinfo@fundacionparaguaya.org.py
0 Lowest Oldest Range
Phone of children in non-formal education21609277 2000 Age Range
Number 6 8 6-8
First Number
Total Year in Aflatoun
of children 2008 2000 Grade Range 1 4 1-4
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 0 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 0 week: Lowest Oldest 1,5
Range
Number of NGO schools
Number of children in non-formal education 0
2000 Programme hours per 6 8 6-8
Age Range
Number of Private Schools 0 year: 101-4
Total Number of children 2000 Grade Range 1 4
Total Number of Schools 0
Aflatoun Schools
Teachers
Number ofand Training schools
Government 0 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 10 0 Trainers
week: 1 1,5
Teachers trained
Number of NGO schools 10 0 Trainers trained 2
Programme hours per
Number of Private Schools 0 year: 10
Aflatoun Events
Total Number of Schools 0
Number of events organized by partner for different groups:
Children
Teachers and Training 0 Teachers 0 Culmination 0 Bank 0
Teachers in programme 10 Trainers 1
Teachers trained 10 Trainers trained 2

Aflatoun Events
Number of events organized by partner for different groups:
Children 0 Teachers 0 Culmination 0 Bank 0

62
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2 Personal
1 Rights & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 5
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5 Rights
Child & Responsibilities
Social and Financial Enterprise Scale 5
4 Personal
1 Planning & Budgeting
Exploration 5(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 5
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 5
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
5
5
- Social Enterprise 5
Scale 5
The Aflatoun Model
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5 5(1 to 5)
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand: Enterprise 5
The Aflatoun Model Character Scale 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 5
Principles
- The Aflatoun Brand: 5
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language
The Aflatoun
Character
translated
Training Tree: Scale 5
0(1 to 5)
5
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5
Urban
5
0
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun 5
Aflatoun Training
Motto Tree:
Culture/country/region
- The 1
contextualized 2 3 4 5 6 57
Urban 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X X 0
5X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Urban
5
Workbooks
Language Used
translated X programme?
X X X X X 0X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
you develop for usecontextualized
in your 2 3 4 5 6 7 8
Culture/country/region Urban
- Workbooks Used
Language translated X
 1 X X X X X 0X
2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Urban
- Workbooks Used X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources  1 2 3 4 5 6 6000 7 8
What additional materials did you develop for use in your programme?
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 18 X
6000
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 2
18
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 6000
Costs Resources  2
Total time
Saving & spent by Aflatoun Coordinator per week
Spending 18
Total costs of the Aflatoun programme in previous year 6000
Number& of
Costs additional staff working on the Aflatoun programme 2
Total
Saving &Resources
Percentage
time of children
spent
Spending saving
by Aflatoun actively
Coordinator in programme
per week 50%
18
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 6000
$0,28
50%2
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 18Errands
Parents,
$0.28
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 50%2Errands
No Frequency
Parents,
Average
Average savings
frequency
frequency per
ofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $0.28
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme No Frequency
50%
Most
Main
Savingcommon
use
Average made
&savings
Spending
frequency source of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, Parents, Errands
No Frequency
per child per month (in euros) $0.28
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) No Frequency
Main use made
Most common source ofsaving
of withdrawals
children's actively in programme
by children
savings funds 50%
Parents, Errands
Average savings
Average frequency ofchild
per withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.28
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) No Frequency
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) Parents, Errands
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 100 Class Savings Ledgers No Frequency No
Average
Main use frequency of savings (daily, weekly, monthly, other) No Frequency
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0
100 Class Elections
Savings Ledgers Yes
No
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 0 Child Led Activities
Class Elections No
Yes
Main use
Number ofmade
Aflatounof withdrawals
clubs in programme: by children 100 Class Savings Ledgers No
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
100 Class Elections
Regional
Savings Ledgers NationalYes
No
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 0 Child Led Activities No
Department of
Social enterprises and Advocacy 0 Local Class Elections
Regional NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 100 Class Savings Ledgers No
Endorsement by Education
Financial enterprises Department 0 Child Led Activities No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department Programme 0 Local Child Led Activities
Regional No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of thetheby Education
Curriculum
Child Department
Endorsement by Education Department
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into
Funding/Support thebyCurriculum
Education
UN Rights
Endorsement of the
by Child
Education Department
Child Friendly Banking Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department
UN Rights of the Child
Child Friendly Banking Programme Local Regional Inter/National
Integration into the Curriculum
UN Rights of the
Child Friendly Banking Child
Integration into the Curriculum
Child Friendly Banking

63
 Peru
ODAER

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization ODAER
Country Peru
Region The Americas
Geographical Reach Regional
Mission To improve quality of life in the Amazon region
Partner and Organisational Profile
Key Focus Environment, Education, Gender
Name of Organization ODAER
Type of Organization Non Governmental Organization
Country Peru
Website www.odaer.org
Region
Email:
The Americas
odaerperu@yahoo.es
Geographical Reach
Phone Regional
5142563472
Mission
First Year in Aflatoun To improve quality of life in the Amazon region
2008
Key Focus Environment, Education, Gender
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.odaer.org
Email:
Number of children in government schoolsodaerperu@yahoo.es
3976 Lowest Oldest Range
Phone of children in non-formal education5142563472
Number Age Range 7 14 7-14
First Number
Total Year in Aflatoun
of children 2008 3976 Grade Range 1 5 1-5
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 7 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 3976 week: 5
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education Programme hours per 7 14 7-14
Age Range
Number of Private Schools year: 1801-5
Total Number of children 3976 Grade Range 1 5
Total Number of Schools 7
Aflatoun Schools
Teachers
Number ofand Training schools
Government 7 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 170 Trainers
week: 4 5
Teachers trained
Number of NGO schools 170 Trainers trained 170
Programme hours per
Number of Private Schools year: 180
Aflatoun Events
Total Number of Schools 7
Number of events organized by partner for different groups:
Children
Teachers and Training 0 Teachers 6 Culmination 0 Bank 0
Teachers in programme 170 Trainers 4
Teachers trained 170 Trainers trained 170

Aflatoun Events
Number of events organized by partner for different groups:
Children 0 Teachers 6 Culmination 0 Bank 0

64
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Saving &andCore Elements in your programme?
Spending
Responsibilities Scale 5
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 5
Did you introduce the following Saving and Core Spending
Elements in your programme? Scale 5(1 to 5)
2
5
4 Child
1
Rights
Planning
Personal
& Responsibilities
Social
& and Financial Enterprise
Budgeting
Exploration Scale 5
5(1 to 5)
Did you introduce the following 3
5 Rights
2
Saving
- and
Core
Child Social Spending
Social
ElementsEnterprise
in your programme?
and Financial Enterprise
& Responsibilities Scale 5
Scale 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 5 to 5)
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 5(1
(1 to 5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -The Aflatoun Brand:Social Enterprise 5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun Financial Enterprise
Principles of Implementation in your programme? 5
4
-The Aflatoun
Aflatoun Training
Brand:
Social
Tree:
Enterprise 5
The Aflatoun Model Scale 4(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5 5
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand: Enterprise 5
The Aflatoun Model Character Scale 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 4
Principles
- The Aflatoun Brand: 5
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 5
4(1 to 5)
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5
5
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 4
Culture/country/region
- The Aflatoun Motto contextualized 57 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X 5
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you
Workbooks
Language develop
Used for usecontextualized
Motto
translated in your
X programme?
X X X X 5
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3
in
you develop for usecontextualized
your 4 5 6 7 8
Culture/country/region
- Workbooks Used
Language translated X X X
 X X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme?
- Workbooks Used X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 8000 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X 15
8000
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 1
15
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 8000
Costs Resources  1
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 15
Total costs of the Aflatoun programme in previous year 8000
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 1
75%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 15
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 8000
$1.21
1
75%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 15
Parents
$1.21
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 75%
1
No Parents
Frequency
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $1.21
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme No Frequency
75%
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, No Parents
Child Purchases
Frequency
savings per child per month (in euros) $1.21
Average
usefrequency
Percentage of childrenof savings (daily, weekly, monthly, other) No Frequency
Main
Most commonmade ofsaving
of withdrawals
source children's actively in programme
by children
savings funds Child 75%
Purchases
Parents
Average
Average frequency
savings perof withdrawal
child per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$1.21
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) No Frequency
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) ChildParents
Purchases
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, Class Savings Ledgers No Frequency
Average
Main use frequency of savings (daily, weekly, monthly, other)2 No Frequency
Child Purchases
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children Class Elections
Savings Ledgers Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 2 Child Led Activities
Class Elections Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children Class Savings LedgersChild Purchases
Other Programme
Financial enterprisesOutcomes/Outputs 2 Child Led Activities Yes
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 2 Local Class
Class Elections
Regional
Savings Ledgers NationalYes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 2 Child
X Led Activities Yes
X
Department
Social of
enterprises and Advocacy 2 Local Class Regional
Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department Class Savings Ledgers
X Led Activities
Endorsement by Education
Financial enterprises Department 2 X
Child X
Yes
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 2 Local Class X Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department X
Programme X Led Activities
2 Local Child Regional X
Yes
Inter/National
Department Education and Advocacy National
Funding/Support
Integration into by Education Department X
UN Rights of
Endorsement bythe
the Curriculum
Child
Education Department X
X X X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local X Regional
Regional Inter/National
NationalX
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Education
Endorsement Child X
Child Friendly by Banking Department Programme Local X Regional X
X
Inter/National
Integration into
Funding/Support the
by Curriculum
Education Department X X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional X
Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X X
Integration into the Curriculum X
Child Friendly Banking X

65
 Peru
Plan International
Peru

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Plan International Peru
Country Peru
Region The Americas
Geographical Reach National
Mission Where all children realize their potential
Partner and Organisational Profile
Key Focus Children, Rights, Participation
Name of Organization Plan International Peru
Type of Organization International Non Governmental Organization
Country Peru
Website www.plan-international.org
Region
Email:
The Americas
cesar.saldarriaga@plan-international.org
Geographical Reach
Phone National
4215163
Mission
First Year in Aflatoun Where all children realize their potential
2008
Key Focus Children, Rights, Participation
Programme Summary
Type of Organization International Non Governmental Organization
Website
Aflatoun Children www.plan-international.org
Email:
Number of children in government schoolscesar.saldarriaga@plan-international.org
1200 Lowest Oldest Range
Phone of children in non-formal education4215163
Number 0 Age Range 6 15 6-15
First Number
Total Year in Aflatoun
of children 2008 1200 Grade Range 1 8 1-8
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 6 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0
1200 week: 4
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 6 15 6-15
Age Range
Number of Private Schools 0 year: 1201-8
Total Number of children 1200 Grade Range 1 8
Total Number of Schools 6
Aflatoun Schools
Teachers
Number ofand Training schools
Government 6 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 40 0 Trainers
week: 4 4
Teachers trained
Number of NGO schools 40 0 Trainers trained 4
Programme hours per
Number of Private Schools 0 year: 120
Aflatoun Events
Total Number of Schools 6
Number of events organized by partner for different groups:
Children
Teachers and Training 0 Teachers 0 Culmination 0 Bank 0
Teachers in programme 40 Trainers 4
Teachers trained 40 Trainers trained 4

Aflatoun Events
Number of events organized by partner for different groups:
Children 0 Teachers 0 Culmination 0 Bank 0

66
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 4(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
4
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5
4(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 4
Did you introduce the following Core Elements in your programme? Scale 4(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 5
1 Planning
Personal & Budgeting
Exploration 4(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 4
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 4
2
4
3
3 Saving and Spending 4
5
2 Child Social and Financial Enterprise Scale 5
2(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 4
3 - Social Enterprise 3
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 4
Scale 2(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 4
- -
The Aflatoun Social
Brand: Enterprise 3
2
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 2
3
2
The Aflatoun Model - Social Enterprise 3
Scale 3(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 3
-- -The Aflatoun Financial
Brand: Enterprise 2
2
The Aflatoun Model The Aflatoun MottoCharacter Scale 3
3(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 3
Principles 3
- The Aflatoun Brand: 2
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language Character
translated Scale 3(1 to 5)
Spanish
The Aflatoun Training Tree: 3
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized Piura 3
Region
2
Spanish
The Aflatoun Character 3
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 3
Culture/country/region
- The Aflatoun Motto contextualized 37
Piura Region 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X X Spanish
3X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Piura Region
3X
Workbooks
Language Used
translated X programme?
X X X X X Spanish X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3
in
you develop for usecontextualized
your 4 5 6 7 8
Culture/country/region Piura Region
- Workbooks Used
Language translated X X X
 X X X X
Spanish X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Piura Region
- Workbooks Used X X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 200007 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 12 X
20000 X
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 10
12
Total
Numbercosts
of of the
additionalAflatoun
staff programme
working on in
the previous
Aflatoun year
programme 20000
Costs & Resources  10
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 12
Total costs of the Aflatoun programme in previous year 20000
Number
Costs of additional
&&Resources
Percentage of children staff
saving working on the Aflatoun
actively in programme programme 10
65%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 12
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 20000
$1.00
10
65%
Saving
Total
Most &savings
time
common
Average Spending
spent by
perAflatoun
source perCoordinator
of children's
child month savings per week
funds
(in euros) 12
Parents, Festivals,
$1.00 Errands
Number
Percentage
Average of additional
of
frequency children
of staff
saving
savings working onweekly,
actively
(daily, the
in Aflatoun
programme programme
monthly, other) 65%
10
Weekly
Most
Savingcommon
& Spending source of children's savings funds Parents, Festivals, Errands
Average
Average savings
frequency
frequency perof
ofchild
withdrawal
savings per month
(daily, (in weekly,
(daily, euros)
weekly, monthly,
monthly, other)
other) $1.00
NoWeekly
frequency
Percentage of children saving actively in programme 65%
Most
Main common
use made
Saving &frequency
Average Spendingsource
of of children's
withdrawals by savings
children funds Parents, Festivals,
0 Errands
savings perofchild
withdrawal per month(daily,
(in weekly,
euros) monthly, other) No frequency
$1.00
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 65%
0
Parents, Festivals, Errands
Average
Average frequency
savings perofchild
withdrawal per (daily,
month (in weekly,
euros) monthly, other) No frequency
$1.00
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) 0
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 20 Class SavingsParents, NoFestivals,
Ledgers frequencyErrands
No
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
0
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 3
20 Class Elections
Savings Ledgers Yes
No
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No frequency
Financial
Social enterprises
enterprises 0
3 Child Led Activities
Class Elections No
Yes
Main use
Number ofmade
Aflatounof withdrawals
clubs in programme: by children 20 Class Savings Ledgers 0 No
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 3 Local Class
20 Class Elections
Regional
Savings Ledgers NationalYes
No
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 0 Child
X Led Activities
X No
Department of
Social enterprises and Advocacy 3 Local Class Regional
Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 20 Class Savings Ledgers No
Endorsement by Education
Financial enterprises Department 0 X Led ActivitiesX
Child No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 3 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department X
Programme X Led Activities
0 Local Child X
Regional X
No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X
X X X X
Endorsement by Education Department X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into the
Funding/Support byCurriculum
Education Department X X
UN Rights of the Education
Endorsement Child X X X
Child Friendly by Banking Department Programme Local X X
Regional Inter/National
Integration into
Funding/Support the Curriculum
by Education Department X X
UN Rights of the Child X X X
Child Friendly Banking Programme Local X Regional Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X X X
Integration into the Curriculum X X
Child Friendly Banking

67
 Peru
Vision Solidaria

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Vision Solidaria
Country Peru
Region The Americas
Geographical Reach Regional
Mission Motivate youth to become involved in society
Partner and Organisational Profile
Key Focus Social Responsibility, Volunteerism, Youth
Name of Organization Vision Solidaria
Type of Organization Non Governmental Organization
Country Peru
Website www.viva.org.pe
Region
Email:
The Americas
mlopezt@viva.org.pe
Geographical Reach
Phone Regional
4462367
Mission
First Year in Aflatoun Motivate youth to become involved in society
2008
Key Focus Social Responsibility, Volunteerism, Youth
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.viva.org.pe
Email:
Number of children in government schoolsmlopezt@viva.org.pe
0 Lowest Oldest Range
Phone of children in non-formal education4462367 9878 Age Range
Number 12 14 12-14
First Number
Total Year in Aflatoun
of children 2008 9878 Grade Range 1 2 1-2
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 16 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 0 week: 1
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 Programme hours per
9878 12 14 12-14
Age Range
Number of Private Schools 10 year: 321-2
Total Number of children 9878 Grade Range 1 2
Total Number of Schools 26
Aflatoun Schools
Teachers
Number ofand Training schools
Government 16 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 182 0 Trainers
week: 3 1
Teachers trained
Number of NGO schools 182 0 Trainers trained 3
Programme hours per
Number of Private Schools 10 year: 32
Aflatoun Events
Total Number of Schools 26
Number of events organized by partner for different groups:
Children
Teachers and Training 27 Teachers 1 Culmination 26 Bank 0
Teachers in programme 182 Trainers 3
Teachers trained 182 Trainers trained 3

Aflatoun Events
Number of events organized by partner for different groups:
Children 27 Teachers 1 Culmination 26 Bank 0

68
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 3(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 3
3
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 3
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 3
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 5
5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social
Planning & and Financial Enterprise
Budgeting Scale 3
5(1 to 5)
1 Personal Exploration 3
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 4
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 3(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
1
3
4
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 3
1(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 - Social Enterprise 4
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 5
Scale 1(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 4
1
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 1
5
1
The Aflatoun Model - Social Enterprise 4
Scale 5(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise 1
1
The Aflatoun Model The Aflatoun MottoCharacter Scale 5
5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 5
Principles 5
- The Aflatoun Brand: 1
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language
The Aflatoun
Character
translated
Training Tree: Scale 5
5(1 to 5)
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized Urban 5
1settings
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training
Culture/country/region Tree: 1
contextualized 2 3 4 5 6 Urban 557
settings 8
- The Aflatoun Motto
- Workbooks
- Language
The translated
Aflatoun Character
Used 5X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? Urban 5 settings
Workbooks
Language Used
translated X X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5 6
in
you develop for usecontextualized
your 7 8
Culture/country/region Urban settings
- Workbooks Used
Language translated  X X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Urban settings
- Workbooks Used X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 1 programme?
2 3 4 5 6 1500 7
 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year 45 X
1500 X
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 3
45
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 1500
Costs Resources  3
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 45
Total costs of the Aflatoun programme in previous year 1500
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 3
94%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 45
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 1500
3
94%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 45
Parents
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 94%
3
Weekly
Parents
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
94%
Most
Main
Savingcommon
use
Average made
&savings
Spending
frequency source of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, No Parents
Family Expenses
Frequency
per child per month (in euros)
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main use made
Most common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds Family94%
Expenses
Parents
Average savings
Average frequency perofchild
withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) Family Expenses
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 280 Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
Family Expenses
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 26
280 ElectionsLedgers
Class Savings Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 238
26 Child Led Activities
Class Elections Family Expenses Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 280 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 238 Child Led Activities Yes
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 26 Local Class
280 Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department 238 Child Led Activities Yes
Department
Social of Education and Advocacy
enterprises 26 Local Class Elections
Regional NationalYes
Number of Aflatoun
Funding/Support by clubs
Education in programme:
Department 280 Class Savings Ledgers Yes
Endorsement by
Financial enterprises Education Department 238 Child Led Activities Yes
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme26 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN Rights
Financial of by Education
the
enterprises Child Department Programme 238 Local Child Led Activities
Regional Yes
Inter/National
Department of Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the byCurriculum
the Education Department
Child X
Endorsement by Education Department
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local X Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education
UN Rights
Endorsement of the
by Child
Education Department
Child Friendly Banking Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Child
Child Friendly Banking Programme Local X Regional Inter/National
Integration into the Curriculum
UN Rights of the
Child Friendly Banking Child
Integration into the Curriculum X
Child Friendly Banking

69
70
asia

71
 Bangladesh
BRAC

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization BRAC
Country Bangladesh
Region Asia Pacific
Geographical Reach National
Mission To create a just society free from want
Partner and Organisational Profile
Key Focus Education, Health, Microfinance
Name of Organization BRAC
Type of Organization Non Governmental Organization
Country Bangladesh
Website www.brac.net
Region
Email:
Asia Pacific
public-affairs@brac.net
Geographical Reach
Phone National
9881265
Mission
First Year in Aflatoun To create a just society free from want
2008
Key Focus Education, Health, Microfinance
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.brac.net
Email:
Number of children in government schoolspublic-affairs@brac.net
0 Lowest Oldest Range
Phone of children in non-formal education9881265 2193 Age Range
Number 10 13 10-13
First Number
Total Year in Aflatoun
of children 2008 2193 Grade Range 3 6 3-6
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 0 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 0 week: Lowest Oldest 0.5
Range
Number of NGO schools
Number of children in non-formal education 19
2193 Programme hours per 10 13 10-13
Age Range
Number of Private Schools 12 year: 303-6
Total Number of children 2193 Grade Range 3 6
Total Number of Schools 31
Aflatoun Schools
Teachers
Number ofand Training schools
Government 0 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 31 0 Trainers
week: 4 0.5
Teachers trained
Number of NGO schools 19 19 Trainers trained 4
Programme hours per
Number of Private Schools 12 year: 30
Aflatoun Events
Total Number of Schools 31
Number of events organized by partner for different groups:
Children
Teachers and Training 4 Teachers 4 Culmination 3 Bank 0
Teachers in programme 31 Trainers 4
Teachers trained 19 Trainers trained 4

Aflatoun Events
Number of events organized by partner for different groups:
Children 4 Teachers 4 Culmination 3 Bank 0

72
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 5
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 5
1 Planning
Personal & Budgeting
Exploration 5(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 3
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 3
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
3
5
The Aflatoun Model - Social Enterprise 3
Scale 3(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand: Enterprise 5
5
The Aflatoun Model Character Scale 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 3
Principles
- The Aflatoun Brand: 5
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 5(1 to 5)
Bengali
3
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5 Culture
Bangladeshi
5
Bengali
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 3
Culture/country/region
- The Aflatoun Motto contextualized 57 Culture
Bangladeshi 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X Bengali
5
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Bangladeshi
5 Culture
Workbooks
Language Used
translated X programme?
X X X Bengali
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4
in
you develop for usecontextualized
your 5 6 7 8
Culture/country/region Bangladeshi Culture
- Workbooks Used
Language translated X X X
 X Bengali
1 2 3 4 5 6 7 8
Costsadditional
What & Resources materials- did you develop for usecontextualized
Culture/country/region in your programme? Bangladeshi Culture
- Workbooks Used X X X X
Total
Costscosts of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 1324 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X 30
1324
Costs & of
Resources 
Number
What
Total time additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 5
30
Total
Numbercosts of the Aflatoun programme in previous year 1324
Costs & of additional staff working on the Aflatoun programme
Resources  5
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 30
Total costs of the Aflatoun programme in previous year 1324
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 5
100%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 30
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 1324
$0.41
5
100%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 30
Parents
$0.41
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average &frequency
Most common
Saving Spendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 100%
5
No Parents
Frequency
Average savings
frequency
Average frequency per
ofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $0.41
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme No Frequency
100%
Most use
Main
Savingcommon
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, Family Parents
NoExpenses,
Frequency Child
savings per child per month (in euros) $0.41
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) No Frequency
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 100%
Family Expenses,
Parents Child
Average
Average frequency
savings ofchild
per withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.41
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) No Frequency
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) Family Expenses, Child
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 69 Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other)0 NoExpenses,
Family FrequencyNo Child
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 69 ElectionsLedgers
Class Savings Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 0 Child Led Activities No
Class ElectionsFamily Expenses, Child
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 69 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
69 Class Elections
Regional
Savings Ledgers NationalNo
Yes
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department 0 Child Led Activities No
X
Department of Education and Advocacy
Social enterprises 0 Local Class Elections
Regional NationalNo
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 69 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 0 Child Led Activities X
No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections Regional NationalNo
Inter/National
Endorsement
Financial by Education
UN Rightsenterprises
of ofthe Child Department Programme 0 Local Child Led Activities
Regional X
No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration into by Education Department
UN Rights of
Endorsement bythe
the Curriculum
Child
Education Department X X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Education
Endorsement Child X
Child Friendly by Banking Department Programme Local Regional X
Inter/National
Integration into
Funding/Support the
by Curriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X
Integration into the Curriculum X
Child Friendly Banking

73
 India
MelJol

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Meljol
Country India
Region Asia Pacific
Geographical Reach National
Mission To develop child citizenship skills through rights and responsibilities
Partner and Organisational Profile
Key Focus Education, Child Rights
Name of Organization Meljol
Type of Organization Non Governmental Organization
Country India
Website www.meljol.net
Region
Email:
Asia Pacific
meljolmumbai@yahoo.co.in
Geographical Reach
Phone National
9125390470
Mission
First Year in Aflatoun To develop child citizenship skills through rights and responsibilities
2001
Key Focus Education, Child Rights
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.meljol.net
Email:
Number of children in government schoolsmeljolmumbai@yahoo.co.in
343208 Lowest Oldest Range
Phone of children in non-formal education9125390470
Number 51189 Age Range 6 14 6-14
First Number
Total Year in Aflatoun
of children 2001 445586 Grade Range 1 8 1-8
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 4364 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 week:
343208 Lowest Oldest 1.5
Range
Number of NGO schools 52 Programme hours per
Number of children in non-formal education 51189 Age Range 6 14 6-14
Number of Private Schools 58 year: 661-8
Total Number of children 445586 Grade Range 1 8
Total Number of Schools 4422
Aflatoun Schools
Teachers
Number ofand Training schools
Government 4364 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 9251 0 Trainers
week: 3655 1.5
Teachers trained
Number of NGO schools 714 52 Trainers trained 844
Programme hours per
Number of Private Schools 58 year: 66
Aflatoun Events
Total Number of Schools 4422
Number of events organized by partner for different groups:
Children
Teachers and Training 669 Teachers 975 Culmination 399 Bank 0
Teachers in programme 9251 Trainers 3655
Teachers trained 714 Trainers trained 844

Aflatoun Events
Number of events organized by partner for different groups:
Children 669 Teachers 975 Culmination 399 Bank 0

74
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 55(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 5
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 5
1 Planning
Personal & Budgeting
Exploration 5(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 5
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale (1 to
Scale 5(1 to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
-
- The Aflatoun Brand: Social Enterprise 5
5 to 5)
The Aflatoun Model 5 Child Social and Financial Enterprise Scale
Scale 5(1
(1 to 5)
Did you introduce the following -- -The Aflatoun
Aflatoun Financial
Training
The Aflatoun Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
5
The Aflatoun Model - Social Enterprise 5
Scale 5(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand:
Character
Enterprise 5
5
The Aflatoun Model Scale 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 5
Principles
- The Aflatoun Brand: 5
The Aflatoun Model - The Aflatoun
Language Character
translated Scale 5
Marathi, Hindi, Urdu, Oriya, Malayalam
The Aflatoun Curriculum- The Aflatoun Training Tree: 5(1 to 5)
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized Marathi, Hindi, Urdu, Oriya, 5
5Malayalam
Marathi, Hindi, Urdu, Oriya, 5Malayalam
The Aflatoun Character
The Aflatoun Curriculum- The Aflatoun
Aflatoun Training
Motto Tree:
Culture/country/region
- The 1
contextualized 2 3 4 Hindi,
Marathi, 5 Urdu, 6 Oriya, 557
Malayalam8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X Marathi,
X X Hindi,
X Urdu,
X Oriya, 5Malayalam
X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Marathi, Hindi, Urdu, Oriya, 5Malayalam
Workbooks
Language Used
translated X programme?
X X X Hindi,
Marathi, X Urdu, X Oriya, X MalayalamX
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5 6 7
in
you develop for usecontextualized
your 8
Culture/country/region Marathi, Hindi, Urdu, Oriya, Malayalam
- Workbooks Used
Language translated X X X X X X X
Marathi, Hindi, Urdu, Oriya, Malayalam
 X
1 2 3 4 5 6 7 8
Costsadditional
What & Resources materials- did you develop for usecontextualized
Culture/country/region in your programme? Marathi, Hindi, Urdu, Oriya, Malayalam
- Workbooks Used X X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 1 programme?
2 3 4 5 6 2612527
 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 231 X
261252 X
Costs & of
Resources 
Number
What
Total time additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 26
231
Total
Numbercosts of the Aflatoun programme in previous year 261252
Costs & of additional staff working on the Aflatoun programme
Resources 26

Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 231
Total costs of the Aflatoun programme in previous year 261252
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 26
40%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 231
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 261252
$0.23
26
40%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 231
Parents
$0.23
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average &frequency
Most common
Saving Spendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 40%
26
Weekly
Parents
Average savings
frequency
Average frequency per
ofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $0,23
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
40%
Most use
Main
Savingcommon
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, ChildNo Parents
Puchases,
Frequency School
savings per child per month (in euros) $0.23
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 40% School
Child Puchases,
Parents
Average
Average frequency
savings ofchild
per withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.23
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) Child/ School Expenses
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 2521 Class Savings Ledgers No Parents
Frequency Yes
Average
Main
Socialuse frequency of savings (daily, weekly, monthly, other) Weekly
Child Puchases, School
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0
2521 ElectionsLedgers
Class Savings Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Socialuse enterprises
enterprises 8
0 Child Led Activities
Class ElectionsChild Puchases, School 0
Yes
Main
Number ofmade
Aflatounof withdrawals
clubs in programme: by children 2521 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 8 Child Led Activities 0
Social enterprises
Department
Number of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
2521 Class Savings
Elections
Regional
Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 8 Child
X Led ActivitiesX 0
Department of
Social enterprises and Advocacy 0 Local Class Regional
Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 2521 Class Savings Ledgers
X Yes
Endorsement by Education
Financial enterprises Department 8 X Led ActivitiesX
Child 0
Department of Education
Social enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections RegionalX NationalYes
Inter/National
Endorsement
UN by Education
Rightsenterprises
of ofthe Child Department X X Led Activities X
Financial
Department Education and Advocacy Programme 8 Local Child Regional NationalX0
Inter/National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X
X X
X X
X
X X
X
Endorsement by Education Department
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme
X Local
Local X Regional
RegionalX Inter/National
NationalX
Integration into
Funding/Support the
byCurriculum
Education X X X X
UN Rights
Endorsement of the
by Child
Education Department X X
X X
X X
Child Friendly Banking X
Programme Local X RegionalX X
Inter/National
Integration into
Funding/Support the Curriculum
by Education Department X X X
X X
UN Rights of the Child X X X X
Child Friendly Banking X
Programme Local X X RegionalX X
Inter/National
Integration into the Curriculum X X X
UN Rights
Child of the
Friendly Child
Banking X
X X
X X
X X
X
Integration into the Curriculum X X X X
Child Friendly Banking X X X X

75
 Nepal
Child Workers in
Nepal Concern Centre

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Child Workers in Nepal Concern Centre
Country Nepal
Region Asia Pacific
Geographical Reach Regional
Mission To help every child live a dignified life without discrimination
Partner and Organisational Profile
Key Focus Child Protection, Rights
Name of Organization Child Workers in Nepal Concern Centre
Type of Organization Non Governmental Organization
Country Nepal
Website www.cwin.org.np
Region
Email:
Asia Pacific
madhav@mos.com.np
Geographical Reach
Phone Regional
97714278064
Mission
First Year in Aflatoun To help every child live a dignified life without discrimination
2008
Key Focus Child Protection, Rights
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.cwin.org.np
Email:
Number of children in government schoolsmadhav@mos.com.np0 Lowest Oldest Range
Phone of children in non-formal education97714278064
Number 3625 Age Range 10 16 10-16
First Number
Total Year in Aflatoun
of children 2008 3625 Grade Range 3 8 3-8
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 545 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 0 week: 13
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 85
3625 Programme hours per 10 16 10-16
Age Range
Number of Private Schools 0 year: 7003-8
Total Number of children 3625 Grade Range 3 8
Total Number of Schools 137
Aflatoun Schools
Teachers
Number ofand Training schools
Government 545 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 270 0 Trainers
week: 5 13
Teachers trained
Number of NGO schools 0 85 Trainers trained 25
Programme hours per
Number of Private Schools 0 year: 700
Aflatoun Events
Total Number of Schools 137
Number of events organized by partner for different groups:
Children
Teachers and Training 12 Teachers 3 Culmination 1 Bank 3
Teachers in programme 270 Trainers 5
Teachers trained 0 Trainers trained 25

Aflatoun Events
Number of events organized by partner for different groups:
Children 12 Teachers 3 Culmination 1 Bank 3

76
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 3(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 4
3
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 4
3(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 3
Did you introduce the following Core Elements in your programme? Scale 3(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 4
1 Planning
Personal & Budgeting
Exploration 3(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 3
Scale
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 4(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 3
2
3
3 Saving and Spending 3
5
2 Child Social and Financial Enterprise Scale 4
2(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 3
3 - Social Enterprise 3
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 3
Scale 2(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 3
- -
The Aflatoun Social
Brand: Enterprise 3
2
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 2
2
2
The Aflatoun Model - Social Enterprise 3
Scale 2(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 2
-- -The Aflatoun Financial
Brand: Enterprise 2
2
The Aflatoun Model The Aflatoun MottoCharacter Scale 3
2(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 2
Principles 3
- The Aflatoun Brand: 2
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language
The Aflatoun
Character
translated
Training Tree: Scale 2
0
2(1 to 5)
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 3
0
2
0
The Aflatoun Character 2
The Aflatoun Curriculum- The Aflatoun Training
Culture/country/region Tree: 1
contextualized 2 3 4 5 6 2
07 8
- The Aflatoun Motto 3
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X X 0
2X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your 0
3
Workbooks
Language Used
translated X programme?
X X X X X 0X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5 6 7
in
you develop for usecontextualized
your 8
Culture/country/region 0
- Workbooks Used
Language translated X X X X X X 0X

1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? 0
- Workbooks Used X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 1 programme?
2 3 4 5 6 5400 7
 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 10 X
5400
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 3
10
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 5400
Costs Resources 3

Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 10
Total costs of the Aflatoun programme in previous year 5400
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 60%3
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 10
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 5400
.19
60%3
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 10
Guardians/Centres
.19
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 60%3
Weekly
Guardians/Centres
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No .19
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
60%
Most
Main
Savingcommon
use
Average made
&savings
Spending
frequency source of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, Guardians/Centres
Child
No Purchases
Frequency
per child per month (in euros) .19
Average
usefrequency
Percentage of childrenof savings (daily, weekly, monthly, other) ChildWeekly
Main
Most commonmade ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 60%
Purchases
Guardians/Centres
Average savings
Average frequency ofchild
perof withdrawal per month(daily,
(in weekly,
euros) monthly, other) No Frequency
.19
Other
Average Programme
frequency Outcomes/Outputs
savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common of withdrawals
source of children's by children
savings funds Child Purchases
Guardians/Centres
Number
Average
Other of Aflatoun
frequency of
Programme clubs in programme:
withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 137 Class Savings Ledgers
No Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
Child Purchases
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 10
137 ElectionsLedgers
Class Savings Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 3
10 Child Led Activities
Class Elections No
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 137 Class Savings LedgersChild Purchases Yes
Other Programme
Financial enterprisesOutcomes/Outputs 3 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 10 Local Class
137 Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 3 Child
X Led Activities No
Department of
Social enterprises and Advocacy 10 Local Class Regional
Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 137 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 3 X Led Activities
Child No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme10 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department Programme 3 Local Child X Led Activities
Regional No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department
Endorsement by Education Department X
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education
UN Rights
Endorsement of the
by Child
Education Department X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department
UN Rights of the Child
Child Friendly Banking Programme Local Regional Inter/National
Integration into the Curriculum
UN Rights of the
Child Friendly Banking Child
Integration into the Curriculum
Child Friendly Banking

77
 Nepal
Junior Achievement
Nepal

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Junior Achievement Nepal
Country Nepal
Region Asia Pacific
Geographical Reach National
Mission To develop entrepreneurs for the future
Partner and Organisational Profile
Key Focus Entrepreneurship, Skills training
Name of Organization Junior Achievement Nepal
Type of Organization Non Governmental Organization
Country Nepal
Website http://www.janepal.org
Region
Email:
Asia Pacific
rammani@janepal.org
Geographical Reach
Phone National
9774468048
Mission
First Year in Aflatoun To develop entrepreneurs for the future
2007
Key Focus Entrepreneurship, Skills training
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children http://www.janepal.org
Email:
Number of children in government schoolsrammani@janepal.org
200 Lowest Oldest Range
Phone of children in non-formal education9774468048 200 Age Range
Number 11 15 11-15
First Number
Total Year in Aflatoun
of children 2007 400 Grade Range 6 9 6-9
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 4 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0
200 week: 3
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0
200 Programme hours per 11 15 11-15
Age Range
Number of Private Schools 4 year: 506-9
Total Number of children 400 Grade Range 6 9
Total Number of Schools 8
Aflatoun Schools
Teachers
Number ofand Training schools
Government 4 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 16 0 Trainers
week: 1 3
Teachers trained
Number of NGO schools 16 0 Trainers trained 1
Programme hours per
Number of Private Schools 4 year: 50
Aflatoun Events
Total Number of Schools 8
Number of events organized by partner for different groups:
Children
Teachers and Training 2 Teachers 1 Culmination 0 Bank 0
Teachers in programme 16 Trainers 1
Teachers trained 16 Trainers trained 1

Aflatoun Events
Number of events organized by partner for different groups:
Children 2 Teachers 1 Culmination 0 Bank 0

78
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 3(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
3
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5
3(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 3
Did you introduce the following Core Elements in your programme? Scale 3(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 5
1 Planning
Personal & Budgeting
Exploration 3(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 3
Scale 4
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 3
3
4
3 Saving and Spending 3
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 3
3 -
Saving Social Enterprise
and Spending 4
3
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 3(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 3
- -
The Aflatoun Social
Brand: Enterprise 4
3
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 3
5
3
The Aflatoun Model - Social Enterprise 4
Scale 5(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 2
-- -The Aflatoun Financial
Brand: Enterprise 3
3
The Aflatoun Model The Aflatoun MottoCharacter Scale 5
2(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 5
Principles 5
- The Aflatoun Brand: 3
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language
The Aflatoun
Character
translated
Training Tree: Scale 2
0
5(1 to 5)
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5
0
3
0
The Aflatoun Character 2
The Aflatoun Curriculum- The Aflatoun Training
Culture/country/region Tree: 1
contextualized 2 3 4 5 6 5
07 8
- The Aflatoun Motto 5
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X 0
2X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your 0
5
Workbooks
Language Used
translated X programme? X X 0X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4
in
you develop for usecontextualized
your 5 6 7 8
Culture/country/region 0
- Workbooks Used
Language translated X
 X X 0X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? 0
- Workbooks Used X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 0 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X 6 X
0
Costs & of
Resources 
Number
What
Total time additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 1
6
Total
Numbercosts
of of the
additionalAflatoun
staff programme
working on in
the previous
Aflatoun year
programme 0
Costs & Resources  1
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 6
Total costs of the Aflatoun programme in previous year 0
Number
Costs of additional
&&Resources
Percentage of children staff
saving working on the Aflatoun
actively in programme programme 1
N/A
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 6
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 0
N/A
1
N/A
Saving
Total
Most &savings
time
common
Average Spending
spent by
perAflatoun
source perCoordinator
of children's
child month savings per week
funds
(in euros) 6
Parents
N/A
Number
Percentage
Average of additional
of
frequency children
of staff
saving
savings working onweekly,
actively
(daily, the
in Aflatoun
programme programme
monthly, other) N/A
1
0
Most
Savingcommon
& Spending source of children's savings funds Parents
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) N/A
0
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme 0
N/A
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, Parents
0
0
savings per child per month (in euros) N/A
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) 0
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds N/A
0
Parents
Average
Average frequency
savings of
perof withdrawal
child per month(daily, weekly,
(in euros) monthly, other) 0
N/A
Other
Average Programme
frequency Outcomes/Outputs
savings (daily, weekly, monthly, other) 0
Main
Most use madesource
common of withdrawals
of children's by children
savings funds 0
Parents
Number
Average of Aflatoun
frequency of
Other Programme clubs in programme:
withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 0 Class Savings Ledgers 0 Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) 0
0
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0 Class Elections
Savings Ledgers Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 0
Financial
Social enterprises
enterprises 0 Child Led Activities
Class Elections No
Yes
Main use
Number ofmade
Aflatounof withdrawals
clubs in programme: by children 0 Class Savings Ledgers 0 Yes
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0
0 Local Class
Class Elections
Regional
Savings Ledgers National Yes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 0 Child Led Activities No
X
Department of
Social enterprises and Advocacy 0 Local Class ElectionsRegional National Yes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 0 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 0 Child Led Activities X
No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections Regional National Yes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department Programme 0 Local Child Led Activities
Regional X
No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration into by Education Department
UN Rights of
Endorsement bythe
the Curriculum
Child
Education Department X
X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local Regional
Regional Inter/National
National X
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the
Endorsement by Child
Education Department X
X
Child Friendly Banking Programme Local Regional X
Inter/National
Integration into
Funding/Support the
by Curriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional X
Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X
X
Integration into the Curriculum X
Child Friendly Banking X

79
 Pakistan
SAHIL

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization SAHIL
Country Pakistan
Region Asia Pacific
Geographical Reach Regional
Mission Protection of children from explotation
Partner and Organisational Profile
Key Focus Child Protection, Child Rights
Name of Organization SAHIL
Type of Organization Non Governmental Organization
Country Pakistan
Website www.sahil.org
Region
Email:
Asia Pacific
info@sahil.org
Geographical Reach
Phone Regional
12260636
Mission
First Year in Aflatoun Protection of children from explotation
2008
Key Focus Child Protection, Child Rights
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.sahil.org
Email:
Number of children in government schoolsinfo@sahil.org 0 Lowest Oldest Range
Phone of children in non-formal education12260636 100 Age Range
Number 10 17 10-17
First Number
Total Year in Aflatoun
of children 2008 100 Grade Range
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 0 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 1 0 week: 3
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0
100 Programme hours per 10 17 10-17
Age Range
Number of Private Schools 0 year: 150
Total Number of children 100 Grade Range
Total Number of Schools 1
Aflatoun Schools
Teachers
Number ofand Training schools
Government 0 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 0 1 Trainers
week: 0 3
Teachers trained
Number of NGO schools 0 0 Trainers trained 0
Programme hours per
Number of Private Schools 0 year: 150
Aflatoun Events
Total Number of Schools 1
Number of events organized by partner for different groups:
Children
Teachers and Training 24 Teachers 0 Culmination 0 Bank 0
Teachers in programme 0 Trainers 0
Teachers trained 0 Trainers trained 0

Aflatoun Events
Number of events organized by partner for different groups:
Children 24 Teachers 0 Culmination 0 Bank 0

80
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 4(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
4
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 52(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning Exploration
& Budgeting 4
Did you introduce the following Saving andCore Spending
Elements in your programme? Scale 12(1 to 5)
2
5
4 Child Rights & Responsibilities
Social
Planning & and Financial Enterprise
Budgeting Scale 51(1 to 5)
1 Personal Exploration 4
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 2
Scale 5
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 1
5
4
5
3 Saving and Spending 2
5
2 Child Social and Financial Enterprise Scale 55(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 1
3 - Social Enterprise 5
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 2
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 1
- -
The Aflatoun Social
Brand: Enterprise 5
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
5
5
The Aflatoun Model - Social Enterprise 5
Scale 5(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise 5
5
The Aflatoun Model The Aflatoun MottoCharacter Scale 25(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 5
Principles 2
- The Aflatoun Brand: 5
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language Character
translated Scale 5(1 to 5)
Urdu
The Aflatoun Training Tree: 5
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized Islamic, 2 Juveniles
Asia,
5
Urdu
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 5
Culture/country/region
- The Aflatoun Motto contextualized 27 Juveniles
Islamic, Asia, 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X X Urdu
5X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Islamic, Asia,
2X Juveniles
Workbooks
Language Used
translated X programme?
X X X X X Urdu X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3 4 5
in
you develop for usecontextualized
your 6 7 8
Culture/country/region Islamic, Asia, Juveniles
- Workbooks Used
Language translated X X X X X
 X X
Urdu X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Islamic, Asia, Juveniles
- Workbooks Used X X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 7515 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 4 X
7515 X
Costs & of
Resources 
Number
What
Total time additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 2
4
Total
Numbercosts
of of the
additionalAflatoun
staff programme
working on in
the previous
Aflatoun year
programme 7515
Costs & Resources  2
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 4
Total costs of the Aflatoun programme in previous year 7515
Number
Costs of additional
&&Resources
Percentage of children staff
saving working on the Aflatoun
actively in programme programme Children save 2 good deeds
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 4
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 7515
N/A
Children save 2 good deeds
Saving
Total
Most &savings
time
common
Average Spending
spent by
perAflatoun
source perCoordinator
of children's
child month savings per week
funds
(in euros) 4
N/A
N/A
Number
Percentage
Average of additional
of
frequency children
of staff
saving
savings working onweekly,
actively
(daily, the
in Aflatoun
programme programme
monthly, other) Children save2 good deeds
N/A
Most
Savingcommon
& Spending source of children's savings funds N/A
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) N/A
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme N/Agood deeds
Children save
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, N/A
N/A
savings per child per month (in euros)
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) N/A
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds Children save
N/Agood deeds
N/A
Average
Average frequency
savings of
perof withdrawal
child per month(daily, weekly,
(in euros) monthly, other) N/A
N/A
Other
Average Programme
frequency Outcomes/Outputs
savings (daily, weekly, monthly, other) N/A
Main
Most use madesource
common of withdrawals
of children's by children
savings funds N/A
N/A
Number
Average of Aflatoun
frequency of
Other Programme clubs in programme:
withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 17 Class Savings Ledgers N/A Yes
Average frequency of savings (daily, weekly, monthly, other) N/A
Main
Social
Numberuse ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children N/A
17 Savings Ledgers N/A
Class Elections Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs N/A
Financial
Social enterprises
enterprises N/A Child Led Activities
Class Elections No
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 17 Class Savings Ledgers N/A Yes
Other Programme
Financial enterprisesOutcomes/Outputs N/A Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: N/A
17 Local Class
Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department N/A Local Child Led Activities No
Department
Social of
enterprises and Advocacy N/A Regional
Class Elections NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 17 Class Savings Ledgers Yes
Endorsement
Financial by Education
enterprises Department N/A Child Led Activities No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy ProgrammeN/A Local Class Elections Regional NationalYes
Inter/National
Endorsement
Financial by Education
UN Rightsenterprises
of ofthe Child Department ProgrammeN/A Local Child Led Activities
Regional X
No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X
X
Endorsement by Education Department
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Education
Endorsement Child X
Child Friendly by Banking Department Programme Local Regional Inter/National
Integration into
Funding/Support the Curriculum
by Education Department X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X
Integration into the Curriculum X
Child Friendly Banking

81
 Pakistan
Society for Safe
Environment &
Welfare of Agrarians
in Pakistan

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Society for Safe Environment & Welfare of Agrarians in Pakistan
Country Pakistan
Region Asia Pacific
Geographical Reach Regional
Mission Community development in the Sindh province
Partner and Organisational Profile
Key Focus Education, Agriculture, Community Development
Name of Organization Society for Safe Environment & Welfare of Agrarians in Pakistan
Type of Organization Non Governmental Organization
Country Pakistan
Website www.lsrda.org
Region
Email:
Asia Pacific
ashmall2005@yahoo.co.uk
Geographical Reach
Phone Regional
23356112127
Mission
First Year in Aflatoun Community development in the Sindh province
2008
Key Focus Education, Agriculture, Community Development
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.lsrda.org
Email:
Number of children in government schoolsashmall2005@yahoo.co.uk
0 Lowest Oldest Range
Phone of children in non-formal education23356112127640 Age Range
Number 6 16 6-16
First Year
Total in Aflatoun
Number of children 2008 640 Grade Range 2 8 2-8
Programme Summary
Programme Summary
Aflatoun Schools
Number
AflatounofChildren
Government schools 0 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 0 week: 40
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 25
640 Programme hours per 6 16 6-16
Age Range
Number of Private Schools 0 year: 640
Total Number of children 640 Grade Range 2 8 2-8
Total Number of Schools 25
Aflatoun Schools
Teachers
Number ofand Training schools
Government 0 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 40 0 Trainers
week: 4 40
Teachers
Number oftrained
NGO schools 10025 Trainers trained 1
Programme hours per
Number of Private Schools 0 year: 640
Aflatoun Events
Total Number of Schools 25
Number of events organized by partner for different groups:
Children
Teachers and Training 3 Teachers 5 Culmination 4 Bank 0
Teachers in programme 40 Trainers 4
Teachers trained 100 Trainers trained 1

Aflatoun Events
Number of events organized by partner for different groups:
Children 3 Teachers 5 Culmination 4 Bank 0

82
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 4(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 4
4
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 45(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 4
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 4
1 Planning
Personal & Budgeting
Exploration 4(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 4(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 4
2
4
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 42(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 4
3 - Social Enterprise 5
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 5
Scale 2(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 4
- -
The Aflatoun Social
Brand: Enterprise 5
2
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 2
4
2
The Aflatoun Model - Social Enterprise 5
Scale 4(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 3
-- -The Aflatoun Financial
Brand: Enterprise 2
2
The Aflatoun Model The Aflatoun MottoCharacter Scale 43(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 4
Principles 4
- The Aflatoun Brand: 2
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language Character
translated Sindhi 3(1 toUrdu
Scaleand 5)
The Aflatoun Training Tree: 4
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun Brand: contextualized Lower 4
2
Sindhi and Sindh
Language
The translated
Aflatoun Character 3 Urdu
The Aflatoun Curriculum- The Aflatoun 6 Lower4
Aflatoun Training
Motto Tree:
Culture/country/region
- The 1
contextualized 2 3 4 5 47Sindh 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X Sindhi and
37 Urdu 8
The Aflatoun Curriculum 1 2 3 4 5 6
What additional materials- did -
- Culture/country/region
The Aflatoun
you develop Motto contextualized
for use in your Lower 4Sindh
Workbooks
Language Used
translated X programme? Sindhi and Urdu
The Aflatoun
What additionalCurriculum
materials- did 1 2 3 4 5 6 7
in
you develop for usecontextualized
your programme? 8
Culture/country/region Lower Sindh
- Workbooks Used
Language translated X Sindhi and Urdu

1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Lower Sindh
- Workbooks Used X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 1 programme?
2 3 4 5 6 7190 7
 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X 6
7190
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 4
6
Total
Numbercosts
of of the
additionalAflatoun
staff programme
working on in
the previous
Aflatoun year
programme 7190
Costs & Resources 4

Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 6
Total costs of the Aflatoun programme in previous year 7190
Number
Costs of additional
&&Resources
Percentage of children staff
saving working on the Aflatoun
actively in programme programme 4
60%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 6
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 7190
$0.71
4
60%
Saving
Total
Most &savings
time
common
Average Spending
spent by
perAflatoun
source perCoordinator
of children's
child month savings per week
funds
(in euros) 6
Parents
$0.71
Number
Percentage
Average of additional
of
frequency children
of staff
saving
savings working onweekly,
actively
(daily, the
in Aflatoun
programme programme
monthly, other) 60%
4
Weekly
Most common
Saving & Spending source of children's savings funds Parents
Average savings
frequency
Average frequency per
ofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $0.71
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
60%
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsourceof of children's
of withdrawals
withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, No Parents
Frequency
savings per child per month (in euros) $0.71
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 60%
Parents
Average
Average frequency
savings of
per withdrawal
child per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.71
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other)
Number
Average
Other of Aflatoun of
frequency
Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 40 Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0
40 Class Elections
Savings Ledgers Yes
Average
Other frequency of
Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 5
0 Child Led Activities
Class Elections No
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 40 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 5 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
40 Class Elections
Regional
Savings Ledgers National Yes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 5 Child
X Led Activities No
Department of
Social enterprises and Advocacy 0 Local Class Regional
Elections National Yes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 40 Class Savings
X Led Activities Ledgers Yes
Endorsement by Education
Financial enterprises Department 5 X
Child No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class X Elections Regional National Yes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department Programme 5 Local Child X Led Activities
Regional No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the by
the Education
Curriculum
Child Department X X
Endorsement by Education Department X
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme
X Local
Local X Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education X
UN Rights
Endorsement of the
by Child
Education Department X
Child Friendly Banking X
Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X X
UN Rights of the Child
Child Friendly Banking X
Programme Local Regional Inter/National
Integration into the Curriculum X
UN Rights of the
Child Friendly Banking Child X
Integration into the Curriculum X
Child Friendly Banking X

83
 Phillipines
The National
Confederation of
Cooperatives

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization The National Confederation of Cooperatives
Country Phillipines
Region Asia Pacific
Geographical Reach National
Mission To provide relevant financial products
Partner and Organisational Profile
Key Focus Cooperative Strengthening
Name of Organization The National Confederation of Cooperatives
Type of Organization Cooperative
Country Phillipines
Website www.natcco.coop
Region
Email:
Asia Pacific
ceo@natcco.coop
Geographical Reach
Phone National
9137011
Mission
First Year in Aflatoun To provide relevant financial products
2007
Key Focus Cooperative Strengthening
Programme Summary
Type of Organization Cooperative
Website
Aflatoun Children www.natcco.coop
Email:
Number of children in government schoolsceo@natcco.coop
12000 Lowest Oldest Range
Phone of children in non-formal education9137011
Number 250 Age Range 6 16 6-16
First Number
Total Year in Aflatoun
of children 2007 12250 Grade Range 1 10 1-10
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 119 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 week:
12000 45
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0
250 Programme hours per 6 16 6-16
Age Range
Number of Private Schools 2 year: 20
Total Number of children 12250 Grade Range 1 10 1-10
Total Number of Schools 121
Aflatoun Schools
Teachers
Number ofand Training schools
Government 119 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 500 0 Trainers
week: 10 45
Teachers trained
Number of NGO schools 250 0 Trainers trained 5
Programme hours per
Number of Private Schools 2 year: 20
Aflatoun Events
Total Number of Schools 121
Number of events organized by partner for different groups:
Children
Teachers and Training 7 Teachers 4 Culmination 0 Bank 3
Teachers in programme 500 Trainers 10
Teachers trained 250 Trainers trained 5

Aflatoun Events
Number of events organized by partner for different groups:
Children 7 Teachers 4 Culmination 0 Bank 3

84
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 4(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 4
4
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 45(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 4
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 4
1 Planning
Personal & Budgeting
Exploration 4(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 4(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 4
5
4
3
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 45(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 4
3 - Social Enterprise 3
The Aflatoun 5 Saving
Model the following
and Spending
Child Social and Financial Enterprise Scale 5
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 4
- -
The Aflatoun Social
Brand: Enterprise 3
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
4
5
The Aflatoun Model - Social Enterprise 3
Scale 4(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun Financial
Brand: Enterprise 5
5
The Aflatoun Model The Aflatoun MottoCharacter Scale 45(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 4
Principles 4
- The Aflatoun Brand: 5
The
TheAflatoun
AflatounModel Curriculum-- The Aflatoun
Language Character
translated Filipino 5(1 to 5)
Scale (Tagalog)
The Aflatoun Training Tree: 4
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized Street 4
Children
5
Filipino (Tagalog)
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 4
Culture/country/region
- The Aflatoun Motto contextualized 47
Street Children 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X Filipino (Tagalog)
5
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? X Street Children
4
Workbooks
Language Used
translated X Filipino (Tagalog)
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2
in
you develop for usecontextualized
your 3 4 5 6 7 8
Culture/country/region Street Children
- Workbooks Used
Language translated  X X Filipino (Tagalog)
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Street Children
- Workbooks Used X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 149007 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X 26
14900
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 2
26
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 14900
Costs Resources  2
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 26
Total costs of the Aflatoun programme in previous year 14900
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 65%2
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 26
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 14900
$0.30
65%2
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 26
Parents
$0.30
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average &frequency
Most common
Saving Spendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 65%2
Weekly
Parents
Average savings
frequency
Average frequency per
ofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) No $0.30
Frequency
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
65%
Most use
Main
Savingcommon
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, School
No Parents
expenses,
Frequency Child
savings per child per month (in euros) $0.30
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 65%
School expenses,
Parents Child
Average
Average frequency
savings ofchild
per withdrawal per (daily,
month (in weekly,
euros) monthly, other) No Frequency
$0.30
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School expenses, Child
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 12 Class Savings Ledgers No Parents
Frequency Yes
Average
Main use frequency of savings (daily, weekly, monthly, other) Weekly Child
School expenses,
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 3 12
to 4 Class Elections
Savings Ledgers Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs No Frequency
Financial
Social enterprises
enterprises 0
3 to 4 Class ElectionsSchool expenses,Yes
Child Led Activities
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 12 Class Savings Ledgers Child
Yes
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities Yes
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 3 12
to 4Local Class
Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department 0 Child Led Activities Yes
X
Department
Social of Education and Advocacy
enterprises 3 to 4Local Class Elections
Regional NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 12 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 0 Child Led Activities X
Yes
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 3 to 4Local Class Elections
Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department X
Programme X Led Activities
0 Local Child RegionalX X
Yes
Inter/National
Department Education and Advocacy National
Funding/Support
Integration into by Education Department
UN Rights of
Endorsement bythe
the Curriculum
Child
Education Department X X
X X
X X
X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local X Regional
RegionalX Inter/National
National X
Integration into the
Funding/Support byCurriculum
Education Department X X X
UN Rights of the
Endorsement by Child
Education Department X X X X
X
Child Friendly Banking Programme Local X RegionalX X
Inter/National
Integration into
Funding/Support the Curriculum
by Education Department X X X
UN Rights of the Child X X X X
Child Friendly Banking Programme Local X X RegionalX X
Inter/National
Integration into the Curriculum X X
UN Rights
Child of the
Friendly Child
Banking X X
X X
X X
X
Integration into the Curriculum X X X
Child Friendly Banking X X X

85
 Thailand
ICS Asia

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization ICS Asia
Country Thailand
Region Asia Pacific
Geographical Reach Regional
Mission Safe and enabling environment for children
Partner and Organisational Profile
Key Focus Education, Health, Protection, Poverty Reduction
Name of Organization ICS Asia
Type of Organization International Non Governmental Organization
Country Thailand
Website www.icsasia.org
Region
Email:
Asia Pacific
icsro@icsasia.org
Geographical Reach
Phone Regional (Reg. Office) 6645622680 (Srisaket Office)
6645280280
Mission
First Year in Aflatoun Safe and enabling environment for children
2008
Key Focus Education, Health, Protection, Poverty Reduction
Programme Summary
Type of Organization International Non Governmental Organization
Website
Aflatoun Children www.icsasia.org
Email:
Number of children in government schoolsicsro@icsasia.org
2566 Lowest Oldest Range
Phone of children in non-formal education6645280280 (Reg.
Number 0 Office) 6645622680 (Srisaket
Age Range 9 Office)
12 9-12
First Number
Total Year in Aflatoun
of children 2008 2566 Grade Range 3 6 3-6
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 30 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0 week:
2566 1
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 9 12 9-12
Age Range
Number of Private Schools 0 year: 323-6
Total Number of children 2566 Grade Range 3 6
Total Number of Schools 30
Aflatoun Schools
Teachers
Number ofand Training schools
Government 30 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 150 0 Trainers
week: 12 1
Teachers trained
Number of NGO schools 90 0 Trainers trained 12
Programme hours per
Number of Private Schools 0 year: 32
Aflatoun Events
Total Number of Schools 30
Number of events organized by partner for different groups:
Children
Teachers and Training 0 Teachers 0 Culmination 0 Bank 0
Teachers in programme 150 Trainers 12
Teachers trained 90 Trainers trained 12

Aflatoun Events
Number of events organized by partner for different groups:
Children 0 Teachers 0 Culmination 0 Bank 0

86
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 55(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 5
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 5
1 Planning
Personal & Budgeting
Exploration 5(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 3
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 3
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to 5)
Did you introduce the following -- -The Aflatoun Financial Enterprise
Principles of Implementation in your programme? 5 to 5)
Yes
The Aflatoun
- Aflatoun Training
Brand:
Social
Tree:
Enterprise 5
3
The Aflatoun Model -- The The Aflatoun Character Scale 5(1 to 5)
Did you introduce the following Aflatoun
AflatounTraining Tree:
Principles of Implementation in your programme? Yes
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand: Enterprise 5
5
The Aflatoun Model Character Scale 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? Yes
Principles
- The Aflatoun Brand: 5
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 5(1 to 5)
Thai
Yes
--- The
The Aflatoun Motto
Culture/country/region
Aflatoun
Language Brand:
translated contextualized Thai culture with5Buddhism
5
Thai
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training
Culture/country/region Tree: 1
contextualized 2 3 4 5 Yes
Thai culture with57Buddhism
6 8
- The Aflatoun Motto
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X Thai
5
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your programme? X Thai culture with5Buddhism
Workbooks
Language Used
translated X X X Thai
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2
in
you develop for usecontextualized
your 3 4 5 6 7 8
Culture/country/region Thai culture with Buddhism
- Workbooks Used
Language translated  X X X X Thai
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Thai culture with Buddhism
- Workbooks Used X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 495007 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X 40
49500
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 3
40
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 49500
Costs Resources  3
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 40
Total costs of the Aflatoun programme in previous year 49500
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 3
97%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 40
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 49500
N/A
3
97%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds Pocket 40money
N/A
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) Pocket97%
3money
Daily
Average savings
frequency perofchild
withdrawal per month (in
(daily, euros)
weekly, monthly, other) End of N/A
Average
Percentagefrequency
of childrenof savings
saving (daily, activelyweekly, monthly, other)
in programme 97% year
school
Daily
Most
Main common
use made
Saving &frequency
Average Spendingsource
of of children's
withdrawals by savings
children funds PocketN/Amoney
savings perofchild
withdrawal per month(daily,
(in weekly,
euros) monthly, other) End of school
N/A year
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Daily
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds Pocket97%
N/Amoney
Average
Average frequency
savings perofchild
withdrawal per (daily,
month (in weekly,
euros) monthly, other) End of school
N/A year
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Daily
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) PocketN/Amoney
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 0 Class Savings Ledgers
End of school Yes
year
Average frequency of savings (daily, weekly, monthly, other) Daily
Main
Social
Numberuse ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 0 Savings Ledgers N/A
Class Elections Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs End of school year
Financial
Social enterprises
enterprises Child Led Activities
Class Elections Yes
Main use
Number ofmade
Aflatounof withdrawals
clubs in programme: by children 0 Class Savings Ledgers N/A Yes
Other Programme
Financial enterprisesOutcomes/Outputs Child Led Activities
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
Class Elections
Regional
Savings Ledgers National Yes
Yes
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department Child
X Led Activities
Department of Education and Advocacy
Social enterprises Local Class Elections
Regional National Yes
Number of Aflatoun
Funding/Support by clubs
Education in programme:
Department 0 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department X Led Activities
Child
Department
Social of Education
enterprisesby Education Department
Funding/Support and Advocacy Programme Local Regional
Class Elections National Yes
Inter/National
Endorsement
UN Rights
Financial of by Education
the
enterprises Child Department Programme Local X Led Activities
Child Regional Inter/National
Department of Education and Advocacy National
Funding/Support
Integration into byCurriculum
Education Department
UN Rights of
Endorsement bythe
the Child
Education Department X
X
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local X Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education
UN Rights
Endorsement of the
by Child
Education Department X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Child
Child Friendly Banking Programme Local X Regional Inter/National
Integration into the Curriculum
UN Rights of the
Child Friendly Banking Child
Integration into the Curriculum X
Child Friendly Banking

87
88
europe

89
 Serbia
Pomoc Deci

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization Pomoc Deci
Country Serbia
Region Europe and Central Asia
Geographical Reach National
Mission To create hope & respect for children
Partner and Organisational Profile
Key Focus Education, Child Rights, Trafficking
Name of Organization Pomoc Deci
Type of Organization Non Governmental Organization
Country Serbia
Website www.pomocdeci.org.yu
Region
Email:
Europe and Central Asia
pomocdeci@eunet.rs
Geographical Reach
Phone National
3813228564
Mission
First Year in Aflatoun To create hope & respect for children
2006
Key Focus Education, Child Rights, Trafficking
Programme Summary
Type of Organization Non Governmental Organization
Website
Aflatoun Children www.pomocdeci.org.yu
Email:
Number of children in government schoolspomocdeci@eunet.rs
3722 Lowest Oldest Range
Phone of children in non-formal education3813228564 0 Age Range
Number 7 15 7-15
First Number
Total Year in Aflatoun
of children 2006 3722 Grade Range 1 8 1-8
Programme Summary
Programme Summary
Aflatoun Schools
Number of Children
Aflatoun Government schools 5 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0
3722 week: 1
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 7 15 7-15
Age Range
Number of Private Schools 0 year: 361-8
Total Number of children 3722 Grade Range 1 8
Total Number of Schools 5
Aflatoun Schools
Teachers
Number ofand Training schools
Government 5 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 180 0 Trainers
week: 15 1
Teachers trained
Number of NGO schools 180 0 Trainers trained 15
Programme hours per
Number of Private Schools 0 year: 36
Aflatoun Events
Total Number of Schools 5
Number of events organized by partner for different groups:
Children
Teachers and Training 0 Teachers 0 Culmination 0 Bank 0
Teachers in programme 180 Trainers 15
Teachers trained 180 Trainers trained 15

Aflatoun Events
Number of events organized by partner for different groups:
Children 0 Teachers 0 Culmination 0 Bank 0

90
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 55(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 5
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 5
1 Planning
Personal & Budgeting
Exploration 5(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 5
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 5
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to 5)
Did you introduce the following -- -The Aflatoun Financial Enterprise
Principles of Implementation in your programme? 5 to 5)
The Aflatoun
- Aflatoun Training
Brand:
Social
Tree:
Enterprise
Yes
5
5
The Aflatoun Model -- The The Aflatoun
Aflatoun Character
Training Tree: Scale 5(1 to 5)
Did you introduce the following Aflatoun Principles of Implementation in your programme? Yes
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand:
Character
Enterprise 5
5
The Aflatoun Model Scale 5(1 to 5)
Theyou
Did Aflatoun
introduceCurriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? Yes
Principles
- The Aflatoun Brand: 5
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 5(1 to 5)
Serbian
Yes
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5
Serbia
5
Serbian
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 Yes
Culture/country/region
- The Aflatoun Motto contextualized 57
Serbia 8
- The
- Language translated
Aflatoun Character Serbian
5
The Aflatoun Curriculum Workbooks Used X
1 X
2 X
3 X
4 X
5 X
6 X
7 X
8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Serbia
5X
Workbooks
Language Used
translated X programme?
X X X X X Serbian X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
you develop for usecontextualized
in your 2 3 4 5 6 7 8
Culture/country/region Serbia
Workbookstranslated
- Language Used X X X X X X X
Serbian X
1 2 3 4 5 6 7 8
Costsadditional
What & Resources materials- did you develop for usecontextualized
Culture/country/region in your programme? Serbia
- Workbooks Used X X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year 1
& Resources 2 3 4 5 6 5.114,657 8
What additional materials did you develop for use in your programme?
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X 12 X
X 5.114,65 X
Costs
Number & of
What time
Total Resources
additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 2
12
Total
Numbercosts of the Aflatoun programme in previous year 5.114,65
Costs & of additional staff working on the Aflatoun programme
Resources 2
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 12
Total costs of the Aflatoun programme in previous year 5.114,65
Number &&of
Coststime
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 2
80%
Total
Saving spent
Spending by Aflatoun Coordinator per week 12
Total costs
Average
Number
Percentageof of
ofthe
savings Aflatoun
per
additional
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 5.114,65
$0.16
2
80%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 12
0
$0.16
Number
Percentage
Average of additional
of
frequencychildren
of staff
saving
savings working onweekly,
actively
(daily, the
in Aflatoun
programme programme
monthly, other) 80%
2
0
Most
Savingcommon
& Spendingsource of children's savings funds 0
Average
Average savings
frequency
frequency perof
ofchild
withdrawal
savings per month
(daily, (in
(daily, euros)
weekly,
weekly, monthly,
monthly, other)
other) $0.16
0
0
Percentage of children saving actively in programme 80%
Most
Main
Savingcommon
use
Average made
&frequencysource
Spending of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, 0
0
savings per child per month (in euros) $0.16
Average
Percentagefrequency of savings
of children (daily, weekly, monthly, other) 0
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 80%
0
0
Average
Average frequency
savings of
perof withdrawal
child per month(daily, weekly,
(in euros) monthly, other) 0
$0.16
Other
Average Programme
frequency Outcomes/Outputs
savings (daily, weekly, monthly, other) 0
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) 0
0
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 0 Class Savings Ledgers 0 No
Average
Main use frequency of savings (daily, weekly, monthly, other) 0
0
Social
Number ofmade
enterprises of withdrawals
Aflatoun clubs in programme: by children 0 Class Elections
Savings Ledgers No
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs 0
Financial
Social enterprises
enterprises 0 Child Led Activities
Class Elections No
Main
Numberuse ofmade of withdrawals
Aflatoun clubs in programme: by children 0 Class Savings Ledgers 0 No
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0
0 Local Class
Class Elections
Regional
Savings Ledgers NationalNo
No
Other Programme
Financial
Endorsemententerprises
by Outcomes/Outputs
Education Department 0 Child Led Activities No
Department
Social of Education and Advocacy
enterprises 0 Local Class Elections
Regional NationalNo
Number of Aflatoun
Funding/Support by clubs
Education in programme:
Department 0 Class Savings Ledgers No
Endorsement by
Financial enterprises Education Department 0 Child Led Activities No
Department
Social of Education
enterprisesby Education Department
Funding/Support and Advocacy Programme 0 Local Regional
Class Elections NationalNo
Inter/National
Endorsement
UN Rights
Financial of by Education
the
enterprisesChild Department X
Programme 0 Local Child Led Activities
Regional No
Inter/National
Department of Education and Advocacy National
Funding/Support
Integration
UN Rights into
of the byCurriculum
the Education Department
Child X
X
Endorsement by Education Department
Child Friendly
Department ofBanking
Education andDepartment
Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into
Funding/Support the
byCurriculum
Education X
UN Rights
Endorsement of the
by Child
Education Department X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the Curriculum X
UN Rights of the
Child Friendly BankingChild X
Integration into the Curriculum X
Child Friendly Banking

91
92
middle
east

and

north
africa

93
 Egypt
The Ministry of
State for Family and
Population Affairs

Partner and Organisational Profile

Partner and Organisational Profile
Name of Organization The Ministry of State for Family and Population Affairs
Country Egypt
Region Middle East and North Africa
Geographical Reach National
Mission
Partner and Organisational Profile
Key Focus Child and Maternal Health and Wellbeing
Name of Organization The Ministry of State for Family and Population Affairs
Type of Organization Government
Country Egypt
Website www.nccm.org.eg
Region
Email:
Middle East and North Africa
amrosman_nccm@hotmail.com
Geographical Reach
Phone National
2022525334
Mission
First Year in Aflatoun 2007
Key Focus Child and Maternal Health and Wellbeing
Programme Summary
Type of Organization Government
Website
Aflatoun Children www.nccm.org.eg
Email:
Number of children in government schoolsamrosman_nccm@hotmail.com
16000 Lowest Oldest Range
Phone of children in non-formal education2022525334 0 Age Range
Number 10 13 10-13
First Year
Total in Aflatoun
Number of children 2007 16000 Grade Range 5 8 5-8
Programme Summary
Programme Summary
Aflatoun Schools
Number
AflatounofChildren
Government schools 54 Programme hours per
Number of Non-formal Education Centres
Number of children in government schools 0
16000 week: 60
Lowest Oldest Range
Number of NGO schools
Number of children in non-formal education 0 0 Programme hours per 10 13 10-13
Age Range
Number of Private Schools 0 year: 1.5
Total Number of children 16000 Grade Range 5 8 5-8
Total Number of Schools 54
Aflatoun Schools
Teachers
Number ofand Training schools
Government 54 Programme hours per
Teachers in programme
Number of Non-formal Education Centres 54 0 Trainers
week: 10 60
Teachers
Number oftrained
NGO schools 54 0 Trainers trained 10
Programme hours per
Number of Private Schools 0 year: 1.5
Aflatoun Events
Total Number of Schools 54
Number of events organized by partner for different groups:
Children
Teachers and Training 54 Teachers 5 Culmination 0 Bank 0
Teachers in programme 54 Trainers 10
Teachers trained 54 Trainers trained 10

Aflatoun Events
Number of events organized by partner for different groups:
Children 54 Teachers 5 Culmination 0 Bank 0

94
Aflatoun Programme
Aflatoun Programme Development
Development
Aflatoun Programme Development
Did you introduce the following Core Elements in your programme? Scale (1 to 5)
Aflatoun Programme Development 1 PersonalCore Exploration
Did you introduce the following Elements in your programme? Scale 5(1 to 5)
Aflatoun Programme Development 2
1 Rights
Personal & Responsibilities
Exploration 5
5
Did you introduce the following 3 Rights
2 Core
Saving &and Elements in your programme?
Spending
Responsibilities Scale 5
5(1 to 5)
Aflatoun Programme Development 1
4 Personal
3 Planning
Saving and Exploration
& Budgeting
Spending 5
Did you introduce the following Core Elements in your programme? Scale 5(1 to 5)
2
5
4 Child Rights & Responsibilities
Social and Financial Enterprise Scale 5
1 Planning
Personal & Budgeting
Exploration 5(1 to 5)
Did you introduce the following 3 Saving
- and
Core Spending
Social
ElementsEnterprise
in your programme? Scale 5
Scale 3
5 Rights
2 Child Social and Financial Enterprise
& Responsibilities 5(1
(1 to
to 5)
5)
4
1 Planning
-
Personal
- & Budgeting
Financial
Exploration Enterprise
Social Enterprise 5
5
3
3 Saving and Spending 5
5
2 Child Social and Financial Enterprise Scale 5(1 to 5)
Did you introduce the following 4 Rights-
Planning & Responsibilities
Aflatoun Financial
& Budgeting Enterprise
Principles of Implementation in your programme? 5
3 -
Saving Social Enterprise
and Spending 3
5
The Aflatoun 5
Model the following Child Social and Financial Enterprise Scale
Scale 5(1
(1 to
to 5)
5)
Did you introduce -
4 Planning Aflatoun
& Principles
Financial
Budgeting of Implementation in your programme?
Enterprise 5
- -
The Aflatoun Social
Brand: Enterprise 3
5
The Aflatoun Model 5 Child Social and Financial Enterprise Scale (1
Scale (1 to
to 5)
5)
Did you introduce the following -- -The Aflatoun
The Aflatoun
Aflatoun
Financial
Training
Brand:
Enterprise
Principles
Tree: of Implementation in your programme? 5
5
5
The Aflatoun Model - Social Enterprise 3
Scale 5(1 to 5)
Did you introduce the following -- The The Aflatoun
Aflatoun
AflatounCharacter
Training Tree:
Principles of Implementation in your programme? 5
-- -The Aflatoun
The Aflatoun Motto
Financial
Brand: Enterprise 5
5
The Aflatoun Model Character Scale 5(1 to 5)
Theyou
Did Aflatoun
introduce Curriculum - The Aflatoun
the following AflatounTraining
Motto Tree: of Implementation in your programme? 5
Principles
- The Aflatoun Brand: 5
The Aflatoun Model - The Aflatoun
Language
The Aflatoun Curriculum- The Aflatoun Training Tree: Character
translated Scale 5(1 to 5)
Arabic
5
--- The
The Aflatoun
Aflatoun
Language Motto
Culture/country/region
Brand:
translated contextualized 5
Egyptian
5
Arabic
The Aflatoun Character 5
The Aflatoun Curriculum- The Aflatoun Training Tree: 1 2 3 4 5 6 5
Culture/country/region
- The Aflatoun Motto contextualized 57
Egyptian 8
- Workbooks
- Language
The translated
Aflatoun Character
Used X X X X X X Arabic
5X X
The Aflatoun Curriculum 1 2 3 4 5 6 7 8
What additional materials--- did Culture/country/region
The Aflatoun
you develop for usecontextualized
Motto in your Egyptian
5X
Workbooks
Language Used
translated X programme?
X X X X X Arabic X
The Aflatoun
What additionalCurriculum
materials- did 1 programme?
2 3
in
you develop for usecontextualized
your 4 5 6 7 8
Culture/country/region Egyptian
- Workbooks Used
Language translated X X X
 X X X X
Arabic X
1 2 3 4 5 6 7 8
Costs & Resources
What additional materials- did you develop for usecontextualized
Culture/country/region in your programme? Egyptian
- Workbooks Used X X X X X X X X
Total
Costs costs of the Aflatoun programme in previous year
& Resources 
1 programme?
2 3 4 5 6 0 7 8
What additional materials did you develop for use in your
Total time spent by Aflatoun
Total costs of the Aflatoun Coordinator
- Workbooks
programme Used per week
in previous year X X X X X X 80
0 X X
Costs & of
Resources 
Number
What time
Total additional
additional
spent staff did
materials
by Aflatoun working on theper
you develop
Coordinator Aflatoun
forweek programme
use in your programme? 3
80
Total costs
Number& of of the Aflatoun programme in previous
additional staff working on the Aflatoun programme year 0
Costs Resources  3
Total
Savingtime
& spent by Aflatoun Coordinator per week
Spending 80
Total costs of the Aflatoun programme in previous year 0
Number
Costs &&of
Percentage additional
Resources
of children staff
saving working on the
actively Aflatoun programme
in programme 3
40%
Total
Savingtime spent
Spending by Aflatoun Coordinator per week 80
Total
Numbercosts
Average
Percentageof of
ofthe
savings
additionalAflatoun
per
childrenchild
staff
saving programme
per month
working on(in
actively ineuros)
the
in previous
Aflatoun year
programme programme 0
$1.27
3
40%
Saving
Total
Most &
time
commonSpending
spent by
sourceAflatoun
of children's Coordinator
Average savings per child per month (in euros) savings per week
funds 80
Parents
$1.27
Number
Percentageof additional
of childrenofstaff working onweekly,
the Aflatoun programme
Average
Most
Saving &frequency
commonSpendingsource ofsaving
savings
children's actively
(daily, in programme
savings monthly,
funds other) 40%
3
Weekly
Parents
Average
Average savings
frequency
frequency perofchild
withdrawal
of savings per month (in
(daily, euros)
weekly, monthly, other) $1.27
Weekly
Percentage of children saving (daily, activelyweekly, monthly, other)
in programme Weekly
40%
Most
Main
Savingcommon
use
Average made
&frequency
Spendingsource of children's
of withdrawals
of withdrawal savings
by(daily,
children fundsmonthly, other)
weekly, Parents
School Expenses/Child
Weekly
savings per child per month (in euros) $1.27
Average
Percentagefrequency
of childrenof savings (daily, weekly, monthly, other) Weekly
Main
Most use made
common ofsaving
of withdrawals
source children's actively in programme
by children
savings funds 40%
School Expenses/Child
Parents
Average
Average frequency
savings perof withdrawal
child per (daily,
month (in weekly,
euros) monthly, other) Weekly
$1.27
Other Programme Outcomes/Outputs
Average frequency of savings (daily, weekly, monthly, other) Weekly
Main
Most use madesource
common of withdrawals
of children's by children
savings fundsmonthly, other) School Expenses/Child
Number
Average of Aflatoun of
frequency
Other Programme clubs
withdrawalin programme:
Outcomes/Outputs (daily, weekly, 54 Class Savings Ledgers Parents
Weekly Yes
Average
Main use frequency of savings (daily, weekly, monthly, other)0 Weekly
School Expenses/Child
Social
Number ofmade
enterprises
Aflatounof withdrawals
clubs in programme: by children 54 Class Elections
Savings Ledgers Yes
Average frequency of
Other Programme withdrawal (daily, weekly, monthly, other)
Outcomes/Outputs Weekly
Financial
Social enterprises
enterprises 0 Child Led Activities No
Class Elections School Expenses/Child
Yes
Main
Numberuse ofmade
Aflatounof withdrawals
clubs in programme: by children 54 Class Savings Ledgers Yes
Other Programme
Financial enterprisesOutcomes/Outputs 0 Child Led Activities No
Social
Number enterprises
Department of Education
of Aflatoun clubs inand Advocacy
programme: 0 Local Class
54 Class Elections
Regional
Savings Ledgers NationalYes
Yes
Other Programme
Financial
Endorsemententerprises Outcomes/Outputs
byEducation
Education Department 0 Child Led Activities No
X
Department of
Social enterprises and Advocacy 0 Local Class Elections
Regional NationalYes
Number of Aflatoun
Funding/Support clubs
by Education in programme:
Department 54 Class Savings Ledgers Yes
Endorsement by Education
Financial enterprises Department 0 Child Led Activities X
No
Department
Social of Education
enterprises
Funding/Support by Education andDepartment
Advocacy Programme 0 Local Class Elections Regional NationalYes
Inter/National
Endorsement
UN
Financial by Education
Rightsenterprises
of ofthe Child Department Programme 0 Local Child Led Activities
Regional X
No
Inter/National
Department Education and Advocacy National
Funding/Support
Integration into by Education Department
UN Rights of
Endorsement bythe
the Curriculum
Child
Education Department X
X
Child Friendly
Department of Banking
Education and Advocacy Programme Local Local Regional
Regional Inter/National
National
Integration into the
Funding/Support byCurriculum
Education Department X
UN Rights of the Education
Endorsement Child X
Child Friendly by Banking Department Programme Local Regional X
Inter/National
Integration into
Funding/Support the
by Curriculum
Education Department X
UN Rights of the Child X
Child Friendly Banking Programme Local Regional Inter/National
Integration into the Curriculum X
UN Rights
Child of the
Friendly Child
Banking X
Integration into the Curriculum X
Child Friendly Banking

95
96
References
1 The results of the Aflatoun pilot are compiled and analysed in Children and Change 2008.

2 The most recent curriculum development workshop, held in April 2009, looked at creating material for non formal
settings for children.

3 Schaferova, Marta and Wackwitz, Merel. Case Study of the Community Practice of Child Social and Financial
Education in Sriaket Province, Thailand: Current Practices and Understanding of Child Rights, Social and
Financial Education in Ban Boh, Ban Kham & Ban Nongkrong Villages in Srisaket Province, Thailand. ICS.
September, 2008

4 ICS, Aflatoun Schools Research Framework: Working Child Rights Based in schools with the Aflatoun Child
Savings Programme.

5 Dingcong, Clarence. Evaluation of the Aflatoun Program: Plan Philippines and Plan Vietnam. September 2008

6 Rahul Srivastava. The MelJol-Aflatoon Child Savings Scheme in Maharashtra: A Sociological Study. 2006

7 GreenEarth Social Development Consulting Pvt. Ltd. Report of the Impact Assessment Study of Aflatoon
Programme: A study conducted jointly by GreenEarth and MelJol. September 2007

8 Aflatoun (with survey design by McKinsey and Company). Aflatoun Secretariat Performance Surveys – Final
Report. December 2008

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