Gary Millner Director of Operations, pfeg

pfeg’s mission is for all young people to leave full time education with the confidence, skills and the knowledge in financial matters so that they can take part fully in society

The wider financial capability agenda  Financial Services Authority’s national strategy on financial capability  HM Treasury consultation paper (January 2007)  HM Treasury/Financial Services Authority joint action plan (July 2008)  Thoresen Review – money guidance

The English education system A devolved function Primary schools - age 4-11 years old Secondary and Further education In schools - age 11–19 years old All children attend schools from age 5–16 and follow a national curriculum much of which is compulsory.

What pfeg does  Website (One stop shop)  Provides free downloadable resources  Quality Mark  Educational support - a comprehensive service to schools  Training – within schools or with groups of schools  Consultancy – to schools and teachers  Raising the profile of personal finance education  Work with and provide guidance to financial service organisations on  supporting financial education within schools  Volunteers  Resources  Work on a policy level  to influence government and other key stakeholders  to ensure the dissemination of good practice  to introduce and maintain high quality standards

Key projects  What Money Means (HSBC)  Learning Money Matters (Financial Services Authority)  My Money (Department of Children Schools and Families)  Use Your Expertise (Institute of Chartered Accountants in England and Wales, Rathbones, Personal Finance Society, Coventry Building Society, Association of Accounting Technicians)

What has the impact been within schools now?  over 3,500 secondary schools have requested support through the Learning Money Matters initiative  7338 requests for My Money Week toolkits from 5681 primary schools (representing 33% of primary schools) plus 4513 downloads  3,802 requests for My Money Week toolkits from 2425 secondary schools (over 72% of state and special schools and pupil referral units) plus 3187 downloads  Over 9000 resources distributed to primary schools as part of the What Money Means project  visits to have increased fivefold since 2004www.pfeg.org

The role of Institutions and regulatory bodies in the financial literacy process  Financial support  Development of resources  Support for specific educational sectors  Provide financial service expertise  Support for schools and teachers  Working with young people  Corporate Social Responsibility  Employee involvement  Supporting the political agenda

Managing the conflicts Marketing or Corporate responsibility?  Creating sustainability  Be clear about the aims/benefits  Measuring success Reach Quantitative or Qualitative Impact on educators Impact on young people  Wider benefits Brand Employee involvement

Resource development and Quality Marked  Be clear about Branding and Product, both on and in the resource  Linked to the curriculum  Is the learning subject specific  Engaging for learners  Appropriate to the age of the learner  Easily available for the teacher, accurate, adaptable and updateable  Teacher/ Facilitator guide  The resources must be capable of being delivered by a teacher without the support of a financial service organisation employee  Developed in partnership and tested in schools

Employee involvement  Check that your employees are suitable to work with young people and you have an ongoing programme to review suitability  Matching schools and volunteers  Train your staff so they understand the aims of your organisation in providing volunteers and the reasons why the school wants them  Be clear about the time and frequency of the commitment they are making (and how much notice you require)  Be clear about the age of the pupils they will be engaging  Be aware of cultural issues  Make sure they are aware that they are there to support the teacher not take the class  Make sure they know their subject and have the right skills

Good Practice for Financial institutions  Be distinctive but recognise other initiatives  Show how your programme works with, not against others  Develop resources that are independently Quality Marked  Resources should be linked into the curriculum  Use your employees safely and appropriately  Build sustainability  Be clear how you measure success

Gary Millner, Director of Operations pfeg Tel: