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Global Learning Partners (GLP) helps individuals and organizations to learn by providing practical expertise in learning assessment, design, facilitation and evaluation. Their shareable resources cover a variety of topics in learning, taking a learning-centered approach, including: Learning Design, Needs Assessment, Facilitation, Evaluation, and others.
This publication presents key findings for financial education, drawn from the IOSCO/OECD joint report “The Application of Behavioural Insights to Financial Literacy and Investor Education Programmes and Initiatives”. It gives a short overview of the ways in which behavioural insights are relevant for financial education and then summarises five key lessons that policy makers can follow, illustrated with the experiences of OECD/INFE members.
There are many different ways to deliver financial empowerment programs. Financial literacy education, financial coaching, and matched savings programs can be successfully delivered independently, with successful outcomes for participants. They can also be blended together to accomplish several educational goals and improve participant outcomes. In this one-hour webinar we explore two examples of blended program models. The speakers are: Click 'Get it' below to access the video link, and scroll down to access handouts, slides, and video timestamps for this webinar.
Handouts, slides, and time-stamps
Read the presentation slides for this webinar.
Handouts for this webinar:
How Savings Circles Works
Information about the Strive program
Time-stamps for the video recording:
3:35 – Agenda and introductions
6:00 – Audience polls
10:58 – Financial empowerment interventions (Speaker: Glenna Harris)
14:00 – Savings Circles program at Momentum (Speaker: Anna Jordan)
33:18 – Strive program (Speaker: Monica daPonte)
55:50 – Q&A
This report examines the relationship between the earnings of Canadians in the labour market and their post-secondary education credentials. Findings are based upon information gathered from the 2016 Census on adults between the ages of 25 to 64 with different levels of education and working in different parts of the country.
The purpose of this guide is to provide detailed guidance on designing and developing an e-learning course for trainers and instructional designers who are new to e-learning design. It also provides basic concepts and information on the processes and resources involved in e-learning development, which might be of interest to capacity-development managers. The information in this guide is based on consolidated instructional design models and learning theories and incorporates FAO’s experience in delivering e-learning courses in development contexts.