There is no one rule for success. Different approaches work in different contexts, in different geographical areas, with different learners. However, the case studies highlight some key areas that you should bear in mind when developing a financial learning project.
A partnership approach
Working with partner organisations appears to be a way to ensure that learners have access to all the support and guidance, backed up by appropriate experience, that they need.
For example, a literacy or numeracy tutor's skills might be complemented by those of a CAB worker or a representative from a local credit union. This way learners are receiving expert support - as well as contact with a person who they might, in the future, turn to for help.
Engaging learners
Delivering financial learning sessions to existing groups is an effective way to reach people. For example, this could be groups of adult learners, mother and toddler groups, people brought together by shared community interests, or members of black or minority ethnic communities.
People are more likely to put themselves forward to take part in financial learning activities if provided through an organisation, group or service they are already involved with. In addition, where groups of people know each other they are more likely to trust each other and to take part in open discussion. It is important to recognise the work already done by these other organisations to engage individuals.
Relationships with organisations can also provide opportunities for referrals.
Often, learners are most motivated to learn when they were at a transition point in their lives: for example, migrant workers who were settling into life in Scotland; offenders who were about to be released; or young people who were seeking employment.
Involve learners in designing the content of their course, to ensure the content and activities are going to be relevant for them.
Learning activities
Activities should be delivered in an environment where learners feel comfortable, and which is convenient and accessible.
Group work encourages participants to share knowledge and experience. It can offer reassurance that others have similar concerns and difficulties. The group shouldn't be so large that learners feel anxious speaking out.
Learners should have the opportunity to ask questions about things they are particularly interested in (or anxious about).
Whilst accreditation will not be suitable for all projects or learners it can help to boost a learner's confidence and self-esteem and can encourage them to access further learning in the future.
Materials
Tutors should develop and adapt materials so that they are appropriate for the learners and relevant to their situations.
Materials need to be useful, interesting, interactive and visually attractive.
Where projects are engaging with people whose first language isn't English, it's important that information is provided in the appropriate language(s). This may involve having an interpreter attend the project sessions, and providing printed materials in a range of languages.
Progression and support
Participation in financial learning activities can inspire and motivate people to take part in further learning. Providers should be aware of this potential and be ready to support learners to progress to other learning activities.
During financial learning sessions, learners might identify that they have some financial difficulties that they need further support with. Organisations delivering financial learning projects should be able to signpost or refer learners to the appropriate debt or consumer advice services.
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