Objectives:

Upon completion of this course, participants will be able to:

• Analyze global best practices and core principles for effective **financial education curriculum design**.
• Define clear, measurable, and behaviorally-focused **learning objectives** for different financial literacy modules.
• Select and structure relevant educational content, covering core areas like budgeting, savings, debt, and risk management.
• Apply principles of **adult learning theory and behavioral economics** to maximize the retention and application of financial knowledge.
• Evaluate and select appropriate delivery channels and pedagogical methods for various target groups (e.g., youth, women, MSMEs).
• Develop a robust **Monitoring and Evaluation (M&E)** framework to measure changes in knowledge, attitude, and, most importantly, behavior.
• Design non-biased and product-neutral educational materials compliant with consumer protection and advertising rules.
• Understand the process of integrating financial literacy modules into national curricula or workplace training programs.

• Financial Literacy Program Managers and Curriculum Developers
• Education Specialists and Training Staff in Financial Institutions and NGOs
• Government Officials involved in National Financial Education Strategies
• Teachers and Educators integrating financial literacy into school curricula
• Product Managers designing accompanying educational content
• Development Professionals focused on Financial Capability and Empowerment
• Learning and Development (L&D) Specialists

• Case Studies analyzing the behavioral impact results of various financial literacy curricula.
• Group Activities on drafting learning objectives and a content outline for a youth financial education module.
• Discussions on the ethics of curriculum delivery by financial service providers.
• Individual Exercises on creating a simple pre/post-behavioral assessment questionnaire.
• Workshop on applying adult learning principles to a difficult financial concept (e.g., compound interest).
• Peer review of draft curriculum materials and feedback session.

Unit 1: Foundations of Curriculum Design

• Defining the target audience, their existing knowledge gaps, and financial life stage.
• The difference between knowledge transfer and **behavior change** as the curriculum goal.
• Review of national and international standards for financial literacy content (e.g., OECD/INFE).
• Establishing a core set of **Financial Capability** learning objectives.

• Structuring the curriculum: From basic concepts (budgeting) to complex products (investing, insurance).
• Selecting relevant, culturally appropriate, and practical educational topics.
• Ensuring the content is **product-neutral** and free from commercial bias.
• The role of numeracy skills and mathematical application in the curriculum.

Unit 2: Pedagogical Methods and Behavioral Insights

• Applying **Adult Learning Principles** (e.g., experiential learning, problem-based solving).
• Techniques for using engaging, practical activities, and real-world financial scenarios.
• Integrating **Behavioral Insights** (nudges, commitment devices) into the curriculum design.
• Designing for cognitive simplicity and avoiding information overload (Chunking).

• Effectiveness of in-person workshops, one-on-one coaching, and community-based programs.
• Utilizing digital tools: Interactive apps, video content, and gamification.
• Strategies for training the **trainers** (ToT) to ensure consistent, high-quality delivery.
• Integrating financial literacy into non-traditional settings (e.g., health clinics, farming co-ops).

Unit 3: Tailoring for Specific Audiences

• Curriculum design for **youth** (early savings, career planning, avoiding debt).
• Tailoring content for **women** (financial independence, entrepreneurship, risk management).
• Developing practical content for **MSMEs** (cash flow, business budgeting, accessing business credit).
• Addressing the needs of the elderly and populations with low literacy.

Unit 4: Evaluation and Revision

• Developing pre- and post-tests to measure changes in knowledge and attitudes.
• Designing simple, reliable tools to measure **behavioral change** (e.g., self-reported savings, debt reduction).
• Implementing a long-term **Monitoring and Evaluation (M&E)** framework (RCTs, quasi-experimental methods).
• Using evaluation data to continuously revise and improve the curriculum content and delivery.