Abstract:
BACKGROUND : In sub-Saharan Africa, adolescent girls often face compounded vulnerabilities, including early marriage, limited access to quality education, and economic exclusion, which impede their potential to contribute meaningfully to their communities. To address these challenges, innovative and evidence-based strategies, such as financial literacy programs, are needed to equip young girls with the skills and resources required to overcome structural barriers. One such intervention is training adolescents on financial literacy. The Abdullah Dzinamarira Foundation (ADF) implemented the Aflateen+ curriculum in Zimbabwe over two years, reaching 1725 adolescents through various channels. The program, prioritizing inclusivity, trained 160 trainers to deliver the curriculum effectively. As part of the mid and end term evaluation, this study aimed to explore the lessons learned from ADF’s implementation of the Aflateen+ curriculum, focusing on its impact on adolescent girls, the strategies employed to navigate implementation challenges, and recommendations for scaling up similar programs.
METHODS : This study used a qualitative approach to explore stakeholder perspectives on the implementation and impact of the Aflateen+ curriculum. Two data collection points were used: key informant interviews (KIIs) conducted during the mid-term evaluation and a focus group discussion (FGD) conducted at the end-term evaluation. KIIs were conducted with trainers, program beneficiaries, and program managers to gather a broad range of insights. The FGD involved key stakeholders, including trainers, teachers, youth advisors, and program managers. Data were recorded, transcribed, and analyzed thematically.
RESULTS : Nine key informant interviews were conducted at the mid-term evaluation and seven key informants participated in the end-term FGD. Three overarching themes emerged from the data. First, the importance of social and financial education emerged as a central theme, highlighting the program's role in empowering individuals with essential life skills such as budgeting, saving, and investing while fostering emotional intelligence, empathy, and community engagement. Second, challenges and barriers to social and financial education were identified, including issues of accessibility and inclusion for marginalized groups, as well as societal attitudes and policy gaps that hinder the widespread adoption of such programs. Third, effective strategies for delivering social and financial education were discussed, emphasizing the value of tailored, experiential learning approaches alongside collaborative and standardized methods to expand outreach and ensure inclusivity.
CONCLUSION : Educational programs like Aflateen+ can serve as critical tools for achieving global and local development goals, but their success depends on sustained investment, community engagement, and iterative refinement. Moving forward, scaling these interventions with a focus on inclusivity and context-specific adaptations will be essential to maximizing their impact on youth development.
