Evidence type: Evaluation i
Information about the programme design and rationale
Evidence about Financial Capability outcomes for programme participants
Evidence that the Financial Capability outcomes were caused by the programme
Evidence about programme implementation, feasibility, and piloting
Evidence about relative costs and benefits of the programme
The Talk, Learn, Do (TLD) is a programme funded by the Money and Pensions Service (MaPS) and delivered by Campaign for Learning, an independent learning charity. The programme aims to test the feasibility of improving the financial capability of children through supporting parents to talk to and teach their children about money. TLD was originally trialled in Wales, and was evaluated to have had positive impacts. MaPS identified a need to further embed the programme in Wales to fill a gap in support for parents. The aim of the embedding project was to:
The project’s delivery model differed from the initial pilot by offering training to practitioners from a wider variety of backgrounds, and including a wider variety of parents in a wider variety of settings. The project also included webinars to inform stakeholders and managers of practitioners. Although the majority of practitioners had been trained within the timelines of the project, delivery to parents was made extremely challenging due to covid-19 restrictions brought in from March 2020.
Although the programme delivery to practitioners almost met targets, delivery to parents was disrupted; it is estimated that at least 191 parents participated in a session where at least some elements of TLD were delivered to them.
The evaluation comprised the following:
The study was conducted by Arad Research, an independent research company.
The report lists extensive detailed findings. Overall, the authors concluded the following:
The evidence shows that practitioners working in a variety of settings and contexts have been successfully trained to deliver TLD. Practitioners and stakeholders indicate they have valued the training and reported that they intend to deliver TLD in future, as it meets a need among parents.
Parents indicated they engaged with TLD through practitioners with whom they already had a trusted and established relationship. They had positive views of the content and had started to put some of the ideas into practice with their children. However, delivery, especially to parents, was adversely affected by the Covid-19 pandemic which has limited the extent to which the programme has been embedded.
The project indicates it has had positive impacts on practitioners’ knowledge, skills and behaviours, including changes to their own financial capability. However, given the amount of time that has elapsed since the practitioner training, there is a risk that practitioners’ knowledge about TLD, and confidence to deliver it, could diminish over time. This suggests that further training and support may be needed to encourage and support organisations to embed TLD in future.
TLD is well-aligned with national-level strategies and organisation-level programmes and there are further opportunities to further align and embed these.
TLD could be further embedded through promoting its use within organisations, linking it to other programmes engaging parents, and designing new digital options and resources to enable ongoing delivery. At a national level, the programme aligns well with current strategic plans in Wales relating to tackling poverty and the new Curriculum for Wales. Ongoing dialogue between MaPS and its partners in Wales is needed to ensure that this potential is realised.
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