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
As the Money Advice Services seeks to help children and young-people receive well-delivered financial education, the importance of parents in their children’s financial capability development has been repeatedly highlighted. Between January 2016 and May 2017, the Money Advice Service piloted Talk, Learn, Do (TLD) in Wales, a 2-hour parenting intervention intended to encourage parents of 3-11-year olds to talk to their children about money and create opportunities for their children to experience managing money. The overall aim of TLD was to help parents improve children’s financial capability so that they are equipped to manage their money well in the future. It intended to fill a significant gap in evidence around what might work to support parents in helping children learn about money in the home.
The process evaluation aimed to understand how Talk, Learn, Do (TLD) is being delivered on the ground, and to understand how delivery could be improved in the future. Multiple sets of in-depth interviews, observations and training evaluation forms were delivered to participants and practitioners to understand how TLD could be improved.
The impact evaluation then aimed to measure the impact of the TLD module on parents’ attitudes and behaviours by comparing any differences in the levels of change in views of parents who attended a TLD module with a similar group of parents who attended the parenting programme but did not attend a TLD module. 138 Talk, Learn, Do participants and a control group of 130 took part in the survey over a 12-month period.
Researchers tracked the differences in the levels of change between the two groups. If the views of the TLD group had changed considerably between the pre-survey and 6-month or 12-month survey, and the views of the control group had not, this would indicate that the TLD course content had had a positive impact.
When compared to the control group at the 12-month survey, researchers found the following among those who received treatment.
Talk - Willingness to talk to children about finances:
Learn - Belief in children’s financial understanding:
DO - Ability of children to handle money:
Transferability / Generalisability:
IFF Research and Belmana Consulting