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 Cash Pointers Up Front programme was set up by 1625 Independent People (1625ip) to explore the potential for a peer education model to improve financial capability among vulnerable young people. The intervention was offered in non-mainstream education settings across the Bristol and South Gloucestershire area, taking the form of three one-hour sessions of financial capability training to cohorts of up to 25 people aged 14-18.
Project Coordinators employed a co-delivery model involving at least one volunteer Peer Educator with personal experience of financial difficulties. Sessions included practical group activities to enable discussions, as well as to relate financial concepts and skills to the experiences of both the learners and the Peer Educators. The project team recruited 22 Peer Educators with experience of financial problems, including those linked to crime, debt, substance abuse, homelessness and unemployment. Project staff helped the Peer Educators to participate fully by developing an understanding of the support that they would need as well as fostering ‘community spirit’ through group work, social events, and on social media.
This 2018 report from 1625ip encompassed both an outcomes evaluation and a process evaluation. The outcomes evaluation sought to answer the following question:
How/can a Peer Education approach support the Cash Pointers Up Front financial training programme to improve financial capability for vulnerable young people outside of mainstream education and/or with diagnosed and undiagnosed mild learning difficulties?
A series of quantitative outcome measures were developed by 1625ip Project Staff in collaboration with the evaluation team. The outcome measures (assessed immediately before the first workshop session and immediately after the final workshop session) were:
Post-project interviews with 25 participants as well as a focus group were also conducted to further understanding of:
The process evaluation examined areas of the intervention such as commissioning, marketing, recruitment and the evaluation process itself. Interviews were conducted with the project team, key partners and the Peer Educators.
University of Bath (Outcomes Evaluation) - Sam Carr, Ioannis Costas Batlle
University of the West of England (Process Evaluation) – Pam Moule, Jon Fieldhouse, Julie Woodley Julie Ellis-Jones, Vanessa Parmenter
1625 Independent People (Evaluation Lead) - Harry Greatorex