The goal of “Financial Literacy Is Personal” (FLIP) is to provide AAUW-CA branches with the information and tools required to implement financial literacy programs within the individual branches and as a community program. The purpose of FLIP is to equip girls 10 to 16 years of age with fundamental personal finance skills, through education, training and hands-on experience for economic success in life.
Financial Literacy is an AAUW Mission Based Program. By implementing financial literacy education throughout California, we fulfill our value promise that “By joining AAUW we belong to a community that breaks through educational and economic barriers so that all women will have a fair chance.”
A goal we all share is that of financial responsibility and success for our youth. Most students are not prepared to manage their money, yet all students handle money.
The object of the program is to equip students with fundamental personal finance skills. It will prepare them for financial independence and mindful-money management decisions and behaviors. The FLIP program is composed of five components. They are: make a value list, make a spending diary, do field research, perform community service, and create a budget. This program can also be used for any student group in the community or in our schools.
The program consists of two parts: The first part consists of knowledge of how a bank works; the second part consists of two parts: giving and saving.
The FLIP project is designed to equip young girls with fundamental personal finance skills to prepare them for financial independence and money management decisions and behaviors. Every child regardless of his or her profession will have to interact with money. Regrettably, there is simply not enough financial education done in the schools to prepare them. Financial education enables young people to start positive habits early such as saving money and budgeting, as well as avoid making “wrong” decisions that could result in years of financial pain.
These presentations should be considered a starting point. Students will be provided with a list of additional resources and material, with which they can continue to explore on their own. Ideally the workbook includes exercises that make the presentations more interactive. Depending upon the interest of the audience and the facilitators, additional follow-up workshops may also be scheduled to expand on specific subject areas.