Financial Literacy Workshop – Liberia EditionSession # 1Topic: Introduction / Dignity DiscussionDuration: 60 minutesSuggested # of Participants: 40 or less

Objectives: By the end of this session participants will:

1. Establish ground rules for the workshop2. Identify 2 or 3 things they would like to learn or questions they have about managing money3. Discuss what dignity means to them, how money influences dignity, and how gender differences

affect our perceptions of dignity

Materials: 2 sets of flip charts / markers or chalkboard / chalk set up on opposite sides of the room Tape Prepared flip charts

o Flip Chart #1: Workshop Agenda – Day 1o Flip Chart #2: Workshop Agenda – Day 2o Flip Chart #3: Learning Progress Charto Flip Chart #4: Definition of Dignity

Handout: Learning Progress Chart (x1 for each participant)

I. Icebreaker: 10 Mins

King Elephant (feel free to substitute any icebreaker of your choosing)Participants and facilitators introduce themselves to each other in small groups.

Facilitator introduces him/herself and welcomes participants to the Financial Literacy Workshop. Facilitator says, “We will begin by introducing each other at our tables with an icebreaker activity called King Elephant.”

Instructions for King Elephant (Facilitator and assistants demonstrate as each step is explained): 1. “Each table will do the activity together as a group. First everybody at the table takes turns saying

their name, where they come from, and choosing an animal. Everybody must choose and demonstrate an action for their animal.”

2. “One person starts the rhythm (1,2,3,4 – thigh pat, clap, action, action) and makes the motion for their animal. Everybody else follows along and sticks out their left thumb for the 3rd beat and then their right thumb for the 4th beat instead of doing the animal action. When the first person repeats the rhythm, he/she makes the motion for another animal in the group while saying that person’s name. This passes the rhythm on to that person.”

3. “The person who is called must continue the rhythm and pass on to the next person by doing their animal motion and calling their name.”

4. “The rhythm continues until somebody makes a mistake. The person who makes a mistake must start the rhythm again.”

Instruct each table to find space to stand up in small circles facing each other. Allow them to do the activity for 5-10 minutes. Facilitator and assistants circulate to help the groups with activity as needed.

II. Workshop Agenda: 10 Mins

Participants are introduced to the workshop agenda and their Learning Progress Chart.

Facilitator posts Flipcharts #1 and 2 and refers to it to walk through the workshop agenda over the 2 days.

Flipchart # 1: Workshop Agenda, Day 1 (update for any adjustments to agenda)Day 1 AgendaTime Topic Facilitator8am-9am Introduction9am-10:30am Spending: Needs and Wants10:30am-10:45am BREAK10:45am-12:15pm Setting Financial Goals12:15pm-1:30pm LUNCH1:30pm-2:50pm Savings2:50pm-3pm BREAK3pm-4:30pm Developing a Personal Budget4:30pm-5:15pm Math – Percent and Interest

Flipchart # 2: Workshop Agenda, Day 2 (update for any adjustments to agenda)Day 2 Agenda Time Topic Facilitator8am-9:30am Life Happens! – Dealing with Unexpected Events9:30am-10:30am Wise Use of Loans10:30am-10:45am BREAK10:45am-12pm Record It! Keeping Financial Records12pm-1pm LUNCH1pm-2pm Action Planning / Closing Session

Facilitator posts Flipchart #3 and explains the Learning Progress Chart. Assistants pass out the Learning Progress Chart Handouts (see separate handout file) while the Facilitator explains. “This chart is a way to document what you want to learn or new things you have learned. In the first column is where you write down things you want to learn or things we discuss throughout the workshop that interest you. If you understand something new, check the box in the second column. If you still don’t quite understand something, put a check in the third column. If you think you know how to use the knowledge or skill, you can check the fourth column. If you think you will start using the knowledge or skill in your own life, check the box in the fifth column. We will be adding to this chart throughout the workshop as we move through each session.” Facilitator uses Flipchart #3 to walk through an example.

Flipchart #3: Learning Progress Chart

What I want to learn / What is Interesting I understand I still do not I know I WILL use

to me now understandhow to use this

this in my life

How to create a budgetHow do you calculate interest?

Facilitator instructs participants to take a couple of minutes to write 2-3 things they want to learn or questions they have about managing money. They do not need to complete the handout or check boxes now. This will be done throughout the workshop and completed by the end.

III. Establishing Ground Rules: 5 Mins

Participants establish ground rules for behavior during the workshop. Facilitator says that the group will now establish ground rules for the session. Facilitator asks for volunteers to propose ground rules and captures them on the flip chart.

Desired ground rules can include: No session in session All phones on silent Respect others’ views Raise your hand and be recognized before speaking Respect time Be present and participate in the sessions. Facilitator can suggest desired ground rules if participants do

not propose them on their own.

After the list of ground rules are complete, facilitator asks participants to commit to them throughout the session. Assistants then post the ground rules on the wall.

IV. What is Dignity?: 30 Minutes

Participants discuss what dignity means to them in gender-specific groups and share out with the larger group. Facilitator says “Before we get into the sessions about money itself, let’s discuss a bigger topic. Dignity. Can anybody define the word ‘dignity’?” Allow a couple of volunteers to try and define dignity. Then post Flipchart #4 and have somebody read the definition of Dignity.

Flipchart #4: Definition of DignityDignity (noun): having worth or deserving respect

Facilitator then instructs participants to divide into a male group and female group on different sides of the room to discuss what dignity looks like to them (it can be 4 groups – 2 male, 2 female – if there are many participants). Facilitator demonstrates a word web for everybody on a blank flipchart before they split into groups with a couple of examples for what dignity may look like (eg, “clean clothes”, “honest”, “knows book”). A co-facilitator will be assigned to each group to help guide the discussion.

Each group discusses what dignity means to them for their lives. The assigned facilitator captures discussion by using a word web with “Dignity” in the center on a flipchart. The top of the flipchart can identify the group (eg, male or female). Facilitator asks questions such as “How might this be different for the opposite sex?” to keep the group mindful of the gender aspect. When the flip chart is sufficiently full, the facilitator asks “Which of these things requires money or is influenced by money?”, and marks the things that the group identifies with a star. After about 10 minutes pass, each group nominates a speaker to present what they discussed to the other group(s).

Each group presents their word webs and explains key discussion points. The facilitator guides discussion to highlight any differences between the genders and what role money plays in dignity. Key points to elicit include:

Money is not everything, but not having enough can lead to suffering and loss of dignity Women are often not included in decisions that affect their dignity A person should be included on decisions that will affect his/her dignity.

Conclude the session by saying “While the subject of the workshop is money, having money is not a worthy goal by itself; it is just a resource that can help you meet your real goals and live a life of dignity.”