The ‘curricular autonomy’ of the New Educational Model requires primary and secondary public schools to teach complementary subjects
As part of the ‘curricular autonomy’ of the New Educational Model, it is mandatory that now the public primary and secondary schools of the country choose specific programs to complement the training of their students, beyond compulsory academic issues.
During the 2017-2018 school year, each school in the education system had the autonomy to decide what content would be offered to students, such as science, arts, robotics, or financial education.
However, during the past school year 20% of the schools requested financial education courses, “which reflects the need and interest of teachers and parents for this subject”, according to the president of the Mexican Association of Fund Administrators for Retirement (Amafore), Carlos Noriega Curtis.
This course, which was very well accepted in its pilot stage, invites some financial institutions to share their knowledge with children, so that they become familiar with fundamental issues of money management and saving from a young age. .
In a first test in 2017, the Amafore and the Interactive Museum of Economics (MIDE) launched the book “Águila y Sol, this is not a blowout”, to support high school teachers to teach financial education courses.
Now, with the book “I want gold, I want money and I also want to break the piñata”, they can expand their reach, the challenge of the Amafore is to focus on fourth, fifth and sixth grade of primary school and “to be in 20 percent of the universe of schools, “says Noriega in an interview with Notimex.
This book is free and can be requested in a physical way (it comes out with a print run of three thousand copies) or downloaded from the Internet. The material will be distributed at the Guadalajara Book Fair, the Monterrey Fair, and the International Children’s Book Fair in Mexico City.
The Mazatlan Post