Credit with
Education
LEARNING
GAME
ELLEN VOR DER BRUEGGE
KATHLEEN E. STACK
CHRISTOPHER DUNFORD
Published by Freedom from Hunger
1644 DaVinci Court
Davis, California USA 95616
Copyright © 1999 by Freedom from Hunger. All rights reserved. Previous copyright © 1990. No
part of this document may be copied or reproduced in any form for distribution to other agencies,
organizations or entities without prior permission in writing from Freedom from Hunger, except to
the extent such restriction is prohibited by applicable law.
Queries regarding rights and permissions should be addressed to Freedom from Hunger.
This publication is designed to provide helpful information with respect to the subject matter
covered. It is sold with the understanding that expertise and resources beyond those provided by
this book are required to implement a successful Credit with Education program.
Cover design by Robin Walton Design
Cover photographs by Adam Berman, Sherry Chappell, Bill Shillady and Ellen Vor der Bruegge
How to access
Freedom from Hunger’s Practitioner Services
If you would like to start your own Credit with Education program, Freedom from Hunger’s
Practitioner Services can help. We offer client organizations training and technology transfer
in group-based poverty lending integrated with simple, relevant, high-impact learning in
better business management, health and nutrition improvement and family planning—
delivered at substantially the same cost as a village banking program without education.
Client services include the following:
•
•
•
•
•
•
•
Village bank design and start-up
Program assessment
Baseline studies
Business planning and financial forecasting
Training in program management
Facilitation training for successful nonformal adult education
Impact evaluations
To learn more about our products and services, please contact:
Didier Thys
Vice President, Practitioner Services
Freedom from Hunger
1644 DaVinci Court
Davis, CA 95616
(530) 758-6200, Ext. 22
[email protected]
www.freefromhunger.org
Freedom from Hunger Practitioner Services
Common Goals ! Uncommon Solutions
THE CREDIT WITH EDUCATION LEARNING GAME
TABLE OF CONTENTS
Introduction ................................................................................................................................... i
Preparing for The Credit with Education Learning Game........................................................ 1
Session 1: Introduction to the Learning Game ....................................................................... 7
Session 2: Flip-Chart Presentation .......................................................................................... 9
Session 3: Credit Association Role-Play ................................................................................ 11
Session 4: Assembling the Solidarity Groups and
Forming a Credit Association ............................................................................... 14
Session 5: Registration of Members ....................................................................................... 16
Session 6: Selection of a Management Committee ............................................................... 19
Session 7: Loan Analysis Role-Play ....................................................................................... 23
Session 8: Individual Loan Activity Analysis
and Approval by the Solidarity Group................................................................ 26
Session 9: Signing the Loan Agreement and Distributing the Loan................................... 28
Session 10: Repayment Preparation ........................................................................................ 31
Session 11: First Principal and Interest Payment and Savings Deposit ............................... 33
Session 12: Health/Nutrition Learning Session ...................................................................... 36
Session 13: Membership Selection Consideration .................................................................. 41
Session 14: Second Repayment and Savings Deposit ............................................................. 44
Session 15: Review of the Game and How to Join the Credit Association ........................... 48
Appendices
• The Learning Game—Borrower Accounts Register
• Credit Association Passbook
• Loan Activity Study Guide: The Six Planning Topics
• Learning Game Loan Agreement
• Learning Game Analysis Worksheet
!1!
PREPARING FOR THE CREDIT WITH EDUCATION
LEARNING GAME
SITE
A gathering of 30 women in a community where Credit with
Education does not yet exist, but where there is high potential for
organizing a Credit Association.
TIME - 4 hours
The community participants must be willing to attend a meeting that
will last about 4 hours. The meeting in the community is usually
scheduled for the third morning of the Field Agent and Coordinator
Orientation Training.
LEARNING GAME OBJECTIVES
By the end of The Credit with Education Learning Game
1. trainees will practice and be able to explain the key events for the
promotion, organization, training and management of Credit Associations; and
2. community participants in the Learning Game will know the
conditions and procedures for receiving cash loans through the Credit
with Education services.
The Credit with Education Learning Game
!2!
PRE-MEETING ARRANGEMENTS
⇒ 1. Identify a community to participate in the Credit with Education
Learning Game
It is best to implement the game in a community where Credit with
Education services do not yet exist, but where it would be possible
and desirable to open a Credit Association soon. It is important that
the community leader give his or her approval and that 30 women
indicate interest in participating in the game for the full 4 hours it will
take.
⇒ 2. Arrange for an adequate place for a 4-hour meeting
Consider the space needed for the staff, invited guests, observers and
30 community participants. Churches and schools when not in
session or other traditional community meeting places work well. A
place with a roof in case of rain is best.
⇒ 3. Learning Game Preparation/Materials
The materials and props that need to be prepared in advance of the
start of the Learning Game rehearsal and implementation are listed
below (some are included as Appendices at the back of this book):
! Flip-chart presentation illustrations (see Field Agent Operations
!
!
!
!
!
!
!
Manual, chapter 4, or design your own)
Borrower Accounts Register (3 copies)
Learning Game Passbook (40 copies)
Learning Game Agreement (5 copies)
Learning Game Analysis Worksheet (one per trainee plus 2 or 3
more)
Ink pad and ink for fingerprints
Box of paper clips to package the money
Money for the Learning Game
Calculating the amount of money needed for the Learning Game
requires some flexibility. The goal is to determine somewhat realistic
The Credit with Education Learning Game
!3!
amounts, and to round off those amounts so that currency of different
denominations can be used for each of the four “categories” of
payment. For example, in the sample provided using US$, the
principal is paid with $20 bills, the interest with $5 bills, the savings
with $10 bills and the membership fee is paid using $1 bills. The
payments are pre-packaged to make the disbursement and payments
easier and faster.
Amount of
Total for
Type of
Payment (US$
N° of
Individual
N° of Total Amount
Payment
Denomination) Payments Participants Participants Required
Principal
$20
2
$40
30
$1,200
Interest
5
2
10
30
300
Savings
10
2
20
30
600
Membership Fee
1
1
1
30
30
Total
$2,130
or: $1,200 in bills of $20
$ 300 in bills of $ 5
$ 600 in bills of $10
$ 30 in bills of $ 1
LEARNING GAME A
GEND
A
AGEND
GENDA
See the agenda at the end of this section. This is just one possible
schedule for implementing The Credit with Education Learning
Game. Timing of the meeting may depend on the participants’
availability, the distance to the community and the remainder of the
field agent and coordinator training schedule.
HINTS FOR THE TRAINER
The following are a few hints that might help you get started:
1. Set up a schedule for preparing and rehearsing each session. The
schedule should be in 3 to 5 clusters of sessions, and it involves the
preparation and rehearsal of 2, 3 or 4 sessions in the Learning Game
The Credit with Education Learning Game
!4!
before moving to the preparation and rehearsal of the next cluster.
This schedule is dependent on the number of trainees.
2. Rehearse each session completely to see how much time the session
takes. If it is too long, make adjustments so that it takes only the time
allocated. If possible, the final practice should be in the local
language.
3. Develop the local language vocabulary for the words being used
(Solidarity Group, Credit Association, feasibility, sustainability, etc.).
4. Appoint someone to be “in charge” of conducting each session.
Make it clear to that person that he or she is responsible for ensuring
that all of the preparations and materials are completed and ready for
the session.
5. Encourage the trainees to think of ways to make the sessions more
interesting and memorable for participants without losing the
purpose.
6. Select carefully the person who plays the role of Game Facilitator.
Often the role is played by the director or coordinator of the Credit
with Education service. It is the responsibility of the Game
Facilitator to help the 30 participants understand that the Learning
Game is a training exercise for new staff who are practicing new
skills and sharing new information for the first time. It is the Game
Facilitator who describes the purpose and events of each session and
creates a sense of continuity from one session to the next. The
success of the Learning Game depends on the ability of the Game
Facilitator to help the 30 women to understand their role in the game
and to participate well.
The Credit with Education Learning Game
!5!
The Credit with Education Learning Game Agenda
The Credit with Education Learning Game
!6!
Time
The Credit with Education Learning Game Agenda
The Credit with Education Learning Game
!7!
SESSION 1: INTRODUCTION TO THE LEARNING GAME 10 MINUTES
OBJECTIVES
! Introduce the organization and Credit with Education services.
! Explain the purpose of the Learning Game and the benefits of
participation in Credit with Education services.
! Thank the 30 participants for being the teachers of the trainees.
ST
AFF
STAFF
! Game Facilitator
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Read and get acquainted with the entire Credit with Education Learning
Game and prepare to conduct all sessions within the time allowed.
STEPS
1. Give a brief introduction of the organization, staff and trainees, and
the purpose of the Learning Game.
2. Explain to the audience that they are invited to participate in The
Credit with Education Learning Game. The game will show them a
way to
⇒ get a cash loan for their small business activities; and
⇒ gain practical information to better manage family responsibilities.
Ask if all of the selected 30 participants are committed to share the
full 4 hours.
The Credit with Education Learning Game
!8!
3. Thank the 30 women for their willingness to participate in The Credit
with Education Learning Game and to be the teachers for the trainees
who are preparing to bring this new service into the area. In
appreciation for their time, this community will have first access to
the Credit with Education service when it is available in the area.
The Credit with Education Learning Game
!9!
SESSION 2: FLIP-CHART PRESENTATION - 15 MINUTES
OBJECTIVE
! Trainees will introduce the major features of the Credit with Education
service to community participants.
ST
AFF
STAFF
! Game Facilitator
! 2-3 flip-chart presenters
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Flip-chart pages (see Chapter 4 from the Field Agent Operations
Manual,2 or design your own flip-chart presentations which capture the
key elements of the service being offered).
! Practice the flip-chart presentation .
! Find a method to hold the chart pages during the presentation.
STEPS
1. The Game Facilitator gives a brief introduction to the session. In this
session, the trainees are acting as field agents making a formal
presentation to introduce the Credit with Education service to a
community gathering. The 30 women are acting as community members learning about Credit with Education for the first time. This is
the role of the 30 women throughout the Learning Game.
2. The trainees take turns presenting different parts of the flip-chart
presentation. The presentation should move quickly, lasting no more
2
The Field Agent Operations Manual may be obtained from Freedom from Hunger, 1644 DaVinci Court,
Davis, California USA 95616, Telephone: (530) 758-6200, Ext. 33.
The Credit with Education Learning Game
!10!
than 15 minutes. The trainees should offer an overview of the Credit
with Education service. A guide for what to say and pictures to use
are in Chapter 4 of the Field Agent Operations Manual. Additional
details of how the service functions will be covered in later sessions
in the Learning Game.
3. The Game Facilitator briefly concludes the presentation.
The Credit with Education Learning Game
!11!
SESSION 3: CREDIT ASSOCIATION ROLE-PLAY - 10 MINUTES
OBJECTIVES
The trainees will describe to the participants
!
!
!
!
the structure of a Credit Association;
the loan terms;
the eligibility requirements; and
the rules a member must follow.
ST
AFF
STAFF
! Game Facilitator
! 2-3 trainees as role-players
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Prepare and practice a role-play or skit about an established member
describing her Credit Association to someone who is not a member.
Costumes, etc. can be used to add local character to the role-play.
STEPS
1. The Game Facilitator briefly explains that the trainees will present a
role-play. One field agent will pretend she is a member of a Credit
Association. The other field agent(s) will pretend she (they) is (are)
members of the same community learning about Credit with Education for the first time. The 30 women should watch, enjoy and learn
from the “play” they are about to see.
2. Trainees present a mini-drama in which an experienced Credit
Association member encounters an interested person from her
community who has not heard about Credit with Education.
(Another situation can be created if desired.)
The Credit with Education Learning Game
!12!
The role-play should cover the following information:
! Who is eligible to receive a loan?
⇒ established residents, especially poor women, who join Solidarity
Groups to guarantee each other’s loans
! How does the Credit Association work?
⇒ forms Solidarity Groups of about 4–6 members
⇒ combines about 4-6 Solidarity Groups
⇒ meets regularly for loan management and education
⇒ responsible for loan review and approval, distribution of member
loans, collection of principal repayments, interest payments and
savings deposits
! What is the purpose of the Solidarity Group?
⇒ reviews and approves members’ loan requests
⇒ guarantees each other’s loans
⇒ provides advice and support to each other
! What is the initial loan size?
⇒ initial maximum loan amount is _______________ (local currency
equivalent to US $50)
! How much savings is required?
⇒ some savings at each meeting—the more the better
! What are the terms of the loan?
⇒ principal and interest are paid to the organization
⇒ Credit Association charges additional interest to members to cover
expenses for running the Credit Association
⇒ partial principal and interest payments are made at each meeting
⇒ the entire loan must be paid back by the end of each 16-week
cycle
! Who reviews and approves the loans?
⇒ the Solidarity Group members, then all of the Credit Association
members
The Credit with Education Learning Game
!13!
! What kinds of activities are acceptable for financing?
⇒ individual activities which generate enough income to meet
weekly repayment terms and produce savings. Fill in some
examples below:
! ___________________________________________________
! ___________________________________________________
! ___________________________________________________
3. The Game Facilitator briefly summarizes the role-play and closes the
session.
The Credit with Education Learning Game
!14!
SESSION 4: ASSEMBLING THE SOLIDARITY GROUPS AND FORMING
A CREDIT ASSOCIATION - 10 MINUTES
OBJECTIVES
Trainees will
! form the participants into Solidarity Groups; and
! demonstrate how the Solidarity Groups are organized into a Credit
Association.
ST
AFF
STAFF
! Game Facilitator
! 1-2 trainees
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Review the session and prepare clear instructions to guide the
participants to form Solidarity Groups and a Credit Association.
STEPS
1. The Game Facilitator briefly introduces the session. The trainees are
acting as field agents helping women form 5 Solidarity Groups of 6
women each. The trainees will then form the Solidarity Groups into
a Credit Association. The 30 women are about to become members
of a Credit Association.
2. The trainee explains that the Solidarity Group members are people
! who know and trust each other;
! who guarantee each other’s loans—if one member of the
Solidarity Group is unable to make a weekly payment, the other
members are obligated to make the payment for her;
The Credit with Education Learning Game
!15!
! who review and determine if the small business activities for the
loans are acceptable; and
! who help each other out in other ways, for example advising each
other on how to improve their businesses or care for another’s
children when a member is sick.
3. The trainee invites the participants to form 5 Solidarity Groups with
6 members each. Remind the participants that, for today, forming the
Solidarity Groups is just a game, so it is possible to make a quick
decision.
4. The trainee asks the participants forming their Credit Association to
sit together arranged in their 5 Solidarity Groups so that they form a
semicircle facing the presentation area.
5. The Game Facilitator briefly summarizes what occurred during the
session and the reasons for key steps.
The Credit with Education Learning Game
!16!
SESSION 5: REGISTRATION OF MEMBERS - 15 MINUTES
OBJECTIVES
Trainees will practice how to
! record the names and small business activity ideas of the 30 participants;
! distribute a passbook to each participant; and
! collect a membership fee payment from each participant.
ST
AFF
STAFF
! Game Facilitator
! 2 trainees to act as recorders
! 2 trainees to narrate, hand out the money for the fee payment, and direct
participants to the registration table
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Think about how to organize the registration area with a table and two
chairs.
! Prepare the directions for guiding the participants to come forward in
their Solidarity Groups to be registered (see diagram).
! Prepare the money to be used by the participants for the membership fee
payment.
! Passbooks (35 copies–see Appendices for sample).
! Borrower Accounts Register (2 copies–see Appendices for sample).
! Pencils or pens (2).
The Credit with Education Learning Game
!17!
STEPS
1. The Game Facilitator briefly introduces the session. The trainees act
as field agents to register women ready to form a Credit Association.
The 30 women will be the members registering for the Credit
Association. The women should be prepared to come forward with
their Solidarity Groups.
2. One trainee explains that each Solidarity
Group will come to the registration table,
one member at a time. Each participant
will give her name and the activity her loan
will finance. As she approaches the registration table, each participant will be given
sufficient money to pay a one-time membership fee, which is part of joining a
Credit Association. (Important: Normally she would use her own money, but
for the Learning Game, she will be given
the money to use.)
Explain that each participant will also be given a passbook to use
during the Learning Game. In the passbook the participant’s name,
membership fee payment, principal and interest payment and savings
deposits made during the Learning Game will be recorded.
Member’s Passbook: Loan Repayment Section
Meeting
Number
1
Date
Repayment
Balance
Member’s Passbook: Savings Section
Deposits
Withdrawals
Balance
Signature
3. One or two trainees guide the movement of the Solidarity Groups as
they come forward to register.
The Credit with Education Learning Game
!18!
4. One trainee records the names of the “borrowers,” their proposed
activities and the payment of their membership fee in the Borrower
Accounts Register.
Borrower Accounts Register
Solidarity
Group
Borrower’s
Name
Activity
Loan Membership
Financed Amount
Fee
Savings Deposits
1
2
Repayments–Loan+Interest
1
1
5. Another trainee gives a passbook to each borrower to use during the
Learning Game. The trainee records the borrower’s name and places
an “X” in the box on the front of the passbook indicating that the
membership fee has been paid.
6. The members of the Solidarity Group then return to their place and
the next Solidarity Group comes forward until all groups are
registered.
7. The Game Facilitator explains that everyone is now a registered
member of the Learning Game and closes the session.
The Credit with Education Learning Game
2
!19!
SESSION 6: SELECTION OF A MANAGEMENT COMMITTEE 20 MINUTES
OBJECTIVES
Trainees will
! describe the structure of the Management Committee;
! explain the responsibilities of each officer of the Management
Committee;
! facilitate a discussion of the desirable qualities for each officer; and
! guide the election process.
ST
AFF
STAFF
! Game Facilitator
! 2-3 trainees to direct and manage the election process
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Review the session steps and be prepared to offer clear instructions to
the participants to guide the election process.
! Provide hats, badges, wrist bands, etc. to identify the Management
Committee leaders and their offices (president, treasurer, secretary/
bookkeeper, education animator, assistant bookkeeper/auditor).
STEPS
1. The Game Facilitator gives a brief introduction. At this point a
Credit Association has been formed. Now it is time to elect its
officers to form a Management Committee. The trainees are acting as
field agents facilitating this process. The 30 women are a new Credit
Association ready to elect its officers.
The Credit with Education Learning Game
!20!
2. One trainee reminds the participants that so far they have
! formed 5 Solidarity Groups of 6 members each;
! selected an individual business activity for a loan; and
! paid their membership fees and received their passbooks.
The trainee states that the purpose of the session is to elect the
members of the Management Committee.
3. One trainee identifies the positions that form the Credit Association
Management Committee and describes the responsibilities for each
position.
President
Tell the participants, “The responsibilities of the president are to”
! be the spokesperson for the Credit Association;
! motivate members to participate in decision-making;
! make final decisions when a vote is tied;
! manage the meeting; and
! _________________________________ (invite additional ideas
from the participants).
Then the trainee invites the participants to quickly list desirable
qualities or characteristics for the position. For example, the
president should
! be honest;
! be a leader;
! be respected by everyone;
! know how to manage a meeting; and
! _____________________________________________________
! _____________________________________________________
4. Repeat the process for each position for the Management Committee.
Treasurer
Tell the participants, “The responsibilities of the treasurer are to”
! keep the Credit Association financial records;
! manage the money for the Credit Association;
The Credit with Education Learning Game
!21!
! report on the financial status of the Credit Association at each
meeting; and
! back up the president and other officers when necessary.
Ask the participants, “What are the desirable qualities for the treasurer?” (honesty, ability to write and ability to do mathematics)
! _____________________________________________________
! _____________________________________________________
! _____________________________________________________
Secretary/Bookkeeper
Tell the participants, “The responsibilities of the secretary/bookkeeper are to”
! take regular attendance and record the information;
! report on attendance and other aspects of Credit Association
events;
! keep important documents and registers safe; and
! back up the president and other officers when necessary.
Ask the participants, “What are the desirable qualities for the
secretary/bookkeeper?”
! _____________________________________________________
! _____________________________________________________
! _____________________________________________________
Education Animator
Tell the participants, “The responsibilities of the education animator
are to”
! help the field agent facilitate the learning sessions;
! provide encouragement and support to Credit Association
members to try new practices in health and better business; and
! back up the president and other officers when necessary.
Ask the participants, “What are the desirable qualities for the
education animator?”
! _____________________________________________________
! _____________________________________________________
! _____________________________________________________
The Credit with Education Learning Game
!22!
Assistant Bookkeeper/Auditor
Tell the participants, “The responsibilities of the assistant bookkeeper are to”
! assist in keeping the Credit Association financial and attendance
records;
! assist in managing the money and documents for the Credit
Association;
! assist in reporting on the financial and attendance status at each
meeting; and
! back up the other officers when necessary.
Ask the participants, “What are the desirable qualities for the
assistant bookkeeper?”
! _____________________________________________________
! _____________________________________________________
! _____________________________________________________
5. The trainee asks the participants to quickly choose one member from
each Solidarity Group to be their leader and representative on the
Management Committee for the Learning Game.
6. Invite the chosen members to step forward to form a line in front of
the group.
7. Ask the group to nominate one or two of the representatives to be the
president. Have a verbal vote or show of hands to select the
president. Place the hat, crown, or whatever “prop” has been
designed to designate the position on the president’s head.
8. Repeat the process for each officer.
9. The Game Facilitator ends the session by presenting the new
Management Committee to the Learning Game participants.
The Credit with Education Learning Game
!23!
SESSION 7: LOAN ANALYSIS ROLE-PLAY - 15 MINUTES
OBJECTIVES
Trainees will
! demonstrate the loan approval process; and
! provide guidance for reviewing the feasibility of the proposed business
activity.
ST
AFF
STAFF
! Game Facilitator
! 4 trainees to do the role-play
! 1 trainee to narrate the session
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Prepare and practice the role-play to demonstrate a Solidarity Group’s
review of proposed business activities.
! Read the Loan Activity Study Guide (see Appendices).
STEPS
1. The Game Facilitator briefly introduces the session. Four trainees
are acting as community women who belong to a Solidarity Group.
One trainee plays the role of the leader of the Solidarity Group. It is
time for each woman to announce her loan needs. The other
members of her Solidarity Group have the responsibility of studying
her loan idea and, if it is acceptable, approving the amount. One
trainee will narrate the session and explain what is happening in the
role-play. The 30 women should watch and learn.
The Credit with Education Learning Game
!24!
2. One trainee asks one or two participants to stand up and state what
activities they propose to carry out with their loans and how they will
use the money.
3. The trainee points out that loans cannot be given for these activities
without the review, study and approval of the Solidarity Group and of
the Credit Association. It is important to ensure that the activities
approved are likely to earn profits and increase the borrower’s
income. The activity must enable the borrower to pay back the loan.
Remind the participants that members of each Solidarity Group and
the entire Credit Association are responsible for guaranteeing each
other’s loans.
4. The trainee introduces the role-play to demonstrate a Solidarity
Group’s analysis of proposed business activities. Explain that the
trainees are pretending to be members of a Solidarity Group.
5. Implement the role-play. The role-play should represent a typical
discussion among people who know each other well and can freely
discuss such questions. One trainee plays the role of the leader of the
Solidarity Group and begins questioning the others about their
activities. The leader encourages the Solidarity Group members to
question each other’s activities (see the Loan Activity Study Guide in
the Appendices).
! One of the activities is an example of a good idea for earning
income.
! The second activity is an unsuitable activity, and the borrower is
assisted by the other members of the Solidarity Group to come up
with an acceptable idea.
! The third borrower has a good idea for an activity but asks for a
larger loan than is needed. The Solidarity Group helps the third
borrower assess the loan size needed and reduce the loan request.
! The fourth borrower’s loan idea is one that is being financed for
many other members and too many sellers of the same product in
the market is likely to be a problem. The Solidarity Group helps
the fourth borrower find another idea for a loan activity.
The Credit with Education Learning Game
!25!
6. One trainee narrates the events of the discussion by pausing the
role-play after the discussion for each idea to explain the process for
studying each loan activity and why the Solidarity Group came to
each conclusion.
7. At the end of the role-play, the trainee playing the role of the
Solidarity Group leader stands and summarizes the loan analysis by
stating the business activities of each of its members and describing
briefly why the Solidarity Group agrees that each is a good business
idea. Then the trainee asks the participants in the audience if they
will guarantee and approve the loan requests.
8. The Game Facilitator closes the session by reminding the participants
that this assessment is necessary to avoid loan default problems
which would affect every member, because members of each
Solidarity Group and the entire Credit Association are responsible for
guaranteeing each other’s loans.
The Credit with Education Learning Game
!26!
SESSION 8: INDIVIDUAL LOAN ACTIVITY ANALYSIS AND APPROVAL
THE SOLIDARITY GROUP - 20 MINUTES
OBJECTIVE
Trainees will facilitate the feasibility analysis and loan approval process.
ST
AFF
STAFF
! Game Facilitator
! 5 trainees to guide each of the Solidarity Groups through the loan
analysis process
! 1 trainee to narrate the process
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Review and be prepared to use the Loan Activity Study Guide (see
Appendices).
STEPS
1. The Game Facilitator briefly introduces the session. The trainees are
acting as field agents helping a Credit Association prepare for a loan.
The 30 women are members of the Credit Association studying each
other’s loan requests to decide if they are acceptable.
2. The trainee announces that each Solidarity Group is going to conduct
a loan analysis on its selected business activities. Have the Solidarity
Groups meet separately for about 10 minutes. The other trainees
should each work with one of the Solidarity Groups to facilitate the
loan activity analysis process for 1 or 2 members. Each Solidarity
Group leader will need to be prepared to report the results of their
discussion.
The Credit with Education Learning Game
BY
!27!
3. After 10 minutes, have the Solidarity Groups come back to the larger
group. One Solidarity Group leader presents the proposed business
activities of her group, describing briefly why the activities were
approved. Other Learning Game participants are invited to ask
questions or comment on the activities of the group. [Alternative
option: Each group representative presents one member’s activity
that was approved by the group.]
4. After the first leader finishes presenting the activities for her
Solidarity Group, the president (guided by the trainee) asks for
approval from the whole membership.
5. Repeat the process for one more Solidarity Group (if there is time).
6. The Game Facilitator closes the session by repeating the importance
of good analysis if the Solidarity Group guarantee for the loan
payment is to work well.
The Credit with Education Learning Game
!28!
SESSION 9: SIGNING THE LOAN AGREEMENT AND
DISTRIBUTING THE LOAN - 20 MINUTES
OBJECTIVES
Trainees will
! demonstrate the loan agreement signing process; and
! distribute the loans for the Learning Game.
ST
AFF
STAFF
!
!
!
!
Game Facilitator
1 trainee to be the session narrator
2 trainees to guide the accounting work
1 trainee to play the organization representative
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! A packet of money for each participant equivalent to the loan amount
! The Loan Agreement with all information completed (see sample in
Appendices) (2 copies)
! Pens (3)
! Borrower Accounts Register
! Ink pad with ink for fingerprinting
STEPS
1. The Game Facilitator briefly introduces the session. In this session
the Credit Association is ready to receive its first loan and distribute
loans to its individual members. The trainees are acting as field
agents and representatives of the organization. The 30 women are
Credit Association members receiving their first loan.
The Credit with Education Learning Game
!29!
2. The trainee working as the narrator invites the president, treasurer
and secretary/bookkeeper to come to the front of the group. Have the
secretary/bookkeeper sit at one end, the treasurer in the middle and
the president at the other end. The president (guided by one trainee)
goes to the organization representative (another trainee) to request a
loan amount of _________________ (________ x 30 participants)
from the organization for the 16-week cycle.
3. The trainee playing the role of the organization representative reads
the Loan Agreement which states the terms and conditions of the loan
to the Credit Association members (see Appendices).
4. The president is invited to sign two copies of the Loan Agreement.
The organization representative also signs both copies of the
agreement. One copy is given to the president and stays with the
Credit Association; the other copy goes with the representative for
the organization files. The trainee playing the role of narrator tells
the group that the president’s signature represents the consent of all
the members. In a real situation, all members of the Credit Association would be asked to sign. The organization representative gives
the money to the president of the Credit Association.
5. The president calls the first Solidarity Group to the “registration
table.” The Management Committee (with assistance from the
trainees) distributes a loan to each participant and records the loan
amount in the Borrower Accounts Register and in the borrower’s
passbook.
Borrower Accounts Register
Solidarity Borrower’s
Group
Name
Activity
Loan Membership Savings Deposits
1
2
Financed Amount
Fee
Repayments–Loan+Interest
1
2
1
Member’s Passbook: Loan Repayment Section
Meeting
Number
Date
Repayment
Balance
Member’s Passbook: Savings Section
Deposits
Withdrawals
Balance
Signature
1
The Credit with Education Learning Game
!30!
6. Have each Credit Association member go
first to the secretary/bookkeeper who
records the loan amount next to the
borrower’s name. The treasurer notes the
loan amount in the passbook. The president then gives out the individual loan in
cash. (If Management Committee members have been elected who cannot write,
other women from the groups who can
write should be identified to record the
loan information, or the field agents will
need to fill in the register and passbooks.)
7. This process is repeated for each Solidarity Group until all the participants
have received their loans.
8. The Game Facilitator summarizes the events of the session and announces
a 10-minute break.
******************************************************************************
TEN-MINUTE BREAK
******************************************************************************
The Credit with Education Learning Game
!31!
SESSION 10: REPAYMENT PREPARATION - 5 MINUTES
OBJECTIVE
The trainees prepare the participants for the loan repayment.
ST
AFF
STAFF
! Game Facilitator
! 5 trainees to distribute the money
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Packets of money with interest and savings for each participant.
STEPS
1. The Game Facilitator invites the participants to once again sit in their
Solidarity Groups in a semicircle.
2. The Game Facilitator explains that 8 weeks have passed during the
break and during that time everyone’s business has been running well
and making a profit.
3. The Game Facilitator, with the help of 5 trainees—one for each
Solidarity Group—passes out additional Learning Game money to
the participants. Explain that the money being given represents the
interest and savings payments for the Learning Game. (Important:
Explain that normally these payments would be paid from profits
made with the business activity, but for The Credit with Education
Learning Game, the money is being provided.)
The Credit with Education Learning Game
!32!
4. Show the participants that the money is in two packets and explain
that it is the exact amount of money for the interest and savings
payments. Ask the participants to leave the money in the packets.
5. The Game Facilitator indicates that it is now time to begin the next
session.
The Credit with Education Learning Game
!33!
SESSION 11: FIRST PRINCIPAL AND INTEREST PAYMENT
AND SAVINGS DEPOSIT - 20 MINUTES
OBJECTIVE
Trainees will facilitate the process of making the principal and interest
payment and savings deposit.
ST
AFF
STAFF
! Game Facilitator
! 2 trainees to facilitate the accounting of the payments with the
Management Committee members
! 2 trainees to narrate the session and direct the movement of the
participants
! 4 signs, 1 each marked PRINCIPAL, INTEREST, SAVINGS, and FEES
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
!
!
!
!
Borrower Accounts Register
3 pens
Table and at least three chairs for the Management Committee members
Calculate the total principal and interest payment and the savings deposit
expected for each participant from the Credit Association. Write the
totals for each category and the total amount of the payment due from
the Credit Association on a piece of paper. The total for each category
will be read by the treasurer to the participants at the conclusion of the
session. An example follows.
The Credit with Education Learning Game
!34!
Individual Payments:
Total Collected This Meeting:
# of
Bill
Bills Amount
Principal: _____ x ____ notes =$ _____ Principal: $ ____ x 30=$ _____
Interest: _____ x ____ notes =$ _____ Interest: $ ____ x 30=$ _____
Savings: _____ x ____ notes =$ _____ Savings: $ ____ x 30=$ _____
Total Collected this Session=$ _____
+ Membership fees=$ _____
Total Collected=$ _____
STEPS
1. The Game Facilitator gives a brief introduction to the session. Everyone is invited to pretend that 8 weeks (or one-half of the normal loan
cycle) have passed. Borrowers will each be making payments of the
total principal and interest payments and savings deposits due up to
that time. The Management Committee members will be invited to
play the roles for which they were elected. The trainees will act as
field agents to assist the Management Committee to collect the payments and record the amounts.
2. One trainee instructs each individual to prepare her passbook with the
first principal and interest payments and the savings deposit inside.
(Important: the trainee explains once again that this first payment
for the Learning Game is the equivalent of 8 normal payments. The
weekly payments are much smaller.)
3. The trainee invites the president, secretary/bookkeeper and treasurer
to step forward to the registration table and take their seats. This
time, the president sits on the left, the secretary/bookkeeper in the
middle and the treasurer on the right.
4. The president, with the help of one of the
trainees, calls upon the Solidarity Groups to
come forward one member at a time to make their
payments.
The Credit with Education Learning Game
!35!
Borrower Accounts Register
Solidarity Borrower’s
Name
Group
Savings Deposits
Activity
Loan Membership
1
2
Financed Amount
Fee
Repayments–Loan+Interest
1
2
1
Member’s Passbook: Loan Repayment Section
Meeting
Number
1
Date
Repayment
Balance
Member’s Passbook: Savings Section
Deposits
Withdrawals
Balance
Signature
2
3
5. The president removes one packet from each passbook and places the
money on the table in separate stacks marked with the signs indicating the PRINCIPAL, INTEREST, SAVINGS, and FEES. Payments
are recorded in the Borrower Accounts Register by the secretary/
bookkeeper and in the passbooks by the treasurer. The passbook,
with one packet of money left inside, is then returned to the
participant who returns to her seat. Two trainees stand behind the
Management Committee and facilitate the process.
6. After the collection is completed, one trainee provides the treasurer
with a report to read. She points to each pile of money—first the
principal, then the interest and finally the savings—and tells the
Credit Association members how much has been collected in this
session.
Total Principal = ___________________
Total Interest = ___________________
Total Savings = ___________________
Total = ___________________
7. The Management Committee members are invited to return to their
seats.
8. The Game Facilitator closes the session.
The Credit with Education Learning Game
!36!
SESSION 12: HEALTH/NUTRITION LEARNING SESSION - 15 MINUTES
OBJECTIVE
Trainees will demonstrate typical methods used and the kind of information
covered in a health/nutrition learning session.
ST
AFF
STAFF
! Game Facilitator
! 6 trainees to act in the play
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Costumes, labels or poster representing each vaccine-preventable
disease
! Lines for each character in the play
! Correct information about local vaccination schedule
STEPS
1. The Game Facilitator introduces the session. In this session, the
trainees will present a play and act as common but preventable
diseases known to cripple or kill children.
2. The trainees present the following play, adapting the script written
below to suit the local situation.
The Credit with Education Learning Game
!37!
THE PL
AY
PLA
THE IMPORT
ANCE OF V
ACCINA
TION
CCINATION
IMPORTANCE
VA
Game Facilitator: Today we will watch a make-believe event. The
trainees are going to pretend that they are dangerous infant and child
diseases. The diseases are having a meeting to discuss what evil they
have accomplished this year. Every year, they meet to talk about the
number of children they have made sick and harmed. But this year there
is a great change. Mothers and fathers in the local communities have
learned how to successfully fight these diseases. Let us join the meeting
and see what has happened.
Note: The Game Facilitator leaves the stage. The 6 diseases enter and
take their places. Mrs. Tuberculosis leads the conversation and
addresses the other 5 diseases.
Mrs. Tuberculosis: Ladies and gentlemen, it is with great pleasure that
I welcome you to this special year-end meeting.
The goal of this meeting is to share with each other the successes we
have had during this last year. Ladies and gentlemen, as you all know,
we have met some awful enemies that have required us to double our
vigilance and work even harder to cripple and kill children.
I invite each of you to introduce yourself and give your report. Who
will go first?
Mr. Tetanus: Me! I am Mr. Tetanus and I am always ready. I hide in
the dirt and on sharp objects so that I can enter my victim whenever
there is a cut or wound. I especially like to attack newborn babies when
the cord is cut at birth. Soon the baby cries and cries and cannot
breastfeed because the jaw is tight. Then the baby begins having
convulsions. (Applause and cheers from other diseases.)
But this year, I have had little luck finding babies to attack. Pregnant
women have been getting their vaccinations and protecting their little
babies even before they are born. What am I to do?
The Credit with Education Learning Game
!38!
Mrs. Tuberculosis: Have courage, have courage, and try to find infants
who are not protected. Mrs. Whooping Cough, it is your turn to take the
floor.
Mrs. Whooping Cough: Thank you. My friends, you all know me. I
never stop working. Thousands and thousands of sick infants are proof
of how hard I work. I make myself known everywhere by a special
cough that sounds like a rooster’s song. When I enter a community, I do
not spare a single infant (applause).
But this time…(very sad), it is very hard. Everywhere, I find parents
who know about the benefits of vaccination. Now, instead of my
rooster song, I hear the chant of “Vaccination—Protection!” “Vaccination—Protection!” in all of the communities.
Mrs. Tuberculosis: How sad, Mrs. Whooping Cough. Perhaps
Mr. Diphtheria will have better news for us.
Mr. Diphtheria: My friends, you all know that I am a quiet killer. I
slowly choke my victims by closing their throats so that they cannot
breathe and they turn blue. (Applause and cheers.)
But this year, everything has changed. Everywhere there are parents
who introduce their children to vaccination. (Very sad.) And what is
worse is that they do not abandon the vaccination schedule halfway
through the series as they did before. They come for all three DPT
shots! My sister, Mrs. Whooping Cough, my brother, Mr. Tetanus, and I
are doomed!
Mrs. Tuberculosis: My friend, I know what you mean. This year has
also been a failure for me, and I worry that next year may be even worse
(crying). Oh, please excuse me. What can I do with mothers who no
longer fear the sore and the scar left by the BCG vaccination? Perhaps
Mrs. Measles will have an encouraging report for us.
Mrs. Measles: My dear colleagues, I need hardly introduce myself. I
am Mrs. Measles and everyone knows me. In fact, I am the greatest
terror and source of sadness and trouble for parents. I can destroy the
population of young children in a community in a few weeks time. I act
The Credit with Education Learning Game
!39!
like a cough or cold at first before the fever, diarrhea and rash start. I
like my job. (Cheers and applause.)
But this year, I have not been as successful. Everywhere, all over, there
are parents who have their children vaccinated (very sad).
Mrs. Tuberculosis: Do not be discouraged. This situation will pass.
After a few months you will see parents going back to their old habits.
Let us hear from Mr. Polio.
Mr. Polio: Thank you, Mrs. Tuberculosis. My successes are evident
and the results speak for themselves. Everywhere, you can see crippled
children who need crutches and wheelchairs. (Applause and everyone
seems to be more encouraged.)
But, but… (discouraged), these days I see vaccination cards everywhere
in the homes. Do you know what these cards mean? They indicate that
the parents have immunized their babies. (All are crying.) Before,
parents did not know how to protect their children. But today, their
children are completely vaccinated and the whole community is aware.
This is very difficult for us to accept. (They all continue to cry.)
Game Facilitator: Dear participants, you see clearly that these
diseases, who were once very proud of their evil work, are today very
discouraged. But, they are still capable of doing harm.
Do you want to fight them, and fight them successfully?
(One audience member responds in a loud voice, “Yes.”)
I cannot hear you! Do you want to fight them successfully?
(The audience: “Yes! Yes!”)
Stand up if you want to fight them successfully (the Game Facilitator
continues as the audience responds loudly, “Yes! Yes! Yes!”).
Note: To each cry of “yes” the diseases, one by one, stiffen and drop
dead to the ground. (Optional—other trainees can drag them off the
stage.) (General applause.)
The Credit with Education Learning Game
!40!
The Game Facilitator summarizes the session by reminding the participants to follow the vaccination series and to complete the vaccination
schedule for all children. The Game Facilitator asks the participants
what they thought of the play.
3. The Game Facilitator will close the session by explaining that the
benefits of membership in a Credit Association are
! the opportunity to learn practical solutions to everyday health
problems; and
! the formation of Solidarity Groups to help support each other in
time of special need.
The Credit with Education Learning Game
!41!
SESSION 13: MEMBERSHIP SELECTION CONSIDERATION 15 MINUTES
OBJECTIVES
The trainees will facilitate a session that
! illustrates the importance of the ownership and responsibilities that each
member has for the success of the Credit Association; and
! applies the criteria for selecting potentially good members.
ST
AFF
STAFF
! Game Facilitator
! 3 trainees to present case studies of community members seeking membership in a Credit Association and to facilitate the group discussions
! 1 trainee to narrate the session
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Prepare and practice the 3 case studies
! Prepare the facilitation questions
STEPS
1. The Game Facilitator briefly introduces the session. One trainee is
the field agent facilitating a Credit Association meeting. Three
trainees act as if they are women seeking to join the Credit Association. The 30 participants are current members who will
decide if the 3 new women can join.
2. One trainee acting as the narrator introduces the case studies, explaining that the 3 other trainees are playing the role of women in a
community seeking membership in a Credit Association.
The Credit with Education Learning Game
!42!
3. The 3 trainees stand in a line before the participants. One at a time
each trainee steps forward to tell her individual story.
First Story:
“I want to become a member of your Credit Association. I have lived
in this community my entire life. A couple of years ago, I defaulted
on a loan from the ______________ Bank. People in this community
know that I am not a very good business woman. However, I know
that you will let me join your Credit Association because my husband
is an important local politician.”
Second story:
“I want to become a member of your Credit Association. I live in a
community over one hour from here. Although most of you recognize me, you do not know me very well.”
Third story:
“I want to become a member of your Credit Association. I moved
into your community about a year ago. I am extremely poor. Some
of you do not know me very well, but most people in the community
consider me to be very hard-working and honest.”
4. The trainee playing the role of narrator instructs the participants to
form 3 discussion groups and tells the participants that their task is to
decide what to do about these individuals’ applications for membership to their Credit Association. The groups are instructed to choose
a spokesperson to report their conclusions to all the participants.
They have 5 minutes for their discussion.
5. The 3 trainees facilitate a discussion of the groups. They can use the
following questions, but only if the group needs help to keep the
discussion moving along to cover all appropriate questions.
Facilitator’s Questions:
! What are the possible consequences to the Credit Association
when a person who is dishonest is allowed to become a member of
the Credit Association?
The Credit with Education Learning Game
!43!
! What are the possible consequences when a nonresident is allowed
to become a member?
! What criteria should the Credit Association have for selecting its
members?
! What responsibility does each individual member have in maintaining the integrity of the Credit Association?
6. The trainee playing the role of narrator allows 5 minutes for these
discussions and then calls for the attention of the group. The representative for each group reports the decision made for each candidate
and why she was or was not offered membership. The trainee asks
for further comments the group would like to add.
7. The Game Facilitator summarizes the general discussion and closes
the session.
The Credit with Education Learning Game
!44!
SESSION 14: SECOND REPAYMENT AND SAVINGS DEPOSIT 20 MINUTES
OBJECTIVE
Trainees will
! practice the procedure and accounting methods for payments and
! guide the loan repayment process.
ST
AFF
STAFF
! Game Facilitator
! 2 trainees to facilitate the accounting with the Management Committee
members
! 1 trainee to narrate the session and direct the movement of the
participants
! 1 trainee to be the organization representative
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
!
!
!
!
Borrower Accounts Register
3 pens
Table and at least 3 chairs for the Management Committee members
Calculate the total loan principal and interest payment and the savings
deposit expected from each participant. Also calculate the total amount
of the payments due from the group as a whole. Finally, calculate the
total payments made in the first plus the second payment. Write the
totals expected on a piece of paper to be shared with the Management
Committee. The totals will be read to the participants at the conclusion
of the session.
The Credit with Education Learning Game
!45!
Individual Payments:
Total Collected This Meeting:
# of
Bill
Bills Amount
Principal: _____ x ____ notes=$ _____ Principal: $ ____ x 30=$ _____
Interest: _____ x ____ notes=$ _____ Interest: $ ____ x 30=$ _____
Savings: _____ x ____ notes=$ _____ Savings: $ ____ x 30=$ _____
Total Collected this Session=$ _____
+ Membership fees=$ _____
Total Collected=$ _____
STEPS
1. The Game Facilitator briefly introduces the session. The trainees are
working as field agents to facilitate this payment process. The
participants elected to the Management Committee will play their
role as president, secretary/bookkeeper and treasurer. It is the last
meeting of the loan cycle and all of the participants will repay their
loans.
2. One trainee instructs each of the participants to prepare her passbook
with the second principal and interest payment and the savings
deposit inside.
3. The trainee invites the president, secretary/bookkeeper and treasurer
to step forward to the registration table and take their seats.
4. The president, with the help of one of the trainees, calls upon the
individuals to come forward, one Solidarity
Group at a time, to make their payments.
5. The president sits at the left of the table with
the secretary/bookkeeper in the middle and the
treasurer to the right. The president takes the
remaining packet of money out of the passbook and adds the money to stacks marked
PRINCIPAL, INTEREST, and SAVINGS.
The Credit with Education Learning Game
!46!
Payments are recorded in the Borrower Accounts Register by the
secretary/bookkeeper and in the passbooks by the treasurer, both with
assistance from two trainees. The passbook is then returned to the
participant, who returns to her seat.
Borrower Accounts Register
Solidarity Borrower’s
Group
Name
Activity
Loan Membership Savings Deposits
1
2
Financed Amount
Fee
Repayments–Loan+Interest
1
2
1
Member’s Passbook: Loan Repayment Section
Meeting
Number
1
Date
Repayment
Member’s Passbook: Savings Section
Balance
Deposits
Withdrawals
Balance
Signature
2
3
6. After collecting the loan principal, the interest payment and the
savings deposit, the treasurer tells the Credit Association members
how much has been collected in this session and the total that has
been collected from the first and second payments. (Totals have
already been calculated before the meeting.)
Total Collected this Session:
Total Principal
Total Interest
Total Savings
Total
+ Total Collected in the First Payment
+ Membership Fees
Total Collected in All Payments
= ___________________
= ___________________
= ___________________
= ___________________
= ___________________
= ___________________
= ___________________
7. The president (with the help of a trainee) gathers the principal and
interest. She takes the money to the trainee playing the role of the
organization representative and repays the loan with interest. The
trainee playing the role of the organization representative thanks the
The Credit with Education Learning Game
!47!
president for the full and on-time repayment and lets the members
know that they are eligible for another, larger loan.
8. The trainee serving as the narrator invites the Management
Committee members to return to their seats. The trainee then picks
up the savings and announces to the participants that the Credit
Association members’ savings are safeguarded until individuals need
it. The trainee picks up the fee payment and announces that the rest
of the money will belong to the Credit Association and will be used
to cover administrative expenses.
9. The Game Facilitator closes the session with a brief summary.
The Credit with Education Learning Game
!48!
SESSION 15: REVIEW OF THE GAME AND
HOW TO JOIN A CREDIT ASSOCIATION - 10 MINUTES
OBJECTIVES
Trainees will
! review the benefits of forming a Credit Association;
! receive feedback from the participants on their interest in Credit with
Education;
! explain the procedure for forming a Credit Association; and
! thank the participants for their time and attention.
ST
AFF
STAFF
! Game Facilitator
PREP
ARA
TION/MA
TERIALS
PREPARA
ARATION/MA
TION/MATERIALS
! Review the session guide and be prepared to facilitate discussion and
answer questions.
The Credit with Education Learning Game
!49!
STEPS
1. The Game Facilitator describes the benefits of the Credit with
Education service.
Benefits of Credit with Education
! Obtaining a cash loan to start or enhance business activities.
! Opportunity to build personal savings.
! Creation of a group-managed association in which the members
control loan approval, disbursement and collection of loan
payments.
! Formation of a support group for problem-solving and advice.
! Learning practical solutions for everyday responsibilities for the
health and nutrition of the family and better business practices.
2. The Game Facilitator asks the participants if they are interested in
forming a Credit Association and why.
3. The Game Facilitator asks for and clarifies any question about Credit
with Education or the Learning Game the participants may have.
(NOTE: For easy reference, General Information about Credit with
Education and How to Form a Credit Association are summarized in
the boxes on pages 50 and 51.)
4. The Game Facilitator asks the trainees to circulate among the groups
and collect the used passbooks.
5. The Game Facilitator calls all of the trainees to the front and asks the
participants to give them a round of applause. The Game Facilitator
closes the meeting by thanking the community members for their
participation.
The Credit with Education Learning Game
!50!
General Information about Credit with Education
! Eligibility - Established residents in the community who must join
a Solidarity Group of about 4 to 6 people.
! Solidarity Groups - Must be willing to review, approve and
guarantee each other’s loans and form a Credit Association of
about 4 to 6 Solidarity Groups.
! Credit Association - Solidarity Groups elect their own leaders and,
in turn, officers from among these leaders. The Credit Association
as a whole manages the loans and collects principal repayments,
interest payments, fees and savings deposits.
! Credit Association Management of Accumulated Funds - The
Credit Association will manage its own internal fund, protecting
and/or putting its money to productive use.
! Loan Size - Up to a maximum of __________________ (the
equivalent of US$50) for the first loan. Subsequent loans can be
increased up to 50% (unless determined otherwise by the organization) based on repayment history, strength of the Credit Association management, and effort to apply practices discussed in the
learning sessions. Loans can increase up to a maximum of
__________________ (the equivalent of US$300) (unless determined otherwise by the organization).
! Loan Repayment - Loans are repaid in full to the organization at
the end of each cycle. (Cycle length is 16 weeks, unless otherwise
agreed upon by all members or as determined by the organization.)
Loan principal and interest payments and a savings deposit must
be made regularly to the Credit Association by each member.
! Interest - The organization will charge interest similar to the rates
charged by commercial financial institutions. The Credit Association will charge additional interest to cover its administrative costs
and to build its own internal group fund.
! Late Payments/Absences - The Credit Association members will
establish and enforce appropriate penalties for late payments and
absences and will provide for reasonable exceptions, when
properly justified.
The Credit with Education Learning Game
!51!
How to Form a Credit Association
! Those who wish to obtain a loan will form real Solidarity Groups
of 4 to 6 people. Solidarity Groups will then organize a Credit
Association of 4 to 6 Solidarity Groups for an average of 30
members per Credit Association.
! Registration of the Solidarity Group members will be held by the
organization representative at the time scheduled. The exact day,
time and location will be announced.
! The new members/borrowers will attend 5 training sessions to be
held once a week for a few hours each time. At every meeting, the
members/borrowers will bring a savings deposit of the amount
decided and announced at the registration session. The purpose of
the training sessions is to help new borrowers organize their Credit
Association, elect Credit Association Management Committee
members, learn the rules of the Credit with Education service,
develop their own additional rules and procedures for managing
their Credit Association loan fund, learn bookkeeping procedures,
and so forth.
! When the Credit Association members have successfully
completed their training, the members/borrowers will receive their
loans.
The Credit with Education Learning Game
!53!
Appendices
The Credit with Education Learning Game
Date
Repayment
(Fold Line)
Meeting
Number
Balance
Deposits
LOAN REPAYMENT
Withdrawals
Balance
Signature
SAVINGS
(Fold Line)
(Fold Line)
CREDIT WITH EDUCATION
LEARNING GAME
CREDIT ASSOCIATION
PASSBOOK
Name ____________________________
Community ______________________
CA Name ________________________
Amount of Loan ___________________
Regular Loan Payment _____________
Regular Savings Deposit ____________
Membership Fee ____________ Paid !
!59!
Loan Activity Study Guide
The Six Planning TTopics
opics
Profitability
♦ What will this business cost? What is the cost of materials, goods and labor
needed to make the product or to provide the service?
♦ How much profit does the borrower think will be made per week? Per
month? By the end of the loan cycle?
Risks
♦ What are the potential problems the borrower could have that would prevent
the success of the activity (no supplies available, rain, market saturation)?
♦ What will be done to lower the risks?
♦ What will the borrower do to repay the loan if the business fails?
Inputs or Basic Materials
♦ What are the basic materials and where will the borrower obtain them?
♦ Is there a plan for ensuring continuing access to the basic materials?
♦ Are other people involved and have their roles and work time been
arranged?
♦ If basic materials must be obtained from far away, has transport been
arranged?
Mark
et
Market
♦ Is there a demand for the product or service? Who are the customers?
♦ Where will the product be sold? When will it be sold?
♦ How will this product or service be competitive with similar products or
services sold in the local area?
Experience/Skills of the Borrower
♦ Does the borrower have the skills to produce a good product or service?
Give reasons why you know this.
♦ If the borrower has little or no experience, is there someone to assist the
borrower in the business or someone to teach the skills needed?
Regular R
epayments
Repayments
♦ Will the borrower earn enough profit and earn it regularly enough to make
loan repayments and savings deposits at each Credit Association meeting?
The Credit with Education Learning Game
!60!
Credit with Education
LEARNING GAME LOAN AGREEMENT
Loan Terms
The Credit Association of
,
Name of Credit Association
located in ________________________ accepts a loan of __________________
Name of Community
Amount of Loan
from _____________________________ . The loan disbursement is on
Name of Organization
___ /___/___ for the Nº______ loan cycle. The interest due is _________
Day
Month
Year
Cycle Number
Amount of Interest
which is ____ percent of the loan amount for a __-week loan cycle.
The loan repayment with interest is due on___/___/___.
Day
Month
Year
Repayment Commitment
The signature of the president signifies the commitment of all Credit Association
members to repay the loan with interest as described in this agreement.
The Credit Association will qualify for a new loan if
• there is full and timely payment of the loan with interest;
• Credit Association management and solidarity are strong; and
• members are committed to trying the practices decided in the meetings.
_______________________________
President, Credit Association
_______________________________
Organization Representative
The Credit with Education Learning Game
_________________________________
Signature
_________________________________
Signature
___________
Date
___________
Date
!61!
Credit with Education
Learning Game Analysis Worksheet
Name: ________________________________________ Date: _________________________
Instructions: Please observe each session of the Learning Game and respond to the following
questions in the spaces provided. Be prepared to discuss your observations in the
analysis session following the game.
Session #2: The Flip-Chart Presentation
What in the flip-chart presentation was most interesting to the participants?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What information in the presentation was difficult for the participants to understand?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #3: The Credit Association Role-Play
How did the participants react to the role-play?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What could be done to make the role-play presentation better?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #4: Assembling Solidarity Groups and Forming a Credit Association
What did you notice about how people decided who would be in their Solidarity Group?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
The Credit with Education Learning Game
!62!
How will you use this information to help women form their Solidarity Groups in the
community?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #5: Registration of Members
What instructions were important for implementing the registration procedure?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
How could you make this procedure work more smoothly?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #6: Selection of a Management Committee
How well did the women seem to understand and participate in the election process?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #7: Loan Analysis Role-Play
Did the role-play work well to explain the loan analysis process to the women?
___Yes ___No Why? __________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #8: Solidarity Group Loan Analysis and Activity Approval
How well did the women perform the loan analysis?
_____________________________________________________________________________
_____________________________________________________________________________
The Credit with Education Learning Game
!63!
What could be done to help them perform the analysis better?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #9: Sign the Loan Agreement and Distribute the Loan
What do you think will be your role in loan distribution to the Credit Associations when the
service begins?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #11: First Prinicipal and Interest Payment and Savings Deposit
What did you observe about the repayment process and how well did the officers perform
their jobs?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #12: Health/Nutrition Learning Session
How did the women respond to the Health/Nutrition session?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What will be your role in the implementation of the learning sessions in the future?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #13: Membership Selection Consideration
How well did the case-study method work to get the women involved in thinking about the
issues?
_____________________________________________________________________________
_____________________________________________________________________________
The Credit with Education Learning Game
!64!
How could you use this method in future learning sessions?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sessions #14: Second Repayment and Savings Collection
What did you notice that was different about this loan payment vs. the earlier collection session?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Session #15: Review of the Learning Game and How to Join a Credit Association
What would you change or add to the summary presentation made by the Game Facilitator?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
The Credit with Education Learning Game