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Building Communities
Projecting Futures
Empowerment International Nicaragua Programing Information
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Day 1: Saving & Entrepreneurship
Students will explore the importance of personal savings and how small-scale entrepreneurship can provide sustainable income. Activities include goal-setting exercises, decision-making games, and student-led mini business planning.
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Day 2: Credit, Loans & Debt
This session introduces the fundamentals of responsible borrowing, interest, and managing debt. We’ll cover how credit works, when debt becomes risky, and how students can protect themselves and their families from financial traps. Includes a role-play “credit maze” game.
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Day 3: Family Finance & Tandas (ROSCAs)
Students will reflect on household budgeting and shared financial decision-making. We’ll explore the role of collective savings systems like tandas (ROSCAs), which are common in Nicaragua, through an interactive simulation focused on trust, planning, and group reliability.
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Day 4: Create a Finance Club
Students will explore how to use free tools like Khan Academy to support learning, practice public speaking, and design ways to involve others. They’ll also learn how to brand their initiative—choosing a name, message, and format that makes their club or project engaging and recognizable for their college admissions.
FAQs
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The program is led by me, Ethan Wind. By the time this session is delivered, I will have completed:
An 8-week entrepreneurship program through Yale University
A 2-week financial literacy course through Harvard University (Summer 2024)
A 2-week financial literacy program through the University of Pennsylvania (Summer 2025)
I’ve taught financial education to over 200 students across New York and Nicaragua. Moreover, I have mentored 10 students to teach in meeting with me! My work in this space has been formally recognized by DECA, where I was awarded for leading the best high school financial literacy project in the state of New York.
Each day begins with a structured, interactive lesson, but the real impact continues after class. I invite students to stick around (with site approval) or connect online to review material, practice explaining key ideas, and prepare short reflections they can present the next day. This informal coaching takes about 1.5 hours total over the week—and gives students a chance to improve their communication skills, build leadership experience, and contribute to something meaningful.
Students who participate consistently can walk away with a strong, project-based resume entry—especially valuable for those soon applying to college or internships. They’re not just learning about money; they’re learning how to teach it.
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The curriculum is based on trusted, industry-standard resources adapted for youth learners:
OpenStax – Principles of Finance (used in university finance programs)
University of Louisiana – Personal Financial Planning for Entrepreneurs
Khan Academy – Personal Finance
Each session is practical, hands-on, and built around stories, scenarios, and group-based poster activities that connect real financial concepts to students’ lives.
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It’s completely free.
There are no costs for the organization, the students, or their families. I volunteer my time and provide all materials.
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Just a space and a group of students. I bring everything needed to run the program, including:
Notebooks
Pens
Poster boards
Markers
Snacks for all participants
If a smart screen or whiteboard is available, that’s helpful—but not required. The entire setup is self-contained, and I handle all prep, printing, and cleanup. It’s zero stress on your end and fully plug-and-play.
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The workshop is ideal for 20-40 students per session. This allows for meaningful discussion, group collaboration, and individual attention.
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No. While the main program runs for 4 days, I’m happy to offer a second 4-day follow-up series for more advanced topics such as:
Financial statements
Time value of money
Bonds and fixed income
Stocks, Bonds, and investment strategies
Scam & Fraud
Insurance and Risk
The goal is to meet students where they are and give them a strong foundation—and then level them up.
Day 1: Saving & Entrepreneurship
Learning Objectives and Schedule
Learning Objectives
Learning Objective 1: Saving supports both short-term needs and long-term goals.
Learning Objective 2: Decision-making and goal-setting improve through active learning and reflection.
Learning Objective 3: Financial literacy begins with curiosity and grows through confidence.
Learning Objective 4: Financial planning starts with personal values and goals—it’s not just about numbers.
Learning Objective 5: Entrepreneurs should separate business and personal finances to avoid confusion and support accurate decision-making.
Learning Objective 6: Entrepreneurs must plan both personal and business expenses and track cash flow regularly.
Schedule
| 0–10 min | Introductions
Icebreaker. Distribute notebooks and pens. Students complete a 3-question financial confidence baseline survey.
Rate each from 1 (Not at all) to 5 (Very much):
I feel confident making smart financial decisions about saving, borrowing, and spending.
I understand how money works in families, communities, and businesses.
I believe I can teach others or lead a project that helps people learn about money.
| 10–25 min | Interactive Lesson: Saving & Entrepreneurship
Teach six saving and budgeting concepts using a whiteboard or smart screen: 50/30/20 Budget Rule, SMART Goals, Emergency Fund, Personal vs. Business Finances, Spending Based on Values, Small Business Budgeting. I use real-life examples, stories, and quick Q&A with students.
| 25–55 min | Group Poster Project
Students split into teams. Each group selects one of the six poster topics below, based on a learning objective. Teams use poster paper and markers to create an educational visual with charts, examples, and takeaways.
Each poster project directly connects to a learning objective from the program:
Saving Goals
Students will create a poster titled “Short vs. Long-Term”, comparing a short-term saving goal like buying shoes with a long-term goal such as saving for a college fund. The poster should include a timeline and the expected outcome for each goal.
Decision-Making
In the “SMART Goal Plan” poster, students select a personal or entrepreneurial goal and break it down using the SMART framework—Specific, Measurable, Achievable, Relevant, and Time-Bound.
Financial Confidence
The “Money Mindset Map” poster helps students visualize how building knowledge, staying curious, and forming positive financial habits can boost confidence. The chart should include specific example habits (e.g., tracking expenses, asking questions, or saving regularly).
Values-Based Planning
In the “What Matters to Me” activity, students create a values wheel representing what they care about most (like family, education, or fun) and explain how those values influence their spending and saving decisions.
Separation of Funds
For the “Two Jars, Two Purposes” poster, students use drawings to show the difference between personal and business funds. They’ll label each jar and include a sample breakdown of sales, costs, and take-home earnings.
Expense Tracking
The “Mini Business Budget” task asks students to imagine a small business idea and create a simple budget. It should include projected income, supplies or costs, profit, and how much they’d keep for themselves versus reinvesting.
| 55–60 min | Wrap-Up
Light snacks and an informal poster gallery walk. Group photo. Students write 1 takeaway in their notebooks, and then these notebooks are put into a group basket for the next day. Smooth transition to the next site activity or Day 2 preview.
Day 2: Credit, Loans & Debt
Learning Objectives and Schedule
Learning Objectives
Learning Objective 1: Credit can be a useful tool when managed responsibly and understood clearly.
Learning Objective 2: A strong credit score opens financial doors and depends on consistent, informed habits.
Learning Objective 3: Interest makes borrowing more expensive over time—understanding it helps avoid long-term debt.
Learning Objective 4: Not all debt is the same—smart borrowing means knowing the difference between helpful and harmful loans.
Learning Objective 5: Debt problems often come from small choices—awareness and planning help avoid common traps.
Learning Objective 6: Comparing loan terms and repayment plans is essential for making informed financial decisions.
Schedule
| 0–10 min | Introductions
Small talk and transition into the event. Distribute notebooks and pens. Students complete a 3-question financial confidence baseline survey..
| 10–25 min | Interactive Lesson: Saving & Entrepreneurship
Teach six saving and budgeting concepts using a whiteboard or smart screen: 50/30/20 Budget Rule, SMART Goals, Emergency Fund, Personal vs. Business Finances, Spending Based on Values, Small Business Budgeting. I use real-life examples, stories, and quick Q&A with students.
| 25–55 min | Group Poster Project
Students split into teams. Each group selects one of the six poster topics below, based on a learning objective. Teams use poster paper and markers to create an educational visual with charts, examples, and takeaways.
Each poster project directly connects to a learning objective from the program:
1. Credit Score Factors
Title: What Builds (or Breaks) Your Score
Students create a two-column chart listing behaviors that improve vs. damage your credit score. Include a credit score pie chart with labeled percentages (e.g., 35% payment history).Underneath, write one key habit they’d commit to for keeping a strong score.
2. Borrowing Smarter
Title: Good Debt vs. Bad Debt
Students draw a line down the center of the page. On one side: list examples of responsible debt (e.g., student loan, car loan). On the other: list harmful debt (e.g., payday loans, maxed-out credit cards). Add one or two icons or color coding to show why some are riskier than others.
3. The Cost of Interest
Title: Minimum vs. Full Payments: What’s the Real Cost?
Students sketch two bar graphs or timelines. One shows the cost of only paying minimums. The other shows the cost of paying in full each month. Add a sentence at the bottom: “Here’s what I’d do and why.”
4. Loan Comparison
Title: Which Loan Would You Choose?
Students draw a comparison table for two loan offers (they choose or are given). Include: interest rate, monthly payment, loan term, and total repayment. At the bottom, they write which loan they’d pick—and what makes it the better choice.
5. Credit in Real Life
Title: Smart or Risky? When to Use Credit. Students create a ranking scale from “Smart to Use Credit” to “Risky to Use Credit.” Place common purchases (like clothes, emergencies, or tuition) on the scale. Add 1–2 words or phrases under each to explain the choice.
6. Avoiding the Trap
Title: How Debt Builds (and How to Stop It). Students draw a flowchart or spiral showing how small credit mistakes (missed payments, impulse buying) can lead to bigger debt. Include arrows or steps that show cause and effect. End the diagram with 3 short strategies for staying in control.
| 55–60 min | Wrap-Up
Light snacks and an informal poster gallery walk. Group photo. Students write 1 takeaway in their notebooks, and then these notebooks are put into a group basket for the next day. Smooth transition to the next site activity or Day 2 preview.
Day 3: Family Finance & Tandas (ROSCAs)
Learning Objectives and Schedule
Learning Objectives
Learning Objective 1: Family budgeting involves making thoughtful tradeoffs between needs, wants, and savings goals.
Learning Objective 2: Financial decisions within a household are shaped by trust, communication, and shared responsibility.
Learning Objective 3: Tandas (ROSCAs) are community-based savings systems that rely on mutual support rather than formal banking.
Learning Objective 4: Group-based financial planning can build resilience and help families prepare for unexpected emergencies.
Learning Objective 5: The success of shared savings systems depends on reliability, fairness, and collective accountability.
Learning Objective 6: Reflecting on family finances helps students understand their role in contributing to household stability and future planning.
Schedule
0–10 min | Introductions
Small talk and transition into the event. Distribute notebooks and pens. Ask students:
“What kinds of money decisions do families have to make together?”
“Have you ever heard of people saving money as a group?”
Prompt a quick conversation about budgeting, shared responsibility, and community trust.
10–25 min | Interactive Lesson: Family Budgets & Tandas
Use a whiteboard or smart screen to explain:
What a household budget includes (income, rent, food, emergencies, savings)
What tandas (ROSCAs) are and how they work
Why group savings systems like tandas are popular in Nicaragua and other countries
Use diagrams and real-life examples. Emphasize themes of trust, planning, and group reliability.
25–45 min | The Bean Game: Tanda Edition (Interactive Simulation)
Students work in small groups. Each receives an “income” in beans and a list of expenses (housing, food, savings, etc.).
Every few minutes, a tanda round occurs—each person contributes beans to a group pot, and one person receives the full pot that round.
Unexpected “life events” (e.g., job loss, medical bills) are introduced.
Students reflect on how limited resources, emergencies, and group trust shape financial choices.
45–55 min | Group Poster Project
Students split into teams. Each group selects one of the six poster topics below, based on a learning objective. Teams use poster paper and markers to create an educational visual with charts, examples, and takeaways.
1. Family Budget Puzzle
Title: What Do Families Really Spend On?
Create a budget using labeled “puzzle pieces” (rent, food, savings, etc.) and fit them into a set income. Include two surprise costs and show how the family adjusts.
2. Financial Priorities Scale
Title: Most Essential vs. Can Wait
Rank six common household expenses on a scale. Add short notes justifying each decision.
3. Trust in a Tanda
Title: What If Someone Doesn’t Pay?
Draw a tanda circle with arrows showing payout order. Add notes showing how missed contributions affect the group and what responses are possible.
4. How a Tanda Works
Title: Step-by-Step: Inside a Tanda
Create a flowchart showing how a tanda works from start to finish. End with “Why People Use This System.”
5. Emergency Planning Wheel
Title: What Would Your Family Do?
Draw a wheel with 4–6 financial emergencies. For each, show how a family or tanda might respond.
6. My Role in Family Finance
Title: What I’ve Noticed & What I Can Do
Create a two-column poster:
What I’ve seen in how my family handles money
What I can do now or in the future to help
55–60 min | Wrap-Up
Students do a gallery walk to view each group’s poster. Light snacks. Group photo.
Each student writes one personal takeaway in their notebook. End with a transition to Day 4 or the next activity.
