Article Type : Research Article
Authors : Mukokoma MMN, Bwegyeme J, and Mulumba M
Keywords : Financial Knowledge; Financial behaviour; Financial systems; Financial attitude; Livelihoods
This paper provides empirical evidence on the influence of
financial literacy on community leader’s livelihoods and the mediation effect
of financial systems on the relationship between financial literacy and
livelihoods. The ability of community leaders to secure the necessities of life
is critical as it aids achievement of Sustainable Development Goal (SDG) one of
eradicating poverty. Thus various initiatives have been adopted globally,
regionally, and nationally to enhance livelihoods of such leaders. One of the
most outstanding initiative is financial literacy. Many studies show and
positive link between financial literacy and livelihood levels. Indeed studies
have concluded that community leaders with the competence of making appropriate
financial choices in terms of personal savings, record keeping, budgeting,
borrowing and investing will have better livelihood levels. In contrast, lack
of or low financial knowledge is associated with undesirable financial
behaviours like unmanageable debt networks, low savings and inappropriate
investment decisions. Such undesirable financial behaviours are likely to
hinder wealth creation. Some writers have urged that enhancing ones livelihood
depends on the amount of financial resources in question. Others have asserted
that regardless on the amount of financial resources involved, the person’s
livelihood levels can be improved. The study adopted a cross sectional survey
and garnered responses from 71 leaders in three Diocese of Kampala, Masaka and
Kasana-Luweero in Uganda. Both quantitative and qualitative approaches were
used to collect primary data in three phases. The first phase was to hold entry
meetings with the top management of the three Dioceses with a view to collect
strategic information and sign a commitment for both parties to share
information and act on the practical findings. The second phrase is where data
was collected using piloted questionnaires, while the third phase follow-up
interview were held with focus group discussions. The key finding of the study
was that livelihood levels of community leaders can be enhanced by developing a
positive financial attitude. Another interesting finding was that financial
knowledge, skills and systems don’t influence livelihood levels. Also the
mediating effect of financial systems on the relationship between financial
literacy and livelihood levels was tested. The results indicate that, the
effectiveness of a financial system mediates the relationship between financial
knowledge, behaviour and livelihood. Generally, for financial literacy
campaigns to enhance livelihood, focus should be on building a positive
financial attitude and effective financial systems for the units whose
livelihoods are to be improved. This therefore implies that financial literacy
campaigns should change the pedagogical approached to being action based where
mentorship and couching are key training approaches.
Livelihood levels of community leaders, commonly
considered as mentors by subordinates, are important in supporting the
attainment of Sustainable Development Goal number one on poverty eradication.
Several studies have shown a relationship between ones financial literacy level
and his or her livelihood status. Given this relationship, a number of
livelihood enhancement interventions promote on financial literacy. As a
participant in a multi-stakeholder workshop organized by Bank of Uganda
majority of the members supported the financial literacy intervention at the
national level as a tool to livelihood enhancement [1]. Earlier on, conducted a
study in Russia during the economic crisis and revealed that financial
knowledge equips individuals with financial competences to deal with
macroeconomic shocks [2]. Though the study made an important revelation, their
conceptualization of financial literacy does not consider financial attitude.
Countries in East Africa share a common objective of enhancing people’s
livelihoods by adopting national financial literacy strategies [3]. Uganda’s
National Vision 2040 underscores financial literacy as one of the ingredients
necessary to have a transformed Ugandan society from peasantry to a modern and
prosperous country. The Department for International Development has spear
headed financial literacy initiative in Masaka and Kampala. Also, the Catholic
Relief Service and Centenary Bank have trained community leaders in financial
literacy with the ultimate goal of enhancing their livelihoods. Clearly,
financial literacy and livelihood nexus is a global, regional and national
concern. Despite the global, regional and national commitments and strategies to
enhance livelihood, studies reveal that Uganda is below acceptable standards.
Studies by and Private Sector Foundation Uganda found out that people’s
livelihoods in developing countries and Uganda in particular are low [4]. For
instance the results of PSFU disclose that 62% of Uganda’s adult population
demonstrates low levels of access to financial services, investment and wealthy
creation. Also using the Progress out of Poverty Index (PPI) 68% of Ugandans
are in the range of Upper poor & Ultra poor [5]. The World poverty clock
(2019) statistics indicates that 31.2% of Ugandans are experiencing conditions
of extreme poverty. The key issue addressed by this article is why people’s
livelihood levels have remained low despite extensive financial literacy interventions.
This concern was addressed by collecting empirical data on community leaders to
assess the influence of financial knowledge, behaviour, and attitude, on
livelihood levels. Also the mediation role of financial systems on the
relationship between financial literacy and livelihood levels was investigated.
In this section, an
understanding of, and linkages between financial literacy, livelihoods,
financial behaviour, financial attitude, and financial systems as key concepts
is explored. Besides this, the gap in literature has been explained.
Financial
literacy
The definitions of
financial literacy have been changing overtime. “The ability to make informed
judgments and to take effective decisions regarding the use and management of
money” [6]. “The ability to use knowledge and skills to manage one's financial
resources effectively for lifetime financial security” [7]. Similarly, the
European Commission (2007) defined financial literacy as “capability of consumers
and small business owners to understand retail financial products with a view
to making informed financial decisions”. View financial literacy as the ability
to make responsible economic and financial decisions with confidence supported
by financial systems [8]. In view of the foregone conceptual perspectives of
financial literacy, for this article, financial literacy is defined as the set
of and knowledge, skills, and attitude that allows an individual to make
informed and effective financial decisions, supported by financial systems. The
key dimensions explained e explained below are financial knowledge, skills,
attitude and systems.
Financial Knowledge: This is a dimension of financial literacy that has
been defined in a broad and narrow sense. In a broad sense, authors define it
to mean financial literacy. This broad definition is a constant source of
confusion to the financial literacy implementers. In a narrow view, it is
defined as the financial awareness and understanding about financial concepts and
procedures [9]. This is a clearer conceptualization of financial literacy that
supports financial implementers. In this study financial knowledge is defined
as the awareness of financial concepts and procedures.
Financial Skills: Some scholars have defined financial literacy to
mean financial skills and vice versa. However, financial literacy is broader
than financial skills. Financial skills refer to one’s ability to use relevant
financial knowledge and understating to take desirable financial actions [10].
This definition implies that one cannot possess financial skills without
financial knowledge. It also means that the person can have financial skills
but does not utilize them to manage personal finances effectively. Thus, the
need to include financial attitude in conceptualizing financial literacy.
Financial attitude: as a dimension of financial literacy has been
defined differently. In simple terms, attitude is a person’s mental outlook
regarding the way one thinks or feels about on money matters, offers a good
definition of financial attitude that has been used in this study. The author
defines financial attitude as the psychological tendency expressed when
evaluating recommended financial management practices with some degree of
agreement of disagreement. Generally, it is a psychological tendency to agree
or disagree with adopting a particular financial practice.
Financial systems: These refer to policies and procedures used by an
individual or unit to allocate and account for financial resources [11].
Broadly, the financial systems may be developed and implemented throughout the
financial management activities. For this paper focus will be on saving,
expenses management, investment and debt management.
Livelihoods
Livelihoods can be defined variously, defined it
as ways in which people’s basic needs are satisfied [12,13]. On the other hand
defined it as the family or community’s ability to maintain and improve its
assets, income and satisfaction of basic needs [14]. Also, The International
Federation of the Red Cross (IFRC, 2017) define it as encompassing people’s
capabilities, assets, income and activities required to secure the necessities
of life. For this study livelihoods are defined as the ability of an individual
or community to satisfy its basic needs namely; food, shelter, clothing,
sanitation, education and health care. A study by Sean on livelihoods and
financial literacy, identified financial systems as key drivers of livelihood
levels. Financial systems are policies and procedures used by a unit or an
individual to allocate risk and resources and exercise financial control and
accountability. They include recording, verification, and timely reporting of
transactions that affect expenses, revenue, assets and liabilities. For this
study the mediation role of financial systems in the relationship between financial
literacy and livelihoods will be investigated.
The studies reviewed
attempt to relate financial literacy, decision making, financial systems, livelihoods
and financial behaviour. However, the conceptualization of financial literacy
varies though there seem to be agreement on including knowledge, skills and
attitude as key dimensions. Also, international studies have linked financial
literacy to livelihood levels but no similar study had been conducted on
Uganda. Finally, the few studies in developed countries that have linked
financial literacy to livelihood don’t consider the mediation role of financial
systems. From the practical perspective, most financial literacy interventions
are measured based on the number of workshops held and or attended. In fact
participants are commonly given certificates of participation as evidence of
the engagement done. This practical approach is viewing financial literacy in a
narrow sense of conceptual and procedural awareness. This study adopted a broad
perspective of financial literacy as embodying knowledge, skills and behaviour.
A cross sectional
survey of community leaders in three purposely selected dioceses was conducted
in the central region of Uganda where numerous financial literacy interventions
have been conducted. Questionnaire responses were got from 71 respondents who
involved those in leadership positions and those with no leadership positions.
On top of this some leaders were purposively selected given their critical
positions in society and the financial literacy information resource possessed.
Interviews and focused group discussions were held with the respondents.
Questionnaires and
semi-structure interviews guides were used to collect data. All items of the
questionnaire were anchored on a five –point scale. A pilot study involving 32
respondents was conducted from Lugazi Diocese to establish construct validity
and reliability of the instrument. The computed Cronbach alpha coefficient
results for reliability analysis were all above 0.70 as recommended [15].
Validity was assessed with due consideration of relevance, clarity, simplicity
and ambiguity of the content. The tools were given to financial literacy
researchers who were identified by the financial literacy team from Bank of
Uganda. On top of validation from financial literacy experts, study tools that
were used in prior studies were benchmarked [16]. The computed validity scores
were all above 0.75 as recommended [17]. The data was collected in three major
stages. The first stage was engaging the unit (Diocese) heads leadership in an
entry meeting to seek their approval and partnership in providing data, sharing
findings and acting on the actions to be taken for improved livelihoods. In the
entry meeting the leaders also shared the annual programmes so that appropriate
timing for data collection from the different respondents could be arranged.
Ten interviews were held with the leaders who also filled questionnaires. The
second stage was to administer piloted questionnaires to respondents 124
randomly selected leaders. Some of the respondents filled the tools themselves
at their convenience while others who required translation of English were
given assistance. Finally, three follow up interviews were conduction to
clarify issues and garner information on the trend of findings. SPSS 23 was
employed to run descriptive statistics, Pearson correlations, normality test
and multiple regression. Pearson correlation was utilised to examine the
relationships of the study variables while multiple regression and stepwise
regression were employed to examine the prediction power of financial
knowledge, financial behaviour and attitude on livelihood levels. The captured
interview extracts were logically organised into themes in order to identify
and compare patterns in the interview data henceforth the qualitative data
helped to enrich the quantitative data.
Measurement
of variables
The problem of measuring and interpreting
financial literacy was highlighted who examined 71 financial literacy studies
and identified three main barriers [18]. The barriers are lack of a general
consensus on the definition of financial literacy, lack of comprehensive
financial literacy measurers and lack of a guide to interpret financial
literacy. Though these problem were identified as pertinent, with time
consensus is building on the components of financial literacy, commonly used
dimensions and livelihood measures. Also limitations have been addressed by
adopting the rule of thumb that the minimum number of items having meaningful
leadings in a domain factor varies from 3 to 5. In this survey, there are four
financial literacy content areas, namely: knowledge, attitude, behaviour and
systems. The twenty-one items used to assess financial literacy are thus
adequate. Attention to item wording and ordering were also considered critical.
The measure of livelihood includes eight sub-components and one aggregate
measure based on availability, accessibility, quality, use, status of basic
elements of livelihood. The eight are elements of livelihood are income and
assets, food and nutrition, education, water, sanitation, health. Livelihood
had 30 items, by the rule of the thumb as mentioned earlier the number of items
therefore were construed adequate [19-24].
The results presented
in this section examine the influence of financial literacy on community
leader’s livelihoods and the mediation effect of financial systems on the
relationship between financial literacy and livelihoods. The responses
presented were got from seventy one respondents from the central region of
Uganda. The regression analysis was used to test the hypothesis and the Sobel
test was used to assess mediation. The first part of this section reports the
profile of respondents, followed by descriptive statistics of key variables,
finally the regression and mediation test results. The research was set to
examine the following specific questions [25-30].
·
What
is the influence of financial knowledge on livelihood levels?
·
What
is the influence of financial skills on livelihood levels?
·
What
is the influence of financial attitude on livelihood levels?
·
What
is the mediating effect of financial systems on the relationship between
financial literacy and livelihood level?
Profile
of respondents
The background information of the respondents is given in terms of sex, education background, age, number of years in service and leadership status as indicated (Table 1).
Table 1: Profile of respondents – Parish and Diocese Leaders; n =71.
Dimension |
Frequency |
Percent (%) |
Sex |
|
|
Male |
53 |
75 |
Female |
18 |
25 |
Highest
Education |
|
|
Primary |
6 |
9 |
Ordinary level |
10 |
14 |
Advanced level |
14 |
19 |
Certificate |
13 |
18 |
Diploma |
9 |
13 |
Degree |
6 |
9 |
Post graduate |
13 |
18 |
Age of
Respondents in years |
|
|
Below 30 |
15 |
21 |
30 – 39 |
12 |
17 |
40 -49 |
19 |
27 |
50 – 59 |
20 |
28 |
Above 59 |
4 |
7 |
Number of
years in position |
|
|
Below 5 |
30 |
42 |
5 - 9 |
8 |
11 |
10 -14 |
18 |
25 |
Above 14 |
15 |
22 |
The results in table 1
indicate that most respondents were male (75%) compared to women (25%). This is
mainly so since a number of key leadership positions were on an elective basis
and men had higher chances of winning. The findings also reveal that majority
of the respondents (62%) are 40 year old and above. Still for the education
status of respondents, 87% had completed ordinary level and above. This means
that most respondents could read and write. Finally the results also show that
58% of the respondents had occupied the leadership positions for five years and
above (Table 2).
Most respondents (54%),
as shown in table 2, were heading department. The departments included
education, communication, catechism, women, men, youth, health, and vocations;
among others. The positions occupied by the respondents were esteemed by
society and thus many of them were opinion leaders [31,32]. The focused
discussion held with the community leaders indicated that all of them had more
than one training in personal financial literacy [33].
Table 2: Below shows the job titles of respondents.
Title |
Frequency |
Percent |
Vicar General |
2 |
3% |
Chair Priest Association |
3 |
4% |
Auditor |
5 |
7% |
Pastoral Coordinator |
3 |
4% |
Treasurer |
3 |
4% |
Heads of Departments |
38 |
54% |
Head Laity |
3 |
4% |
CARITAS coordinators |
4 |
6% |
Accountant / Cashiers |
7 |
10% |
Parish Priest |
3 |
4% |
Model Summary |
|||||||||||
Model 1 |
R |
R Square |
Adjusted R Square |
Std. Error of the Estimate |
Change Statistics |
||||||
Sig. F Change |
|||||||||||
|
.435a |
.189 |
.140 |
.85561 |
.006 |
||||||
a. Predictors: (Constant), Attitude, Financial
knowledge, Financial skills, Financial Systems |
|||||||||||
b. Dependent Variable: Level of livelihood |
|||||||||||
Coefficientsa |
|||||||||||
Model 1 |
Unstandardized
Coefficients |
Standardized
Coefficients |
t |
Sig. |
|||||||
B |
Std. Error |
Beta |
|||||||||
|
(Constant) |
2.272 |
.373 |
|
6.088 |
.000 |
|||||
Financial knowledge |
.128 |
.133 |
.146 |
.972 |
.335 |
||||||
Financial Skills |
.123 |
.125 |
.154 |
.981 |
.329 |
||||||
Financial Attitude |
.384 |
.134 |
.415 |
2.883 |
.004 |
||||||
Financial Systems |
.392 |
.132 |
.402 |
1.987 |
.178 |
||||||
a. Dependent Variable: Level of livelihood; n= 71 |
A
description of financial literacy among community leaders
This section describes
the status of financial literacy of community leaders in terms of knowledge,
skills, attitude, and systems.
Financial knowledge: Respondents were required to analyse their level of
financial knowledge on a Likert scale ranging from 5 (strongly agree) to 1
(strongly disagree). The average mean scores below 3 was interpreted to mean
low financial knowledge; a score above 3 to 4 as moderate; while that above 4
as high level of financial knowledge. This interpretation is based on that
used. A grand mean score of 2.79 indicates an overall moderately low financial
knowledge among community leaders. Considering the different indicators of financial
knowledge considered in the survey tool, the results show that respondents
scored averagely on financial risks, insurance options and managing monthly
expenses. Low mean scored were discovered on loan repayment, budget
preparation, budget implementation and investments. In a follow interview
related to this issue, a member disclosed thus: “I am not a prisoner of money,
when I get it I spend it without referring to any budget since it is my money
with no appeal”. During the focus group discussions, almost all participants
were ignorant of the amount of money they spent on their homes on a daily basis
[34-40].
Financial skills: Using a one to five Likert scale, respondents
expressed their agreement of disagreement with the statements that were used to
analyse the level of their budgeting, saving, investment, loan management,
record keeping and insurance capabilities. The overall mean score of 2.38
indicates that overall the financial skills of community leaders is moderately
low. This was specifically the case for budgeting, loan management, investment
and record keeping competences where the mean scores were 2.13 and below.
Respondents scored moderately high on insurance and saving skills where the
mean scores were above 2.50. Follow up interviews with some members indicated
that some members had the financial knowledge on record keeping, investment and
loan management but were not doing in and thus lost the skills. One member
commented that: “practice makes perfect, with limited practice I am not able to
keep my personal expenses.”
Financial attitude: Using the same scale as the one described above for
financial knowledge and skills, community leaders were tasked to evaluate their
mental outlook on preparing budgets, managing personal loans, investment,
record keeping, saving and insurance practices. The grand mean score of 2.12
indicates that many community leaders had a moderately negative perspective on
putting into practice the financial knowledge held. Mean scores less than 2.00
were computed for the responses on budgeting, record keeping, and investment.
During the focus group discussions, one member commented that: “attitudes don’t
create money; it is the hands that do so”. In response to that comment, another
member submitted that, “attitude is everything. If you have a negative attitude
on saving, you will not save even if you have the skills.”
Financial systems: The results reveal a grand mean of 2.24 that is
below the scale average of 2.5. This implies that policies and procedure that
individual and units use to allocate resources, handle financial risks, control
and account for financial resources are not effective and in some instances not
in place. At the personal finance level, respondents were evaluated in terms of
availability and use of expense tracking, saving, investment and debt
management procedures and systems. It was clarified to the respondents that
individual financial policies need not be written down. Never the less,
majority of respondents were acting randomly in managing personal finances.
Since the respondents were community leaders, they were asked to evaluate the
effectiveness of financial systems at the unit level. The results show that
even at the unit level, the financial systems are not effective and for some
departments not put in place, while in others, the systems are in place but not
followed. In some interviews held, some respondents indicated that financial
systems were not streamlined and at times not even communicated. For instance,
one respondent said: “in the department that I head, we have budgeting and
investment procedures that are hardly applied. As a head, I can decide to use
them or not.” Another member supported him saying that, “this is not bad for it
saves time. After all we were put in such position on the basis of trust and we
don’t steal anything.” As the discussion was being concluded; it was agreed
upon that financial systems are critical in instilling the financial discipline
if member [41-43].
A
description of the livelihood levels of respondents
The livelihood levels
of community leaders were examined in terms on the respondents’’ ability to
satisfy his/her basic needs in terms of shelter, clothing, food education,
health care and sanitation. The results reveal a moderately high grand mean of
3.02. Mean scores above 3.00 were generated for shelter, clothing, and
education. Fairly low scores were generated for quality of feeding, health, and
insurance. The descriptive statistics indicates that 62% of the respondents
were living on one meal a day. Also the examination of accessibility to a safe
water source within a radius of 5 kilometres showed that only 33% of
respondents had such a privilege. To enrich the quality of findings, the
perceptual responses on livelihood indicators were enriched with results from
interviews. During the interview visits, the researchers discovered that a
number of respondents were having unhealthy diet that contributed to poor
health of family members and high medical expenses. One respondent commented
that: “I have a fairly good house but I inherited it from my parents, however,
I struggle to survive.” Another discussant lamented that: “I have attended a
number of financial literacy workshops but my livelihood level has not
improved.” As the group discussions were being concluded, consensus was being
developed that livelihood levels are still low [44-46].
The
influence of financial literacy on livelihoods
The study set out to
examine the influence of financial literacy; conceptualized as financial
knowledge, skills, attitude and systems; on livelihood levels. A regression was
run to analyse the influence. The findings showed that financial literacy
explains a statistically significant variance of 15% in the livelihood levels
of community leaders. The findings imply that a change in financial literacy
levels will lead to a change in livelihood levels as well. The detailed results
are shown (Table 3).
The findings confirm
what earlier studies discovered that financial literacy influences livelihood
levels. However, the concern on why community leaders’ livelihoods have not
improved despite the initiatives taken was addressed by considering the
influence of the different dimensions of financial literacy on the livelihood
levels. Table four shows a summary of the findings with regard to the key
questions raised. The results indicate that financial knowledge, skills, and
systems don’t have a significant influence on community leaders’ livelihoods.
This implies that improving financial knowledge, and financial skills of people
and putting in place systems that support appropriate financial practices will
not necessarily improve livelihood levels. It is therefore not surprising that
the livelihood levels of community leaders are below expectation despite the
financial literacy interventions implemented. This concern was raised in by
respondents in the follow-up interviews that were conducted. One respondent
emphasized that: “there is something that is missing in the financial literacy
trainings and workshops. I have attended many, but my standard of living is not
good.” A similar concern was raised who concluded that high financial literacy
knowledge and skills does not lead to enhanced livelihood levels (Table 4).
As indicated in table 4, financial attitude has a significant influence on livelihood levels. This implies that a change in the mental outlook on money matters will lead to a change in the livelihood levels. This finding is in agreement with discovered that financial attitude influences livelihood levels. Clearly the way one thinks and views personal budgeting, saving, record keeping and investment will influence his/her level of livelihood. In a focus group discussion, after members had shared their view points, it was concluded that: even if one had high financial knowledge and personal financial management competences but with a negative financial attitude, his/her livelihood levels would not improve.
Table 4: Summary of Research question findings.
|
Question |
? |
?eta |
Sig value |
Finding |
1 |
What is the influence of
Financial knowledge on Livelihood levels? |
0.128 |
0.146 |
0.335 |
No significant influence |
2 |
What is the influence of Financial skills on Livelihood levels? |
0.123 |
0.154 |
0.329 |
No significant influence |
3 |
What is the influence of Financial attitude on Livelihood levels? |
0.384 |
0.415 |
0.004 |
Significant influence |
4 |
What is the influence of Financial systems on Livelihood levels? |
0.392 |
0.402 |
0.178 |
No significant influence |
|
Hypothesis |
Path coefficient |
Sobel Z-Value |
P-value |
Hypothesis supported? |
1 |
There is a mediation
effect of systems on the link between financial knowledge and livelihood |
0.33 |
2.38 |
0.011 |
supported |
2 |
There is a mediation
effect of systems on the link between financial skills and livelihood |
0.29 |
2.34 |
0.002 |
supported |
3 |
There is a mediation
effect of systems on the link between financial attitude and livelihood |
0.26 |
1.22 |
0.342 |
rejected |
Members also noted that
a positive financial attitude cannot be developed in a short run, it requires
time and resilience. This view was supported by recommending that effective
financial literacy trainings can be achieved by emphasizing a positive
financial attitude. By and large, the results indicate that an effective
financial literacy campaign cannot be achieved without focusing on the
financial attitude of the respondents. This is so since ones financial attitude
is a mental filter through which the person experiences the financial world.
Unfortunately, most financial literacy campaigns promote knowledge enhancement.
The
mediation effect of financial systems on financial literacy and livelihoods
A further analysis of
the results was done to examine the moderating effect of financial systems on
the link between the dimensions of financial literacy that include knowledge,
skills attitude and livelihood levels. The Sobel test, as explained was used. The
test has three conditions; namely, that the independent variable significantly
affects the moderating variable; secondly, that the independent variable
significantly affect the dependent variable, and that the effect of the independent
variable on the dependent variable shrinks upon the addition of mediation on
the model. Table 5 gives the summary of the results (Table 5).
Clearly financial
systems mediate that relationship between financial knowledge and financial
skills; and livelihood levels of community leaders in central Uganda. On the
other hand, financial systems don’t mediate the relationship between financial
attitude and livelihood levels. This means that even without systems, one’s
livelihood levels can be enhanced once the person has a positive financial
attitude.
The findings of this
study have addressed the literature gap of linking financial literacy to
livelihood levels and examining the mediating effect of financial systems on
financial knowledge, skills and attitude and dimension of financial literacy
and community leader’s livelihood levels. Vividly, the findings reveal that
financial attitude and systems are fundaments to the effectiveness of financial
literacy if livelihood levels are to be enhanced. This finding will have a
significant bearing on the financial literacy approaches and strategies. The
Government of Uganda in implementing the current financial literacy for
2018-2023; the approach should not be on financial knowledge and skills per se
but also in enhancing positive financial attitude. This implies a pedagogy
change since attitudes cannot be changed in a one or two day workshop. Many
beneficiaries of the financial literacy interventions would be motivated to
change in their livelihood levels are enhanced as well. Having community
leaders with a passion for saving, having diligent plans for their personal
finances, full of a desire to grow their wealth and committed to keep personal
financial record; will make a major difference in society. The financial
literacy trainers should be equipped with experiential and action based
training pedagogies if the desired results are to be achieved.