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Living with a disability increases the risk of poverty and financial exclusion - some 30 per cent of disabled people live in relative poverty, compared with 16 per cent of non-disabled people.[1] One of the main reasons for this is that disabled people incur a higher cost of everyday living than non-disabled people. The extra costs add up: paying for social care, specialist transport, equipment such as stair lifts and accessible baths, and higher electricity and gas bills as a result of spending a significant amount of time at home (ResPublica, 2011)
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The Welsh Assembly Government has made asset-based welfare a key part of its long-term efforts to tackle child poverty.It has established a ‘Child Trust Fund Cymru’ that will place a Welsh premium in the Child Trust Funds of all eligible children in Wales.
In this paper IPPR examine the Welsh Assembly Government’s initiative in the context of developments in child poverty and asset-based welfare policies.They restate the case for an asset-based approach to welfare and consider what the Welsh Assembly Government might want to do next. (IPPR, 2010)
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This paper outlines a package of reforms to boost the effectiveness of the Child Trust Fund while cutting the cost of the programme by over two-thirds, or £388m per year. (Social Market Foundation, 2010)
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The purpose of the research reported in this paper is to design a savings vehicle that would be attractive to low-to-middle income families – the group in society that has great difficulty
accumulating savings but, paradoxically, is most in need of a safety net in uncertain economic times – and would also be viable for financial service providers. This account would have to be available to meet the varying needs of people throughout their lives, and so could be designated generally as a ‘life-course savings account’. This paper sets out what a simple saving product should look like, and considers the type of ‘nudges’ that the government and financial service providers should put in place. (IPPR, 2011)
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In February 2009, ECOTEC was commissioned by the Association of British Credit Unions Ltd (ABCUL) and the UK’s leading general merchandise retailer, Home Retail Group, to undertake research into credit union projects in secondary schools in Britain. The overall aim was to identify ‘what works and why’ in terms of credit unions and schools working together at Key Stages 3, 4, and 5. The study scope included both state and independent schools, and pupils aged 11 to 18. This includes Year 7 to 13 in England and Wales, and Primary 7 and above in Scotland.
The research showed that, where they are managed effectively, credit union projects have the potential to develop pupils’ money management, confidence and communication skills.
(Association of British Credit Unions Limited, 2009)
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This report from the Social Market Foundation discusses the future of savings policy in the UK, modelling three potential scenarios and making recommendations to policy makers.
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learn$ave was introduced as a demonstration project to test the effectiveness of a new instrument – Individual Development Accounts (IDAs) – to encourage low-income adults to save for their own education or training. The use of IDAs was pioneered in the United States in the 1990s and introduced in Canada on a small scale more recently. In general, IDAs work as regular saving accounts, with account holders receiving a matching grant for
every dollar they deposit. To benefit from the matching grant, savings have to be used for specific purposes. In learn$ave, savings could be used for education, training or starting a small business. (Social Research and Demonstration Corporation, 2010)
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This report proposes an asset-based savings account (ISA) for looked after children, arguing that its benefits would include supporting critical periods of transition to independence and improved financial education and responsibility. (Barnardo's, 2011)
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Raising household saving examines in detail what is known – and what is not known – about the effectiveness of various policies designed to increase saving by households. It offers a critical review of the literature in four main areas: financial incentives; information, education and training; choice architecture or ‘nudge’; and social marketing. (British Academy, 2012)
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This paper reports the results of research designed, in part, to examine how low-income families manage their budgets. It presents some of the findings from a study of the income, expenditure, saving and borrowing of a sample of 58 low-income households, and from interviews with those families to discover what drives their behaviour. It examines what low income households understand by ‘saving’; how low-income households save; and how the economic events of the last two years might have affected their saving behaviour. (IPPR, 2009)
