Beyond Passive Financial Literacy: A Ward-Based State-Citizen Framework
for Adolescent Economic Agency in India: A Case Study of the Prosperity
Project

Saarakshi Singh

doi:10.46609/IJSSER.2026.v11i09.040

Title: Beyond Passive Financial Literacy: A Ward-Based State-Citizen Framework for Adolescent Economic Agency in India: A Case Study of the Prosperity Project
Authors: Saarakshi Singh
Journal: International Journal of Social Science and Economic Research (IJSSER) ISSN: 2455-8834 Volume: 11 Issue: 9 Publication Date: September 2026 DOI: 10.46609/IJSSER.2026.v11i09.040
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Saarakshi Singh Jayshree Periwal High School, Jaipur
MLA 8 Singh, Saarakshi. "Beyond Passive Financial Literacy: A Ward-Based State-Citizen Framework for Adolescent Economic Agency in India: A Case Study of the Prosperity Project." Int. j. of Social Science and Economic Research, vol. 11, no. 9, Sept. 2026, pp. 5129-5138, doi.org/10.46609/IJSSER.2026.v11i09.040. Accessed Sept. 2026. APA 6 Singh, S. (2026, September). Beyond Passive Financial Literacy: A Ward-Based State-Citizen Framework for Adolescent Economic Agency in India: A Case Study of the Prosperity Project. Int. j. of Social Science and Economic Research, 11(9), 5129-5138. Retrieved from https://doi.org/10.46609/IJSSER.2026.v11i09.040 Chicago Singh, Saarakshi. "Beyond Passive Financial Literacy: A Ward-Based State-Citizen Framework for Adolescent Economic Agency in India: A Case Study of the Prosperity Project." Int. j. of Social Science and Economic Research 11, no. 9 (September 2026), 5129-5138. Accessed September, 2026. https://doi.org/10.46609/IJSSER.2026.v11i09.040.
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ABSTRACT: This paper examines The Prosperity Project, a student-led financial literacy programme at a government school in Bengaluru, and explores the gap between financial knowledge and adolescent economic agency. Drawing on quarterly learning reviews of 40 students over one year, alongside existing research on school-based financial education, the paper examines students’ understanding of financial concepts, confidence in applying them, application outside sessions, and verification of financial information. While conceptual understanding remained relatively high, confidence, application and verification remained lower across the four quarters, indicating a persistent gap between knowing financial concepts and applying them independently. Verification of financial information declined from 25% in the first quarter to 18% in the fourth. The findings suggest that classroom instruction alone may be insufficient when adolescents encounter jargon-heavy material, conflicting claims and unverified financial advice outside the classroom. The paper therefore proposes a Ward-Based Institutional Framework for Adolescent Economic Agency, using the ward committee structure provided for under Bengaluru’s local governance framework as a state-citizen mechanism for sustained support. The proposed framework places students at the centre and uses child-centric language, role-play, theatre and game-theory-based learning to strengthen their ability to question financial claims, verify information, use reliable sources and apply financial knowledge to everyday decisions. The paper argues for a shift from passive financial knowledge transfer toward active adolescent economic agency.

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