What do 15-year-olds really know about money?

Oecd

No 72, PISA in Focus from OECD Publishing

Abstract: Globalisation and digital technologies have made financial services and products more widely accessible and at the same time more complex to handle. Responsibility for investing in higher education or planning for retirement is increasingly assumed by individuals. Young people are now more likely to encounter situations where they need to set their spending priorities, be aware of new types of fraud, know that some items that they want to buy will incur ongoing costs, and be alert that some purchasing offers are simply too good to be true.Financial literacy performance is strongly correlated with performance in mathematics and reading. Students should be helped to make the most of what they learn in subjects taught in compulsory education, which could also be complemented with more specific financial literacy content. Fostering the development of financial literacy skills in school could also be a way to offer students learning opportunities beyond those provided by parents and peers, to help overcome socio-economic inequalities, and to expose students to more balanced messages than those they might receive through media and advertising.

Date: 2017-05-24
New Economics Papers: this item is included in nep-edu, nep-pay and nep-pke
References: Add references at CitEc
Citations:

Downloads: (external link)
https://doi.org/10.1787/21dc1a9a-en (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:oec:eduddd:72-en

Access Statistics for this paper

More papers in PISA in Focus from OECD Publishing Contact information at EDIRC.
Bibliographic data for series maintained by ().