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Teaching financial education in schools and students' financial literacy: A cross-country analysis with PISA data

机译：教学学校和学生金融扫盲的教学金融教育：比萨数据的跨国分析

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In the last decade, developed and emerging economies have become increasingly aware of the importance of ensuring that their citizens are financially literate. Eighteen countries and economies, including 13 OECD countries, participated for the first time in 2012 on the financial literacy assessment of 15-year-old students. Financial literacy scores varied according to the participating countries, and they were determined by factors related to the teaching-learning process, especially those related to the delivery of financial education in schools. This paper assesses the effectiveness of the provision of financial education in the school curriculum across all the countries that participated in PISA 2012-data from 2015 did not allow such analysis. We measured the direct effect of different ways of financial education delivery on students' financial literacy scores, after controlling for math and reading performance, and individual characteristics of students and their schools. The majority of the countries have introduced financial education topics in the curriculum somehow. But only in the Flemish Community of Belgium, the United States, and Latvia-and to a lesser extent in Australia, Estonia, France, Israel, Poland, Spain, the Czech Republic, the Russian Federation, and the Slovak Republic-the way how financial education (FE) is delivered is positively correlated with students' financial literacy scores: FE taught as part of business or economics courses in Belgium, FE taught as part of a cross-curricular subject in the U.S., and FE taught as part of mathematics in Latvia. Our main findings pose fundamental challenges for educational policy regarding school-based FE. The first is to decide at what age (grade) interventions should be introduced into the education system so that students are not only financially literate but also financially competent. The second is to devise instructional approaches that more effectively lead young people to put pertinent financial knowledge into practice and to do so correctly when they make financial decisions.
机译：在过去的十年中，发达国家和新兴经济体越来越意识到确保其公民在经济上的重要性的重要性。包括13个经合组织国家的十八个国家和经济体，2012年首次参加了15岁学生的金融扫盲评估。金融扫盲分数根据参与国家而变化，他们是由与教学过程相关的因素决定，尤其是与学校交付金融教育有关的因素。本文评估了在2015年参加比萨2012年的所有国家的学校课程提供财务教育的有效性，从2015年下载不允许此类分析。在控制数学和阅读性能和学生和学校的个人特征后，我们衡量了不同方式对学生金融扫盲分数的不同方式对学生的金融扫盲分数。大多数国家在某种程度上引入了课程中的财务教育主题。但只有在比利时，美国和拉脱维亚的佛兰芒社区 - 以及澳大利亚，爱沙尼亚，法国，以色列，波兰，西班牙，捷克共和国，俄罗斯联邦和斯洛伐克共和国的程度财务教育（FE）被交付与学生的金融扫盲分数正相关：FE作为比利时商业或经济课程的一部分，作为美国跨课程主题的一部分，以及作为数学的一部分被教授的FE在拉脱维亚。我们的主要研究结果对学校生产的教育政策构成了基本挑战。首先是决定应在教育系统中引入哪些年龄（等级）干预，以便学生不仅是经济识字的，而且还在经济上有能力。第二是设计教学方法，更有效地引导年轻人将相关的财务知识放在实践中，并在制定财务决策时正确地做到这么做。

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