Comparative analysis of national standards for financial
literacy

k 2017

Comparative analysis of national standards for financial literacy

ŠEVČÍK, Karel

Základní údaje

Originální název

Comparative analysis of national standards for financial literacy

Autoři

ŠEVČÍK, Karel

Vydání

JURE 2017: Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning, 2017

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

financial literacy, financial education, content analysis, projected curriculum, educational standards

Příznaky

Mezinárodní význam

Změněno: 9. 3. 2018 16:26, Ing. Mgr. Karel Ševčík, Ph.D.

Anotace

V originále

As the last financial crises implied, the financial literacy of citizens is an important part of economic stability of states. It is perceived as an instrument which helps to increase economic wellbeing of individuals and communities through education. The presented poster focuses on the issue of curriculum for financial literacy in the Czech Republic and chosen foreign countries. The main aim is to compare existing financial literacy standards which are the foundation stone for implementing financial issues into primary and secondary education. Standards from the Czech Republic, Australia, Japan and United Kingdom were analyzed and compared. Methodology of the study was based on the PISA 2012 research and FLin€VET program which compared conceptions of financial literacy among different European states. Documents were analyzed from three different perspectives: content, processes, contexts. The results showed that standards differ in the distribution of categories which were derived from above mentioned perspectives. In the Czech standard the tasks concerning the analysis and evaluation of financial knowledge were rather suppressed. On the other hand categories in the perspective of content were more balanced in the Czech Republic than in other countries. Even though there is a pressing need for financial education in schools, the concept of financial literacy is not often implemented as a stand-alone subject but rather as a cross-curricular topic.

Návaznosti

MUNI/A/1277/2016, interní kód MU

Název: Výzkum učení a vyučování cizím jazykům (Akronym: AKTEV VI.)

Investor: Masarykova univerzita, Výzkum učení a vyučování cizím jazykům, DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty

Citovat

ŠEVČÍK, Karel. Comparative analysis of national standards for financial literacy. In JURE 2017: Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning. 2017.

@proceedings{1400989,
   author = {Ševčík, Karel},
   booktitle = {JURE 2017: Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning},
   keywords = {financial literacy, financial education, content analysis, projected curriculum, educational standards},
   language = {eng},
   title = {Comparative analysis of national standards for financial literacy},
   year = {2017}
}

TY  - CONF
ID  - 1400989
AU  - Ševčík, Karel
PY  - 2017
TI  - Comparative analysis of national standards for financial literacy
KW  - financial literacy, financial education, content analysis, projected curriculum, educational standards
N2  - As the last financial crises implied, the financial literacy of citizens is an important part of economic stability of states. It is perceived as an instrument which helps to increase economic wellbeing of individuals and communities through education. The presented poster focuses on the issue of curriculum for financial literacy in the Czech Republic and chosen foreign countries. The main aim is to compare existing financial literacy standards which are the foundation stone for implementing financial issues into primary and secondary education. Standards from the Czech Republic, Australia, Japan and United Kingdom were analyzed and compared. Methodology of the study was based on the PISA 2012 research and FLin€VET program which compared conceptions of financial literacy among different European states. Documents were analyzed from three different perspectives: content, processes, contexts. The results showed that standards differ in the distribution of categories which were derived from above mentioned perspectives. In the Czech standard the tasks concerning the analysis and evaluation of financial knowledge were rather suppressed. On the other hand categories in the perspective of content were more balanced in the Czech Republic than in other countries. Even though there is a pressing need for financial education in schools, the concept of financial literacy is not often implemented as a stand-alone subject but rather as a cross-curricular topic.
ER  -

ŠEVČÍK, Karel. Comparative analysis of national standards for financial literacy. In \textit{JURE 2017: Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning}. 2017.

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