Comparison of Financial Literacy Concept in Projected Curricula of Selected Countries

ŠEVČÍK, Karel. Comparison of Financial Literacy Concept in Projected Curricula of Selected Countries. Lifelong Learning. Brno: Mendelova univerzita v Brně, 2021, vol. 11, No 3, p. 243-272. ISSN 1804-526X. Available from: https://dx.doi.org/10.11118/lifele20211103243.

Basic information

• Original name: Comparison of Financial Literacy Concept in Projected Curricula of Selected Countries
• Authors: ŠEVČÍK, Karel (203 Czech Republic, guarantor, belonging to the institution).
• Edition: Lifelong Learning, Brno, Mendelova univerzita v Brně, 2021, 1804-526X.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14410/21:00123621
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.11118/lifele20211103243
• Keywords in English: educational standards; financial education; financial literacy; projected curriculum; quantitative content analysis.
• Tags: rivok
• Tags: Reviewed

Abstract

Due to the turbulent economic development in recent years and the rising number of financial issues individuals need to deal with, financial literacy is becoming a widely recognized concept, which, among others, spreads into the field of primary and secondary education. However, the different political, social or cultural environment has an impact on the final form of concept implementation in various countries. Therefore, the presented study focuses on the analysis and comparison of project curricula, which are crucial documents for financial education at the primary levels. Categorical system was presented as the main research tool, with the purpose to examine documents from the countries of USA (Utah), Canada (Ontario), the Czech Republic and Australia. The results suggested the relative disunity of the financial literacy concept within the Ontario curriculum, as no comprehensive content block is devoted to it during the study. The concept is presented only as one of the cross-curricular themes often lacking any continuity. Within the Utah curriculum, the individual actions should be cognitively more demanding so the students are properly stimulated to be active and solve the given task. The Czech curriculum then suffers from a lack of guidance in the curriculum concerning financial literacy. The cause might lay in the lower scope of the document.