This paper reacts to the current situation in our society and the need for financial education in schools and for adults. Today's world demands financial and economic literacy. This paper outlines the importance of economic and financial literacy in primary and secondary schools (ISCED 1, 2, 3) in the Czech Republic. Research findings in the Czech Republic and from the World Bank have shown high levels of household debt while also indicating the need for higher levels of financial education. Financial literacy and financial instruction in schools would be an effective tool to prevent such developments. The findings and conclusions of this study were obtained through a questionnaire survey in secondary schools (ISCED 3) and through a content analysis of strategic documents adopted at both national and international levels. Simultaneously, we compared the findings, that is, the students' knowledge of financial literacy topics, with the corresponding official documents. This paper describes the level of financial literacy knowledge among high school students. Furthermore, as financial education is currently a mandatory component of primary school education in the Czech Republic (ISCED 1, 2), the paper also describes the current situation of financial education in Czech schools, including methods of implementation. Only time will tell if financial literacy and subsequently financial product utilization of Czech students improves, but it is already clear that the introduction of financial literacy into the school curriculum is necessary.

The basis of the project is the current trend of lifelong learning and individual personality development, as well as the requirement to increase the quality of education programmes for Further Teacher Education (FTE). The research project has been carried out based on the findings of D. L. Kirkpatrick and his four-level model of training effectiveness evaluation. The main methods employed in the research are a questionnaire survey and standardized interviews with heads of schools sending their teachers to these programmes. The main objective of the research is to apply the method for FTE effectiveness evaluation at the Faculty of Education of Palacký University Olomouc and verify the method in practice. Tentative research objectives involve determining how the programme is evaluated by its graduates, analysing and interpreting the results of the research in FTE evaluation, and suggesting possible measures for further improvement and innovation regarding implementation of the particular programme.

Financial literacy and financial education appear to be an effective tool for the prevention of overindebtedness and preventing individuals and households from making poor financial decisions. This article presents up-to-date information on the education system in the Czech Republic and the methods by which children are introduced to financial education. Nowadays, financial education is a compulsory component of basic school education (ISCED 1, 2). Moreover, the article defines the teaching method framework for teachers of financial literacy. This article also introduces the design and results of qualitative research focused on the identification of the teaching methods that are used in financial literacy education, and it evaluates the effectivity of these methods in the educational process. The findings and the conclusions of the article are drawn from two research methods. The first part includes a semi-structured interview with teachers who teach financial literacy in the chosen primary school. In the second part, the experiment -which was teaching the chosen financial education topic -is used as a research tool. The results of the research will identify the teaching methods used in the process of financial education in primary schools. This study evaluates the efficiency of the particular teaching methods based on the experiment which was conducted and the interviews. The conclusions of this research should contribute to support the premise that appropriately chosen teaching methods of financial education in primary schools can contribute to the proper financial behaviour of individuals in society.

Children learn from their environment according to what they see around them. If they get the positive input, they will behave positively, but if they get the negative input, consequently they will imitate the negative behavior. Therefore, choosing the right media such as TV program and reading materials for children needs many considerations, because of their characteristics in learning. One of the suggested reading materials for the children is children stories. This research is aimed to observe and investigate the role of stories for the children in shaping the children behavior and internalizing the moral values. This is a salient thing to introduce the children stories including the traditional stories for the children due to its content of moral messages and education in such stories. The observational learning or social learning theory from Bandura is used to undermine the multi aspects of moral education that are found in the children stories. It is because Bandura theory figures out the process of modeling and imitation from one to another using the observational process. While the traditional children stories will be taken from some stories from the two different countries, between Madura traditional stories from Indonesia and Czech traditional stories. The choice of two different countries is expected to represent three different cultural perspectives, mainly Asia and or Eastern and Western cultural perspective. The stories that are chosen are the 3 popular traditional stories from Czech written by the most outstanding Bohemian woman writer, Bozena Nemcova, and three traditional stories from Madura Island. All of these children stories are very popular for their own community. Thus, the ethnography approach is also needed to do the research. The understanding of the different cultural backgrounds among the stories from three different countries is very important to get the better comprehending in the stories, especially the relationship among the stories and children behavior and moral perspectives.

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