Fenoménu finanční gramotnosti je v současnosti v celosvětovém měřítku věnováno stále více pozornosti. Důvodem je nejen nedávná finanční krize, ale především narůstající finanční problémy, jež mají vliv na život jednotlivců. I proto se neustále zvyšuje počet států, jenž implementují prvky finančního vzdělávání do svých národních kurikul. Jedním ze států, které mají dlouholetou zkušenost s danou problematikou, je i Austrálie, v níž je finanční gramotnost u žáků rozvíjena formou samostatného předmětu. Jádro studie tak představuje analýzu rozvoje konceptu finanční gramotnosti v australském projektovaném kurikulu, která je založena na metodě informační analýzy. Studie má ambici podpořit reflexi a nabídnout inspiraci pro rozvoj finanční problematiky v českém kurikulu. Dílčím výstupem je pak vytvoření návrhu kategoriálního systému, na základě poznatků získaných z analýzy australského kurikula a dalších dostupných studií. Výsledky šetření ukazují, že finanční gramotnost je kromě samostatného předmětu zastoupena také v rámci předmětu matematiky, a to již od počátečních stupňů vzdělávání. Za vhodné považují autoři také přístup k tématům finanční problematiky z perspektivy obsahové a dovednostní.

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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, in each country, the different political, social, or cultural environment influences the final form of concept implementation. Therefore, the presented study focuses on the analysis and comparison of project curricula, which are crucial documents for financial education at the primary levels. A categorical system was presented as the main research tool, with the purpose to examine documents from the countries of the 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 topics, often lacking any continuity. Within the Utah curriculum, the individual actions should be cognitively more demanding so that 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 be in the lower scope of the document.

The aim of the study was to clarify the impact of teachers’ own experience connected to the implementation of the curricular reform on their attitude towards the reform. Based on the previous research in the same field, the authors decided to focus on the state of the teachers’ attitudes during the three stages. The analyses dealt with the expectations of teachers before the implementation of the reform, crucial moments during the implementation of the reform into practice, and final teachers’ attitudes towards the reform today. For this purpose, three qualitative case studies were conducted focusing on three primary school teachers who were chosen based on their different attitude trajectories. The data which were gathered through the method of in-depth interviews were analysed by the means of qualitative content analysis. Initial expectations of all the three respondents can be characterized as positive because the reform was perceived as an opportunity to deepen teaching, enable specialization of a certain school and improve communication among teachers. Even though crucial moments of one of the teachers had positive connotations and led to her positive attitude, the other two teachers experienced mostly negative moments that included weak organisation support, not fulfilling the potential of the reform and underappreciation of teachers’ work. The negative moments led to the resistance towards the whole reform and its current form or to the search for compensation strategies which would allow the teacher to cope with the reform as it is.

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