Effectiveness of Financial Literacy Program at Schools. The Case Study of Schoolbank in Georgia

Barbakadze, Irakli

doi:10.2139/ssrn.3206094

Cited by 1 publication

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“…Source: (OECD, 2019 [145]) ; (Investors and Financial Education Council, 2018 [165]); (Investors and Financial Education Council, 2021 [166]); (Barbakadze, 2018[167]); (National Bank of Ukraine, 2019 [168]); (Australian Securities and Investment Commission, n.d. [169])…”

Section: Box 49 Supporting Teachers and Parents To Help Children And ...mentioning

confidence: 99%

Implementing the OECD Anti-Bribery Convention

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This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document was produced with the financial assistance of the European Union. The views expressed herein can in no way be taken to reflect the official opinion of the European Union. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.Cover: © HomePixel / Getty Images; Cover Illustration Credit: Christophe Brilhault. 14  FINANCIAL LITERACY IN POLAND © OECD 2022 questionnaire, but is also complemented by desk research. By analysing the exiting provision in light of the needs highlighted in Chapter 2, this Chapter also provides an overview of the potential gaps in provision in Poland. It helps answer the following questions: -Who are the stakeholders involved in delivering financial education programmes in Poland -What type of financial education programmes are being implemented in Poland and what target groups are being prioritised by these programmes -What are the needs (as identified in Chapter 2) that are not yet or not sufficiently addressed by current provision, or in other terms what are the current gaps in financial education provision in Poland -What are overall challenges of the financial education ecosystem in Poland  Chapter 4 concludes and provides recommendations. Box 1.2. Definitions used in the reportFinancial education is the process by which financial consumers and investors improve their understanding of financial products, concepts and risks and, through information, instruction and/or objective advice, develop the skills and confidence to become more aware of financial risks and opportunities, to make informed choices, to know where to go for help, and to take other effective actions to improve their financial well-being.Financial literacy is a combination of financial awareness, knowledge, skills, attitudes and behaviours necessary to make sound financial decisions and ultimately achieve individual financial well-being.Financial well-being is the ultimate objective of financial education and includes the following: Having control over one's finances in terms of being able to pay bills on time, not having unmanageable debt and being able to make ends meet. Having a financial "cushion" against unexpected expenses and emergencies, such as having savings, health insurance and good credit, and being able to rely on friends and family for financial assistance are factors that increase consumers' capacity to absorb a financial shock. Having financial goals, such as paying off one's student loans within a certain number of years or saving a particular amount towards one's retirement and being on track to meet those financial goals. Being able to make choices that allow one to enjoy life i...

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Section: Box 49 Supporting Teachers and Parents To Help Children And ...mentioning

confidence: 99%

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Effectiveness of Financial Literacy Program at Schools. The Case Study of Schoolbank in Georgia

Cited by 1 publication

References 12 publications

Implementing the OECD Anti-Bribery Convention

Implementing the OECD Anti-Bribery Convention

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