Výuka finanční gramotnosti na základních školách pohledem učitelů
| Title in English | Teaching Financial Literacy in Primary Schools from the Perspective of Teachers |
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| Authors | |
| Year of publication | 2021 |
| Type | Conference abstract |
| MU Faculty or unit | |
| Citation | |
| Description | Financial literacy is one of the competencies to be developed in formal education. At least declaratively, this has been the case since 2013, when financial education has been implemented in the framework educational program. Financial literacy contributes to the economic development of society and prevents potential individual economic problems. The need to develop financial literacy can be identified before 2010, in the form of various strategic documents, however, the National Strategy for Financial Education was adopted in 2010. After ten years it was updated in 2020. Financial education and financial literacy are thus a relatively separate areas in the educational policy of the Czech Republic and their connection to framework educational programs is rather formal. On the one hand, this enables a different approach to grasping the issue of financial education and the development of financial literacy in schools, but on the other hand it opens space for discussion of the fulfilment of achieving financial literacy standards for pupils. Opinions on the forms and methods of financial education in formal education differ, both among experts from the ranks of educational policy makers, and among teachers themselves. The approach of schools can also be described as very differentiated. For the above reasons, we decided to focus our attention to examine the situation in 28 selected primary schools in Brno. Analysis of the school curricula was performed, and 11 semi-structured interviews with teachers at 8 schools were performed. The aim of the paper is to characterize financial education in primary schools. This characteristic is made based on the results of the survey among teachers engaged in financial education, or teaching subjects leading to the development of financial literacy or leading to the fulfilment of pupils' financial literacy standards. The results show that according to the teachers the situation in primary schools is differentiated. Teachers do not agree on approaches to financial education. There is no consensus on whether financial literacy should be taught separately or whether financial literacy teaching should be divided into several subjects. Teachers also disagree on whether financial education is given sufficient attention in terms of evaluating the teaching of financial literacy in complexity, the time allocation for the teaching, or the implementation of financial literacy standards. Thus, it can be stated that the principals and teachers at primary schools, who are responsible for the inclusion of the issue of financial literacy in school educational programs and for the specific practical implementation of this education, play a really important role in financial education within formal education. |
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