Finanční gramotnost a rozvoj digitálních kompetencí na základních školách
| Title in English | Financial Literacy and Development of Digital Competencies at Primary Schools |
|---|---|
| Authors | |
| Year of publication | 2021 |
| Type | Article in Periodical |
| Magazine / Source | JTIE - Journal of Technology and Information Education |
| MU Faculty or unit | |
| Citation | |
| Web | Článek na webu JTIE |
| Doi | http://dx.doi.org/10.5507/jtie.2022.003 |
| Keywords | financial literacy; financial education; digital competencies; framework educational program; school educational program |
| Description | Changes in the curriculum of primary schools, especially in terms of development and current approach to financial education as a tool for the development of financial literacy, is the focus of the study. It connects this area with the currently implemented changes in the field of informatics as a means for the development of digital competencies of pupils in primary schools. It is due to several changes made to strategic documents in the Czech Republic in 2020. The Strategy of the Educational Policy of the Czech Republic until 2030+ was adopted. Revision of the Framework Educational Program for Basic Education was also carried out increasing the emphasis on informatics and informatics thinking with an impact on the development of digital competences. Finally, the National Strategy for Financial Education 2.0 was updated in accordance with the updated Financial Literacy Standard. At the beginning of the study the above-mentioned changes are characterized, and their interrelationships are analyzed. The content analysis of the Strategy 2030+, the National Strategy for Financial Education 2.0 and the revised Framework Educational Program for Basic Education points to the weak interconnection of strategic materials. Financial education is relatively independent without deeper implementation in the Framework Educational Programs, and the connection with the development of digital competencies according to the Strategy 2030+ is not properly anchored, even though information literacy is part of the secondary components of financial literacy. The approach to financial education can thus be described as non-complex and largely independent, allowing variability in the implementation of the issue in school education programs, but on the other hand limits possible synergic effects. The study also includes a practice-oriented analysis based on the identification of the approach of 28 primary schools in Brno to financial education through the analysis of their school education programs. It focuses on identifying the occurrence of key topics of financial literacy in school subjects, and on the connection of financial education and the development of digital competencies. |
| Related projects: |