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on Financial Literacy and Education |
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Issue of 2021‒06‒28
three papers chosen by |
| By: | Luc Arrondel (PSE - Paris School of Economics - ENPC - École des Ponts ParisTech - ENS Paris - École normale supérieure - Paris - PSL - Université Paris sciences et lettres - UP1 - Université Paris 1 Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique - EHESS - École des hautes études en sciences sociales - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS Paris - École normale supérieure - Paris - PSL - Université Paris sciences et lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement); Marlene Haupt (University of Applied Sciences Ravensburg-Weingarten); María Mancebón (University of Zaragoza - Universidad de Zaragoza [Zaragoza]); Gianni Nicolini (University of Rome "Tor Vergeta" - University of Rome "Tor Vergeta"); Manuel Wälti (Swiss National Bank - Swiss National Bank); Jasmira Wiersma (University of Groningen [Groningen]) |
| Abstract: | If the idea of familiarizing individuals with savings is an old one, it is especially since the early 2000s that the economist's modern concept of financial literacy has been the object of particular attention. The literature, essentially empirical, has developed considerably since then. It is during this period that the Organisation for Economic Co-operation and Development (OECD) launched its Financial Literacy Programme. The objective of this chapter was to describe financial literacy and financial education programs in Western Europe: France, Germany, Italy, Spain, Switzerland, and the Netherlands. A first observation concerns financial literacy: to varying degrees, the residents of these countries are far from financially literate. A second observation concerns the heterogeneity of financial literacy. In all countries, financial literacy depends on age, education, and gender (higher among men, older people, and graduates). Some determinants appear to be more specific to the culture of each country (for example, political opinion in France, political past history in Germany (West vs. East), or language area in Switzerland). Finally, it appears that financial education programs have been in Western Europe since the mid-2000s, probably offered more systematically in centralized countries. |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:hal:wpaper:halshs-03243830&r= |
| By: | Arilony, Jeftha Offel |
| Abstract: | During the Covid-19 pandemic, companies must use the latest business platforms and technology. However, there are still many companies that have not been able to keep up with the latest business trends. In transforming the digital era, many companies apply the values of good corporate governance to avoid threats and risks of failure. To understand this problem further, a qualitative research was conducted using a case study approach. The analysis carried out focuses on efforts to foster MSMEs that have a contribution to improving the Indonesian economy. This study found that credit, training and assistance programs for MSMEs were still not able to strengthen the position of SMEs but increase the index of financial literacy and inclusion to accelerate income distribution in Indonesia. |
| Date: | 2021–06–01 |
| URL: | http://d.repec.org/n?u=RePEc:osf:osfxxx:r785g&r= |
| By: | Almenberg, Johan; Lusardi, Annamaria; Säve-Söderbergh, Jenny; Vestman, Roine |
| Abstract: | We introduce a novel survey measure of attitude toward debt. Matching our survey results with panel data on Swedish household balance sheets from registry data, we show that our debt attitude measure helps explain individual variation in indebtedness as well as debt build-up and spending behavior in the period 2004â??2007. As an explanatory variable, debt attitude compares well to a number of other determinants of debt, including education, risk-taking, and financial literacy. We also provide evidence that suggests that debt attitude is passed down along family lines and has a cultural element. |
| Keywords: | Attitude Survey; Household borrowing decisions; Intergenerational transmission; personal finance; spending |
| JEL: | D14 D91 E21 G51 |
| Date: | 2020–05 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:14801&r= |