Financial literacy research
Developing effective financial literacy
Building the financial literacy and capability of young
Australians is essential in ensuring they have the skills and
knowledge to make informed decisions and are well equipped to face
the challenges of adult life.
Effective programs and strategies to build financial capability
are informed by research and analysis and utilise best practice and
lessons learnt from experts in the field.
This page provides a variety of international and Australian
research that will inform the development of financial literacy
education programs and support educators to implement innovative
teaching practices in the classroom.
Evaluation of ASIC's
MoneySmart Teaching Program (ASIC Report 2017)
The independent evaluation of ASIC's
MoneySmart Teaching Program was released on 4 December 2017.
The evaluation, conducted by EY Sweeney, found that ASIC's
MoneySmart Teaching Program is having a positive impact on teachers
and supports stronger levels of student financial literacy, and
greater engagement within the wider school community in financial
The case studies accompanying the
evaluation report show the experiences of nine schools that were
selected to participate in the evaluation as best practice examples
of the implementation of the Program.
in Australian schools (Infographic 2017)
Our Financial literacy
in Australian schools infographic outlines the results from the
OECD PISA 2015 financial literacy assessment, and achievements to
date of ASIC's MoneySmart Teaching program. For more information on
the PISA 2015 results see:
Mathematics + Money = Engagement
(Project report 2016)
This project, funded through a Financial Literacy Australia
grant sought to
engage students in learning mathematics concepts using money and
finances as the context for learning.
Four primary schools from low socioeconomic areas participated
in this research project to:
- explore teachers and students perceptions of financial literacy
and its links to the Australian Curriculum
- develop contextualised units of work that are derived from
students' interests and needs
- investigate changes in students' engagement as a result of the
implementation of the contextualised units of work.
The report found that teaching mathematics using money and
finances as the context for teaching mathematics did engage
students in learning.
The project report was written by Catherine Attard Distinguished
Teaching Fellow and Associate Professor, of Mathematics Education
at the University of Western Sydney.
Financial Education for
youth and the role of schools (OECD 2014)
Financial education for
youth addresses the challenges linked to the introduction of
financial education in schools. It includes practical guidance and
case studies to assist policy makers and a comparative analysis of
existing learning frameworks for financial education in the formal
Financial Education in
Schools (OECD 2012)
This article provides a rationale for financial
education in schools and key points for implementation within
Last updated: 08 Dec 2017