Δελτίο Τύπου: Η πρώτη μέτρηση του προγράμματος PISA του ΟΟΣΑ για τον οικονομικό γραμματισμό αποτυπώνει τη σύγχυση των νέων σχετικά με τα οικονομικά θέματα
Some 29 000 15 year-olds in 18 countries and economies* took part in the test, which assessed the knowledge and skills of teenagers in dealing with financial issues, such as understanding a bank statement, the long-term cost of a loan or knowing how insurance works.
The gender gap in financial literacy was much smaller than in OECD PISA tests in maths or reading, with there being no significant difference between the performance of boys and girls, except in Italy.
But the inequality gap mirrors that in key school subjects: more socio-economically advantaged students scored much higher than less-advantaged students on average across participating OECD countries and economies. Non-immigrant students also performed slightly better than immigrant students from a similar socio-economic status. The gap between the two groups is larger than the OECD average in the Flemish Community of Belgium, Estonia, France, Slovenia and Spain.
The survey also revealed that skills in mathematics and reading are very closely related to financial literacy. However, high proficiency in one of these subjects does not always signal strong performance in financial literacy.
Similarly, countries that perform well in maths or reading also perform well in financial literacy. But Australia, the Czech Republic, Estonia, the Flemish Community of Belgium and New Zealand score slightly higher in financial literacy than predicted by their performance in maths and reading. Conversely, students in France, Italy and Slovenia perform slightly worse in financial literacy than predicted. The results are inconclusive about the best approach to improve financial literacy at this stage. The OECD is developing more research to address this question in the future.
Notes to editors:
* Participating countries and economies: Australia, Belgium (Flemish Community), Shanghai-China, Colombia, Croatia, Czech Republic, Estonia, France, Israel, Italy, Latvia, New Zealand, Poland, Russia, Slovak Republic, Slovenia, Spain and United States.
Try sample questions at www.oecd.org/pisa/test.
The OECD’s PISA results reveal what is possible in education by showing what students in the highest-performing and most rapidly improving education systems can do. The findings allow policy makers around the world to gauge the knowledge and skills of students in their own countries in comparison with those in other countries, set policy targets against measurable goals achieved by other education systems, and learn from policies and practices applied elsewhere.