Short Changed

Abstract

Through this literature review, the authors explore financial education's relevance to urban society. They consider research measuring children's financial development by observing environmental influences that affect both financial learning and personal judgments. These conditions necessitate financial curricula addressing associated challenges. The authors recommend a cooperative rather than competitive financial education curriculum. Such a framework would employ student-centered instruction to create awareness of the societal consequences for financially based personal judgments related to financial differences.

Financial literacy education in the curriculum: Making the grade or missing the mark?

“…This is particularly true as today's youth are growing up in a fast paced consumer driven society with access to 24 h online shopping, easy access to credit and the ability to accumulate financial debt before leaving home. Financial literacy has become a core skill for children growing up in a capitalist society with complex financial systems (Lucy and Giannangelo, 2006).…”

Özel Eğitim Öğretmenlerinin Finansal Okuryazarlık Becerilerinin Öğretimine İlişkin Deneyimleri

“…Finansal okuryazarlık becerilerinin öğretiminde odaklanılabilecek pek çok içerik ve bu içeriklerin öğretiminde kullanılabilecek pek çok seçenek varken araştırmalarda belirli içeriklere ve yöntemlere yer verildiği görülmekte; bu durum öğretmenlere bu becerilerin öğretimine ilişkin daha fazla rehberlik edilmesi gerekliliğini ortaya koymaktadır (King vd., 2016;Spooner vd., 2012). Üstelik araştırmalar finansal okuryazarlık becerilerinin öğretiminde kritik öneme sahip olan öğretmenlerin (Lucey & Giannangelo, 2006) bu becerilerin öğretimiyle ilgili olarak kendilerini yeterli bulmadıklarına da değinmektedir (McCormick, 2009;Way & Holden, 2009). Bu araştırmalardan birinde Çelik (2021) sınıf öğretmenlerinin finansal okuryazarlıkla ilgili olarak tasarruf, bütçe, gelir ve gider kavramlarının öğretimine yöneldiğini; öğretim sürecinde ise video izletme, drama gibi yöntemlere başvurduğunu ortaya koymuştur.…”

Three Parameters of Urban K-8 Education During Pre- and Post-Covid-19 Restrictions: Comparison of Students of Slums, Tin-Sheds, and Flats in Bangladesh

“…In these conditions, the standard of living gaps amongst different clusters of people in cities become wider (Talbert-Johnson, 2004). The discrepancies in an economy and quality of life among different clusters of people in developing countries are typically a grave concern (Hung et al, 2020; Lucey & Giannangelo, 2006). Some families living in urban areas hold high- and middle-income status, but many families live at the extreme poverty level (Howard et al, 2016).…”

“…If a particular cluster of people in a society does not receive education or at best only a sub-standard one, education will certainly fail to address what individuals want and/or need to improve their lives (Alam, 2021b; Alam & Forhad, 2021; Verdugo, 2011). Education in the cities of developing nations is always better compared to rural regions (Lucey & Giannangelo, 2006). The opportunities offered in the private sector and actions of parents regarding urban education make a big difference, whereas poorly implemented public education in the rural context is evident (Epstein, 1987; Lomotey & Swanson, 1989).…”

“…Students from different clusters living in the rural areas receive only rudimentary education provided by the public sector (Alam, 2021). On the other hand, students from different clusters in urban areas can get education that is local, British, and American in origin, and offered by the private (include both local and foreign providers) and public sectors as well as NGOs (Lucey & Giannangelo, 2006). Students getting different types of education from various providers definitely do not experience the same quality (Alam, 2021).…”