Charting a course: A review of financial education in New Zealand
Released in June 2012, this report documents the findings of a joint research project between the Commission for Financial Literacy and Retirement Income (CFLRI) and Visa. It describes the broad landscape of formal financial education programmes in New Zealand, identifies gaps in that landscape, and proposes measures to address those gaps.
Financial education at School International OECD/INFE Guidelines
This PowerPoint presented in 2011 by Flore-Anne Messy (Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division) outlines the rationale for financial literacy in schools and introduces the PISA framework for financial literacy assessment.
Financial education in schools
This page on the OECD website provides information about, and links to, international financial education developments for schools.
Financial knowledge and behaviour survey – 2013
Every four years the Commission for Financial Literacy and Retirement Income (CFLRI) reports on the financial knowledge of adult New Zealanders. This survey found that the overall level of financial knowledge has not changed since 2009.
Guidelines on financial education at school and guidance on learning framework
These draft guidelines supplement the Recommendation on Principles and Good Practices for Financial Education and Awareness adopted by OECD governments in 2005. The OECD Council recommendation stressed that “Financial education should start at school. People should be educated about financial matters as early as possible in their lives.”
How young New Zealanders learn about personal finance: A longitudinal study
This report covers the ﬁrst stage in a 20-year longitudinal study designed to contribute to better understanding of issues related to the level of ﬁnancial literacy in New Zealand. The study takes a cohort of New Zealanders, aged 18–22, and is following them over a 20-year period at 5-yearly intervals. The key focus for the study is the question of how personal experience of ﬁnancial education is related to New Zealanders’ ﬁnancial literacy. This ﬁrst stage provides a baseline of the participants’ ﬁnancial knowledge and their experience of ﬁnancial education, both formally and informally. (Dr Jeffrey Stangl & Dr Claire Matthews (2012). Financial Education and Research Centre, Massey University.)
Money skills for life
This Education Gazette article explains financial literacy – how it fits into the New Zealand Curriculum, why it is such an important skill, and how the Young Enterprise Trust (YET) are supporting the Ministry of Education and schools to embed financial literacy across all areas of the New Zealand Curriculum with resources and professional learning.
National strategy for financial literacy 2014
The national strategy for financial literacy sets the direction for improving financial literacy in New Zealand and establishes a framework under which financial education initiatives are coordinated, and any gaps in coverage identified.
Opinion: Financial education key to Pasifika aspirations
In this article, Dr Pushpa Wood describes key financial concerns and difficulties faced by Pasifika families. After evaluating the Tamaki Financial Literacy Programme, Dr Wood describes some of the positive outcomes for Pasifika families following this community-based approach.
PISA 2012 Financial Literacy Assessment
The Commission for Financial Literacy and Retirement (CFLRI) works with the Organisation for Economic Co-operation and Development (OECD) in assessing the financial literacy of New Zealand high school students through the Programme of International Student Assessment (PISA). From 2012, financial literacy is being included in this global comparative assessment of 15-year-old students from member countries. (Access the PISA 2012 Financial literacy assessment framework PDF.)
PISA 2012: New Zealand financial literacy report
This report looks at New Zealand achievement in an international context, the relationship between financial literacy and student background such as gender, ethnicity, immigrant status, language spoken at home, and economic, social and cultural status, as well as students’ own experience with money.
Positioning financial literacy in authentic learning contexts (Education Gazette article, Nov 2012)
Strengthening the practice of using authentic learning contexts in the learning area of social science, as well as positioning financial capability as a theme that can be used for cross-curricular teaching and learning is the approach the new Building Conceptual Understandings in the Social Sciences (BCUSS) resource Taking Part in Economic Communities (PDF 2.5MB) advocates.
Quality Learning for Diverse Students in Schooling: Best Evidence Synthesis
The purpose of the synthesis is to contribute to ongoing, evidence-based and evolving dialogue about pedagogy amongst policy makers, educators, and researchers that can inform development and optimise outcomes for students in New Zealand schooling. (Alton-Lee, A. (2003). Quality Learning for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.)
Recommendation on principles and good practices for financial education and awareness
This document was adopted by OECD governments in 2005 and provides recommendations on principles and good practices for financial education and awareness.
Policy statement – APEC ministers of finance
The finance ministers of the APEC economies, including New Zealand, adopted the Policy Statement on Financial Literacy and Education during the APEC Finance Ministers' meeting in August 2012, in Moscow.
Women and financial education: Evidence, policy responses and guidance
This book provides a comprehensive analysis of the current status of knowledge on gender differences in financial literacy and policy responses in terms of financial education for women and girls. This analysis provided the basis for the policy guidance endorsed by G20 Leaders at the Saint Petersburg Summit meeting on 6 September 2013.
• Executive Summary and first chapter
From Women and financial education: Evidence, policy responses and guidance.
• Policy Guidance on Addressing Women’s and Girls’ Needs for Financial Awareness and Education
Endorsed by G20 Leaders at their summit in September 2013, this policy guidance aims to help address gender differences in financial literacy and to financially empower women and girls. The guidance complements and is based on the in-depth publication Women and financial education: Evidence, policy responses and guidance.