Economics + Maths = Financial Capability Research Report
Version 2 2024-06-05, 06:24
Version 1 2024-06-04, 10:37
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posted on 2024-06-05, 06:24 authored by Carly SawatzkiCarly Sawatzki, Jill BrownJill Brown, Tim Powers, Romy Prins, Simone ZmoodEconomics + Maths = Financial Capability Research Report
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Open access
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ISBN-13
9780730002772Language
EnglishResearch statement
Background A persistent question mark hangs over whether schooling is achieving its purpose when it comes to teaching young people about finance. Despite significant investments by the Australian government and the finance industry since the 2008 global financial crisis, 15-year-olds still report that their access to financial education at school varies. This report shares the findings of the Economics + Maths = Financial Capability project, a first-of-its-kind initiative designed to explore the affordances of an alternative vision, and to help policymakers and education authorities understand what they can do to effect real change via teacher professional learning. Contribution We critically reviewed relevant educational research to understand the complex factors that limit students’ access to quality financial education at school, as well as strategies that hold merit. Over the course of the project, we interacted with stakeholders across the education community via national symposia, teacher conferences, and media activity. New insights were generated through surveys and interviews with education professionals and secondary school teachers and students. Drawing on these insights, we designed, tested, and studied the Economics + Maths = Financial Capability course. Significance The Economics + Maths = Financial Capability course was successful in exciting teachers about new possibilities for a holistic and modern financial education at school, and in preparing them to influence improvements to their school’s existing programs. Reported benefits included an enhanced knowledge of student learning needs and interests and strengthened classroom teaching. The distinctive features of the course design that resonated with teachers included expert modelling of interdisciplinary learning tasks and intentional pedagogies, which incorporated the use of interactive digital technologies.Publication classification
A6 Research report/technical paperPublisher
Deakin UniversityPlace of publication
Geelong, Vic.Usage metrics
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