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PISA 2015 Results (Volume IV)

Students' Financial Literacy

image of PISA 2015 Results (Volume IV)

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume IV): Students’ Financial Literacy, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It explores students’ experience with and knowledge about money and provides an overall picture of 15-year-olds’ ability to apply their accumulated knowledge and skills to real-life situations involving financial issues and decisions.

Over the past decades, developed and emerging countries and economies have become increasingly concerned about the level of financial literacy of their citizens, particularly among young people. This initially stemmed from concern about the potential impact of shrinking public and private welfare systems, shifting demographics, including the ageing of the population in many countries, and the increased sophistication and expansion of financial services. Many young people face financial decisions and are consumers of financial services in this evolving context. As a result, financial literacy is now globally recognised as an essential life skill.

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Assessing financial literacy in PISA 2015

The PISA 2015 assessment of financial literacy among 15-year-old students was the second of its kind. It assesses the extent to which students in 15 participating countries and economies have the knowledge and skills, acquired both in and outside of school, that are essential for making financial decisions and plans for their future. This chapter highlights the importance of financial literacy for students in their current lives and as they move into adulthood. It then describes students’ exposure to financial education at school. The chapter concludes with a description of how financial literacy is defined and assessed in the 2015 financial literacy assessment, and presents sample test questions.

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