Open AccessTrainings in financial culture : A comparative analysis (2016–2020)
Author(s) -
Erzsébet Németh
Publication year - 2022
Publication title -
economy and finance
Language(s) - English
Resource type - Journals
eISSN - 2677-1322
pISSN - 2415-9379
DOI - 10.33908/ef.2022.1.4
Subject(s) - syllabus , financial literacy , curriculum , government (linguistics) , medical education , vocational education , focus group , population , accreditation , political science , finance , business , psychology , pedagogy , medicine , marketing , linguistics , philosophy , environmental health
The aim of the research is to assess whether any progress has been made in developing financial awareness in Hungary since 2016. The study presents the changes in the state’s role in the development of financial culture, in the framework of a questionnaire survey, it examines what kind of organisations provide trainings in the form of non-public education, to whom such programmes are provided and what syllabus they are based on, as well as it evaluates the quality assurance of the programmes. Between 2016 and 2020, there was an increasing focus on developing financial culture, while most courses are still aimed at the most accessible group of school-aged children. The National Core Curriculum identified economic and financial education as a goal for schools. However, apart from secondary vocational schools, other schools do not teach such subjects as compulsory subjects. In 2017, the Government adopted a strategy to improve the financial awareness of the population, and the first accredited financial literacy textbooks were published. The results of the non-public educational organisations show that the number of training programmes and participants has tripled. The average duration of trainings has become longer. In particular, multi-day courses provided mainly to adults have appeared. The focus of knowledge transfer continues to be on individual savings and financial awareness, financial self-knowledge, attitude and behaviour. Four-fifths of the courses have a curriculum and a syllabus, but most of them are not accredited and are not publicly available. About 40% of the courses measure effectiveness.