Inhaltszusammenfassung

The authors argue that being financially educated means more than being financially literate, and that financial education can and should be seen as a proper subset of economic education. To underpin this thesis, the article conceptualizes an enhanced understanding of financial education, which is closely connected to a competence model for economic education that is the subject of widespread discussion in Germany and has influenced school curricula in some federal states in the recent past. ...The authors argue that being financially educated means more than being financially literate, and that financial education can and should be seen as a proper subset of economic education. To underpin this thesis, the article conceptualizes an enhanced understanding of financial education, which is closely connected to a competence model for economic education that is the subject of widespread discussion in Germany and has influenced school curricula in some federal states in the recent past. The model comprises three areas of development for economic competence, each of which is identified by three domain-specific competences one should possess in order to meet fundamental requirements in “economically shaped” life situations. Such situations are seen as including “financially shaped” life situations, which demand similar or even the same processes of analysis and judgment, routines and strategies. This model should consequently also be well suited to financial contexts and content. The authors’ aim is to propose a set of distinct and structured, trainable and attainable, transferable competence goals for secondary schools. Although this model has been developed for general education in Germany, it should be applicable to different national education systems and various curricular settings.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Wirtschaft