1. 1. PISA 2012 Results: Students and Money Financial Literacy Skills for the 21st CENTURY (Volume VI)
2. 2. Note by Turkey: The information in this document with reference toCyprus relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations,Turkey shall preserve its position concerning the Cyprus issue. Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: Flying Colours Ltd/Getty Images Jacobs Stock Photography/Kzenon khoa vu/Flickr/Getty Images Mel Curtis/Corbis Shutterstock/Kzenon Simon Jarratt/Corbis Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. OECD 2014 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre franais dexploitation du droit de copie (CFC) at contact@cfcopies.com. This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Please cite this publication as: OECD (2014), PISA 2012 Results: Students and Money: Financial Literacy Skills for the 21st Century (VolumeVI), PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264208094-en ISBN 978-92-64-20808-7 (print) ISBN 978-92-64-20809-4 (PDF)
3. 3. Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 3 Equipping citizens with the skills necessary to achieve their full potential, participate in an increasingly interconnected global economy, and ultimately convert better jobs into better lives is a central preoccupation of policy makers around the world. Results from the OECDs recent Survey of Adult Skills show that highly skilled adults are twice as likely to be employed and almost three times more likely to earn an above-median salary than poorly skilled adults. In other words, poor skills severely limit peoples access to better-paying and more rewarding jobs. Highly skilled people are also more likely to volunteer, see themselves as actors rather than as objects of political processes, and are more likely to trust others. Fairness, integrity and inclusiveness in public policy thus all hinge on the skills of citizens. The ongoing economic crisis has only increased the urgency of investing in the acquisition and development of citizens skills both through the education system and in the workplace. At a time when public budgets are tight and there is little room for further monetary and fiscal stimulus, investing in structural reforms to boost productivity, such as education and skills development, is key to future growth. Indeed, investment in these areas is essential to support the recovery, as well as to address long-standing issues such as youth unemployment and gender inequality. In this context, more and more countries are looking beyond their own borders for evidence of the most successful and efficient policies and practices. Indeed, in a global economy, success is no longer measured against national standards alone, but against the best-performing and most rapidly improving education systems. Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the worlds premier yardstick for evaluating the quality, equity and efficiency of school systems. But the evidence base that PISA has produced goes well beyond statistical benchmarking. By identifying the characteristics of high-performing education systems PISA allows governments and educators to identify effective policies that they can then adapt to their local contexts. The results from the PISA 2012 assessment, which was conducted at a time when many of the 65 participating countries and economies were grappling with the effects of the crisis, reveal wide differences in education outcomes, both within and across countries. Using the data collected in previous PISA rounds, we have been able to track the evolution of student performance over time and across subjects. Of the 64 countries and economies with comparable data, 40 improved their average performance in at least one subject. Top performers such as Shanghai in China or Singapore were able to further extend their lead, while countries like Brazil, Mexico, Tunisia and Turkey achieved major improvements from previously low levels of performance. Some education systems have demonstrated that it is possible to secure strong and equitable learning outcomes at the same time as achieving rapid improvements. Of the 13 countries and economies that significantly improved their mathematics performance between 2003 and 2012, three also show improvements in equity in education during the same period, and another nine improved their performance while maintaining an already high level of equity proving that countries do not have to sacrifice high performance to achieve equity in education opportunities. Nonetheless, PISA 2012 results show wide differences between countries in mathematics performance. The equivalent of almost six years of schooling, 245 score points, separates the highest and lowest average performances Foreword
4. 4. Foreword 4 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI of the countries that took part in the PISA 2012 mathematics assessment. The difference in mathematics performances within countries is even greater, with over 300 points the equivalent of more than seven years of schooling often separating the highest- and the lowest-achieving students in a country. Clearly, all countries and economies have excellent students, but few have enabled all students to excel. The report also reveals worrying gender differences in students attitudes towards mathematics: even when girls perform as well as boys in mathematics, they report less perseverance, less motivation to learn mathematics, less belief in their own mathematics skills, and higher levels of anxiety about mathematics. While the average girl underperforms in mathematics compared with the average boy, the gender gap in favour of boys is even wider among the highest-achieving students. These findings have serious implications not only for higher education, where young women are already under- represented in the science, technology, engineering and mathematics fields of study, but also later on, when these young women enter the labour market. This confirms the findings of the OECD Gender Strategy, which identifies some of the factors that create and widen the gender gap in education, labour and entrepreneurship. Supporting girls positive attitudes towards and investment in learning mathematics will go a long way towards narrowing this gap. PISA 2012 also finds that the highest-performing school systems are those that allocate educational resources more equitably among advantaged and disadvantaged schools and that grant more autonomy over curricula and assessments to individual schools. A belief that all students can achieve at a high level and a willingness to engage all stakeholders in education including students, through such channels as seeking student feedback on teaching practices are hallmarks of successful school systems. PISA is not only an accurate indicator of students abilities to participate fully in society after compulsory school, but also a powerful tool that countries and economies can use to fine-tune their education policies.There is no single combination of policies and practices that will work for everyone, everywhere. Every country has room for improvement, even the top performers. Thats why the OECD produces this triennial report on the state of education across the globe: to share evidence of the best policies and practices and to offer our timely and targeted support to help countries provide the best education possible for all of their students. With high levels of youth unemployment, rising inequality, a significant gender gap, and an urgent need to boost growth in many countries, we have no time to lose. The OECD stands ready to support policy makers in this challenging and crucial endeavour. Angel Gurra OECD Secretary-General Foreword 4 OECD 2014 Creative Problem Solving: StudentS SkillS in taCkling real-life ProblemS volume v of the countries that took part in the PISA 2012 mathematics assessment. The difference in mathematics performances within countries is even greater, with over 300 points the equivalent of more than seven years of schooling often separating the highest- and the lowest-achieving students in a country. Clearly, all countries and economies have excellent students, but few have enabled all students to excel. The report also reveals worrying gender differences in students attitudes towards mathematics: even when girls perform as well as boys in mathematics, they report less perseverance, less motivation to learn mathematics, less belief in their own mathematics skills, and higher levels of anxiety about mathematics. While the average girl underperforms in mathematics compared with the average boy, the gender gap in favour of boys is even wider among the highest-achieving students. These findings have serious implications not only for higher education, where young women are already under- represented in the science, technology, engineering and mathematics fields of study, but also later on, when these young women enter the labour market. This confirms the findings of the OECD Gender Strategy, which identifies some of the factors that create and widen the gender gap in education, labour and entrepreneurship. Supporting girls positive attitudes towards and investment in learning mathematics will go a long way towards narrowing this gap. PISA 2012 also finds that the highest-performing school systems are those that allocate educational resources more equitably among advantaged and disadvantaged schools and that grant more autonomy over curricula and assessments to individual schools. A belief that all students can achieve at a high level and a willingness to engage all stakeholders in education including students, through such channels as seeking student feedback on teaching practices are hallmarks of successful school systems. PISA is not only an accurate indicator of students abilities to participate fully in society after compulsory school, but also a powerful tool that countries and economies can use to fine-tune their education policies. There is no single combination of policies and practices that will work for everyone, everywhere. Every country has room for improvement, even the top performers. Thats why the OECD produces this triennial report on the state of education across the globe: to share evidence of the best policies and practices and to offer our timely and targeted support to help countries provide the best education possible for all of their students. With high levels of youth unemployment, rising inequality, a significant gender gap, and an urgent need to boost growth in many countries, we have no time to lose. The OECD stands ready to support policy makers in this challenging and crucial endeavour. Angel Gurra OECD Secretary-General
5. 5. Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 5 This report is the product of a collaborative effort between the countries participating in PISA, the experts and institutions working within the framework of the PISA Consortium, and the OECD Secretariat. This Volume of the report is the result of a collaboration between the Directorate for Education and Skills and the Directorate for Financial and Enterprise Affairs, whose programme of work includes financial literacy issues. The report was drafted by Andreas Schleicher, Francesco Avvisati, Francesca Borgonovi, Miyako Ikeda, Hiromichi Katayama, Flore-Anne Messy, Chiara Monticone, Guillermo Montt, Sophie Vayssettes and Pablo Zoido, with statistical support from Simone Bloem, Josefa Palacios and Giannina Rech and editorial oversight by Marilyn Achiron. Additional analytical and editorial support was provided by Adele Atkinson, Jonas Bertling, Marika Boiron, Clia Braga-Schich, Tracey Burns, Michael Davidson, Cassandra Davis, Elizabeth Del Bourgo, John A. Dossey, Joachim Funke, Samuel Greiff, Tue Halgreen, Ben Jensen, Eckhard Klieme, Andr Laboul, Henry Levin, Sophie Limoges, Barry McCrae, Juliette Mendelovits, Tadakazu Miki, Christian Monseur, Simon Normandeau, Lorena Ortega, Mathilde Overduin, Elodie Pools, Dara Ramalingam, William H. Schmidt (whose work was supported by the Thomas J. Alexander fellowship programme), Kaye Stacey, Lazar Stankov, Ross Turner, Elisabeth Villoutreix and Allan Wigfield. The systemlevel data collection was conducted by the OECD NESLI (INES Network for the Collection and Adjudication of System-Level Descriptive Information on Educational Structures, Policies and Practices) team: Bonifacio Agapin, Estelle Herbaut and Jean Yip. Volume II also draws on the analytic work undertaken by Jaap Scheerens and Douglas Willms in the context of PISA 2000. Administrative support was provided by Claire Chetcuti, Juliet Evans, Jennah Huxley and Diana Tramontano. The OECD contracted the Australian Council for Educational Research (ACER) to manage the development of the mathematics, problem solving and financial literacy frameworks for PISA 2012.Achieve was also contracted by the OECD to develop the mathematics framework with ACER. The expert group that guided the preparation of the mathematics assessment framework and instruments was chaired by Kaye Stacey; Joachim Funke chaired the expert group that guided the preparation of the problem-solving assessment framework and instruments; and Annamaria Lusardi led the expert group that guided the preparation of the financial literacy assessment framework and instruments. The PISA assessment instruments and the data underlying the report were prepared by the PISA Consortium, under the direction of Raymond Adams at ACER. BBVA provided financial support for the international part of the PISA financial literacy assessment. The development of the report was steered by the PISA Governing Board, which is chaired by Lorna Bertrand (UnitedKingdom), with Luiz Cludio Costa (Brazil), Dana Kelly (United States) and Sungsook Kim (Korea) as vicechairs, who succeeded Beno Csapo (Hungary), Daniel McGrath (United States) and Ryo Watanabe (Japan) during the period. Annex C of the volumes lists the members of the various PISA bodies, as well as the individual experts and consultants who have contributed to this report and to PISA in general. Acknowledgements
6. 6. Table of Contents Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 7 Executive Summary13 Readers Guide17 What is PISA?19 Chapter 1 The Assessment of Financial Literacy in PISA 201225 The importance of financial literacy..........................................................................................................................................................................................27 Limited and uneven provision of financial education in schools..........................................................................................................................28 The need for data on students financial literacy.............................................................................................................................................................30 The financial literacy assessment in PISA 2012.................................................................................................................................................................31 Defining financial literacy for 15-year-old students.......................................................................................................................................................32 Assessing financial literacy...............................................................................................................................................................................................................34 Content..............................................................................................................................................................................................................................................34 Processes..........................................................................................................................................................................................................................................36 Contexts............................................................................................................................................................................................................................................38 Evidence from PISA about financial education in schools.........................................................................................................................................39 Examples of questions used in the 2012 financial literacy assessment.............................................................................................................43 Chapter 2 Student Performance in Financial Literacy53 How the PISA 2012 financial literacy results are reported.......................................................................................................................................54 How financial literacy proficiency levels are reported in PISA 2012................................................................................................................55 Average level of proficiency in financial literacy..............................................................................................................................................................56 What students know and can do in financial literacy...................................................................................................................................................58 A profile of PISA financial literacy questions......................................................................................................................................................................58 Student performance at the different levels of proficiency in financial literacy........................................................................................58 Variations in financial literacy proficiency...........................................................................................................................................................................65 Students performance in financial literacy in comparison with reading and mathematics performance..............................68 Students performance in financial literacy at different levels of performance in mathematics....................................................71 Countries participating in the financial literacy assessment....................................................................................................................................73 Chapter 3 Relationship between Financial Literacy and Student Background77 Gender differences in financial literacy..................................................................................................................................................................................78 The relationship between socio-economic status, immigrant background and financial literacy.................................................81 Socio-economic status............................................................................................................................................................................................................82 Parental influence.......................................................................................................................................................................................................................84 Immigrant background and language spoken at home.....................................................................................................................................93 Main background factors explaining variations in student performance........................................................................................................96
7. 7. Table of contents 8 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI Chapter 4Students Experience, Attitudes and Behaviour, and their Performance in Financial Literacy 99 Students experiences with money matters and financial literacy....................................................................................................................100 Students who hold bank accounts and prepaid debit cards and their performance in financial literacy....................100 Students sources of money and financial literacy............................................................................................................................................105 Students attitudes and financial literacy............................................................................................................................................................................109 Students spending behaviour and financial literacy..................................................................................................................................................110 Chapter 5Selected policy and practical implications of the financial literacy assessment....................................................................................................................................................................................117 Financial literacy is an essential life skill for young people...................................................................................................................................118 Large proportions of students have only basic skills in financial literacy....................................................................................................118 Build on core knowledge and skills.........................................................................................................................................................................................119 Promote positive attitudes towards learning....................................................................................................................................................................119 Support girls and underperforming boys.............................................................................................................................................................................120 Reduce inequities in financial literacy related to socio-economic status....................................................................................................120 Enhance research and evaluation opportunities............................................................................................................................................................120 Annex A PISA 2012 Technical background123 Annex A1 Indices from the student context questionnaire124 Annex A2 The PISA target population, the PISA samples and the definition of schools128 Annex A3 Technical notes on analyses in this volume138 Annex A4 Quality assurance143 Annex A5 The design of the financial literacy assessment144 Annex B PISA 2012 Data.......................................................................................................................................................................................................147 Annex C THE DEVELOPMENT AND IMPLEMENTATION OF PISA A COLLABORATIVE EFFORT195 BOXES BoxVI.1.1 Financial empowerment and the role of financial education.............................................................................................................................26 BoxVI.1.2 National strategies for financial education...............................................................................................................................................................27 BoxVI.1.3 Measuring financial literacy as a life skill.................................................................................................................................................................31 BoxVI.1.4 Key features of the assessment of financial literacy in PISA 2012.....................................................................................................................31 BoxVI.2.1 Interpreting cross-country comparisons in financial literacy performance.....................................................................................................60 BoxVI.2.2 Top performers in financial literacy.............................................................................................................................................................................64 BoxVI.3.1 Gender differences in financial knowledge among adults...................................................................................................................................81 BoxVI.3.2 Parents occupations in finance and students financial literacy........................................................................................................................90 BoxVI.3.3 Financial literacy performance and school location..............................................................................................................................................90 BoxVI.3.4 The potential role of schools in financial literacy...................................................................................................................................................92 BoxVI.4.1 Legal framework for young peoples access to financial products................................................................................................................. 105 BoxVI.4.2 Students saving behaviour and financial literacy in Shanghai-China........................................................................................................... 113 BoxVI.5 Providing effective financial education in Brazilian schools............................................................................................................................ 121
8. 8. Table of contents Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 9 Figures Figure VI.1.1 Map of selected financial literacy questions in PISA 2012, illustrating the content categories...............................................................35 Figure VI.1.2 Map of selected financial literacy questions in PISA 2012, illustrating the process categories...............................................................36 Figure VI.1.3 Map of selected financial literacy questions in PISA 2012, illustrating the context categories................................................................38 Figure VI.1.4 Availability of financial education in schools..........................................................................................................................................................40 Figure VI.1.5 Integrating financial education into the school curriculum.................................................................................................................................41 Figure VI.1.6 Who provides financial education in schools?........................................................................................................................................................41 Figure VI.1.7 Professional development in financial education...................................................................................................................................................42 Figure VI.1.8 Invoice..............................................................................................................................................................................................................................43 Figure VI.1.9 At the market...............................................................................................................................................................................................................45 Figure VI.1.10 New offer.......................................................................................................................................................................................................................48 Figure VI.1.11 Pay slip...............................................................................................................................................................................................................................50 Figure VI.2.1 The relationship between questions and student performance on a scale.....................................................................................................55 Figure VI.2.2 Comparing countries and economies performance in financial literacy......................................................................................................56 Figure VI.2.3 Financial literacy performance among participating countries/economies....................................................................................................57 Figure VI.2.4 Map of selected financial literacy questions in PISA 2012, illustrating the proficiency levels.................................................................59 Figure VI.2.5 Summary description of the five levels of proficiency in financial literacy....................................................................................................61 Figure VI.2.6 Percentage of students at each level of proficiency in financial literacy.........................................................................................................62 Figure VI.2.a Top performers in financial literacy.............................................................................................................................................................................65 Figure VI.2.7 Variation in financial literacy performance within countries and economies...............................................................................................66 Figure VI.2.8 Performance differences among the highest- and lowest-achieving students................................................................................................67 Figure VI.2.9 Correlation between financial literacy, mathematics and reading performance...........................................................................................68 Figure VI.2.10 Variation in financial literacy performance associated with performance in mathematics and reading...............................................69 Figure VI.2.11 Relative performance in financial literacy................................................................................................................................................................70 Figure VI.2.12 Expected performance in financial literacy, by mathematics performance....................................................................................................71 Figure VI.2.13 Patterns of relative performance in financial literacy.............................................................................................................................................72 Figure VI.2.14 Contexts of countries participating in the assessment of financial literacy.....................................................................................................74 Figure VI.2.15 Financial literacy performance and per capita GDP.............................................................................................................................................74 Figure VI.2.16 Financial literacy performance and percentage of people who have an account at a formal financial institution or post office................................................................................................................................................................................75 Figure VI.3.1 Financial literacy performance, by gender................................................................................................................................................................79 Figure VI.3.2 Gender differences in financial literacy performance, before and after accounting for mathematics and reading performance...............................................................................................................................................................................................80 Figure VI.3.3 Proficiency in financial literacy among boys and girls, OECD countries and economies.........................................................................80 Figure VI.3a Gender differences in financial literacy performance (adults)............................................................................................................................81 Figure VI.3.4 Students socio-economic status and financial literacy, OECD countries and economies........................................................................83 Figure VI.3.5 Comparing countries and economies performance in financial literacy and equity................................................................................84 Figure VI.3.6 Proportion of the variation in students performance explained by socio-economic status......................................................................85 Figure VI.3.7 Proportion of the variation in students performance explained by family wealth......................................................................................85 Figure VI.3.8 Difference in financial literacy, mathematics and reading performance related to parents highest educational status..................86 Figure VI.3.9 Differences in financial literacy performance related to parents highest educational status, before and after accounting for mathematics and reading performance...............................................................................................................................................................87 Figure VI.3.10 Difference in financial literacy, mathematics and reading performance related to parents highest occupational status...............88 Figure VI.3.11 Differences in financial literacy performance related to parents highest occupational status, before and after accounting for mathematics and reading performance........................................................................................................................................89 Figure VI.3.12 Financial literacy performance, by frequency of discussing money matters with parents, after accounting for socio-economic status, OECD countries and economies..............................................................................................................................89 Figure VI.3b Parents occupations in finance and financial literacy performance................................................................................................................90 Figure VI.3c Financial literacy performance, by school location, after accounting for socio-economic status...........................................................91 Figure VI.3d Between-school differences in financial literacy, mathematics and reading performance........................................................................92 Figure VI.3e Between- and within-school differences that are unique to financial literacy, or that are shared with mathematics performance.......................................................................................................................................................................................................................93 Figure VI.3.13 Difference related to immigration status in financial literacy, mathematics and reading performance.................................................94 Figure VI.3.14 Difference in financial literacy performance between immigrant and non-immigrant students..............................................................94
9. 9. Table of contents 10 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI Figure VI.3.15 Difference in financial literacy performance, by language at home.................................................................................................................95 Figure VI.3.16 Proportion of the variation in financial literacy performance explained by demographic and socio-economic factors.................96 Figure VI.4.1 Percentage of students holding a bank account and/or a prepaid debit card............................................................................................. 101 Figure VI.4.2 Performance in financial literacy, by whether students hold a bank account............................................................................................. 101 Figure VI.4.3 Percentage of students holding a bank account and a prepaid debit card (combined)........................................................................... 103 Figure VI.4.4 Performance in financial literacy, by whether students hold a bank account and a prepaid debit card, after accounting for socio-economic status........................................................................................................................................................................................... 103 Figure VI.4.5 Percentage of students holding a bank account, by socio-economic status................................................................................................ 104 Figure VI.4.6 Students sources of money........................................................................................................................................................................................ 106 Figure VI.4.7 Students sources of money and financial literacy, after accounting for socio-economic status, OECD countries and economies............................................................................................................................................................................................................... 107 Figure VI.4.8 Students sources of money, by gender, OECD countries and economies................................................................................................... 108 Figure VI.4.9 Students sources of money, by socio-economic status, OECD countries and economies..................................................................... 109 Figure VI.4.10aDifferences in financial literacy performance, by level of perseverance...................................................................................................... 110 Figure VI.4.10bDifferences in financial literacy performance, by level of openness to problem solving........................................................................ 111 Figure VI.4.11 Financial literacy performance, by students spending behaviour................................................................................................................. 112 Figure VI.4.12 Students spending behaviour.................................................................................................................................................................................... 112 Figure VI.4a Financial literacy performance, by students saving behaviour, Shanghai-China...................................................................................... 113 Figure VI.4b Students saving behaviour, by socio-economic status, Shanghai-China..................................................................................................... 114 Figure A5 Distribution of items in financial literacy...............................................................................................................................................................145 Tables Table A1.1 Student questionnaire rotation design..................................................................................................................................................................... 126 Table A2.1a PISA target populations and samples....................................................................................................................................................................... 130 Table A2.2a Exclusions......................................................................................................................................................................................................................... 133 Table A2.3a Response rates................................................................................................................................................................................................................ 134 Table A2.4a Sample size for financial literacy.............................................................................................................................................................................. 137 Table A3.1 Percentage of missing values to questions about the provision of financial education in school........................................................ 141 Table A3.2 Percentage of missing values to money management questions..................................................................................................................... 142 Table VI.1.1 Availability of financial education............................................................................................................................................................................ 148 Table VI.1.2 Teaching financial education..................................................................................................................................................................................... 148 Table VI.1.3 Who provides financial education at school?....................................................................................................................................................... 150 Table VI.1.4 Teachers professional development in financial education............................................................................................................................. 150 Table VI.2.1 Percentage of students at each proficiency level in financial literacy........................................................................................................... 151 Table VI.2.2 Mean score and variation in student performance in financial literacy....................................................................................................... 151 Table VI.2.3 Top performers in financial literacy, mathematics and/or reading................................................................................................................. 152 Table VI.2.4 Correlation of financial literacy performance with performance in mathematics and reading............................................................. 153 Table VI.3.1 Gender differences in student performance in financial literacy.................................................................................................................... 155 Table VI.3.2 Gender differences in financial literacy performance, after accounting for performance in mathematics and reading............... 156 Table VI.3.3 Percentage of students at each proficiency level in financial literacy, mathematics and reading, by gender................................... 157 Table VI.3.4 Financial literacy performance and socio-economic status............................................................................................................................. 159 Table VI.3.5 Relationship between student performance in financial literacy, mathematics and reading, and factors of socio-economic status............................................................................................................................................................................................. 160 Table VI.3.6 Parents highest education and financial literacy performance....................................................................................................................... 161 Table VI.3.7 Parents highest occupation and financial literacy performance..................................................................................................................... 162 Table VI.3.8 Parents occupation in finance and financial literacy performance............................................................................................................... 164 Table VI.3.9 Students who discuss money matters with parents and financial literacy performance.......................................................................... 164 Table VI.3.10 Immigrant background and financial literacy performance.............................................................................................................................. 166
10. 10. Table of contents Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 11 Table VI.3.11 Language spoken at home and financial literacy performance....................................................................................................................... 168 Table VI.3.12 School location and financial literacy performance........................................................................................................................................... 168 Table VI.3.13 Variation in financial literacy performance........................................................................................................................................................... 170 Table VI.3.14 Strength of the relationship between financial literacy and mathematics performance, and between financial literacy and reading performance, between and within schools.................................................................................................................................... 171 Table VI.3.15 Proportion of the variation in financial literacy, mathematics and reading performance explained by socioeconomic factors................................................................................................................................................................................................................................ 172 Table VI.4.1 Students who hold a bank account and/or a prepaid debit card.................................................................................................................... 175 Table VI.4.2 Performance in financial literacy, by whether students hold a bank account and/or prepaid debit card.......................................... 175 Table VI.4.3 Performance in financial literacy, by whether students hold a bank account and a prepaid debit card (combined)..................... 176 Table VI.4.4 Students who hold a bank account and/or a prepaid debit card, by gender.............................................................................................. 177 Table VI.4.5 Students who hold a bank account and/or a prepaid debit card, by socio-economic status................................................................. 177 Table VI.4.6 Students sources of money........................................................................................................................................................................................ 178 Table VI.4.7 Performance in financial literacy, mathematics and reading, by students sources of money............................................................... 179 Table VI.4.8 Students sources of money, by gender................................................................................................................................................................... 182 Table VI.4.9 Students sources of money, by socio-economic status..................................................................................................................................... 183 Table VI.4.10 Students attitudes and performance in financial literacy................................................................................................................................. 185 Table VI.4.11 Students spending behaviour.................................................................................................................................................................................... 186 Table VI.4.12 Performance in financial literacy, by students spending behaviour, before and after accounting for socio-economic status......... 186 Table VI.4.13 Performance in financial literacy, by students spending behaviour.............................................................................................................. 187 Table VI.4.14 Students spending behaviour, by gender............................................................................................................................................................... 189 Table VI.4.15 Students spending behaviour, by socio-economic status................................................................................................................................. 190 Table VI.4.16 Students saving behaviour......................................................................................................................................................................................... 191 Table VI.4.17 Performance in financial literacy, by students saving behaviour, before and after accounting for socio-economic status......... 191 Table VI.4.18 Performance in financial literacy, by students saving behaviour, before and after accounting for socio-economic status and attitudes.................................................................................................................................................................................................................... 192 Table VI.4.19 Students saving behaviour, by gender.................................................................................................................................................................... 193 Table VI.4.20 Students saving behaviour, by socio-economic status...................................................................................................................................... 194 Thisbookhas... 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11. 11. Executive Summary 13Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 Finance is a part of everyday life for many 15-year-olds: they are already consumers of financial services such as bank accounts with access to online payment facilities. As they near the end of compulsory education, students will also face complex and challenging financial choices. One of their first major decisions may be to choose whether to continue with formal education and how to finance such study. Financial literacy is thus an essential life skill, and high on the global policy agenda. Shrinking welfare systems, shifting demographics, and the increased sophistication and expansion of financial services have all contributed to a greater awareness of the importance of ensuring that citizens and consumers of all ages are financially literate. Some governments have started developing strategies and policies to improve financial literacy. The financial literacy assessment in PISA 2012 offers the first ever international assessment of the financial knowledge and skills of 15-year-old students. A second assessment is planned for PISA 2015, which will make it possible to monitor change and provide further evidence on the design and implementation of policies to enhance financial literacy. This volume reports the results of the PISA 2012 financial literacy assessment, which was administered to approximately 29000 students in 13 OECD countries and economies (Australia, the Flemish Community of Belgium, the CzechRepublic, Estonia, France, Israel, Italy, New Zealand, Poland, the Slovak Republic, Slovenia, Spain and the United States) and five partner countries and economies (Colombia, Croatia, Latvia, the Russian Federation and Shanghai-China), representing 40% of world GDP. Shanghai-China has the highest average score in financial literacy, followed by the Flemish Community of Belgium, Estonia, Australia, New Zealand, the Czech Republic and Poland. On average, all of these score above the average for the participating OECD countries and economies. There are wide differences in average performance between the highest- and lowest-performing countries and economies: more than 75 score points (a full PISA proficiency level) among OECD countries and economies, and more than 225 score points across all participants. Yet only a small proportion (16%) of the variation among countries mean financial literacy scores is explained by per capita GDP. Only one in ten students across participating OECD countries and economies is able to tackle the hardest financial literacy tasks in PISA 2012. They can analyse financial products involving features that are not immediately evident, such as transaction costs, solve non-routine financial problems such as calculating the balance in a bank statement while accounting for transfer fees, and demonstrate an understanding of the wider financial landscape, such as the implications of income-tax brackets. In contrast, 15% of students, on average, score below the baseline level of performance in the PISA financial literacy scale. At best, these students can recognise the difference between needs and wants, make simple decisions about everyday spending, recognise the purpose of common financial documents, such as an invoice, and apply single and basic numerical operations (addition, subtraction or multiplication) in contexts that they are likely to have encountered personally.
12. 12. Executive Summary 14 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI Students in some countries that perform well in financial literacy, such as Australia, the Czech Republic, Estonia, the Flemish Community of Belgium and New Zealand, score higher in financial literacy, on average, than their performance in mathematics and reading would predict. In contrast, in France, Italy and Slovenia, students performance in financial literacy is relatively low, on average, when compared with students in all participating countries and economies who have similar proficiency in mathematics and reading. Thus, although financial literacy skills are positively correlated with mathematics and reading skills, high performance in one of those core subjects does not necessarily signal proficiency in financial literacy. Across the 13 participating OECD countries and economies, the difference between the highest-achieving 10% of students and the lowest-achieving 10% is 247 score points. On average, 37% of performance differences in financial literacy within countries are observed between schools a significant proportion, but smaller than that observed in mathematics and reading. A more socio-economically advantaged student scores 41 points higher in financial literacy than a less- advantaged student, on average across participating OECD countries and economies. Estonia is the only participating country that combines above-average performance with a weaker-than-average association between financial literacy performance and socio-economic status. On average across OECD countries and economies, non-immigrant students perform slightly better in financial literacy than immigrant students with similar socio-economic status, language spoken at home, and performance in mathematics and reading. The gap in financial literacy performance between immigrant and non-immigrant students is larger than the OECD average in the Flemish Community of Belgium, Estonia, France, Slovenia and Spain. Gender gaps in financial literacy among 15-year-olds are small, unlike those found in adult populations. In all participating countries and economies, except Italy, there are no differences in average financial literacy scores between boys and girls. Across OECD countries and economies, there are more top-performing boys than girls, and more low-performing boys than girls, in financial literacy. In Australia, the Flemish Community of Belgium, Estonia, France, New Zealand and Slovenia, more than 70% of 15-year-old students hold a bank account; but in Israel, Poland and the Slovak Republic, fewer than 30% do. In 9 out of 13 OECD participating countries and economies, after adjusting for socio-economic status, students who hold a bank account perform as well as those who do not, while in the Flemish Community of Belgium, Estonia, New Zealand, and Slovenia, students who hold a bank account score higher in financial literacy than students of similar socio-economic status who do not. Students attitudes towards learning, such as perseverance and openness to problem solving, are positively associated with financial literacy. On average across OECD countries and economies, the difference in financial literacy performance between students who agreed with the statement I like to solve complex problems and students who disagreed is equal to 31 score points, or almost half a proficiency level.
13. 13. Executive Summary 15Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 Performance in financial literacy Relative performance in financial literacy, compared with students around the world with similar performance in mathematics and reading Mean score in PISA 2012 Share of lowest performers (Level 1 or below) Share of top performers in financial literacy (Level 5) Gender difference (Boys - Girls) Mean score % % Score dif. Score dif. OECD average-13 500 14.6 21.2 1 2 Shanghai-China 603 1.5 63.5 -1 0 Flemish Community (Belgium) 541 8.3 37.4 11 9 Estonia 529 4.8 26.3 -3 5 Australia 526 9.8 30.2 -3 18 New Zealand 520 15.6 32.8 3 12 Czech Republic 513 9.5 22.5 6 19 Poland 510 9.0 19.7 3 2 Latvia 501 9.0 15.4 -11 1 United States 492 16.8 19.5 1 1 Russian Federation 486 16.0 14.0 1 14 France 486 18.4 18.3 -6 -24 Slovenia 485 16.6 14.5 -8 -8 Spain 484 15.7 13.7 6 4 Croatia 480 15.5 11.4 5 2 Israel 476 22.1 18.0 -6 -5 Slovak Republic 470 21.9 13.4 -3 2 Italy 466 20.7 8.6 8 -14 Colombia 379 55.1 2.1 0 -5 Note: Countries/economies in which the performance difference between boys and girls is statistically significant are marked in bold. Countries and economies are ranked in descending order of the mean score in financial literacy in PISA 2012. Source: OECD, PISA 2012 Database, Tables VI.2.1, VI.2.2, VI.2.4 and VI.3.2. 12 http://dx.doi.org/10.1787/888933094944 Table VI.A Snapshot of performance in financial literacy Countries/economies with mean score/share of top performers/relative performance above the OECD average-13 Countries/economies with share of lowest performers below the OECD average-13 Countries/economies with mean score/share of top performers/share of lowest performers/relative performance not statistically different from the OECD average-13 Countries/economies with mean score/share of top performers/relative performance below the OECD average-13 Countries/economies with a share of lowest performers above the OECD average-13
14. 14. Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 17 Readers Guide Data underlying the figures The data referred to in this volume are presented in Annex B and, in greater detail, including some additional tables, on the PISA website (www.pisa.oecd.org). Five symbols are used to denote missing data: aThe category does not apply in the country concerned. Data are therefore missing. cThere are too few observations or no observation to provide reliable estimates (i.e. there are fewer than 30students or fewer than 5 schools with valid data). mData are not available. These data were not submitted by the country or were collected but subsequently removed from the publication for technical reasons. nThere are too many missing values to provide reliable estimates (i.e. the percentage of missing values in the sample is 15% or larger). wData have been withdrawn or have not been collected at the request of the country concerned. Country coverage Four of the six volumes of PISA 2012 Results feature data from 65 countries and economies, including all 34OECD countries and 31 partner countries and economies (see Box VI.A in the section What is PISA?). This volume features data from 18 countries and economies that participated in the assessment of financial literacy, including 12 OECD countries and the Flemish Community of Belgium. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Calculating international averages The averages of 13 OECD countries and economies participating in the assessment of financial literacy were calculated for most data and indicators presented in this volume. These averages correspond to the arithmetic means of the respective country and economy estimate. In the case of some countries and economies, data may not be available for specific indicators, or specific categories may not apply. Readers should, therefore, keep in mind that the term OECD average refers to the OECD countries included in the respective comparisons. Rounding figures Because of rounding, some figures in tables may not exactly add up to the totals. Totals, differences and averages are always calculated on the basis of exact numbers and are rounded only after calculation. All standard errors in this publication have been rounded to one or two decimal places. Where the value 0.0 or 0.00 is shown, this does not imply that the standard error is zero, but that it is smaller than 0.05 or 0.005, respectively. Reporting student data The report uses 15-year-olds as shorthand for the PISA target population. PISA covers students who are aged between 15 years 3 months and 16 years 2 months at the time of assessment and who are enrolled in school and have completed at least 6 years of formal schooling, regardless of the type of institution in which they are enrolled and of whether they are in full-time or part-time education, of whether they attend academic or voca- tional programmes, and of whether they attend public or private schools or foreign schools within the country or economy.
15. 15. Readers Guide 18 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI Reporting school data The principals of the schools in which students were assessed provided information on their schools character- istics by completing a school questionnaire. Where responses from school principals are presented in this pub- lication, they are weighted so that they are proportionate to the number of 15-year-olds enrolled in the school. Focusing on statistically significant differences This volume discusses only statistically significant differences or changes. These are denoted in darker colours in figures and in bold font in tables. See Annex A3 for further information. Categorising student performance This volume uses a shorthand to describe students levels of proficiency in the assessment of financial literacy as follows: Top performers are those students proficient at Level 5 of the assessment. Strong performers are those students proficient at Level 4 of the assessment. Moderate performers are those students proficient at Level 2 or 3 of the assessment. Lowest performers are those students proficient at Level 1 or below of the assessment. Highest achievers are those students who perform at or above the 90th percentile in their own country/economy. High achievers are those students who perform at or above the 75th percentile in their own country/economy. Low achievers are those students who perform below the 25th percentile in their own country/economy. Lowest achievers are those students who perform below the 10th percentile in their own country/economy. Abbreviations used in this report Coeff. Coefficient ISCED International Standard Classification of Education Corr. Correlation ISCO International Standard Classification of Occupations Diff. Difference PPP Purchasing power parity ESCS PISA index of economic, social and cultural status S.D. Standard deviation GDP Gross domestic product S.E. Standard error INFE International Network on Financial Education Further documentation For further information on the PISA assessment instruments and the methods used in PISA, see the PISA 2012 Technical Report (OECD, forthcoming). This report uses the OECD StatLinks service. Below each table and chart is a url leading to a corresponding ExcelTM workbook containing the underlying data. These urls are stable and will remain unchanged over time. In addition, readers of the e-books will be able to click directly on these links and the workbook will open in a separate window, if their Internet browser is open and running.
16. 16. Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 19 What is PISA? What is important for citizens to know and be able to do? That is the question that underlies the triennial survey of 15-year-old students around the world known as the Programme for International Student Assessment (PISA). PISA assesses the extent to which students near the end of compulsory education have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment, which focuses on reading, mathematics, science and problem-solving, does not just ascertain whether students can reproduce knowledge; it also examines how well students can extrapolate from what they have learned and apply that knowledge in unfamiliar settings, both in and outside of school. This approach reflects the fact that modern economies reward individuals not for what they know, but for what they can do with what they know. PISA is an ongoing programme that offers insights for education policy and practice, and that helps monitor trends in students acquisition of knowledge and skills across countries and in different demographic subgroups within each country. PISA results reveal what is possible in education by showing what students in the highest-performing and most rapidly improving education systems can do. The findings allow policy makers around the world to gauge the knowledge and skills of students in their own countries in comparison with those in other countries, set policy targets against measurable goals achieved by other education systems, and learn from policies and practices applied elsewhere. While PISA cannot identify cause-and-effect relationships between policies/practices and student outcomes, it can show educators, policy makers and the interested public how education systems are similar and different and what that means for students. A test the whole world can take PISA is now used as an assessment tool in many regions around the world. It was implemented in 43 countries and economies in the first assessment (32 in 2000 and 11 in 2002), 41 in the second assessment (2003), 57 in the third assessment (2006) and 75 in the fourth assessment (65 in 2009 and 10 in 2010). Sixty-five countries and economies participated in PISA 2012. In addition to OECD member countries, the survey has been conducted in: East and Southeast Asia: Himachal Pradesh-India, Hong Kong-China, Indonesia, Macao-China, Malaysia, Shanghai-China, Singapore, Chinese Taipei, Tamil Nadu-India, Thailand and Viet Nam. Central, Mediterranean and Eastern Europe, and Central Asia: Albania, Azerbaijan, Bulgaria, Croatia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Liechtenstein, Lithuania, Macedonia, Malta, Moldova, Montenegro, Romania, the Russian Federation and Serbia. The Middle East: Jordan, Qatar and the United Arab Emirates. Central and South America: Argentina, Brazil, Colombia, Costa Rica, Netherlands-Antilles, Panama, Peru, Trinidad and Tobago, Uruguay and Miranda-Venezuela. Africa: Mauritius and Tunisia. Decisions about the scope and nature of the PISA assessments and the background information to be collected are made by leading experts in participating countries. Considerable efforts and resources are devoted to achieving cultural and linguistic breadth and balance in assessment materials. Since the design and translation of the test, as well as sampling and data collection, are subject to strict quality controls, PISA findings are considered to be highly valid and reliable. ...
17. 17. What is PISA? 20 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI Map of PISA countries and economies OECD countries Partner countries and economies in PISA 2012 Partner countries and economies in previous cycles Australia Japan Albania Montenegro Azerbaijan Austria Korea Argentina Peru Georgia Belgium Luxembourg Brazil Qatar Himachal Pradesh-India Canada Mexico Bulgaria Romania Kyrgyzstan Chile Netherlands Colombia Russian Federation Former Yugoslav Republic of Macedonia Czech Republic New Zealand Costa Rica Serbia Malta Denmark Norway Croatia Shanghai-China Mauritius Estonia Poland Cyprus1, 2 Singapore Miranda-Venezuela Finland Portugal Hong Kong-China Chinese Taipei Moldova France Slovak Republic Indonesia Thailand Panama Germany Slovenia Jordan Tunisia Tamil Nadu-India Greece Spain Kazakhstan United Arab Emirates Trinidad and Tobago Hungary Sweden Latvia Uruguay Iceland Switzerland Liechtenstein Viet Nam Ireland Turkey Lithuania Israel United Kingdom Macao-China Italy United States Malaysia 1. Note by Turkey: The information in this document with reference to Cyprus relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the Cyprus issue. 2. Note by all the European Union Member States of the OECD and the European Union: The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus. PISAs unique features include its: policy orientation, which links data on student learning outcomes with data on students backgrounds and attitudes towardslearningandonkeyfactorsthatshapetheirlearning,inandoutsideofschool,inordertohighlightdifferencesin performance and identify the characteristics of students, schools and education systems that perform well; innovative concept of literacy, which refers to students capacity to apply knowledge and skills in key subjects, and to analyse, reason and communicate effectively as they identify, interpret and solve problems in a variety of situations; relevance to lifelong learning, as PISA asks students to report on their motivation to learn, their beliefs about themselves, and their learning strategies; regularity, which enables countries to monitor their progress in meeting key learning objectives; and breadth of coverage, which, in PISA 2012, encompasses the 34 OECD member countries and 31 partner countries and economies.
18. 18. What is PISA? Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 21 Who are the PISA students? Differences between countries in the nature and extent of pre-primary education and care, in the age of entry into formal schooling, in the structure of the education system, and in the prevalence of grade repetition mean that school grade levels are often not good indicators of where students are in their cognitive development. To better compare student performance internationally, PISA targets a specific age of students. PISA students are aged between 15 years 3 months and 16 years 2 months at the time of the assessment, and have completed at least 6 years of formal schooling. They can be enrolled in any type of institution, participate in full-time or part-time education, in academic or vocational programmes, and attend public or private schools or foreign schools within the country. (For an operational definition of this target population, see Annex A2.) Using this age across countries and over time allows PISA to compare consistently the knowledge and skills of individuals born in the same year who are still in school at 15, despite the diversity of their education histories in and outside of school. The population of participating students is defined by strict technical standards, as are the students who are excluded from participating (see Annex A2). The overall exclusion rate within a country was required to be below 5% to ensure that, under reasonable assumptions, any distortions in national mean scores would remain within plus or minus 5 score points, i.e. typically within the order of magnitude of 2 standard errors of sampling. Exclusion could take place either through the schools that participated or the students who participated within schools (see Annex A2, Tables A2.1 and A2.2). There are several reasons why a school or a student could be excluded from PISA. Schools might be excluded because they are situated in remote regions and are inaccessible, because they are very small, or because of organisational or Key features of PISA 2012 The content The PISA 2012 survey focused on mathematics, with reading, science and problem-solving minor areas of assessment. For the first time, PISA 2012 also included an assessment of the financial literacy of young people, which was optional for countries. PISA assesses not only whether students can reproduce knowledge, but also whether they can extrapolate from what they have learned and apply their knowledge in new situations. It emphasises the mastery of processes, the understanding of concepts, and the ability to function in various types of situations. The students Around 510 000 students completed the assessment in 2012, representing about 28 million 15-year-olds in the schools of the 65 participating countries and economies. The assessment Paper-based tests were used, with assessments lasting a total of two hours for each student. In a range of countries and economies, an additional 40 minutes were devoted to the computer-based assessment of mathematics, reading and problem solving. Test items were a mixture of multiple-choice items and questions requiring students to construct their own responses. The items were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered, with different students taking different combinations of test items. Students answered a background questionnaire, which took 30 minutes to complete, that sought information about themselves, their homes and their school and learning experiences. School principals were given a questionnaire, to complete in 30 minutes, that covered the school system and the learning environment. In some countries and economies, optional questionnaires were distributed to parents, who were asked to provideinformationontheirperceptionsofandinvolvementintheirchildsschool,theirsupportforlearningin the home, and their childs career expectations, particularly in mathematics. Countries could choose two other optional questionnaires for students: one asked students about their familiarity with and use of information and communication technologies, and the second sought information about their education to date, including any interruptions in their schooling and whether and how they are preparing for a future career.
19. 19. What is PISA? 22 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI operational factors that precluded participation. Students might be excluded because of intellectual disability or limited proficiency in the language of the assessment. In 28 out of the 65 countries participating in PISA 2012, the percentage of school-level exclusions amounted to less than 1%; it was less than 5% in all countries. When the exclusion of students who met the internationally established exclusion criteria is also taken into account, the exclusion rates increase slightly. However, the overall exclusion rate remains below 2% in 30 participating countries and economies, below 5% in 57 participating countries, and below 7% in all countries except Luxembourg (8.4%). In 11 out of the 34 OECD countries, the percentage of school-level exclusions amounted to less than 1% and was less than 3% in 30 OECD countries. When student exclusions within schools were also taken into account, there were 11 OECD countries below 2% and 26 OECD countries below 5%. (For more detailed information about the restrictions on the level of exclusions in PISA 2012, see Annex A2.) What kinds of results does the test provide? The PISA assessment provides three main types of outcomes: basic indicators that provide a baseline profile of students knowledge and skills; indicators that show how skills relate to important demographic, social, economic and educational variables; and indicators on trends that show changes in student performance and in the relationships between student-level and school-level variables and outcomes. Although indicators can highlight important issues, they do not provide answers to policy questions. To respond to this, PISA also developed a policy-oriented analysis plan that uses the indicators as a basis for policy discussion. Where can you find the results? This is the last of six volumes that present the results from PISA 2012. It begins by discussing the importance of financial literacy, defining financial education and financial literacy, and explaining how the assessment was organised. Chapter2 compares students performance in the 2012 PISA financial literacy assessment across and within countries and economies. It discusses what students know about financial literacy and how well they can apply what they know, and examines how student performance in financial literacy compares with performance in reading and mathematics. Chapter 3 examines the relationship between students financial literacy and the demographic and socio-economic characteristics of these students and their families, including gender, socio-economic status, parents education and occupation, immigrant background, and language spoken at home. Chapter 4 explores the relationship between students experiences with money matters (through holding a bank account and prepaid debit card and through their sources of money), and their performance in the financial literacy assessment. It also discusses the relationship between students attitudes towards learning and their performance in the assessment. The concluding chapter discusses the practical and policy implications of the PISA results. The other five volumes cover the following issues: Volume I, What Students Know and Can Do: Student Performance in Mathematics, Reading and Science, summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do in mathematics. After a summary of mathematics performance, it examines the ways in which this performance varies on subscales representing different aspects of mathematics literacy. Given that any comparison of the outcomes of education systems needs to take into consideration countries social and economic circumstances, and the resources they devote to education, the volume also presents the results within countries economic and social contexts. In addition, the volume examines the relationship between the frequency and intensity of students exposure to subject content in school, what is known as opportunity to learn, and student performance. The volume concludes with a description of student results in reading and science. Trends in student performance in mathematics between 2003 and 2012, in reading between 2000 and 2012, and in science between 2006 and 2012 are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.
20. 20. What is PISA? Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 23 Volume II, Excellence through Equity: Giving Every Student the Chance to Succeed, defines and measures equity in education and analyses how equity in education has evolved across countries between PISA 2003 and 2012. The volume examines the relationship between student performance and socio-economic status, and describes how other individual student characteristics, such as immigrant background and family structure, and school characteristics, such as school location, are associated with socio-economic status and performance. The volume also reveals differences in how equitably countries allocate resources and opportunities to learn to schools with different socio-economic profiles. Volume III, Ready to Learn: Students Engagement, Drive and Self-Beliefs, explores students engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners. The volume identifies the students who are at particular risk of having low levels of engagement in, and holding negative dispositions towards, school in general and mathematics in particular, and how engagement, drive, motivation and self-beliefs are related to mathematics performance. The volume identifies the roles schools can play in shaping the well-being of students and the role parents can play in promoting their childrens engagement with and dispositions towards learning. Changes in students engagement, drive, motivation and self-beliefs between 2003 and 2012, and how those dispositions have changed during the period among particular subgroups of students, notably socio-economically advantaged and disadvantaged students, boys and girls, and students at different levels of mathematics proficiency, are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA. Volume IV, What Makes Schools Successful? Resources, Policies and Practices, examines how student performance is associated with various characteristics of individual schools and of concerned school systems. It discusses how 15-year- old students are selected and grouped into different schools, programmes, and education levels, and how human, financial, educational and time resources are allocated to different schools. The volume also examines how school systems balance autonomy with collaboration, and how the learning environment in school shapes student performance. Trends in these variables between 2003 and 2012 are examined when comparable data are available, and case studies, examining the policy reforms adopted by countries that have improved in PISA, are presented throughout the volume. Volume V, Creative Problem Solving: Students Skills in Tackling Real-Life Problems, presents student performance in the PISA 2012 assessment of problem solving, which measures students capacity to respond to non-routine situations in order to achieve their potential as constructive and reflective citizens. It provides the rationale for assessing problem- solving skills and describes performance within and across countries. In addition, the volume highlights the relative strengths and weaknesses of each school system and examines how they are related to individual student characteristics, such as gender, immigrant background and socio-economic status. The volume also explores the role of education in fostering problem-solving skills. The frameworks for assessing mathematics, reading and science in 2012 are described in PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy (OECD, 2013). They are summarised in Volume I. Technical annexes at the end of this report describe how questionnaire indices were constructed and discuss sampling issues, quality-assurance procedures, the reliability of coding, and the process followed for developing the assessment instruments. Many of the issues covered in the technical annexes are elaborated in greater detail in the PISA 2012 Technical Report (OECD, forthcoming). All data tables referred to in the analysis are included at the end of the respective volume in Annex B1 or, for Volume VI, in Annex B. A Readers Guide is also provided in each volume to aid in interpreting the tables and figures that accompany the report. Data from regions within the participating countries are included in Annex B2. Results from the computer- based assessment of mathematics and reading are presented in Annex B3. References OECD (forthcoming), PISA 2012 Technical Report, PISA, OECD Publishing, Paris. OECD (2013), PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264190511-en.
21. 21. 1 Students and Money: Financial Literacy Skills for the 21st Century Volume VI OECD 2014 25 The Assessment of Financial Literacy in PISA 2012 PISA 2012 is the first large-scale international study to assess the financial literacy, learned in and outside of school, of 15-year-olds nearing the end of compulsory education. It assesses the extent to which students in 18 participating countries and economies have the knowledge and skills that are essential to make financial decisions and plans for their future. This chapter highlights the importance of financial literacy, defines financial education and financial literacy, and discusses how the assessment was organised. It also offers an overview of the limited and uneven provision of financial education in schools in participating countries and economies, and describes the steps taken in some countries to improve financial literacy among students.
22. 22. 1 The assessment of financial literacy in pisa 2012 26 OECD 2014 Students and Money: Financial Literacy Skills for the 21st Century Volume VI Over the past decade, 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. In many instances, challenging economic and financial circumstances have heightened these concerns. This has led to the recognition that better financial literacy skills could contribute to improved financial decision making, and that these decisions could, in turn, have positive effects not only on households but also on economic and financial stability more gen