New Delhi, India, 8-9 November 2017. This symposium looked at how to implement effective financial education policies in a changing financial landscape with a focus on financial education in the digital age.
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This paper suggests a policy framework for investor education, focusing on investor education as a component of increasing awareness of financial institutions and markets, encouraging participation and fruitful investment strategies, and ensuring financial well-being for individuals and their families.
This chapter from "The Pursuit of Gender Equality: An Uphill Battle" shows that two-thirds of the 30 economies participating in a financial literacy survey reported that gender differences in financial knowledge and confidence persist.
Hanoi, Vietnam, 3-4 October 2017. This conference provided a forum to discuss best practices on developing financial education and consumer protection in Vietnam and other Southeast Asian countries.
28 September 2017, Melbourne - This seminar will bring together high-level officials and experts to address the financial consumer protection risks in an increasingly digital and financial world.
While the contribution of MSMEs to national economies is widely recognised, their financial education needs are not always being met and low levels of financial literacy pose a potential barrier to successful business creation and growth. Covering 21 economies, this stocktaking report identifies the main policy challenges and good practices.
This report describes the levels of financial literacy of adults in G20 countries and the Netherlands and Norway, guest countries under the G20 German Presidency. It was presented to G20 Leaders at their 2017 Summit meeting in Hamburg on 8 July 2017.
The first OECD PISA international assessment of financial literacy examined 15-year-old students’ performance in financial literacy in the 18 countries and economies that participated in this optional assessment.
Environ un quart des élèves des 15 pays et économies* qui ont participé à la dernière évaluation de la culture financière menée dans le cadre du Programme international pour le suivi des acquis des élèves (PISA) de l’OCDE sont incapables de prendre la moindre décision relative aux dépenses courantes, et ils ne sont qu’un sur dix à comprendre des concepts complexes tels que l’impôt sur le revenu.