These services help with money management, financial planning, and insurance education. These services are not all dementia-specific but are inclusive of those living with dementia or who are planning for future memory loss. We include larger organizations that provide these services but have not included individual/private financial planners.

As of February 2025, the financial literacy rate among Indonesians who completed university was the highest among other education levels, with a share of around ***** percent. In comparison, Indonesians who didn't complete elementary school had a financial literacy rate of **** percent.

Abstract

To educate consumers about responsible use of financial products, many governments, non-profit organizations and financial institutions have started to provide financial literacy courses. However, participation rates for non-compulsory financial education programs are typically extremely low.

Researchers from the World Bank conducted randomized experiments around a large-scale financial literacy course in Mexico City to understand the reasons for low take-up among a general population, and to measure the impact of this financial education course. The free, 4-hour financial literacy course was offered by a major financial institution and covered savings, retirement, and credit use. Motivated by different theoretical and logistics reasons why individuals may not attend training, researchers randomized the treatment group into different subgroups, which received incentives designed to provide evidence on some key barriers to take-up. These incentives included monetary payments for attendance equivalent to $36 or $72 USD, a one-month deferred payment of $36 USD, free cost transportation to the training location, and a video CD with positive testimonials about the training.

A follow-up survey conducted on clients of financial institutions six months after the course was used to measure the impacts of the training on financial knowledge, behaviors and outcomes, all relating to topics covered in the course.

The baseline dataset documented here is administrative data received from a screener that was used to get people to enroll in the financial course. The follow-up dataset contains data from the follow-up questionnaire.

Geographic coverage

Mexico City

Analysis unit

-Individuals

Universe

Participants in a financial education evaluation

Kind of data

Sample survey data [ssd]

Sampling procedure

Researchers used three different approaches to obtain a sample for the experiment.

The first one was to send 40,000 invitation letters from a collaborating financial institution asking about interest in participating. However, only 42 clients (0.1 percent) expressed interest.

The second approach was to advertise through Facebook, with an ad displayed 16 million times to individuals residing in Mexico City, receiving 119 responses.

The third approach was to conduct screener surveys on streets in Mexico City and outside branches of the partner institution. Together this yielded a total sample of 3,503 people. Researchers divided this sample into a control group of 1,752 individuals, and a treatment group of 1,751 individuals, using stratified randomization. A key variable used in stratification was whether or not individuals were financial institution clients. The analysis of treatment impacts is based on the sample of 2,178 individuals who were financial institution clients.

The treatment group received an invitation to participate in the financial education course and the control group did not receive this invitation. Those who were selected for treatment were given a reminder call the day before their training session, which was at a day and time of their choosing.

Mode of data collection

Face-to-face [f2f]

Research instrument

The follow-up survey was conducted between February and July 2012 to measure post-training financial knowledge, behavior and outcomes. The questionnaire was relatively short (about 15 minutes) to encourage participation.

Interviewers first attempted to conduct the follow-up survey over the phone. If the person did not respond to the survey during the first attempt, researchers offered one a 500 pesos (US$36) Walmart gift card for completing the survey during the second attempt. If the person was still unavailable for the phone interview, a surveyor visited his/her house to conduct a face-to-face interview. If the participant was not at home, the surveyor delivered a letter with information about the study and instructions for how to participate in the survey and to receive the Walmart gift card. Surveyors made two more attempts (three attempts in total) to conduct a face-to-face interview if a respondent was not at home.

Response rate

72.8 percent of the sample was interviewed in the follow-up survey. The attrition rate was slightly higher in the treatment group (29 percent) than in the control group (25.3 percent).

According to a survey conducted in Southeast Asia in June 2023, more than **** of the respondents in Thailand stated that they used the internet as a source to educate themselves about personal finance. In contrast, ** percent of the surveyed consumers in Thailand said that they learned about managing their personal finances in formal education as of June 2023.

In 2022, Peruvian students reached the highest financial literacy score among the Latin American countries analyzed by the program for international student assessment (PISA), with ***. Brazil followed with a mean score of ***.

Context

The World Bank is an international financial institution that provides loans to countries of the world for capital projects. The World Bank's stated goal is the reduction of poverty. Source: https://en.wikipedia.org/wiki/World_Bank

Content

This dataset combines key education statistics from a variety of sources to provide a look at global literacy, spending, and access.

For more information, see the World Bank website.

Fork this kernel to get started with this dataset.

Acknowledgements

https://bigquery.cloud.google.com/dataset/bigquery-public-data:world_bank_health_population

http://data.worldbank.org/data-catalog/ed-stats

https://cloud.google.com/bigquery/public-data/world-bank-education

Citation: The World Bank: Education Statistics

Dataset Source: World Bank. This dataset is publicly available for anyone to use under the following terms provided by the Dataset Source - http://www.data.gov/privacy-policy#data_policy - and is provided "AS IS" without any warranty, express or implied, from Google. Google disclaims all liability for any damages, direct or indirect, resulting from the use of the dataset.

Banner Photo by @till_indeman from Unplash.

Inspiration

Of total government spending, what percentage is spent on education?

This dataset accompanies the meta-analysis titled "What Actually Works? A Meta-Analysis of Financial Literacy Interventions Across Age Groups and Delivery Methods." It contains coded data from 12 high-rigor quantitative studies evaluating financial literacy programs for youth aged 10 to 24. Variables include study identifiers, sample sizes, age group, delivery method, intervention type, instructional intensity, follow-up timing, outcome domain (knowledge, behavior, attitudes), effect sizes (Hedges’ g), and moderator codes. The dataset was used to calculate pooled effect sizes and conduct moderator analysis using a random-effects model.

In 2024, Indonesia's financial literacy index was around ***** percent. Although the index has been increasing since 2013, the national financial literacy was still considerably low and indicates that there was still a substantial portion of the population who does not understand financial service providers, their products, features, advantages, and risks, which hinders the development of Open Finances. This measure consists of a survey to assess the level of knowledge, skills, confidence, attitudes, and behavior related to financial services and products.

This dataset contains 500 tweets related to financial literacy and consumer behavior, designed for tasks such as sentiment analysis, emotion classification, and behavior prediction. The dataset was generated to support research in financial literacy education and consumer behavior modeling, incorporating realistic tweet structures and metadata.

Dataset Features tweet_content (string): The text of the tweets, reflecting various financial literacy topics and emotions.

emotion (categorical): The emotion expressed in the tweet, selected from:

Positive Fear Anticipation Disgust Surprise sentiment_score (float): A numerical score representing the sentiment of the tweet, ranging from -1 (negative sentiment) to 1 (positive sentiment).

likes (integer): Number of likes the tweet received (simulated).

retweets (integer): Number of retweets the tweet received (simulated).

replies (integer): Number of replies the tweet received (simulated).

topic_tags (categorical): The main financial topic discussed in the tweet, selected from:

Savings Investment Budgeting Debt Management Financial Planning Credit Scores Spending Habits financial_behavior (categorical): A classification of the financial behavior implied by the tweet, categorized as:

Good behavior Moderate behavior Risky behavior Potential Use Cases Sentiment analysis and emotion classification. Behavioral modeling for financial decision-making. Testing machine learning algorithms for financial literacy. Educational applications for personalized financial learning platforms. Simulating tweet analysis in social media mining studies.

Financial overview and grant giving statistics of Center For Financial Education

Financial overview and grant giving statistics of Young Americans Center for Financial Education

This dataset contains replication data and codes for the paper "A Behaviorally informed financial education program for the financially vulnerable: Design and effectiveness". In collaboration with five Dutch field partners, we conducted a quasi-experimental field study among financially vulnerable individuals (mostly: clients of municipal debt services). In this study, we tested the effectiveness of a Behaviorally informed financial education program in comparison with both a control group and a traditional program group. We collected data both before the program started and six months later. In comparison with the control group, we found a strong positive effect of the behaviorally informed program on financial skills and knowledge and on financial behavior, but not on financial wellbeing and financial outcomes. Contrary to our expectations, we did not find evidence that the behaviorally informed program performed better than a traditional program.See also dataset "Naar een effectieve budgetcursus" for data and codes used for the research report.

Micro-entrepreneurs often lack the financial literacy required to make important financial decisions. We conducted a randomized evaluation with a bank in the Dominican Republic to compare the impact of two distinct programs: standard accounting training versus a simplified, rule-of-thumb training that taught basic financial heuristics. The rule-of-thumb training significantly improved firms' financial practices, objective reporting quality, and revenues. For micro-entrepreneurs with lower skills or poor initial financial practices, the impact of the rule-of-thumb training was significantly larger than that of the standard accounting training, suggesting that simplifying training programs might improve their effectiveness for less sophisticated individuals.

In this paper, we present our financial literacy pilot study with two classes (kindergarten and Grade 1/2, N=37) and their educators (N=3) in Ontario, Canada. Teachers were provided with two days of professional development about five concepts of financial literacy (scarcity, saving, money, exchange, and giving) as well as picture books and accompanying lessons to teach the concepts through a teaching unit. A financial literacy pre-assessment was conducted with each student, the teachers taught the financial literacy unit for three weeks, and then students were reassessed on their financial literacy skills. Students’ scores were 35% higher on the post-assessment compared to the pre-assessment. Kindergarten students had greater gains in scores than the Grade 1/2 students. Educators were also interviewed before the professional development sessions and after they taught the financial literacy unit. Educators believed the program was successful and engaging for students, expressed the desire to continue to teach financial literacy after the study was complete, and felt more confident in their abilities after participating in the study. We advocate that financial literacy needs to begin early and needs more attention in early childhood education programs so students develop skills over time.

This article discusses consumption among Brazilian low-income elderly people and the importance of considering educational interventions designed for this population. The discussion stems from a participant observation research, developed by means of a pedagogical action performed with elderly women, founded on popular educational principles and cultural-historical approach. Results showed that the participants collectively produced financial control strategies and new conceptual constructions of consigned credit mechanisms. Lastly, some principles advocate the generation of educational practices that promote empowering and protagonism among elderly consumers.

Delay discounting, as a behavioral measure of impulsive choice, is strongly related to substance abuse and other risky behaviors. Therefore, effective techniques that alter delay discounting are of great interest. We explored the ability of a semester long financial education course to change delay discounting. Participants were recruited from a financial education course (n = 237) and an abnormal psychology course (n = 80). Both groups completed a delay-discounting task for $100 during the first two weeks (Time 1) of the semester as well as during the last two weeks (Time 2) of the semester. Participants also completed a personality inventory and financial risk tolerance scale both times and a delay-discounting task for $1,000 during Time 2. Delay discounting decreased in the financial education group at the end of the semester whereas there was no change in delay discounting in the abnormal psychology group. Financial education may be an effective method for reducing delay discounting.

Financial overview and grant giving statistics of Society for Financial Education

In today’s technologically advanced era, personal financial competence is critical for successful living, particularly as individuals face increasing complexities in financial decision-making. This study explores the impact of personal financial education on financial management behavior, digital financial misconceptions, and parental well-being among Generation Z in Indonesia. This quantitative study employed Structural Equation Modeling (SEM) to analyze data from 1,843 high school students across Indonesia. The study focused on the relationships between personal financial education, financial management behavior, digital financial misconceptions, and parental well-being. Data were collected through a cross-sectional survey, with instruments designed to measure each of the key variables. The findings reveal that personal financial education significantly influences financial management behavior, which in turn impacts digital financial misconceptions and parental well-being. Moreover, personal financial education directly affects both digital financial misconceptions and parental well-being, with strong indirect effects mediated through financial management behavior. The results underscore the importance of integrating comprehensive financial education into school curricula to enhance financial literacy and management behaviors. By improving financial management skills and reducing digital financial misconceptions, personal financial education can contribute to better financial outcomes and overall well-being for students and their families. This study highlights the need for educational programs that address the specific challenges posed by digital finance, ensuring that Generation Z is well-equipped to navigate the complexities of modern financial environments.

Abstract

Financial services sector, like other economic sectors of Azerbaijan, has been characterized with fast development rate. Banking, insurance and post services hold leading positions among those services. Individuals are one of the major consumers of those services. Thus, more than 3.6 million people already use payment cards and about 500,000 people take consumer credits. Increase of financial literacy and better protection of consumer rights contribute to more efficient access of population to financial services. First of all, current status of financial literacy of population should be studied and problems revealed, to this end.

Increase of financial literacy and better protection of consumer rights became more urgent issues over the last decade. Fast integration of Azerbaijan into the world economy made it necessary to study those issues and implement appropriate measures in the country.

In view of the above mentioned facts, the Central Bank of the Republic of Azerbaijan, World Bank and SECO decided to carry out a financial literacy research of the population. The main objective of that project was to conduct a "Financial Literacy Survey", create a Single Database and prepare a Report reflecting outcomes of the survey.

Geographic coverage

The survey covered Baku (including 11 administrative districts), Ganja, Sumgait, Shirvan, Khirdalan, Sheki, Lankaran, Yevlakh, Nakhchivan, Guba, Gusar, Aghsu, Bilesuvar, Berde, Tovuz, Masalli cities, 2 settlements and 37 villages (see: table 1.1 of the survey report). 54% of survey participants live in urban (Baku- 23%) and 46% in rural areas. This is a similar pattern to the national demographic status.

Analysis unit

Household, individual

Universe

The survey was carried out among people above 18 years old (18 also included) (except for those not capable of being interviewed) with the latest birthday date within a year.

Kind of data

Sample survey data [ssd]

Sampling procedure

Definition of sampling frame and scale

1200 respondents were defined as a sample frame in 8 economic regions (2 economic regions of the country are under occupation) and Baku city. The main reason for conducting the survey among 1200 respondents is to ensure representativeness and financial feasibility of the project. Urban and rural ratio was set at 54% and 46% in line with statistic indicators. For detailed information see Table 1.1 of the survey report.

Preparation of the survey plan and implementation of survey sampling

Sampling was carried out at 2 stages: i) at the first stage, it was conducted while taking into account distribution of population by capital city, other urban and rural areas and economic regions with preliminary sampling units being street and villages (each preliminary sampling unit includes 15 respondents); ii) At the second stage, streets within the sampled cities and villages within economic regions were randomly selected. For example, according to results of the first stage of the sampling, a survey should be carried out among 45 respondents in Guba region and 15 respondents should be selected in urban areas and 30 respondents in rural areas. In view of the fact that primary sampling unit consists 15 respondents, 1 street within Guba town or its settlements and 2 villages among rural areas should be randomly selected.

Mode of data collection

Face-to-face [f2f]

Research instrument

The questionnaire was prepared based on the analogical questionnaire used in Russia and submitted by the Central Bank. The questionnaire was translated into Azerbaijani language, questions were adjusted to the country context, irrelevant questions were removed and new ones introduced. Meetings were arranged with representatives of the Central Bank and other relevant organizations, as well as their comments were discussed through e-mail during the preparation period of the questionnaire. The final version of the questionnaire was consisted of 65 questions and mainly covered such issues as registration of household's income and expenditures, financial awareness, financial literacy on basic calculations, violation of consumer rights during the use of financial services, access to financials services, payments cards and socio-demographic status of respondents. The questionnaire was prepared in Azerbaijani language and then, translated into English.

Cleaning operations

Entering and cleaning data, and creation of a Single Database

An operator entered and analyzed data through relevant software (SPSS). All questionnaires were coded during the entering process of data. An database specialist undertook additional control and regulation works to clean data. A Single Database was checked through preliminary analysis after major logic examination.

A Single Database was created at SPSS software based on questions of the questionnaire. Answers given by 1207 respondents were entered into the Single Database.

This sixth volume of PISA 2012 results examines 15-year-old students’ performance in financial literacy in the 18 countries and economies that participated in this optional assessment. It also discusses the relationship of financial literacy to students’ and their families’ background and to students’ mathematics and reading skills. The volume also explores students’ access to money and their experience with financial matters. In addition, it provides an overview of the current status of financial education in schools and highlights relevant case studies.