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.

According to a survey conducted in Southeast Asia in June 2023, about 40 percent of the respondents chose the internet among their sources for learning to manage their personal finances. In comparison, those with no personal finance education made up a quarter of the surveyed consumers in the region as of June 2023.

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 half of the respondents in Thailand stated that they used the internet as a source to educate themselves about personal finance. In contrast, 14 percent of the surveyed consumers in Thailand said that they learned about managing their personal finances in formal education as of June 2023.

The results show that 18% of EU citizens display a high level of financial literacy, 64% a medium level, and the remaining 18% a low level. There are, however, wide differences across Member States. In only four Member States, more than one quarter of citizens score highly in financial literacy (the Netherlands, Sweden, Denmark and Slovenia). The results also point to the need for financial education to target in particular women, younger people, people with lower income and with lower level of general education who tend to be on average less financially literate than other groups.

Processed data

Processed data files for the Eurobarometer surveys are published in .xlsx format.

• Volume A "Countries/EU" The file contains frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of (weighted) replies for each country or territory and for (weighted) EU results.
• Volume AP "Trends" The file compares to previous poll in (weighted) frequencies and means (or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies); shifts for each country or territory foreseen in Volume A and for (weighted) results.
• Volume AA "Groups of countries" The file contains (labelled) frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of (weighted) replies for groups of countries specified by the managing unit on the part of the EC.
• Volume AAP "Trends of groups of countries" The file contains shifts compared to the previous poll in (weighted) frequencies and means (or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies); shifts for each groups of countries foreseen in Volume AA and for (weighted) results.
• Volume B "EU/socio-demographics" The file contains (labelled) frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies for the EU as a whole (weighted) and cross-tabulated by some 20 sociodemographic, socio-political or other variables, depending on the request from the managing unit on the part of the EC or the managing department of the other contracting authorities.
• Volume BP "Trends of EU/socio-demographics" The file contains shifts compared to the previous poll in (weighted) frequencies and means (or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies); shifts for each country or territory foreseen in Volume B above)and for (weighted) results.
• Volume C "Country/socio-demographics" The file contains (labelled) weighted frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies for each country or territory surveyed separately and cross-tabulated by some 20 socio-demographic, socio-political or other variables (including a regional breakdown).

For SPSS files and questionnaires, please contact GESIS - Leibniz Institute for the Social Sciences: https://www.gesis.org/eurobarometer

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 statistic presents the level of self assessed financial literacy in the United States in 2017. During the survey period, it was found that 56 percent of the respondents admitted that they were somewhat financially literate.

US: School Enrollment: Preprimary: % Gross data was reported at 69.492 % in 2015. This records a decrease from the previous number of 69.917 % for 2014. US: School Enrollment: Preprimary: % Gross data is updated yearly, averaging 60.389 % from Dec 1971 (Median) to 2015, with 27 observations. The data reached an all-time high of 70.965 % in 1996 and a record low of 37.734 % in 1972. US: School Enrollment: Preprimary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This study examines the effects of religiosity and Islamic financial literacy on Muslims' financial behavior and well-being

Hello,This dataset is for my "Financial Literacy Levels of Primary Mathematics Teachers and Primary Mathematics Teacher Candidates" article sent to "The Social Studies" journal.

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.

Abstract

Policymakers and much of the migration literature have long worried that the majority of remittances are used for consumption purposes, not savings or investment, reducing their long-term development potential. One of the main policy responses to try and increase savings from remittances and improve financial management among remittance receivers has been the introduction of financial literacy programs for migrants and/or their families.

Researchers from the World Bank conducted a randomized experiment in Indonesia in the context of a pilot program on financial literacy for female overseas migrant workers and their families. The program was developed as a partnership between the Government of Indonesia and the World Bank, and implemented in Greater Malang area and Blitar District of East Java Province. The training program emphasized financial planning and management, savings, debt management, sending and receiving remittances, and understanding migrant insurance. One key policy question is whether such information is best delivered to the migrant worker herself, to someone in their remaining household, or to both. The experiment directly tested these options using three treatment groups: a group in which only the migrant worker receives training, a group in which the main remittance receiver or decision-maker in the remaining household receives training, and a group in which both receive training.

The baseline survey was conducted on a rolling basis from February to June 2010 to coincide with the training cycle. After the training, three rounds of follow-up surveys were administered to family members left behind. The follow-up surveys were conducted from March 2011 to January 2012, at time intervals corresponding to the migrant being 9, 15, and 19 months abroad on average. The follow-up data was then used to measure impacts on the financial knowledge, behaviors, and remittance and savings outcomes of the remaining household.

Researchers collaborated with Malang's Manpower and Transmigration Office and 11 migrant workers' recruiting agencies (PPTKIS) based in Greater Malang to obtain a sample of 400 migrant workers and their families.

Geographic coverage

Greater Malang

Analysis unit

• Migrant workers
• Family members of migrant workers

Kind of data

Sample survey data [ssd]

Sampling procedure

The recruitment of respondents was conducted on a rolling basis, with the project team periodically contacting the 11 PPTKIS (Privately-owned Indonesian Manpower Placement Company) to obtain lists of workers originating in the Greater Malang and Blitar districts who were recruited by these companies to work abroad. The PPTKIS selected workers who were either staying in their dormitory facilities while undergoing training, or otherwise lived close by. These PPTKIs recruit both males and females, but the males typically do not come and stay in dormitory accommodation, so males were only selected if they lived nearby. They did not screen workers for interest in participating in training, so the workers should be considered as broadly representative of Indonesian female migrants. Researchers set a target sample size of 400 households, and continued to collect workers in batches from these recruiting agencies until this target had been met.

As batches of worker names were received from the PPTKIS, they were entered by project staff onto an Excel worksheet in the order listed by the PPTKIS, and a random number generator used to assign individuals to a treatment status. Since batches of workers were often not of size divisible by four, and were of varying numbers, and that the only information available on the workers was basic data supplied by the PPTKIS, the research team did not stratify the randomization. The sample of 400 migrant workers was randomly assigned into one of the following groups:

• Treatment A: Financial literacy training is provided to the migrant worker only
• Treatment B: Financial literacy training is provided to the migrant worker's household member only
• Treatment C: Financial literacy training is provided separately to both the migrant workers and to their household members
• Group D: Control group with no financial literacy training provided

Out of the sample of 400 migrant workers, this random assignment resulted in 101 migrant households being assigned to treatment A, 97 - to treatment B, 98 - to treatment C, and 104 - to a control group.

Mode of data collection

Face-to-face [f2f]

This statistic presents the level of self assessed financial literacy in the United States in 2014, by investable assets. During the survey period, it was found that 43 percent of the respondents with investable assets worth 500,000 U.S. dollars and more admitted that they were very financially literate.

This file contains data related to students' demographics, their responses to questions assessing personal finance and career preferences expressed by them. Variables coding and transformations have been explained in data file. Variables Q2 to Q24 are related to questions assessing financial literacy, which have been ordered so that different questions related to the same dimension come in sequence one after another. Variables named "Transformed Q2" to "Transformed Q24" are their corresponding variables coded based on correctness of the response. Variables with name containing "eliminated ....", such as "First.choice.career.field.eliminated.rare.cases", contains modified data of another related variable with similar name, such as "First.choice.career.field", such that rare cases have been eliminated to avoid misleading statistical results.

Financial overview and grant giving statistics of Money Management International Financial Education Foundation

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 2024, Indonesia's financial literacy rate was around ***** percent. Although the rate 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 replication data and codes for the paper "Effectiveness of a behaviorally informed financial education program for the financially vulnerable: A field experiment". In collaboration with five Dutch field partners, we conducted a field experiment among financially vulnerable individuals (mostly: clients of municipal debt services). In this field experiment, 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 behavior, mainly driven by improved budgeting scores. In addition, we found some evidence for a positive effect on financial skills and knowledge, but not on other 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.

Graph and download economic data for Other Financial Information: Other Money Receipts by Education: High School Graduate with Some College (CXUOTHRMONYLB1305M) from 1995 to 2012 about no college, receipts, information, secondary schooling, secondary, financial, education, and USA.

Financial overview and grant giving statistics of Heartland Institute for Financial Education