Guidance on digital delivery of financial education
Innovative uses of digital technologies in the delivery of financial education can serve multiple complementary objectives and effectively support the building blocks of financial education. This Guidance was developed to assist policy makers in deciding when to adopt digital delivery, and how to effectively design and implement digital financial education initiatives, by offering non-binding actionable directions. It builds on the work undertaken by the OECD and its International Network on Financial Education, including the G20/OECD-INFE Policy Guidance Note on Digitalisation and Financial Literacy and international comparative analyses on how public authorities design, deliver and evaluate digital financial education initiatives, notably in the context of the COVID-19 pandemic. The report on digital delivery of financial education design and practice builds on over 70 case studies from members of the OECD International Network on Financial Education, contributes to a better understanding of how public authorities worldwide are designing, delivering and evaluating digital financial education initiatives, and prepares forthcoming work on the development of high-level international guidance on the digital delivery of financial education.
The Inequality of Poverty
This report explores the connections between low income, poverty and protected characteristics, how these can shape the experience of poverty, and whether this can result in a similar inequality in terms of when and how poverty premiums are incurred. COVID-19 has thrown light on the link between insecure work, low incomes and protected characteristics, with an opportunity for this link to be formally recognised. The pandemic, and the economic consequences look likely to throw many more people into poverty, and this poverty is falling hardest on those with protected characteristics.
Financial Consumer Protection responses to COVID-19
This policy brief provides recommendations that can assist policy makers in their consideration of appropriate measures to help financial consumers, depending on the contexts and circumstances of individual jurisdictions, during the COVID-19 crisis. These options are consistent with the G20/OECD High Level Principles on Financial Consumer Protection that set out the foundations for a comprehensive financial consumer protection framework.
Supporting the financial resilience of citizens throughout the COVID-19 crisis
This policy brief outlines initial the measures that policy makers can make to increase citizen awareness about effective means of mitigation for the impact of the COVID-19 pandemic and its potential consequences on their financial resilience and well-being.
National Strategies for Financial Education: OECD/INFE Policy Handbook
Financial education has become an important complement to market conduct and prudential regulation and improving individual financial behaviours a long-term policy priority in many countries. The OECD and its International Network on Financial Education (INFE) conducts research and develops tools to support policy makers and public authorities to design and implement national strategies for financial education. This handbook provides an overview of the status of national strategies worldwide, an analysis of relevant practices and case studies and identifies key lessons learnt. The policy handbook also includes a checklist for action, intended as a self-assessment tool for governments and public authorities.
G20/OECD INFE Core Competencies Framework on financial literacy for Adults (aged 18+)
This document describes the types of knowledge that adults aged 18 or over could benefit from, what they should be capable of doing and the behaviours that may help them to achieve financial well-being, as well as the attitudes and confidence that will support this process. It can be used to inform the development of a national strategy on financial education, improve programme design, identify gaps in provision, and create assessment, measurement and evaluation tools.
The poverty premium: a customer perspective
Fair By Design and Turn2Us (in the United Kingdom) commissioned this research to explore recent changes in the poverty premium landscape, to understand if they are having any impact on the cost of premiums, or the number of people who pay them. Importantly, we did this through the lens of the low-income customer in order to hear first-hand how they experience these extra costs; how they see the problems with the current system; how they respond to initiatives and interventions designed to reduce poverty premiums; and the changes they feel would make the most difference to them and their household. This research report:
Debt and mental health: A statistical update
Financial problems can be a significant source of distress, putting pressure on people's mental health, particularly if they are treated insensitively by creditors. Some people in financial difficulty cut back on essentials, such as heating and eating, or social activities that support their well being, to try and balance their budget. In many cases this has a negative impact on people's mental health. This policy note from draws on nationally representative data to update key statistics on the relationship between debt and mental health problems, and sets out implications for policymakers, service providers and essential services firms.
Financial Capability of Children, Young People and their Parents in the UK 2016
This new research study: the 2016 UK Children and Young People’s Financial Capability Survey, is the first of its kind: a nationally representative survey of the financial knowledge, attitudes and behaviours of 4- to 17-year-olds and their parents, living in the UK. A total of 4,958 children and young people aged 4–17, and their parents, were interviewed as part of this research. This report presents an initial analysis of the findings of this new survey and covers: ■ how children get money ■ how children spend and save money ■ children’s attitudes to spending, saving and debt ■ children’s confidence about managing their money ■ children’s understanding of the value of money and the need to make trade-offs ■ children’s knowledge and education about financial products, concepts, and terminology ■ parents’ beliefs and attitudes towards their own financial capability and the skills, abilities and attitudes of their children.
