個(gè)人理財(cái)外文翻譯文獻(xiàn)翻譯-其他專業(yè)-文庫(kù)吧資料
2025-01-27 00:26本頁(yè)面
【正文】 rall objective, what is the core content, what petencies and skills must the learner gain, what preparation or qualifications must the teachers of financial education have, and what standards must be used to assess the outes of such programs? Overall Goal for Financial Education The overall goal for financial education is to ensure that everyone is equipped with appropriate information, knowledge, and skills to make good financial decisions. The challenge to educators is to determine what specific skills people need in order to understand the long‐ term costs and benefits of their financial decisions (Hira, 1995). Financially educated consumers are an important first line of defense in well‐functioning markets. At the same time, it is important to recognize that financial education is not a panacea and that there remains a need for effective regulation that is responsive to market evolutions to ensure that consumers are protected against abusive and fraudulent practices by unscrupulous players. Future Opportunities and Challenges In the past, professionals in the family economics and management field of personal finance made use of the interdisciplinary approach to study financial behavior. Today, professionals from those disciplines (economics, sociology, psychology, and many others) are studying financial behavior, expanding opportunities and potential for a stronger and richer discipline. Opportunities for transdisciplinary work offer a great promise for the future. The discipline must meet the challenges of creating an environment where professionals from various disciplines create strong connections, collaborate, and generate truly interdisciplinary studies. A report prepared by the . Government Accountability Office in 2021 clearly identifies the challenges and opportunities that lie ahead. It suggests that establishing standards for core content and oute objectives is critical for the development of evaluation and assessment instruments so that there can be matched areas consistent with the goals and appropriate for the target audience. Furthermore, it is important to differentiate between measuring outes of a course and the oute of an intervention such as advising and counseling, designed to bring about a predetermined behavior change. Asking different questions, using different measures, and paring courses with different objectives and taught by instructors of various professional qualifications is likely to yield different results. This report also identified the need for setting standardized benchmarks and developing a federal evaluation infrastructure to help nonprofits and other anizations build evaluation capacity. Braunstein and Welch (2021) have a few unique ideas for delivering financial education. They suggest something similar to the use of a credit‐ scoring model in loan underwriting, which has enabled lenders to quickly and effectively construct an individual risk profile. A similar approach might be taken in determining a consumer’s financial literacy profile, with a database on an individual’s or group’s financial status, behavior, and learning preferences used to identify an individual’s information and educational needs. Knowledge of those needs, coupled with an assessment of the individual’s motivation and confidence, could assist in providing relevant They also argue that development of consistent standards for measuring results could increase the success of financial literacy programs. Practitioners who can demonstrate the effectiveness o
環(huán)評(píng)公示相關(guān)推薦
鄂ICP備17016276號(hào)-1