This study review past literature regarding financial education to explore whether the financial education content for a junior high school is adequate. Comparing main developed countries’ financial education contents for students with similar age levels, this research investigates whether the financial education materials in Taiwan are consistent with the worldwide trend, over-stress cognitive, and disregard skill and affection; and whether it is necessary to teach financial operating skill.
Specifically, the study discusses the domestic and foreign literature about the mean and importance of fiannacial literacy, and the factors which affect financial literacy for students in a junior high school. The study also explores the conditions of financial concepts and behaviors for Taiwan’s junior-high-school students, the importance of financial education practices, and the implications of financial education (including the definition, content, importance, purpose and benefit). The study integrates the past literature concerning the analyses and comparisons of financial education curriculums for high school across main countries as well as the content and scope of junior-high-school financial teaching (including the financial curriculum of “Nine-Year Consecutive Compulsory Education” and the financial materials edited by the Financial Supervisory Commission), and examines whether the financial curriculum for a junior high school is adequate.
By reviewing a strand of literature, the research recognizes that Taiwan’s financial education content is not completely consistent with the worldwide trend, overvalues knowledge dimention and neglects aspects of skill and affection. Therefore, it should be necessary to teach contents about financial applying and operating skills to avoid wishy-washy teaching and unpracticability of financial practices.
