This report deals with the significance of the competence model for requirements of daily money management, which was developed in the project "CurVe". It particularly stresses the programme development in the field of financial literacy. In conclusion, the challenges of establishing financial literacy as part of the programme literacy and basic education are outlined.
The United Kingdom and Ireland offer examples of national strategies, programmes and projects including services for promoting financial literacy. This report provides descriptions and comparative analysis of policy, practice, and access and engagement in these countries. It makes conclusions and recommendations that can inform future work in adult financial literacy in Germany.
The article refers to the demand for adult economic literacy as well as its objectives. Present demands require intensification. These demands are evident in the behaviour of educational consumers and providers, and even more so in the social expectations expressed by all relevant groups. The text concludes with a reference to the particular public responsibility to provide suitable programmes.
Who are the key players in the field of adult economic literacy? How can continuing education programmes be characterised e.g. from a thematic and content-related perspective? Based on findings gained in a survey on the current programme situation conducted by the DIE, the article provides an overview of the German landscape.
