Study on Identifying the Level of Inclusion of Financial Literacy in the Secondary School Curriculum Grades 10 and 11 in Sri Lanka
DOI:
https://doi.org/10.60072/ijeissah.2023.v2i01.002Abstract
Achieving competencies in key subjects and 21st-century themes is essential to student success and survival in the century. It is the responsibility of the school curriculum to promote an understanding of academic content at much higher levels by knitting 21st-century interdisciplinary themes, such as Financial, Economics, Business, and Entrepreneurial Literacy into key subjects. The purpose of this research is to explore the degree of financial literacy included in the secondary-level curriculum of Sri Lanka. A phenomenological Qualitative method was used to review the literature with a systematic examination of the content areas of major secondary school subjects. A checklist indicating a variety of attributes related to financial literacy was analyzed in the lesson topics of general subjects excluding basket subjects of ten and eleven grades in the secondary curriculum of Sri Lanka. The findings suggested that the inclusion of financial concepts directly, or indirectly in the major subject areas was hardly emphasized in the present curriculum amidst the high importance, especially at a time when the country is categorized as financially defaulted. The evidence has further indicated that low financial management literacy was not only an issue with the poor but with many high-profile professionals such as doctors, engineers, and even judges. The outcomes of the research are useful for policymakers and academics to design the curriculum and to help strengthen the economic stability of the country.
Keywords:
Financial Literacy, Financial Education, Curriculum, Sri Lanka, SecondaryReferences
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