The time has come for financial literacy students to capitalize on

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Although stimulating and sensitive, students must explore the dark side of finance if they are to develop skepticism and resilience, as well as an ethic of prudence in how they use money. Studying cases of financial deception, corruption, and fraud help students identify abuses of privilege and power.

The Australian curriculum includes some aspects of finance in math, human and economics subjects, but it is not holistic, nor well contextualized to students’ actual experiences. Students may have a chance to do some simple math, but they are likely to wonder when and how they will use this learning again.

Teachers think financial education is important, but they tend to lack confidence and knowledge of best practices.

Most business solutions explore topics related to personal money. But what they offer does not replace school programs delivered by qualified educators who know the program and the students.

School leaders and teachers need support to prioritize financial education and, if they are looking for ready-made resources or programs, help them distinguish what is good and what is good. is not.

Policymakers, curriculum and content designers need to take a closer look at how they can help schools and teachers improve our financial literacy education. Students trust it.

Peter Saffin is CEO of the Mathematical Association of Victoria. Dr Carly Sawatzki and Dr Jill Brown are from the School of Education at Deakin University.

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