Understanding Financial Literacy Teaching in East Africa and Greater Europe
Project Description
The dissertation examines financial education for adolescents in East Africa and in Greater Europe. Its starting point are international initiatives such as the EU-OECD competence framework and the UN 2030 Agenda, which emphasize the acquisition of financial competences as a foundation for sustainable action and financial inclusion. The project comprises several sub-studies: first, a bibliometric analysis of the academic reception of the EU-OECD framework, identifying trends, research gaps, and leading actors. In addition, empirical studies in Tanzania evaluate the impact of an NGO-supported school program on financial education for seventh- and eighth-grade students. In this context, culturally, regionally, and socio-demographically appropriate procedures for measuring financial knowledge are proposed and validated. Pre- and post-tests, control groups, and socioeconomic data are used to measure knowledge gains and short-term behavioral changes. Through methodological diversity, international cooperation, and adherence to strict ethical standards when working with minors, the dissertation contributes to the further development of effective financial education strategies in Europe and East Africa.
