Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-26T12:28:38Z No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-26T13:56:09Z (GMT) No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-26T13:58:09Z (GMT) No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) / Made available in DSpace on 2018-07-26T13:58:09Z (GMT). No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) Previous issue date: 2017-08-31 / Através da pesquisa que apresentamos na presente dissertação, propusemonos investigar o processo de produção de tarefas sobre inflação de preços, criadas com o objetivo de estimular a produção de significados dos estudantes do Ensino Médio para este tema. Este trabalho se caracteriza por uma abordagem qualitativa de investigação, envolvendo uma pesquisa de campo empreendida em uma escola pública estadual da cidade de Valença, Rio de Janeiro. A leitura da produção de significados dos sujeitos de pesquisa e a produção das tarefas foram referenciadas teoricamente pelo Modelo dos Campos Semânticos. O conjunto de tarefas produzido constituiu um produto educacional para uso em salas de aula de Matemática da Educação Básica. / Through the research that we present in this dissertation, we propose to investigate the process of production of tasks on price inflation, which were created with the purpose of stimulating the production of meanings by high school students for this theme. This work is characterized by a qualitative research approach, involving a field research undertaken at a state public school in the city of Valença, Rio de Janeiro. The reading of the meaning production of the research subjects and the production of the tasks were theoretically referenced by the Model of Semantic Fields. The set of tasks produced was an educational product for use in mathematics classrooms of Elementary Education.

The subject of this diploma thesis is financial literacy in Czech Republic. The main interest is the government concept explaining National Strategy on financial education and Financial Education System for elementary schools and high schools. The thesis also deals with consumer protection as it is integral part of financial literacy. Activities of Supranational organizations like European Union and Organisation for Economic Cooperation and Development are presented enhancing their impact on steps taken by Czech government. Eventually analysis of own measuring financial literacy is performed bringing evaluated and compared results. Based on those recommendation are proposed.

The diploma thesis "Financial literacy of pupils at grammar school" deals with the attitudes of students to the issue of financial literacy and the level of their knowledge. It focuses on individual components of financial literacy and key factors which influence and shape the students' knowledge and attitudes. Comparing available literature sources the definition of financial literacy is discussed in the theoretical part. The theoretical part also includes the way financial education is regulated in the Czech Republic. The practical part using a descriptive statistical analysis presents results received from the questionnaire distributed among pupils of the grammar school. Based on the results four hypotheses were set and their validity is tested. The evaluation and discussion parts are incorporated in the work.

The diploma thesis focuses on financial literacy analysis amongst high school students. Introductory chapters are based on definitions of key words essential to examine this topic, on the question of financial literacy significance and consumer protection (and its connection to financial literacy). Another part of the thesis investigates the process of financial education implementation to framework educational programs which represent obligatory foundation for elementary and high schools when creating the curricula. Crucial part of the thesis is financial literacy level examination performed at high schools and comparison of this level among participating schools.

Trazar políticas públicas en la educación financiera es imprescindible para fomentar la inclusión de los ciudadanos hacía el acceso, uso y la calidad de los productos y/o servicios financieros puestos a su disposición, sin importar su ubicación geográfica, condición social o económica, ni mucho menos su género. Estudios revelan que la mayoría de adultos sin bancarización son mujeres, teniendo en cuenta que las desigualdades de género en el ámbito financiero responden a inequidades que tienen origen en otros contextos como el político, social, familiar o laboral. Así, la brecha creada debido al género adiciona obstáculos a las mujeres que dificultan su acceso y uso de productos y/o servicios en el mercado financiero. Aunque el desarrollo de la mujer emprendedora conlleva importantes contribuciones en el empoderamiento de las niñas y mujeres, a partir de su talento y liderazgo, la promoción de empleo en favor del desarrollo económico, la participación política y la reducción de desigualdades sociales en el país; el Estado peruano no ha desplegado acciones ni programas específicos para fortalecer la educación financiera de este sector, por lo que su investigación, análisis y fomento tiene importancia en el interés público de inclusión, así como en el crecimiento económico sólido del país, generando bienestar social. De acuerdo a las cifras obtenidas y a la encuesta realizada, las mujeres emprendedoras de Lima Metropolitana tienen alta frecuencia de uso de medios de pago digitales a propósito de sus negocios, posicionándose en canales idóneos y cercanos a ellas para propiciar la educación financiera que incremente sus conocimientos y capacidades en la materia. En tal sentido, corresponde al Estado, promoviendo la participación del sector privado, trabajar estrategias basadas en herramientas idóneas como las mencionadas para eliminar los factores de baja transparencia y la inexistente o muy compleja información que rige a los productos, en aras de atender correctamente sus necesidades y, por tanto, impulsar la confianza del usuario respecto del sistema financiero, pilar de su toma de decisiones. / Drawing up public policies in financial education is essential to promote the inclusion of citizens towards access, use and the quality of financial products and / or services made available to them, regardless of their geographical location, social or economic condition, not much minus your gender. Studies reveal that the majority of unbanked adults are women, taking into account that gender inequalities in the financial sphere respond to inequities that originate in other contexts such as political, social, family or work. Thus, the gap created due to gender adds obstacles to women that hinder their access and use of products and / or services in the financial market. Although the development of women entrepreneurs entails important contributions in the empowerment of girls and women, based on their talent and leadership, the promotion of employment in favor of economic development, political participation and the reduction of social inequalities in the country; The Peruvian State has not deployed specific actions or programs to strengthen financial education in this sector, so its research, analysis and promotion is important in the public interest of inclusion, as well as in the solid economic growth of the country, generating social well-being. According to the figures obtained and the survey carried out, women entrepreneurs in Metropolitan Lima have a high frequency of use of digital means of payment regarding their businesses, positioning themselves in suitable channels and close to them to promote financial education that increases their knowledge and capabilities in the field. In this sense, it is the responsibility of the State, promoting the participation of the private sector, to work on strategies based on suitable tools such as those mentioned to eliminate the factors of low transparency and the non-existent or very complex information that governs the products, in order to correctly attend to their needs and, therefore, boost user confidence in the financial system, a pillar of their decision-making. / Tesis

The issue of the submitted diploma thesis is loans and their consequences and the way it is discussed in financial education in lower-secondary school and corresponding years of grammar school in the Czech Republic. In detail, the thesis focuses on the issue of loans and social issues they are resulting into as indebtness or execution. In the first part, the reader is introduced to the selected issue from the point of view of social sciences and humanities. These are economy, law, sociology and psychology. In each chapter, loans and their consequences are discussed from various points of view and in various contexts. By blending the approaches of all four sciences, the thesis offers a comprehensive view of the researched topic. The second part of the thesis is then focused on the connection of loans and financial education in civic education lessons. The fifth chapter is the analysis of how the topic is embodied in school curriculum and in the current educational system of financial education in lower-secondary school and corresponding years of grammar school. Besides strategic documents, selected handbooks and other options of educating children are discussed. The analysis of this topic in currently accredited textbooks of civic education is also involved in this part. The content of these...

Este trabajo analiza la inclusión financiera como un factor para modificar las condiciones de vida de los ciudadanos en los diferentes países alrededor del mundo. Formar parte de la inclusión financiera implica acceder y utilizar los productos y servicios financieros que ofrecen las instituciones financieras. Este texto está organizado en seis capítulos. En el primer capítulo, se aborda la inclusión financiera desde la perspectiva de la oferta y la demanda. Por un lado, la oferta aborda el uso de herramientas tecnológicas que permitirán a las instituciones financieras la creación de productos y servicios para los excluidos, mientras que, por el lado de la demanda, implica trabajo en la educación de los usuarios. El segundo capítulo expone las barreras tanto voluntarias como involuntarias que impiden el acceso a la inclusión financiera: la distancia, infraestructura, la asimetría de la información, entre otros. El tercer capítulo aborda los determinantes de la incorporación financiera: género, educación, edad, nivel de ingresos, idioma y religión. En el cuarto capítulo, se desarrolla los efectos de la inclusión financiera como la reducción de la pobreza, fuente generadora de empleo, costo de capital más económico y la innovación de nuevo productos financieros. En el quinto capítulo, se presentan las mediciones y modelos para la inclusión financiera; entre estos, se encuentran el uso del análisis de componentes principales, mínimos cuadrados ordinarios, regresión lineal simple entre otros. Asimismo, en el sexto capítulo, se expone el papel de la inclusión financiera en las microfinanzas. Finalmente, se exponen las conclusiones de la investigación. / This work analyzes financial inclusion as a factor to modify the living conditions of citizens in different countries around the world. Being part of financial inclusion involves accessing and using financial products and services offered by financial institutions. This text is organized into six chapters. In the first chapter, financial inclusion is approached from the perspective of supply and demand. On the one hand, the offer addresses the use of technological tools that will allow financial institutions to create products and services for the excluded, while, on the demand side, it involves work in the education of users. The second chapter exposes both voluntary and involuntary barriers that prevent access to financial inclusion: distance, infrastructure, asymmetry of information, among others. The third chapter addresses the determinants of financial incorporation: gender, education, age, income level, language and religion. In the fourth chapter, the effects of financial inclusion are developed, such as the reduction of poverty, a source of employment, a cheaper cost of capital and the innovation of new financial products. In the fifth chapter, the measurements and models for financial inclusion are presented; Among these are the use of principal component analysis, ordinary least squares, simple linear regression, among others. Also, in the sixth chapter, the role of financial inclusion in microfinance is exposed. Finally, the conclusions of the investigation are presented. / Trabajo de Suficiencia Profesional

In current time we experience deeper and deeper indebtedness of Czech households and their deterioration into insolvency on one side, on the other side among Czech population was identified a very low rate of financial literacy in the last few years. As a result of these two findings a hypothesis was created that behind the high indebtedness stands the low financial literacy of population and that it is possible to fight indebtedness by increasing financial literacy. The thesis main target is to analyze approach of Czech Republic to financial literacy, particularly as to a tool of prevention of indebtedness of households. Simultaneously its target is to reveal relation between financial literacy and indebtedness. According to these reasons the thesis is based on several theoretical outcomes - the theory of prevention of risky behavior, the theory of financial education as a prevention from hazard and from the theory of implementation as a part of public policy cycle. Examined problem is defined using analysis of indebtedness of Czech households, determines the occasions and results of this risky behavior; and through delimitation issue of financial literacy. Thesis provides a synthesis of knowledge as options and limits of financial literacy in the fight with increasing indebtedness. Empirical part...

Diese Arbeit untersucht den Einfluss verhaltensökonomischer Aspekte und Bildung für die finanzielle Entwicklung. Sie besteht aus vier Kapiteln, welche jeweils ein separates Forschungspapier darstellen. Die Kapitel decken folgende Themen ab: Determinanten einer impulsiven Kreditaufnahme, Hindernisse bei finanzieller Inklusion, die Auswirkungen von finanzieller Bildung und die finanziellen Folgen eines Schocks. Alle Kapitel nutzen Umfragedaten. Außerdem nutzen einige Kapitel experimentelle (Labor-)Ergebnisse. Nach einer Einleitung untersucht Kapitel zwei die Rolle von Selbstkontrolle und finanzieller Bildung bei einer impulsiven Kreditaufnahme und analysiert experimentelle Daten, die in einem Labor in Berlin erhoben wurden, sowie Umfragedaten aus der Innovations-Stichprobe des Sozio-oekonomischen Panels. Kapitel drei trägt zu einem besseren Verständnis der Determinanten und Hindernisse für die Nutzung von Mobile Money in einem einkommensschwachen Land bei, wobei es auch den Beitrag von Mobile Money zur finanziellen Inklusion betrachtet. Da Bildung die Wahrscheinlichkeit erhöht, dass neue Technologien genutzt werden, könnte finanzielle Bildung weitere Bemühungen zur finanziellen Inklusion und zum Verbraucherschutz für die finanzielle Entwicklung sinnvoll ergänzen. Daher ist es wichtig, die Auswirkungen von Programmen zu bewerten, die auf finanzielle Bildung abzielen. Dafür werden in Kapitel vier die Auswirkungen eines Finanzbildungsprogramms und seine Spillover-Effekte anhand einer randomisierten kontrollierten Studie analysiert. Kapitel fünf beleuchtet die Auswirkungen der COVID-19-Pandemie auf das finanzielle Wohlergehen und die Technologienutzung von Kleinstunternehmern. Die in Kapitel drei bis fünf verwenden Daten wurden in zwei groß angelegten Erhebungswellen im ländlichen Uganda erhoben. / This thesis focuses on the role of behavioral characteristics and education for financial development. It consists of four chapters, each being a separate research paper, covering related areas: determinants of impulsive borrowing, barriers to financial inclusion, the impact of financial education, and the financial consequences due to a shock. All chapters use survey evidence, and some include (lab) experimental findings. After the introduction, Chapter two investigates the role of self-control and financial literacy for impulsive borrowing, analyzing experimental data collected in a laboratory in Berlin and survey data provided by the German Socio-Economic Panel's Innovation Sample. Chapter three contributes to a better understanding of the determinants and barriers to mobile money adoption in a low-income country, and the contribution of mobile money services to financial inclusion. As education makes it more likely to adopt new technologies, financial education could complement other financial inclusion and consumer protection efforts for financial development. Thus, it is relevant to assess the consequences of programs targeting financial education. Therefore, chapter four analyzes the impact of a financial education program and its spillover effects via a randomized controlled trial. Chapter five sheds light on the consequences of the COVID-19 pandemic on the financial well-being and technology adoption of micro-entrepreneurs. Chapter three to five use data collected in two large-scale survey waves in rural Uganda.

The extensive literature on financial literacy has sought to explain financial behaviours and decisions. On the asset side of the balance sheet, financial literacy is associated with good financial practice and wealth accumulation. On the liability side, however, the contribution of financial literacy to individuals’ financial decisions is not entirely clear. To add to this literature, as well as that of behavioural finance and alternative financial services, this research develops a conceptual framework based on Ajzen’s (1991) theory of planned behaviour (TPB). This framework links individuals’ attitudes to financial matters, subjective norms, perceived feasibility, financial knowledge, and behavioural biases that include overconfidence and present bias on the decision to obtain high-interest loans. The empirical tests of the developed framework suggest that individuals in distinct socio-economic groups have different antecedents that lead to borrowing from alternative financial services. For instance, individuals from low-income households are more likely to obtain these loans if they: do not have access to other forms of credit; struggle to pay their bills; are unemployed; or do not have access to advice from finance professionals. In turn, individuals from high-income households are more likely to obtain these loans if they lack financial knowledge or have behavioural biases like overconfidence or present bias. These results suggest the importance of access to professional advice while ensuring access to traditional means of obtaining credit for low-income individuals in order to reduce the negative effects of these high-interest loans. The results also confirm the importance of current policy initiatives to implement basic finance education in public school curriculums, and the urgency to seek effective approaches to address individuals’ cognitive assumptions.