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Finance is a complex business. The list of financial considerations grow from our early adulthood and become more pressing as we get older. But how can we understand the issues and calculations involved when they are difficult, disconnected or inadequately described through information embedded in the small print?
This policy discussion paper explores the policy and practice in relation to the need for better financial knowledge, understanding and skills, especially for older people. This paper brings together two studies in which older people talk of their knowledge, concerns and skills in managing money. It looks at the relationship between older people and those who provide financial services, and the role adult education and guidance has in improving ‘financial literacy’. The result explores the issues raised surrounding ‘financial literacy’, offers practical ways forward and makes recommendations for those in education and guidance as well as policy makers, practitioners, finance, welfare and utility service providers and older people themselves.
Finance is a complex business. The list of financial considerations grow from our early adulthood and become more pressing as we get older. But how can we understand the issues and calculations involved when they are difficult, disconnected or inadequately described through information embedded in the small print?
This policy discussion paper explores the policy and practice in relation to the need for better financial knowledge, understanding and skills, especially for older people. This paper brings together two studies in which older people talk of their knowledge, concerns and skills in managing money. It looks at the relationship between older people and those who provide financial services, and the role adult education and guidance has in improving ‘financial literacy’. The result explores the issues raised surrounding ‘financial literacy’, offers practical ways forward and makes recommendations for those in education and guidance as well as policy makers, practitioners, finance, welfare and utility service providers and older people themselves.
Contents
|
Chapter 1 |
Introduction |
|
Chapter 2 |
What is the problem? |
|
Chapter 3 |
Why older people particularly? |
|
Chapter 4 |
Can Learning help? |
|
Chapter 5 |
Asking the right questions |
|
Chapter 6 |
Designing a curriculum |
|
Chapter 7 |
The what and who of current provision |
|
Chapter 8 |
More and different ways to extend the curriculum |
|
Chapter 9 |
Recommendations |
|
Appendix 1 |
Glossary |
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Appendix 2 |
Reports of focus groups |
| Appendix 3 | References and bibliography |