Data profiles
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PISA 2018 Results (Volume IV): Are Students Smart About Money?
Financial literacy is defined as the knowledge and understanding of financial concepts and risks, and the skills, motivation and confidence to apply such knowledge and understanding in order to make effective decisions across a range of financial contexts, to improve the financial well-being of individuals and society, and to enable participation in economic life.
Average financial literacy performance in Estonia was higher than that in every other participating country/economy, followed by performance in the Canadian provinces and Finland. Some 85% of students, on average across OECD countries/economies, attained at least Level 2 proficiency in financial literacy. These students can apply their knowledge of common financial products and commonly used financial terms to situations that are relevant to them, and can recognise the value of a simple budget. However, in five partner countries, more than one in three students did not attain Level 2 proficiency. Some 10% of students attained the highest level of proficiency in financial literacy, Level 5, on average across OECD countries/economies. These students can analyse complex financial products, and take into account features of financial documents that are not immediately obvious. Almost one in five students in Estonia and Finland displayed Level 5 proficiency. Boys scored a small but significant 2 points higher than girls in the PISA 2018 financial literacy assessment, on average across OECD countries/economies. After accounting for performance in mathematics and reading, boys outperformed girls by 10 points. Socio-economically advantaged students performed better in financial literacy than disadvantaged students - by roughly one proficiency level, on average across OECD countries/economies. Immigrant students scored 30 points lower than non-immigrant students, on average across OECD countries/economies. After accounting for performance in reading and mathematics, immigrant students scored only five points below non-immigrant students. Parents, guardians and other adult relations were students' most common source of information about money matters: 94% of students reported obtaining such information from their parents, on average across OECD countries/economies. On average across OECD countries/economies in 2018, 54% of students held an account at a bank, building society, post office or credit union, and 45% of students held a payment card or a debit card. Students in Australia, the Canadian provinces, Estonia and Finland were particularly likely to hold such products, while students in Brazil, Peru and Serbia were amongst the least likely to hold such products.
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Select OECD countries
| Australia |
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| OECD average |
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Non-OECD countries
| G20 average |
| TALIS average |
| TALIS avg. primary education |
| TALIS avg. upper secondary education |
| Albania |
| Algeria |
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| Peru |
| Philippines |
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| Serbia |
| Singapore |
| South Africa |
| Thailand |
| Trinidad and Tobago |
| Tunisia |
| United Arab Emirates |
| Abu Dhabi (UAE) |
| Ukraine |
| Uruguay |
| Uzbekistan |
| Viet Nam |
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Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2025 for school year 2024/2025.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See TALIS technical report and Education at a Glance sources methodologies and technical notes for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory text.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2025 for school year 2024/2025.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See TALIS technical report and Education at a Glance sources methodologies and technical notes for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory text.