Abstract
Financial literacy and financial education is a concept that helps people in orientation in both the financial markets and the area of personal finances. Financial literacy can be acknowledged through financial education. Financial education should enable individuals to develop their decision-making competencies. It includes issues such are the understanding of money, how to deal with them within the risk of their investment. The issue of financial literacy for primary and secondary school students has been monitored over a long time through several evaluations. In this case, it is very well known the PISA rating, which was lastly performed in the first half of 2018. It represents the ability of how to use skills and knowledge in managing one’s financial resources while achieving maximum prosperity. Financial education should enable individuals to develop their decision-making competencies related to money. The paper aims to perform a cluster analysis based on the data available from the PISA 2015 measurement in selected OECD countries. The analysis represents results in a cluster of countries. The study analysed of financial literacy 15-year-olds students. The study observed similar research results in both the area of financial literacy and mathematical literacy. From the selected PISA 2015 test results applied through cluster analysis, we decided that the Slovak students were placed in a cluster together with students from Spain, Chile and Lithuania. The study observed the quality of vocational education and training is criticized mainly by employers because the area of education is inadequately responsive to labour market needs. Employee stress that it is inadequately linked to practice. Vocational training is inadequate compared to general schools. The methodology we recommend should also be applied to the results of the PISA 2018 evaluation, which are not yet available to the public. We would like to address this issue in future. The cluster analysis helps to reveal competitiveness in the area of financial literacy. The results of our research within Slovak students were based on a similar level of financial literacy among Slovak pupils as in Spain, Chile and Lithuania. Keywords cluster analysis, financial literacy, PISA, pupils, OECD countries, Slovakia.
Highlights
In the beginning, it is important to note that education systems and the higher education sector in Central and Eastern Europe, after a long period of oppression and ideology until recently lagged Western countries
The cluster is a set of identifiable countries close to and similar, but the countries belonging to other clusters are different and remote. It means that, based on variables reflecting, the financial literacy of PISA 2015 pupils representing OECD countries, these countries will be aggregated at the end of the analysis, where countries in one cluster will achieve the same or similar results based on the selected variables
This part of the contribution will aim to characterize the results of Slovak students compared to other students involved in testing PISA 2015 according to selected variables using cluster analysis
Summary
It is important to note that education systems and the higher education sector in Central and Eastern Europe, after a long period of oppression and ideology until recently lagged Western countries. The companies should focus on quality and organized organizational culture that combines tasks that adapt to the conditions of the knowledge economy (Pietruszka-Ortyl, 2019). They have gone through a rapid and intense transformation in recent decades. Schools play an essential role in education for sustainable development, as they link regions and sprout bond between the local and global dimension of sustainable development. Their main task is to increase people’s literacy
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