ISSN Electrónico: 2500-9338
Volumen 23-N°1
Año 2023
Págs. 156 – 166
IMPORTANCE OF PROMOTING ECONOMIC AND
FINANCIAL EDUCATION IN EDUCATIONAL INSTITUTIONS FRANCISCO DE LA VILLOTA AT
GENOY MUNICIPALITY OF PASTO
Carmen Alicia Benavides Bastidas **
ORCID link: https://orcid.org/0000-0002-0791-4281
María de los Ángeles Rayo Benavides ***
ORCID link: https://orcid.org/0000-0003-1596-3398
Carlos Alberto Rayo Benavidez ****
ORCID link: https://orcid.org/0000-0002-6864-5986
Luis Eduardo Benavides Pupiales *****
ORCID link: https://orcid.org/0000-0003-2506-7888
Recepción
Date: December 7, 2022
Recepción
Date: March 20,
2023
Abstract:
This paper is the result of the research: Analysis of
economic and financial education in four locations of the Francisco de la
Villota Educational Institution, at the Preschool and Basic Primary levels of
the Genoy district of the Municipality of Pasto. The principal objective was to
promote economic and financial education in educational institutions. Closely
related to the epistemological nature and the conditions of the object of study
in the social sciences, this research project has been designed under the
parameters of the qualitative research paradigm, this allows us to study the
reality of the context and obtain optimal results and easy to understand. The
process of Analysis of Economic and Financial Education in the Municipal
Educational Institution of the Genoy corregimiento in the Municipality of
Pasto, shows that it is important to implement adequate strategies in the
learning process of Economic and Financial Education, in such a way that
contribute to the proper management of resources from an early age. Due to the
above, adequate strategies of Economic and Financial Education (EEF) are
formulated, which determine a progressive, transversal and continuous training,
in this way awareness is created about the values that are related to human rights, taking into account
the analysis that was carried out in the Francisco de la Villota Municipal
Educational Institution, it was determined that 80% of the teachers surveyed
have the conception of the importance of economic and financial education in the
formation of children and young people. In this way, changes are generated in
attitudes and perspectives regarding the economic or labor role, creating
awareness in them to make an adequate and efficient management of economic
resources.
Keywords:
Financial Education, Savings, Income, expenses,
entrepreneurship.
*
Contadora Pública, Magister en Gerencia y Asesoría Financiera, Especialista en
Auditoría y Control Empresarial. Docente Tiempo Completo. Programa de
Contaduría Pública. Grupo de Investigación SINERGÍA. Universidad Cesmag.
Contanto: cabenavides@unicesmag.edu.co.
**
Estudiante del Programa de Derecho. Universidad Cesmag. Contanto:
mdrayo.4692@unicesmag.edu.co.
***
Contador Público, Magister en Gestión Empresarial, Especialista en Auditoría de
Impuestos y Gestión Tributaria. Docente Tiempo Completo. Programa de Contaduría
Pública. Universidad Cesmag. Contanto: carayo@unicesmag.edu.co.
****
Administrador de Empresas. Magíster en Administración. Docente Tiempo Completo.
Programa de Administración de Empresas. Grupo de Investigación San Francisco de
Asís. Universidad Cesmag. Contanto: lebenavides@unicesmag.edu.co
IMPORTANCIA DE PROMOVER LA EDUCACIÓN
ECONÓMICA Y FINANCIERA EN LAS INSTITUCIONES EDUCATIVAS FRANCISCO DE LA VILLOTA
EN GENOY MUNICIPIO DE PASTO
Este artículo es resultado de la
investigación: Análisis de la educación económica y financiera en cuatro sedes
de la Institución Educativa Francisco de la Villota, en los niveles de
Preescolar y Básica Primaria del corregimiento de Genoy del Municipio de Pasto.
El principal objetivo fue promover
la educación económica y financiera en las instituciones educativas. En
estrecha relación con la naturaleza epistemológica y las condiciones del objeto
de estudio en las ciencias sociales, el presente proyecto de investigación ha
sido diseñado bajo los parámetros del paradigma de investigación cualitativo,
esto nos permite estudiar la realidad del contexto y obtener resultados óptimos
y fáciles de comprender. El proceso de Análisis de la Educación
Económica y Financiera en la Institución Educativa Municipal del corregimiento
de Genoy en el Municipio de Pasto, se evidencia que es importante implementar
estrategias adecuadas en el proceso de aprendizaje de Educación Económica y
Financiera, de tal manera que contribuya al manejo adecuado de los recursos
desde temprana edad. Por lo
anterior, se formulan estrategias de Educación Económica y Financiera (EEF)
adecuadas, que determinan una formación progresiva, transversal y continua, de
esa manera se crea conciencia sobre los valores que se relacionan con los
derechos humanos, teniendo en cuenta el
análisis que se realizó en la Institución Educativa Municipal Francisco de la
Villota, se determinó que el 80% de los docentes encuestados tienen la
concepción de la relevancia que tiene la EEF en la formación de los niños,
niñas y jóvenes, de esta manera se genera cambios en las actitudes y
perspectivas frente al rol económico o laboral, creando conciencia en ellos
para hacer un adecuado y eficiente manejo de los recursos económicos.
Palabras claves: Educación Financiera, Ahorro,
Ingresos, gastos, emprendimiento
IMPORTÂNCIA DE PROMOVER A EDUCAÇÃO ECONÓMICA E FINANCEIRA NOS
ESTABELECIMENTOS DE ENSINO FRANCISCO DE LA VILLOTA EM GENOY MUNICÍPIO DE PASTO
Resumo:
Este artigo é o resultado
da investigação: Análise da educação económica e financeira em quatro escolas
da Instituição Educativa Francisco de la Villota, nos níveis pré-escolar e
primário, na aldeia de Genoy, no Município de Pasto. O principal objetivo era
promover a educação económica e financeira nos estabelecimentos de ensino. Em
estreita relação com a natureza epistemológica e as
condições do objeto de estudo nas ciências sociais, este projeto de
investigação foi concebido sob os parâmetros do paradigma da investigação
qualitativa, que nos permite estudar a realidade do contexto e obter resultados
óptimos e de fácil compreensão. O processo de Análise da Educação Económica e
Financeira na Instituição Educativa Municipal de Genoy, no Município de Pasto,
mostra que é importante implementar estratégias adequadas no processo de
aprendizagem da Educação Económica e Financeira, de forma a contribuir para a
gestão adequada dos recursos desde tenra idade. Por isso, são formuladas
estratégias adequadas de Educação Económica e Financeira (EEF), que determinam
uma formação progressiva, transversal e contínua, criando assim uma consciência
dos valores relacionados com os direitos humanos, tendo em conta a análise
realizada na Instituição Educativa Municipal Francisco de la Villota,
Determinou-se que 80% dos professores inquiridos têm a conceção da relevância
da EEF na educação das crianças e jovens, gerando assim mudanças de atitudes e
perspectivas em relação ao papel económico ou laboral, criando neles a
consciência de fazer uma gestão adequada e eficiente dos recursos económicos.
Palavras-chave: Educação Financeira, Poupança, Rendimento,
despesas, empreendedorismo.
1. INTRODUCTION:
This paper
socializes an investigation whose objective seeks to capture some background,
analysis and different conceptualizations about economic and financial
education, highlighting that this has been determined over time as a topic of
interest and implementation in the day to day of the people, taking into
account that raising awareness regarding the different management and financial
analysis is transcendental to apply it in order to generate an adequate
management of economic resources in the main incentive of reaching a point of
balance in daily life related to economic stability, the beginning of its
implementation must be generated through basic competencies, highlighting the
following "In general terms, these competencies constitute a means of building
new learning, which encourages the student to reach a mathematically competent
level, to develop certain skills such as reasoning, using argumentation, proof
and refutation as a means of validating and refuting conjectures (Barraza y
Cabañas, 2018).
In the current
era, financial education and entrepreneurship have taken on unprecedented
prominence, caused by local economic movements, as well as external conditions
that have promoted financial independence as a leadership tool driven by
innovation and knowledge.
Therefore, it is of the utmost importance that educational
establishments be where children and young people are trained, this being a
favorable scenario for the activation of the motor, development, creation and
appropriation, which allow strengthening basic and civic skills of all.
students through a proper curriculum and pedagogy; Through practical
theoretical knowledge, they can address issues that focus on the proper
administration of resources, savings and later the focus and application to be future
entrepreneurs.
Conceptualization of financial education
Financial education, part of adequate financial
planning that allows people to develop an action plan to meet their personal
objectives in the short, medium and long term (Villada and Muñoz, 2017).
Taking into
account the background of what the main theme means, the importance of
implementing this program in the different institutions of the city of Pasto
should be highlighted, in order to generate awareness in the management of
economic and financial resources from the childhood so that this acquired
knowledge can be applied in daily life.
In addition, financial education presents some
elements that are essential for its consolidation. The financial education
comprises three key aspects: i) Acquire adequate knowledge in finance; ii)
Develop the skills that allow the use of knowledge for their own benefit; and
iii) Exercise financial responsibility through proper management of personal
finances (Villada and Muñoz, 2017).
With all the antecedents evidenced in the population
of the Municipality of Pasto and its corregimientos, it must be taken into
account that implementing the culture of the EEF in order to encourage the
development of skills and financial decision-making, generating economic
stability in the young population and adult, since according to statistics
there is an insufficiency of the EEF because there is no clear teaching and
learning context due to the lack of application and understanding of related
actions and executed in the financial sector, this occurs because there is no
clarity in the different concepts established on the management of finances and
the different savings incentives, avoiding small and unnecessary expenses that
harm personal economy, according to the above, a very important concept should
be highlighted, which is responsible for being the basis of financial
economics.
The budget, a budget refers to the amount of money
that is needed to meet a certain number of expenses necessary to undertake a
project. In this way, it can be defined as an anticipated figure that estimates
the cost that the achievement of said objective will entail (Rivas and Parra,
2017).
However, in the face of financial education it is
necessary to mention that: A citizen must lead to empowerment and autonomy in
the proper management and administration of the proper management of resources,
to have the ability to make better decisions in the personal, work, and not
also family, in such a way that financially literate citizens will have a
greater capacity to understand the economic policies of the social environment
(Gamboa, Hernández and Avedaño, 2019).
Likewise, it has been established that the people with
the most knowledge in financial education will be the ones who will make the
best financial decisions in the course of their lives; contributing to
stability, which promote development, well-being and contribute to children,
youth and society as a whole, thereby generating stability of economic growth.
On the other hand, it is considered extremely
important to understand concepts such as budgeting that allow you to carry out
adequate planning for the proper management of your economic resources,
determining times either in the short, medium or long term, in order to achieve
goals, making decisions correct to obtain optimal results.
In this way, training in financial economic education
generates a change in the conception of people and thus take advantage of the
knowledge of the different concepts given in this process, which allow them to
develop skills, abilities, attitudes and aptitudes to face and provide
solutions to the socioeconomic situations using relevant strategies that lead
people to keep up to date.
Likewise, financial education incorporates the terms
of knowledge, skills, aptitudes, or in a more generic way, the concept of
competence, incorporating themes on savings, investment, profits and other
meanings of the financial world (Herrera and Raccanello, 2014).
In this sense, financial education, focused on the
school environment, is totally relevant, since certain issues and concepts that
are so complex, those that make up the financial market and personal finance,
should be addressed from the last grades or levels of formal education.
The foregoing, because the inclusion of this type of
training at the elementary school level is the same citizenship as a dimension
that seeks to develop in every individual from the first moment they enter
school, because citizenship it implies a responsible exercise of rights and
duties; Therefore, there is a glimpse of the need for children as citizens to
learn to make adequate financial decisions, contribute to family and social
well-being, that is, it has an effect on the sphere that is considered public.
In addition, Herrera and Raccanello (2014), express
regarding the implementation of financial education: When carefully observing
the conception of implicit education within Law 115 of 1994 (Congress of the
Republic, 1994, February 8) in its article 1 it can be inferred that financial
education has an opportunity to be included for the achievement of the
comprehensive training that is defended there. In addition, this same notion
projects education towards a process that includes the social dimension, the
rights and duties of all people.
In this sense, regarding financial education for
children and adolescents, it is established that it seeks to inspire school-age
subjects to be socially and economically qualified and empowered citizens,
providing them with the knowledge, skills and abilities necessary to become
agents of change and social transformation, since promoting financial education
in children and young people is essential to ensure a population that is
capable of making economic decisions with understanding.
In conclusion, some authors state that the key is for
people to have the tools to make informed decisions on how to take better
advantage of the alternatives that are on the market, the commitment is to
build a society with greater knowledge, but at the same time more responsible. From
the use of money, an articulated and well-directed economic and financial
education policy will contribute to the reduction of poverty and inequality
(García, Grifoni, López and Mejía, 2013).
Financial
education is considered an important element to achieve a healthy and higher
level of financial inclusion, governments and the private sector have focused
on implementing financial education programs aimed at communicating the
importance of making informed decisions regarding savings and financing.
(CIEEF, 2017).
Finally,
the objective that is intended with the implementation of financial education
is that at the end of basic education people understand the consequences of its
provisions in financial matters, in the short and medium term, to be able to
use, continuously in a committed way, the elements Credit and savings for your
utility. Likewise, it is necessary to carry out effective efforts that allow
the members of the different groups social contexts, so that they can learn to
handle these concepts and avoid making wrong decisions.
Development of
financial education in the international level
Financial
education is a relatively new subject, which should have a deep study because
the impact it has is totally relevant to the lives of people both on a personal
level, until it transcends the sphere of the social conglomerate and is
glimpsed in the general economic environment; However, at the international
level, a lack of knowledge in finance has been detected on the part of
individuals, who are unaware of the essential elements and concepts to be able
to select and manage financial products (CIEEF, 2017).
Continuing
with the idea, some Latin American countries, financial education is a
relatively new issue, so since 2005, the OECD made a recommendation to all
member countries to integrate financial education issues into education
programs basic, promoting the establishment of public policies that support
this work in all segments of society. In such a way that, based on the above,
various actions have been developed in all Latin American countries (Gamboa,
Hernández and Avedaño, 2019).
Likewise,
it is highlighted how Peru was one of the countries that participated in the
first international measurement of financial literacy, on the other hand,
Mexico does not yet have a Financial Education strategy, but among its purposes
is to seek financial education strategies, with the in order to include schools
in the training of future generations.
Similarly,
the Federative Republic of Brazil officially established its National Strategy
for Financial Education (Estratégia Nacional de Educação Financiera [ENEF]), in
2010, so it is implemented in the school curriculum, which is based on the
economic growth, the consolidation of the country's middle class, as well as
surveys that showed low levels of financial knowledge, this has allowed Brazil
to lift millions of citizens out of poverty, bringing about economic and social
changes that determined a national strategy that aims to financially empower
the middle classes (Gamboa, Hernández and Avedaño, 2019).
The
strategy is led by a committee that represents the four regulators of the
sector, representatives of the Justice, Education, Finance and Social Security
sectors and high-level representatives of the private sector; This is how the
financial education project in schools establishes three spheres of knowledge.
The first two spheres are linked to individual training, seeking the generation
of knowledge related to the management of personal finances; in the third, the
individual is trained in issues related to the way in which his personal
finances are related to the behavior of the national economy.
Finally,
it is necessary to state that, given the situation in Latin America, few
countries in Latin America and the Caribbean have formulated a national
strategy for financial education, but at the same time, many have developed
initiatives and programs -with some interesting innovations , such as the use
of financial education in conditional cash transfer programs (TMC)–. This rich
body of experience still lacks widespread and robust evaluation processes,
although efforts are being made in this direction.
Construction of financial education in
the school environment in the colombian case
The
legal context established for formal education, and therefore for this
component of the EEF, arises from Law 115 of 1994 (General Education Law). In
the enunciation of the object of this Law, education is considered as a process
of permanent, personal, cultural and social formation, which is based on an
integral conception of the human person, of his dignity, of his rights and of
his duties. Likewise, the general norms are indicated to regulate the public
service of education, which fulfills a social function in accordance with the
needs and interests of people, the family and society (Asobancaria, 2016).
In
Colombia, entities such as Asobancaria, the Colombian Stock Exchange,
Self-regulator of the Stock Market, Banco de la República, Fasecolda, among
others, develop initiatives in the field of financial education, in compliance
with the regulation, even before it.
The
foregoing, since some researchers have analyzed that this process opened up in
Colombia because the idea of creating a National Strategy for Economic and
Financial Education (Eneef) of Colombia had its origin in the evidence observed
in surveys related to the lack of basic skills of households in terms of
financial decision-making, as well as the need to streamline various
initiatives that were being carried out, which lacked guidance, coordination
and resources. The interest in adopting a national strategy, from the
perspective of public authorities, was then a response to the lack of
leadership and a means to effectively impact the daily life of Colombians, in
addition to giving them the necessary tools for better decision-making.
economic and financial.
In
addition, the Eneef has gained more and more relevance since, according to the
Colombian authorities, it has a great potential impact on economic growth and
well-being, additionally it is evident that through this strategy it seeks to
complement regulatory policies finance, in particular consumer protection
regulation
Also,
it is important to note that Eneef brings great benefits, since it benefits a
reasonable economic policy by strengthening people: the conjecture is that
better-trained populations in economics and finance would have a greater
ability to understand and take a position against Economic facts (Gamboa,
Hernández and Avedaño, 2019).
Thus,
the most developed activities in financial education programs are workshops and
talks, and to a lesser extent other activities have been implemented, such as
TV, radio, multimedia games, etc.
On
the other hand, one of the pioneering financial education programs for children
in Colombia was called "Finanzas Para el Cambio" in 2005 (Cited by
García, 2012), and intended to gradually insert concepts in this area into
basic and secondary education. of knowledge, as part of the school curricula of
the School Institutions of the country. This program was developed by the
Fundación Dividendo por Colombia, the Fundación Corona and Citibank-Colombia,
and through strategic alliances with the Departments of Education of Bogotá,
Cartagena and Medellín, and organizations such as Actuar por Bolívar,
Microempresas de Antioquia and the Mamonal Foundation.
Due
to the above, Cesmag University is interested in the Economic and Financial
Education of children and young people, this is how, in alliance with
CONTACTAR, it decides to undertake this project of Economic and Financial
Education, being trained as trainers, it begins to train to the boys, girls and
young people of various municipal educational institutions, in this way it is
determined that there is a lack on this subject and a study of analysis of
economic and financial education is begun in the Francisco de la Villota
Municipal Educational Institution in the Township of Genoy municipality of
Pasto "It seeks to develop in the participant through training in savings
and skills such as vision, persistence, resistance and ability to assume risks
through the promotion of an entrepreneurial culture, adequate financial
education, science and technological innovation, raising awareness, training
and accompaniment for the process of creating and generating innovative ideas,
without forgetting that the entrepreneur seeks to generate economic profits,
therefore it cannot be neglected that the entrepreneur must internalize a
financial vision; This knowledge allows future entrepreneurs to define a
financially viable project, use the appropriate tools provided by the financial
system, and have the ability to make appropriate financial decisions that
ensure the success of the project. On the other hand, it is expected that the
participant will be able to generate a variety of ideas in a short time and
educate in the savings incentive that generates change in families,
strengthening their quality of life with the good management of resources.
On
the other hand, in the Bases of the National Development Plan 2010-2014, which
is part of Law 1450 of 2011, the national Government was assigned the function
of creating, with the participation of the private sector, a National Strategy
to provide EEF of quality to the population of all socioeconomic strata and
levels of access and use of financial services.
In
development of the aforementioned norm, the Government issued Decree 457 of
2014 through which it defined the EEF as:
[…]
the process through which individuals develop the values, knowledge, skills,
and behaviors necessary for making responsible financial decisions, which
require the application of basic financial concepts and an understanding of the
effects that changes in the main macroeconomic indicators generate in their
level of well-being.
The
Colombian regulatory framework contains provisions that promote EFE both in the
field of formal education and in that of education for work and human
development.
In
formal education, the legal justification originates from article 31 of the
Law115 of 1994 (General Education Law), which includes economic sciences among
the fundamental and compulsory areas of secondary secondary education: "To
achieve the objectives of academic secondary education, the same areas of
academic education will be compulsory and fundamental. basic education at a
more advanced level, in addition to economics, politics and philosophy”. On the
other hand, article 31 of Law 115 of 1994 also refers to the…
[...]
development of the critical, reflective and analytical capacity that strengthens
the cultural improvement and the quality of life of the population, to the
participation in the search for alternative solutions to the problems and to
the social and economic progress of the country.
As
of 1998, the Ministry of National Education (MEN) publishes the guidelines and
standards of the different areas, in which the objective of developing basic
and civic competencies that are considered important for the training of
citizens with the capacity to make better use of economic resources, make the
right decisions about their lives and be socially responsible for their
actions. These competencies defined by the MEN support an EEF that contributes
to the integral development of the individual and of society as a whole.
For
its part, Law 1328 of 2009 established that the EEF is a guiding principle of
relations between financial consumers and supervised entities and is one of the
objectives of State intervention in the financial sector. In particular, it
determined that it is a financial consumer's right to receive adequate
education on the different products and services, their rights and obligations
and, at the same time, a special obligation of financial entities to develop
educational programs and campaigns in this area, to your clients.
Regarding
the institutionality of the EEF in Colombia, with the aforementioned Decree 457
of 2014, the National Administrative System of Economic and Financial Education
(SANEEF) is created as a coordination network for public and private activities
to achieve an adequate level of quality EEF for the population and the
Intersectoral Commission for Economic and Financial Education (CIEEF) as the
higher coordination and guidance body of that system.
The
functions of the CIEEF are: to propose the guidelines, methodologies and tools
for the adoption of a national strategy and to recommend the management,
coordination and financing mechanisms between the public and private sectors
necessary for the implementation and execution of the strategy.
The
CIEEF is made up of members with voice and vote and permanent guests. The
presidency alternates each year between the Ministry of Finance and Public
Credit and the Ministry of National Education. The Technical Secretariat is
exercised by the Special Administrative Unit for Regulatory Projection and
Financial Regulation Studies (URF). The Commission has operating regulations
issued in April 2014.
The
decree creating the CIEEF authorized the creation of technical subcommittees
for the development of specific topics and provided that officials from state
entities and representatives of the private sector and civil society could
participate. To date, the Commission has created six technical subcommittees,
which lead EEF discussions.
This
is how the CIEEF also created the consultative subcommittee as a coordination
body with the private sector. This subcommittee is made up of representatives
of the private sector, and its main function is to present recommendations to
the Commission for the preparation, evaluation and development of the ENEEF.
On
the other hand, in 2014 the MEN prepared with the collaboration of institutions
such as Asobancaria, Fasecolda, the Financial Superintendence of Colombia, the
Bank of the Republic and the CAF, among other public and private entities,
document No. 26 of Orientations Pedagogical for Economic and Financial
Education "My plan, my life and my future" with the aim of
formulating a guide for teachers and promoting EEF in schools in the country.
This document was taken to about 120 educational institutions, in order to
bring it closer and socialize with teachers, during a process accompanied by
workshops and visits with educational institutions and education secretariats.
3.
METHODOLOGY
To carry out the analysis of the degree
of knowledge about economic and financial education, children from the fourth
and fifth grade of elementary school of the Francisco de la Villota Municipal
Institution were selected, taking as reference a survey consisting of 8
questions, which were carried out through the Meet platform, its content being
the following: Resources, production, distribution, importance of money,
identifying between need and desire, what I bought, what I paid for, as
savings, as well as from the contexts: education, work, home, personal and
social.
In addition, the interview as a means
of communication becomes the fundamental basis of the published news, one of
the objectives being to obtain data from the interviewee directly, a series of
questions are asked to the focus group. In this case, the boys and girls of the
fourth and fifth grades of primary school of the IEM Francisco de la Villota
were interviewed, inquiring from their role as students, if they have knowledge
about fundamental concepts of EEF.
Likewise, the teachers that make up the
Francisco de la Villota Municipal Educational Institution were interviewed,
where an analysis is carried out about their knowledge of the EEF, as well as
the management of basic concepts of economy and finance at home and from the
institution. educational.
Subsequently, the focus group technique
was used taking into account what was defined by "a data collection
technique, developed through a survey through the Google Forms digital
platform, in this way it was carried out with the teachers of the Francisco de
la Villota of the corregimiento de Genoy, taking into account their pedagogical
experience, questions are asked that reveal different important aspects of the
EEF, such as the inclusion of the EEF as a pedagogical project, in such a way
that it generates an impact on the formation of children from municipal
educational institutions.
4. RESULTS:
Según
los diferentes resultados arrojados en las tablas de entrevistas
semiestructuradas de Educación económica y financiera se puede inferir
inicialmente que los niños presentan de forma muy concreta su información
demográfica como lo expresa el primer grupo de categorización, así como también
se observan respuestas en común en lo referente al conocimiento de recursos
monetarios y recursos que produce la misma naturaleza con los cuales muchos
familiares de los entrevistados solventar diferentes gastos y necesidades de su
núcleo familiar, también se puede observar que según las otras categorizaciones
incentivan a los niños a diferentes prácticas de ahorro ya sea para planes presentes
o futuros, teniendo en cuenta el conocimiento del origen de los recursos, el
cuidado y administración de los mismos.
En
las categorías finales se puede observar que algunos niños tienen conocimiento
en diferenciar una necesidad y un deseo, lo que ayuda a que las bases de
conceptos sean más fuertes y sólidas mediante las diferentes capacitaciones de
formación las cuales han evidenciado un crecimiento y desarrollo en el análisis
y capacidad de resolución de problemas o toma de decisiones.
Los resultados obtenidos a partir de la
aplicación de los instrumentos a los grupos focales se presentan de la
siguiente manera: el primer grupo focal corresponde a los docentes y el segundo
a los niños y niñas de la IEM Francisco de la Villota. Las respuestas están agrupadas de acuerdo con
las categorías de análisis establecidas en el diseño de la investigación.
Conocimiento acerca de la Educación
Económica y financiera
Fuente: Elaboración propia, resultados de la
encuesta
Como
se evidencia en la gráfica el 60% que corresponde a 25 docentes encuestados
conocen acerca de la educación económica y financiera, y el 40% de los docentes encuestados no conocen
acerca de la EEF. Lo anterior deja
entrever que es muy importante conocer acerca de la EEF, con el fin de impartir
este conocimiento a los niños y niñas de las Instituciones Educativas,
promulgado por el Ministerio de Educación Nacional, con el fin de resaltar la
importancia de la misma, teniendo en cuenta que el aprendizaje de la EEF les
ayuda a los niños y niñas a desarrollar una capacidad de resolución de
problemas y a analizar las distintas situaciones de optimización y utilización
de recursos en su vida cotidiana.
Concepto de la Educación Económica y
Financiera
Fuente: Elaboración
propia, resultados de la encuesta
De
los 25 docentes encuestados, el 72% conoce el concepto de EEF responde; el 12%
contesta que es la forma de enseñar y transmitir conocimientos acerca del
adecuado manejo de los recursos; el otro 8% manifiesta que es tener la
capacidad de administrar recursos económicos y el otro 8% contesta que es tener
conocimientos financieros para desarrollar habilidades. Por lo anterior se
evidencia de acuerdo con la encuesta que la mayor parte de los docentes tiene
claridad en cuanto al concepto de EEF, lo cual aporta de manera positiva para
la Instituciones educativas en la transmisión del conocimiento, resaltando que
todas las respuestas dadas hacen parte de un concepto general de la EEF puesto
que la misma se compone no solamente de la argumentación, resolución de
problemas, toma de decisiones y hábitos financieros como fundamentales para que
los niños desarrollen un grado de confianza y expresión de ideas de forma
clara, sino también la importancia de
que los conocimientos, así como también los riesgos financieros ayude a que las
decisiones y comprensión del proceso y toma de las mismas generen un bienestar
individual y social desde un corto a largo plazo.
La educación económica financiera como
un proyecto pedagógico
Fuente: Elaboración propia, resultados de la
encuesta
De
acuerdo a la gráfica anterior, se observa que el 90% de los docentes
encuestados si manifiestan que la educación económica y financiera es un
proyecto pedagógico y el 4% considera que no es un proyecto pedagógico, Por lo
anterior se considera que es un tema de mucha importancia en la enseñanza
diaria de niños y jóvenes, por cuanto esto les favorece para que hagan un
adecuado manejo de los recursos económicos en sus actividades cotidianas
Al observar el proceso de sus alumnos
en el estudio de la educación económica financiera, ¿ha notado un cambio en el
proceso estudiantil?
En el proceso de estudio de la
Educación Económica y Financiera se ha notado un cambio en los estudiantes.
Se evidencia que el 68% de los docentes
encuestados si han notado cambio en el proceso estudiantil; el 28% no ha notado
un cambio en el proceso estudiantil y el 4% no opina. De esa manera se infiere
que los docentes están pendientes en el cambio que se da en el proceso de estudio
de la educación económica y financiera, de esa manera permite a los docentes
seguir motivando y promoviendo acerca de la EEF.
¿Cree usted que la educación económica
financiera ha ayudado a fortalecer las competencias y habilidades de sus
estudiantes?
La Educación Económica y Financiera
ayuda a fortalecer las competencias y habilidades de los estudiantes.
En la gráfica se evidencia que el 72%
de los docentes encuestados creen que la educación económica y financiera si
ayuda a fortalecer las competencias y habilidades de los estudiantes, de esa
manera se genera conciencia en seguir promoviendo una educación de calidad; el
24% manifiesta que no cree que la EEF ayuda a fortalecer las competencias y
habilidades de sus estudiantes y el 4% no opina. Según lo anterior se puede
asumir que en su gran mayoría se considera a la EEF útil como método de
enseñanza por sus conocimientos y el contenido que representa en la aplicación
de la cotidianidad y el impacto que genera la misma si se enseña desde la niñez
puesto que esto les facilitará a los jóvenes del mañana una mejor ejecución a
la hora de manejar ya sea desde recursos propios hasta recursos de diferentes
entidades o empresas.
5. CONCLUSIONS:
Colombia le ha dado relevancia a
la educación económica y financiera y se resalta su participación como único País de América Latina en la
presentación de pruebas Pisa ocupando el último lugar en el conocimiento de este
tema, es así como el gobierno a través
del Banco de la República empieza a promover la EEF, con material didáctico
sencillo, igualmente se unen otras
entidades como, Fasecolda, Fedesarrollo, Bolsa de valores, por otra parte cabe
destacar a la Banca de Oportunidades la
cual se unió con el Banco de la
Republica, Asobancaria y el Ministerio de Educación Nacional y la Fundación
Plan las cuales realizaron del 9 al 15 de marzo de 2015 la semana internacional
de la educación e inclusión financiera para niños, niñas y jóvenes de todo el
país, con el fin de profundizar en temas de ahorro, manejo financiero.
De esa manera se tiene en
cuenta como el Ministerio de Educación
Nacional, considera como un compromiso
muy importante en consolidar una educación de calidad y con ello se forja un
reto como es promover la Educación Económica y Financiera (EEF) en el país,
esto le permitirá a los niños, niñas, adolescentes y jóvenes desarrollar
competencias y habilidades que les permita manejar adecuadamente sus recursos
económicos en su cotidianidad, con el objetivo de formar mejores seres
humanos, con valores éticos, de tal
manera que les permita vivir en comunidad.
Por lo anterior, se formulan
estrategias de Educación Económica y Financiera (EEF) adecuadas, que determinan
una formación progresiva, transversal y continua, de esa manera se crea
conciencia sobre los valores que se relacionan con los derechos humanos,
Teniendo en cuenta el análisis
que se realizó en la Institución Educativa Municipal Francisco de la Villota,
se determinó que para el 80% de los docentes encuestados tienen la concepción
de la importancia que tiene la educación económica y financiera en la formación
de los niños, niñas y jóvenes, de esta manera se genera cambios en las
actitudes y perspectivas frente al rol económico o laboral, creando conciencia
en ellos para hacer un adecuado y eficiente manejo de los recursos económicos.
Es importante seguir fomentando
la educación económica y financiera, como un compromiso de las Instituciones
Educativas Municipales en la formación, siendo el motor de activación en un
escenario propicio para su desarrollo, creación, apropiación y fortalecimiento
habilidades, competencias básicas y ciudadanas esto les permitirá mejorar su
calidad de vida, crecimiento personal y de esa manera formado así una mejor
sociedad.
6. REFERENCES:
Asobancaria (2016). What sense does
Financial Education have for children? Available at
http://www.asobancaria.com/sabermassermas/que-sentido-tiene-la-educación-financiera-para-los-niños/
Intersectoral Commission for Economic and
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Education (CIEEF): a proposal for implementation in Colombia. Available at
http://www.urf.gov.co/webcenter/ShowProperty?nodeId=/ConexionContent/WCC_CLUSTER-141922
Cervantes-Barraza, J., and
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García, N., Grifoni, A. López, J. and
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Garcia, N. (2012). The impact of
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W. (2019). The importance of financial education for school-age children.
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