‘Personal Finance Programme’
(project reference 2017-1-UK01-KA201-036799)
Cyprus National research report on finance teaching and other interventions and advice for Young people.
March 2018
Produced by Emphasys Centre
2
Contents Page 3 Purpose of report and terms of reference
4 Section A - National Context
5 Public/Private Sector
7 Section B - Finance education interventions 8 Section C - Primary research
8 Methodology
8 Results
8 Prior knowledge
9 Analysis by Prior knowledge
9 Parental view on prior knowledge
10 Analysis by Prior knowledge – by gender
10 Analysis by Prior knowledge – Age group
11 Preferences in topics to learn
11 Analysis by Preference to learn – students
12 Preference to learn - Analysis by gender
12 Prior learning
15 Appendix 1 – UK Finance education interventions
23 Appendix 2a – Survey questionnaire (English)
26 Appendix 2b – Survey questionnaire (Greek)
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Cyprus
National research report on finance teaching and other interventions and advice for Young people.
This report has been produced as part of the EU funded ‘Personal Finance Programme’ project (project reference 2017-1-UK01-KA201-036799)
The purpose of the report is to
a) Provide a current national overview of finance teaching provided by the statutory sector, and to identify its limitations.
b) Identify good practice examples outside of the statutory sector which aim to help students and young people generally become more understanding of personal financial matters. Including the development and availability of personal finance programmes, projects or advice websites which are targeted at young people.
c) Analyze primary research conducted to establish a definitive list of topics which will be of most use to students in relation to personal finance.
The report is a combined analysis by Emphasys Centre and represents primary and secondary research.
Terms of reference
‘The report will examine the development and availability of personal finance programmes, projects or advice websites which are targeted at young people. It will further analyse the primary research conducted to establish a definitive list of topics which will be of most use to students in relation to personal finance’.
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Section A - National Context
Finance and the national curriculum in Cyprus.
Introduction.
The Educational System in Cyprus is based on a centralized educational model. This implies that the financial resources, school curricula and additional programs as well as the teaching staff (appointments, promotions etc.) are controlled by the government. Compulsory education begins at the age of 5 years and 8 months and lasts until the age of 15. Formal school education is organized into three levels: elementary (ages 6-12), gymnasium (ages 12-15) and lyceum (ages 15-18).
From the young age of 12, children are ready to be brought into the more
economically-based life structure. They are taught Home Economics which is a
multidimensional field in curriculum of secondary education which brings together the
scientific and technological awareness and accomplishments of the individual, the
family and society in general. The purpose of “Home Economics” is to help students,
acquire the necessary knowledge, cultivate attitudes and develop skills in their
personal, family and professional life to become autonomous and productive
members of society. Particularly important is the role of the course in the cultivation
of critical thinking to address the problems of everyday life.
Further, the Family Education course is taught in Lyceum and aims to improve the
standard of living of the individual, the family and society in general and to make the
teenager active, autonomous and responsible. It seeks to raise awareness and
develop its capacity for rational family organization and management, finance
learning, adopting a healthy way of life and adapting it to the ever-changing world.
The Health Education Program presents four thematic units covering the full range of
knowledge, skills and attitudes that students will develop within the course:
1. Developing and empowering yourself
2. Developing a safe and healthy lifestyle
3. Creating and improving social self
4. Creating an active citizen
The ‘Creating an active citizen’ unit (number4 from the above list) contains the
‘Economic and Professional Education’ sub-unit. The main aim of the sub-unit is for
students to be able to manage their budget for covering individual needs. Activities,
teaching material, methods are:
• Financial budget concept
• Needs, desires and financial resources
• Meaning of responsible person and family budget
• Ways to properly manage money
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• Importance of savings
As part of the curriculum in secondary education, Economics course is introduced at
the first class of Lyceum. Τhe main aim of the course is students to understand the
basic economic concepts necessary for understanding and explaining the different
economic phenomena in their daily lives. The basic concepts of Economics course
help students to get familiarized with the field of Economics.
The “Economics” course shows five thematic units:
1. Financial Problem
2. Production
3. Production Factors
4. Purchase
5. Key Financial Figures
Public/Private sector In Cyprus there are 27 Private Primary Schools, 38 Private Secondary Schools, 33
Public Primary Schools and 128 Public Secondary Schools which are of three types:
• Of the same type: Private schools follow, without any deviation, the current
analytical and timetable programs of existing types of public schools.
• Of the similar type: Private schools include in their program the main courses
of the existing type of public schools at least two-thirds in terms of time and
material provided for public schools.
• Different type: Private schools that do not fall into any of the above categories.
Figure 1: Number of public vs private school in the school year 2015-2016
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It should be noted that the establishment and operation of Private Schools of
Secondary Education is governed by the Laws of Private Schools and Private Tuition
Schools from 1971 to 2012. Each private school or tutorial, in order to be entitled to
function, must have received the relevant approval from the Ministry Education and
Culture.
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Section B - Finance education interventions
Each partner was required to research up to 10 current local, regional or national
interventions which have been devised to help young people or school age children
understand finance better. Emphasys Centre identified 7 interventions.
We tried to identify the current training programmes, courses, workshops, internship
programmes, University/Collage full courses available to the broader public in
Cyprus with the intention of adding to their financial, economical and
entrepreneurship skills. Those interventions that were identified are outlined and can
be found at appendix 1.
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Section C - Primary research
Methodology
As part of the fulfilment of Intellectual output 1, primary research was conducted on
several cohorts of students and their parents. The purpose of the primary research
was to establish from local students and their parents a) what their prior knowledge
of various financial topics is, and b) what their priorities are in relation to learning
about such topics.
In addition to these two primary questions a number of context questions were asked
so that the resulting data could be disaggregated and analysed to establish whether
results varied depending on age group, gender, and prior knowledge of finance or
economics. A survey questionnaire was agreed by the partnership which is attached
at appendix 2.
Partners were given seven weeks to collect responses either using paper based or
electronic methods, and targets of 25 students and 50 parents.
Results
At the end of the survey period Emphasys Centre had collected 25 students and 50
Parent. Of the 25 students, 12 were male and 13 female.
Emphasys Centre surveyed 18 current students with ages ranging from 14 to 18,
and 7 students aged 19-21, 15 students from a local schools (Grammar School,
GCS of Careers, The Junior and Senior School) and 10 undergraduates studying at
the European University of Cyprus, Frederick University, University of Nicosia and
some UK’s universities such as University of Leeds, University of Essex, University
of Reading, University of Surrey, University of Portsmouth and University of
Glasgow.
Prior knowledge
*Yellow = highest rated choices, Pink = lowest rated choices
The first question asked students and parents to rank their prior knowledge of the 15
listed finance topics.
Table 1 – Students Analysis by Prior knowledge
Emphasys Centre
1. Budgeting: 1
2. Saving: 5
3. Investing in shares: 12
4. The power of compounding: 11
5. Mortgages: 13
9
6. Pensions: 7
7. University finance: 10
8. Cyber security for your money: 4
9. Your pay cheque explained 3
10. Borrowing money-excluding mortgages: 6
11: Buying your first home: 7
12. Insurance: 9
13. Business finance: 14
14. Crypto currencies: 15
15. Personal Banking 2
Table 1 shows the students’ prior knowledge as a ranking score from 1 to 15, where
1 indicates most prior knowledge and 15 least. The top 3 areas of finance where
young people know most about ‘Budgeting’, ‘Personal Banking’ and ‘Cheque
explained’. In addition, a 15th area of finance (Personal Banking) has been added
into the Greek questionnaire due to the fact that choosing the right bank account is
important. However, students ranked 15th the ‘Personal Banking’, 14th Business
Finance and 13th Mortgages.
Parental view on prior knowledge
Parents completed the same questionnaire asking for their own view on their child’s
prior knowledge.
Table 2 – Analysis by Prior knowledge – parental opinion
Emphasys Centre
1. Budgeting: 2
2. Saving: 5
3. Investing in shares: 15
4. The power of compounding: 13
5. Mortgages: 8
6. Pensions: 11
7. University finance: 4
8. Cyber security for your money: 10
9. Your pay cheque explained 7
10. Borrowing money-excluding mortgages: 12
11: Buying your first home: 6
12. Insurance: 3
13. Business finance: 9
14. Crypto currencies: 14
15. Personal Banking 1
10
Table 2 (below) shows that this is generally in accordance with the students’
opinions except the ‘Insurance’ is the third important finance area. ‘Investing in
shares’ and ‘Power of compounding’ were ranked lower than student’s knowledge
and also the larger number of parents completing the questionnaire.
Gender bias
Table 3 - Analysis by Prior knowledge – by gender
Analysis by gender M (12) F (13)
1. Budgeting: 1 1
2. Saving: 2 2
3. Investing in shares: 11 11
4. The power of compounding: 10 9
5. Mortgages: 13 12
6. Pensions: 15 10
7. University finance: 9 5
8. Cyber security for your money: 5 8
9. Your pay cheque explained 4 4
10. Borrowing money-excluding mortgages: 7 7
11: Buying your first home: 6 6
12. Insurance: 8 14
13. Business finance: 13 13
14. Crypto currencies: 14 15
15. Personal Banking 3 3
Table 3 shows how prior knowledge varies depending on gender. According to
survey results, both male and female are familiar with the proposed finance areas.
Both are interested more in Budgeting, Saving and Personal Banking. However,
there is no gender difference and its impact on the level of financial literacy in
Cyprus.
Variances in age group.
Table 4 - Analysis by Prior knowledge – Age group
Upper High school (15)
University (10)
1. Budgeting: 1 1
2. Saving: 2 6
3. Investing in shares: 7 13
4. The power of compounding: 9 9
5. Mortgages: 10 12
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6. Pensions: 6 8
7. University finance: 13 14
8. Cyber security for your money: 12 5
9. Your pay cheque explained 4 4
10. Borrowing money-excluding mortgages: 5 3
11: Buying your first home: 13 7
12. Insurance: 8 10
13. Business finance: 14 11
14. Crypto currencies: 15 15
15. Personal Banking 3 2
Table 4 illustrates the analysis of surveys by age group (Secondary School or
University). The majority of students surveyed came from upper high school (aged
14-18) and ten of students surveyed from University (aged 18-21).
Most of the students know more about budgeting and personal banking but on the
other hand University students know more about borrowing money-excluding
mortgages.
Preferences in topics to learn
Question two asked what they would ‘most like to learn about’, again by ranking the
list of 15 topics, with 1 being their most favoured and 15 being their least favoured.
Table 5 – Analysis by Preference to learn – students
Emphasys Centre (25)
1. Budgeting: 1
2. Saving: 7
3. Investing in shares: 9
4. The power of compounding: N/A
5. Mortgages: 13
6. Pensions: 10
7. University finance: 4
8. Cyber security for your money: 14
9. Your pay cheque explained 2
10. Borrowing money-excluding mortgages: 6
11: Buying your first home: 8
12. Insurance: 11
13. Business finance: 12
14. Crypto currencies: 5
15. Personal Banking 3
12
Table 5 shows that the favourite topics to learn are ‘Budgeting’, ‘Your pay cheque
explained’ and ‘Personal Banking’. Least popular finance areas for students were
‘Cyber security for your money’, ‘Mortgages’ and ‘Business Finance’.
Table 6 – Analysis by Preference to learn – parents
Emphasys Centre (50)
1. Budgeting: 1
2. Saving: 10
3. Investing in shares: 13
4. The power of compounding: 14
5. Mortgages: 14
6. Pensions: 8
7. University finance: 5
8. Cyber security for your money: 12
9. Your pay cheque explained 2
10. Borrowing money-excluding mortgages: 3
11: Buying your first home: 4
12. Insurance: 6
13. Business finance: 8
14. Crypto currencies: 11
15. Personal Banking 7
Table 6 shows that the favourite topics to learn for parents are ‘Budgeting’, ‘Your pay
cheque explained’ and ‘Borrowing money-excluding mortgages”. Least popular
finance areas for parents were ‘Mortgages’, ‘The power of compounding’ and
‘Investing in shares’.
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Variance by gender.
Again, the group was disaggregated by gender to see if there were gender specific
preferences.
Table 6 - Preference to learn - Analysis by gender
M (12) F (13)
1. Budgeting: 1 1
2. Saving: 8 8
3. Investing in shares: 4 4
4. The power of compounding: N/A N/A
5. Mortgages: 6 6
6. Pensions: 13 13
7. University finance: 9 9
8. Cyber security for your money: 10 12
9. Your pay cheque explained 2 2
10. Borrowing money-excluding mortgages: 9 10
11: Buying your first home: 7 5
12. Insurance: 11 11
13. Business finance: 12 12
14. Crypto currencies: 5 7
15. Personal Banking 3 3
Both male and female have a greater desire to learn about ‘Budgeting’, ‘Your pay
cheque explained’ and ‘Personal Banking’. However ‘Cyber Security’ is more
important for male rather than female.
Prior learning
Students were asked whether they had studied finance or economics previously. 20
students had some prior learning in business or either in economics, while 8
students did not. Chart 1 demonstrates the students with prior learning of finance or
economics. The majority of participants have not studied or get familiar with finance
literacy.
14
0
5
10
15
20
25
Business Economics
Prior learning
Yes
No
15
The results from the preferences given by this survey will form part of an
international comparison report, which will inform the priority given to the modules
produced for the Personal Finance Programme curriculum, training and support
materials.
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Appendix 1 – Cyprus Finance education interventions
1. Secondary School Subject “Home Economics”
1. Title: Secondary School curriculum “Home Economics”
2: Format Category: Ministry of Education and Culture official website
3: Review: A detailed curriculum with the main topics of “Home Economics” subject
4: Target age group: Secondary school - 12 years old
5: Financial areas covered: Financial budget concept, needs - desires and financial
resources, meaning of responsible person and family budget, ways to properly
manage money, importance of savings
6: Specific learning outcomes: Students to be able to manage their budget for
covering individual needs
7: Language: Greek
8: Cost: Free
9. Time commitment: Not specified
10: Web link:
http://www.schools.ac.cy/eyliko/mesi/themata/oikiaki_oikonomia/analytiko_programm
a.html
11: Other relevant information: This should be a key guide for schools and students.
2. “ECONOMICS”
1. Title: The Money Charity
2: Format Category: Ministry of Education and Culture official website
3: Review: A detailed curriculum with the main topics of “Economics” subject
4: Target age group: Secondary high - school 17 years old
5: Financial areas covered: Financial problem, production, production factors,
purchase, key financial figures
6: Specific learning outcomes: Τhe main aim of the course is students to understand
the basic economic concepts necessary for understanding and explaining the
different economic phenomena in their daily lives.
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7: Language: Greek
8: Cost: Free
9. Time commitment: Not specified
10: Web link:
http://www.schools.ac.cy/eyliko/mesi/themata/oikonomiki_paideia/did_yliko_a_lyk.ht
ml
11: Other relevant information: This should be a key guide for schools and students.
3. Entrepreneurship Development Programme
1. Title: Youth Entrepreneurship Development Programme within the framework of
the National Action Plan for Youth Employment.
2: Format Category: Youth Board of Cyprus document
3: Review: The document outlines the main learning outcomes for the programme.
4: Target age group: Young People - 15-29 years old
5: Financial areas covered: Know all the steps to creating a business or self-
employment structure, learn how to set up a business, acquire the skills need to
create a business plan, manage the business, develop technical knowledge of sales
and communication skills, be able to apply a sales methodology, know how to
expand their business.
6: Specific learning outcomes: Provide education and development of business
skills, such as business plan creation, project management / management, sales and
communication techniques, business start-ups, etc, Provide guidance through
developing a network of mentors and advisors, Provide support and information
through a dedicated online platform.
7: Language: English
8: Cost: Free.
9. Time commitment: Not specified
10: Web link: http://onek.org.cy/en/home-page/programs-and-service/counseling-
services/entrepreneurship-development-programme/
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11: Other relevant information: This should be a key guide for young people to
participate in the programme. The document does not give delivery guidance or any
resources.
4. Bank of Cyprus – 18-25 Youth Card
1. Title: Bank of Cyprus – 18-25 Youth Card
2: Format Category: A debit card offered by Bank of Cyprus
3: Review: The document outlines the main features and benefits for the youth card.
4: Target age group: Young People - 18-25 years old
5: Financial areas covered: Learn how to manage their money, understand the
meaning of having to be cautious and that you cannot start spending uncontrollably.
6: Specific learning outcomes: Preferential interest rate on your debit balance, Ability
to obtain a debit limit of up to €1.200 with personal guarantees, No initial bank
account opening fees, Automatic remittance of your salary every month (for soldiers
and employees), Contactless Visa Debit card for easier transactions without need of
PIN or signature for transactions smaller than €20.
7: Language: English
8: Cost: Not specified
9. Time commitment: Not specified
10: Web link: http://www.bankofcyprus.com.cy/en-gb/retail/loan-boc/car/car1/
11: Other relevant information: This should be a key guide for young people for the
youth card.
5. UNIVERSITY/COLLEGE COURSES
1. Title: Universities and Colleges Courses
2: Format Category: University/College curriculum
3: Review: This is a comprehensive website and includes the detailed curriculum.
4: Target age group: University Students (undergraduate/postgraduate) - 18-24
years old
5: Financial areas covered: Business/Economics/Finance
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6: Specific learning outcomes: For young people with most of them having a great
interest in the field of Business, Economics and Finance since they offer equivalent
undergraduate and postgraduate courses.
University of Cyprus:
• Department of Business and Public Administration (free of cost)
• Department of Accounting and Finance (free of cost)
• Department of Economics (free of cost)
European University Cyprus:
• Finance and Investments(4 Years, Bachelor of Business Administration)
• Accounting(4 years, Bachelor of Science)
• Business Economics(4 years, Bachelor of Business Administration)
• Business Studies(4 years, Bachelor of Business Administration)
• Finance and Investments(4 Years, Bachelor of Business Administration)
UCLan Cyprus:
• BA(Hons) Business Administration
• BA(Hons) Accounting And Finance
• BA (Hons) Economics
Alexander College:
• BSc Business Administration & Finance (4 Years) (€6,950)
• BA(Hons) Business Management with Accounting & Finance (€6,950)
Cyprus College Nicosia:
• Business Administration (2 year – Diploma) (State sponsorship of € 2565 or €
3420 for 3 dependent children and over)
20
Neapolis University Pafos:
• Bachelor of Business Administration (€6,500)
• Bachelor of Accounting, Banking and Finance (€6,500)
7: Language: Greek, English
8: Cost: Free -€6,950
9. Time commitment: 2-4 years
10: Web link: http://www.ucy.ac.cy/afn/en/
https://www.euc.ac.cy/en/schools--departments/school-of-business-administration
http://www.uclancyprus.ac.cy/en/courses/schools-business-management/
https://alexander.ac.cy/en/
11: Other relevant information: Very comprehensive suite of materials.
6.1. TRAINING COURSES
1. Title: European Institute of Management and Finance (EIMF)
2: Format Category: EIMF detailed training programme
3: Review: The document outlines the main learning outcomes for the programme.
4: Target age group: Young People - 18-25 years old
5: Financial areas covered: EIMF is a leading provider of professional education, and
tailored learning solutions with emphasis on the Financial and Professional Services
Sector.
6: Specific learning outcomes:
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7: Language: English
8: Cost: €530
9. Time commitment: Depends on the training course.
10: Web link: http://eimf.eu/
11: Other relevant information: This should be a key guide for young people to
participate in the training courses.
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6.2. TRAINING COURSES
1. Title: Cyprus International Institute of Management
2: Format Category: CIIM detailed training programme
3: Review: The document outlines the main learning outcomes for the programme.
4: Target age group: Young People - 18-25 years old
5: Financial areas covered: Business Enhancement Skills, Communication Skills,
Customer Service, Finance and Accounting, Financial Strategy, Interpersonal Skills,
Personal Impact and Development, Leadership, Entrepreneurship, Thinking and
Innovation
6: Specific learning outcomes: The CIIM Executive Education arm of the Business
School has established a wide range of programmes and solutions to meet the
development requirements of all staff, from operational level to chief executive
7: Language: English
8: Cost: Depends on the training course.
9. Time commitment: Depends on the training course.
10: Web link:
http://execedu.ciim.ac.cy/images/trainings/CIIM_Executive_Education_Training_Pro
grammes.pdf
11: Other relevant information: This should be a key guide for young people to
participate in the training courses.
7. WORKSHOPS
1. Title: Deloitte
2: Format Category: Deloitte Workshops
3: Review: Provides a qualification about ‘Finance’ sector.
4: Target age group: Young People - 18-30 years old
5: Financial areas covered: Basics of Accounting and Tax for Lawyers, Basics of
VAT, Principles of Business Management - Part II: HR, Succession Planning,
Financial Statement analysis, Tax Updates 2018, VAT Legislation and Updates 2018
6: Specific learning outcomes: Award of a diploma/certificate
7: Language: English
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8: Cost: Depends on the workshop.
9. Time commitment: Depends on the workshop.
10: Web link: https://www.cisi.org/cisiweb2/cisi-website/schools-colleges-
universities/schools-colleges
11: Other relevant information: This should be a key guide for young people to
participate in the workshops.
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Appendix 2A – Survey questionnaire (English)
Personal Finance Programme – Young people’s questionnaire
Dear Student
We are developing a course to help young people understand personal finance better. We
would appreciate some feedback from you to help us design it, by telling us what you think
the important elements of personal finance are. The questionnaire will only take you a
couple of minutes to complete and will be treated in strictest confidence. Thanks for your
help.
Q1 On a scale of 1 – 10 (where 1 is nothing and 10 is a lot), please rate your personal knowledge
of the following topics: (please circle the appropriate number)
1. Budgeting: (Accounting for what you earn and spend) 1 2 3 4 5 6 7 8 9 10
2. Saving: (Getting the best return on your saved money) 1 2 3 4 5 6 7 8 9 10
3. Investing in shares: (How to invest in stocks & shares and the options available) 1 2 3 4 5 6 7 8 9 10
4. The power of compounding:
(How compounding affects investment performance) 1 2 3 4 5 6 7 8 9 10
5. Mortgages:
(Choosing the most appropriate mortgage) 1 2 3 4 5 6 7 8 9 10
6. Pensions: (Saving for retirement) 1 2 3 4 5 6 7 8 9 10
7. University finance: (An introduction to tuition fees) 1 2 3 4 5 6 7 8 9 10
8. Cyber security for your money: 1 2 3 4 5 6 7 8 9 10
(Protecting against fraud)
9. Your pay cheque explained
(Tax, national insurance and other deductions) 1 2 3 4 5 6 7 8 9 10
10. Borrowing money-excluding mortgages: 1 2 3 4 5 6 7 8 9 10
(The best loan options)
11: Buying your first home: 1 2 3 4 5 6 7 8 9 10
(Costs and things to consider)
12. Insurance:
25
(Health, travel, car, home. Getting the right cover) 1 2 3 4 5 6 7 8 9 10
13. Business finance (How businesses operate) 1 2 3 4 5 6 7 8 9 10
14. Crypto currencies (e.g. Bit Coins) 1 2 3 4 5 6 7 8 9 10
Q2 Please rank the list below by selecting your top 10, 1 being the topic you would most like to
learn about, 2 second most, etc. down to 10. (Please put your 1 to 10 in the box)
1. Budgeting: 8. Cyber security for your money:
2. Saving: 9. Your pay cheque explained
3. Investing in shares: 10. Borrowing money-excluding mortgages:
4. The power of compounding: 11: Buying your first home:
5. Mortgages: 12. Insurance:
6. Pensions: 13. Business finance:
7. University finance: 14. Crypto currencies:
Q3 If you would like to comment on your choices for question 1 or question 2, (e.g. you have
already been trained, or have prior knowledge of one of the topics) please give details in the box
below.
Q4 Are there any topics relating to personal finance, that you would like to learn about, but
which are not on the list? If so please say in the box below.
Context questions
We believe that the selection you make may be influenced by your age, gender, the school you
attend, and whether you have previously studied business or economics. Please therefore answer
the following:
Your Name* …………………………………………………………… Your Age …………….
26
Gender male / Female
School/University attending …………………………………………………………………………………………………
Have you studied business? Yes / No
Have you studied Economics? Yes / No
Have your parents or guardian completed their own questionnaire Yes / No
Thanks again for helping the Personal Finance Programme by completing this questionnaire
*Completion of your name is optional
27
Appendix 2B – Survey questionnaire (Greek)
Προσωπικό Πρόγραμμα Οικονομικής Διαχείρισης – PFP
Ερωτηματολόγιο για τους νέους
Αγαπητοί μαθητές,
Αρχικά θα θέλαμε να σας ενημερώσουμε ότι το παρόν ερωτηματολόγιο έχει δημιουργηθεί στα
πλαίσια του Ευρωπαϊκού προγράμματος Personal Finance Programme – PFP (Sub.Num: 2017-1-
UK01-KA201-036799). Το πρόγραμμα PFP απευθύνεται σε νέους από 14-21 χρονών και στοχεύει
στην δημιουργία και πιλοτική εφαρμογή μιας σειράς μαθημάτων σχετικά με την διαχείριση
χρημάτων. Τα αποτελέσματα που θα προκύψουν από το παρόν ερωτηματολόγιο θα αποτελέσουν
προτεραιότητες για την ανάπτυξη ενός προγράμματος διαχείρισης οικονομικών θεμάτων για νέους.
Παρακαλούμε όπως απαντήσετε στις πιο κάτω ερωτήσεις, δίνοντας πληροφορίες σχετικά με το
ποιά θεωρείτε εσείς σημαντικά στοιχεία στον τομέα της οικονομικών σε προσωπικό επίπεδο. Το
ερωτηματολόγιο θα σας πάρει μόνο μερικά λεπτά για να ολοκληρωθεί και θα αντιμετωπιστεί με
αυστηρή εμπιστοσύνη.
Ευχαριστούμε εκ των προτέρων.
Q1 Με βάση τη κλίμακα από 1 (Καθόλου σημαντικό) έως 10 (Εξαιρετικά σημαντικό),
βαθμολογήστε τις γνώσεις που έχετε στα ακόλουθα θέματα: (παρακαλώ κυκλώστε τον κατάλληλο
αριθμό)
1. Προϋπολογισμός: (Λογαριασμός για το τι κερδίζετε και ξοδεύετε) 1 2 3 4 5 6 7 8 9 10
2. Αποταμιεύσεις: (Αποκτήστε την καλύτερη απόδοση στα
χρήματα που εξοικονομήσατε) 1 2 3 4 5 6 7 8 9 10
3. Επένδυση σε μετοχές: (Πώς να επενδύσετε σε μετοχές, αποθέματα και άλλες διαθέσιμες επιλογές) 1 2 3 4 5 6 7 8 9 10
4. Η δύναμη του ανατοκισμού:
(Πώς ο ανατοκισμός επηρεάζει την απόδοση των επενδύσεων) 1 2 3 4 5 6 7 8 9 10
5. Υποθήκες:
(Επιλέγοντας την πιο κατάλληλη υποθήκη) 1 2 3 4 5 6 7 8 9 10
6. Συντάξεις: (Εξοικονόμηση για συνταξιοδότηση) 1 2 3 4 5 6 7 8 9 10
7. Πανεπιστημιακή χρηματοδότηση: (Εισαγωγή στα δίδακτρα) 1 2 3 4 5 6 7 8 9 10
8. Η ασφάλεια των χρημάτων σας στον κυβερνοχώρο: 1 2 3 4 5 6 7 8 9 10
(Προστασία κατά της διαδικτυακής απάτης)
9. Επεξήγηση μισθού
(Φόρος, εθνική ασφάλιση και άλλες μειώσεις) 1 2 3 4 5 6 7 8 9 10
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10. Δανεισμός χρημάτων χωρίς υποθήκες: 1 2 3 4 5 6 7 8 9 10
(Οι καλύτερες επιλογές δανείου)
11: Αγοράζοντας το πρώτο σπίτι σας: 1 2 3 4 5 6 7 8 9 10
(Κόστος και θέματα που πρέπει να ληφθούν υπόψη)
12. Ασφάλεια:
(Υγεία, ταξίδια, αυτοκίνητο, σπίτι, σωστή κάλυψη) 1 2 3 4 5 6 7 8 9 10
13. Επιχειρηματική χρηματοδότηση
(Πώς λειτουργούν οι επιχειρήσεις) 1 2 3 4 5 6 7 8 9 10
14. Κρυπτό-νομίσματα (π.χ. Bit Coins) 1 2 3 4 5 6 7 8 9 10
15. Προσωπικός τραπεζικός λογαριασμός
(Λογαριασμοί - χρεωστικές / πιστωτικές κάρτες,
συνεταιριστικές και εμπορικές τράπεζες) 1 2 3 4 5 6 7 8 9 10
Q2 Παρακαλώ όπως ταξινομήσετε την παρακάτω λίστα επιλέγοντας τις 10 κορυφαίες σας
επιλογές, με βάση τη κλίμακα 1 (το θέμα που θα θέλατε περισσότερο να μάθετε), έως 10 (θέμα
που θα θέλατε λιγότερο να μάθετε). (Παρακαλώ τοποθετήστε τα 1 έως 10 στο κουτί)
1. Προϋπολογισμός: 8. Η ασφάλεια των χρημάτων σας στον κυβερνοχώρο:
2. Αποταμιεύσεις: 9. Επεξήγηση μισθού:
3. Επένδυση σε μετοχές: 10. Δανεισμός χρημάτων χωρίς υποθήκες:
4. Η δύναμη του ανατοκισμού: 11: Αγοράζοντας το πρώτο σπίτι σας:
5. Υποθήκες: 12. Ασφάλεια:
6. Συντάξεις: 13. Επιχειρηματική χρηματοδότηση:
7. Πανεπιστημιακή χρηματοδότηση: 14. Κρυπτό-νομίσματα:
15. Προσωπικός τραπεζικός λογαριασμός
Q3 Παρακαλώ όπως σχολιάσετε τις επιλογές σας για την ερώτηση 1 ή την ερώτηση 2, (π.χ.
έχετε ήδη εκπαιδευτεί ή έχετε προηγουμένως γνωρίσει ένα από τα θέματα), στο παρακάτω
πλαίσιο, εάν επιθυμείτε.
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Q4 Υπάρχουν θέματα σχετικά με την διαχείριση οικονομικών θεμάτων σε προσωπικό επίπεδο,
τα οποία θα θέλατε να μάθετε, και δεν περιλαμβάνονται στην πιο πάνω λίστα; Αν ναι, παρακαλώ
σημειώστε τα στο παρακάτω πλαίσιο.
Ερωτήσεις περιεχομένου
Υποθέτουμε ότι η ηλικία σας, το φύλο σας, το σχολείο που φοιτάτε και το ενδεχόμενο να έχετε σπουδάσει προηγουμένως
διοίκηση επιχειρήσεων ή οικονομικά μπορεί να έχουν επηρεάσει τις απαντήσεις που δώσατε. Επομένως, θα σας
παρακαλούσαμε όπως απαντήστε στα εξής:
Όνομα * …………………………………………………………… Ηλικία …………….
Φύλο Άνδρας / Γυναίκα
Σχολείο/Πανεπιστήμιο φοίτησης …………………………………………………………………………………………………
Έχετε σπουδάσει διοίκηση επιχειρήσεων; Ναί / Όχι
Έχετε σπουδάσει οικονομικά; Ναι / Όχι
Οι γονείς ή ο κηδεμόνας σας έχει ολοκληρώσει το δικό τους ερωτηματολόγιο; Ναί / Όχι
Σας ευχαριστούμε και πάλι για την παροχή βοήθειας για την ανάπτυξη του Ευρωπαϊκού Προγράμματος PFP (Προσωπικό
Πρόγραμμα Οικονομικής Διαχείρισης), συμπληρώνοντας αυτό το ερωτηματολόγιο.
* Προαιρετικό πεδίο
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an endorsement of the contents which reflects the views only of the authors, and the
commission cannot be held responsible for any use which may be made of the information
contained therein”.