This Handbook presents in-depth research conducted on a myriad of issues within the field of financial literacy. Split into six sections, it starts by presenting prevalent conceptions of financial literacy before covering financial literacy in the policy context, the state and development of financial literacy within different countries, issues of assessment and evaluation of financial literacy, approaches to teaching financial literacy, and teacher training and teacher education in financial literacy. In doing so, it provides precise definitions of the construct of financial literacy and elaborates on the state and recent developments of financial literacy around the world, to show ways of measuring and fostering financial literacy and to give hints towards necessary and successful teacher trainings. The book also embraces the diversity in the field by revealing contrasting and conflicting views that cannot be bridged, while at the same time making a contribution by re-joining existing materials in one volume which can be used in academic discourse, in research-workshops, in university lectures and in the definition of program initiatives within the wider field of financial literacy. It allows for a landscape of financial literacy to be depicted which would foster the implementation of learning opportunities for human beings for sake of well-being within financial living-conditions. The Handbook is useful to academics and students of the topic, professionals in the sector of investment and banking, and for every person responsible for managing his or her financial affairs in everyday life.

Autorentext
Dr. Carmela Aprea is Professor of Business and Economics Education at the Friedrich-Schiller-University in Jena, Germany. She is a member of the OECD International Network on Financial Education Research Committee. Her main research interests include financial literacy assessment and education, curriculum and learning research as well as teacher education and professional development in the domain of business and economics.
Dr. Eveline Wuttke is Professor of Economic and Business Education at the Goethe University in Frankfurt, Germany. She is a member of various international research associations. Her main research interests are in teacher education, professional development of teachers, competence measurement, problem solving and financial literacy. 
Dr. Klaus Breuer is retired Professor of Business Education at the Johannes-Gutenberg University Mainz, Germany. He has been a Senior Professor in the Faculty of Economics andBusiness Administration at the Goethe University Frankfurt. He has served in the boards of the German Educational Research association (DGfE) as well as in the Word Education Research Association (WERA). His main research interests encompass educational technology as well as evaluation and assessment in vocational education.
Dr. Noi Keng Koh is a Senior Lecturer at the National Institute of Education, an institute of the Nanyang Technological University, Singapore. She is also the chair of the Citi-NIE Financial Literacy Hub for Teachers and is Advisor to the NTU Investment Interactive Club.
Dr. Peter Davies is Professor of Education Policy Research and Director of the Centre for Higher Education Equity and Access at the University of Birmingham, UK and affiliated professor at Stockholm University. His recent research has focused on financial literacy, variation theory and choices in education. 
Dr. BettinaGreimel-Fuhrmann is Professor of Business Education at the Vienna University of Economics and Business (WU), and represents WU as an affiliate member of OECD INFE. Her research foci comprise financial education and the measurement of various aspects of financial literacy. 
Dr. Jane S. Lopus is Emeritus Professor of Economics and Director of the Center for Economic Education at California State University East Bay. She is also a director of the Global Economic Education Alliance, which is dedicated to promoting economic and financial literacy throughout the world.

Inhalt
Chapter 1: Financial Literacy in the 21st Century: An Introduction to the International Handbook on Financial Literacy.- Section 1: Conceptions of Financial Literacy.- Chapter 2: Financial Education in General Education Schools: A Competence Model.- Chapter 3: Educational Implications of Biases in Financial Decision Making.- Chapter 4: Financial Literacy and Financial Incomprehensibility.- Chapter 5: A Metacognitive Approach to Financial Literacy.- Chapter 6: Combining Development and Education: Why Do Decision-Making and Social Norms Matter for Financial Education?.- Chapter 7: Financial Literacy to Financial Capability: Building Financial Stability and Security.- Chapter 8: A Sociological Perspective on Financial Literacy.- Chapter 9: Financial Literacy Education as a Public Pedagogy: Consumerizing Economic Insecurity, Ethics and Democracy.- Section 2: Policy Contexts of Financial Literacy.- Chapter 10: Politics and Argumentation in Financial Literacy Education Policy.- Chapter 11: Following the Trail from Political Discourse to Curriculum Reform: Reflecting on the Shape of Financial Capability Education in England.- Chapter 12: The Development and Promotion of Financial Literacy Standards: Establishing Standards in the United States.- Chapter 13: The Policy Context for Financial Education in New Zealand.- Chapter 14: Children and Youth as Economic Citizens: Working towards an Inte-grated Financial Education Approach.- Chapter 15: Do the Financial Behaviours of College Students Vary by their State's Financial Education Policies?.- Section 3: National Orientations of Financial Literacy.- Chapter 16: Financial Literacy in Austria.- Chapter 17: Financial Literacy in Germany.- Chapter 18: Financial Literacy in Indonesia.- Chapter 19: Mexico: Financial Inclusion and Literacy Outlook.- Chapter 20: Financial Literacy in the Netherlands.- Chapter 21: Financial Education in Romania.- Chapter 22: Financial Literacy in South Africa.- Chapter 23: Financial Literacy in Switzerland.- Chapter 24: Financial Education in the UK: A Case Study of Practice.- Chapter 25: Youth Financial Literacy in the United States: A Patchwork Approach.- Section 4: Assessment of Financial Literacy.- Chapter 26: Construct Validity with Structural Equation Modelling.- Chapter 27: Financial literacy of Adolescents and Young Adults: Setting the Course for a Competence-oriented Assessment Instrument.- Chapter 28: Students' Monetary Decision Making: Issues and Implications Arising from Research.- Chapter 29: Evaluation of Financial Literacy Development of High School Stu-dents: A Longitudinal Mixed Methods Study.- Chapter 30: Measurement of Young Adults' Attitudes towards Money.- Chapter 31: Personality and Financial Culture: A Study of Mexican Youths.- Section 5: Instructional Interventions for Fostering Financial Literacy.- Chapter 32: Approaches to Teaching Financial Literacy: Evidence-based Practices in Singapore Schools.- Chapter 33: Sketching a Possible Learning Progression for the Cognitive Component of Financial Education in the Broader Context of Economics Education.- Chapter 34: Educating People about Finance and Economics. Approaching Curriculum Design: an Italian Experience.- Chapter 35: Gender and Student Achievement in Personal Finance: Evidence from Keys to Financial Success.- Chapter 36: A Design-Based Intervention Approach to the Development of a Financial Literacy Interactive Learning Journey for Youths in Singapore.- Chapter 37: Enhancing the Financial Literacy of Young People: A Conceptual Approach Based on the Variation Theory of Learning.- Chapter 38: Infusing Financial Literacy in Primary Mathematics: A Proposed Framework…