Financial Literacy among Secondary School Students: A Comprehensive Global Assessment with Special Reference to Bangladesh

This paper presents a comprehensive assessment of financial literacy levels among secondary school students, synthesizing evidence from global frameworks, regional initiatives, and country-specific studies with particular focus on Bangladesh. Drawing upon the OECD/PISA Financial Literacy Framework, systematic literature reviews, and empirical studies from developing and developed economies, the research reveals that financial literacy among secondary students remains critically low worldwide, with pronounced deficits in developing countries. Bangladesh mirrors this global pattern, with only 9.74% of students demonstrating adequate financial knowledge. The study identifies key determinants including urban-rural disparities, gender gaps, financial socialization patterns, and the distinction between financial access and financial capability. Evidence from Pakistan, Cambodia, Papua New Guinea, and Nigeria provides comparative insights for curriculum reform. The research concludes with evidence-based recommendations for policymakers, educators, and researchers, emphasizing the need for systematic, age-appropriate financial education integrated across all academic streams.