W.hen 15-year-old Marlon asks his father how much he earns “on the job”, he answers succinctly “enough”. When Marlon asks his teacher what companies are there for, she initially reacts not very informally and then complains lengthily about the overexploitation of “the economy” on the environment. Admittedly, the two little dialogues are made up, but experts consider them to be not atypical. After all, the conclusion of many studies and surveys is: Neither in most homes nor in schools is a lot of financial knowledge imparted. The adage “You don’t talk about money, you have it” seems to be part of the German DNA.
Instead of complaining about this “money is taboo mentality”, the following three companies are presented as examples that aim to improve young people’s financial knowledge. The first is for graduating school classes, the second is for young people of student age, and the third is for teenagers aged 15 and over. Of course, these projects are not offered to young people out of charity. As a rule, the lecturers want a reward for their lessons. If they offer the seminars to young people for free, it is not infrequently because the parents are good customers of the organizer. In the following, however, it will be less about the interests of the organizers and more about the content of basic financial knowledge: What do financial experts consider important in order to prepare young people “for life”? Your ideas and a few casual game suggestions at the end of the article should serve parents and teachers as suggestions for what they could teach themselves.