个人理财外文翻译文献翻译-其他专业.doc

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Numerous factors have led to a complex, specialized financial services marketplace that requires consumers to be actively engaged if they are to manage their finances effectively. The forces of technology and market innovation, driven by increased competition, have resulted in a sophisticated industry in which consumers are offered a broad spectrum of services by a wide array of providers. Other important demographic and market trends contributing to concerns include increased diversity of the population, resulting in households that may face language, cultural, or other barriers to establishing a banking relationship; expanded access to credit for younger populations; and increased employee responsibility for directing their own investments in employersponsored retirement and pension plans. The prevailing concern is that consumers lack a working knowledge of financial concepts and do not have the tools they need to make decisions most advantageous to their economic wellbeing. Financial decisions made by consumers affect an individuals or familys current financial wellbeing and ability to save for longterm goals such as buying a home, seeking higher education, or financing retirement. In addition, the consumer decisions also play an important role in the overall economic health of the nation, as was experienced through the recent economic crisis. Most recent economic issues such as credit card debt, home foreclosures, reduced savings, declining values of investments, the collapse of the subprime lending market, and escalating numbers of personal bankruptcy have focused the nations attention on the importance of financial education.Technological advances have transformed nearly every aspect of the marketing, delivery, and processing of financial products and service. The forces of technology and market innovation, driven by increased competition, have resulted in a sophisticated industry in which a wide array of providers offers consumers a broad spectrum of financial products and services. These developments have given consumers more options and greater flexibility in creating financial arrangements that best suit their needs. However, a complex and specialized financial services marketplace requires consumers to be informed and actively engaged if they are to manage their finances effectively.While there are many causes to the economic problems facing the country, it is undeniable that a lack of financial education is a contributing factor. Far too many Americans entered into home and other loan agreements that they did not understand and ultimately could not afford. More broadly, the lack of basic skills such as how to create and maintain a budget, understand credit, or save for the future are preventing millions of Americans from taking advantage of our vibrant economic system. Financial education is not an issue unique to any one population. It affects everyonemen and women, young and old, across all racial and socioeconomic lines (U.S. Department of the Treasury, Office of Financial Education, 2008).Under these circumstances, there is a renewed attention to personal finance education. This subject matter is currently gaining attention from various quarters of society, such as academia, government, corporations and nonprofit organizations. There is an increasing recognition of the importance of this area within several academic quarters, such as economics and finance, that were traditionally not involved in this subject matter. One of the challenges, with increased interest from diverse programs, is the loss of focus on the family and more of a concentration on individual decision making. Financial education programs are now being referred to by a variety of names, the most frequently used name being “financial literacy”; however, the term financial literacy means different things to different people. There is no national standard that describes the expectations of a course labeled “financial literacy” regarding the core content, core competencies, assessment of the impact, and professional preparation of the teacher.This paper briefly reviews the history of personal finance and then looks at the current status of the personal financial discipline and education before identifying challenges and opportunities for the future. In the final section, steps necessary to strengthen the future of this discipline are also presented.Personal Finance: An Interdisciplinary ApproachPersonal finance has its roots in economics, finance and management and incorporates general principles of decision making and the management of financial resources of the individual and family. It involves application of principles from a variety of disciplines such as economics, sociology, psychology, adult learning, and counseling to the study of ways that individuals, families, and households acquire, develop, and allocate monetary resources to meet their current and future financial needs. In the dynamic system of personal finance, decision makers are central. They influence and are influenced by various factors both in external and internal environments. This includes financial markets and institutions; government agencies; economic, demographic, and social trends; and personal and family factors. Personal finance encompasses tools such as financial statements, checking and savings accounts, debt instruments, mortgages and investment vehicles. It also includes techniques related to cash flow management; risk assessment and management; and planning of taxes, retirement, and estates (Schuchardt et al. 2007).Financial Education in the Current Economic EnvironmentCurrently a great deal of attention is being drawn to this area from public, private, profit and nonprofit entities. As concerns about consumers financial capability have increased, so too have the number and variety of financial education programs and program providers. However, some programs offer comprehensive information on a variety of topics for a broad audience, including savings, credit, risk management, investments, retirement planning and similar topics. Others are focused on a single topic such as credit management, retirement planning, and investing; and they are tailored to a specific group, such as youth, women, or minorities (Braunstein and Welch, 2002). Many are providing financial education to students, employees, customers, the general public and more; and most of these educational efforts are being presented under the name of “financial literacy.”However, multiple names are being used to identify teaching and research work that is being done in personal finance. Some of the names that have been used for a long time include Consumer Economics, Consumer Affairs, Family and Consumer Sciences, Family Economics, Family Economics and Resource Management, Family Finance, Family Financial Management, Household Economics, and Personal Finance. More recent names include Household Finance, Household Behavioral Finance and Financial Literacy.Since the 1990s, the use of the term financial literacy has gained momentum; however, popularization of the term has created confusion. A web search on financial literacy returns nearly two million results. There are financial literacy programs, tests, statistics, and training. Most are general, but some target audiences such as teens or preretirees. Most of these programs have different goals and different outcome expectations. There is no common agreement on the core content, overall and specific objectives, the qualifications of the deliverers of these courses, and for the assessment of the outcomes (Hira and Schuchardt, 2008). Most disciplines such as math, economics, history, sociology, and psychology are usually identified by one name only. There are specialties or concentrations for each of these disciplines, but only one name. To reduce the confusion, there must be one name for financial education; and more importantly, there must be a common understanding of what can be expected from such courses. Before this can be accomplished, some basic questions must be answered: what is the overall objective, what is the core content, what competencies and skills must the learner gain, what preparation or qualifications must the teachers of financial education have, and what standards must be used to assess the outcomes of such programs?Overall Goal for Financial EducationThe overall goal for financial education is to ensure that everyone is equipped with appropriate information, knowledge, and skills to make good financial decisions. The challenge to educators is to determine what specific skills people need in order to understand the longterm costs and benefits of their financial decisions (Hira, 1995). Financially educated consumers are an important first line of defense in wellfunctioning markets. At the same time, it is important to recognize that financial education is not a panacea and that there remains a need for effective regulation that is responsive to market evolutions to ensure that consumers are protected against abusive and fraudulent practices by unscrupulous players.Future Opportunities and ChallengesIn the past, professionals in the family economics and management field of personal finance made use of the interdisciplinary approach to study financial behavior. Today, professionals from those disciplines (economics, sociology, psychology, and many others) are studying financial behavior, expanding opportunities and potential for a stronger and richer discipline. Opportunities for transdisciplinary work offer a great promise for the future. The discipline must meet the challenges of creating an environment where professionals from various disciplines create strong connections, collaborate, and generate truly interdisciplinary studies.A report prepared by the U.S. Government Accountability Office in 2004 clearly identifies the challenges and opportunities that lie ahead. It suggests that establishing standards for core content and outcome objectives is critical for the development of evaluation and assessment instruments so that there can be matched areas consistent with the goals and appropriate for the target audience. Furthermore, it is important to differentiate between measuring outcomes of a course and the outcome of an intervention such as advising and counseling, designed to bring about a predetermined behavior change. Asking different questions, using different measures, and comparing courses with different objectives and taught by instructors of various professional qualifications is likely to yield different results. This report also identified the need for setting standardized benchmarks and developing a federal evaluation infrastructure to help nonprofits and other organizations build evaluation capacity.Braunstein and Welch (2002) have a few unique ideas for delivering financial education. They suggest something similar to the use of a creditscoring model in loan underwriting, which has enabled lenders to quickly and effectively construct an individual risk profile. A similar approach might be taken in determining a consumers financial literacy profile, with a database on an individuals or groups financial status, behavior, and learning preferences used to identify an individuals information and educational needs. Knowledge of those needs, coupled with an assessment of the individuals motivation and confidence, could assist in providing relevantThey also argue that development of consistent standards for measuring results could increase the success of financial literacy programs. Practitioners who can demonstrate the effectiveness of their programs can contribute significantly to the identification of “best practices” and the setting of policies that may lead to consumers who are better equipped to survive and, more important, thrive in our vibrant, diverse, complex financial marketplace.In conclusion, strengthening the profession requires defining or redefining the mission; agreeing upon one name for the field; determining the content of a basic personal finance curriculum that stretches from K12 to college; identifying core competencies; determining qualifications of those who teach or advise individuals of all ages; setting standards to evaluate quality of programs; setting standards to measure the effectiveness of financial education; conducting muchneeded research; and developing practical implications of research for the benefit of individuals, educators, and policy makers.The most important challenge facing the profession today is the use of multiple names and confusion about what could be expected from programs that are labeled as financial literacy. Clarifying the vision and mission, identifying the outcome goals to determine the core content of a financial education program and expectations from the educatorsoutcome goals, setting standards for qualification of the educator/advisor to prepare financial educators with knowledge and skills, and measuring effectiveness of educational effortsare steps which will undoubtedly result in improved outcomes.There is a critical need for a national forum to bring about an agreement on the one name, core content and competencies, and professional qualifications for the personal financial field. This is necessary for future growth and development of the profession.Source: Tahira K. Hira,2009.“Personal Finance: Past, Present and Future” .Networks financial institute. December.pp.1-20.译文：个人理财：过去，现在和未来简介近年来，对理财教育的需求已经得到了广泛的实体公司的注意，包括银行，政府机构，基层消费者和社会的利益团体，大学，学校和其他组织。诸多因素导致了复杂的，专门的金融服务市场，需要消费者积极参与，如果他们要有效地管理他们的资金。技术和市场创新力量，推动了日益激烈的竞争，导致了复杂的行业中，消费者是由一个供应商提供各种各样的服务范围广泛。其他重要贡献的人口和市场趋势的关注，包括增加种群的多样性，在家庭中可能遇到语言，文化或其他壁垒建立银行业务关系造成的；年轻群体扩大获得信贷，在雇主赞助的退休和养老计划中，新进的雇员有责任管理自己的投资项目。普遍关注的是，消费者缺乏金融知识和概念的工作没有工具，他们需要做出决定最有利的经济福祉。由消费者做出财务决策影响个人或家庭目前的财务状况的，有能力为长期目标保存，如置业，寻求更高的教育或退休融资。此外，消费者的决策也发挥了国家的整体经济健康的重要作用，是通过最近的经济危机的经验。如最近的信用卡债务，房屋止赎，减少储蓄下降的投资价值观，次级贷款市场崩溃，个人破产数量不断升级的重点是国家对金融教育的重要性的关注，经济问题。科技进步已经几乎改变了营销交付的每一个环节，以及金融产品和服务处理。技术和市场创新力量，推动了日益激烈的竞争，导致了复杂的行业中，各种各样的供应商为消费者提供的金融产品和服务范围广泛。这些发展给消费者更多选择，创造更大的财务安排最适合自己需要的灵活性。然而，复杂的，需要专门的金融服务市场消费者的知情权和积极参与，如果他们要有效地管理他们的资金。虽然是该国面临的经济问题的原因很多，但不可否认的是，缺乏理财教育是一个促进因素。太多的美国人进入到家庭和其他贷款协议，他们不理解，并最终无法承受。从更广泛的基本技能上，比如如何创建和维护的预算，了解信贷，或储存的是防止利用我们充满活力的经济体制优势，未来的数百万美国人缺乏教育。财政教育对任何一个人口不是唯一的一个问题。它影响到所有种族和社会经济线上的每个人，男女老少。（美国财政部，金融教育办公室，2008） 在这种情况下，有一个重新关注个人理财教育这一主题是目前获得来自各方面的社会，如学术界，政府，企业和非营利组织的注意。有一个这一领域的重要性不断增加若干学术季度内，如经济，金融，传统上被这个问题没有参与此事的认识。其中一个挑战，来自不同方案的兴趣增加，是专注于家庭和个人决策上集中更多的损失。财政教育计划，现正提到了各种各样的名字时，最经常使用的名称是“金融扫盲”，然而，长期金融扫盲意味着不同的事情不同的人。没有国家标准，它描述了一门课程的期望，标有“金融扫盲”有关的核心内容，核心竞争力，影响评估，以及教师的专业准备。本文简要回顾了个人理财的发展史，然后在个人财务纪律和教育现状看才能确定未来的挑战和机遇。在最后一节，必要步骤，加强对这一学科的未来进行了展望。个人理财：一个跨学科的方法个人理财在经济，金融和管理方面的根源，并结合决策的一般原则和对个人和家庭财务资源的管理。它涉及原则的应用，从不同学科，如经济学，社会学，心理学，各种成人学习和辅导的方式，向个人和家庭获取，发展研究，并分配货币资源，以满足其当前和未来的财政需要。在个人金融动态系统中，决策者是主体。他们的影响和受各种因素的影响，无论是在外部和内部环境。这包括金融市场和组织机构;政府机构，经济，人口和社会趋势，以及个人和家庭因素。个人理财包括如财务报表，支票和储蓄账户，债务票据，抵押贷款和投资工具。它也包括技术与现金流量的管理，风险评估和管理，以及税收，退休和遗产规划设计。（斯卡维特等，2007）在目前的经济环境中的理财教育目前大量的关注正在制定这方面的公共，私人，营利性和非营利实体。作为消费者的经济能力的忧虑，而有关的金融教育方案和方案提供商数量和种类有所增加。但是，有些程序为广大观众提供全面的信息和各种主题，包括储蓄，信贷，风险管理，投资，退休规划和类似的主题。其他都集中在一个单一的主题，如信用管理，退休规划，投资，他们是针对一个特定群体，如青年，妇女，或少数民族（布朗斯特和韦尔奇，2002）。许多人向学生提供理财教育，员工，客户，公众以及更多的和这些教育工作最正的名义下，提出了“金融知识”。但是，个人理财正在做多个名字被用来确定教学和科研的工作。对已经很长时间使用的名称有包括消费经济学，消费事务，家庭和消费者科学，家庭经济与资源管理，家庭理财，家庭经济管理，家政和个人财务。最近的名称包括家庭财务，家庭行为金融和财务知识。自20世纪90年代，这个术语的使用已获得了金融知识的势头，但是，这个名词的普及造成了混乱。对金融知识网上搜索返回近两百万个结果。有金融扫盲计划，测试，统计和培训。大部分是一般性的，但如青少年或准备退休的一些目标受众。这些项目大多有不同的目标和不同的结果的期望。我们没有核心内容，总体目标和具体的共同协议，这些课程的提供者的资格，并在这项成果的评估。（希拉和斯卡维特，2008）如数学，经济学，历史学，社会学和心理学的大部分学科通常只确定一个名字。有专业或浓度为这些学科的每一个，但只有一个名字。为了减少混淆，必须有一个名称为金融教育，以及更重要的是，必须有一个什么样的课程，可以从这样的预期的共识。在此之前能够完成，一些必须回答的基本问题：什么是总体目标，核心内容是什么，使学习者增益要有什么能力和技能，对金融教育的教师必须具备什么资格，和用于评估这些计划的结果如何必须有什么样的标准？金融教育的总体目标对金融教育的整体目标是确保人人有适当的信息，知识和技能，使具备良好的财务决策。对教育工作者面临的挑战是，以确定哪些人需要特殊技能，以了解长期成本和收益的财务决策（希拉，1995）。在运转良好的市场上，财政受过教育的消费者是一个重要的第一道防线。与此同时，重要的是要认识到，金融教育不是万能的，而且仍然有一个有效监管的需要就是顺应市场的演变，以确保消费者免受不法分子滥用和欺诈行为。未来的机遇和挑战在过去，在家庭经济和个人财务管理领域的专业人员组成的跨学科方法来研究金融行为。今天，从这些学科（经济学，社会学，心理学，和许多其他人）的专业人士正在研究财务行为，扩大为一个更强大和更丰富的纪律的机会和潜力。对跨学科的工作机会提供了一个对未来充满希望。必须满足的学科创造环境的挑战，其中来自不同学科的专业人员创造很强的联系，合作，并产生真正的跨学科研究。美国政府问责局在2004年编写的一份报告明确指出的挑战和机遇摆在面前。它表明，建立的核心内容和成果目标标准是评价和评估工具的发展，以便能有匹配的地区一致的目标和适当的目标受众是至关重要的。此外，重要的是要区分测量结果的过程和干预，例如建议和咨询，旨在实现预定的行为改变的结果。问不同的问题，采用不同的措施，并比较不同目标的课程，利用各种专业资格的导师教导是可能产生不同的结果。这份报告还确定了建立规范的基准联邦评价和发展基础设施，帮助非营利组织和其他组织的评估能力建设的需要。布朗斯特和韦尔奇（2002）为提供理财方面的教育几个独特的想法。他们认为类似的包销的贷款信用评分模型，这使得贷款人迅速和有效地构造一个个人的风险状况使用。一个可能采取类似的方法在确定消费者的金融知识专页，与数据库的个人或集团的财务状况，行为和学习偏好用于识别个人的信息和教育的需要。这些需要的知