In many countries, students leave school with no understanding of how to manage their money. Why is the case? What can be done to improve students’ understanding of personal finance management?
Nowadays, it is increasingly common for many school leavers to lack an understanding of personal financial management. From my perspective, this urgent phenomenon can be attributed to two rational reasons and it needs several solutions to tackle.
To begin with, there are two reasons for this problem namely parental overprotection and the deficiency of practical lessons associated with financial management skills. First and foremost, parental overpopulation is an age-old problem. In fact, it is parents that are willing to provide financial support without hesitation; therefore, children have a tendency to take their parent’s material support for granted and lavish money. Children living in wealthy conditions can be an obvious example. They tend to buy expensive items such as local brand clothes or toys without parental permission. Secondly, the shortage of finance subjects in the educational system leads to a lack of understanding of how to strike a balance between income and expenditure. School curriculum, these days, are placing a strong emphasis on academic subjects such as mathematics, literature, and chemistry; however, they neglect many essential skills related to personal financial management. As a result, not only do students solely have knowledge of theory but they also lack practical skills for an appropriate expenditure plan.
This raises a question of how to deal with such an urgent problem. The answer can be found in both the educational system and parental education. When it comes to the educational system, basic personal money management skills should be included in mandatory studying programs, which could help learners to be aware of the money value and ready to enter the workforce. The second viable solution is education at home. If parents equipped their offspring with soft skills, especially money management, their children are likely to have adequate awareness of suitable spending plans. Additionally, they should take their financial aid for their children into thorough consideration with a view to making wise decisions and forcing their children to become financially independent.
In conclusion, it seems to me that managing money is difficult for school leavers which requires radical solutions to counteract. Therefore, students need to raise their awareness of reasonable spending with the purpose of being self-sufficient when entering the workforce.
- The graph below gives information about the price of bananas in four countries between 1994 and 2004 Summarise the information by selecting and reporting the main features and make comparisons where relevant 80
- 1 The chart below gives information about the amount of time children spend with their parents 56
- The graph below shows the number of passenger railway journeys made in Great Britain between 1950 and 2004 5 73
- Some people believe that developments in the field of artificial intelligence will have a c on our lives in the near future Others by contrast are worried that we are not prepared for a world in which computers are more intelligent than humans Discuss bot 73
- The line graph reveals information on Wool Price in New Zealand over a period of 20 years from 1980 to 2000
Grammar and spelling errors:
Line 2, column 1111, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ls for an appropriate expenditure plan. This raises a question of how to deal wi...
^^^
Transition Words or Phrases used:
also, but, first, however, if, second, secondly, so, therefore, in conclusion, in fact, such as, as a result, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 15.0 13.1623246493 114% => OK
Auxiliary verbs: 7.0 7.85571142285 89% => OK
Conjunction : 11.0 10.4138276553 106% => OK
Relative clauses : 6.0 7.30460921844 82% => OK
Pronoun: 24.0 24.0651302605 100% => OK
Preposition: 50.0 41.998997996 119% => OK
Nominalization: 15.0 8.3376753507 180% => OK
Performance on vocabulary words:
No of characters: 2055.0 1615.20841683 127% => OK
No of words: 365.0 315.596192385 116% => OK
Chars per words: 5.6301369863 5.12529762239 110% => OK
Fourth root words length: 4.37092360658 4.20363070211 104% => OK
Word Length SD: 3.04440890746 2.80592935109 108% => OK
Unique words: 209.0 176.041082164 119% => OK
Unique words percentage: 0.572602739726 0.561755894193 102% => OK
syllable_count: 636.3 506.74238477 126% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 5.43587174349 184% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 4.0 4.76152304609 84% => OK
Performance on sentences:
How many sentences: 18.0 16.0721442886 112% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 53.2384572779 49.4020404114 108% => OK
Chars per sentence: 114.166666667 106.682146367 107% => OK
Words per sentence: 20.2777777778 20.7667163134 98% => OK
Discourse Markers: 6.83333333333 7.06120827912 97% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 7.0 3.9879759519 176% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.245310845466 0.244688304435 100% => OK
Sentence topic coherence: 0.0707247164072 0.084324248473 84% => OK
Sentence topic coherence SD: 0.0441101420312 0.0667982634062 66% => OK
Paragraph topic coherence: 0.15937799793 0.151304729494 105% => OK
Paragraph topic coherence SD: 0.018523760622 0.056905535591 33% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.2 13.0946893788 116% => OK
flesch_reading_ease: 42.72 50.2224549098 85% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 12.3 11.3001002004 109% => OK
coleman_liau_index: 15.37 12.4159519038 124% => OK
dale_chall_readability_score: 9.65 8.58950901804 112% => OK
difficult_words: 116.0 78.4519038076 148% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 12.0 10.7795591182 111% => OK
What are above readability scores?
---------------------
Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.