Traditional financial literacy courses, like those taught in high school, present a mixed record of results.

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Their learning achievements are remarkably high compared to traditional ways of literacy programmes.

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So, no surprise that when we incarcerate teenagers of today in traditional classroom settings, they react with predictable disinterest and flunk their literacy tests.

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The traditional system of emphasising investment in formal education at the expense of adult literacy and education programmes has, however, worsened the situation.

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