📄 Abstract
Despite the widely recognized role of financial literacy in ensuring financial stability and informed decision-making, substantial evidence shows that many individualsparticularly those in high-responsibility and high-stress occupationscontinue to lack adequate financial knowledge and applied money management skills. Globally, only about 33% of adults are considered financially literate, with even lower rates observed among workers facing irregular income, high stress, and complex financial demands (Lusardi & Mitchell, 2014; World Bank, 2019). In contrast, countries with institutionalized financial education demonstrate significantly better outcomes; for example, Denmark reports a 71% financial literacy rate, supported by mandatory financial education in secondary schools (World Economic Forum, 2024), while OECD countries with national financial literacy strategies show higher household saving and retirement preparedness (OECD, 2023). However, the uneven availability of structured and accessible financial education across professions and regions leaves many individuals unable to budget consistently, manage debt effectively, or plan for retirement, contributing to persistent financial vulnerability. Empirical studies further link low financial literacy to higher debt levels, inadequate emergency savings, and elevated financial stress, which negatively affect both personal well-being and work performance (Atkinson & Messy, 2012; Garman & Forgue, 2019). This persistent gap between the acknowledged value of financial literacy and its limited implementation underscores a systemic problem that perpetuates poor financial outcomes and long-term economic insecurity among vulnerable populations.
📚 How to Cite:
Mary Rose M Alalag , FINANCIAL LITERACY PROGRAMS AMONG THE PHILIPPINE NATIONAL POLICE (PNP) PERSONNEL IN THE PROVINCE OF BENGUET , Volume 13 , Issue 1, January 2026, EPRA International Journal of Economics, Business and Management Studies (EBMS) ,