個(gè)人理財(cái)外文翻譯文獻(xiàn)翻譯

1、<p><b>　　原文：</b></p><p>　　Personal Finance: Past, Present and Future</p><p>　　Introduction</p><p>　　In recent years, the need for financial education has gained the

2、 attention of a wide range of entities including banking companies, government agencies, grass‐roots consumer and community interest groups, universities, schools, and other organizations. Numerous factors have led to a

3、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<

4、/p><p>　　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 de

5、cisions made by consumers affect an individual’s or family’s current financial wellbeing and ability to save for long‐term goals such as buying a home, seeking higher education, or financing retirement. In addition, the

6、consumer decisions also play an important role in the overall economic health o</p><p>　　Most recent economic issues such as credit card debt, home foreclosures, reduced savings, declining values of investme

7、nts, the collapse of the subprime lending market, and escalating numbers of personal bankruptcy have focused the nation’s attention on the importance of financial education.</p><p>　　Technological advances h

8、ave 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 sophis

9、ticated 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

10、 arrangements that best suit their n</p><p>　　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 ma

11、ny 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

12、, or save for the future are preventing millions of Americans from taking advantage of our vibrant economic system. Fin</p><p>　　Under these circumstances, there is a renewed attention to personal finance ed

13、ucation. 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 o

14、f 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 prog</p><p&

15、gt;　　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 t

16、he final section, steps necessary to strengthen the future of this discipline are also presented.</p><p>　　Personal Finance: An Interdisciplinary Approach</p><p>　　Personal finance has its roots

17、 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

18、 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 curren

19、t and future financial needs. </p><p>　　Financial Education in the Current Economic Environment</p><p>　　Currently a great deal of attention is being drawn to this area from public, private, pro

20、fit 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 compreh

21、ensive 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</p><p>　　Howeve

22、r, 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 a

23、nd 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, House

24、hold Behavioral Finance and Financial Literacy.</p><p>　　Since the 1990s, the use of the term financial literacy has gained momentum; however, popularization of the term has created confusion. A web search o

25、n 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 pre‐retirees. Most of these pr

26、ograms have different goals and different outcome expectations. There is no common agreement on the core content, overall and spec</p><p>　　Most disciplines such as math, economics, history, sociology, and p

27、sychology 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 mo

28、re 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 co</p&

29、gt;<p>　　Overall Goal for Financial Education</p><p>　　The overall goal for financial education is to ensure that everyone is equipped with appropriate information, knowledge, and skills to make good

30、financial decisions. The challenge to educators is to determine what specific skills people need in order to understand the long‐term costs and benefits of their financial decisions (Hira, 1995). Financially educated con

31、sumers are an important first line of defense in well‐functioning markets. At the same time, it is important to recognize that financia</p><p>　　Future Opportunities and Challenges</p><p>　　In t

32、he 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, soci

33、ology, 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 futu

34、re. The discipline must meet the challenges of creating </p><p>　　A report prepared by the U.S. Government Accountability Office in 2004 clearly identifies the challenges and opportunities that lie ahead. It

35、 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 appr

36、opriate for the target audience. Furthermore, it is important to differentiate between measuring outcomes of a course and the outcome of an</p><p>　　Braunstein and Welch (2002) have a few unique ideas for de

37、livering financial education. They suggest something similar to the use of a credit‐scoring model in loan underwriting, which has enabled lenders to quickly and effectively construct an individual risk profile. A similar

38、 approach might be taken in determining a consumer’s financial literacy profile, with a database on an individual’s or group’s financial status, behavior, and learning preferences used to identify an individual’s informa

39、ti</p><p>　　They 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 th

40、eir 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, di

41、verse, complex financial marketplace.</p><p>　　In conclusion, strengthening the profession requires defining or redefining the mission; agreeing upon one name for the field; determining the content of a basi

42、c personal finance curriculum that stretches from K‐12 to college; identifying core competencies; determining qualifications of those who teach or advise individuals of all ages; setting standards to evaluate quality of

43、programs; setting standards to measure the effectiveness of financial education; conducting much‐needed research; and de</p><p>　　The most important challenge facing the profession today is the use of multip

44、le 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 educ

45、ation program and expectations from the educators—outcome goals, setting standards for qualification of the educator/advisor to prepare financial educators with knowledge and skills, and measuring effect</p><p

46、>　　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 futu

47、re growth and development of the profession.</p><p>　　Source: Tahira K. Hira,2009.“Personal Finance: Past, Present and Future” .Networks financial institute. December.pp.1-20.</p><p><b>　　

48、譯文：</b></p><p>　　個(gè)人理財(cái)：過去，現(xiàn)在和未來</p><p><b>　　簡介</b></p><p>　　近年來，對理財(cái)教育的需求已經(jīng)得到了廣泛的實(shí)體公司的注意，包括銀行，政府機(jī)構(gòu)，基層消費(fèi)者和社會(huì)的利益團(tuán)體，大學(xué)，學(xué)校和其他組織。諸多因素導(dǎo)致了復(fù)雜的，專門的金融服務(wù)市場，需要消費(fèi)者積極參與，如果他們要有效地管理

49、他們的資金。技術(shù)和市場創(chuàng)新力量，推動(dòng)了日益激烈的競爭，導(dǎo)致了復(fù)雜的行業(yè)中，消費(fèi)者是由一個(gè)供應(yīng)商提供各種各樣的服務(wù)范圍廣泛。其他重要貢獻(xiàn)的人口和市場趨勢的關(guān)注，包括增加種群的多樣性，在家庭中可能遇到語言，文化或其他壁壘建立銀行業(yè)務(wù)關(guān)系造成的；年輕群體擴(kuò)大獲得信貸，在雇主贊助的退休和養(yǎng)老計(jì)劃中，新進(jìn)的雇員有責(zé)任管理自己的投資項(xiàng)目。</p><p>　　普遍關(guān)注的是，消費(fèi)者缺乏金融知識(shí)和概念的工作沒有工具，他們需要做出

50、決定最有利的經(jīng)濟(jì)福祉。由消費(fèi)者做出財(cái)務(wù)決策影響個(gè)人或家庭目前的財(cái)務(wù)狀況的，有能力為長期目標(biāo)保存，如置業(yè)，尋求更高的教育或退休融資。此外，消費(fèi)者的決策也發(fā)揮了國家的整體經(jīng)濟(jì)健康的重要作用，是通過最近的經(jīng)濟(jì)危機(jī)的經(jīng)驗(yàn)。</p><p>　　如最近的信用卡債務(wù)，房屋止贖，減少儲(chǔ)蓄下降的投資價(jià)值觀，次級(jí)貸款市場崩潰，個(gè)人破產(chǎn)數(shù)量不斷升級(jí)的重點(diǎn)是國家對金融教育的重要性的關(guān)注，經(jīng)濟(jì)問題。</p><p&g

51、t;　　科技進(jìn)步已經(jīng)幾乎改變了營銷交付的每一個(gè)環(huán)節(jié)，以及金融產(chǎn)品和服務(wù)處理。技術(shù)和市場創(chuàng)新力量，推動(dòng)了日益激烈的競爭，導(dǎo)致了復(fù)雜的行業(yè)中，各種各樣的供應(yīng)商為消費(fèi)者提供的金融產(chǎn)品和服務(wù)范圍廣泛。這些發(fā)展給消費(fèi)者更多選擇，創(chuàng)造更大的財(cái)務(wù)安排最適合自己需要的靈活性。然而，復(fù)雜的，需要專門的金融服務(wù)市場消費(fèi)者的知情權(quán)和積極參與，如果他們要有效地管理他們的資金。</p><p>　　雖然是該國面臨的經(jīng)濟(jì)問題的原因很多，但不

52、可否認(rèn)的是，缺乏理財(cái)教育是一個(gè)促進(jìn)因素。太多的美國人進(jìn)入到家庭和其他貸款協(xié)議，他們不理解，并最終無法承受。從更廣泛的基本技能上，比如如何創(chuàng)建和維護(hù)的預(yù)算，了解信貸，或儲(chǔ)存的是防止利用我們充滿活力的經(jīng)濟(jì)體制優(yōu)勢，未來的數(shù)百萬美國人缺乏教育。財(cái)政教育對任何一個(gè)人口不是唯一的一個(gè)問題。它影響到所有種族和社會(huì)經(jīng)濟(jì)線上的每個(gè)人，男女老少。（美國財(cái)政部，金融教育辦公室，2008） </p><p>　　在這種情況下，有一個(gè)重

53、新關(guān)注個(gè)人理財(cái)教育這一主題是目前獲得來自各方面的社會(huì)，如學(xué)術(shù)界，政府，企業(yè)和非營利組織的注意。有一個(gè)這一領(lǐng)域的重要性不斷增加若干學(xué)術(shù)季度內(nèi)，如經(jīng)濟(jì)，金融，傳統(tǒng)上被這個(gè)問題沒有參與此事的認(rèn)識(shí)。其中一個(gè)挑戰(zhàn)，來自不同方案的興趣增加，是專注于家庭和個(gè)人決策上集中更多的損失。財(cái)政教育計(jì)劃，現(xiàn)正提到了各種各樣的名字時(shí)，最經(jīng)常使用的名稱是“金融掃盲”，然而，長期金融掃盲意味著不同的事情不同的人。沒有國家標(biāo)準(zhǔn)，它描述了一門課程的期望，標(biāo)有“金融掃盲”

54、有關(guān)的核心內(nèi)容，核心競爭力，影響評估，以及教師的專業(yè)準(zhǔn)備。</p><p>　　本文簡要回顧了個(gè)人理財(cái)?shù)陌l(fā)展史，然后在個(gè)人財(cái)務(wù)紀(jì)律和教育現(xiàn)狀看才能確定未來的挑戰(zhàn)和機(jī)遇。在最后一節(jié)，必要步驟，加強(qiáng)對這一學(xué)科的未來進(jìn)行了展望。</p><p>　　個(gè)人理財(cái)：一個(gè)跨學(xué)科的方法</p><p>　　個(gè)人理財(cái)在經(jīng)濟(jì)，金融和管理方面的根源，并結(jié)合決策的一般原則和對個(gè)人和家庭財(cái)務(wù)

55、資源的管理。它涉及原則的應(yīng)用，從不同學(xué)科，如經(jīng)濟(jì)學(xué)，社會(huì)學(xué)，心理學(xué)，各種成人學(xué)習(xí)和輔導(dǎo)的方式，向個(gè)人和家庭獲取，發(fā)展研究，并分配貨幣資源，以滿足其當(dāng)前和未來的財(cái)政需要。在個(gè)人金融動(dòng)態(tài)系統(tǒng)中，決策者是主體。他們的影響和受各種因素的影響，無論是在外部和內(nèi)部環(huán)境。這包括金融市場和組織機(jī)構(gòu);政府機(jī)構(gòu)，經(jīng)濟(jì)，人口和社會(huì)趨勢，以及個(gè)人和家庭因素。個(gè)人理財(cái)包括如財(cái)務(wù)報(bào)表，支票和儲(chǔ)蓄賬戶，債務(wù)票據(jù)，抵押貸款和投資工具。它也包括技術(shù)與現(xiàn)金流量的管理，風(fēng)險(xiǎn)

56、評估和管理，以及稅收，退休和遺產(chǎn)規(guī)劃設(shè)計(jì)。（斯卡維特等，2007）</p><p>　　在目前的經(jīng)濟(jì)環(huán)境中的理財(cái)教育</p><p>　　目前大量的關(guān)注正在制定這方面的公共，私人，營利性和非營利實(shí)體。作為消費(fèi)者的經(jīng)濟(jì)能力的憂慮，而有關(guān)的金融教育方案和方案提供商數(shù)量和種類有所增加。但是，有些程序?yàn)閺V大觀眾提供全面的信息和各種主題，包括儲(chǔ)蓄，信貸，風(fēng)險(xiǎn)管理，投資，退休規(guī)劃和類似的主題。其他都集

57、中在一個(gè)單一的主題，如信用管理，退休規(guī)劃，投資，他們是針對一個(gè)特定群體，如青年，婦女，或少數(shù)民族（布朗斯特和韋爾奇，2002）。許多人向?qū)W生提供理財(cái)教育，員工，客戶，公眾以及更多的和這些教育工作最正的名義下，提出了“金融知識(shí)”。</p><p>　　但是，個(gè)人理財(cái)正在做多個(gè)名字被用來確定教學(xué)和科研的工作。對已經(jīng)很長時(shí)間使用的名稱有包括消費(fèi)經(jīng)濟(jì)學(xué)，消費(fèi)事務(wù)，家庭和消費(fèi)者科學(xué)，家庭經(jīng)濟(jì)與資源管理，家庭理財(cái)，家庭經(jīng)濟(jì)管

58、理，家政和個(gè)人財(cái)務(wù)。最近的名稱包括家庭財(cái)務(wù)，家庭行為金融和財(cái)務(wù)知識(shí)。</p><p>　　自20世紀(jì)90年代，這個(gè)術(shù)語的使用已獲得了金融知識(shí)的勢頭，但是，這個(gè)名詞的普及造成了混亂。對金融知識(shí)網(wǎng)上搜索返回近兩百萬個(gè)結(jié)果。有金融掃盲計(jì)劃，測試，統(tǒng)計(jì)和培訓(xùn)。大部分是一般性的，但如青少年或準(zhǔn)備退休的一些目標(biāo)受眾。這些項(xiàng)目大多有不同的目標(biāo)和不同的結(jié)果的期望。我們沒有核心內(nèi)容，總體目標(biāo)和具體的共同協(xié)議，這些課程的提供者的資格

59、，并在這項(xiàng)成果的評估。（希拉和斯卡維特，2008）</p><p>　　如數(shù)學(xué)，經(jīng)濟(jì)學(xué)，歷史學(xué)，社會(huì)學(xué)和心理學(xué)的大部分學(xué)科通常只確定一個(gè)名字。有專業(yè)或濃度為這些學(xué)科的每一個(gè)，但只有一個(gè)名字。為了減少混淆，必須有一個(gè)名稱為金融教育，以及更重要的是，必須有一個(gè)什么樣的課程，可以從這樣的預(yù)期的共識(shí)。在此之前能夠完成，一些必須回答的基本問題：什么是總體目標(biāo)，核心內(nèi)容是什么，使學(xué)習(xí)者增益要有什么能力和技能，對金融教育的教師

60、必須具備什么資格，和用于評估這些計(jì)劃的結(jié)果如何必須有什么樣的標(biāo)準(zhǔn)？</p><p><b>　　金融教育的總體目標(biāo)</b></p><p>　　對金融教育的整體目標(biāo)是確保人人有適當(dāng)?shù)男畔?，知識(shí)和技能，使具備良好的財(cái)務(wù)決策。對教育工作者面臨的挑戰(zhàn)是，以確定哪些人需要特殊技能，以了解長期成本和收益的財(cái)務(wù)決策（希拉，1995）。在運(yùn)轉(zhuǎn)良好的市場上，財(cái)政受過教育的消費(fèi)者是一個(gè)

61、重要的第一道防線。與此同時(shí)，重要的是要認(rèn)識(shí)到，金融教育不是萬能的，而且仍然有一個(gè)有效監(jiān)管的需要就是順應(yīng)市場的演變，以確保消費(fèi)者免受不法分子濫用和欺詐行為。</p><p><b>　　未來的機(jī)遇和挑戰(zhàn)</b></p><p>　　在過去，在家庭經(jīng)濟(jì)和個(gè)人財(cái)務(wù)管理領(lǐng)域的專業(yè)人員組成的跨學(xué)科方法來研究金融行為。今天，從這些學(xué)科（經(jīng)濟(jì)學(xué)，社會(huì)學(xué)，心理學(xué)，和許多其他人）的專業(yè)

62、人士正在研究財(cái)務(wù)行為，擴(kuò)大為一個(gè)更強(qiáng)大和更豐富的紀(jì)律的機(jī)會(huì)和潛力。對跨學(xué)科的工作機(jī)會(huì)提供了一個(gè)對未來充滿希望。必須滿足的學(xué)科創(chuàng)造環(huán)境的挑戰(zhàn)，其中來自不同學(xué)科的專業(yè)人員創(chuàng)造很強(qiáng)的聯(lián)系，合作，并產(chǎn)生真正的跨學(xué)科研究。</p><p>　　美國政府問責(zé)局在2004年編寫的一份報(bào)告明確指出的挑戰(zhàn)和機(jī)遇擺在面前。它表明，建立的核心內(nèi)容和成果目標(biāo)標(biāo)準(zhǔn)是評價(jià)和評估工具的發(fā)展，以便能有匹配的地區(qū)一致的目標(biāo)和適當(dāng)?shù)哪繕?biāo)受眾是至關(guān)重

63、要的。此外，重要的是要區(qū)分測量結(jié)果的過程和干預(yù)，例如建議和咨詢，旨在實(shí)現(xiàn)預(yù)定的行為改變的結(jié)果。問不同的問題，采用不同的措施，并比較不同目標(biāo)的課程，利用各種專業(yè)資格的導(dǎo)師教導(dǎo)是可能產(chǎn)生不同的結(jié)果。這份報(bào)告還確定了建立規(guī)范的基準(zhǔn)聯(lián)邦評價(jià)和發(fā)展基礎(chǔ)設(shè)施，幫助非營利組織和其他組織的評估能力建設(shè)的需要。</p><p>　　布朗斯特和韋爾奇（2002）為提供理財(cái)方面的教育幾個(gè)獨(dú)特的想法。他們認(rèn)為類似的包銷的貸款信用評分模型

64、，這使得貸款人迅速和有效地構(gòu)造一個(gè)個(gè)人的風(fēng)險(xiǎn)狀況使用。一個(gè)可能采取類似的方法在確定消費(fèi)者的金融知識(shí)專頁，與數(shù)據(jù)庫的個(gè)人或集團(tuán)的財(cái)務(wù)狀況，行為和學(xué)習(xí)偏好用于識(shí)別個(gè)人的信息和教育的需要。這些需要的知識(shí)，與個(gè)人的動(dòng)機(jī)和信心的評估相結(jié)合，可協(xié)助提供相關(guān)</p><p>　　他們還認(rèn)為，對測量結(jié)果可以提高金融掃盲計(jì)劃的成功符合標(biāo)準(zhǔn)的發(fā)展。執(zhí)業(yè)誰能夠證明其方案的成效，極大地促進(jìn)最佳做法的鑒定和政策可能導(dǎo)致誰是更好地生存和消費(fèi)

65、者的設(shè)置，更重要的是，我們充滿活力，蓬勃發(fā)展，多樣化，還有復(fù)雜的金融市場。</p><p>　　最重要的行業(yè)今天面臨的挑戰(zhàn)是多重的名稱和混亂，什么都可以從該金融掃盲標(biāo)記方案的預(yù)期使用。明確的愿景和使命，確定結(jié)果目標(biāo)來確定金融教育計(jì)劃和教育工作者，結(jié)果目標(biāo)期望的核心內(nèi)容，設(shè)置的教育資格/顧問來準(zhǔn)備財(cái)務(wù)知識(shí)和技能教育的標(biāo)準(zhǔn)，衡量成效教育的努力，這幾個(gè)步驟，無疑會(huì)導(dǎo)致改進(jìn)的成果。</p><p>

66、;　　總之，加強(qiáng)職業(yè)是需要界定或重新界定的任務(wù)，在一塊的名稱達(dá)成一致的領(lǐng)域，確定一個(gè)基本的個(gè)人理財(cái)課程，從K- 12延伸到大學(xué)的內(nèi)容，確定核心能力，確定那些誰教或資格建議所有年齡的人，制定標(biāo)準(zhǔn)來評價(jià)節(jié)目質(zhì)量，制定標(biāo)準(zhǔn)來衡量金融教育的成效，進(jìn)行急需的研究和開發(fā)用于個(gè)人，教育工作者和政策制定者效益研究的實(shí)踐意義。</p><p>　　迫切需要有一個(gè)為國家?guī)硪粋€(gè)有名稱，核心內(nèi)容和能力的論壇，專業(yè)資格的個(gè)人金融領(lǐng)域的協(xié)