FINANCIAL EDUCATION IN MOZAMBIQUE:

Pathways to Developing Financial Intelligence

Abstract

The absence of financial education from childhood in Mozambique has led to serious consequences in adulthood, such as consumerism, indebtedness, and low economic inclusion, which hinder the formation of financially conscious citizens. In this context, the present study aimed to identify the minimum competencies required for the development of financial intelligence, understood as the ability to plan, save, invest, and manage resources responsibly. The research adopted a qualitative approach, of applied nature, with bibliographic and documentary characteristics, employing content analysis to examine fundamental concepts, financial management strategies, and empirical evidence on financial literacy in the country. The results revealed that Mozambique lacks consolidated data on financial literacy, a situation that excludes it from the global literacy ranking and highlights structural weaknesses in financial inclusion, characterized by limited access of the population to banking services and insufficient knowledge of essential notions such as inflation, risk diversification, numeracy, and compound interest. It is concluded that financial education should be systematically incorporated into formal education from the early levels, as an essential practice for the formation of disciplined, critical, and self-sufficient individuals. Furthermore, it is recommended to strengthen public policies and institutional programs that expand financial literacy, thereby contributing to economic inclusion and the sustainable development of the country.