<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>3006-1385</journal-id>
<journal-title><![CDATA[Revista Simón Rodríguez]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Simón Rodríguez]]></abbrev-journal-title>
<issn>3006-1385</issn>
<publisher>
<publisher-name><![CDATA[Universidad Latinoamericana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S3006-13852025000100079</article-id>
<article-id pub-id-type="doi">10.62319/simonrodriguez.v.5i9.42</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación Financiera en el Sistema Educativo de Educación Básica: Análisis Comparativo de Políticas Públicas y Programas Implementados en Perú y Bolivia]]></article-title>
<article-title xml:lang="en"><![CDATA[Financial Education in the Basic Education System: Comparative Analysis of Public Policies and Programs Implemented in Peru and Bolivia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olivares Alvares]]></surname>
<given-names><![CDATA[David Max]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Rivera]]></surname>
<given-names><![CDATA[Amit Roy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Norte  ]]></institution>
<addr-line><![CDATA[Ciudad del Este ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de Huanta  ]]></institution>
<addr-line><![CDATA[Huanta ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>9</numero>
<fpage>79</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S3006-13852025000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S3006-13852025000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S3006-13852025000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación financiera ha emergido como un componente esencial en los sistemas educativos contemporáneos, reconocida por organismos internacionales como la OECD como una herramienta fundamental para promover la inclusión financiera y el bienestar económico de las poblaciones. Este artículo de revisión presenta un análisis comparativo de las políticas públicas y programas de educación financiera implementados en los sistemas de educación básica de Perú y Bolivia, dos países andinos que han desarrollado enfoques distintivos para abordar esta necesidad educativa. La metodología empleada consistió en una revisión sistemática de literatura académica, documentos oficiales, evaluaciones de programas y reportes institucionales, complementada con el análisis de marcos normativos y estrategias nacionales de ambos países. Los hallazgos revelan que Perú ha desarrollado un enfoque más estructurado y evaluado a través del programa "Finanzas en el Cole", implementado desde 2006 en coordinación entre la Superintendencia de Banca, Seguros y AFP (SBS) y el Ministerio de Educación, mientras que Bolivia presenta un ecosistema más diversificado de iniciativas lideradas por múltiples actores del sector financiero y organizaciones de la sociedad civil. Los resultados evidencian diferencias significativas en los enfoques metodológicos, alcance poblacional y mecanismos de evaluación entre ambos países. Perú muestra evidencia empírica de impacto positivo en conocimientos, actitudes y comportamientos financieros de docentes y estudiantes, mientras que Bolivia demuestra mayor diversidad en estrategias de implementación y cobertura territorial. El estudio concluye que ambos países han logrado avances importantes en la integración de la educación financiera en sus sistemas educativos, aunque persisten desafíos relacionados con la sostenibilidad, escalamiento y evaluación sistemática de impacto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Financial education has emerged as an essential component in contemporary educational systems, recognized by international organizations such as the OECD as a fundamental tool to promote financial inclusion and economic well-being of populations. This review article presents a comparative analysis of public policies and financial education programs implemented in the basic education systems of Peru and Bolivia, two Andean countries that have developed distinctive approaches to address this educational need. The methodology employed consisted of a systematic review of academic literature, official documents, program evaluations, and institutional reports, complemented by the analysis of regulatory frameworks and national strategies of both countries. The findings reveal that Peru has developed a more structured and evaluated approach through the "Finanzas en el Cole" program, implemented since 2006 in coordination between the Superintendency of Banking, Insurance and AFP (SBS) and the Ministry of Education, while Bolivia presents a more diversified ecosystem of initiatives led by multiple actors from the financial sector and civil society organizations. The results show significant differences in methodological approaches, population scope, and evaluation mechanisms between both countries. Peru shows empirical evidence of positive impact on financial knowledge, attitudes, and behaviors of teachers and students, while Bolivia demonstrates greater diversity in implementation strategies and territorial coverage. The study concludes that both countries have achieved important advances in integrating financial education into their educational systems, although challenges remain related to sustainability, scaling, and systematic impact evaluation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación financiera]]></kwd>
<kwd lng="es"><![CDATA[alfabetización financiera]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[Perú]]></kwd>
<kwd lng="es"><![CDATA[Bolivia]]></kwd>
<kwd lng="es"><![CDATA[análisis comparativo]]></kwd>
<kwd lng="en"><![CDATA[Financial education]]></kwd>
<kwd lng="en"><![CDATA[financial literacy]]></kwd>
<kwd lng="en"><![CDATA[public policies]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[Peru]]></kwd>
<kwd lng="en"><![CDATA[Bolivia]]></kwd>
<kwd lng="en"><![CDATA[comparative analysis]]></kwd>
</kwd-group>
</article-meta>
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