The Colombian congress has been presented with a bill that would embed economic and financial education across the nation’s formal school system, from preschool through 11th grade. The measure, House Bill 067 of 2026, was introduced by Representative Santiago Castro Gómez and seeks to establish a National Economic and Financial Education Programme applicable in both public and private schools, in urban and rural areas.
Why lawmakers say this is needed
Proponents argue the change responds to a widening gap between the rapid expansion of access to financial products and many citizens’ understanding of how those products work. With digital wallets, mobile transfers and easier account opening becoming more common, the bill’s authors say pupils should learn the fundamentals of money management before facing major financial decisions.
The proposal would introduce topics progressively according to pupils’ age and development, covering areas such as saving, budgeting, credit, taxes and investment. Representative Castro Gómez, who represents Valle del Cauca for the Democratic Center party and previously served as president of Asobancaria, has argued that early education could help people make more informed choices when they first encounter loans, credit cards or salaries.
Data and context
Supporting the push for curricular reform, international data illustrates the increasing role of formal financial services in daily life. The World Bank’s Global Findex Database 2025, based on surveys from 2024, estimates that 57.06% of Colombians aged 15 and older held an account at a financial institution or with a mobile money provider. The bill’s backers note that while this figure is not directly comparable with national statistics from Banca de las Oportunidades because of differing methodologies and definitions, it nevertheless highlights growing financial inclusion.
| Indicator | Figure |
|---|---|
| Adults (15+) with an account (Global Findex 2025) | 57.06% |
Policy-makers in Colombia face a familiar challenge: ensuring that increase in access to financial services is matched by the skills to use them responsibly. The bill aims to intervene before young people make decisions about borrowing, saving and managing wages.
Practical implications for schools and pupils
If enacted, the law would require schools to integrate financial education throughout existing stages of learning rather than confining it to an optional module. That raises practical questions for educators and local authorities about curriculum time, teacher training and resources.
- Curriculum design: Financial topics would need to be age-appropriate and progressively introduced.
- Teacher training: Classroom staff will likely require professional development to teach concepts such as compound interest and taxation accurately.
- Rural and urban delivery: The bill covers both sectors, which may demand different materials and approaches to reach diverse communities.
Those implementing the programme would need to balance conceptual financial literacy—such as understanding interest rates—with practical skills like budgeting for household expenses. Schools in areas with lower internet or banking penetration may also need tailored approaches if they are to prepare pupils effectively for a digital financial environment.
Broader consequences and questions
Embedding financial education in the national curriculum could produce long-term benefits if pupils learn to evaluate costs, compare financial products and plan for the future. Yet success will hinge on careful design, adequate funding and continuous evaluation. It will also require coordination across ministries and with financial-sector stakeholders to ensure lessons reflect real-world products and risks without promoting specific providers.
As the bill progresses through the legislative process, attention will focus on the detail of how the programme is structured, who will deliver it and how outcomes will be measured. For parents, teachers and pupils the central question is straightforward: will schools be given the time and resources to teach money management well enough to make a difference when young people begin to use financial services?
Whatever the outcome, the proposal signals a growing consensus among some Colombian policy-makers that literacy about money should be taught alongside reading, writing and numeracy in an era when financial choices arrive increasingly early in life.
