This paper deals with studying the link between financial educationand financial inclusion from a three-fold approach: firstly, it makesan inroad into the economic analysis of justifying the use of economic education for financial inclusion, by considering the aspects ofallocation, distribution, stability and economic development,secondly, this study is aimed at identifying the basic skills neededto get an actual financial inclusion, as well as at formulating aproposal to articulate and build up the contents required to developthose skills, thirdly, it takes on the relation between the level offinancial knowledge and the extent of financial inclusion, theexamination of the international empirical evidence is enhanced by astudy, carried out with secondary education students (aged 15 yearsold as a reference), on the relation between the level of financialtraining and the ability to make financial decisions.
