Money Matters: 6 tips for Utah’s young adults to achieve financial life goals

Financial Education and the Importance of Sustainable Development Goals

Financial Education in Utah

In Utah, a financial education course is required for high school graduation, providing students with a foundation they need to learn how to manage money and build basic life skills. WalletHub ranked Utah as the second-most financially successful state in the United States.

However, despite the impressive ranking, the survey also revealed that Utah residents rated their own financial knowledge much lower in comparison to their out-of-state counterparts. In fact, Utah was ranked 31st out of the 51 states and territories surveyed throughout the country. These results show the significant need for improved access to financial education in Utah.

Free Resources for Financial Education

The good news is there are helpful and free resources available for every stage of one’s financial life. One example is Bank of America’s Better Money Habits, a free online platform of easy-to-understand tools and content, in both English and Spanish, to help people understand their money, make confident choices, and improve their financial health.

Six Steps to Create and Stick to a Budget

• Calculate your net income. The foundation of an effective budget is your net income, which is take-home pay. Focusing on your total salary instead of net income could lead to overspending because you may think you have more money available than you do.
• Track your spending. Once you know how much money you have coming in, the next step is to figure out where it is going. Tracking and categorizing your expenses can help you determine where you are spending the most money and where it might be possible to save.
• Set realistic financial goals. Make a list of your short- and long-term financial goals. Short-term goals should take around one to three years to achieve and might include things like setting up an emergency fund or paying down credit card debt. Long-term goals, such as saving for retirement, may take decades to reach.
• Make a plan. List your fixed expenses (i.e., regular monthly bills such as rent or car payments) as well as your variable expenses (i.e., spending that changes from month to month on such things as groceries and entertainment). Use the expenses you compiled to get a sense of what you will spend in the coming months. Then compare that to your net income and priorities. Consider setting specific and realistic spending limits for each category of expenses.
• Adjust your spending to stay on budget. Now that you have documented your income and spending, you can make any necessary adjustments so that you don’t overspend and have money to put toward your goals. Look toward your “wants” as the first area for cuts as opposed to your needs.
• Review your budget regularly. Once your budget is set, you should review it and your spending on a regular basis to be sure you are staying on track.

Bank of America’s Efforts in Utah

To help youth and their families strengthen their financial knowledge, Bank of America bankers in Utah also deliver virtual and in-person Better Money Habits curriculum and financial guidance across local communities and through partnerships with local schools and nonprofits.

For example, Better Money Habits representatives worked with Neighborhood House — which provides quality preschool, youth programs, and adult care in the Salt Lake Valley based on a client’s financial state. Going beyond providing workshops, the bank provided funding to the Suazo Business Center to expand its bilingual training and support for Hispanic-Latino and other minority entrepreneurs as they research, launch, and grow their businesses.

Conclusion

The world can be an exciting place filled with opportunities for our youth, but we must provide the know-how and tools to help them get there.

Kate Moss is senior vice president, market executive, on the Bank of America Utah.

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SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities
• SDG 17: Partnerships for the Goals

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
• SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
• SDG 17.17: Encourage and promote effective public, public-private, and civil society partnerships, building on the experience and resourcing strategies of partnerships.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.4: Number of youth and adults who have completed a financial education course or program.
• Indicator for SDG 8.6: Proportion of youth who have received financial education and are employed or engaged in entrepreneurship.
• Indicator for SDG 10.2: Availability and accessibility of financial education resources for all individuals, regardless of their background or location.
• Indicator for SDG 17.17: Number of partnerships between financial institutions, educational institutions, and community organizations to promote financial education.

Table: SDGs, Targets, and Indicators

Based on the article, the issues highlighted are connected to several Sustainable Development Goals (SDGs). SDG 4 (Quality Education) is addressed through the requirement of a financial education course for high school graduation in Utah. SDG 8 (Decent Work and Economic Growth) is connected as financial education helps young people develop skills for employment and entrepreneurship. SDG 10 (Reduced Inequalities) is relevant as financial education resources should be accessible to all individuals, regardless of their background. Lastly, SDG 17 (Partnerships for the Goals) is addressed through collaborations between Bank of America, educational institutions, and community organizations to promote financial education.

The specific targets identified based on the article’s content include SDG 4.4, which aims to increase the number of youth and adults with relevant skills for employment and entrepreneurship. SDG 8.6 focuses on reducing the proportion of youth not in employment, education, or training. SDG 10.2 aims to empower and promote inclusion for all individuals. SDG 17.17 encourages effective partnerships to achieve the goals.

The article mentions indicators that can be used to measure progress towards these targets. For SDG 4.4, the indicator could be the number of youth and adults who have completed a financial education course or program. For SDG 8.6, the indicator could be the proportion of youth who have received financial education and are employed or engaged in entrepreneurship. For SDG 10.2, the indicator could be the availability and accessibility of financial education resources for all individuals. For SDG 17.17, the indicator could be the number of partnerships between financial institutions, educational institutions, and community organizations to promote financial education.

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: heraldextra.com

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