The purpose of this article is to explain the construction of, and potential uses of, a conceptual framework for financial literacy education that has been constructed upon key information drawn from literature reviews of financial literacy education as presented in countries with developed or developing policies and practice in the area. The framework was devised as part of a wider research project that was designed to compare the context of the needs for, and the approaches to, constructing financial literacy education policy and practice in China with that of developments in other countries. The full research was conducted for a PhD thesis and the comparative aspects will be presented in a later article but, as the conceptual framework may well be of use or interest to other researchers in the field, it is described and explained as the main focus of this article.