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Financial inclusion and education: An empirical study of financial inclusion in the face of the pandemic emergency due to Covid‐19 in Latin America and the Caribbean

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  • Amirreza Kazemikhasragh
  • Marianna Vanessa Buoni Pineda

Abstract

Financial inclusion and education contribute to a country's development and economic growth. However, despite the significant efforts being made to increase access to financial products for women, a high percentage still do not have access to and effective use of formal financial services in the countries of Latin America and the Caribbean. This study analyzes financial inclusion (based on gender equality) in the countries studied using a pooled‐panel ordinary least squares econometric technique. Furthermore, the impact of interactions between the level of study, use of technology, academic degree during the Covid‐19 restrictions, number of credit borrowers, and number of borrowers with the interaction of the restrictions during the health emergency was evaluated employing the Gini coefficient and human development index (HDI). This study confirms that Latin America and the Caribbean countries can increase financial inclusion by changing their social aspects based on gender equality to ease using technology and access to credit. The results of this study are helpful for policy‐makers in formulating and implementing policies that lead to action plans that reverse an exclusionary financial system, promote financial education, and empower women.

Suggested Citation

  • Amirreza Kazemikhasragh & Marianna Vanessa Buoni Pineda, 2022. "Financial inclusion and education: An empirical study of financial inclusion in the face of the pandemic emergency due to Covid‐19 in Latin America and the Caribbean," Review of Development Economics, Wiley Blackwell, vol. 26(3), pages 1785-1797, August.
    • Handle: RePEc:bla:rdevec:v:26:y:2022:i:3:p:1785-1797
    DOI: 10.1111/rode.12884
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