nep-fle New Economics Papers
on Financial Literacy and Education
Issue of 2024‒07‒15
two papers chosen by



  1. Taxing Mobile Money in Kenya: Impact on Financial Inclusion By Diouf, Awa; Carreras, Marco; Santoro, Fabrizio
  2. Shaping students' financial literacy: The role of parents and socio-economic backgrounds By OECD

  1. By: Diouf, Awa; Carreras, Marco; Santoro, Fabrizio
    Abstract: Financial inclusion – where individuals and businesses have access to useful and affordable financial products and services that meet their needs, delivered in a responsible and sustainable way – is a critical component of economic development. It is particularly important in sub-Saharan Africa (SSA), where there can be little traditional banking infrastructure. The success of M-PESA in Kenya shows that mobile money is helping financial inclusion in the region. Those in rural or underserved areas can use mobile money to access basic financial services – savings, payments, and credit – through their mobile phones. This is critical for impoverished households, helping them to manage their finances, build resilience, and participate more actively in the economy. Financial inclusion aligns with broader development goals, such as poverty reduction and gender equality, by empowering marginalised groups, including women and small-scale entrepreneurs. However, taxation policies can be a threat to the adoption of mobile money in Africa. This study assesses the short and long-term impact of the Kenyan excise duty on the use of mobile money. Summary of ICTD Working Paper 168.
    Keywords: Finance,
    Date: 2024
    URL: https://d.repec.org/n?u=RePEc:idq:ictduk:18399&r=
  2. By: OECD
    Abstract: The results of the PISA 2022 financial literacy assessment show that many 15-year-olds should be better prepared for their financial future, as they are not able to apply their financial knowledge to real-life situations. In every participating country and economy, students from disadvantaged socio-economic backgrounds performed significantly worse than their advantaged peers. PISA data also show that students who discuss money matters with their parents, and those who make autonomous decisions about how to spend their money, achieve higher levels of financial literacy. This PISA in Focus examines the proportion of students who do not achieve baseline financial literacy and explores the links between socio-economic backgrounds, parental interactions and financial literacy performance.
    Keywords: Education, Learning, PISA
    Date: 2024–06–27
    URL: https://d.repec.org/n?u=RePEc:oec:eduddd:126-en&r=

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