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on Financial Literacy and Education |
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Issue of 2023‒04‒03
two papers chosen by |
| By: | Ozili, Peterson K |
| Abstract: | This paper analyses the association between financial inclusion and environmental sustainability. The study uses Pearson correlation analysis to analyse the association between financial inclusion and environmental sustainability. The level of financial inclusion was measured using two supply-side financial inclusion indicators: the number of ATMs per 100, 000 adults and the number of commercial bank branches per 100, 000 adults. Environmental sustainability was measured using two indicators: the environmental policy stringency index and the environmentally adjusted multifactor productivity growth index. The study finds that financial inclusion is positively correlated with environmental sustainability particularly in non-EU countries. The result implies that financial inclusion programs and efforts in non-EU countries complement environmental sustainability efforts toward achieving the United Nations sustainable development goals (SDGs). The findings also reveal a significant and negative association between environmental policy stringency and environmentally adjusted multifactor productivity growth particularly in EU member-countries and European countries, implying that strict environmental protection policies may harm green growth in EU and European countries. |
| Keywords: | Environment, sustainability, sustainable development, financial inclusion, access to finance, supply-side financial inclusion |
| JEL: | G21 Q01 Q54 Q56 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:116586&r=fle |
| By: | Asongu, Simplice A; Odhiambo, Nicholas M |
| Abstract: | The study assesses linkages between information technology, inequality and adult literacy in 57 developing countries for the period 2012-2016. Income inequality is measured with the Gini coefficient while six dynamics of information technology are taken on board, namely: use of virtual social network, internet access in schools, internet penetration, mobile phone penetration, fixed broadband subscription and number of personal computer users. The findings show that only internet access in schools unconditionally promote adult literacy. The corresponding inequality threshold that should not be exceeded in order for internet access in schools to continue promoting adult literacy is 0.739 of the Gini coefficient. Policy implications are discussed. |
| Keywords: | information technology, inequality; adult literacy |
| Date: | 2023–01 |
| URL: | http://d.repec.org/n?u=RePEc:uza:wpaper:29843&r=fle |