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Promoting Financial Inclusion through Financial Education: OECD/INFE Evidence, Policies and Practice


  • Adele Atkinson


  • Flore-Anne Messy



Financial inclusion is an international policy priority and demand-side initiatives including financial education have an important role to play in helping individuals to access and use appropriate, formal financial products. In 2010, under the support of the Russian Trust Fund for Financial Literacy and Education, the OECD/INFE launched a project on the role of financial education in financial inclusion. The results of this work show that low levels of financial inclusion are associated with lower levels of financial literacy. Recent research, including a broad stock take of INFE members, permitted to identify various ways in which policy makers are developing financial education policies for financial inclusion. Based on a review of approaches taken to deliver financial education for financial inclusion, this report highlights challenges faced and solutions found, and discusses the main lessons learnt and potential way forward. L’inclusion financière est une politique prioritaire internationalement et les initiatives portant sur la demande comme l’éducation financière ont un rôle important à jouer afin d’aider les individus à accéder et à utiliser des produits financiers du secteur formel appropriés. En 2010, avec le soutien du Fonds russe sur l’éducation et les compétences financières, l’OCDE et son réseau international sur l’éducation financière (International Network on Financial Education (INFE) ont lancé un projet sur le rôle de l’éducation financière pour renforcer l’inclusion financière. Les résultats de ces travaux montrent que des niveaux bas d’inclusion financière sont associés avec des niveaux bas de compétences financières. Des recherches récentes, incluant une large collecte de données au sein des membres de l’INFE, ont permis d’identifier différents approches mises en place par les autorités publiques afin de développer des politiques en matière d’éducation financière visant à promouvoir l’inclusion financière. À partir d’une analyse de ces approches, ce rapport met en évidence les défis rencontrés et les solutions trouvées afin de conduire des programmes d’éducation financière efficaces permettant d’améliorer l’inclusion financière, en tire les principaux enseignements et présente des pistes à suivre dans le futur.

Suggested Citation

  • Adele Atkinson & Flore-Anne Messy, 2013. "Promoting Financial Inclusion through Financial Education: OECD/INFE Evidence, Policies and Practice," OECD Working Papers on Finance, Insurance and Private Pensions 34, OECD Publishing.
  • Handle: RePEc:oec:dafaad:34-en
    DOI: 10.1787/5k3xz6m88smp-en

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    Cited by:

    1. Carlos Chiapa & Silvia Prina, 2015. "Entregando las transferencias monetarias condicionadas a través de cuentas de ahorro: Una oportunidad para la inclusion financiera," One Pager Spanish 292, International Policy Centre for Inclusive Growth.
    2. repec:eee:finana:v:59:y:2018:i:c:p:212-222 is not listed on IDEAS
    3. Carlos Chiapa & Silvia Prina, 2015. "Delivering Conditional Cash Transfers via Savings Accounts," One Pager 292, International Policy Centre for Inclusive Growth.

    More about this item


    alphabétisation financière; financial education; financial inclusion; financial literacy; inclusion financière; éducation financière;

    JEL classification:

    • D14 - Microeconomics - - Household Behavior - - - Household Saving; Personal Finance
    • D18 - Microeconomics - - Household Behavior - - - Consumer Protection
    • G21 - Financial Economics - - Financial Institutions and Services - - - Banks; Other Depository Institutions; Micro Finance Institutions; Mortgages
    • G28 - Financial Economics - - Financial Institutions and Services - - - Government Policy and Regulation
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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