ABSTRACT
Financial inclusion remains a key political issue. Since microcredit first captured public attention, Microfinance Institutions (MFIs) have expanded rapidly all around the world. Although much economic and financial literature has highlighted the importance of microfinance as a factor of development, there is also an intense debate about its effectiveness as a development tool. This paper is a descriptive analysis of the microcredit state of the art contrasted with the fieldwork done in Peru. A qualitative research methodology was used;29 in-depth face-to-face interviews were done with different microfinance agents: MFIs, NPOs, microfinance associations, and microfinance customers in Peru. Peru has been chosen because it has a dynamic and well-regulated microfinance sector with more than 70 entities specialized in microfinance. Though statistical generalization is not possible, interview data provided rich and contextual evidence, which is often missing from a quantitative research approach. This paper highlights the importance of financial and accounting education in microcredit beneficiaries and how can it be enhanced in the digital age. The COVID-19 pandemic has forced vulnerable population to embrace new digital technologies and has highlighted the digital gap that still exists in Latin America although this situation presents opportunities and challenges. This present study contributes to the debate over how to improve microcredit intervention´s impact on the more vulnerable and identifies some unique insights into the interrelationships of financial education and financial inclusion. The results of the present study confirm that financial and accounting education are key elements in financial inclusion. ©2023 ASEPUC.
ABSTRACT
Financial inclusion remains a key political issue. Since microcredit first captured public attention, Microfin-ance Institutions (MFIs) have expanded rapidly all around the world. Although much economic and fin-ancial literature has highlighted the importance of microfinance as a factor of development, there is also an intense debate about its effectiveness as a development tool. This paper is a descriptive analysis of the microcredit state of the art contrasted with the fieldwork done in Peru. A qualitative research methodo-logy was used;29 in-depth face-to-face interviews were done with different microfinance agents: MFIs, NPOs, microfinance associations, and microfinance customers in Peru. Peru has been chosen because it has a dynamic and well-regulated microfinance sector with more than 70 entities specialized in microfin-ance. Though statistical generalization is not possible, interview data provided rich and contextual evidence, which is often missing from a quantitative research approach. This paper highlights the importance of fin-ancial and accounting education in microcredit beneficiaries and how can it be enhanced in the digital age. The COVID-19 pandemic has forced vulnerable population to embrace new digital technologies and has highlighted the digital gap that still exists in Latin America although this situation presents opportunities and challenges. This present study contributes to the debate over how to improve microcredit interventions ' impact on the more vulnerable and identifies some unique insights into the interrelationships of financial education and financial inclusion. The results of the present study confirm that financial and accounting education are key elements in financial inclusion. (c) 2023 ASEPUC. Published by EDITUM -Universidad de Murcia. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).