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This article is devoted to the question of identifying the relationship between the dimensions of formal education in the country and the level of its financial inclusion. To achieve it, logit-probit modeling was used between the integral indicator of financial inclusion, based on principal-component factors calculation, and various dimensions of education. Ninety-three countries with different levels of socio-economic development were chosen as the object of the study. As a result, the positive statistically significant influence of such determinants as financial literacy, duration of compulsory education, government expenditure on education, pupil-teacher ratio, school enrollment at the secondary level was confirmed. School enrollment at the primary level had a negative influence on financial inclusion. This vector of research will allow to form the main directions of management of educational determinants of financial inclusion, which are important vectors of reforming the education system and ensuring financial inclusion at the national level.
Kuzior et al. (Thu,) studied this question.