Bibliographic citations
Rozas, L., (2022). Impacto del diseño curricular nacional 2009 sobre el acceso a los servicios financieros [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/667062
Rozas, L., Impacto del diseño curricular nacional 2009 sobre el acceso a los servicios financieros [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/667062
@misc{renati/1293558,
title = "Impacto del diseño curricular nacional 2009 sobre el acceso a los servicios financieros",
author = "Rozas Villacorta, Leonardo Gabriel",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
The purpose of this research is to evaluate the impact of the National Curriculum Design (2009) on access to Financial Services in Peru, since it is the first action taken by the country in favor of Financial Education, and consequently, greater Financial Inclusion. The study starts in 2015, due to the fact that since that date the Financial Inclusion section has been included in the National Household Survey. The research is divided into two approaches. The first evaluates the impact of complete secondary education on the possession of savings accounts. The second evaluates the impact of the curriculum in groups with complete secondary education. For this purpose, the Propensity Score Matching method is used to solve the problem of non-homogeneous individuals and the limited data on account ownership in previous surveys. In this sense, by means of a Probit, a score is assigned to each individual, which is then compared with other individuals of similar score according to the established types of matching. As a measure of robustness, 7 types of matching were performed, among near neighbors, kernel and radius matching. Finally, the results suggest that there is a significant positive impact on the population that finished high school with the new curriculum design. In addition, in the first approximation it was obtained that the population that received the new curriculum between 3 and 5 years had a positive and significant impact in a period of 5 years.
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