Toward increasing financial inclusion and sustainability of indigenous microenterprises in Africa in the presence of financial literacy
Bibliographic record
Abstract
Purpose The main objective of this paper is to explore the link between financial inclusion and the sustainability of indigenous micro, small and medium-sized enterprises (MSMEs) in Africa in the presence of financial literacy. Design/methodology/approach This study applied a semi-structured questionnaire to gather data to provide an answer to the set main objective. Findings The results reveal a positive link between financial inclusion and the sustainability of indigenous MSMEs in Africa in the presence of financial literacy, grounded in consumer socialization and social learning theories. Research limitations/implications This study collected data at a single time period. Forthcoming studies could benefit from using experimental design to capture changes in the long run. Practical implications This study offers direction for designing financial literacy curricula aimed at addressing the gaps in financial literacy among MSMEs in Africa. Specialized modules can be developed to equip MSME owners with the ability to make better loan choices and investment judgments, ultimately enhancing business sustainability. Originality/value This study applies consumer socialization and social learning theories to explore the link between financial inclusion, financial literacy and the sustainability of indigenous MSMEs in Africa. This is lacking in most past studies and literature.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".