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Financial education and financial inclusion: How lexicography makes sense Serafín Martínez-Jaramillo1, Biliana Alexandrova-Kabadjova2, Gerardo Sierra3 and Elena Bogomilova Lozanova4
Abstract Financial inclusion has taken a very important role on the agenda of many international organizations and financial authorities across the globe. There are many reasons why financial inclusion is important, among these is the fact that a vast majority of the people in poverty are excluded from banking services. There is also the additional aspect of the technological development which has also changed our everyday lives; this in turn, due to the lack of an adequate financial education, prevents the use of the most advanced technology related to financial services and products. We performed an analysis of five dictionaries belonging to five financial organizations and regulators in Mexico, this allowed us to identify some deficiencies which prevent the users from resolving the linguistic phenomena given to them in relation to financial services. This situation creates a gap on the understanding of financial texts and on the knowledge acquisition of the un-experienced user of financial services. For this reason, we propose the creation of an interactive dictionary for financial education which we believe is the ideal tool to improve financial education, tackling the informational and cultural barriers. In this paper we study the role that the dictionaries have in the financial inclusion process and we explain in detail the methodological aspects that we have followed, which borrows heavily from lexicography, for the design of our interactive dictionary of finance. The result is a tool for the nonspecialists and people who is entering the study of finance in which simplicity, practicality and reliability converge.
1
Dirección de Estabilidad Financiera, Banco de México
2
Dirección de Sistemas de Pago, Banco de México
3
Instituto de Ingeniería, Universidad Nacional Autónoma de México
4
Centro de Investigación y Estudios en Lenguas y Lingüística Aplicada, Universidad Autónoma de la Ciudad de México
1
Introduction
The motivation for this work is the increasing interest, at the global scale, in the topic of financial inclusion. In December 2010 the G20 launched in Seoul the Global Partnership for Financial Inclusion1 (GPFI) with the main goal of coordinating the implementation of the G20 Financial Inclusion Action Plan, which was designed by the G20 Financial Inclusion Experts Group. There are other international organizations which share the responsibility of the implementation of such plan. Among such partners we find the Alliance for Financial Inclusion2 (AFI), the Consultative Group to Assist the Poor3 (CGAP), the World Bank4 (WB), the International Finance Corporation5 (IFC) and the Organisation for Economic Co-operation and Development6 (OECD). Furthermore, the AFI (founded in 2008) in 2011 the Maya Declaration7 in which each country, Mexico among them, subscribed to the AFI makes measurable commitments to increase financial inclusion. There are many definitions for financial inclusion; however, we will resort to the definition of the OECD's International Network on Financial Education (INFE) as: The process of promoting affordable, timely and adequate access to a range of regulated financial products and services and broadening their use by all segments of society through the implementation of tailored existing and innovative approaches including financial awareness and education with a view to promote financial wellbeing as well as economic and social inclusion.
There are many relevant reasons on why financial inclusion has taken such an important place on the agenda of so many international financial organizations. One of the most important of such reasons is that the vast majority of people facing poverty are excluded from the financial services offered by the banking system (Hannig (2010)). Moreover, there is important evidence that financial inclusion is a promoter of economic growth and that access to financial services improves the wealth-fare of people in poverty (see Demirgüç-Kunt et al. (2008)). In this context, the institutions participating at the 2012 AFI Global Policy Forum “Making Financial Inclusion Real” shared two important concerns. First, about the relevance that financial inclusion has on the real economy and second, financial education must be a priority and which organization should assume the main role on its promotion. There was a general agreement that central banks should adopt the lead on the education of the users regarding financial services and products given their neutrality. 1
Visit http://www.gp_.org/ for more information on the GPFI.
2
Visit http://www.a_-global.org/ for more information on the AFI.
3
Visit http://www.cgap.org/ for more information on the CGAP.
4
Visit http://www.worldbank.org/ for more information about the WB.
5
Visit http://www.ifc.org/ for more information on the IFC.
6
Visit http://www.oecd.org/ for more information on the OECD.
7
Consult: http://www.a_-global.org/maya-declaration for more information on the Maya Declaration.
The linguistic and conceptual barriers to the information about the financial services and products to most of the population and in particular to the segment with lower education, is one of the most relevant reason for financial exclusion (Collins (2010)). Thus, it is recognized the role of financial education as a crucial mechanism for the expansion of financial inclusion. Moreover, the increasing offer of financial products and services as well as the channels to access them, results on an increasing number of financial decisions which in turn implies the necessity of better informed user in order to take full advantage of what is being offered to her (Mas (2009)). In this way, it is recognized the role of financial education as a crucial element on the expansion of financial inclusion. The benefits of financial education are considerable for individuals as for the economy as a whole. At the individual level, financial education contributes to improve the living conditions of the people as it provides tools for the decision making processes in relation to long term planning and resource management as well as greater and better use of financial services and products. Furthermore, the users of financial services with higher education tend to save more and this is normally translated into higher investment level and economic growth. The team which performed this work is a multidisciplinary one composed by specialists in finance, linguistics, terminology and computer science. Such a multidisciplinary approach proved to be a very productive research experiment in which both sides entered uncharted territories outside their respective disciplines. The rest of the paper is organized as follows: in Section 2 the specific case of financial education in Mexico is discussed, Section 3 provides some lexicographic background whereas Section 4 discusses the structure of the dictionary and provides a description of some methodological aspects of the project. Finally, Section 5 concludes. 2
Financial Inclusion and Financial Education in Mexico
In agreement with the common notion at the national and international level we will depart from the definition of financial inclusion as the state related with the access usage and quality of financial services by all the entities which can use them including people with different capabilities, low income people, people in rural areas and other people who are excluded; under an adequate regulatory framework which looks after the users best interests and promotes their financial capabilities (Hannig (2010)). Mexico, as an active member of international organization which promote financial inclusion has accepted several commitments and have launched a considerable number of initiatives to promote financial inclusion. Among such initiatives, we can enumerate the following ones: 1. The Mexican National Banking and Securities Commission (CNBV) is developing a national strategy for financial inclusion and new business models for mobile phones platforms CNBV (2012). Furthermore, the CNBV, in collaboration with the National Statistics Institute (INEGI), has developed a survey, known as the Financial Inclusion National Survey, to identify the demand of financial services in 2012.
2. Financial Inclusion is an essential part in the federal government agenda and this is reflected on the Pacto por México. Considering the strategy for transforming the banking system and the credit as a key factor for the development of the households and companies; it is also recognized as important to strengthen the protection to the financial services users and the promotion of the expansion of the coverage of banking services and a responsible financial inclusion. 3. Bi-year financial inclusion reports are produced and at the end of 2011 the National Council for Financial Inclusion (CNIF) was created. This council is integrated by ten institutions, the central bank being one of them. Within the most important CNIF duties are: the formulation of the national policy for financial inclusion; the proposal of the criteria for the planning and execution of the policies and programs for financial inclusion at the federal, state and municipal levels; the coordination of the National Committee for Financial Education including the actions and initiatives in relation to financial education; and, the proposal of changes to the financial system and to the federal regulatory framework. With the creation of the CNIF, Mexico is complying with the OECD's recommendations on financial education. 4. In 2011, the Mexican treasury launched the Committee for Financial Education to reinforce the actions on the subject, and to align the public and private sectors' efforts on the benefit of the general public. This organism will propose new actions and efforts on financial education matters, in particular for the medium and long term and will define the measurement methodologies as well as financial education indicators. Despite the above mentioned efforts, the initiatives on Financial Education in Mexico are still insufficient, fragmented and dispersed. For this reason is that we propose the elaboration of an interactive dictionary borrowing heavily form the methodological methods in lexicography (Ruiz Ramírez (2011)). The information, guidance and the protection to the users of financial services and products offered by the financial institutions it's a fundamental aspect which should govern the development of any financial system. Nevertheless, this is not possible without the instrumentation of policies which promote competition between institutions. The instrumentation of such policies relies on well informed users who are capable of taking decisions in a complex and ever-changing world of financial products and services. At the same time, it is also important that such policies increase access to the financial services and products to people and companies which are currently excluded. One important instrument used in Mexico to guide in an effective manner the public policies designed to increase access to financial services for people and companies currently excluded from such services is the National Survey for Financial Inclusion (ENIF) performed in 2012. This survey allows the identification of the population needs regarding access and usage of financial services as well as the main obstacles which limit usage and access to the formal financial system. Revising such factors which conform such barriers, the most relevant are the ones related to the cultural and socioeconomic background.
The ENIF's final report listed twenty six terms1 which, due to the lack of their understanding, made more difficult to obtain the desired information from the people answering the survey. However, there is no recognition of the linguistic and conceptual barrier of the information about financial services to the general public in general and more specifically to the segments with low educational levels. Given this evidence and considering that one of main premises for financial exclusion is the low educational level in general and on financial services in particular, this project aims to improve financial education by tackling cultural and informational barriers. At this point it is important to have a working definition of Financial Education and for that purpose we will resort to the 2005 OECD's definition: the process by which financial consumers/investors improve their understanding of financial products, concepts and risks and, through information, instruction and/or objective advice develop the skills and confidence to become more aware of (financial) risks and opportunities to make informed choices, to know where to go for help, and take other effective actions to improve their financial well‐being.
It is important to stress the need of a far-reaching movement in Mexico in favor of financial education for several reason. First, there is a big gap on the financial knowledge for most of the population. This fact has many adverse consequences for the people like excessive indebtedness, lack of a savings culture, the unproductive use of the remittances and a complete lack of clarity on the benefits of investing on productive activities, assets acquisitions and children's education. Second, the lack of information in conjunction with limited financial penetration promotes the use of informal financial services which frequently are risky and costly. Finally, the number and complexity of financial services has increased considerably in recent times as well as the technological advances has changed the platforms and interfaces available to access such services. Financial education, in addition to contribute for the improvement of the performance of financial institutions due to an informed and responsible clientele, could generate a greater quality of information exchange between financial institutions and their clients. Moreover, as a result of higher financial education the clients demand adequate services for their needs; meanwhile, financial intermediaries have batter knowledge of their client's needs. This in turn, generates a larger offer of novel financial services and products, increasing competitiveness and innovation in the financial system. This is the problem that we want to address with the elaboration of an interactive dictionary of financial services which will be the tool to sort the linguistic, conceptual and cultural barriers. This dictionary 1
The list is formed by the following terms: savings, credit, payroll account, savings account, basic account, retirement savings account, cooperative, credit union, savings club, provider, credit group, communal, private retirement plan, CETES, Afore, investment, investment account, fixed term instalments, financial societies, collateral, insurance, banking transaction, financial channel, commercial establishments, mobile banking, credit card and financial services.
has been conceived as a simple, practical and reliable reference instrument for both the non-specialists who are in need to better understand some financial concepts in order to become well informed users of financial services and products, and for the beginners who have just started studies in any financial discipline. 3 3.1
Lexicographic background General considerations
In order to define the features of the dictionary that we are proposing, it is necessary to describe exhaustively and in depth the different lexicographic frameworks for financial services terminology available in Mexico, providing their strengths and deficiencies (Humbley (1993); Bergenholtz & Tarp (1995); Fuentes Moran et al. (2005)). We started with a careful and exhaustive bibliographical search of the lexicographic material of the most important financial institutions and organizations. In a second stage, we analyzed the characteristics of each found material, considering general quantitative and qualitative parameters derived from the following questions which are used for the evaluation of lexicographic material: 1. Is the material offering enough data? 2. Is it easy and quick to find the requested information? 3. Is the data understandable? 4. Is it possible to evaluate the reliability of the material? The general parameters refer to the format and type of dictionary, the accessibility for the user and the institution which supports it. The parameters which deal with quantitative and qualitative aspects require an analysis of the methodological approach, the quantity, type and quality of the information included in such repositories; for example, the number of terms, the linguistic characteristics, the context for its usage, the degree of content's adequacy to the actual state of knowledge or the quality of the definitions (Ahmad et al. (1995); Arntz (1996)). The assessment of all these parameters should always be made from the final user perspective as it has been indicated by the specialists as such perspective will be the only reliable information about the usefulness of the material. Furthermore, the real motivation for the users to consult a dictionary is the need to complement or verify the accuracy of information previously acquired by other means in an effortless fashion (Haensch & Omeñaca (2004); García de Quesada (2001)). Building on the conclusions derived from the present analysis allow us to establish the necessary criteria for the elaboration of a dictionary of essential terminology of financial services which must comply also with the quality requirements of its users. 3.2
Analysis of lexicographic material about financial services
The bibliographical research performed by searching for lexicographical material in the portals of the relevant financial organizations, entities and institutions lead to the conclusion that several monolingual glossaries and lexicons on the subject which however present important deficiencies regarding its
completeness and types of included terms. The vast majority of these works are directed to the specialists, only a few are focused on the uninformed people. Among such works the following ones stand out: the glossary from the treasury1 (SHCP), the glossary from a government financial institution focused in rural areas (FINRURAL) called “Financial Education: Basic Terms” (FEBT2), the basic lexicon from the financial consumer protection commission (CONDUSEF) called “ABC of Financial Education” (ABCFE3), the two glossaries from the central bank (BANXICO) one directed to teachers and family heads (GTFH) and the second directed to the general public4. Considering that the SHCP, the FINRURAL, CONDUSEF and BANXICO are all governmental agencies in charge of regulation and supervision of the financial system, their reference material is highly relevant. No other organization or stated owned or private financial institution provided glossaries or lexicons at their Internet portals. The analysis performed on the basis of the previously defined general parameters of the five lexicographic materials lead us to identify some deficiencies which prevent them to accomplish their main goals: to provide the basic knowledge of the financial jargon and to be a useful tool which facilitates the understanding of financial texts and the acquisition of the required knowledge for a responsible and effective use of financial services and products. Regarding the general features, we find that the five repositories are available in electronic form on the Internet and its access is free. The ABCFE and the FEBT were published in printed physical booklets. The first is a compilation of 164 terms and the second includes 111 terminological expressions. The GTFH is located at microsite mibanxico5 and its main objective is the financial and economic education for children; whereas the glossary for the general public is located among several documents at the microsite for reference material. The former includes only 30 terms whereas the latter 412. These two glossaries are not available in a physical format. The glossary of credit terms published by the SHCP at the microsite on financial education is only available on electronic form and it only has 7 terms. All the revised material is monolingual and apparently are not endorsed by any academic institution or editorial house. Regarding the opportunity of the information contained in such reference materials, only the glossary of credit terms is the only one which has been updated recently (25th April 2013), the rest were updated in 2010 and 2011. From this evidence it is possible to conclude that such works do not reflect the current knowledge on financial services and neither the recent terminology used in finance. As a consequence, the goal for the next stage of this research project is to elaborate a list of terms commonly associated in the financial services parlance. 1
Source: http://www.educacion_nanciera.hacienda.gob.mx/
2
http://www._nancierarural.gob.mx/Documents/TRMINOS%20FINANCIEROS%20PDF.pdf
3
http://www.condusef.gob.mx/PDF-s/mat difusion/abc 09.pdf
4
http://www.banxico.org.mx/divulgacion/glosario/
5
http://www.banxico.org.mx/mibanxico/
In relation to the presentation of the included terms, both formats paper based and electronic form follow an alphabetical order; meaning that the electronic versions still are just electronic copies of paper based dictionaries, without taking full advantage of the possibilities offered by the computational organizations regarding the quantity and the diversity of information which can be included and the extremely useful search capabilities offered by computational platforms. The quantity of included information varies greatly between 7 and 412 terms. It is important to notice the lack of a conceptual tree which facilitates the search and understanding of the conceptual structural of the financial services field. All the previously mentioned works lack an introduction specifying the quantity and type of terminology included, the targeted audience, instructions about different forms of usage, an index of references, grammatical information, context, etc. Only the ABCFE includes an alphabetical index of all the terms. Four out of the five repositories, include abbreviations, acronyms, etc. However, there are no synonyms included. Regarding the grammatical category on the included terms, there is a predominance of noun phrases with 2 to 4 constituents. Only two of the studied works include verbs with terminological features which are the ABCFE and the glossary to the general public by BANXICO. Analyzing the origin of the included terms, the English language is the source with the greater contribution; for example, forwards, warrant, spot, swap, swap option, etc. There are no indications in such works of the original language of such terms. Finally, it is very important to point out that we have not been able to identify homogeneity on the criteria used to elaborate the definitions in such lexicographic repositories. Summarizing, we can declare that the lexicographic works available to the users of financial services, do not comply fully with the criteria of a useful tool to solve the linguistic phenomena faced by the users. For this reason, more effort should be done in order to locate the dictionary proposed here as a fundamental component in the financial services arena. 4
Financial Education Basic Interactive Dictionary, structure and characteristics
There is consensus among the different actors interested in promoting financial inclusion through financial education that the three main barriers which prevents access and usage of the formal financial system are of socioeconomic, linguistic and cultural nature. The present project pursues to close the linguistic-cultural gap between the services provided by the financial system and the population which is still excluded from their benefits. With this purpose in mind we have advocated ourselves to solve this problem and we have designed a reference work which shows in a structured fashion, under homogeneous criteria, the basic information needed to tackle the challenges of financial inclusion in Mexico. At the same time, this work aims to contribute to the better understanding of the terminology commonly used on the financial services sector. The targeted users are the unexperienced users of financial services, the students of subjects related to the financial economics field and the financial specialists who requires a panoramic view of the current terminology being used on the field.
The specific objectives which derive from the main purpose are related with the micro and macro structure of the dictionary which includes the linguistic, pragmatic and accurate information with the purpose of providing the user with the necessary support to understand the meaning of the financial terms and the associated services. The ruling criteria for the elaboration of the lexicographical definitions is to facilitate the understandability of the financial terms to the non-specialist. For every terminological project it is necessary in the first place to define a scope and to make visible the relationships between the data of the main product -the corpus- which constitutes the departing point for the terminological dictionary, the final product that the user will see. The initial proposal for the dictionary is a set of 200 pieces joined between each other by the inter-related semantic fields to constitute a superior set which we call “finance”; however, such financial terms are not the solely compiled material about this field. This initial set presents 200 basic terms for the understanding of transactions, products and services related with the financial entities in Mexico. In relation to the terms included, the dictionary will be integrated at the beginning with terms representing the conceptual core in the context of financial services. For this task, some interviews and discussions took place with the two specialist from the Mexican central bank. These 200 terms should all be accessible at the same time and we should be able to find them not only by alphabetical order but also by its participation in other definitions, in other examples and in the phrases which are used frequently. The fact that the dictionary is defined as “interactive” is because of these characteristics. The user is able to search for term in alphabetical order, by using the conceptual map, by using other related definitions, or when consulting the examples provided. This characteristic makes a big difference with the other dictionaries studied. Moreover, this is a proposal based on the interaction with the user and on the cross reference with other terms but not an arbitrary one, a cross reference based on solid relationships between its elements. As it has already being mentioned, the dictionary includes different mechanisms of conceptual support; for example, the navigation map facilitates the search and will allow the user to see the different relations in the complex network of the financial jargon. Furthermore, the dictionary includes interactive examples which illustrates the usage of the financial service associated with the terms defined. As an example, Figure 1 presents a screen-shot of the HTML version of the dictionary. From the figure we can see at the upper panel an alphabetical list of initial letters of the terms included. On the left hand side of such upper panel, it is possible to identify a search box to facilitate the navigation of the dictionary. The central panel presents the definition of ATM in Spanish and the right hand side panel shows the conceptual map. The definition includes a pictorial representation of the term, related terms which are also part of the dictionary.
Figure 1: Screen-shot of the dictionary application on its HTML format.
Regarding the interactive feature of the dictionary, each of the elements performs a specific task and it is conditioned and delimited by the relationships with other elements. There is no fixed text, neither static formulas to define or exemplify. Each entry is analyzed and designed under the relationships and adaptations to the concept which is defined. In order to achieve this purpose of usability, a key point on the conception of the dictionary is the adequacy principle (Cabré (1999)) which is reflected on the ergonomic features of the dictionary and the simple use of the elements of the interface and the web resources. We would also like to emphasize that given that our current platform is a web page, the dictionary covers the initial design criteria. The use of computational tools allows us to explore the theoretical postulates about terminology and lexicography that the classic approaches have not being able to cover such as the acquisition of external resources for the definitions by using hyper-links or multimedia resources (videos, voice recordings, etc.). Furthermore, the fact that a paper based dictionary is not able to offer images for all the concepts for which its definition is based on a graphical resource is an important disadvantage. In our case, we incorporate all those concepts based on descriptions made with formal languages (mathematical expressions) and conceptualized in mental processes which are limited by the linguistic description (for example, the computation of the annual interest). All these issues can be solved by other alternatives which are present in the web. It is also undeniable that as in the case of the importance of having an on-line version for a dictionary, given the explosion of the Internet use, nowadays it is unavoidable to provide applications for mobile devices which reflect in the best possible way the characteristics of its web based versions and at the same time take full advantage of the specific possibilities of the mobile devices. With this purpose in mind and in order to guarantee quick access to the searched terms, the dictionary is being developed for Internet and mobile devices in three different operating systems: Android, iOS
and Windows. There is also the possibility of having a printed format with the purpose of reaching users with limited technological access. The design process for the dictionary which is based on methodologies developed on terminology, borrows heavily from the approach described in Cabré (2009) but departs in two fundamental aspects: on the design of the macro-structure and on the design of the elements reflecting the microstructure. This approach have important implications on the browsing possibilities of the dictionary. Regarding the definition of the terms, we have considered on the design process an important topic discussed in Lorente (2001): the concept of saturation of a term. Some previous works have discussed the complexity for solving this theoretical problem: Lázaro (2011), Lázaro (2012). Under this idea we provide the user with alternative forms that show many features of a term in order to facilitate its learning in an easy and concise form. Finally, an additional aspect that will enrich this project is the inclusion of synonyms and the equivalence in other languages like English which is the most widely used language in finance at the international level. 5
Conclusions and further work
The research described in this paper shows emphatically the successful collaboration of lexicography and financial inclusion. Given the particular features of the project it was necessary to introduce and train the linguists, terminologists and financial specialists to each other field of specialty with the intention of unifying the criteria for selection and definition of the terms included in this work. By accomplishing the objectives defined at the beginning of this project, we have contributed to the field opening the path to solve the linguistic problem faced by the user of financial services and products. To help to overcome such linguistic limitation for wide sectors of the Mexican population would be the best possible result of this project and would also show one possible path for the overall progress of financial inclusion. One of the most relevant contributions of this work is the proposal of a more rigorous and scientific approach, for the design of basic dictionaries developed for the financially excluded segment of the population. The project has proved, at least to the authors, that the benefits of a multidisciplinary approach on the design of a basic dictionary for financial education are many. This work has benefited enormously from the methodological progress achieved by the specialists on thefield of lexicography. Finally, the novel methodological approach and the design features of the proposed dictionary make it easy to extend in quantitative and qualitative terms maintaining an homogeneous definition style and an overall coherence; this is how lexicography makes sense for financial inclusion and financial education. Acknowledgments We acknowledge support from the Mexican National Council of Science and Technology (Conacyt) grant number 178248.
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