Capacitación Financiera Inclusiva con Perspectiva de Género para Grupos Vulnerables en Zongolica, Veracruz, México

  • Francisco Javier Mejía-Ochoa Doctor en Ciencias de la Gestión Estratégica, SNI
  • Isaac Sánchez-Anastacio Maestro en Ingeniería Industrial
  • Marco Antonio Rosas-Leyva Maestro en Administración con Formación en Organizaciones
  • Juan Carlos Rojas-Martínez Maestro en Ciencias
  • Julio Díaz-José Doctor en Problemas Económico-Agroindustriales, SNI Docentes Investigadores del Tecnológico Nacional de México Instituto Tecnológico Superior de Zongolica
Keywords: Educación Financiera, Grupos Vulnerables, Inclusión Financiera, Perspectiva de Género, Gestión del Conocimiento

Abstract

La Agenda 2030 de las Naciones Unidas destaca la importancia de la inclusión financiera en cinco de sus 17 Objetivos para el Desarrollo Sostenible. En el contexto mexicano, una responsabilidad fundamental del gobierno es impulsar acciones para asegurar la educación financiera de grupos catalogados como vulnerables, abarcando a niños, jóvenes en situación de calle, migrantes, personas con discapacidad, adultos mayores y población indígena. Este proyecto tuvo como objetivo desarrollar inclusión financiera con perspectiva de género dirigida a grupos vulnerables en la región de las Altas Montañas, Veracruz, México. La estrategia consistió en la implementación de capacitaciones focalizadas en temas de ahorro, crédito e inversión, con el propósito de fortalecer habilidades financieras de la población en situación de vulnerabilidad. La metodología comprende la identificación de grupos vulnerables en la región, seguida de un diagnóstico de conocimientos financieros y el desarrollo de un programa de capacitación en educación financiera. Finalmente, el proyecto introdujo estrategias innovadoras para mejorar la toma de decisiones financieras de los participantes. Los resultados revelan avances sustanciales en la comprensión financiera de grupos vulnerables, con un aumento del 75 % en adopción de prácticas financieras saludables, evidenciando un cambio positivo en la toma de decisiones financieras. Se observó una respuesta adaptativa a las opciones financieras ofrecidas, con el 60 % de participantes optando por cuentas de ahorro y 40 % participando en programas de microfinanzas, respaldando así la diversificación en estrategias de ahorro.

 

The United Nations 2030 Agenda underscores the significance of financial inclusion in five out of its 17 Sustainable Development Goals. In the Mexican context, a fundamental governmental responsibility is to propel actions that ensure financial education for groups classified as vulnerable, encompassing children, youth living on the streets, migrants, individuals with disabilities, the elderly, and indigenous populations. This project aimed to develop financial inclusion with a gender perspective targeted towards vulnerable groups in the Altas Montañas region, Veracruz, Mexico. The strategy involved targeted training on savings, credit, and investment to enhance the financial skills of the vulnerable population. The methodology includes the identification of vulnerable groups in the region, followed by a diagnosis of financial knowledge and the development of a financial education training program. Finally, the project introduced innovative strategies to enhance participants' financial decision-making. Results indicate substantial progress in the financial understanding of vulnerable groups, with a 75% increase in adopting healthy financial practices, demonstrating a positive shift in financial decision-making. There was an adaptive response to offered financial options, with 60% of participants opting for savings accounts and 40% participating in microfinance programs, supporting diversification in savings strategies.

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Published
2024-02-29
How to Cite
Mejía-Ochoa, F. J., Sánchez-Anastacio, I., Rosas-Leyva, M. A., Rojas-Martínez, J. C., & Díaz-José, J. (2024). Capacitación Financiera Inclusiva con Perspectiva de Género para Grupos Vulnerables en Zongolica, Veracruz, México. European Scientific Journal, ESJ, 20(4), 36. https://doi.org/10.19044/esj.2024.v20n4p36
Section
ESJ Social Sciences

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