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Abstract

Purpose – The primary objective of this study is to assess the incidence of bank concentration on female education in developing countries.

Design/methodology/approach – The focus of the study is on 80 countries for the period 2000 to 2020 and the empirical evidence is based on fixed effects and 2SLS regressions.  Bank concentration is measured in terms of total assets owned by the three largest banks as well as the total assets owned by the five largest banks. Female education is proxied from four main perspectives, notably: (i) female enrolment in primary education; (ii) female enrolment in secondary education; (iii) female government spending on primary education and (iv) female government spending on secondary education.

Findings – It is apparent from the findings that bank concentration (in terms of the total assets held by the three largest banks) reduces gender inclusive education and female government spending on education.  Moreover, bank concentration (in terms of the total assets held by the five largest banks) also reduces gender inclusive education.  Policy implications are discussed.

Originality/value – The study complements the extant literature by assessing the nexus between bank concentration and inclusive education in developing countries.