Cost-sharing between governments and families remains a strategic part of many governments’ post-secondary education funding policies in low-income countries. This shift to more cost-sharing raises questions about how households meet their contributions to post-secondary schooling costs. This study uses data from the World Bank’s Global Financial Inclusion survey and World Development Indicators to examine how savings account ownership, cash transfers, and other forms of income shape families’ decisions about education financing in 59 low and lower-middle-income countries. Results from generalized hierarchical linear modeling and logistic regression models show that individuals with savings accounts are more likely to dedicate resources to educational purposes than those without accounts. Other forms of income (cash transfers excepted) also predict an individual’s likelihood of earmarking savings for education to a lesser degree. Our findings offer compelling evidence that greater access to formal savings services may provide a viable long-term strategy to help families prepare financially for their children’s future education. These findings may inform future programs that promote financial inclusion and expand access to formal savings services to help individuals and families save for their children’s education.

在低收入国家，政府与家庭之间的成本分担仍然是许多政府的专上教育资助政策的战略部分。向更多分担费用的转变提出了有关家庭如何负担其对中学后教育费用的缴款的问题。这项研究使用了来自世界银行的全球金融普惠性调查和世界发展指标的数据，来检验储蓄账户所有权，现金转移支付和其他形式的收入如何影响59个中低收入国家家庭对教育融资的决定。广义分层线性建模和逻辑回归模型的结果表明，拥有储蓄账户的人比没有储蓄账户的人更有可能将资源用于教育目的。其他形式的收入（现金转移除外）也可以预测个人将储蓄用于教育程度较低的可能性。我们的发现提供了令人信服的证据，即更多地使用正规储蓄服务可能提供可行的长期策略，以帮助家庭为子女的未来教育做好经济准备。这些发现可能会为将来的计划提供信息，这些计划将促进金融包容性并扩大获得正规储蓄服务的渠道，以帮助个人和家庭为子女的教育储蓄。