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The purpose of this paper is to identify the pathways through which social protection policies in China and India can address the key challenges facing poor, vulnerable, and disadvantaged groups under rapid transformation in both countries.

This paper reviews the main social protection policies in China and India and analyzes the challenges that they are facing. This analysis is based on an evaluation of poverty and food security trends in both countries among vulnerable and disadvantaged groups followed by an overview of major experiences and gaps in social protection policies in the two emerging Asian giants.

Improving the coverage and targeting of social protection systems is vital, and will require a multi-faceted reform portfolio that promotes more integrated and horizontally equitable systems. Emphasis should be placed on developing productive, cross-sectoral social protection programs that combine short-term social safety support with long-term tools to enhance productivity, paying special attention to nutrition, health, and human capital development. More efficient coverage and targeting should bridge the rural and urban divide and be grounded in transparent criteria and procedures that govern program implementation at all levels of the government. As both countries become more urbanized, social protection programs need to give equal attention to emerging food insecurity and nutrition issues within urban areas without detracting from food security and nutrition efforts in rural areas.

Faced with a sizable population of undernourished and poor people, India and China have applied rather different approaches to address food insecurity. The originality and value of this paper lie in an in-depth parallel analysis of how China and India can better use their social protection systems to address food insecurity and undernutrition among poor, vulnerable, and disadvantaged groups.

Health is a human right and a fundamental building block of sustainable development, economic prosperity and poverty reduction. To realize people’s right to health, evaluating the situation of the right and its determinants is necessary. This paper aims to analyze Iran’s conduct in realizing its population’s right to health.

A qualitative case study design involving a structured review of relevant laws, policy documents, reports and academic literature was undertaken. The data were collected from electronic databases and the official Web pages of the United Nations (UN) and Iran’s Government and analyzed by a framework suggested by the UN.

Iran’s law and policies intend to combat health inequalities and to provide an adequate standard of living for everyone, particularly disadvantaged groups and individuals. However, not all laws and policies protecting disadvantaged groups are adequately implemented. There are disparities in health status and access to health care among different socio-economic groups. International economic sanctions and government policies decreased people’s ability to access the necessities of life including health care. Moreover, social determinants of health, such as cultural beliefs regarding women’s rights have not been addressed sufficiently in the country’s laws.

This study includes a broad range of subjects and provides an overview of the health-care system of Iran. However, more detail is needed to describe every aspect of the right to health. It was not feasible to address them all in this paper and needs more research. In addition, as with the majority of qualitative studies, the design of the current study is subject to limitations. Firstly, the research quality of narrative reviews is dependent on the researcher’ skills and more easily can be influenced by his/her personal biases. Second, the rigor is more difficult to maintain, assess and demonstrate. Nevertheless, narrative studies often complement quantitative studies and are informative.

To fulfill the right to health, Iran should improve affordability and quality of care and the situation of the determinants of health. The gaps in people’s access to health care need to be identified, and all necessary means and scarce resources be allocated to remove access barriers and to improve the situation of disadvantaged people. The adoption of relatively low-cost targeted programs, the proper management of resources and the prevention of unnecessary costs are suggested.

Digital literacy has become one of the key competences to ensure social cohesion, active citizenship and personal fulfilment. The objective of the project Digital Literacy 2.0 is therefore to develop and to implement an ICT‐based approach to lifelong learning addressing especially disadvantaged groups and vulnerable social groups of people with special needs. Since educational disadvantage is closely linked to social exclusion and poverty, there is a need to empower the really “hard to reach” learning distant groups and to enable them to make use of ICT. This paper seeks to address these issues.

The project partners are piloting a two‐step approach to attract learning distant groups by offering an attractive starting point to information and social bonding: staffs at non‐formal learning places like libraries will be trained for the use of ICT in their daily work with hard‐to‐reach target groups; they will gain competences in how to motivate socially disadvantaged clients to learn with the help of ICT/social media; adults from learning distant groups will be attracted to the places of non‐formal learning by the use of social media thus improving their motivation to learn and empowering them to participate in social life.

The project builds on the experiences gained so far in teaching digital literacy: special target groups can be attracted to learning offers by topics relevant to their daily life and offers that do require only a small first commitment to learning. Besides DLit2.0 will establish a new approach of non‐formal education with the help of ICT. Social media make it possible to provide learning offers tailored individually to the learners' needs and thus increase the learning effects. Taking also into account the new opportunities of online participation and user‐generated content, the concept of teaching digital literacy will be developed further in the project's lifetime and beyond.

The network develops an approach to improve the collaboration between the non‐formal education sector and the social sector. Staff from both areas will obtain knowledge and skills how to better understand the mode of practice of the other sector as well as to identify synergies and efficient procedures and to improve their collaboration. Information society has the potential to make a difference to the lives of people who often feel marginalized or isolated because of their social and cultural situation – DLit2.0 want to spread this issue to maximize this potential.

Dentists may be seen as the most prominent figures within dentistry. Yet, a number of dental care professionals make significant contributions to the profession. The dental health educator (DHE) is one prime example. This teammate is typically a dental nurse who has achieved a post-registration qualification in oral health education (OHE). Through interactions with patients, members of the community and other pertinent stakeholders, the DHE empowers people through promoting the importance of good oral health. The purpose of this paper is to cast light on the unique and invaluable roles that DHEs can play within their organisations.

This paper aims to share some examples of dentist-DHE collaborations, where OHE initiatives were implemented within an ethnically diverse London Borough in England.

It was found that such interprofessional, skill-mix efforts were more productive, when the dentist and DHE worked together, rather than the latter working independently.

There exists great potential for DHEs to act as ambassadors for their dental establishments, network and collaborate with other organisations and build worthwhile relations with other healthcare professionals and stakeholders.

While the topic of women's entrepreneurship continues to grow in academic appeal, the policy aspect is one that has received limited scholarly attention, especially in the context of developing countries. To address this gap in scholarship, the purpose of this paper aims to critically explore women's entrepreneurship policy in Tanzania. The research question asks: How are policies designed to encourage and support entrepreneurship in Tanzania gendered, and how might such policies be (re)designed so that they are more relevant to women entrepreneurs in the Tanzanian context? The authors contribute to extant scholarship by: drawing attention to the particular context for women's entrepreneurship in Tanzania; identifying gender biases inherent in current entrepreneurship policies; offering some recommendations for policymakers and identifying areas worthy of future research attention in this area.

The study builds on the Global Women's Enterprise Policy project. The authors apply an adapted reading guide technique to analyse and critique relevant entrepreneurship policy documents in Tanzania. The reading guide examines the category and type of document being analysed, key themes, content, language and imagery, as well as the key policy recommendations being offered and their relevance to women's entrepreneurship in Tanzania and the wider sub-Saharan African region. Completed reading guide templates are then coded and collated into an excel spreadsheet. Findings are discussed and critiqued within a regulative, normative and cultural-cognitive framework.

The study provides rich and valuable insights into the unique context for women's entrepreneurship in Tanzania, shedding new light on how women's entrepreneurship is supported in a particular region of sub-Saharan Africa. Findings reveal that while current policy acknowledges the important role women play in their communities, especially in terms of their contribution to labour, it is geared more towards small and medium-sized enterprise (SME) development than entrepreneurship; this is despite the fact that entrepreneurship is identified as a means to address sustainable development challenges (notably unemployment and poverty) and expand opportunities for socially disadvantaged groups, especially women. Existing policy is essentially “context neutral” and hence relatively ineffective; the gender focus is lacking and there is a failure to take account of the specific context in which Tanzanian women entrepreneurs have to operate. The authors argue for policies designed to support women's entrepreneurship to be formalised and contextualised in their specific geographical and cultural setting. The “institutional pillars” framework allows us to identify areas where contextualisation of women's entrepreneurship policies could be enhanced.

The study implies that, to be effective, policies designed to support women's entrepreneurship need to be formalised and contextualised to their specific geographical and cultural setting. Some areas where this might be achieved are identified. Avenues for future research in this area are also suggested.

The value of the paper lies in its focus on Tanzania, and its critique of existing policies from a gender and institutional perspective. It also enhances understanding of the unique context in Tanzania for entrepreneurship.

The coronavirus disease 2019 (COVID-19)-induced declining economic prospects and accompanying economic shocks present socioeconomic vulnerabilities for developing economies at the tranches of poverty, unemployment and minimal social security. South Africa is one of the countries that have the most precarious societies in developing nations due to the triple challenges of unemployment, poverty and inequality. As such, this paper investigates the impact of the pandemic on South African livelihoods.

This paper uses secondary data obtained from the National Income Dynamics Study – Coronavirus Rapid Mobile Survey (NIDS-CRAM) Wave 1 dataset to analyse the impact of COVID-19 on South African livelihoods.

The findings reveal that COVID-19 amplified the country's poor and vulnerable population's socioeconomic conditions because of the stringent Level 5 lockdown regulations that barred low-income households from making a livelihood. It further revealed that low-income households, who are the least educated, Black African, female and marginalized, were disproportionally socioeconomically affected by losing the main household income.

The research is limited in that it used secondary quantitative data that relied on a telephonic survey during the COVID-19 lockdown period.

This study offers a policy suggestion that increasing social grants during the pandemic will not have any significant impact on the livelihoods of many South Africans unless distributional inequalities are reduced.

The government needs to develop welfarist policies to protect the most vulnerable in society to limit the socioeconomic impact of pandemics and take proactive policy measures to reduce unemployment and income inequalities in the country.

The paper contributes to understanding the precarious nature of low-income households.

The purpose of this paper is to identify enablers and inhibitors to the adoption of mobile internet services by socioeconomically disadvantaged people: an understudied population adversely affected by digital inequality.

A qualitative study combining a questionnaire and semi-structured interviews. In total, 32 socioeconomically disadvantaged people explored mobile lottery services and subsequently were asked a series of semi-structured questions about their perceptions of the technology.

Users’ attitudes toward mobile internet services were ambivalent. They experienced some advantages of smartphones (including escaping spatiotemporal constrains, fashionableness, privacy, and cost-effectiveness) and conceived of mobile internet services in terms of social advantages (including their ubiquitous nature, fitting in socially and fear of being “left behind”). However, they also experienced barriers and concerns, such as limited mobile data packages, external barriers from mobile services (including security concerns, complex online help tutorials, irrelevant pop-ups, and a lack of personalized services) and internal psychological barriers (including technophobia, self-concept, and habitus).

The findings are of limited generalizability due to the small size of the sample. However, the study has implications for understanding the acceptance of technology among socioeconomically disadvantaged people.

The study has social implications for bridging digital inequality in terms of socioeconomic status.

While previous studies have primarily focused on enablers of adopting mobile internet services by active users, this study reveals both the promise of and the barriers to the use of such services by inactive users who comprise an under-served population.

Reports and studies conducted in Rwanda and in the region (East Africa) reveal trending impetus in empowerment of marginalized citizens, but expose controversies in policy implementation and outcomes. The present paper thus departs from an overview of the African socio-political landscape, and delves into an investigation of Rwanda's five year inclusive education policy (2019–2024) strategies. It interrogates its implementation in the country's 9 Year Basic Education (9YBE) program that worn the Common Wealth award for its accommodation of youths with disabilities and other educationally disadvantaged groups. The study design combines both literature and field surveys by drawing from documented legal frameworks, reports and field data to generate triangulated or reliable findings. Respondents were identified through dependable informants and predetermined criteria. Purposively designed observation check lists and interview protocols were employed to systematically draw data from both central (Ministry of Education) and local levels (schools, communities and families). The study findings reveal little explored research avenues, and a blend of both international and local perspectives that are important to disability and inclusive education orientations in the African sub-region.

This paper provides a multidimensional perspective on higher education participation in Europe and the results of social inclusion policies introduced by the Treaty of Lisbon in the year 2000. In addition to taking into account gender, age, economic status, areas of expertise and educational investment, the paper utilizes an intersectional perspective to identify specific needs for the design and improvement of policies and other measures to create a more inclusive higher educational system for underrepresented groups.