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Promoted for its inclusivity, agricultural value chain (AVC) financing leverages social capital and mechanisms such as off-take agreements and forward contracts to reduce borrowing and lending costs and risks for both farmers and lending institutions. AVC financing has been defined as the flow of financial products and services to and among the various actors within the AVC to address constraints of production and distribution and fulfill the needs of those involved in the chain by reducing risk and improving efficiency. This paper investigates how farmers' involvement in AVC affects their access to credit.

The authors collected primary data from 400 crop farmers in northern Ghana through a semi-structured questionnaire and analyzed the data, using the multinomial endogenous switching regression model.

Joint participation in AVC increased the amount of formal and informal credit received by 64 and 78%, respectively, compared to nonparticipation. Similarly, participation in AVC horizontal linkage and AVC vertical linkage increased the amount of formal and informal credit received by 40 and 47% and 46 and 74%, respectively, compared to nonparticipation. Irrigation farming, extension visits, knowledge of AVC in the community, access to a storage facility and trust in contract farming significantly influenced farmers' participation in AVC.

The authors’ work offers valuable insights into how different dimensions of value chain participation can impact smallholder farmers' access to credit. This work also underscores the importance of considering both formal and informal credit sources when analyzing the outcomes of value chain participation. The findings could enable formal financial providers to identify, liaise and/or resource informal financial players such as value chain actors to supply both formal and informal credit to farmers in AVCs.

The general context for this paper is access to higher education (HE) in the UK but the particular concern is participation. An important distinction is drawn between access and participation. The heterogeneous characteristics of HE and the complex choice processes of applicants mean that a finer level of description and analysis is required which goes beyond aggregate measures of access and examines the extent and the nature of participation. Equality of opportunity provides the underpinning for this paper, access to HE is the starting point, the focus is on participation and the approach is empirical and pragmatic. In 2002, the target for access to UK HE was set at 50 percent, which requires attention to shift from broad measures of access towards detailed measures of participation; particularly when the agenda is one of social inclusion, and when certain groups within society are still significantly under‐represented and disadvantaged at the level of participation.

This chapter traces the history of widening participation (WP) policy from 1992 to 2021, as seen largely from the point of view of a practitioner involved in policy enactment. After a brief overview of the history of widening access to higher education (HE), with its long tradition of outreach to adults, this chapter focuses on the significant shift to WP among young people in 1992. Following attempts to specify the problem and to provide the available evidence about it, a range of initiatives was introduced, designed to test appropriate interventions. This chapter identifies three broad strands of intervention – changes in the funding method, the requirement for institutions to produce WP strategies, and the development of collaborative programmes, all underpinned by a programme of research. Though the balance of these three strands has varied ever since, all have always been present. Underpinning all this intervention was a general assumption, again differentially emphasised, that widening access and participation to HE, though an ambition for the whole sector, would be an activity separate from and subordinate to the existing missions and ‘business’ of institutions and accepting the existing market hierarchy. From 2010 onwards, there was a sharper policy shift, which sought to make the existing market both a market in entry qualifications and a genuine financial market in tuition fees, with students seen as consumers, and a determination to ensure value for money for all and from all institutions. In spite of this, the three strands of intervention remained.

Notwithstanding the social gains of the post-apartheid dispensation in South Africa, the country remains an unequal society in terms of race, class, gender and socioeconomic status. In this chapter, we provide an overview of access to success and widening participation in higher education (HE) in South Africa. Our thesis is that open distance learning (ODL) has the potential to empower the previously marginalized majority African populations by equipping them with requisite HE qualifications, and thereby moving them up the value chain. The authors explore the challenges of access and widening participation in HE by unpacking the historical nuances of access to it in South Africa. The authors explore the ideological foundations of conceptions of access, participation, and success by teasing out the notion of ‘epistemological access’. According to the South African philosopher of education, Wally Morrow, merely providing access to HE does not assure ‘epistemological access’. The authors argue that ODL can potentially create an enabling environment for the previously marginalized majority of Africans, not only to access HE in big numbers but also to have ‘epistemological access’.

The purpose of this paper is to identify the proportion of farmers with constrained and unconstrained participation in the agricultural credit market and estimate the parameters that determine agricultural credit market participation in Finoteselam town, Ethiopia.

The study followed cross‐sectional study design where primary data were collected from 210 households through a questionnaire survey in Finoteselam town, north western Ethiopia. A combination of purposive and random sampling techniques was employed. Descriptive statistics were used to identify the proportion of farmers with different levels of participation in the agricultural credit market. The bivariate probit model was estimated to identify the parameters that determine smallholder credit market participation.

The study revealed that 48 percent of smallholder farmers are constrained non‐participating (i.e. rationed out) from the agricultural credit market due to lack of access to the service, 44.8 percent of them are constrained participating, 2.4 percent unconstrained participating and 4.8 percent of them are unconstrained non‐participating. Estimation results of the bivariate probit model indicated that variables such as high dependency burden, large landholding size, household's labor endowment, participation in off‐farm employment activities and incurring unforeseen expenses increased the probability of households to participate in agricultural credit markets. On the other hand, village dummy variable, old age of household head and borrowing from other sources decreased the probability of households participating in the agricultural credit market.

The findings raise policy concerns to devise a mechanism for creating a functioning rural insurance market, improve the labor market for encouraging off‐farm employment activities, devise wealth‐creating schemes and address the credit need of those smallholder farmers who are still rationed out from the agricultural credit market.

Little has been done on the subject of agricultural credit market participation in Ethiopia. Hence, this research will add to the thin literature on the subject.

This chapter provides the context for understanding how English widening participation (WP) policy has interacted with the development of a marketised and expanding higher education (HE) system (the ‘dual imperative’ highlighted in the introductory chapter of this volume). It traces the intensification of market approaches in HE since 1997, examining how these interact with and become intertwined with evolving national WP policy concerns. Since 1997, WP for under-represented groups as a national policy aim has become firmly embedded in the activities undertaken by higher education providers (HEPs). Policy initiatives have moved between incentive and risk to encourage HEPs to address national and local inequalities of access and (later) student success and differential graduate outcomes. This chapter gives an overview of the key policy moments in this period and argues for how they have shaped the way in which the business of WP is enacted throughout the sector. It highlights how the business of WP drawn widely has become simultaneously a regulatory requirement, a way for institutions to differentiate themselves in the HE market and a key marker of institutional civic or social responsibilities. Situating this alongside the increasing focus on students and applicants as consumers, this chapter also begins to problematise the issues of collaboration and competition this creates.

The English sector is characterised by an expanding and increasingly differentiated set of higher education providers (HEPs) and an ever-more diverse student body. As a consequence, HEPs are as differentiated in their widening participation (WP) approaches as they are in every other aspect of the business of HE, and this has led to tensions between why and how they should go about the business of WP. Are HEPs driven by the desire to enhance social justice or merely responding to regulatory pressure? This chapter discusses how changing market regulatory regimes have interreacted with, and often conflicted with, institutional missions as they try to respond to the dual policy imperatives discussed in earlier chapters: the economic, human capital expansionary dynamic and the desire to enhance social justice through access to the HE system.

From collection to connection has been a buzzword in the library world for more than a decade. This catchy phrase indicates that users are seen not only as borrowers, but as active participants. The aim of this paper is to investigate and analyse three questions in relation to user participation in public libraries in a Nordic perspective. How can participation in public libraries be characterised? Why should libraries deal with user participation? What kinds of different user participation can be identified in public libraries?

The paper uses a selection of theoretical approaches and practical examples to obtain a varied understanding of user participation in public libraries. Research fields outside library and information science have developed a wide range of theoretical approaches on user participation. Examples from cultural policy, museum studies and participatory culture are selected to get a deeper understanding on participation in public libraries. The practical examples are chosen to illustrate the richness of different kinds of user participation in libraries.

There are six forms of active participation in libraries: volunteer programmes, interactive displays, workshops, co-creation, user-driven innovation and book clubs.

This paper is an overall synthesis of theoretical and practical aspects of user participation in public libraries. Furthermore, the paper challenges the deeply rooted assumption that participation in libraries takes place almost exclusively within digital contexts.