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This study aims to examine whether social inclusion policies promote financial inclusion. Three social inclusion policies were analyzed: gender equality policies, environmental sustainability policies and social protection (SP) policies.

The study used the panel fixed effect regression methodology to analyze data from 48 low- and medium-income countries.

The results show that social inclusion policies do not have a significant effect on financial inclusion. Also, the older population is less likely to own an account at a formal financial institution in low- and medium-income countries that have strong environmental sustainability policies and institutions. The implication of the finding is that the policies and institutions established to promote environmental sustainability can discourage the older population from keeping the population's wealth in formal financial institutions in the country.

Policy makers should consider how social and environmental policies and programs can be designed to promote financial inclusion for older individuals in the individuals' countries.

The financial inclusion literature has not considered the role of social inclusion policies in promoting financial inclusion for individuals, businesses and the excluded groups in a country.

This paper aims to give an overview of EU‐level e‐inclusion policy providing elements for the context for reflection on the role and shape of universal service.

The paper provides an account of the drivers and principles of EU e‐inclusion policy.

The paper finds that e‐inclusion – at this stage – needs a comprehensive and coherent approach addressing any social and economic exclusion factor with the help of ICT, addressing the risk of ICT as a factor of exclusion, bringing together the market, society, and user perspectives and seeking a “triple‐win”, and pro‐actively and forward‐looking combination of policy tools that can help to realize e‐inclusion.

The paper provides a contribution to the discussion on universal service from the wider perspective of EU e‐inclusion policy.

This article aims to highlight the main limitations of the emancipatory potentials of digital inclusion policies and information and communication technologies (ICTs). Increasingly, empowerment is put forward as one of the main goals of digital inclusion. By applying user-centric and participatory approaches, assumptions are made that individuals will be empowered and, as such, will be re-included in society.

These assumptions, however, tend to ignore the social, economic, political and technical conditions within which individual choices are made and within which individuals must inevitably act. Instead of attempting to narrow the existing social gap between class-divided societies, and of probing the limitations given at the macro-level by questioning the wider social structure, digital inclusion policies tend to individualize problems that are in fact social in their nature.

This contribution will, therefore, aim to identify the key causes of structural (dis)empowerment and how these resonate to digital inclusion. The article positions itself within the political economy of communication research tradition and aims to confront the structural consequences of social inequalities, existing social hierarchies and power structures against mechanisms of digital inequalities and against the implementation of digital inclusion policies.

By proceeding from a critical perspective, it aims to demonstrate the limitations of user-centric and micro-level approaches, while questioning their normative interpretations of digital empowerment which tend to be reductionist in their essence and instrumental in their aims.

The purpose of this paper is to review and compare the implementation of “arts inclusion” policies (AIPs) by 14 different public administrative systems around the world. It aims to provide a consolidated source which informs further studies in this field, and to develop a framework to compare AIPs at a global level.

Using “arts inclusion policy” as the search term, academic journals from a wide spectrum of fields were reviewed. A data set was extracted from the Compendium of Cultural Policies and Trends’ online database which provided real-time information of national cultural policies. Another data set is from the United Nations’ Inequality-adjusted Human Development Index, as the geographic scope of the review – largely focussing on UK, US, Australian, Scandinavian and Asian contexts. Using existing policy-making literature as benchmark, the authors designed and applied a comparative framework dedicated to AIPs which focussed on “policy-making structures” as the main ground of comparison.

An important finding is that the policy development and implementation of AIPs often underscore inter-sectoral involvement in many public administrations in this study. With policy leadership and financial incentives pivotal to effective AIPs, central governments should take a more concerted leadership role to include AIPs in national inter-sectoral policies, encourage evidence-based research, expand funding and advocate the recognition of the impacts of arts inclusion. It is concluded that AIPs in western countries remain more developed in targeted scopes and programme diversity compared to those of Asian countries and regions. Continued studies in this field are encouraged.

This review is the first of its kind to include a number of Asian and western countries within its research scope, allowing it to offer a more holistic outlook on the development and implementation of AIPs in different countries and regions. A common critique with all relevant existing literature was usually their lack of concrete comparative grounds, and the present study’s all-encompassing review of literature from across different levels and sectors of respective public administrative systems contribute to a unique and comprehensive perspective in the arts and health discourse.

This chapter examines the creation and development of trans inclusion policies in community sport in Australia. More specifically, it explores the impact of such policy, or lack thereof, on trans and gender diverse people who are currently engaged or wish to engage with community sport in the state of Victoria, Australia. This chapter evaluates the impact of Federal legislation and guidelines for the inclusion of trans and gender diverse people in Australian sport, and how sport organizations have responded in creating trans athlete policies for community sport participation. Next, we discuss the experiences and challenges for trans and gender diverse athletes playing and competing in community sport. We examine how these athletes work against institutional norms which typically reinforce a rigid gender binary. This chapter draws on a range of research projects in Australia by the first author and concludes with some recommendations for future research and both policy and practice.

This paper explores how policy-level stakeholders tackle digital inclusion in the context of UK rural communities.

Semi-structured interviews were conducted with stakeholders that operate nationally in government departments, government funded organisations and third sector organisations that provided a policy-level perspective on digital inclusion initiative provision across England, Scotland and Wales. Activity theory (AT) was utilised as a theoretical framework, where a variety of factors–tools, rules, community, division of labour and contradictions–were found to have an influence on digital inclusion initiative provision.

Digital inclusion initiative provision in UK rural communities is organised through the multi-stakeholder involvement of national organisations, and collaboration with intermediary organisations to provide digital skills training and support. The process is fraught with difficulties and contradictions, limited knowledge sharing; reduced or poor-quality connectivity; lack of funding; lack of local resources; assumptions that organisations will indeed collaborate and assumptions that intermediary organisations have staff with the necessary skills and confidence to provide digital skills training and support within the rural context.

This study highlights the benefit of using AT as a lens to develop a nuanced understanding of how policy-level stakeholders tackle digital inclusion.

This study can inform policy decisions on digital inclusion initiative provision suitable for rural communities.

The contribution of this paper provides new insights into the understanding of how policy-level stakeholders tackle digital inclusion and the provision of digital inclusion initiatives; it builds on the use of AT to help unpick the complexity of digital inclusion initiative provision as a phenomenon; it reveals contradictions in relation to trust, and the need for knowledge sharing mechanisms to span and align different interpretations of digital inclusion across the policy-level; and reveals an extension of AT demonstrated through the “granularity of the subject” which enables the multi-actor involvement of the stakeholders involved in digital inclusion at policy-level to emerge.

This commentary reflects upon the article entitled “Diversity and inclusion policies in publicly traded New Zealand companies: Inclusion of people with intellectual disabilities”.

This narrative commentary critically reflects upon the Global Reporting Initiative (hereafter, GRI) itself and what the numbers reported in Guruge’s (2023; this issue) article say, paying attention to what we might think and do about such standards and scenarios.

This commentary does not present a definitive assessment of the GRI. This is because it is marked by undecidability. Nevertheless, it reads some of the figures, or “data”, which register organisational uptake of GRI standards (or the lack thereof), together with other “data”, to contrive a more stable account.

This commentary strives to avoid presenting a reductive reading of “data” and, instead, highlights the complex multifaceted dimensions of societies, sustainability, social inclusion, disability and possibilities for inclusive practices.

Purpose: This chapter proposes a number of measures for financial inclusion and financial exclusion.

Method: The author use ratio analysis and statistics to develop several indices of financial inclusion.

Findings: This chapter finds that there are several indices of financial inclusion that can contribute to inform policy making in the financial inclusion agenda.

Implications: The indices developed in this chapter can help policymakers toward designing better financial inclusion policies and can provide feedback and insight to policy makers to improve current financial inclusion policies.

Originality: The literature on financial inclusion and exclusion lacks a comprehensive index that measures the extent of financial inclusion and exclusion across countries. This chapter attempts to fill this gap by proposing some index or indicators of financial inclusion and exclusion.

Higher education (HE) systems in Europe have been identified as an essential element for promoting economic competitiveness since the Bologna Declaration in 1999. The aim of the Bologna Process was to expand access to educational opportunities, fostering participation in post-compulsory education by creating the European Higher Education Area (EHEA). Inequalities in training because of geographic, ethnic or social origin, and inequalities in job opportunities, salaries, and incomes are critical dimensions of social development in HE. The development of policies, including those concerning education, that extend access to opportunities is essential to prevent such exclusion becoming permanent. The Access4All project aims to promote the educational and social inclusion of underrepresented groups as well as of non-traditional learners.

In this chapter, the project’s main results are reviewed, with: (1) a brief overview of inclusion policies and practices in European HE; (2) an operational definition of “good practice” and criteria for selecting examples of good practice for inclusion in HE; (3) a self-assessment tool enabling the characterization of institutional capacity for innovation and of inclusion policies and practices; and (4) a model for promoting strategic planning, focusing on inclusion in HE.

This study aims to provide and find an alternative solution to achieving literacy indexes and financial inclusion that exceeded the target in 2019.

This research uses a normative research type. Secondary data becomes the primary data and uses the method of qualitative data analysis.

The results showed that public literacy and financial institutions’ inclusion were dependent on public trust in financial institutions. The Financial Services Authorities’ (FSA) arrangement’s weakness lies in the limited scope of the FSA’s authority in carrying out legal actions against unlicensed financial institutions and the low critical power of the community in choosing a credible financial institution.

Based on the research findings, results are expected to have implications for the concept of FSA’s authority.

Based on the research findings, results are expected to have implications for expanding the FSA’s authority to conduct oversight of financial institutions so that the high literacy and financial inclusion of the public can achieve public welfare.

The research implication for the community is that the results of this study find weaknesses in the financial literacy and inclusion policies to find the causes of the problems and find solutions to these problems. The practical research implications are for policymakers; research results can be used as a basis for determining solutions to problems in regulations. The results of this study can also have implications for the development of a boy of knowledge in the field of business economic law, especially economic law.

To the best of the authors’ knowledge, there are no researches that have similarities with this paper.