Open research questions in Poverty, Education, and Child Welfare

What the literature leaves open

• Future research should examine how evolving child rights frameworks can empower children in contexts of economic precarity, migration, and structural vulnerability across African societies. It underscores the importance of engaging community development discourse and advocating for further research into indigenous practices that support social and educational development.

  Community-based Education Initiatives and the Extension of Children’s Rights · 2026 · DOI

• Education and Practice, 7(2), 88–94. https://search.proquest.com/docview/182651 9260?accountid=13042 Kothari, C. R. (2004). Research methodology: techniques.

  The Effect of Stakeholder Collaboration on Educational Inclusion of Children in Street Situations in Uganda: Planning and Implementation Phases · 2026 · DOI

• interpretations of resilience and highlights the role of institutions, particularly schools, in mediating structural constraints. challenges POLICY AND PRACTICE RECOMMENDATIONS The findings of this study point to the need for multi-level, integrated interventions that address structural constraints while leveraging existing resilience and emerging normative shifts.

  Normative Constraints and Transitional Norms: Understanding Educational Resilience among Pastoral-Agrarian Adolescents in Karamoja, Uganda · 2026 · DOI

• their Future research should build on the present findings in several ways. First, longitudinal or quasi-experimental studies are needed to better examine whether school feeding programmes have sustained causal effects on attendance and academic performance over time. Second, future studies should investigate the cost-effectiveness of school feeding programmes in relation to educational outcomes so that policymakers can better and assess sustainability. Third, research involving pupils, parents, teachers, and school administrators would be useful in exploring why school feeding appears to improve attendance so strongly and how those attendance gains may or academic may not performance. In addition, future studies could examine how school feeding interacts with other educational inputs, such as teacher availability, learning materials, and school leadership, in shaping student outcomes in rural schools. long-term value into better qualitative translate REFERENCES Adelman, M., Alderman, H., Gilligan, D and Lehrer, K. (2008) “The impact of alternative food for education programs on learning achievement and cognitive development in Northern Uganda,” Unpublished manuscript, World Bank, 2008. DOI: (Unavailable) Barnabas, B., Bavorova, M., & Madaki, M. Y. (2024).

  School Feeding Programmes, Student Attendance, and Academic Performance in Rural Primary Schools: Evidence from Musoma Rural District, Tanzania · 2026 · DOI

• 2024). (Opok, that negative attitudes At the same time, stigma and peer dynamics emerged as significant determinants of school reintegration. The accounts of adolescent mothers fearing ridicule or exclusion from peers and teachers reflect broader cultural narratives that associate teenage pregnancy with moral failure.

  Perceived Socio-cultural and Economic Determinants of School Reintegration among Adolescent Mothers in Post-COVID Uganda · 2026 · DOI

• reveal how moral discourses intersect with educational aspirations, shaping community reintegration. Teacher Julia (pseudonym), herself a former cautioned attitudes toward that teenage mother, further complicated this picture by warning that adolescent mothers may be perceived as “mature” and thus vulnerable to predatory relationships with teachers: “Teachers might exploit adolescent mothers, perceiving them as mature and vulnerable to predatory relationships.” Julia’s testimony illustrates how institutional practices can reproduce cultural and moral discourses, positioning teenage mothers as both responsible caregivers and potential targets of exploitation. Taken together, these narratives demonstrate that reintegration is not only an educational challenge but also a cultural negotiation, where family sacrifices, religious interpretations, and institutional vulnerabilities converge to shape the lived experiences of adolescent mothers.

  Perceived Socio-cultural and Economic Determinants of School Reintegration among Adolescent Mothers in Post-COVID Uganda · 2026 · DOI

• Listening to both genders and their reasons for doing what they are doing in public that contradict what they do in private is key to understanding their perspective. Trying to force fathers to engage activities without in understanding their limitations may result in outright rejection.

  Contextualising Gender-Responsive Pedagogy in the Home-based Model to Increase Participation of Fathers in Childcare in Uganda, Ghana and Liberia · 2026 · DOI

• Parents Should: including • Provide their daughters with necessary school uniforms, writing supplies, materials, transportation fees, and meals. • Provide guidance and counselling services in cooperation with teachers to the girls and young women registered for studies to recognise and avoid negative influences. • Receive education on the significance of girls’ and young women’s education to better support their daughters’ academic journeys. The Ministry of Education, Science, and Technology Should: • Construct dormitories for girls through projects like SEQUIP. • Strengthen guidance and counselling services to help girls understand the importance of education and recognise deceptive behaviours that may lead to pregnancy. REFERENCES in Nigeria Agusiobo, B. C. (2018). Education of the girl- child just, peaceful, sustainable harmonious development. International Online Journal of Education and Teaching, 5(4), 768-786. society for a and Aimua, E. P. (2021). Education, women empowerment and national development in Nigeria. Asian Research Journal of Arts & Social Sciences 14(2): 14-21. Akala, B. (2019). Fixing policy isn’t enough to keep girls in school in Kenya and South Africa. https://qz.com/africa/1742853/girls-still-face- education-barriers-in-kenya-and-south-africa. Bunkar, R. C., Chauhan, L., Verma, A. & Sirilakshmi, Y. (2024). Case study research: a method of qualitative research. Exploring Narratives: A Guide to Qualitative Research Methods pp. 67-81. Batliwala, S. (1994). The meaning of women’s empowerment: new concepts from action.

  Enhancing Opportunities for Out-of-School Girls and Young Women through Secondary Education: Insights from SEQUIP · 2026 · DOI

• This study sought to investigate the effect of institutional management on pupils’ learning outcomes in selected primary schools in the Central part of Uganda. The results have indicated that, despite the variations in opinion, the Learning Outcomes = 13.444+ 0.368 (Financial management practices) + 0.186 (Governance structures) – 3.737 (age4) + ϵ The estimated model implies that a one unit increase in financial management practices is associated with an increase of 0.368 units in improving learning outcomes. This means financial management practices in schools is positively associated with higher pupil learning governance outcomes. Similarly, structures (β = 0.186) are positively associated with learning outcomes. stronger VIF 2.2 2.28 2.06 1.2 1.55 1.08 1.89 2.95 2.49 1.97 1/VIF 0.455 0.439 0.486 0.836 0.646 0.923 0.528 0.339 0.402 0.562 predictor variables explain 43.1% of the variation in pupils’ learning outcomes.

  Institutional Management Practices and Pupils’ Learning Outcomes in Selected Primary Schools in Central Uganda · 2026 · DOI

• regarding the implementation and outcomes of the IDP model. Document review further supported the study by verifying findings and providing contextual background information. Quantitative data were analysed using SPSS version 26 through descriptive statistics, Pearson correlation, ANOVA, and multiple regression analysis, while qualitative data from interviews and FGDs were analysed thematically to identify major patterns and themes. community access, and and To ensure credible findings, the questionnaire was tested for both reliability and validity before full administration. Reliability was established by pilot-testing the instrument on households similar to (but excluded from) the main study sample, which helped refine ambiguous or unclear items.

  The Role of Integrated Development Program Model on Citizen Livelihood in Rwanda: A Case Study, Gikomero Sector, Gasabo District (2017–2024) · 2026 · DOI

• The following recommendations are made on the basis of the results of the study. The PCEA Church should continue to expand its various socio- 357 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Traditions, Culture and Religion, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajtcr.9.1.5259 to their targeted training, economic development projects in the least served areas of Laikipia West Sub-County, especially in Education, Health and Water provision, which will include reaching the farthest households that are vulnerable. There is a need to enhance the church programmes with skills development and financial literacy support for economic establish beneficiaries independence and not dependence on church programmes. Addressing insufficient financial resources, threats to security and environmental issues, it is imperative that the church builds better partnerships with the government, NGOs and communities to increase resource mobilisation, programme coordination and sustainability. In addition, the PCEA Church needs to put in place monitoring and evaluation systems that can be used on a systematic basis to track the impact of its work and make informed decisions on work direction to enhance program results. Lastly, the church should expand the scope of its gender interventions, including early marriages, FGM and women's economic empowerment, to improve the socio- economic conditions of girls and women in Laikipia West Sub-County.

  PCEA Church–Initiated Socio-Economic Development Projects in Laikipia West Sub-County, Kenya · 2026 · DOI

• Declarations The small and non-representative sample size in this study limits its generalisability. Despite this limitation, the findings offer valuable insights into the specific case under inves- tigation. On the other hand, during data collection, some Ethical Approval and Consent to Participate The researchers followed the research clearance procedures and secured a research permit from the University of Dar es Salaam, the Dar es Salaam Regional Administrative Secretary, and the District Administrative Secretary in the selected Districts. In addition, confidentiality, privacy, and the 344 Journal of Human Rights and Social Work (2026) 11:333–345 researcher's beneficence were maintained. Likewise, informed verbal consent was obtained from all participants included in the study. Consent for publication All Authors have accepted the article to be published in the Journal of Human Rights and Social Work. Competing interests The authors declare no competing interests. Internal Review Boards and Guidelines Followed The declaration is not applicable.

  Reintegration of Institutionalised Orphan Children into Families of Origin: Experiences of Social Welfare Officers in Tanzania · 2026 · DOI

• Limitations This study employed a cross-sectional, mixed-methods design and relied primarily on self-reported data from current women beneficiaries of social safety net programs (n = 124) in three purposively selected villages. As such, the findings support associational rather than causal inference. While the analytical models indicate strong and theoretically consistent relationships among public–private partnerships (PPPs), SSNP implementation quality, and women’s empowerment, causal pathways cannot be conclusively established without longitudinal or experimental designs. The focus on current beneficiaries introduces potential survival bias, as women who discontinued participation or were excluded from programs are not captured. Their experiences may differ systematically, particularly with respect to barriers in targeting, grievance redress, or access. Because the sample comprises current beneficiaries, empowerment effects may be overstated if women who exited the program or failed to enroll experienced weaker institutional support or implementation failures not captured in the survey. In addition, although multiple steps were taken to reduce social desirability and recall bias, including neutral enumerator positioning and temporal anchoring of questions, self-reported measures may still be subject to response bias. From an analytical standpoint, core regression assumptions were met, and robustness checks were conducted as described in the methodology. Nonetheless, fuller reporting of scale reliability (Cronbach’s alpha), multicollinearity diagnostics (variance inflation factors), and additional specification tests would further enhance transparency and replicability. Finally, external validity is limited to rural Bushenyi District and comparable contexts with similar institutional and socio-cultural characteristics, cautioning against broad generalization. Barah et al. Discover Global Society (2026) 4:44 Page 15 of 20 5.2 Future research directions Building on the present study’s findings, future research should prioritize the following areas to further explore the mechanisms and outcomes of PPP-based Social Safety Net Programs (SSNPs): i. Causal Identification and Dynamics. Future studies should use longitudinal panel data or quasi-experimental designs such as phased program rollouts, difference-in-differences, or matched comparison groups. These designs would enable more robust causal inferences regarding the impact of PPP quality on SSNP implementation and its effects on women’s empowerment. This would address limitations in identifying long-term causal effects of PPPs and confirm the sustainability of empowerment outcomes. ii. Objective Measurement and Administrative Integration.

  Social safety nets empower women and advance sustainable development in rural Uganda · 2026 · DOI

• A central limitation of this study lies in its reliance on secondary data and historical policy documents. The dependence on these sources may constrain the analysis to the availability, quality, and consistency of existing records, overlooking informal practices or localized (context-based) experiences that are not captured in official sources. As a historical policy analysis, this study does not include primary empirical data (e.g., interviews or field observations), which may limit the ability to capture the perspectives of different stakeholders (e.g., school-level actors, communities, and learners) affected by public–private coexistence in the two countries. Generally, while the historical analysis focuses on Kenya and Tanzania, providing valuable regional insights, the findings from this study should be applied with caution across all Sub-Saharan African contexts, as countries differ in their political, economic, and institutional histories. The PIBP framework is conceptually derived and analytically developed, rather than empirically tested, and its effectiveness may require future empirical validation through pilot implementations and impact evaluation studies. Fute et al.

  A historical policy analysis of public–private education in Tanzania and Kenya for advancing equity through the PIBP framework · 2026 · DOI

• Based on the research objective and conclusion, the researcher recommends the following strategies for better mobilisation of parents' contributions to policy issues, the community and further research. i. Recommendation to policy makers attaining SDGs is only possible if the Government fully promotes SFP sustainability and addresses the parents' contributions to school meals by releasing a circular that clarifies the role of parents in day schools for students. a to ii. The community should participate positively in any community development program that will be introduced to their area. The community should school sacrifice developmental plans without waiting for a donor or the government to act for them. The school and the community may plan to establish new or develop available school farms or gardens to ensure easy availability of school food.

  Driving Motives and Hindrances for Parents to Willingly Contribute to the Sustainability of School Feeding Programs (SFP) in Public Primary Schools in Gairo District Council, Tanzania · 2026 · DOI

• Based on the findings and conclusions of the study, the following recommendations are proposed for policy, practice, and future research: • Education authorities consider should introducing targeted subsidies, grants, or complementary funding mechanisms to reduce overreliance parental contributions, particularly in economically vulnerable communities. voluntary on • National and district-level education policies should provide clear guidelines on parental participation roles, structures in school feeding initiatives to promote consistency and accountability.

  Factors Influencing Parental Engagement in Day Public Secondary Schools’ Feeding Initiatives in Nyamagana District, Tanzania · 2026 · DOI

• The school and home environments should be improved to facilitate the reintegration of pregnant teenagers and teenage mothers into educational institutions by establishing a support centre where girls can be counselled on issues such as sexuality, parenting, and academic performance. The establishment of breastfeeding centres within schools will not only encourage more teen mothers to return to school but will also assist them in raising strong and healthy children. The girls can also participate in the social service programme. Harsh social norms and values that dehumanise teenage mothers and their children must be banned. We recommend that parents prioritise the long-term social benefit of educating a girl over their negative perceptions. There is a pressing need for policy frameworks that actively engage adolescent fathers in parenting responsibilities. This critical review highlights a prevailing gender bias, wherein teen fathers are permitted to continue their education uninterrupted, while teen mothers are often stigmatised and viewed as failures. The limited involvement of fathers in child-rearing presents significant challenges to child development, particularly in the Global South. This critical review reveals that a significant proportion of teenage pregnancies are caused by adult males, underscoring the urgent need for policy reform and stricter legal measures against perpetrators. Existing pregnant policies adolescents and teenage mothers, often without addressing the root causes. It is essential to involve adolescents in policy development to ensure their perspectives are considered. Future research should explore the intersection between teenage pregnancy and statutory rape, including the identification of accountable parties. disproportionately impact CONCLUSION interventions may have We have drawn the following conclusions. First, there is a need for targeted intervention at the school, family, and community levels to educate young teens about sexuality in the global south. From an educational social injustice standpoint, such to begin by questioning and disrupting the social norms of those undervalued teenage mothers and a gender division of labour that assigns childcare and nurturing entirely to women, as well as getting them to school with the support of all stakeholders. If this is not done, teenage mothers will miss opportunities to improve their communities' livelihoods, exacerbating existing injustices. their own and Second, to achieve social justice in education, teachers, school leaders, families, and communities must develop a critical consciousness about oppression and dominant ways of knowing about diversity, particularly among teenage mothers. When teenage mothers are marginalised and have no one to defend them, they feel rejected and are more likely to make decisions that prevent them from pursuing certain economic opportunities. This 238 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Arts and Social Sciences, Volume 9, Issue 2, 2026 Article DOI : https://doi.org/10.37284/eajass.9.2.4881 is likely to lead to an intergenerational impact that would be difficult to reverse. Third, partnerships between schools, families, and community structures may be required to create inclusive schools and communities that value teenage mothers. Fourth, our critical review demonstrates that teenage mothers' social realities are complex and contextual. It is critical to create spaces within social institutions for them to advance in their education. Finally, community-based outreach programs, particularly for teenage mothers with limited social support, are required to address the suggested gap in the global south between policy and practice regarding teenage reproductive health care and teenage mothers' support within schools and other institutions. While policies allow teen mothers to re-enter the school system, there is a hindrance in implementation from administrative bureaucracy and exclusion ideologies at both the school and community levels. This perpetuates social injustices against girls. Schools must be more transparent and educate teenage mothers on their rights, as outlined in the policies that govern them. Teenagers could be equipped with the skills necessary to educate and support one another in schools and communities.

  A Critical Review of Teenage Mothers’ Re-Entry to Schools in the Global South · 2026 · DOI

• livelihood livelihoods improving community Consequently, it remains unclear whether cash transfers provided under the VUP Direct Support programme are in significantly Nyarugenge District. This knowledge gap necessitated the present study, which sought to assess the effect of cash transfers on enhancing community in Nyarugenge District, Rwanda. The findings are expected to provide evidence for policymakers and programme implementers on the effectiveness of cash transfers in promoting sustainable livelihood outcomes. livelihoods to reduce immediate programme aims not only vulnerability but also to promote dignity and stability among the most disadvantaged populations. However, while Direct Support plays a critical role in poverty reduction, its long-term impact depends on the integration livelihood of complementary development, financial inclusion, and social services to ensure sustainable improvements in beneficiaries’ living conditions (MINALOC, 2020; World Bank, 2021). interventions such as 2.1.1 Cash transfer Cash transfers refer to direct monetary assistance given to eligible individuals or households to support minimum consumption, reduce vulnerability, and improve welfare outcomes. In the context of VUP Direct Support, cash transfers are unconditional and directed labour- constrained households with limited or no viable means of earning income. In practical terms, the concept captures not only transfer receipt, but also adequacy, regularity, predictability, and the household uses of the money received. For transfers were study, operationalized through indicators such as expenditure on basic needs, livelihood diversification, asset acquisition, and graduation-related potential. (Ministry of Local Government, 2022). cash this to The study was guided by the following objective: to assess the effect of cash transfers on enhancing community livelihoods in Nyarugenge District. The hypothesis tested was: H1: Cash transfers have a significant positive effect on community livelihoods in Nyarugenge District.

  Effectiveness of Direct Support under the Vision 2020 Umurenge Programme on Enhancing Community Livelihoods. A Case Study of Nyarugenge District, Rwanda · 2026 · DOI

• The state of resources necessary for mainstreaming the out-of-school children into formal primary education This study revealed that the state of resources in COBET centres necessary for mainstreaming out-of-school children into formal primary education was insufficient. The study findings revealed that non-text materials are scarce across the three visited centres, and there is poor utilisation of the available materials.

  Implementing the complementary basic education programme for the purpose of mainstreaming the out-of-school children in Tanzania · 2026 · DOI

• Priorities include integrating gender-responsive budgeting and accountability into TVET systems, expanding gender-transformative institutional practices (including safeguarding and women’s leadership development), strengthening pathways from TVET into decent work through inclusive industry partnerships, and investing in rigorous, context-sensitive impact evaluations of gender-focused TVET interventions, particularly in under-researched regions and sectors.

  Gender Inequalities in Technical and Vocational Education and Training in Sub-Saharan Africa: Institutional, Social, Cultural Drivers and Emerging Interventions · 2026 · DOI

• It recommends: (1) integrating gender-responsive budgeting and accountability into TVET systems; (2) expanding gender-transformative institutional practices, including safeguarding and leadership development for women; (3) strengthening pathways from TVET into decent work through inclusive industry partnerships; and (4) investing in rigorous, context-sensitive impact evaluations of gender-focused TVET interventions, especially in under-researched regions and sectors.

  Gender Inequalities in Technical and Vocational Education and Training in Sub-Saharan Africa: Institutional, Social, Cultural Drivers and Emerging Interventions · 2026 · DOI

• The Latent rating for this policy goal is mainly a result of the lack of data on child development outcomes and the absence of information on whether or not ECE centers comply with different service delivery standards. | 68 the reach of public PPE programs is currently limited by the geographical distribution of primary schools, especially in rural area.

  Impact of Parental Socio-Economic Condition on Access to Early Childhood Education in Bangladesh: Lessons from Japan · 2026 · DOI

• Based on the findings, the study recommends that the Fit Person Program must be implemented in all regions where teen mothers are still subjected to social exclusion, stigma, discrimination, and rejection from peers, schoolteachers and family members. Thus, it would enhance school retention and yield secondary school completion among teen mothers in Tanzania. REFERENCES African Child Policy Forum. (ACPF, 2018). The African Report on Child Wellbeing 2018: Progress in the child-friendliness of African Governments.

  Assessing the Role of Fit Persons in Facilitating Educational Support Services for Teen Mothers in Secondary Schools in Temeke District, Tanzania · 2026 · DOI

• 1. There is need to construct roads to disenclave the subdivision, and improve market accessibility, reduce poverty and improve household expenditure on primary education. 2. A greater portion of state budget for primary schools should be directed to the rural sectors because the sector lacks basic infrastructure and facilities for achieving universal primary education 3. Bottlenecks at receiving government credits for public primary schools should be eliminated to provide adequate funds for carrying out repairs and introducing innovations in primary schools. 4. There is need for private sector participation in funding infrastructure and facilities for primary school education in the subdivision. Oil and logging companies must be compelled to pay part of their loyalties to the Mundemba council to improve the depressed primary school subsector of the subdivision.

  A Promise Unfulfilled. Challenges of Achieving Universal Primary Education (UPE), Access and Quality in Rural Cameroon: Case of Mundemba Subdivision, Ndian Division-South West Region · 2026 · DOI

• To promote boy-child education in Nigeria, the following recommendations are made: 1. The politicians and other members of the public should leave politics out of the education sector and work together towards supporting all the learning institutions to enhance boy-child education. 2. The government should propagate laws making boy-child education compulsory in Nigeria. 3. Entrepreneurship education should be introduced into Nigerian educational curriculum to elicit boy-child enrolment to acquire professional skills for future self-dependence. 4. Advocate for boys education among communities/parents and other stakeholders. Sensitize 5. A series of gender sensitization and awareness campaign workshops and seminars and affirmative action are needed to improve boy child access and participation in education. 6. Undertake continuous review of curriculum/policy documents to ensure gender sensitivity 7. There is need to identify and recognize successful professional men within the District who can act as role models or mentors to the boys. 8. There is need to reinforce legal support for affirmative action program to eliminate discriminatory practices and also ensure that positive steps are taken to increase the number of boys enrolment and retention in both primary and secondary school.

  Wastage of the Boy – Child in Africa: Implications for Educational Management · 2026 · DOI

Most-cited papers in Poverty, Education, and Child Welfare

• Access to education in sub‐Saharan Africa: patterns, problems and possibilities · Comparative Education · 2009 · 190 citations
• Does Money Matter? The Effects of Cash Transfers on Child Development in Rural Ecuador · Economic Development and Cultural Change · 2010 · 182 citations
• Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030 · Sustainability · 2024 · 151 citations
• From <i>Fome Zero</i> to <i>Bolsa Família</i>: Social Policies and Poverty Alleviation under Lula · Journal of Latin American Studies · 2006 · 140 citations
• The Private Schooling Phenomenon in India: A Review · The Journal of Development Studies · 2020 · 102 citations
• The Spread of Primary Schooling in sub‐Saharan Africa: Implications for Fertility Change · Population and Development Review · 2000 · 94 citations
• High Hopes, Grim Reality: Reintegration and the Education of Former Child Soldiers in Sierra Leone · Comparative Education Review · 2008 · 92 citations
• The fiscal cost of weak governance: Evidence from teacher absence in India · Journal of Public Economics · 2016 · 92 citations
• The Causal Effect of Maternal Education on Child Mortality: Evidence From a Quasi-Experiment in Malawi and Uganda · Demography · 2019 · 91 citations
• Measuring Gender Equality in Education: Lessons from Trends in 43 Countries · Population and Development Review · 2017 · 85 citations

Most recent work

• More than just a home: the impact of household conditions on early childhood development in Jordan · Health Education · 2026
• Youth involvement and their Barriers to Tilapia Farming in Central Malawi · African Journal of Food Agriculture Nutrition and Development · 2026
• Beyond Beneficiaries: Spatial Spillover Effects of Social Safety Nets on Food Security in Malawi · Growth and Change · 2026
• Examining the Contribution of Youth Participation to Community Development: Mediating Role of Positive Youth Development in Ethiopia: A PLS-SEM Analysis · Child & Youth Services · 2026
• Preventive Educational Support for Homeless Youth: Reducing School Dropout Rates with Community Tutoring Initiatives in Nepal · Journal of Social Service Research · 2026
• From policy to practice: inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania · International Journal of Adolescence and Youth · 2026
• A historical policy analysis of public–private education in Tanzania and Kenya for advancing equity through the PIBP framework · Discover Global Society · 2026
• Impact of Parental Socio-Economic Condition on Access to Early Childhood Education in Bangladesh: Lessons from Japan · International Journal of Early Childhood · 2026
• The state of girl child education in Uganda and the path forward · Discover Education · 2026
• Effect of Conditional Cash Transfer Programmes on Human Development in Kwara State, Nigeria · International Journal of innovative inventions in Social Science and Humanities · 2026

Related topics in Social Sciences