Impact of social protection on gender equality in low‐ and middle‐income countries: A systematic review of reviews

Perera, Camila; Bakrania, Shivit; Ipince, Alessandra; Nesbitt-Ahmed, Zahrah; Obasola, Oluwaseun; Richardson, D. L.; Scheur, Jorinde Van de; Yu, Rong

doi:10.1002/cl2.1240

Cited by 27 publications

(15 citation statements)

References 111 publications

(467 reference statements)

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“…Overviews synthesise findings from reviews that are themselves synthesised products. Consequently, specific design and implementation features of primary studies are difficult to identify if these are not explicitly addressed by authors of the reviews (Perera et al., 2022). Similarly, the quality of primary studies is almost impossible to ascertain if reviews do not critically evaluate these.…”

Section: Discussionmentioning

confidence: 99%

“…As subject‐based curriculum approaches are considered the status quo, primary studies usually set out to investigate the effects of more integrated approaches. Given that studies finding significant effects, in particular positive effects of interventions, may be more likely to be published than those without significant effects or negative ones (also see Perera et al., 2022), this would have been a crucial aspect to investigate. Moreover, discussions of risk of bias other than publication bias were lacking.…”

Section: Discussionmentioning

confidence: 99%

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Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Kreijkes,

Greatorex

2024

Review of Education

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There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject‐based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article reports a review of reviews to examine how the learning outcomes of students following more subject‐based or more integrated curriculum approaches compare based on empirical research that uses control groups. The literature from 1990 to mid‐2022 was systematically searched. A final sample of nine reviews was included and critically appraised using the AMSTAR 2. The evaluation found that all reviews were of critically low quality. Within the reviews, relatively few primary studies concerned the primary school or secondary school level and had control groups. There was variation in outcomes reported between studies, but these tended to either find positive effects of integrated approaches or no differences between groups. Very few primary studies found detrimental effects of interventions involving integrated approaches. Various methodological issues as well as complexities of integration need to be considered when interpreting the findings. Overall, we conclude that based on the limitations of the current evidence, neither strictly subject‐based nor more integrated approaches can be regarded as superior for students' learning outcomes. Implications for theory, research and practice are discussed.Context and implicationsRationale for this studyThere is a need for understanding the current evidence for comparative effects of subject‐based and integrated curriculum approaches on students' learning experiences and outcomes.Why the new findings matterThe findings can inform the long‐lasting, international debates regarding the best ways of structuring the curriculum.Implications for practitioners, curriculum designers and researchersThis review of reviews demonstrates that it is crucial for all stakeholders to move away from the false dichotomy of ‘subjects’ versus ‘integration’ and to recognise the various ways in which subjects can be integrated. Based on the reviewed evidence, neither strictly subject‐based nor integrated approaches are superior for students' learning. A well‐implemented approach drawing on the best of both worlds is likely required in practice, but more research is needed to explore this. The findings can inform researchers about what studies are needed to move the debate forward, including studies that use adequate control groups and consider affective outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Kreijkes,

Greatorex

2024

Review of Education

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“…This increased inclusion could be driven by a combination of legal and policy considerations, which explicitly target these individuals as eligible beneficiaries, and a lack of alternative support systems for this demographic, making social protection programs a critical source of assistance [44]. Additionally, gender disparities and the societal recognition of their vulnerabilities may further contribute to their prioritization in such programs [45]. These insights highlight the complex interplay of individual characteristics, socioeconomic factors, and program design, emphasizing the need for tailored policies that address the unique needs and circumstances of persons with disabilities [26, 46].…”

Section: Discussionmentioning

confidence: 99%

Exploring Access to Social Protection for People with Disabilities in Bangladesh

Rahman,

Rana,

Rahman

et al. 2023

Preprint

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PurposeThis study aimed to assess the accessibility of social protection programs for individuals with disabilities in Bangladesh and identify factors at the individual, household, and community levels influencing this accessibility.MethodsWe analyzed data from 4,293 respondents in the 2021 National Survey on Persons with Disabilities. We categorized participation in social protection programs as follows: no assistance (0), support received within six months (1), and support received beyond six months (2). Explanatory variables were considered at individual, household, and community levels. A multilevel multinomial logistic regression model assessed associations, with two age groups: 0-17 and 18+.ResultsOnly 38% reported inclusion in social protection programs within six months, rising to 48% for support beyond six months. Disability allowances were the most common, followed by old age allowances and VGD/VGF assistance. Inclusion was likelier for older, unmarried, widowed, divorced, or separated individuals with disabilities. Conversely, those with higher education, wealthier households, and residing in Dhaka division were less likely to be included. Among children aged 0-17, multiple disabilities increased the likelihood of inclusion.ConclusionThese findings underscore the urgent need for more comprehensive and inclusive social protection policies and programs to support the well-being of individuals with disabilities in Bangladesh.

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“…Social protection is defined as policies and programs that help individuals and societies manage risk and uncertainty, protect them from poverty and inequality, and allow them to access economic opportunity [10]. They reduce poverty, inequality, and the prevalence of ill health; foster gender equality; and stimulate economic growth [11, 12, 13, 14]. Social protection programs that cater to the poorest populations can alleviate inequality [15].…”

Section: Introductionmentioning

confidence: 99%

Missing the vulnerable – Inequalities in social protection among the general population, people living with HIV, and adolescent girls and young women in 13 sub-Saharan African countries: Analysis of population-based surveys

Chipanta,

Amo-Agyei,

Hertzog

et al. 2024

Preprint

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Inequality in access to services is a global problem mainly impacting the poorest populations. The role of social protection in reducing inequalities is recognized, but few studies have investigated whether social protection benefits people facing considerable socioeconomic inequalities. We assessed inequalities in receiving social protection among the public, men and women living with human immunodeficiency virus (PLHIV), and adolescent girls and young women (AGYW), using population-based data from 13 African countries. We constructed concentration curves and computed concentration indices (CIX) for each country and population group. We also conducted a desk review of social protection in the studied countries where information was available on the characteristics of social protection programs and their access by the general population, PLHIV, and AGYW. The sample size ranged from 10,197 in Eswatini to 29,577 in Tanzania. Women comprised 60% or more of PLHIV in the surveyed countries. 50%–70% of the respondents were unemployed, except in Cameroon, Kenya, and Uganda, where less than 50% were unemployed. Generally, the proportion of respondents from wealth quintile one (Q1), the poorest 20% of households, was like that from Q2–Q5. The proportion of the general population receiving social protection varied from 5.2% (95% Confidence Interval 4.5%–6.0%) in Ethiopia to 39.9% (37.0%–42.8%) in Eswatini. Among PLHIV, the proportion receiving social protection varied from 6.9% (5.7%–8.4%) among men living with HIV in Zambia to 45.0% (41.2–49.0) among women living with HIV in Namibia. Among AGYW, the proportion varied from 4.4% (3.6–5.3) in Ethiopia to 44.6% (40.8–48.5) in Eswatini. In general, 15% or less of the respondents from Q1 reported receiving social protection in eight countries (i.e., Cameroon, Côte d'Ivoire, Ethiopia, Kenya, Malawi, Tanzania, Uganda, and Zambia), with 10% or less in three countries (Cameroon, Côte d'Ivoire, and Ethiopia); 15%–20% in Rwanda, 30% in Zimbabwe, 40% in Lesotho, and more than 50% in Eswatini and Namibia. Among the wealthiest quintiles (Q5), the proportion receiving social protection ranged from 3.6% (2.6%–5.0%) in Ethiopia to 19.7% (16.25–23.8%) in Namibia. Only in countries with higher social protection coverage did the proportion of the poorest wealth quintile households reached also high. Socioeconomic inequalities in receiving social protection favored the poor in 11 out of 13 countries and the rich in Cameroon and were undefined in Côte d'Ivoire. The CIX values for socioeconomic inequalities in receiving social protection in these 11 countries ranged from −0.080 (p=0.002) among the general population in Malawi to −0.372 (p< 0.001) among WLHIV in Zimbabwe. However, in 8 countries (Cameroon, Côte d'Ivoire, Ethiopia, Kenya, Malawi, Tanzania, Uganda, and Zambia) of these 11 countries, 15% or less of the population from the poorest wealth quintile received social protection. In the countries surveyed, access to social protection for the general population, MLHIV and WLHIV, and AGYW was generally low but favored people from poor households. However, pro-poor social protection, although necessary, is not sufficient to ensure that people from the poorest households receive social protection. Further research is required to identify and reach people from the poorest households with social protection in sub-Saharan Africa.

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Impact of social protection on gender equality in low‐ and middle‐income countries: A systematic review of reviews

Cited by 27 publications

References 111 publications

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Exploring Access to Social Protection for People with Disabilities in Bangladesh

Missing the vulnerable – Inequalities in social protection among the general population, people living with HIV, and adolescent girls and young women in 13 sub-Saharan African countries: Analysis of population-based surveys

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