McLinden M. et al (2018) ‘Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective’ International Journal of Early Childhood 50.2: pp 159–174.
Greenwood, M. (2017) ‘The capacity of community-based participatory research in relation to disability and the SDGs’ Disability and the Global South 4.1: pp. 1143-1163
This paper has highlighted an alignment between the aims of the 2030 Agenda and the nature of disability-focused CBPR. It has also demonstrated CBPR in practice in the global South and raised tensions and dilemmas that need to be acknowledged as significant, but worth the time to navigate the uncertainty to see change.
Blog: Disability and school-readiness in rural Malawi
Paul Lynch explores how young children with disabilities are supported and prepared for primary education in rural Malawi.
The University of Birmingham (UoB) and Sightsavers International invited researchers and academics from leading institutions working in the areas of early childhood development and education (ECDE) and special educational needs and disability (SEND), educational psychology, applied anthropology, and epidemiology in Malawi, the UK and the USA to co-design and conduct an innovative three-year study.
Donors and international organizations involved in dispersing foreign aid now routinely employ contracts with service providers, in international health service development and delivery. The research aims to understand the nature of the impact these actors have in global health development objectives.
Youth poverty is important, not least because of its implications for the future, yet rural youth poverty in particular has received little attention from researchers or policy makers. The recent innovation in policy responses to poverty in sub-Saharan Africa has been social cash transfer (SCT) schemes.