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Background: Evidence from low‐income settings around early education interventions that can improve young children's development is sparse, particularly with regard to the most marginalized children. This study used a two‐arm parallel cluster randomized control design to evaluate the impact of an adapted staff training programme on the developmental outcomes of children attending community‐based early learning centres in Thyolo district, rural Malawi. Methods: At baseline we randomly selected 48 centres, from each of which 20 children were randomly selected, although data from one centre was incomplete resulting in 932 children from 47 centres. Centres were randomly allocated to either the intervention or control arm. Twelve months later, follow‐up data were collected from 44 centres. At baseline and endline, community‐based childcare centre (CBCC) managers provided information about the centre, and parents/guardians provided information on the children, including the primary outcomes of age‐standardized development scores in the language and social domains, measured using the Malawi Developmental Assessment Tool. Children in the bottom 2.5 percentile of either domain were considered to have a delay; a third outcome variable, Any Delay, was developed to indicate children with a delay in either or both domains. Centre‐level mean scores were calculated, and linear regression models were constructed to assess differences between baseline and endline and between allocation groups. Results: Analysis of the difference between baseline and endline measures in the allocation groups shows a non‐significant reduction in delay associated with the study intervention across all domains. Adjustment for baseline characteristics within the CBCCs showed little impact on the magnitude of the observed effect, and the difference remained non‐significant. Conclusions: Despite no observed differences between allocation groups, the data did indicate a positive change in the intervention groups in both domains, particularly language. Community‐based early learning in Malawi holds tremendous potential for promoting inclusive development and learning.

Whilst transition to primary school is a commonly experienced phenomenon for most children, some groups of children, including those with disabilities, are less likely to engage in the process because it can be very challenging for them and their families. This article presents evidence from a review of research looking at the transition of children with disabilities within early childhood and primary education in low income countries in Sub-Saharan Africa. From the meta-aggregation, three central areas were identified within the topic of transition of children with disabilities to primary school in sub-Saharan Africa: key actors, obstacles and enablers. Although this review identified some of the main obstacles to transition related to finance, it has highlighted the fact that many children with disabilities and their parents wish to attend school, and there are a number of ways to support and enable successful transition from home to school.

This editorial is the first of a two-part critical reflection upon the progress of Hospitality & Society in its first ten years in relation to the original aims and ambitions. Drawing primarily upon the Dimensions database, a field of research analysis indicates the journal achieving multidisciplinary coverage through its publications with the four most popular fields being: studies in human society; sociology; commerce, management, tourism and services; business and management. The wide range of authors’ disciplines and subjects suggests the metaphor of hospitality is mobilizing meanings across disciplines, geographies and sectors of hospitality studies. Academic journals and books publishing papers citing articles from Hospitality & Society further reflect the breadth of the journal’s impact and reach and the relevance of hospitality to many aspects of society. Evolution of the journal is considered in relation to the editorial team’s structure as well as that of the editorial and advisory boards’ composition, acknowledging implications for the types of knowledge generated. The goal of inclusivity is considered in relation to language and contributing authors’ geographical distribution. An interdisciplinary turn in hospitality studies is noted. Key steps in the journal’s development are noted in relation to sponsorship, journal quality grading and its implications, as well as the importance of the publisher’s values. The editors give thanks to all those involved.

This article is the second part of a critical reflection upon the progress of Hospitality & Society in its first ten years. Analysis of the articles published highlights conceptual contributions made to the field of hospitality studies. Thirteen major themes are identified: conceptualizations of hospitality; migration and labour; lifestyle; social hospitality; hospitality, consumption, global citizenship and ethics; addressing neglected areas of research; hostipitality, violence and exploitation; hospitality careers and higher education; historical studies; image and identity; space, design and food; hospitality management and neoliberalism; hospitality and technology. Following reflection on the original goals of Hospitality & Society and the progress made, a research agenda is proposed emerging from the analysis contributing to the aim to transform the landscape of hospitality scholarship.

This was the editorial for the first issue of Hospitality & Society, published in 2011. It has been reprinted to help contextualize the reflections in this 10-year anniversary issue, which consider how the journal has evolved, how its contributions have advanced the study of hospitality and society, and the future for the journal and the field. The editorial provides a narrative review of the disparate ways that hospitality has been conceptualized and studied by different disciplines. It explores hospitality as social control, as social and economic exchange and as metaphor. The piece proposes an inter- and multi-disciplinary research agenda for hospitality studies, which encompasses diverse intellectual, philosophical, methodological, ethical and political perspectives. It concludes by outlining the journal’s ambitions in fostering critical debate.

This article explores impressions of welcome and non-welcome in relation to a guided day tour in mainland China. The study is contextualized with regard to hospitality as ethics and tourism as a stage where the struggle for hegemonic ideology occurs. It focuses upon the author’s cognitive and emotional reception of the guides’ narratives and explores the mundane ideologies of (in)hospitality present drawing upon analysis of autoethnographic notes captured through sociological impressionism. Elements of the narrative sustaining the (in)hospitality discourse are identified. The tour serves as an embodiment of national hospitality and the guide as an ideology refractor. Ideological hospitality is one of the conditioning elements embedded in the hospitality interaction. Consideration is given to how tours might be ‘rehumanized’ through a social justice and equity guiding philosophy and education. In so doing, the study contributes to discussion regarding the possibilities of a hospitable society.

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.

Focussing on the experiences and perceptions of parents and volunteer caregivers of children with disabilities, this paper reports on a study that explored the provision of early childhood development and inclusive education for children with disabilities in rural Malawi. Drawing on a community-based participatory research (CBPR) design, ten local community researchers and two Malawian researchers collaborated to interview forty caregivers and parents of children with disabilities attending ten Community Based Care Centres (CBCCS) in Southern Malawi. Findings are reported through four key themes: experiences of disability, inclusion, learning and developmental progress; factors influencing non-enrolment and absenteeism; barriers to learning and progress; and accountability and support channels. Five key components were highlighted: 1) relevance of peer interactions for learning outcomes and wellbeing; 2) the importance of the CBCC as (a model for) a safe space against discrimination; 3) relevance of quality education and pre-school teacher training; 4) necessity of material support to decrease absenteeism; 5) the need for greater community and state support for children with disabilities. The implications of the study’s findings are discussed, including the importance and relevance of considering the perspectives of community based actors in program and policy design.

Background:\ud Early childhood development (ECD) is a critical stage in children's lives, influencing future development and social integration. ECD research among children with disability and developmental delay in low‐ and middle‐income countries is limited but crucial to inform planning and delivery of inclusive services. This study is the first to measure and compare the prevalence of disability and developmental delay among children attending preschool centres in rural Malawi.\ud \ud Methods:\ud A cross‐sectional survey was conducted in 48 preschool centres in Thyolo district, Malawi. Data were collected from parents or guardians of 20 children per centre. Disability was ascertained using the Washington Group/UNICEF Child Functioning Module. Child development was measured using the language and social domains of the Malawi Development Assessment Tool.\ud \ud Results:\ud A total of 960 children were enrolled; 935 (97.4%) children were assessed for disability and 933 (97.2%) for developmental delay; 100 (10.7%) children were identified as having a disability. The prevalence of disability was higher among children 5+ years (n = 60; 29.3%) than children 2–4 years (n = 40; 5.5%); 109 of 933 (11.7%) children were classified as having developmental delay, 41 (4.4%) in “language” and 77 (8·3%) in “social” domains.\ud \ud Conclusions:\ud This study found that disability and developmental delays are common among preschool children in Malawi. It is one of the first to measure disability and delay among children in a preschool setting in Africa.

Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.

In recent years, school readiness has become increasingly contested by early childhood researchers resulting in a lack of agreement on how it should be conceptualised and assessed, particularly in relation to children with disabilities. This article responds to some of these arguments by carrying out a critical examination of the literature surrounding early childhood education and care, assessment procedures, and cultural background in relation to school readiness. Evidence from the review revealed that there are few assessment instruments that capture the contextual aspects of children’s early learning and development, such as their cultural background, linguistic diversity or level of impairment or disability. We draw on the evidence to propose a holistic model of school readiness that can be used to help us to understand the transition of children with disabilities into primary educational settings in a low-income country in sub-Saharan Africa. We conclude that children’s assessment instruments should provide an accurate yet nuanced picture of children, within their context, alongside information that can support them into primary school. In doing this, it is vital to use contextual measures that are inclusive of children with different abilities and consider the constraints that may prevent them from going to school.

This longitudinal research positioned at the juncture of tourism, entrepreneurship and transition economies studies investigates the specific informal personal network veza of tourism entrepreneurs. The study discusses the triggers of network formation and their role and utilisation through the entire business lifecycle. Findings demonstrate that veza ties have a dual role in the lifecycle both as main facilitator of entrepreneurial activity and as driver of success of entrepreneurial ventures by providing necessary resources and overcoming barriers in a turbulent institutional environment. This study contributes to tourism social sciences by providing an integrative framework to study the emergence, formation and utilisation of entrepreneurial informal networks in tourism in transition economies.