The Netherlands recently experienced a crisis in childcare benefits, leading to ‘unprecedented injustice’ for many parents falsely accused of defrauding the childcare benefit system. This crisis highlights multiple barriers in parents’ ability to access childcare already evident prior to the crisis, including the far-reaching digitalisation of social policies and childcare benefits in particular. Digitalisation can make parents feel childcare services are less accessible, thereby creating or exacerbating existing inequalities in childcare use. Parents may also lack the skills needed to navigate complex application procedures, which can affect their perceived access to childcare benefits, particularly in market-led systems with greater reliance on government benefits to cover the high costs of childcare. Extending recent research on childcare capabilities, we investigate the extent to which digital and functional literacy affect parents’ perceived access to childcare benefits in the Netherlands. The results from our exploratory quantitative analysis provide a starting point for understanding the understudied relationships between digitalisation, parents’ abilities to navigate complex childcare or other policy systems, and their (perceived) ability to access childcare benefits. We use these findings to develop multiple future research recommendations in the childcare policy literature.

Mīrzā Ḥasan Rushdīyeh (1860(?)–1944) was a lower-ranking Azeri-Iranian cleric, constitutionalist, and educational reformer who was a major pioneer of new (jadīd) primary schools in Iran. This article shows that in 1889 Rushdīyeh, through training he had received in Beirut, introduced new schools into Iran based on changed pedagogy and modern disciplines. It argues that although the schools drew fierce opposition from maktab custodians and certain Qajar courtiers, they gradually increased in authority until the Reza Shah state appropriated them, with some modifications, as normative schooling called the dabestān. In English and Persian scholarship, we lack a substantial history of Rushdīyeh’s new schools. Drawing on previously unexamined sources, including his Iran and Ottoman diaries, this article examines Rushdīyeh’s educational work in the broader intellectual and political history of the period.

Human anthropometric traits, while significantly determined by genetic factors, are also affected by an individual’s early life environment. An adult’s body height is a valid indicator of their living conditions in childhood. Parental education has been shown to be one of the key covariates of individuals’ health and height, both in childhood and adulthood. Parental functional literacy has been demonstrated to be another important determinant of child health, but this has largely been overlooked in studies on height. The objective of this study was to analyse the associations between parents’ education, their functional literacy and their children’s adult body height. The study used data for 39,240 individuals from the 2016 wave of the nationally representative Life in Transition Survey (LITS) conducted in 34 countries in Southern and Eastern Europe, the Middle East and Central Asia. Using linear and Poisson models, regression adjustment treatment estimators and multilevel mixed-effects linear regressions, the study analysed the links between mother’s and father’s educational attainment, parental functional literacy, measured by the number of books in the childhood home, and children’s adult height. The models also included other individual and contextual covariates of height. The results demonstrated that mother’s educational attainment and parental functional literacy have independent associations with children’s adult body height. Sufficient literacy skills of the parent may have a positive effect on children’s growth even if parental education is low. These associations remained significant across time. The study also provides evidence of a widening of the height gap for men born in the period just before and after systemic transition in post-socialist societies, which may suggest an increase in social differences in early living standards.