Laws

This article examines the subject of SME failures due to financial distress in emerging economies by focusing on Uganda as a case study. It adopts a convergent doctrinal and empirical approach, drawing on existing black letter law and literature alongside some of the empirical data obtained from a survey of SME business owners impacted by financial distress, a survey of accredited insolvency practitioners and exchanges from a stakeholder workshop on SME insolvencies in Uganda. The article examines existing legal, regulatory and procedural frameworks on corporate rescue and the identified gaps exacerbating SME failures in unpacking why, despite the availability of these frameworks, business rescue as the policy objective of Uganda’s insolvency law has yet to be fully achieved. The article devises a recommended toolkit that if adopted, may guide the approaches needed to improve SME rescue, and meet legal and statutory objectives of Uganda’s insolvency frameworks to enhance economic stability.

This study represents a bibliometric analysis of the global scholarship on institutional rights in education, based on 192 reviewed publications from the Web of Science database, which includes the 2000–2025 period. Research has developed in three different phases: the initial phase (2000–2006) focused on basic topics such as legal regulation, provision of public services, and administrative discretion; the developmental phase (2007–2013) addressed increasing emphasis on representative bureaucracy, availability, and judicial intervention; and the rapid development phase (2014–2025) emphasized digital transformation, transparency, and international cooperation. The keyword analysis reveals a thematic shift from traditional topics such as the “legal system” and “public service” to current issues such as “digital administration,” “social justice,” and “representative bureaucracy.” Research production remains geographically concentrated in North America and Europe, and contributions from Asia, Latin America, and Africa appear. The main institutions include Harvard University, Oxford University, and Leiden University, while influential authors such as Cooper K.W., Schiff D., and Busuioc E.M. have shaped theoretical and empirical advances. Network visualization and historical clustering illustrate the developing thematic structure and interconnection in the field. This analysis provides valuable knowledge for politicians, educators, and researchers who, in the dynamic global context, navigate the penetration of constitutional principles and education management.

Since 2017, more than a dozen civics institutes have been founded at America’s public universities, marking a renaissance in civic education. Grounded in the liberal arts, these institutes rightly restore the pursuit of knowledge for its own sake and reconnect citizens to the nation’s past. Yet liberal education requires assistance to help students navigate today’s data-driven republic, where questions of law and justice increasingly turn on the interpretation of evidence. This article proposes a balanced model for civics education—a “renewed civic pragmatism”—that unites the historical connectedness of liberal learning with the technical skills required for public life and the rule of law. In doing so, civics education recovers its role as a bridge between moral principle, empirical judgment, and the pursuit of justice under law.