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This book argues that social and environmental policy should be synthetically treated as one and the same field, that both are but two aspects of the same coin – if sustainability is the goal. Such a paradigm shift is indicated, important, and timely to effectively move towards sustainability. This book is the first to take this approach and to give examples for it. Not to synthetically merge the two fields has been and will continue to be highly insufficient, inefficient and contradictory for policy and public administration aiming for a transformation towards a sustainable world.  In general, social problems are dealt with in one “policy corner” and environmental problems in another. Rarely is social policy (at large) concerned with its impact on the environment or its connection with and relevance to environmental policy. Equally, environmental problems are generally not seen in conjunction with social policy, even though much environmental policy directly relates to health, nutrition, migration and other issues addressed by social policy. This book intends to correct the pattern to separate these very significant and large policy fields. Using examples from diverse academic and applied fields, it is shown how environmental policy can (and should) be thought of as social policy – and how social policy can (and should) simultaneously be seen as environmental policy. Tremendous benefits are to be expected.

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It is becoming increasingly clear that the future of the world cannot be sustained without scientific support, analysis, prediction and the use of scientific achievement. The immensity of the problems confronting us, coupled with the limited financial resources available, urgently demand the selection of priority areas of research, with a global combination of scientific effort. The new geopolitical situation has uncovered Russia's and the former Soviet Union's scientific potential. This has given rise to wider opportunities for involvement in work on international projects and programmes, many of which are discussed in the present volume. The book addresses specifically priority fields of science in which joint, multidisciplinary research should be developed, encompassing rational use of natural resources and regional sustainable development, as well as the monitoring of the biosphere's ecosystem state and the risks of natural and anthropogenic hazards, and the creation of new materials and technologies. The list of priorities includes Siberia's economic, social and humanitarian problems, as well as the development of information systems for the rapid exchange of scientific data. There is a recognised need for the involvement of young scientists in partnership laboratories, in a probationary capacity.

Learning Policy identifies for the first time a new area of social policy. The distinguishing feature of this new policy is that it integrates education and training with the economy in an unprecedented manner. This integration is undertaken as part of economic development alongside social policies contributing to the reforms of the welfare state. The evolution of such a policy is traced through five phases in England and Wales from the post-war settlement represented by the 1988 Education Act and the 1992 Further and Higher Education Act. In the latest phase of Learning Policy, the New Labour government is seen as moving further toward privatizing education and training at all levels at the same time as using a regionally differentiated education and training system for social control. In conclusion, an alternative direction for education and training is indicated.

This edited volume focuses on how international education policy, set by international policymakers and donors, influences local education policy in developing countries. The book’s primary purpose is to give voice to scholars from developing countries and regions around the world by inviting them to explore how the international policy, invariably linked to international aid, influences education policy formation and implementation in their country or region and how this influence does or does not meet the local cultural, social, economic, and political needs. A relatively recent and small body of research and commentary supports a discourse that questions how well international education policy mandates such as Education For All serve the needs of developing countries. The intent of this book is to advance this discourse by giving voice to local scholars who observe and study the donor process. The book will be divided into two sections: the first section will set the stage for the discussions in the second section by providing theoretical and historical context for international education policy. As a framework for understanding, the book adopts the position that international policy does not have either the ability or the intent to serve the widely diverse needs of development around the world. International education policy has been formed, historically, by wealthy nations and agencies dominated by Western  theoretical paradigms. In recent years, donor countries have made an effort to collaborate with developing countries in developing international education policy goals; however, this collaboration has been limited. Following establishment of the context of international education policy, section II of the book provides a forum for scholars from around the world to openly discuss and critique the impact of international policy on education in their country or region.

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