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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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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.

Medicines are vital in improving patient health outcomes and pharmaceutical policy is a fundamental component of any health system. However, the global pharmaceutical policy is ever-evolving and data and quality ‘research-based information’ in this field are scarce. This book fills this gap and provides up-to-date empirical information and evidence-based synthesis. It focuses on pertinent key issues in global pharmaceutical policy including medicines safety, generic medicines, pharmaceutical supply chain, medicines financing, access and affordability of medicines, rational use of medicines, pharmacy health services research and access to vaccines and biological products. Featuring policy case studies from varied countries such as Mexico, Russia, China, Kyrgyzstan, and Pakistan, this book comprises a valuable and comprehensive resource for students, funders, policymakers, academics, and researchers interested in this field.

This book assesses the instruments and measures geared towards determining the EU's relations with it's neighbours. These are channelled on the one hand by the enlargement policy focusing on the Western Balkans and on the other hand by the neighbourhood policy which will enable the integration of Central and Eastern European neighbouring countries without offering membership. Both of these policies have strong local and regional effects in the EU's neighbouring countries. However, little attention has been paid to the perceptions of and impact of these policies in the neighbouring countries themselves.  By presenting theoretical contributions and empirical case studies drawing on qualitative and ethnographic fieldwork, this book provides new insights that will be of great interest for students, researchers and practitioners in the fields of Geography, Sociology, Political Science and European Studies.