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Sustainability problems are widely recognised as wicked problems. The scientific expertise needed to deal with multifaceted and complex sustainability problems requires innovation, creative thinking, action-orientated and transdisciplinary approaches. This chapter explores the transdisciplinary approach with sustainability lenses and highlights the need of transdisciplinary practice as one of the guiding principles of education for sustainability by bringing about mutual learning, collaborative research, and problem solving processes among academia, business, government and civil society. The concept of linking knowledge to action for sustainability requires a very different type of education to generate the knowledge that matters to people's decisions and education. From analysing the principles and different implications of the transdisciplinary approaches on both sustainability research and education and revising some implementation experiences on transdisciplinary education approaches for sustainability it is concluded, that transdisciplinarity has the potential to break the dominant fragmentary disciplinary thinking. Some of the assessments of transdisciplinary experiences suggest that there is a need to focus on education professionals training and on the revision of the best practices. ; Postprint (published version)

An earlier examination of the relationship between states' per capita expenditures for public welfare and their divorce rates found no relationship between the two for observations prior to 1985. However in 1985, the two were related, states' public welfare expenditures being inversely predictive of their divorce rates: the less states' spent for public welfare, the higher their divorce rates, and conversely, the more they spent, the lower their divorce rates. Translated, this meant that family life was less stable in states that did less to support family life and more stable in states that did more to support family life. This finding is important because of the wide‐spread belief that government social programs undermine family life and foster family break‐up.

"China's contemporary political economy features an emboldened role for the state as owner and regulator, and with markets expected to act in the service of party-state goals. How has the relationship between the state and different types of firms evolved? This Element situates China's reform-era political economy in comparative analytic perspective with attention to adaptations of its model over time. Just as other types of economies have generated internal dynamics and external reactions that undermine initial arrangements, so too has China's political economy. While China's state has always played a core role in development, over time prioritization of growth has shifted to a variant of state capitalism best described as, "party-state capitalism," which emphasizes risk management and leadership by the Chinese Communist Party (CCP). Rather than reflecting long-held intentions of the CCP, the transition to party-state capitalism emerged from reactions to perceived threats and problems, some domestic and some external. These adaptations are refracted in the contemporary crises of global capitalism."

An exhaustive narrative of political integration from the early years of the PRC to the present era of economic reform that foregrounds ethnic politics while problematizing the contradiction between a highly centralized state and persistence of local variations

Our contribution attempts to review basic vocational education programmes
in Spain over the past 25 years. We intend to compare the evolution of
these programmes in terms of conception and conditions of delivery in order to
find out how different they are as skill-formation and remedial systems, as well as
analysing how different political views have an impact upon such provision. We
will focus on the current programmes in two regions in Spain where tourism is the
main economic strength and source of employment. The authors have been working
on several research projects investigating these issues since the late 1990s and
we are currently working on two of them.

State aid (giving economic advantage to certain economic entities or groups of economic entities by granting subsidies and loans under more favorable conditions, state guarantees, tax breaks and tax exemptions, selling public property under particularly favorable conditions, etc.) may be economically justifiable but entails the risk of distortions of market competition. The EU has strict rules in the area of providing and controlling state aid, which aim to minimize state aid while minimizing competition. Fulfilling some of the commitments undertaken in the EU accession process, the Republic of Serbia passed the State Aid Control Act in 2009, which ceased to be valid with the adoption of a new State Aid Control Act in 2019. The share of state aid in Serbia's GDP is substantial but insufficiently transparent, which justifiably raises the issue of its impact on fair competition. The reform of the Serbian state aid policy is necessary, first and foremost, in order to significantly reduce this aid and to properly select the beneficiaries. The starting point for an effective state aid policy is legal regulation and its implementation but, above all, the genuine independence and responsibility of the institutions in charge of controlling its implementation. It is necessary to find modalities that will ensure that the general interest and economic efficiency are above individual interests. This paper aims to promote awareness about the impact of state aid on economic efficiency, to analyze the legal solutions and the institutional framework in this field in Serbia, and to present the EU state aid policy. The emergence of excessive, improperly selective and uncontrolled state aid can have profound negative consequences on social well-being, for which reason it is necessary to properly standardize and implement the rules envisaged in this area of law.

We examine the link between the political participation of the young and fiscal policies in the U.S. We generate exogenous variation in participation using the passage of preregistration laws, which allow the young to register before being eligible to vote. After documenting that preregistration promotes youth enfranchisement, we show that preregistration shifts state government spending toward higher education, the type of spending for which the young have the strongest preference. A 1% increase in youth voter turnout generates a 0:77% increase in higher education spending. The results collectively suggest political responsiveness to the needs of the newly enfranchised constituency.

Disaster science is increasingly incorporating interdisciplinary methods and participatory research techniques. Yet, traditional higher education programs remain focused on lecture. More examples of educational efforts that meet the needs of future researchers and practitioners to foster collaboration across disciplines and with communities are needed. This paper describes one such effort that included three projects co-designed and co-led by university students, faculty, and community residents to address flooding challenges in socially vulnerable neighborhoods. This paper provides an overview of the educational programs, the three projects, and the feedback from graduate and undergraduate students who helped initiate these efforts, and discusses the benefits and challenges for similar interdisciplinary and participatory educational programs. Benefits for students include increased interdisciplinary dialogue, improved science communication, increased research participation, real-world research experience, and awareness of resident perspectives and knowledge. Challenges include a lack of cultural competency among students, time needed to earn resident trust, and mismatched community, academic, and student schedules.

Title from cover. ; Index to U.S. government periodicals ; Public Affairs Information Service bulletin ; Mode of access: Internet.

This article is drawn from a larger case study analysis of Black mobilization around community control of schools in New York City and Black support of African American immersion schools in Milwaukee. The study examines how sociopolitical context influenced the two Black urban school districts to pursue school reform models that used persistent segregation as the center-piece for reform. The study reveals that using an all-Black setting as a foundation for school reform presents challenges that can threaten the intended reform. It is concluded that despite potential challenges, if residential patterns and demographic changes continue to undermine integration efforts, then racially relevant alternatives that build on tenets of Black nationalism and Afrocentricity will find a broader audience in urban school districts eager to find remedies to address the problems associated with persistent segregation.

In their recent work both John Rawls and Joseph Raz have shown a keen awareness of the need to address the challenges associated with the cultural diversity so characteristic of many liberal democracies. However, a number of the issues raised by non-liberal minorities in Britain in relation to educational policy suggest that these prominent liberal responses ultimately fail to address the complexities of the problems posed by cultural pluralism. Nonetheless, these two approaches identify important considerations which will have to be taken into account by any adequate response to cultural diversity. Viewed together, Rawls' emphasis on political stability and Raz's recognition of the pervasiveness of cultural membership imply that a genuine accommodation of cultural membership can only be achieved within the context of a dynamic political community.

Based on a dialectical model of correspondences and contradictions within and between education and work, the main functions of vocational education (in the broadest sense, including all kinds of work-relevant learning, both on and off the job) in capitalist countries are examined. Corresponding to the profit interests of private firms, vocational education here contributes to a very high specialization (either theoretical or practical), an abstract achievement orientation (instead of interest in concrete work tasks), hierarchical conformity, low sense of responsibility for other people and for future generations, selfish competition (at the expense of solidary cooperation) and the beliefs of self-worth of the 'winners' and of a lack of self-worth among the 'losers'. To get the opposite results, a closer combination of scientific education and practical training, early job experiences and repeated participation in formal education throughout adult life are required, but also major changes in the occupational system, particularly a substitution of democratic forms of direction and control for rigid hierarchies and by periodical rotation between higher and lower positions. The growing 'over-education' and legitimation crisis in industrialized capitalist countries present contradictions which may only be reconciled by a major change in both areas.