Suchergebnisse

The current share of sub-Saharan Africa in global carbon dioxide emissions is negligible compared to major contributors like Asia, Americas, and Europe. This trend is, however, likely to change given that both economic growth and rate of urbanization in the region are projected to be robust in the future. The current study contributes to the literature by examining both the direct and the indirect impacts of quality of institution on the environment. Specifically, we investigate whether the institutional setting in the region provides some sort of a complementary role in the environment-FEG relationships. We use the panel two-step system generalized method of moments (GMM) technique to deal with the simultaneity problem. Data consists of 43 sub-Saharan African countries. The result shows that energy inefficiency compromises environmental standards. However, the quality of the institutional setting helps moderate this negative consequences; countries with good institutions show greater prospects than countries with poor institutions. On the other hand, globalization of the region and increased forest size generate positive environmental outcomes in the region. Their impacts are, however, independent of the quality of institution. Afforestation programs, promotion of other clean energy types, and investment in energy efficiency, basic city infrastructure, and regulatory and institutional structures, are desirable policies to pursue to safeguard the environment.

In recent years knowledge has been brought forward as an important political issue both in the EU and in Sweden. It is said to be of the uttermost importance not just for education but for society as a whole. As a result of increased globalization and a European striving for economic growth, knowledge has come to be associated with both individual and national competitiveness, and education and learning in schools and workplaces have become a political priority. In this global competition the EU has become an important policy actor in the educational field trying to create a common European education policy field. Despite this development, only a limited number of reports relating the European arena to Swedish educational reforms have been published. Against this background the aim of this thesis is to deepen the understanding of the knowledge discourses which struggle for legitimacy in Swedish and European education policy and how these discourses relate to each other and change over time. The empirical material consists of a number of fundamental official policy texts produced by the EU and the Swedish state. The study takes its theoretical point of departure in critical discourse analysis using an analytical grid where production, content and communication are seen as three aspects constituting every knowledge discourse. The result shows a process of silent Europeanization in Swedish school reform where European knowledge discourse is being re-contextualised and in many cases re-interpreted without any declaration in terms of explicit references. It also confirms the general trend towards increased focus on learning outcomes and demands for measurability. Furthermore, the result shows how competition rhetoric dominating the EU contributes to an increased sense of crisis in both European and Swedish educational reforms. As a result of this crisis rhetoric the study shows how the proactive reform-perspective is being replaced by a retrospective where solving already existing problems replaces the planning of an ...