Susana Borras – författare
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In the year 2000, in Lisbon, the European Union launched an agenda for growth, jobs, sustainability and competiveness with a ten-year target. In 2010, the agenda was re-launched with different specific objectives but with the same final goals. Why do the European Union leaders engage with these ten-year plans? What exactly do they commit to when they do so? Do they learn from the results, or is this a rhetorical exercise that complex organizations need to raise attention to certain issues?
This volume is the first-ever systematic study of the Lisbon agenda of the European Union, now called Europe 2020. It explains the rise of the Lisbon agenda as governance architectures and examines its components across time and sectors.
This book was published as a special issue of the Journal of European Public Policy.
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In the year 2000, in Lisbon, the European Union launched an agenda for growth, jobs, sustainability and competiveness with a ten-year target. In 2010, the agenda was re-launched with different specific objectives but with the same final goals. Why do the European Union leaders engage with these ten-year plans? What exactly do they commit to when they do so? Do they learn from the results, or is this a rhetorical exercise that complex organizations need to raise attention to certain issues?
This volume is the first-ever systematic study of the Lisbon agenda of the European Union, now called Europe 2020. It explains the rise of the Lisbon agenda as governance architectures and examines its components across time and sectors.
This book was published as a special issue of the Journal of European Public Policy.
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Against the narrative of the Anthropocene and its implications for the law, carefully curated chapters provide a critical approach to global environmental constitutionalism, analysing the problems of sustainability and global equity that are so necessarily intertwined with the causes and consequences of climate change. Recognising the adaptation and mitigation demands implied by climate change, this astute Handbook explores how to develop constitutional discourses and strategies to address these issues, and thereby tackle the negative effects of climate change whilst also advancing a more sustainable, equitable and responsible global society.
Timely and engaging, this Research Handbook will prove vital reading for students and scholars of environmental, constitutional and administrative law and policy. Climate change practitioners, policy makers and activists will also find its insights highly informative.
Contributors include: S. Atapattu, S. Borràs, K. Bosselmann, E. Cocciolo, G.M. Cuadros, E. Daly, P. de Araujo Ayala, B.H. Desai, R.J. Heffron, A. Hornborg, J. Jaria-Manzano, L.J. Kotzé, J.R. May, D. McCauley, K. Morrow, M. Powers, J.M. Pureza, B.K. Sidhu, A. Sinden
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In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a globalising economy and labour market. Within governance frameworks that encourage institutions, individually and collectively, to fulfil multiple missions, tertiary education systems must aim for the broad objectives of growth, full employment and social cohesion.
In this context, the OECD launched a major review of tertiary education with the participation of 24 nations. The principal objective of the review is to assist countries in understanding how the organisation, management and delivery of tertiary education can help them achieve their economic and social goals. Iceland is one of 14 countries which opted to host a Country Review, in which a team of external reviewers carried out an in-depth analysis of tertiary education policies. This report includes:
an overview of Iceland''s tertiary education system; an account of trends and developments in tertiary education in Iceland; an analysis of the strengths and challenges in tertiary education in Iceland; and recommendations for future policy development.This review of tertiary education in Iceland forms part of the OECD Thematic Review of Tertiary Education, a project conducted between 2004 and 2008.