It will be of particular interest to policy makers, government officials, researchers, and economists interested in fostering inclusive economic growth in the countries of the region and their deeper integration into the global economy."--BOOK JACKET.

Shortlisted for the Standing Conference on Studies in Education (SCSE) book awards for 2001 In Schools and Special Needs, the authors provide a critical perspective on the dominant `inclusion′ model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes. They take issue with the major advocates of the inclusion model and argue that a different way of understanding special educational needs in mainstream schools is both possible and necessary. The authors, who are eminent in the special needs field, use up-to-date material to develop a new model for special- education in schools.

This book develops an integrated perspective on the practices and politics of making knowledge work in inclusive development and innovation. While debates about development and innovation commonly appeal to the authority of academic researchers, many current approaches emphasise the plurality of actors with relevant expertise for addressing livelihood challenges. Adopting an action-oriented and reflexive approach, this volume explores the variety of ways in which knowledge works, paying particular attention to dilemmas and controversies. The six parts of the book address the complex interplay of knowledge and politics, starting with the need for knowledge integration in the first part and decolonial perspectives on the politics of knowledge integration in the second part. The following three parts focus on the practices of inclusive development and innovation through three major themes of learning for transformative change, evidence, and digitisation. The final part of the book addresses the governance of knowledge and innovation in the light of political struggles about inclusivity. Exploring conceptual and practical themes through case studies from the Global North and South, this book will be of great interest to students, scholars, and practitioners researching and working in development studies, epistemology, innovation studies, science and technology studies, and sustainability studies more broadly.

Public policies for family farming – when done appropriately – provide a perfect match between different policy areas related to productive, economic, social, environmental and cultural dimensions of sustainable food systems. The Learning framework for inclusive, integrated and innovative public policy cycles for family farming was developed under the framework of the United Nations Decade of Family Farming (2019–2028) to support policymakers, family farmers’ organizations and other relevant stakeholders to increase their understanding of public policy cycles and family farming related policies. This technical and methodological capacity development programme is adaptable to local, national or regional priorities. It offers a holistic perspective to building knowledge and capacity of the various actors involved in the design, implementation and review of effective and coherent policies and programmes. This learning framework responds to the needs of multiple actors, expressed during the UNDFF pre-consultation process, to identify ways to create truly effective and efficient policy frameworks for family farming, and to better engage and participate during policy processes. To provide an appropriate answer to these needs the learning framework was designed through a participatory process building on the experience of governments and family farmers’ organizations, researchers and UN staff, gathering inputs from all relevant actors around the world.

Advances in Strategic Management is dedicated to communicating innovative, new research that advances theory and practice in Strategic Management. This volume focuses on organization design and collaborative ways of working.

This book analyzes the current trends in the production, dissemination, and use of knowledge which contribute to social inequalities, especially in the Global South. The aim of the text is to explore the possibilities of active involvement by universities in the democratization of knowledge - a process by which people will be able to more easily acquire and utilize knowledge, as well as the results and benefits of research and development. Combining higher education, research, and knowledge utilization is what universities should be doing. When they efficiently contribute to overcoming inequality and underdevelopment, they may be considered developmental universities. They should not function in solitude with privileged elites alone, but in the context of "inclusive innovation systems."

This OECD Public Governance Review of Peru analyses key areas of public governance in Peru and identifies opportunities for improving the performance of the state in delivering better outcomes for all citizens.