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Viewing the global movement for inclusive and equitable education through the lenses of the social construction of childhood and world culture theory, this chapter explores the normalized cultural conceptions of children and childhood, once situated on the periphery of policy landscapes, that have in recent years become increasingly shared by contemporary global society. I assert that a “global ideology of childhood” reflects a global consensus on the nature and needs of children, underscoring the widely held belief that all children are entitled to similar rights, protections, and childhood experiences. The overarching question addressed by this research is: How are global ideas reproduced and interpreted in national contexts? Through a case study of Nepal’s National Framework of Child-friendly Schools for Quality Education, I examine how the global ideology of childhood is reflected in a national education policy and how multilevel policy actors, and international, national and local non-governmental organizations (I/NGOs) in particular, envision the sustainability of the child-friendly school model – and broader socio-cultural ideas concerning children and childhood – in Nepal. Drawing on interviews with these actors and content analysis of policy documents, this chapter aims to provide a rich, descriptive account of how global culture is appropriated in one national context.

The purpose of this paper is to examine how national innovation policies strategically interact to form emergent de facto global entrepreneurship and innovation policies.

Reviews the innovation economics theory and policy literature, synthesizing the existing work into three models (autarky, cooperation and competition), then adds four new models of strategic interaction (asymmetric information, duopolistic competition, competitive factor mobility and complementary assets).

The different models predict very different outcomes. Therefore, it matters which model is true. Entrepreneurship and innovation policy needs to start with an improved science of strategic global interaction of national innovation policy.

Conceptual approach only, without empirical analysis, calls for empirical analysis to test the different models.

Points to the problem of absence of global coordination in innovation policy arising from strategic interactions between national innovation policies. Recognizes that entrepreneurship public policy is caught in this strategic game, and that there are missing global institutions here.

Improved innovation policy should enable more effective entrepreneurial environments.

Proposes seven models for understanding global strategic interaction of innovation policy, out of which four are new. These new ones are highly relevant to entrepreneurship policy.

In focusing on the changing dynamics of education governance, this chapter draws on a few key concepts of policy borrowing research, notably the focus on reception and translation of global education policy, and sheds light on the temporal and spatial dimensions of policy transfer. It is not sufficient to simply acknowledge that one and the same global education policies means something different to different actors in different contexts. In addition, to providing a “thick description” of why global education policies are received and how they are translated, a specific strand of policy borrowing research – well represented in this edited volume – examines the global/local nexus and acknowledges that local actors are positioned simultaneously in two spaces: in their own (cultural/local) context and in a broader transnational “educational space.” From a systems theory perspective, the broader educational space is Umwelt (environment) and therefore local actors interact at critical moments with the broader educational space. The policy bilingualism (or in the work of Tavis Jules, the “policy trilingualism” when the local, regional, and global is taken into the account) is a result of policy actors operating simultaneously in two spaces that are populated with two different audiences: local and global actors. The example of bonus payments in Kyrgyzstan, a local adaptation of global teacher accountability reform, is used to explain how the method of comparison is used as an analytical tool to understand the global/local nexus in the policy process.

The Group of Twenty (G20) has substantial influence in global economic policy but has been peripheral in global education governance. There is intensification of education policy-relevant engagement within the Think 20 (T20), the “ideas bank” and official engagement group of the G20. The authors analyse the evolution of education as a policy domain within the T20, the ideas and discursive framing of education and global education policy “solutions” and assumptions about the G20 in education policy engagement.

The authors view the T20 as an external actor that can mobilise policy-relevant ideas to G20 actors responsible for internal policy selection and translation. The analysis covers the period 2018–2021 when education became an explicit T20 policy area. The authors screened all 461 T20 policy briefs across all domains. Of these, 32 briefs and four final T20 Summit communiqués were reviewed using critical discourse analysis. Data were supplemented via organisational websites and tacit professional knowledge.

Three assumptions on the G20 as an actor prevailed: (1) policymaker, (2) policy shaper and (3) knowledge mobiliser. The framing ideas on education were linked to assumptions on drivers of education system reform as intertwined with, or to enable: (1) economic adaptation, (2) technical adaptation and (3) socio-political adaptation of individuals and societies.

Accelerated education engagement within the T20 and its direct reach to G20 leaders makes it, and the G20, analytically unique and new unexamined actors of potential influence. The authors conclude that the T20 is positioned as a unique actor, both that can mobilise education policy-relevant ideas to G20 leaders, and legitimised as the actor from which G20 leaders and policymakers should adopt ideas.

The concept of geoeconomic time, introduced here, is based on the interface among economic activity, technology, and geophysical processes. Geoeconomic time is what should frame economic analysis of global warming policy. Otherwise, the analysis will be flawed. Application of geoeconomic time to global warming has two parts. The first is the future time frame for projecting impacts on the earth. The second is the historic time frame for delineating our bounds of ignorance regarding the possible consequences of global warming. Many economic analyses conclude against policies to reduce emissions of warming gases, and instead conclude in favour of the “optimal” policy of adapting to global warming. The concept of geoeconomic time reveals that the magnitude of our ignorance is of such a scale that we can never reduce uncertainty sufficiently to design “optimal” policies. Concludes in favour of risk‐reducing policies for research, development and commercialization of energy efficiency technologies and renewable energy. Successful examples can be found at the state and local levels of government action.

This study identifies measures to recover economic growth and build sustainable societies and markets in post-COVID-19 scenarios – with a perspective of resilience and adaptability to climate change and massive biodiversity loss. Additionally, this study uncovers the interventions implemented to address economic, environmental and social consequences of past crises based on a systematic literature review. Specifically, this chapter provides answers to the following six questions:

1. What has been done in the past to rebuild social, economic and environmental balance after global crises?

2. Where (geographical region) did the analysis on measures taken concentrate?

3. When have scholars analysed past measures to rebuild business and society after a global crisis?

4. How did the past measures to rebuild business and society after the global crisis take place?

5. Who promotes the measures to rebuild business and society after a global crisis takes place?

6. Why is it important to study the previous literature on past measures to rebuild business and society after a global crisis takes place?

What has been done in the past to rebuild social, economic and environmental balance after global crises?

Where (geographical region) did the analysis on measures taken concentrate?

When have scholars analysed past measures to rebuild business and society after a global crisis?

How did the past measures to rebuild business and society after the global crisis take place?

Who promotes the measures to rebuild business and society after a global crisis takes place?

Why is it important to study the previous literature on past measures to rebuild business and society after a global crisis takes place?

Finally, this chapter identifies future research opportunities to rebuild business and society after the past global crises.

Political economy of trade policies and tariffs can affect welfare distribution and resources allocation as well as sustainable development. Political economy of trade between two countries can be affected by trade between other countries. Global trade can be affected by the bilateral trades of the countries. Impact of their bilateral trades on the global economy and global trade can be increased in case these two particular countries have big share in and influence on the global economy. Based on an in-depth literature review, this chapter aims to investigate political economy of the trade tariff and trade policies with particular focus on China’s economy, US, and China trade policies as well as their roles and impacts on global policy. Furthermore, recommendations for future trade policies and trade tariff strategies have been provided for enhancing global wealth and sustainable development. This chapter emphasizes the importance of sustainability in trade and trade policies’ roles in efficient resource allocation, welfare increase, and sustainable delvelopment. Furthermore, trade policies, taxes, and tariffs are recommended to be balanced based on the mutual trust, and common goals among trading countries. This chapter further emphasizes that trade policies need to promote ­sustainable supply globally.