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Reports that although the results of the World Bank’s programme of policy research on vocational and technical education and training are available in published form, the process through which these publications are developed is known only to those directly involved. Asserts that the process of policy research is as important as the product. Reviews the policy study programme and research conducted or sponsored by the World Bank and other international agencies. Reviews the literature and addresses key policy areas with recent information.

Explains the background to the Green Paper, The Health of the Nation, which was published in the middle of 1991 and has stimulated much debate and discussion about future strategy towards government policy on health. Discusses what it is hoped to achieve when the new approach is implemented.

The illness of no Sovereign, with the exception of that of Her late Majesty QUEEN VICTORIA, has ever aroused feelings of sympathy and anxiety so widespread and sincere as those which have been called forth by the onset and development of the dangerous ailment from which His Majesty the KING has now happily recovered.

The purpose of this paper is to argue that defining, measuring and developing skills are crucial to successful entrepreneurship and that being able to do so can help to build strong rural entrepreneurial ecosystems.

The literature on entrepreneurship success and entrepreneurial skills is reviewed, and this knowledge is used to create and describe the Entrepreneurship Skill-building Framework (ESBF), which provides a scaffold for thinking about the identification, measurement and development of essential entrepreneurship skills. The same literature is used to develop a tool for effectuating the ESBF, called the Readiness Inventory for Successful Entrepreneurship (RISE), which assesses entrepreneurship skills using the communimetrics theory of measurement.

Both the ESBF and the RISE are detailed, and they are applied to the successful development and maintenance of rural entrepreneurial ecosystems, with an example from practice. Specific implications for rural entrepreneurship-focused economic development are also discussed.

The ESBF represents a new way of framing entrepreneurship skills and their development. The RISE is a skills assessment tool that is clinical, not predictive, utilizing an innovative theory of measurement. Together, they offer a fresh approach to thinking about the purpose and effective implementation of entrepreneurial ecosystems.

Historically, the World Bank has been the largest external financier of education in the world, committing a peak amount of just over $5 billion in Fiscal Year (FY) 2010 through both its Education Sector projects and multisector projects managed by other sectors (World Bank, 2010b). The World Bank also hosts the Education for All-Fast Track Initiative (EFA FTI). Launched in 2002, EFA FTI is a partnership of governments, civil society organizations, and multilateral agencies such as United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank, which provides grant funding and technical assistance to implement the basic education components of national education strategies. By providing significant funding for education in low-income countries (LICs) through its own International Development Association (IDA) and by managing the majority of EFA FTI grant funding, the World Bank has a major impact on the direction of education development around the world.

In 2011 the Bank released a new Education Sector Strategy, Learning for All, which sets out the World Bank Education Sector's approach to education development over the coming decade. The analysis in this chapter examines the role of the EFA FTI and the growth of World Bank education operations managed outside the World Bank Education Sector, as well as their influence on Bank education lending objectives in sub-Saharan Africa. We examine trends in World Bank and EFA FTI basic education financing in sub-Saharan African countries that have joined the EFA FTI partnership to compare these two sources of financing for primary education and analyze the extent to which the World Bank is substituting its primary education lending with grants from the EFA FTI. We also assess the results frameworks of 10 multisector operations managed by noneducation sectors (Economic Management and Poverty Reduction; Urban Development; Rural Sector; Population, Health, and Nutrition; and Social Protection) to ascertain the extent to which they include education objectives and indicators. The chapter focuses its research around two questions:1.Is there evidence that financing from the EFA FTI is substituting World Bank financing for education in sub-Saharan Africa?2.Are World Bank multisector operations well designed to achieve education objectives in sub-Saharan Africa?

The research finds that the EFA FTI has almost certainly impacted the demand for IDA financing for basic education development. The comparison of IDA and EFA FTI primary education financing shows country-level substitution is occurring in a number of sub-Saharan African countries, with at least 13 out of 18 EFA FTI grant recipients in sub-Saharan Africa receiving a declining share of IDA financing for primary education since joining the EFA FTI.

Second, multisector operations now account for one-third of Bank education lending and have increased to comprise half of all new education commitments in sub-Saharan Africa. The research finds that multisector operations with education components are not as effective or accountable for education outcomes as those managed by the Education Sector, unless they are explicitly linked to national education plans. Given the disconnect between Education Sector managed education lending, and financing for education managed by other Bank sectors, it is unclear how the latter will be guided by the Bank's Education Sector Strategy, which will only apply to half of all Bank education lending for sub-Saharan Africa. Currently, there is no guarantee that both EFA FTI funding and noneducation sector managed lending will be measured against World Bank education strategy standards, and yet the Education Sector Strategy 2020 does little to address these challenges.

Purpose – Emissions trading is often heralded as an efficient approach to environmental regulation. In the mid-90s Communities for a Better Environment (CBE), a Los Angeles-based advocacy organization, raised concerns that emissions trading in the South Coast Air Basin, the most polluted region in Southern California, would result in environmental injustice. The organizations concerns received mixed responses from regulators. Historical analysis is used to assess the clash between emissions trading and environmental justice (EJ).

Methodology/approach – Emissions trading and EJ arose side by side between the 1960s and the 1990s, yet they disagree on how to clean the air. Historical analysis of legal documents, presidential addresses, letters, working papers, reports, and the like offers a better understanding of the development of emissions trading and EJ, and their intersection in environmental policy.

Findings – Emissions trading was grafted onto Clean Air Act policies not inherently designed for their incorporation. As a result, emissions trading came into direct philosophical opposition with EJ as political pressures calling for both economically efficient antiregulatory-ism and environmental equity forced their intersection. Formally, regional and national government accepted EJ as part of law. However, in principle, emissions trading undermined this acceptance. As a result, CBE could not easily win or explicitly lose its battle against emissions trading.

Originality/value of paper – Previous work on the relationship between emissions trading and EJ tend to focus on legal analysis and normative implications of emissions trading. Putting emissions trading and environment justice into historical perspective helps to illuminate larger questions about EJ activism and policy. Also, as California, the United States, and Europe turn to emissions trading to combat not only air pollution but also climate change, important lessons can be learned from the histories and collision of emissions trading and EJ.

OUR new volume opens in a grave moment in national history and it remains almost a marvel that libraries are Still not only able to persist, but even to expand their book‐work. Is it because of the truth in some admirable words of Charles Rupert Sanderson, in the Toronto Public Libraries Annual Report for 1941: “Whoever believes in democracy must believe in public libraries”? He goes on to say: “Unless any formal education period is to amount to little more than writing on the sand, it must be continued by a lifelong use of books—engendered in childhood, fostered in youth, and built into an adult habit.” Amongst the young people the need for books was never greater, and the difficulty of getting new books for them was never more marked. It is a time when older books should come into their own again. Another feature has been the desire for small collections of “lending books” in munition works, training centres, canteens, clubs and the innumerable other meeting places of men and women. The problem of the day is “time and again time.” There is none of it for travelling, even to libraries, although in the said centres men and women have often to Stand by for hours when they could, and would, read. Librarians have used the opportunity and may be called upon for more of these “dispersal” activities. Otherwise, with all our problems, of which as the writer on Letters on Our Affairs suggests, the greatest is books, although the staff problem is acute, our work flourishes so far as book‐use is concerned. Librarians have faith that a culture so based on books will outlast present cataclysms. People who can read can endure and people who endure can fight, both directly and indirectly, and keep on doing it.

ELSEWHERE in this number we list libraries which have Esent us copies of their annual reports which we are glad to have. Now and again we are able to elaborate on these, but in the present issue that has not been possible. We would say, however, that these reports are deserving of the attention of librarians generally, and of students at the library schools. They are records of work in progress, and they do suggest the development of library policy. The best of them are of textbook value.

Some misconception appears to have arisen in respect to the meaning of Section 11 of the Food and Drugs Act, 1899, owing, doubtless, to the faulty punctuation of certain copies of the Act, and the Sanitary Record has done good service by calling attention to the matter. The trouble has clearly been caused by the insertion of a comma after the word “condensed” in certain copies of the Act, and the non‐insertion of this comma in other copies. The words of the section, as printed by the Sanitary Record, are as follows: “Every tin or other receptacle containing condensed, separated or skimmed milk must bear a label clearly visible to the purchaser on which the words ‘Machine‐skimmed Milk,’ or ‘Skimmed Milk,’ as the case may require, are printed in large and legible type.”

From October 5 1988 Durham Chemicals will, like its sister Harrisons and Crosfield chemical companies around the world, take on a single group identity and become known as a member of the Harcros Chemical Group. This name and logo has been designed to portray a world force in chemicals.