What can American policymakers learn from the experiences of European democracies? While we can look to our own history and to the ideas emanating from our own public sphere, by looking abroad we can also learn lessons from European policies – from both those that have proven successful and those that have failed. The contributors in this volume examine the ways our European allies have dealt with issues such as rising healthcare and pension costs, large-scale immigration, childcare and work-life balance, and climate change, and ask whether such policies might prove effective in the U.S. context. Brief and engaging, R. Daniel Kelemen’s Lessons from Europe? What Americans Can Learn from European Public Policies is an ideal supplement for comparative public policy courses and would add a provocative comparative component to U.S. public policy courses.

In the 1980s a large number of Latin American countries undertook stabilization and structural adjustment programmes similar, though smaller in magnitude, to the ones that Eastern Europe is now undergoing. In this book, economists from four different Eastern European countries analyze the relevance of the Latin American experience for their own countries in the areas of fiscal policy, privatization, monetary policy, and the external sector. The book also contains two chapters with the perspective of Latin Americans as well as a synthesis of the entire volume.

This book examines Norway’s affiliation to the EU and systematically assesses the potential suitability of this arrangement for the UK as a viable EU affiliation post-Brexit. Framing the book within the framework of the broader European context, the authors ask how much autonomy and room to manoeuvre tightly integrated non-member states have under this arrangement. They present an in-depth assessment of Norway’s close EU affiliation and provide insight into what this may reveal to us about the post-Brexit European political order. The book’s analytical framework centred on autonomy under complex interdependence has relevance well beyond the confines of the Norway case. This includes the UK, not least since the EU–UK Trade and Cooperation Agreement (TCA) leaves considerable uncertainty. It contains transitory elements; there will be implementation reviews, and there may be many more bilateral and multilateral agreements before the trade relationship is fully defined. This book will be of key interest to scholars and students of European Union politics, Norwegian politics, British politics, European integration, and, more broadly, to European studies and international relations.

This monograph has two purposes. The first is to develop the framework that was initially established through a grounded reading of the material from the first seven international reviews of national youth policy conducted by the Council of Europe Youth Directorate between 1997 and 2001. This has involved a careful reading of the subsequent national and international reports produced between 2002 and 2006 to identify either issues that merit greater prominence or new issues to be addressed in the future. The outcome of this exercise is the proposal of a new framework for European-level debates on the subject of youth policy. The second purpose is, through consultation with those who took part in the second cycle of reviews, to refine further the process by which international reviews are carried out. A number of observations suggest that immediate action can be taken to improve the experience of participating in review teams and, ultimately, the quality of the international reports.

Thirty years have elapsed since the fall of communist governments in Eastern Europe and the Soviet Union. The collapse of political structures took with it regimes of highly administered management of agri-food systems. The shift from state management to markets has been generally known as the agricultural transition. The term is most frequently used in reference to the former Soviet Union and Eastern Europe, but key features of a move from dominant state intervention to greater reliance on markets characterized reforms in China after 1978, Vietnam in 1986 and thereafter, and many countries in Africa south of the Sahara during the years of structural adjustment in the 1990s. The policy reforms that constitute an agricultural transition are intrinsically difficult and made even more so when undertaken under conditions of crisis-induced chaos. Lessons from countries that have undergone the process might be of use, either as guidance or cautionary notes, to leaders and civil society groups in countries such as Venezuela that may be embarking on a transition or swept into one by circumstance. The paragraphs below attempt to summarize lessons from the early transition in Russia, Central Asia, and Eastern Europe in the 1990s.

The development and spread of the Internet technology across the globe has fomented the use of a wide range of internet based social and commercial services. For instance, social networks like the Face book, the Twitter, The Picasa, LinkedIn, Tagged, .etc and commercial services as in the case of Amazon.com and the eBay online sellers are few of the multitude of online internet services available on various websites(UNCTAD,2013). Besides, governments are using the internet for divergent purposes the central use being for the provision of public services for the general public including electronic payment of bills and electronic taxation. Various Banks also apply the internet technology to provide facility for electronic payment systems across borders (Ibid). Virtually all types of business enterprises (including Large Size Enterprises, Small and Medium Size enterprises), the government and various consumers are engaged in cross-border e-commerce. All of these actors of Cross-Border E-Commerce(CBEC) demand all the facilities that make CBEC possible (e-commerce infrastructure) and a secure electronic business environment (E-commerce security) for any kind of transactions they make based on the internet medium (Ibid). Despite such demand for e-commerce infrastructure and e-commerce security by the actors of CBEC, the general trend of using the internet for e-commerce particularly CBEC is increasing at an increasing rate (Ibid). There are overhanging problems of regulating CBEC at the international level. Indeed, the effective regulation of CBEC calls for the application of the integrated system of regulatory policies, legislations, institutions and technological framework (Ibid). There are prospects that make the regulation of CBEC possible while there are also challenges that thwart it. The development and spread of the use of Internet for E-commerce is increasing year to year in Ethiopia as good as it does in the global system (INSA, 2014). Accordingly, the CBEC has an increasing trend in Ethiopia. The increase in such commerce has faced multiple of legal issues that need to be regulated in an orchestrated system of Policies, legislations, institutions and the adoption of advanced technologies in Ethiopia. An orchestrated system of e-commerce regulation means making the regulatory issues of cross-border e-commerce the front and central concern of policies, legislations, institutions and ICT technologies that in one or other way deal with e-c

This book takes stock of learning theories in the European Union (EU) integration literature and assesses what insights the concept of ‘learning’ has added to our understanding of the European integration processes. Given the European integration dynamics since 2000 (including enlargement and new governance approaches and instruments), learning and learning-related theories have gained major EU significance. The book addresses the less noticed micro level patterns of behavioural change that deserve more visibility in the EU's theoretical toolbox. It focuses on the conditions under which EU actors in various decision-making processes learn or do not learn. In asking this question it raises issues about the EU’s nature. Do the EU conditions that favour learning outweigh the EU conditions that inhibit learning? Is the EU system too complex for learning processes to have a discernible, concrete impact? To assess the degree that the EU system and its member states learn, the authors selected for this volume are all explicitly comparative in their approach, and have been encouraged to look at differences across political systems. In doing so, the authors study how EU member states, EU institutions, and other groups and organisations pursue learning across the multi-level EU policy process. This book was previously published as a special issue of Journal of European Public Policy.