Policy Learning from Canada is the first book to take a sustained look at how Canadian immigration and integration models have impacted decision-making in Scandinavia.

In the aftermath of major crises governments turn to public inquiries to learn lessons. Inquiries often challenge established authority, frame heroes and villains in the public spotlight and deliver courtroom-like drama to hungry journalists. As such, they can become high-profile political stories in their own right. Inquiries also have a policy learning mandate with big implications because they are ultimately responsible for identifying policy lessons which, if implemented, should keep us safe from the next big event. However, despite their high-profile nature and their position as the pre-eminent means of learning about crises, we still know very little about what inquiries produce in terms of learning and what factors influence their effectiveness in this regard. In light of this, the question that animates this book is as important as it is simple. Can post-crisis inquiries deliver effective lesson-learning which will reduce our vulnerability to future threats? Conventional wisdom suggests that the answer to this question should be an emphatic no. Outside of the academy, for example, inquiries are regularly vilified as costly wastes of time that illuminate very little while inside social scientists echo similar concerns, regularly describing inquiries as unhelpful. These commentaries, however, lack robust, generalizable evidence to support their claims. This volume provides evidence from the first international comparison of post-crisis inquiries in Australia, Canada, New Zealand, and the United Kingdom, which shows that, contrary to conventional wisdom, the post-crisis inquiry is an effective means of policy learning after crises and that they consistently encourage policy reforms that enhance our resilience to future threats.

A typical image of the making and administration of policy suggests that it takes place on an incremental basis, involving public servants, their ministers and, to a more limited extent, a variety of interest groups. Yet, much policy making is based on similar policy developed in other jurisdictions and in the major international organizations such as the WTO and the OECD. In other words, significant aspects of nationally developed policies are copied from elsewhere in what is described as a process of policy transfer and learning. Hence, studies of policy transfer have pointed to a distinct limitation in most existing theoretical and empirical explanations as to how policy is made and implemented through their neglect of the role of policy transfer and learning. Moreover, policy transfer is not only a concern of academics, but a growing concern for governments. The latter are concerned to improve the performance of their policy and several have placed a greater, more systematic focus on policy transfer as a means to increasing performance. This book presents a variety of cases from differing national and international contexts that enable a valuable, comparative analysis that is absent from most literature currently available and that suggest a number of exciting research directions with implications for policy making, transference and implementation in the future.

Canada’s Constitution Act (1982) recognises three Indigenous groups: Indians (now referred to as First Nations), Inuit, and Métis. Indigenous peoples make a vital contribution to the culture, heritage and economic development of Canada. Despite improvements in Indigenous well-being in recent decades, significant gaps remain with the non-Indigenous population. This study focuses on four priority issues to maximise the potential of Indigenous economies in Canada.

Hydraulic fracturing – fracking – is an unconventional extraction technique used in the oil and gas industry that has fundamentally transformed global energy politics. In Fracking Uncertainty, Heather Millar explains variation in Canadian provincial policy approaches, which range from pro-development regulation to moratoria and outright bans. Millar argues that although regulatory designs are shaped by governments’ desires to seek out economic benefits or protect against environmental harms, policy makers’ perceptions of said benefits and/or harms are mediated through socially constructed narratives about uncertainty and risk. Fracking Uncertainty offers in-depth case studies of regulatory development in British Columbia, Alberta, New Brunswick, and Nova Scotia. Drawing on media analysis and interviews with government officials, industry representatives, academics, and environmental advocates, Millar demonstrates how risk narratives foster distinctive forms of learning in each province, leading to different regulatory reforms.

The United States and Canada share the longest border in the world, maintain one of the closest alliances, and are notably similar in many ways. Yet the two countries also have important differences, including sharply contrasting political institutions. In The United States and Canada, Paul J. Quirk has gathered a distinguished cast of contributors to present an integrated comparative examination of the political systems of the United States and Canada-with special attention to the effects of political institutions and their interaction with political values, geographic and demographic factors, and other influences. The volume explores the differences between the American presidential (or separation-of-powers) system and the Canadian parliamentary system-focusing on electoral and party systems, executive leadership and the legislative process, bureaucratic influence, and federalism. It proceeds to examine patterns of governance in a wide range of issue areas: economic policy; climate-change policy; healthcare policy; civil rights/integration and immigration; and abortion and gay rights. A sweeping comparative account, this volume serves as an authoritative guide for anyone interested in why the two countries differ and where they might be headed.

Neoliberalism, the ideology that seeks to reduce state intervention in the economy and society and advocates maximum scope for the free play of market forces, has profoundly changed Canada's political and public policy discourses over the past twenty-five years. Women and Public Policy in Canada is the groundbreaking collection by public policy scholars from across Canada that establishes an understanding of neoliberalism's impact on Canadian women and public policy and also builds a framework for theorizing future policy directions. Students will discover how a wide variety of public policy issues relate to gender in Canada through first-hand exposure to current policy research on topics such as child care, employment insurance programs, health care, climate change, race and inequality, anti-violence, and same-sex marriage. Students will also engage with the possibilities for inconsistencies and interruptions in neoliberalism, making this text an indispensable resource both for those requiring an up-to-date understanding of the topic and for current and future designers of public policy in Canada.

Since the inception and design of Canada's Employment Insurance (EI) program, the Canadian economy and labour market have undergone dramatic changes. It is clear that EI has not kept pace with those changes, and experts and advocates agree that the program is no longer effective or equitable. Making EI Work is the result of a panel of distinguished scholars gathered by the Mowat Centre Employment Insurance Task Force to analyze the strengths, weaknesses, and future directions of EI. The authors identify the strengths and weaknesses of the system, and consider how it could be improved to better and more fairly support those in need. They make suggestions for facilitating a more efficient Canadian labour market, and meeting the human capital requirements of a dynamic economy for the present and the foreseeable future. The chapters that comprise Making EI Work informed the task force's final recommendations, and form an engaging dialogue that makes the case for, and defines the parameters of, a reformed support system for Canada's unemployed. Contributors include Ken Battle (Caledon Institute of Social Policy), Robin Boadway (Queen's University), Allison Bramwell (University of Toronto), Sujit Choudhry (New York University School of Law), Kathleen M. Day (University of Ottawa), Ross Finnie (University of Ottawa), Jean-Denis Garon (Queen's University), David Gray (University of Ottawa), Morley Gunderson (University of Toronto), Ian Irvine (Concordia University), Stephen Jones (McMaster University), Thomas R. Klassen (York University), Michael Mendelson (Caledon Institute of Social Policy), Alain Noël (Université de Montréal), Michael Pal (University of Toronto Faculty of Law), W. Craig Riddell (University of British Columbia), William Scarth (McMaster University), Luc Turgeon (University of Ottawa), Leah F. Vosko (York University), Stanley L. Winer (Carleton University), Donna E. Wood (University of Victoria), and Yan Zhang (Statistics Canada).

This open access book analyzes and seeks to consolidate the use of robust quantitative tools and qualitative methods for the design and assessment of energy and climate policies. In particular, it examines energy and climate policy performance and associated risks, as well as public acceptance and portfolio analysis in climate policy, and presents methods for evaluating the costs and benefits of flexible policy implementation as well as new framings for business and market actors. In turn, it discusses the development of alternative policy pathways and the identification of optimal switching points, drawing on concrete examples to do so. Lastly, it discusses climate change mitigation policies’ implications for the agricultural, food, building, transportation, service and manufacturing sectors.

Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks, 2009).