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"This seminal book addresses the critical and urgent question of 'what makes welfare states sustainable?' in the era of climate change. Expert authors challenge traditional perspectives on questions of sustainability which have focused on population ageing, global economic turbulence and on containing current and future public social spending. The chapters present new empirical evidence in the form of in-depth comparative country studies from across Europe, offering an insight into how political actors, social partners and civil society organisations in countries associated with different welfare models address questions of sustainability and the extent to which they balance social, ecological and economic considerations. The editors conclude by mapping out ways in which welfare states can address these increasingly urgent and complex issues and facilitate an eco-social transition towards true sustainability. This book will be an invaluable resource for scholars and students of comparative social policy, environmental politics and policy and climate change. Highlighting the political and structural challenges European societies face in the transition to low carbon economies, this book will also be beneficial for policymakers and practitioners in these areas"--

This report compares policy learning processes in 11 European countries. Based on the country reports that were produced by the national teams of the INSPIRES project, this paper develops an argument that connects problem pressure and politicization to learning in different labor market innovations. In short, we argue that learning efforts are most likely to impact on policy change if there is a certain problem pressure that clearly necessitates political action. On the other hand, if problem pressure is very low, or so high that governments need to react immediately, chances are low that learning impacts on policy change. The second part of our argument contends that learning impacts on policy change especially if a problem is not very politicized, i.e. there are no main conflicts concerning a reform, because then, solutions are wound up in the search for a compromise. Our results confirm our first hypothesis regarding the connection between problem pressure and policy learning. Governments learn indeed up to a certain degree of problem pressure. However, once political action becomes really urgent, i.e. in anti-crisis policies, there is no time and room for learning. On the other hand, learning occurred independently from the politicization of problem. In fact, in countries that have a consensual political system, learning occurred before the decision on a reform, whereas in majoritarian systems, learning happened after the adoption of a policy during the process of implementation.

The paper discusses aspects of Croatian social policy, particularly social inclusion and social dialogue, in the context of Croatia's status as a candidate country for accession to the EU. It describes the development of a European Social Model demonstrating that, notwithstanding
certain problems, significant achievements have been made within the EU. Social dialogue has evolved from consultation to social governance, and the open method of co-ordination is implemented not only regarding employment issues but also in the social inclusion process. Furthermore, European concerns have been extended to the fields of pensions and health care, which will be addressed in future joint EU Social Protection Reports. The paper notes the salience of social policy issues in previous waves of accession. Analysis of Croatian welfare reforms shows that, thus far, the EU impact has been very limited. The paper calls for strengthened efforts, by Croatia and the EU, to ensure that aspects of social policy and the European Social Model are more systematically discussed, addressed and implemented as Croatia proceeds towards EU membership.

The presence of major worldwide problems requires that social science faces tasks of universal importance. Social science has three interdependent roles in Eastern European countries: they have cognitive, ideological, & utilitarian functions. The dominant perspective is Marxism-Leninism. The progress in the social sciences may be attributed to a willingness to change, its relatively high status in the academies, & the support given by government & lay organizations. The science policy of socialist countries includes a desire to correspond with Western & Third World nations & participate in international organizations. Key elements of the policy include attention to adequate training of scientists, the simplification of funding processes for research, & the specification of the requirements for advanced degrees. Socialist countries make a distinction between humanistic & applied social sciences, the latter being of greater interest to economic development & therefore of more practical interest to the State. Forecasting economic & social development is particularly important. Progress in science is related to political considerations & academic prestige is maintained by partnership with politics, assuming social responsibilities, & fulfilling moral obligations. 1 Table. L. Kamel.

AbstractThe European Union has a federal structure, in which each citizen is subject to two governments. The position of social policy within the federation is contested, but the EU has gradually developed powers through the extension of its competence, direct intervention in social welfare issues and the push for "convergence", or agreement on minimum standards. Consistent with its federal nature, the European model of the welfare state is based on convergence, integration of the excluded and social protection through the gradual extension of solidarity. The precise role that the federal government will take on within this is unclear, but it is already having a major impact on social welfare and its influence is likely to increase.