scholarly journals Sustainability transitions in the Global South: a multi-level perspective on urban service delivery

2021 ◽  
Vol 8 (1) ◽  
pp. 426-433
Author(s):  
Lucy Oates
Author(s):  
Charrlotte Adelina ◽  
Diane Archer ◽  
Oliver Johnson ◽  
Romanus Otieno Opiyo

Urban sustainability is governed beyond the urban scale through trans-local networks and assemblages of actors and institutions. There is an emerging field of interest that aims to understand the outcomes of urban sustainability interventions, both from the environmental and social equity perspectives. This paper contributes to the literature on governing urban environmental sustainability transitions, with a distinct focus on small and intermediary cities of the global South. Actors in cities of the global South are adopting a variety of ways towards achieving urban sustainability transitions in the realm of disaster risk reduction, adaptation building, greenhouse gas emission reduction, and natural resource management. Our paper employs an analytical framework derived from Bai et. al. (2010) to chart the actors, drivers, finances, barriers, and the inclusivity and sustainability outcomes in seven interventions led by different actors. Five of the cases are drawn extensively from literature, while two case studies reflect on our primary engagement in the cities of Nakuru in Kenya and Udon Thani in Thailand. We find that the actors leading and financing the projects and the drivers of the intervention can explain differential outcomes in the inclusion processes and the framing of environmental solutions. We then delineate the opportunities and barriers to achieve multi-level governance approaches that are relevant to planning transformations in the South.


2020 ◽  
Author(s):  
Asim Ijaz Khwaja ◽  
◽  
Osman Haq ◽  
Adnan Qadir Khan ◽  
Benjamin Olken ◽  
...  

2017 ◽  
pp. 143-156
Author(s):  
M. Ernita Joaquin

1984 ◽  
Vol 50 (4) ◽  
pp. 294-305 ◽  
Author(s):  
Doris Helge

Rural schools comprise the majority of the nation's school systems and are extremely diverse. Although tremendous improvements in service delivery have occurred since the implementation of Public Law 94–142, considerable problems remain. This article provides an overview of improvements, remaining challenges, and current functioning. Problems with current research trends and the need for quality research regarding rural special education are addressed. Differences between rural and urban service delivery systems and the roles of rural special education collaboratives are discussed. Policy recommendations are offered for national and state policy makers.


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