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Summary: During the recent few decades, global economic growth has been driven largely by developing world economies. The ones with the most intensive pace of development were marked as "emerging" markets led by so called BRICS and N-11 countries. Such changes inevitably reflected the global health arena. A number of issues previously limited to established high-income economies became popularly discussed topics on the agendas of public health policy makers across these regions. Major challenges remain population aging, rising incidence of prosperity diseases, lack of universal insurance coverage and particularly provision of just and equitable access to medical care among the poor both in urban and rural communities. A significant part of the difficulties faced by these societies are attributed to inefficient resource allocation strategies in health care and unsatisfactory funding strategies. This Research Topic was created in order to address the core challenges of medical care financing and its affordability across the emerging global markets. Contributions of both undergoing or finished original research as well as review style papers are welcomed. All submitted manuscripts should deal with issues relevant to health care economics and policy in recognized global emerging markets. Outside the aforementioned key markets (BRICS- Brazil, Russia, India, China, South Africa; Next 11- Bangladesh, Egypt, Indonesia, Iran, South Korea, Mexico, Nigeria, Pakistan, the Philippines, Turkey and Vietnam) submissions referring to any of the dynamically developing Asian, Latin America, Eastern Europe or MENA countries are encouraged. In addition to a variety of health-economic evaluations and health policy analysis, methodological and resource use studies are within the Topic scope. Health policy considerations should be primarily focused on financing mechanisms and affordability of health care although other surrounding issues such as health insurance, reimbursement and cost-containment strategies will be considered.

Summary: Recent developments in the natural gas industry warrant new analysis of related issues. Environmental, social, and governance (ESG) investments have accelerated the shift away from coal as the dominant source of electricity. Its low environmental impact, reduced volume, and broad availability make liquefied natural gas (LNG) a popular alternative, during this time of transition between traditional fuels and newer options. In the United States, the shale gas revolution has made natural gas a game changer. In this book, we focus on empirical analyses of the natural gas market and its growing relevance worldwide.

The main thesis of this book is that, given that South African education faces major challenges, the BRICS (Brazil, Russia, India, China and South Africa) constellation of states offers — thus far overlooked — a valuable tertium comparationis, a source of international comparative perspectives, to inform the domestic scholarly discourse on education. This book first investigates the national contexts and development of education in the BRICS countries, arguing that this grouping represents a valuable but yet overlooked field for illuminating South African education issues with international perspectives. The book consists of chapters arguing for and illustrating this thesis from a variety of angles. Common to all chapters is that authors used the comparative method in education, that is comparing the national education system, in their education societal context interrelationships, of the BRICS countries. The chapters focus on a number of critical issues in South African education, including the language of learning and teaching issue, the alignment of the world of education with the world of work, early childhood education, and the development of world-class universities. Regarding the last, for example, China has been the terrain of the most intensive national projects of establishing world-class universities, with Project 985, Project 211, and the “Double First Class University” project. The chapters demonstrate what South Africa, in approaching her education issues, can learn from the experience of the BRICS countries.

BRICS is a significant player in the international arena. Thus, it is important for South Africa as a member of BRICS to explore the implications of the external and internal influences of BRICS. This includes comprehensive understanding of the international and national involvement of BRICS in education provision and introducing discovered influences in South African educational planning. The size of BRICS as international player, in different areas and on different levels, necessitates the research of its functioning and in this case the role of BRICS regarding education provisioning. Therefore, this research and analysis of the contribution of BRICS in education provision are an important addition to the field of effective Education. Through the preliminary literature reviews, we noticed that current studies often are quantitative in nature and lack comparative qualitative exploration about education development in BRICS countries. For this reason, the book titled BRICS Education: A new dawn, will contribute to the flourishment of quality education in South Africa and all BRICS nations. The book will also aim to encourage researchers to join efforts with other researchers of the five member states in order to learn from each other and to address common challenges. To that end, this research will generate scientific knowledge meant to maximize the readers, understanding of the current realities of the education aims at the national (each member state) and collective (BRICS organization) level. The authors of the book are interested in comparing the educational aims across the BRICS countries and explore how successfully these aims are being implemented on-the-ground. Through the discovering of similarities and differences in the educational aims of the five member states and the educational objectives of the BRICS-organization the readers of the book will be able to identify best practices that will allow member states to fulfill the education aims of the BRICS organization at large.

The book critically analyzes the ongoing changes in the regional, intra-regional, and global dynamics of cooperation, from a multi-disciplinary and pluralist perspective. It is based on the insight that in a post-hegemonic world the formation of regions and the process of globalization can be largely disconnected from the orbit of the US, and that a plurality of power and worldviews has replaced US hegemony. In spite of these changes, most existing analyses of current changes in the world order still rely upon Western-centered approaches, and Westphalian thinking. Against this backdrop, the book proposes to advance a truly global IR understanding of the post-hegemonic world, and weaves together the pluralist and multi-disciplinary perspectives of scholars located all around the world.

The low demonstrable effect of education research done in South Africa in particular – and Africa in general – continues to be a problem in scientific records in the educational sciences. This scholarly collected work addresses this obstacle and focuses on recommendations from scholars in different sectorial categories in the field of education. Scholars from a variety of sub-fields within the educational sciences reflect on this particular matter, revisiting the history of research and research outcomes and offering informed recommendations based on in-depth investigation and analysis of aspects of the various discourses within the relevant sub-fields. The scope of the content of this collected work centres on the issue of the lack of scientific records concerning the scientific raising of the impact of education research. The book aims at making a specific contribution to the educational sciences by stimulating scholarly discussion around how to increase the recording of the significance of educational research done in Africa, and in South Africa in particular, and to redirect the research agenda into the direction of making more impact. Impact is conceptualised to mean both scholarly impact (that is being cited and being used as foundation for theory building and for further research) and practical impact (that is improvement of practice, teaching and learning in education institutions at all levels).