In the context of ecological and social challenges in global food systems, this study investigates the potential of agri-food districts to foster balanced territorial development. A multi-step approach to developing sustainable agri-food districts is outlined. How these districts, as integrated systems and meso-level organizational forms, can enhance sustainability through governance is then assessed. This research uses a context-driven analysis pathway involving stakeholder participation and needs identification. The theoretical background, the Italian regulatory framework, and a case study from Lombardy are presented. Needs are identified through participatory approaches and actions are prioritized using desk research and a narrative SWOT analysis combined with key stakeholder discussions (focus group). A total of eighteen needs are identified and categorized into 3 dimensions of sustainability: economic, environmental, and socio-institutional. Findings indicate that agri-food district organization has great potential to help achieve local and regional policy goals in line with the shift to sustainable approaches in the Common Agricultural Policy (CAP). The paper proposes actions to strengthen district capacity-building, focusing on internal governance and sustainable production chains. Additionally, initiatives to attract young people to rural areas and agreements for ecosystem services in agri-food districts are suggested. These actions aim to promote sustainability and competitiveness while addressing challenges related to governance, innovation, branding, demographics, and environment. In conclusion, the study prompts critical inquiry into governance models and system dynamics. The innovative aspects of this study lie in its methodological approach, integration of theory and practice, holistic perspective, policy relevance, and critical inquiry, which collectively contribute to advancing knowledge and understanding in the field of sustainable agriculture and territorial development.

Access to affordable and quality medicines plays a vital role for achieving Universal Health Coverage and in reducing out-of-pocket expenditures (OOPE) for households especially in developing nations such as India. Pradhan Mantri Bhartiya Janaushadhi Pariyojana (PMBJP), a Government of India initiative, aims to make low-cost and quality generic drugs and surgical equipment accessible to all segments of the population through its dedicated store outlets known as Pradhan Mantri Bhartiya Janaushadhi Kendra (PMBJK). In this study, a pilot survey comprising 20 stores/PMBJKs and 150 citizens was undertaken in the Bengaluru Urban District, India to understand various aspects of the PMBJKs including availability of drugs, stock-outs, accessibility to stores, perception and awareness levels along with challenges faced by store owners and citizens/beneficiaries. Based on the survey results, we capture the availability of drugs for 35 medicines and consumables belonging to 12 therapeutic categories across 20 store outlets. We also provide valuable insights and interdisciplinary recommendations on several facets including adopting technology-based measures for day-to-day functioning of stores, need for in-depth supply chain analysis for ensuring availability of drugs, encouraging prescription of generic medicines, increasing awareness levels in addition to promoting grassroot-level research, surveys and feedback mechanisms. These suggestions are expected to find their utility in policy-making, strengthen the implementation of the PMBJP scheme across Bengaluru and India as well as contribute towards achieving related Sustainable Development Goals.

Background: India’s rich educational heritage dates to ancient times, with popular institutions like Nalanda, Takshashila, and Banarasi-Kasi flourishing as early as the 6th century BC, which offered diverse courses spanning medicine, mathematics, astronomy, and more. Invasions by the Mughals and British during the 12th to 18th centuries disrupted India’s traditional education systems. Post-independence, India faced the challenge of transitioning from ancient to modern education. Remarkably, the country managed to preserve its popular traditional education through a strategic change management approach by the educational institutions. The Government of India has introduced in the National Education Policy 2020 (NEP 2020) in July 2020, to bring transformational reforms in school and higher education systems. In this manuscript, we have summarized the salient features of the NEP 2020 and the preparedness steps to its effective implementation in Indian educational institutions. Method: We have utilised standard databases like PubMed, Science Direct, or Google Scholar, and/or public domains and the NEP 2020 document for this literature survey. Value addition: NEP 2020 aims to ensure access, equity, quality, affordability, and accountability with more flexible curricular structure, and holistic approaches. Despite the COVID-19 pandemic’s impact, dynamic planning, and collaboration among public and private institutions, and industries supported the effective implementation of NEP 2020. Notably, the change management approach, which has been a constant throughout India’s educational journey, played a pivotal role in keeping pace with technological advancements and fostering growth in the higher education system in India.

This study investigates the evolution of monetary policy in Ghana and explores the potential of Central Bank Digital Currencies (CBDCs), specifically the e-Cedi, as a tool to enhance financial inclusion and modernize the country’s financial system. Ghana’s monetary policy framework has undergone significant transformations since the establishment of the Bank of Ghana in 1957, with notable achievements in stabilizing the economy and managing inflation. However, large segments of the population, particularly in rural areas, remain unbanked or underbanked, highlighting the limitations of traditional monetary tools. The introduction of the e-Cedi presents an opportunity to bridge these gaps by providing secure, efficient, and accessible financial services to underserved communities. The study employs a qualitative research design, integrating historical analysis, case studies, and thematic analysis to assess the potential benefits and challenges of CBDCs in Ghana. Key findings indicate that while the e-Cedi could significantly enhance financial inclusion, challenges related to technological infrastructure, cybersecurity, and public trust must be addressed. The study concludes that a balanced approach, which prioritizes digital infrastructure development, strong cybersecurity measures, and collaboration with financial institutions, is essential for maximizing the potential of CBDCs in Ghana. Recommendations for future research include a deeper exploration of the impact of CBDCs on financial stability and further analysis of rural adoption barriers.

The UN agenda of Sustainable Development Goals (SDGs) 2015–2030 is a holistic approach. Universities play an important role in dissemination of quality knowledge, developing the skills and attitudes of a large number of youth across the world. Though the emphasis on Education for Sustainable Development (ESD) started as early as 1992, yet Universities adopted the concept of Green Campus integrating the environmental, social and economic aspects of sustainability quite recently. In developing countries including Pakistan, the Green Campus Initiatives (GCI) have not been implemented in the majority of the Universities. Northern Pakistan comprising Azad Jammu & Kashmir (AJ&K) and Gilgit Baltistan (GB) faces multiple challenges including Climate Impacts at the top. The fragile ecosystem of the region requires more sustainable initiatives at the University and community levels. In this research, the readiness of the seven universities located in Northern Pakistan have been assessed for GCI on the basis scanning of the websites and questionnaire survey of the relevant stakeholders. The results have shown that there is little commitment of resources for sustainability from senior management, lack of awareness in faculty & staff and less research focus on the related themes of green campus. The co-curricular activities in universities are not linked with sustainability and there are no incentives for faculty, staff and students to this end. It has been recommended that Green Campus Framework may be developed for Pakistani Mountain Universities, with commitment from leaders of the universities and allocation of sufficient resources for development of sustainable campuses. The Higher Education Commission of Pakistan (HEC) needs to allocate special funds for promoting GCI across universities in Pakistan.