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Compares Palestine and Cambodia with respect to the involvement of NGOs in generating sustainable development. Both countries have suffered war and both still struggle for a fragile peace; success appears to hinge on the international community’s ability to achieve economic development and real social and political improvements. Results can be achieved through: co‐operation between donor services and local authorities, using assistance to increase local entrepreneurship, economic independence and active participation; making formal agreements between NGO and local authorities as to duties and remit of the aid operations; establishment of a workable accountability system; formation of a structured co‐ordination framework; and using UN agencies more frequently and extensively.

The aim of this paper is to present conclusions from a series of studies on the introduction of new learning technologies at the College of Judea and Samaria, Israel, including course websites and a computerized marking system.

This paper summarizes four distinct empirical studies based on annual student surveys, questionnaires developed specifically for the study and the College exam database. The first series of three studies was designed to examine usage rates and students' evaluations of effectiveness of website courses, in three concentric circles in the College: on the institutional, faculty and departmental level. The fourth study tracked an institutional initiative towards enhanced quality of instruction, by comparing College‐wide data on students' ratings and grades for courses whose instructors implemented and used a computerized grading system for multiple‐choice on‐line exams.

Studies show that academic e‐learning in Israel has focused on quantity rather than quality; and on superficial technological adoption rather than conceptual pedagogical change process.

Institutions wishing to encourage the introduction of innovative learning aids and technologies must develop the necessary conditions that ensure that technology adoption serves rather than dominates pedagogy.

This paper discusses the reasons for a focus on quantity rather than quality, and on superficial technological adoption rather than the introduction of a conceptual pedagogical change process, in Israeli higher education's approach to online learning. Empirical findings highlight the need to introduce technological innovations that are grounded in and develop from a sound pedagogical base.