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For over six decades, multilateral agencies in education have prompted the international community to embrace proposals for large-scale initiatives to solve once and for all the problems of illiteracy and the lack of universal schooling. Even with their highly contrastive policy frameworks, the major agencies can periodically be relied upon to call for military-like assaults to achieve basic education for all, usually over a 10–15-year time frame. Just as predictable have been inflated expectations, failures of analysis, strategy and financing, and the tendency of agencies to hold other actors to account for failing to meet agency expectations. The much-trumpeted World Conference on Education for All (WCEFA, 1990) is analyzed in the wider perspective of post-WW2 agency programs for universal literacy and primary education. Although expectations of success were high at the time, the WCEFA initiative quickly evaporated, although it remained for some time as a much-cited normative and political point of reference. The failure of WCEFA is analyzed in terms of the strains and stresses facing multilateral education at the end of the Cold War and in terms of more recent multilateral commitments to education for all.

This study examined use of preventive health care services, for working-age adults with mobility limitations (uses mobility aids, has difficulty walking, difficulty standing for extended periods of time, or difficulty climbing steps) and for working-age adults reporting no mobility limitation, in order to identify similarities and disparities between the two populations. We analyzed data from the 1994 National Health Interview Survey Disability Supplement and NHIS Year 2000 file with cross-tabulation and logistic regression procedures to examine the relationship between mobility limitation and use of health screenings, immunizations, and health behavior counseling. Results were mixed, but disparities in preventive service use were identified.

Comparative education researchers have been studying both the promises and the challenges surrounding the Education for All (EFA) movement for decades, but in comparative education research literature there is still neither consensus on the impact that EFA has nor clearly identified global trends in either EFA policymaking or policy implementation. It seems that for every promise that EFA brings, there is an accompanying challenge. This volume of International Perspectives on Education and Society highlights the struggle between the global promises and the national challenges of EFA.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

This study explores the positive and negative factors influencing transformational learning experiences of female leaders in women’s leadership development programmes in sports and examines the differences in learning/change factors cited by those who successfully addressed them and those who failed.

The study adopted a qualitative research method, using phone interviews with women leaders in a sports setting.

The findings revealed that participants presented clear progress in terms of leadership skills, but they failed to report whether this progress can be achieved if the programme is running within a specific sports organisation, targeting a specific kind of sports leadership in the long term.

There were a number of limitations for this study, e.g. selection of participants, sample size, exploratory methodology, which affected generalising the findings to other sports organisations or other countries.

The study provides a starting point for the exploration of the effectiveness of women leadership development programmes and how designers can evaluate the outcome of such initiatives in the UK.

One way of looking at the association between ethics and stakeholder theory – of examining the idea that stakeholder theory has a strong moral foundation – is to consider how the stakeholder approach might in fact be directly driven by and guided by the moral obligations of business. An alternative perspective we offer is that stakeholder theory only indirectly derives from the moral obligations of business, with business purpose serving as a mediating factor. We work through the fairly straightforward logic behind that alternative perspective in this chapter. We argue that it is a better way to think about the association between ethics and stakeholder theory, particularly because it allows for a theoretical and practical distinction between corporate social responsibility and stakeholder theory. Stakeholder theory can thereby continue developing as a theory of strategic management, even as it brings morals to the fore in ways that other approaches to strategic management do not.

This paper provides a selective survey of the panel macroeconometric techniques that focus on controlling the impact of “unobserved heterogeneity” across individuals and over time to obtain valid inference for “structures” that are common across individuals and over time. We consider issues of (i) estimating vector autoregressive models; (ii) testing of unit root or cointegration; (iii) statistical inference for dynamic simultaneous equations models; (iv) policy evaluation; and (v) aggregation and prediction.