Robert Cassen – författare

First published in 1982, Rich Country Interests and Third World Development adds breadth and specificity to the exploration of the interests in Third World development of eleven “rich” countries—the United States, Canada, Japan, Australia, the United Kingdom, the Federal Republic of Germany, The Netherlands, Denmark, Sweden, Norway, and France.

The authors analyze a spectrum of Northern economic, political, and security interests in development in the South. They also examine how national experiences, political traditions, humanistic values, and changing attitudes have influenced perceptions of and relationships with Third World countries over three decades of dramatic change in the North-South environment.

This book helps lay a foundation for negotiated solutions to North-South issues by offering a greater appreciation of differences as well as commonalities in interests both among and within industrial and developing countries. An overview chapter points to issues broader than those raised in the country studies and addresses a critical question: On what terms is it in the interests of the North and South to pursue and fashion interdependence between them in the 1980s?

First published in 1982, Rich Country Interests and Third World Development adds breadth and specificity to the exploration of the interests in Third World development of eleven “rich” countries—the United States, Canada, Japan, Australia, the United Kingdom, the Federal Republic of Germany, The Netherlands, Denmark, Sweden, Norway, and France.

The authors analyze a spectrum of Northern economic, political, and security interests in development in the South. They also examine how national experiences, political traditions, humanistic values, and changing attitudes have influenced perceptions of and relationships with Third World countries over three decades of dramatic change in the North-South environment.

This book helps lay a foundation for negotiated solutions to North-South issues by offering a greater appreciation of differences as well as commonalities in interests both among and within industrial and developing countries. An overview chapter points to issues broader than those raised in the country studies and addresses a critical question: On what terms is it in the interests of the North and South to pursue and fashion interdependence between them in the 1980s?

What is working in education in the UK - and what isn''t? This book offers a highly readable guide to what the latest research says about improving young people''s outcomes in pre-school, primary and secondary education. Never has this issue been more topical as the UK attempts to compete in the global economy against countries with increasingly educated and skilled work-forces. The book discusses whether education policy has really been guided by the evidence, and explores why the failings of Britain''s educational system have been so resistant to change, as well as the success stories that have emerged.

Making a Difference in Education looks at schooling from early years to age 16 and entry into Further Education, with a special focus on literacy, numeracy and IT. Reviewing a large body of research, and paying particular attention to findings which are strong enough to guide policy, the authors examine teacher performance, school quality and accountability, and the problematically large social gap that still exists in state school education today. Each chapter concludes with a summary of key findings and key policy requirements.

As a comprehensive research review, Making a Difference in Education should be essential reading for faculty and students in education and social policy, and of great interest to teachers and indeed to anyone who wants to know about the effectiveness of UK education policy and practice, and where they should be going.