Interest and initiatives in agroforestry education and training, as in other aspects of agroforestry development, have increased tremendously during the past decade. Coordination of such educational activities was initiated by the first international workshop on education in agroforestry organized by the International Council for Research in Agroforestry (ICRAF) in Decem ber 1982, at Nairobi, Kenya. Since then, agroforestry has been incorporated into the curricula of many educational and training institutions around the world. Moreover, several institutions have developed entire academic programs specifically in agroforestry. However, most of these activities are still isolated initiatives, without common strategies or philosophies. This second international agroforestry workshop was therefore planned to pro vide a forum for reviewing progress, sharing programs and experiences, and planning and coordinating future directions in agroforestry education and training. The main objectives were to review the on-going programs, to assess the scope of professional education and training in relation to the perceived needs of trained personnel, to recommend guidelines for further program development, and to establish networking among institutions and agencies involved in agroforestry education and training. These proceedings contain the keynote papers, regional/country presenta tions and conclusions and recommendations of the International Workshop on Education and Training in Agroforestry held at the University of Florida, Gainesville, USA in December, 1988. The strategy of the workshop was to facilitate focused discussion on identified issues by an invited group of world leaders in agroforestry education and training.

The official monthly record of United States foreign policy.

The latest volume in the Routledge International Studies in Higher Education series, Accountability in Higher Education takes an in-depth look at accountability initiatives around the world. Various evaluations, reporting schemes, and indicator systems have been initiated both to inform the public about higher education performance and to help transform universities and colleges and improve their functioning. This edited collection provides a comparative analysis of the promises, perils and paradoxes of accountability, and the potential effect on power structures and higher education autonomy, trust and the legitimacy of the sector. Part I describes how accountability is perceived and understood in different regions of the world, identifies some of the most common elements in established accountability initiatives, especially related to quality assurance, and provides direction for possible future development. Part II focuses on responses to new demands for accountability at institutional, national and international levels, and provides practical guidance for handling accountability going forward, emphasizing the dynamic relationship between international development, government strategies and organizational change. This volume is a must-have resource for HE managers, administrators, policy makers, researchers, HE graduate students and those interested or involved with HE accountability practices.

Mar. 29 hearing held in Austin, Tex.