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This lavishly illustrated book breaks new ground in focusing on some of the many successful professional British women sculptors active during this period. Largely unknown, the few women who have been mentioned in histories of twentieth century British sculpture have been those who adhered to the (masculine) Modernist canon. Organized by theme this book explores and illustrates an unusually large number of and stylistically varied works. The social and cultural contexts in which these women sculptors were working are investigated, revealing how, mostly male, commentators often fixated on their gender at the expense of seriously engaging with their work. A wide variety of sources are used, ranging from contemporary art historical accounts to articles in popular magazines. 0This book explores contemporary sculptural developments, art school training, exhibiting opportunities, and the writings of influential critics. It also reveals how important photography, film and the written word were in the creation of reputations. Alongside revealing important works and individuals, this book's originality also lies in its scope, covering diverse sculptural genres such as decorative sculpture and utilitarian objects for the home and garden; portraits and statues; architectural sculpture, war memorials and ecclesiastical work

SUMMARYIt is often assumed that non‐government education providers prefer to operate without 'interference' from government. However, in practice, they inevitably need to form relationships. There is also a common view that non‐governmental organisations (NGOs) have to choose between service delivery and advocacy. As this article shows, these objectives are often not independent of each other. Drawing on evidence from established national non‐government education providers in Bangladesh, India and Pakistan, the article identifies different strategies adopted in balancing their service delivery and advocacy objectives. In all cases, the NGOs find ways to ensure a cooperative rather than conflictual relationship with government to pursue their goals. Strategies vary according to the strength of the national policy context, the formality of the relationship and the degree of dependence on funding sources, with the latter being most influential. Copyright © 2011 John Wiley & Sons, Ltd.

AbstractWhile basic education is commonly seen as primarily a state responsibility, non‐state providers (NSPs) can play an important role in expanding access to children underserved by public provision. Experience from five countries indicates that collaboration between governments and NSPs is closest when different forms of engagement interact (for example, facilitation or contracting of education services necessitating regulation which can lead to greater involvement in policy dialogue). However, more intense forms of engagement can result in tension, mistrust and even antagonism, particularly where dominant but ineffective centralised ministries of education attempt to maintain control over the sector, even where they are unable to support their own provision effectively. In such contexts, collusion between NSPs through umbrella associations is apparent, often with the aim of challenging restrictive government practices. However, evidence suggests that these associations tend to favour more established NSPs serving élite populations. There is a need both to recognise the complexities of collaboration amongst a diverse group of NSPs, as well as between them and governments, to support the achievement of education for all. Copyright © 2006 John Wiley & Sons, Ltd.

International audience ; Is education consequential for popular endorsement of democracy in developing societies and, if so, what are the mechanisms that account for this influence? We investigate the micro-foundations of the education-democracy nexus using a survey of 18 sub-Saharan African countries. We demonstrate that educational level is the strongest influence on support for democracy and rejection of non-democratic alternatives via its impact on comprehension of, and attention to, politics. This is consistent with a cognitive interpretation of the effects of education on democratic values rather than one which treats education as a marker of economic resource inequalities.