In 1981, Nicaragua was awarded a UNESCO prize in recognition of the success of the 1980 National Literacy Crusade (CNA) through which, it was claimed, three quarters of the country's illiterate had been taught to read and write. This article reports the follow-up of several women graduates of the CNA. It finds that, a decade later, a significant proportion of them are no longer able to read or write; and that of those who can, many had previously attended formal schooling as children for several years. An assessment of national census and survey figures suggests that about 9 per cent of the population became literate solely as a consequence of Nicaragua's ambitious adult-education interventions in the 1980s. Other benefits, such as the impact on child health and survival, have yet to be quantified.

This article discusses the difficulties of reaching relatively poor populations with labour-saving technologies. Taking the case of milling and dehulling technologies in Senegal and The Gambia, it presents a simple analytic model that helps to explain why the vast majority of these labour-saving machines are under-utilised in rural areas. Though donors continue to support such projects widely, in few cases do they provide significant benefits to the broad population in the short term, and nor are they sustainable in the longer term. The key constraint is the lack of effective demand, owing to rural women's limited income-generating opportunities. In the time saved by using a machine to dehull or mill their coarse grains, they are unable to earn enough money even to pay the fees to use the machine, much less to earna surplus.

It can be argued that immigration restrictions constitute a form of ‘global apartheid˚s, ensuring that poorer sections of world society are prevented, by legal and physical force, from sharing in the world's sum of riches. This article seeks to develop this theme, by arguing that immigration controls are based on dubious ethical and practical foundations, and that development NGOs should be willing, in their educational and advocacy work, to challenge their validity.