In this brief critique of the idea of ‘best practice’, the author argues that good practice is not replicable or uniform; it cannot be reduced to its component parts for replication elsewhere. Furthermore, the criteria for what constitutes ‘best practice’ are at best unscientific and tend to discourage diversity and local experimentation.

Part of New Zealand's aid to Pacific Island nations is given in the form of tertiary scholarships. Students awarded scholarships study at tertiary institutions throughout the Pacific, including New Zealand. But what is it like when they return home, fitting back into their culture and family life, and finding work? The research described in this article explored this question in relation to women graduates from Vanuatu when they returned after studying overseas for three or more years. Some slipped back in easily and found work quickly; others experienced profound culture shock on re-entry and took many months to find suitable work. If Vanuatu is to make the best possible use of these women's tertiary qualifications, and if donors are to realise the goals of their scholarship scheme, necessary changes include more co-ordinated support and regular tracer studies.

The term ‘social protection’ has been widely used around the world and is often treated as synonymous with ‘social security’, which is misleading. This article considers the numerous terms that have become part of the language of social protection, indicating that the image conveyed by the term is rather different from what is meant by it.

This article is based on interviews with several staff members of NGOs located in San Cristóbal de Las Casas, Chiapas, Mexico, regarding partnerships between them and their funding sources, such as foundations or agencies of the North that do or support development work in the South. The motive behind the interviews was an interest in the word ‘partnerships’, in particular strategic ones. Do partnerships exist now and, if they do, what does it mean for the NGOs to have a partnership with a funding source? The general conclusion was that strategic partnerships have indeed existed in the past, and may again emerge in the future, but that currently they exist only sporadically, given the distinct ways of viewing and carrying out development work within NGOs on the one hand, and foundations or agencies on the other.

This report summarises a project of participatory action-research combining concepts from the field of development management with practice in international mental health. The research was conducted in Estonia, Kyrgyzstan, and Romania. The policy-as-process model is central to understandings of development management, but it is unfamiliar to organisations working in mental health, even those working from a community level, bottom–up perspective to influence mental-health policy. At the same time, practice and learning from the field of mental health and radical user-empowerment models have received little attention from development managers. The research reported here found that the policy-as-process model was useful to mental-health activists and that it provided an alternative framework to more traditional, top–down, and prescriptive policy concepts, and made it possible to make sense of the multiple perspectives, value-based conflicts, and power dynamics that characterise understandings and practice in mental health. Among the recommendations is a call for closer links between mental-health activism and development management, and a transfer of knowledge, understanding, and experience between the two disciplines.

Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for some time in Ugandan secondary schools through a variety of extracurricular means, including the media, youth groups, drama, music, and Parent–Teacher Associations. This article identifies and evaluates the integration of HIV/AIDS information into the national curriculum in Ugandan secondary schools between 2002 and 2004, based on the viewpoints of administrators, teachers, and students from 76 schools. While most schools did not include HIV/AIDS as part of the formal national curriculum at this time, the information was disseminated through a range of alternative means. The authors identify the most effective of these, discuss the perceived reactions of various stakeholders regarding HIV/AIDS being taught in secondary schools, and make recommendations for curricular reform.

Reflecting contemporary interest in developing new adult literacy learning programmes based on ‘literacy for livelihoods’, this article examines some case studies from New Zealand, Bangladesh, and Egypt, illustrating literacy being used in livelihoods, and relates these to the kind of literacy being taught in many adult literacy programmes today. It argues that people often change their livelihoods, and that each livelihood has literacy practices embedded within it. The authors suggest that the use of these literacy practices embedded within the livelihood activities might be a better starting point for adult literacy learning than a school-based textbook.

Poverty and the way in which it is researched are major preoccupations for many social scientists. This article presents different ways of researching urban poverty in sub-Saharan Africa, focusing on qualitative methods and the different ways in which these can be used to collect data. Examples are drawn from field research conducted in urban areas of the Democratic Republic of the Congo (formerly Zaïre) to illustrate the ways in which different research methods and techniques are used in the field, and ways in which a researcher might organise data collection.

It is frequently contended that NGOs and the wider context of development are intrinsically different from other organisational settings within which Human Resource Development (HRD) is believed to play an important role. The author outlines the basic concepts underpinning human development within organisations, and organisational development, and sets out the arguments for greater investment in people. While this can raise ethical and practical issues in organisations that depend on external funds rather than generating their own income, the failure to develop the staff on whom a development organisation ultimately depends carries far greater risks. Management and specifically HRD are not desk-bound activities that can be pursued through the application of protocols and sanctions, but require vision, leadership, and hands-on engagement.

The concern driving current debate on agricultural extension is increasingly that of how to help farmers learn how to deal with the complex world around them responsibly and profitably, in such a way that the extension worker is ancillary. This article seeks to deconstruct and provide a more reasoned assessment of agricultural extension services through a reflection on development paradigms, adult education, individual empowerment, and institutional pluralism. By calling into question the underlying ethical dimensions of agricultural extension, it is possible to develop an alternative paradigm and thereby generate new insights into it. The article concludes that the raison d'être of agricultural extension today must be to create an ethical basis which ensures that extension practices are more inclusive and thus responsive to the needs of farmers and other rural populations, integrating individual expectations into the wider socio-economic, cultural, political, and geographical environment.