There are enormous challenges in establishing policing systems in young democracies. Such societies typically have a host of unresolved pressing social, economic and political questions that impinge on policing and the prospects for reform. There are a series of hugely important questions arising in this context, to do with the emergence of the new security agenda, the problems of transnational crime and international terrorism, the rule of law and the role of the police, security services and the military. This is a field that is not only of growing academic interest but is now the focus of a very significant police reform 'industry'. Development agencies and entrepreneurs are involved around the globe in attempts to establish democratic police reforms in countries with little or no history of such activity. Consequently, there is a growing literature in this field, but as yet no single volume that brings together the central developments. This book gathers together scholars from political science, international relations and criminology to focus on the issues raised by policing within developing democracies examining countries in Eastern Europe, Asia, South America and Africa.

First Published in 1996. This book is concerned with bringing the findings of educational research to bear on the practical problems faced by teachers in primary school classrooms. We take as our starting point a number of claims which we shall develop in more detail through the book: Teachers matter, relationship between teaching behaviour and educational outcomes, any attempt to improve education mist be concerned with outcomes, there is no single one 'best' approach, teaching situations have important aspects in common, teaching is a thoughtful activity that demands considerable intellectual engagement, and reflective and self-critical analysis.