Previous risk culture research has concentrated on the regulated commercial banking and insurance sectors in developed economies. The paucity of studies for developing economies has prompted this research. The objective of this paper is to examine risk culture development and its impact within the Barbados-based Caribbean Development Bank. Given the unregulated nature of development banking, it was anticipated that the risk culture environment within this type of institution would be different to the risk culture environment inherent in regulated entities and will provide a good platform for new findings. Primary data were collected via an interview with the Chief Risk Officer in August 2015 and a three-month field observation at the Bank. The paper utilizes the KPMG risk culture maturity model in conjunction with an adapted version of the Horst Simon risk culture maturity scale to classify the maturity level of risk culture within the Bank. An important finding from the research is that accountability, awareness, communication and leadership have become strong indicators of the Caribbean Development Bank's risk culture and have contributed to increased uniformity in risk management knowledge, improved coordination of risk data collation and better escalation of risk management issues. Thus, there has been enhanced efficiency of risk management practices within the Bank.

This is a specific study which describes selected non-formal educa tional programs aimed at developing employment for primary school leavers in the twelve British Commonwealth countries in Africa as they existed around 1969; it masquerades as a comprehensive study of the relationship of non-formal education to development throughout the African continent. Mainly the title of the book creates this masquerade by being tantalizingly general and inclusive, though the book jacket also talks of the "entirety of a social problem" and "a pan-African basis." The study itself clearly admits to, outlines, and follows its limitations, slipping only occasionally into such small exaggerations like the claim that the twelve British Commonwealth countries of Africa provide a "cross-section" of the developing countries generally, (p. 7) It was already disappointing not to have at least a somewhat random selection of countries in Africa. Given the misleading title and publication date, however, perhaps it should first be clarified what this book is not. It is not an analysis of the historical evolution of non-formal education but a description of existing programs. It is not any longer a current description in spite of the 1974 publication date. This is not clearly exposed anywhere in the book, but hints here and there indicate that the study was done around 1969. The study does not include former French, Belgian, Portuguese, or Spanish Africa, let alone special cases such as Liberia, Ethiopia, Rhodesia, South Africa, and Namibia. It does not include in its analysis the entire range of learning experiences outside of the "formal" school system, not at all the "informal" education "in which people learn in a nonsystematic manner from generally unstructured exposure to cultural facilities, social institutions, political processes, personal media, and the mass media," and not the "non-formal" education, where "structured nonschool programs entailing formal instruction are offered," in such areas as adult education, management training, agricultural extension, leisure time activities, industrial training, or community develop ment. (1) The study only deals with non-formal educational programs