The establishment of new bodies to replace the Central Council for Training and Education in Social Work (CCETSW) and to regulate the social work profession provides the opportunity to establish an improved progressive system of qualifications and continued professional development in the coming years. With the current pressure on social work agency budgets it is imperative that precious training resources-staff and money-are used to make the maximum impact on service delivery. Our involvement in the provision of a range of training programmes leads us to believe that much of the staff development and training effort invested by agencies in their staff often seem to have a limited impact on effectiveness. A change in approach is needed so that learning is placed at the heart of organisational processes to maximise the benefits of affirmation and growing professional confidence. This is essential if we are to continue to 'nurture' valuable professional staff and ensure that services remain flexible, creative and responsive in meeting ever-rising public expectations.This paper examines some of the challenges of evidence-based practice and the demands for routine evaluation and objective-setting. The advantages and disadvantages of a competence specification approach within the development of service and occupational standards as the basis for professional education are discussed. The paper argues that strategies for practice learning require the development of learning organisations and a better academic and agency partnership to support more effective professional education and continued professional development.

The wider context of arts and humanities education in the UK has demanded that university teachers and administrators focus on 'end points'. Increased emphasis on the generic and transferable skills attained through arts and humanities programmes, along with intense concern to raise students' reported levels of satisfaction, do not necessarily help university teachers to make the best use of the expanding body of research on how students actually learn from assessment and feedback. This article focuses not on the final-year students, whose views are increasingly solicited in satisfaction surveys, but on two cohorts of first-year History students as they write their first essays and have their first experiences of feedback in a research-intensive institution. The article explores at a micro-level some of the factors which earlier research has identified as critical to the development of assessment and feedback practices which are conducive to students' self-regulation and future learning.

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Abstract:This article is an historical analysis of West Africa’s first coup. Starting from contemporary accounts of the 1963 assassination of president Sylvanus Olympio of the Republic of Togo, and the overthrow of his government, the article identifies three competing explanations of events. It follows these three explanations through Togo’s “shadow archives,” asking how and why each of them was taken up or disregarded by particular people at particular moments in time. The article develops a new interpretation of West Africa’s first coup, and outlines its implications for the study of national sovereignty, neo-colonialism, and pan-African solidarity in postcolonial Africa.

The end of World War I saw the former German protectorate of Togoland split into British- and French-administered territories. By the 1950s a political movement led by the Ewe ethnic group called for the unification of British and French Togoland into an independent multiethnic state. Despite the efforts of the Ewe, the United Nations trust territory of British Togoland was ultimately merged with the Gold Coast to become Ghana, the first independent nation in sub-Saharan Africa; French Togoland later declared independence as the nation of Togo. Based on interviews with former political activists and their families, access to private papers, and a collection of oral and written propaganda, this book examines the history and politics behind the failed project of Togoland unification. Kate Skinner challenges the marginalization of the Togoland question from popular and academic analyses of postcolonial politics and explores present-day ramifications of the contingencies of decolonization.