Book Reinews 9} 
food alternatives, and what might be the most efficient option in the field of, 
say, improving agricultural production might not be the most economic 
option. Economic efficiency requires the minimisation of costs, and the 
maximisation of food production. Inefficiency is unemical. How does this fit 
in with the global food system? The author having provided the 
information, leaves the readers to think this out for themselves. 
Each chapter in this book could be expanded to a book in itself. The last 
chapter is called 'Summary and Conclusion', but it would be a mistake to 
think that by reading the last chapter one could save oneself from reading 
the whole book. There is so much food for thought here that the book should 
be required background reading for those interested in social development. 
Africa cannot be isolated fron the rest of the world, and this book 
highlights the interdependence of countries whatever their stage of 
development. I would highly recommend this book for sixth, form and 
undergraduate students, and all those interested in knowing about food 
production and distribution and the effects this has on energy resources, the 
environment, pollution, population pressures, and finally the approaches 
made to these problems by the different ideologies. 
Reviewed by Alison Brydone, National Committee of Zimbabwe Freedom 
from Hunger Campaign, Harare. 
How Are We Doing? A Framework for Evaluating Development 
Education Programs, Roland Case (Principal Author), edited by Martha 
Keehn and Walter Werner, InterAction, American Council for Voluntary 
International Action, New York, 1987 (125pp, US$8,50). 
This interesting publication is the product of the work of a number of North 
American individuals and organisations, specifically InterAction (USA), the 
Canadian Council for International Cooperation, the Centre for the Study 
of Curriculum and Instruction of the University of British Columbia 
(Canada), and the United Nations Non-Governmental Liaison Service (New 
York). The Preface and Introduction note that this handbook is also the 
product of a number of programme evaluation workshops, some of which 
utilised preliminary written materials, and this process element is reflected 
in the general approach that the publication takes, viz to provide a practical 
framework for understanding and approaching evaluation. 
The publication provides a framework, as the tide suggests, for evaluating 
development education programmes and so utilises examples from this area 
to illustrate the various stages, techniques, issues, etc that are presented. 
However, the framework identified is also valuable for the evaluation of any 
other development programme or project, and the handbook's usefulness is 
not restricted to evaluating development education programmes per se. The 
publication is referred to by the authors as a handbook, and the consistent
96 Book 
step by step approach to evaluation presented in it, and the easy to follow 
format, does give it the advantage of a handbook which could be used by 
individuals and groups who wish to introduce themselves to, or increase 
their skills in, evaluation, particularly in relation to planning and research 
methodologies and techniques. 
After a general introductory chapter which looks at the what, why and 
when of evaluation, the balance of the publication is divided into seven 
stages or chapters, as follows: 
Stage 1: Setting Aims 
Stage 2: Launching the Evaluation 
Stage 3: Formulating the Design 
Stage 4: Constructing Instruments 
Stage 5: Collecting Data 
Stage 6: Analysing Results 
Stage 7: Delivering the Pay-Off. 
Each stage is then further subdivided into major component areas, which 
are presented with more or less detail in keeping with the complexity and 
involvement of the particular area. 
The publication is generally presented in a simple and logical way, in a 
step by step manner, which leads the reader through both a planning and 
a research process. This is one of the particularly valuable elements of the 
book, as it presents evaluation as part of the planning process, and basedxm 
asound research methodology and technique, with the aim of increasing the 
effectiveness of development education programmes by increasing the 
effectiveness of the planning process itself. Evaluation is, therefore, not 
presented as an end in itself nor simply as a me:im to secure further funding 
for programmes. Both planning and research are presented as major 
underlying concerns in any evaluation process which is to have both 
credibility and reliability. 
In addition the continuing theme of participation is established from the 
introductory chapter and in Stage 1 and is continued throughout the book, 
focusing on all those who need to be involved in an evaluation if it is to be 
successful in the end — ie if its findings are to be utilised. The definition of 
the evaluation 'stakeholders' as all those who have a concern with the results 
of the evaluation is useful. However, an even more direct emphasis on the 
question of participation as it relates to the 'recipients' of programmes 
would have been appreciated, particularly during the course of the 
unwinding of the various stages. In this respect the TALC publication 
Partners in Evaluation (Feuerstein: 1986) is a useful adjunct to How Are We 
Doing? 
Stage/Chapter 2 concentrates on establishing and spelling out the 
mandate for the evaluation and ethical principles of procedure. This is an 
area that, to my mind, is not often enough considered in the research design,
Book Reviews 97 
but an area that is very much in keeping with the publication's emphasis on 
participation and responsibility in evaluation. 
The detail found in the discussions of Stages 3 and 4, stages which come to 
grips with the actual design and construction of the evaluation research 
process, is important and particularly valuable to workers new to the 
evaluation process. However, the incorporation of some practical examples 
to work through may have helped to begin the process of developing skills in 
these areas, skills which are not readily learned through simply reading and 
discussing an area, but which require practical experience and a reflection 
on that experience. 
The Table of Contents is very dearly laid out and identifies the main 
components covered in each stage/chapter. The glossary at the end of the 
publication is particularly valuable and provides, in one place, useful 
definitions of the major terms used in the book. The Selected Readings lists 
provided at the end of each chapter look useful, but, as may be expected, 
are, with the exception of one British source, all North American 
publications. This may make these references less useful for Third World 
readers who may not readily have access to them. 
This publication is a very useful tool for the introductory training of 
fieldworkers and programme staff in die elements of evaluation, based on a 
knowledge and understanding of research and planning techniques, and 
was used successfully in this way by this reviewer during die course of diis 
review. 
My major reservation about this publication is the terminology used at 
various points, terminology and colloquialisms that may be appropriate in 
die North American situation in which die publication was formulated, but 
which are not particularly appropriate for many Third World readers and 
practitioners. Specifically die tide of the last chapter, "Delivery of die Pay- 
Off' could be a problem — why not simply "Presenting and Using die 
Results"? Additional examples include die use of die word 'standards' 
where indicators or criteria are more usually used, and die use of the terms 
'the stake' and 'stakeholders'. 
I consider this publication, and the evaluation framework it presents, a 
valuable resource for training for evaluation, and for field and programme 
staff working in development programmes and projects. The step by step 
approach taken presents evaluation in a way that can be understood and 
appreciated widi some ease, while die emphasis on planning and research, 
and die reference to participation and die ediics of evaluation, are points 
well made. My reservations relate, as noted above, to some of die language 
and terminology used, and die lack of dear practice examples in die text, 
particularly in relation to die construction of a research design and die 
research, instruments, and in die analysis of results and die use of various 
statistical procedures that may be required for diis analysis.
98 Book Reviews 
This small publication is highly recommended as an introduction to and 
overview of the evaluation process for anyone working in a development 
agency. 
Reviewed by Brigid Willmore, Journal of Social Development in Africa, 
Harare. 
References 
Feuerstein Marie-Theres (1986) Partners in Evaluation, TALC/Macmillan, 
London. 
Conflict Management and Problem Solving: Interpersonal to International 
Applications, Dennis J D Sandole and Ingrid Sandole-Staroste 
(eds), Frances Pinter, London, 1987 (321pp, price not given). 
This book certainly lives up to its name — there are a great variety of 
examples of conflict situations, and consideration of their solutions from 
almost every conceivable sector. In all there are 40 individual contributions, 
including situations of divorce, family mediation, community relations, 
dispute reduction in prison settings, environmental mediation, labourmanagement 
disputes, terrorism and hostage negotiation, East-West 
relations and the prevention of nuclear war. These contributions and 
statements vary considerably, both in depth of analysis and content, but are 
linked by their common concern for dispute resolution and the solution of 
social problems. As such this volume genuinely may be seen — as stated in 
the Introduction — as an 'outcome of multiple convergences' (pi). 
Specifically the book is the culmination of a series of lectures given at the 
Center for Conflict Resolution at George Mason University in the United 
States. The contributors not only include staff from this University, but also 
prominent academics and practitioners in this field. 
As we read the book we become aware that the field of conflict 
management is a growing scientific discipline in its own right (or perhaps an 
'interdiscipline'), with its own body of literature, theories and methodologies 
in the process of formulation. This book should contribute in large measure 
to a further definition of this subject matter. Of additional use is an extensive 
list of books, monographs and articles on this topic at the end of the book, 
which is certainly worth consultation. 
Substantial sections of the book are devoted to the elaboration of a 
theoretical framework for conflict resolution, and to a significant extent this 
is achieved. Of particular interest to me were the discussions on the 
'Prisoner's Dilemma Game' (introduced by Morton Deutsch) and the 'Joint 
Outcome Space' of Roger Ricftman. These outline the competitive 
'Win/Lose' (zero sum) option as opposed to the co-operative 'Win/Win' 
(positive sum) option, the former is normally selected in protagonist