Distance Education for Teacher Training

By Hilary Perraton | Go to book overview
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Acknowledgements

This book has benefited from extensive support and advice from many colleagues at the Commonwealth of Learning and the Commonwealth Secretariat: it is a pleasure to acknowledge their help here. It has also been helped by comments that were both encouraging and critical from many other friends both of the editor and of the authors of individual chapters. Errors, omissions and misinterpretations that remain are the responsibility of the editor.

We are grateful for the funding that made possible the production of the book. This was provided by the Commonwealth Secretariat, the Commonwealth of Learning, the Commonwealth Fund for Technical Coope-ration, UNESCO, which contributed to the case study on Nepal, and the Economic Development Institute of the World Bank, whose funding enabled us to commission the study of the University of Lagos. We are also grateful to the Harvard Institute for International Development, the Harvard Graduate School of Education, and the United States Agency for International Development for permission to use in Chapter 5 material that had appeared in a different form in their BRIDGES research report series.

Opinions in the text are those of the authors and do not necessarily represent the view of the Commonwealth Secretariat or of the Commonwealth of Learning.

-ix-

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