Volume 5 (2) of African Languages originally published in 1979, is a special issue focussing on languages and education in Africa. There are chapters on African language education from a socio-linguistic perspective, the problems of bi-lingualism and multi-lingualism in Zaire and small languages in primary education.

The International Tribunal for the Law of the Sea is an international court with competence to settle disputes concerning the law of the sea. This volume contains the Judgments and Orders delivered by the Tribunal in the year 1999 in English and French.The Tribunal is a central forum for the settlement of disputes relating to the interpretation and application of the United Nations Convention on the Law of the Sea under the comprehensive system for the settlement of disputes established by the Convention. The Tribunal has exclusive and binding jurisdiction in certain instances. The Tribunal's Seabed Disputes Chamber has compulsory jurisdiction over conflicts concerning seabed activities. The Tribunal is open to States, international organizations and other entities. Le Tribunal international du droit de la mer est une juridiction internationale qui a compétence en matière de règlement des différends relatifs au droit de la mer.Le présent volume contient le texte en français et en anglais des arrêts et ordonnances rendus par le Tribunal au cours de l'année 1999. Dans le cadre du système global de ràglement des différends établi par la Convention des Nations Unies sur le droit de la mer, le Tribunal est l'instance centrale pour le règlement des différends relatifs à l'interprétation et à l'application de la Convention. Le Tribunal a une compétence exclusive et obligatoire dans certains cas. La Chambre pour le règlement des différends relatifs aux fonds marins du Tribunal a une compétence obligatoire en ce qui concerne les différends relatifs aux activités d'exploration et d'exploitation des fonds marins. Le Tribunal est ouvert aux Etats, aux organisations internationales et autres entités.

The book investigates the politics of education in pre- and post-genocide Rwanda, examining the actors, interests, and discourses that have historically influenced educational policy and practice and in particular the production and revision of history curricula and textbooks.This study combines a systematic historical and comparative analysis of curricula and textbooks in Rwanda, stakeholder interviews, classroom observations, and a large-scale investigation of pupils' understandings of the country's history. Written at a crucial time of transition in Rwanda, it illuminates the role of education as a powerful means of socialisation through which dominant discourses and related belief systems have been transmitted to the younger generations, thus moulding the nation. It outlines emergent challenges and possibilities, urging a move away from the use of history teaching to disseminate a conveniently selective official history towards practices that promote critical thinking and reflect the heterogeneity characteristic of Rwanda's post-genocide society.

The papers in this volume were presented at a conference organized by the Institut Français de Recherche en Afrique (IFRA) at the University of Ibadan on the 26th and 27th of October 1998, as part of the 50 anniversary celebrations of the University. This conference brought together scholars from anglophone and francophone countries who have been collaborating on a research programme which is concerned with elite formation and the restructuring of higher education in sub-Saharan Africa. The project was originally conceived in 1996 by IFRA and the Centre d'Etude d'Afrique Noire (Bordeaux, France). Nigeria, with more than 50 per cent of the continent's university student population and 40 universities, constitutes the major thrust of the study; nevertheless the reports on Kenya, Senegal and Niger are equally informative and demonstrate that survival strategies and student unrest and 'cults' are not exclusive to Nigeria.