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Arises from a concern with the relationship between providers of management education programmes and their client groups. Addresses two issues: what the author considers to be the core requirements necessary for the design of effective tailor‐made management education programmes; how this approach has been affected by the introduction of the project framework by the Overseas Development Administration (ODA). Outlines the core factors required in providing effective management education and client‐institutions for it to take place. Considers how to create a productive working relationship between the provider and client institutions. Examines the factors which contributed to the ODA adopting the project framework. Suggests that the prime motive was the need for accountability within the civil service, with direct consequences for the manner in which projectization has been implemented. Critically analyses the approach and contrasts it with the approach of Germany′s Gesellschaft für Technische Zusammenarbeit. Finally, examines the recent ODA “Logical Framework Approach and TeamUP” and suggests that creative use of this initiative could address the concerns mentioned previously.

This article suggests that Patrick Pearse’s thought and work was rooted in the child‐centred movement of the late nineteenth‐century, was informed by the tenets of progressivism and predated the work of later influential educational thinkers. It is further argued that Pearse developed a unique conceptualisation of schooling as a radical form of political and cultural dissent in pre‐1916 Ireland. Aspects of Pearse’s thought that are evidently problematic are highlighted and the article suggests that discussions of his work might benefit from moving to these more substantial and germane areas.