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dc.contributor.authorTofaris, Elizabeth
dc.contributor.authorMcCowan, Tristan
dc.contributor.authorSchendel, Rebecca
dc.coverage.spatialBotswanaen
dc.coverage.spatialGhanaen
dc.coverage.spatialKenyaen
dc.date.accessioned2020-03-31T13:52:29Z
dc.date.available2020-03-31T13:52:29Z
dc.date.issued2020-03
dc.identifier.citationTofaris, E.; McCowan,T. and Schendel, R. (2020) Reforming Higher Education Teaching Practices in Africa, ESRC-DFID Research Impact, Cambridge: REAL Centre, University of Cambridge and The Impact Initiativeen
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15197
dc.description.abstractCritical thinking – the process of questioning and learning with an open mind – is considered one of the most important outcomes of a contemporary university education, a crucial skill for graduate participation in the global ‘knowledge economy’. Thanks to innovative research from University College London, UK together with researchers from the University of Botswana, the University of Cape Coast in Ghana, and Strathmore University in Kenya, universities across sub-Saharan Africa are now making changes to their teaching practices to support the development of their students’ critical thinking skills.en
dc.description.sponsorshipESRC-DFIDen
dc.language.isoenen
dc.publisherREAL Centre, University of Cambridge and The Impact Initiativeen
dc.relation.ispartofseriesESRC-DFID Research Impact;
dc.rights.urihttps://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/en
dc.subjectEducationen
dc.titleReforming Higher Education Teaching Practices in Africaen
dc.typeSeries paper (non-IDS)en
dc.rights.holderThe Impact Initiative 2020en
dc.identifier.externalurihttps://doi.org/10.35648/20.500.12413/11781/ii348
dc.identifier.doi10.35648/20.500.12413/11781/ii348
rioxxterms.funderDefault funderen
rioxxterms.identifier.projectDefault projecten
rioxxterms.versionNAen
rioxxterms.funder.projectd218e59e-c0fb-4cb3-8a07-92a57da72cd1en


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