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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | David Hicks | vi |
| dc.date.accessioned | 2023-11-24T08:24:13Z | - |
| dc.date.available | 2023-11-24T08:24:13Z | - |
| dc.date.issued | 2003 | - |
| dc.identifier.citation | Educational Review. - 2003. - Vol. 55. - No. 3. - pp.265-275 | vi |
| dc.identifier.uri | http://elib.hcmussh.edu.vn/handle/HCMUSSH/138573 | - |
| dc.description.abstract | With the Department for International Development (DfID) funding being made available to support a ‘global dimension’ in the school curriculum it seems an appropriate time to review the field of global education in the UK. This article therefore highlights some key principles and precedents in the emergence of this field in the UK and North America. It identifies the ‘core elements’ that need to be present before any initiative can claim to be ‘global education’ and concludes with a note on appropriate use of ‘global’ terminology. | vi |
| dc.language.iso | en | vi |
| dc.subject | Global Education | vi |
| dc.title | Thirty Years of Global Education: a reminder of key principles and precedents | vi |
| dc.type | Article | vi |
| ikr.topic.maintopic | THẠC SĨ | vi |
| ikr.topic.subtopic | THẠC SĨ::Giáo dục học | vi |
| Appears in Collections | Bài trích | |
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