Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/46699
Full metadata record
DC FieldValueLanguage
dc.contributor.authorSriprakash, Arathi-
dc.date.accessioned2019-02-22T07:10:11Z-
dc.date.available2019-02-22T07:10:11Z-
dc.date.issued2012-
dc.identifier.isbn978-94-007-2669-7-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/46699-
dc.descriptionWorldwide, the education community has sought to fi nd more effective ways to improve the quality, equity and relevance of school education. This is of particular importance with regard to education in developing countries, where there are millions of children and adults who have been excluded from formal education. In the case of those who have had an opportunity to attend school, many drop out before they complete a full cycle of primary education for a number of reasons including the irrelevance of the curriculum taught and the systemic disempowerment of teachers and students.en_US
dc.language.isoenen_US
dc.publisherSpringer Science+Business Media, LLCen_US
dc.subjectPedagogies for Developmenten_US
dc.titlePedagogies for DevelopmentThe Politics and Practice of Child-Centred Education in Indiaen_US
dc.typeBooken_US
Appears in Collections:Education Planning & Management(EDPM)

Files in This Item:
File Description SizeFormat 
2.pdf2.23 MBAdobe PDFView/Open
Show simple item record


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.