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Pedagogies for Critical Thinking: Implications of project findings for higher education policies and practices in Ghana, Kenya and Botswana

Schendel, R; McCowan, T; Rolleston, C; Tabulawa, R; Adu-Yeboah, C; Omingo, M; (2019) Pedagogies for Critical Thinking: Implications of project findings for higher education policies and practices in Ghana, Kenya and Botswana. UCL Institute of Education: London, UK. Green open access

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Type: Report
Title: Pedagogies for Critical Thinking: Implications of project findings for higher education policies and practices in Ghana, Kenya and Botswana
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ucl.ac.uk/ioe/
Language: English
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10089563
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