Quality-driven university curriculum reform in Zimbabwe: a critical conceptualisation of harmonised minimum bodies of knowledge

Autor:	Phuthi, Nduduzo
Zdroj:	Higher Education Evaluation and Development, 2022, Vol. 16, Issue 2, pp. 121-135.
Databáze:	Emerald Insight
Externí odkaz:	http://www.emeraldinsight.com/doi/10.1108/HEED-01-2022-0002 Zobrazit plný text záznamu