Abstract
This paper considers the ‘state of the art’ of development education in British schools. After a short introduction raising the problem of definition, the paper briefly traces the history of development education from its genesis in the early 1960s to its position today where it is seen as more of a perspective than new subject discipline. The next section looks at future prospects and suggests a number of approaches. The paper concudes with a focus upon the relationship of development education to three priority areas: examination reform; curriculum content; and individual child development.
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