Abstract:This paper offers reflections on the role of context for teaching development programmes, stimulated by participating in European staff mobility. It is presented in two parts. Part 1 discusses the differences between the national and institutional contexts encountered during a UK-German partnership, as case studies of the varying contexts in which such programmes are situated. The following differences emerged as crucial: whether programmes were compulsory, credit-bearing, formally assessed, and located in a t… Show more
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