ABSTRACT
It may seem odd to entertain the idea that educators are not expected, nor required, to know much about learning and education. But it is a natural result of the way in which education, formal and informal, is managed in the UK today.
It may seem odd to entertain the idea that educators are not expected, nor required, to know much about learning and education. But it is a natural result of the way in which education, formal and informal, is managed in the UK today.