This collection brings together a range of international historians and educationalists interested in the future of history education. The book is designed to provide a clear and critical account of recent initiatives in the teaching of history, in order to stimulate debate on the current scope and nature of history, and its enhancement and development. It also provides practical information and assistance for those wishing to refresh their own thinking in the light of recent research into teaching and learning. The book addresses a variety of teaching methods and issues, balancing traditional and innovative approaches. Topics include encouraging active learning in lectures and seminars, the uses of information technology and the visual media, work placement and enterprise learning, distance learning and new approaches to assessment, as well as wider issues of curriculum design, such as the impact of critical theory and gender studies, and quality assurance and evaluation. By focusing on changes in teaching and learning strategies, contributors address the central problems facing all higher education programmes. The book does not prescribe a particular strategy for the development of history; it adopts, rather, a broad, pluralistic approach, offering a much-needed focus for debate, through self-critical analysis and practical advice.