This case study is an example of a practical programme to support inclusive education. In this case, policymakers can drive change by introducing laws that penalise parents who keep girls at home, and providing resources in the form of food, childcare and teacher training.

In the past, the policy in many countries was to create special schools for learners with particular needs. However, in recent years, whilst many excellent special schools still exist, there has been a move towards supporting students with special needs in mainstream schools, and to make these schools more inclusive.

Recognising the need to equip all young people for the future, this policy has been accompanied by a call for more learner-centred education and new school curricula which emphasise skills and values, alongside knowledge. The argument is that if educators focus on the needs of their learners, fewer will feel excluded and the quality of education will improve.

The implementation of policies based on learner-centred education (LCE) has proved to be challenging (Schweisfurth, 2011), and for the last 20 years researchers have been working to understand why this is. This week you will focus on LCE in more detail and be introduced to a set of flexible principles which can be adapted for different contexts. The principles help educators at all levels of the system enact the values and attitudes that underpin policy.