Week 2: Learner-centred teaching


12. Looking forward

This week’s focus has been on learner-centred education as a possible means to inclusive education and as a popular policy response across the world. This perhaps because LCE is underpinned by the same attitudes and values as inclusive education: the belief that all children can learn given the right support; that learners come to learning with knowledge and experience that should be valued; and that a meaningful education values a range of skills, knowledge, values and competencies so learners are equipped to lead full lives.

You have been encouraged to think about LCE in terms of a set of continua and identified some ‘minimum criteria’ for learner-centred teaching which can be applied at all levels of the system. In Week 3 you will apply these minimum criteria to some of the inclusivity challenges identified in Week 1 in order to understand what LCE looks like in practice.

Go to Week 3


Schweisfurth, M. (2011). Learner-centred education in developing country contexts: from solution to problem? International Journal of Educational Development, 31(5), 419–426. https://doi.org/10.1016/j.ijedudev.2011.03.005

Schweisfurth, M. (2013). Learner-centred Education in International Perspective: whose pedagogy for whose development? Abingdon: Routledge.

Schweisfurth, M. (2019) Is learner-centred education ‘best practice’? YouTube video, Available at  https://www.youtube.com/watch?v=U2JyTJkADmI&feature=youtu.be (Accessed 9 January 2021).

Schweisfurth, M.(2019) Is learner-centred education best practice? Chapter 9 in Chakera, S. Tao, S. (eds) The UNICEF Thinkspiece series: Innovative Thinking for Complex Educational Challenges in the SDG4 Era downloaded from https://www.unicef.org/esa/documents/education-think-piece-9-learner-centred-education Accessed on 12/01/2021

Tabulawa, R. (2013) ‘Teaching and learning in context: why pedagogical reforms fail in sub-Saharan Africa’, African Books Collective [Online]. Available at https://books.google.co.uk/books?hl=en&lr=&id=xdD5GpVcoCYC&oi=fnd&pg=PR2&dq=Teaching+and+learning+in+context:+why+pedagogical+reforms+fail+in+sub-Saharan+Africa&ots=aZBprQRXko&sig=LkE8W9-KCv7mZBnOES1Kn3zw7zw#v=onepage&q=Teaching%20and%20learning%20in%20context%3A%20why%20pedagogical%20reforms%20fail%20in%20sub-Saharan%20Africa&f=false (Accessed 9 January 2021).

UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education [Online]. Available at https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Salamanca_Statement_1994.pdf (Accessed 9 January 2021).

UNESCO International Bureau of Education (2016) Training tools for curriculum development: reaching out to all learners: a resource pack for supporting inclusive education downloaded from https://unesdoc.unesco.org/ark:/48223/pf0000243279. Accessed on 12/01/2021

UNESCO (2020) Global Monitoring Report [Online]. Available at https://unesdoc.unesco.org/ark:/48223/pf0000373718 (Accessed 9 January 2021).

UNESCO GEM Report (2020) YouTube video, Inclusion and Education: Voices from Malawi [Online]. Available at https://youtu.be/w1rbGQXUbkU (Accessed 9 January)