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This article provides an overview of Learner-Centred ducation (LCE) as a travelling policy and outlines some of the arguments and pathways that have been used to fuel its travel. Despite the rich promises it offers and its proliferation as a global phenomenon and national policy, there is evidence that implementation and changes to classroom practice have proved to be problematic in many contexts. This seems particularly true in developing countries, and the article explores some of the reasons behind these perennial gaps. It concludes by arguing for the importance of both a birds-eye view and local understandings in researching and operationalising LCE, and suggests ways that the local and the global might be reconciled so that the promise of LCE is not lost in translation.
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