ABSTRACT
This book provides blueprint models, frameworks and ideas for schools in re-designing themselves as learning-centred institutions. It also highlights societal culture as an important factor in schooling. It is argued that important cultural differences exist in the way students learn, teachers teach, and schools are organised, led and managed. The purpose of this concluding chapter is to provide a synthesis of the main arguments espoused in preceding chapters and hence to present a summary. By so doing, it attempts to connect the many elements and components involved in the design of the learningcentred school.
