ABSTRACT
Change is high on the agenda of education systems around the world. In particular, there is widespread concern to bring about sustainable improvements in the way schools serve learners from disadvantaged and minority backgrounds. Since 1990, the United Nation's Education for All movement has worked to make quality basic education available to all learners. Reflecting on progress over the 15 years that followed, a Global Monitoring Report pointed out that, despite improvements, there were 58 million children out of school globally and around 100 million children who do not complete primary education. The implication is that whilst it is possible for countries to develop education systems that are both excellent and equitable, the more socially unequal a society the more profoundly problematic this is. With regard to education policy-making, the uptake of research findings often remains limited. The chapter also presents an overview of the key concepts discussed in this book.
