This paper links recent thinking and research on learning and educational quality to strategies for providing learning opportunities to all children, and particularly those who are “disadvantaged”. This includes girls, and all children who are impoverished, ethnically and linguistically marginalized, or who have developmental delays and disabilities. We believe it is critical to link the consideration of educational quality explicitly to learning, and to draw on what we know about the process of learning in order to transform current education policy and practice to achieve Learning for All in the next century.
