“…National educational reform is one such principal channel using which many countries have introduced LCE into the classroom learning. South Africa, where learner-centred pedagogy was promoted in the post-apartheid era (Nakabugo and Sieborger, 2001;Harley et al, 2000;Spreen and Vally, 2010), Namibia, where LCE has been enacted for teacher educators through Basic Education Teachers Diploma programme (BETD) (Nyambe and Wilmot, 2008;Dembele and Miaro-II, 2003), Poland, where learner-centred pedagogical practices have been part of the education system in the post-Communist period (Vulliamy and Webb, 1996), Tanzania, where a revised curricula for secondary schools developed in 2005 enact the use and promotion of LCE (Vavrus et al, 2011), Zambia, where the Teacher Education Reform Programme (ZATERP) introduced in the late 1990s place the learner at the centre of the educational process (Musonda, 1999), Turkey, which has revised the curriculum for primary schools in 2005 to accommodate student-centred pedagogical practices (Aksit, 2007;Altinyelken, 2010a,b) and India, where child-centred pedagogy was made part of its universal elementary education programme called Sarva Shiksha Abhiyan (SSA) introduced in 2001 (Planning Commission, 2010), are examples of countries that followed this route. There are also innovations that are conceived, developed and implemented at the local level so as to integrate child-centred pedagogical practices into classroom learning.…”