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Processes of education are frequently overlooked as an aspect of quality. How learners are enabled to frame and solve problems, how different learners in the same group are treated and behave, and to what extent families and communities are engaged in education are all processes that affect the quality of education. Quality educational processes require well-trained teachers able to use learner-centred teaching and learning methods, as well as life-skills approaches. As a result, even the term ‘learner-centred’ must be reconstructed to address issues of disparity and discrimination with regard to culture, language and gender, for example:Evidence is mounting that the learning environment must also be considered as part of educational quality. There must be adequate hygiene and sanitation facilities in the school and, if possible, health and nutrition services in the vicinity. School policies and their implementation must promote physical and mental health, safety and security. While the physical environment is better understood, the psychosocial one, which is at least as important, deserves serious attention, so that practices such as gender discrimination, bullying, corporal punishment and forced work are eliminated.