{"version":"1.0","provider_name":"World Education Blog","provider_url":"https:\/\/world-education-blog.org","author_name":"GEM Report","author_url":"https:\/\/world-education-blog.org\/author\/admin\/","title":"What rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity - World Education Blog","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"X8PTuFXhql\"><a href=\"https:\/\/world-education-blog.org\/2026\/06\/15\/what-rural-headteachers-in-ghana-and-the-philippines-teach-us-about-leading-for-inclusion-and-equity\/\">What rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/world-education-blog.org\/2026\/06\/15\/what-rural-headteachers-in-ghana-and-the-philippines-teach-us-about-leading-for-inclusion-and-equity\/embed\/#?secret=X8PTuFXhql\" width=\"600\" height=\"338\" title=\"&#8220;What rural headteachers in Ghana and the Philippines teach us about leading for inclusion and equity&#8221; &#8212; World Education Blog\" data-secret=\"X8PTuFXhql\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script>\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/world-education-blog.org\/wp-includes\/js\/wp-embed.min.js\n<\/script>\n","thumbnail_url":"https:\/\/world-education-blog.org\/wp-content\/uploads\/2026\/06\/53812088261_8d0e9e38d6_k.jpg","thumbnail_width":2048,"thumbnail_height":1365,"description":"By Dr Susan Vicente Villarente, a special education educator and Gideon Kwasi Animah, a PhD candidate in the Department of Education at the University of Bath Inclusion and equity remain the primary concerns of the global education reform agenda as acknowledged in the framework of Sustainable Development Goal 4 (SDG 4). While considerable progress has [&hellip;]"}