The importance of education for development has been emphasised all around the world (McGrath, 2010; Garrett, 2011). It is a key component of international indicators used to assess country progress, such as the HDI (Human progress Index) components. In fact, projected years of schooling and mean years of schooling are two of the four essential HDI components (UNDP 2018, 2019). However, since the dawn of the twenty-first century, exclusionary practises in education have come to the fore in worldwide discourses that relate education to the possibility of greater development. Along with the idea that this must be tackled by carefully examining the reasons of exclusion, the necessity for inclusion towards lasting positive transformation has also become more strongly underlined (UNESCO, 2018).