Many of us are interested in implementing more “learner-centred” approaches to education, but are these approaches any better than traditional teacher-centred approaches? In this plenary talk, Dr Nicholas Bremner presents what is currently known regarding the outcomes of learner-centred pedagogy in primary and secondary education in low- and middle-income countries. While learner-centred pedagogy tends to be viewed positively by teachers and students, there is still relatively little objective evidence that learner-centred pedagogy leads to better outcomes than previous teacher-centred approaches. There is, however, a growing body of subjective, self-reported, and/or anecdotal evidence. Interestingly, much of this evidence points less to academic outcomes (e.g. students’ performance in the classroom or in examinations) and more towards non-academic outcomes (e.g. motivation, confidence and enhanced student-teacher relationships). There is a clear need for an increased body of large-scale, objective, and methodologically rigorous research, seeking to examine the effectiveness of learner-centred pedagogy over time.