PCF10 Sub-theme: Promoting Equity and Inclusion // Blended education theorists and practitioners have argued about the requirement for a framework to be comprehensive in a way that can explicate many of the activities by the various actors of the education ecosystem – learners, teachers, communities, eduverses, institutions, administration – associated with blended education in both developing and developed countries. Currently, Community of Inquiry (CoI), Complex Adaptive Blended Learning System (CABLS), and Khan’s Octagonal eLearning Model are the most prominent frameworks, yet they still do not offer an all-inclusive framework for blended education that can facilitate implementation from theory in different socio-economic echelons and educational strata. This paper provides a review of the existing literature on blended learning and identifies potential gaps in going from theory to implementation. Building on Chowdhury’s (2021) work at the World Economic Forum, a Blended Education Framework for All (BEFA) is proposed as a means to explicate blended education operations and practices at the individual, community, institutional and national levels, leaving no one behind. It also presents evidence of the necessity of a comprehensive framework such as the BEFA from a larger study conducted into the blended education ecosystem of Bangladesh and Australia. // Paper ID 9103