Education systems are complex social systems. This article argues that it in order to analyze educational values, attributes, and outcomes within a complex system, greater attention must be paid towards understanding the utility of education and the contexts, discourses, and narratives surrounding the purpose of schooling in society. An Educational Values Evaluation and Design (EVED) Framework is put forward as a means to effectively understand the alignment -- or misalignment -- of educational values within a complex system. This is particularly relevant for inclusion and diversity in education, in that various elements must be in place beyond legal frameworks promoting access for inclusion to be meaningful and effective. This article presents the case study of Bhutan to support the EVED Framework that was a result of two years of qualitative field research. The results of the research demonstrate that there are multiple and various actors and elements operating with a variety of intentional and unintentional goals within a complex system. Through an exploration of the value of inclusivity in Bhutanese education, we show that an application of the EVED framework can expose the alignments and misalignments that contribute towards the realization of educational values in schools and in society.