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This volume examines how the public and private domains in school
education in India are informed and mediated by current market
realities. It moves beyond the simplistic dichotomy of pro-state
versus promarket factors that define most current debates in the
formulations of educational reform agendas to underline how they
need to be interpreted in the larger context. The chapters in the
volume present a series of conceptual and empirical investigations
to understand the growth of private schools in India; investigate
the largely uncontested claims made by the private sector regarding
provision of superior quality of education; and their ability to
address the educational needs of the poor. Further, the book looks
at how the private-public dichotomy has been extended to
professional identity of teachers and teaching practices as well.
Rich in primary data and supported by detailed case studies, this
volume will be of interest to teachers, scholars and researchers
dealing with education, educational policy, school education and
public policy. It will also interest policy makers, think tanks and
civil society organisations.
This volume examines how the public and private domains in school
education in India are informed and mediated by current market
realities. It moves beyond the simplistic dichotomy of pro-state
versus promarket factors that define most current debates in the
formulations of educational reform agendas to underline how they
need to be interpreted in the larger context. The chapters in the
volume present a series of conceptual and empirical investigations
to understand the growth of private schools in India; investigate
the largely uncontested claims made by the private sector regarding
provision of superior quality of education; and their ability to
address the educational needs of the poor. Further, the book looks
at how the private-public dichotomy has been extended to
professional identity of teachers and teaching practices as well.
Rich in primary data and supported by detailed case studies, this
volume will be of interest to teachers, scholars and researchers
dealing with education, educational policy, school education and
public policy. It will also interest policy makers, think tanks and
civil society organisations.
This handbook is an important reference work in understanding
education systems in the South Asia region, their development
trajectory, challenges and potential. The handbook includes the
SAARC (South Asian Association for Regional Cooperation) countries
for discussion---Afghanistan, Pakistan, India, Nepal, Bhutan,
Bangladesh, and Sri Lanka---while also considering countries such
as Myanmar and the Maldives that have considerable shared history
in the region. Such a comparative perspective is largely absent
within the literature given the present paucity of intra-regional
interaction. South Asian education systems are viewed primarily
through a development lens in terms of inequalities, challenges and
responses. However, the development of modern institutions of
education and the challenges that it faces requires cultural and
historical understanding of indigenous traditions as well as
indigenous modern thinkers and education movements. Therefore, this
encompassing referenc e work covers indigenous education
traditions, formal education systems, including school and
preschool education, higher and professional education, education
financing systems and structures, teacher education systems,
addressing huge linguistic and other diversities, and
marginalization within the formal education system, and pedagogy
and curricula. All the countries in this region have their own
unique geographical, cultural, economic and political character and
histories of interest and significance, and have responded to
common issues such as overcoming the colonial legacy, language
diversity, or girls' education, or minority rights in education, in
uniquely different ways. The sections therefore include
country-specific perspectives as far as possible to highlight these
issues. Internationally renowned specialists of South Asian
education systems have contributed to this important reference
work, making it an invaluable resource for researchers and students
of education interested in South Asia.
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