Handbook of Education Systems in South Asia
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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…mehr

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Produktbeschreibung
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.
Autorenporträt
Padma M. Sarangapani is Professor of Education and Chairperson of the Centre for Education, Innovation and Action Research, Tata Institute of Social Science, Mumbai. Her research interests include teacher education, the discipline of education, and culture and education in which she has published. She was member of the steering committee of the National Curriculum Framework 2005 and the National Council of Teacher Education. She has been the recipient of the Commonwealth Academic Fellowship (2014-2015), The Indira Gandhi Memorial Fellowship (1999-2001), and the Fulbright Pre-Doctoral Fellowship (2002-2003). She currently leads the Connected Learning Initiative which is an action research initiative to develop curricula for high school students, teacher professional development and transforming quality at scale. She was editor of Contemporary Education Dialogue (2002-2014, SAGE) and on the international editorial board of British Journal of Sociology of Education and the Executive Board of the International Studies in the Sociology of Education and Jury Member of the Hamdaan, UNESCO award for teacher effectiveness (2016). She has been PI for two long term international partnerships with Kings College, London and Massachusetts Institute of Technology, Cambridge, MA. Her books include "Constructing School Knowledge" (Sage, 2003), " Improving Government Schools: What has been tried and what work" (2003, Books for Change, Edited with Mandira Kumar) and School Education in India: Market, State and Quality" (T&F, forthcoming. Edited with Manish Jain, Rahul Mukhopadhyay, Archana Mehendale and Christopher Winch). Rekha Pappu is Associate Professor and Chairperson of the Azim Premji School of Education at the Tata Institute of Social Sciences, Hyderabad. As a researcher, teacher, and consultant, she has been working for over two decades with institutions in the academic and the development sectors. Her research interests are in the areas of education, gender and development. She has published in these areas in academic journals as well as newspapers and magazines. She has also edited the first Social Watch Report of Andhra Pradesh titled Rethinking Priorities: Making Policy as if People Mattered. She was the Coordinator & Director of Anveshi Research Centre for Women's Studies, Hyderabad (1997 - 2003) and also the Convenor of the Andhra Pradesh Social Watch (2004 - 2005). She has been a Fulbright-Tata Visiting Fellow at the Institute for Research on Women and Gender, University of Michigan, Ann Arbor, USA (2001), a Visiting Fellow at the Institute for Development Studies (IDS), University of Sussex, UK (2003) and a Key Technology Partnership Fellow at the University of Technology, Sydney (2015).