Going to School in South Asia

Going to School in South Asia

Going to School in South Asia

Going to School in South Asia


Afghanistan is one of many South Asian countries appearing in daily headlines, as it attempts to rebuild its society, including its educational system, after decades of war. Sri Lanka, devastated by the tsunami of 2004, and parts of Pakistan and Northern India, coping with the aftereffects of a major earthquake, are also also struggling for teachers, classrooms, supplies, and a sense of normalcy for their students. This volume, part of the Schooling Around the World series, provides readers with a history and survey of education in eight of the region's countries. It examines the Primary, Secondary, and Postsecondary levels of education, identifying the types of education available (public, private, tutoring, etc), any race, gender or social class issues that impact education, and major reforms taking place. Readers will find discussions of curriculum and teaching methods most helpful, as well as a special day in the life feature, which gives a personal look at what it's like for students attending school in that country today.


Over the past three decades, with globalization becoming a dominant force, the world wide emphasis on schooling has accelerated. However, a historical perspective teaches us that global trends in schooling are by no means a recent phenomenon. The work of neo-institutional sociologists such as John Meyer and his colleagues has demonstrated that the development of mass public educational systems became a world wide trend in the 19th century and most nations’ schools systems go back significantly further. The Global School Room is intended to provide students with an understanding of the similarities and differences among educational systems throughout the world from a historical perspective.

Although comparative and international educational research has provided an understanding of the many similarities in school systems across nations and cultures, it has also indicated the significant differences. Schools reflect societies and their cultures and therefore there are significant differences among different nations’ school systems and educational practices. Another purpose of this series is to examine these similarities and differences.

The series is organized into nine volumes, each looking at the history of the school systems in countries on one continent or sub-continent. The series consists of volumes covering schooling in the following regions:

North America

Latin America


Sub-Saharan Africa

North Africa and the Middle East

South Asia

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