Primary Schooling in China and India: Understanding How Socio-Contextual Factors Moderate the Role of the State.

Autor/inn/en	Rao, Nirmala; Cheng, Kai-Ming; Narain, Kirti
Titel	Primary Schooling in China and India: Understanding How Socio-Contextual Factors Moderate the Role of the State.
Quelle	In: International review of education, (2003) 1-2, S.153-176Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1023/A:1022969922200
Schlagwörter	Primary Education; Classroom Teaching; Educational Policy; Cultural Belief; School Enrolment
Abstract	Abstract This paper considers how state educational policy and other sociocontextual factors influence primary schooling in two large developing countries. In the late 1940s, national statistics for primary school enrolment and other human development indicators were comparable between China and India. Both countries then experienced major political transitions and embraced similar economic development priorities. Half a century later, reports prepared for the 2000 World Education Forum indicate that China had far outperformed India in terms of school enrolment ratios and on indices of the efficiency of primary education. This article considers the reasons for these differences. It discusses the role of the state, educational policy and its implementation, linkages among educational, economic and social policies, cultural belief systems that are relevant to education, classroom teaching and learning, teacher characteristics, and the physical conditions of schools.
Erfasst von	OLC
Update	2023/2/05