Firsthand accounts of how education reforms from 2015 onward have impacted teachers in Delhi.
In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be equal to private-school provisions. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that the AAP is delivering on that promise, but this success has little evidence in the schools themselves. Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of a key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 interviews, this volume uses first-hand accounts from teachers to explain how reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. This study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, especially in Delhi.
In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be equal to private-school provisions. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that the AAP is delivering on that promise, but this success has little evidence in the schools themselves. Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of a key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 interviews, this volume uses first-hand accounts from teachers to explain how reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. This study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, especially in Delhi.
Table of Contents
Acknowledgements
List of figures
List of abbreviations
1 Setting the scene
2 Education policy and politics in India and in Delhi
3 Teachers, training and capacity building: what do teachers want?
4 Teachers and the Delhi classroom: what has changed?
5 Teachers and inclusion: success for all?
6 Teachers and COVID-19: challenges of a pandemic
Epilogue: Was it a revolution?
References
Index
List of figures
List of abbreviations
1 Setting the scene
2 Education policy and politics in India and in Delhi
3 Teachers, training and capacity building: what do teachers want?
4 Teachers and the Delhi classroom: what has changed?
5 Teachers and inclusion: success for all?
6 Teachers and COVID-19: challenges of a pandemic
Epilogue: Was it a revolution?
References
Index