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This chapter looks at the experiments of the Aam Aadmi Party led government’s initiatives in building teacher quality for its government schools in the capital city. Outlining the contours of neoliberal influence on Indian education policy and its consequences on teacher quality, the chapter explores the political rationality that governs the case of Delhi. It does this by understanding the changing subjectivities of the school teachers within the educational reforms. The government schools in Delhi have been blamed for worsening school performance especially in student learning outcomes through basic educational tests conducted by various assessment and evaluation surveys. Among other reasons, poor teacher quality has been identified as one of the major causes of this poor performance of government school children. Therefore, gaps were identified in the teacher support system and efforts were made to revamp the system. The chapter brings out in detail how the state’s initiatives in educational reforms have produced paradoxical situations and unintended effects in practice as the state has retained a controlling role even though the reform strategies show a shift toward increasing autonomy and deregulation.

The paper critically examines the program on Education for All (EFA) in India, namely Sarva Shiksha Abhiyan (SSA) in a financing and development framework. In doing so, the paper identifies a number of policy and implementation gaps in the program. A fine-tuning of the existing matching shares by discriminating the matching shares in terms of need for, ability to provide matching shares and to strengthen the absorptive capacity could go a long way in attaining the horizontal equity in terms of every child completing elementary schooling in India. This would also ensure the other desirable principles of intergovernmental transfers such as predictability, transparency, and incentive mechanism besides improving utilization.

Further, it clearly emerges that only after ensuring the basic minimum levels in terms of physical and human infrastructure, and ensuring equal access to all the child population of age group of 6–14, quality is given priority. Thus, the challenge is both improving the qualitative and quantitative targets of UEE with enhanced resource allocation to education. Hence, Center is to ensure release of funding for SSA through special efforts as the program requires enormous funding and serious commitment of both central and state governments.

On the developmental aspects, the scheme not only widens social inequity but also perpetuates the declining quality of public provision by encouraging alternate schools and para teachers, besides the financing norms. These low-cost options will result in serious ramifications on equity, quality, balance, and sustainability of the basic education structure.

Over the past decade most central governments across sub-Saharan Africa (SSA) have begun to decentralize some fiscal, political, and administrative responsibilities to lower-levels of government, local institutions, and the private sector in pursuit of greater accountability and more efficient service delivery, often in an attempt to solve broader political, social, or economic problems (SARA, 1997). Education, in particular, has been fertile ground for such decentralization efforts. From Ethiopia to South Africa, SSA countries have engaged in some form of education decentralization, though the pace has been quite uneven. Ethiopia, Uganda, Senegal, and South Africa, for example, are proceeding fast, while Ghana, Mali, Tanzania, and Zimbabwe are under way more slowly. Guinea, Niger, Zambia, and Nigeria are at the other end of the continuum. Decentralization of social services, including education appears to be embedded in the political changes occurring in the region. In almost all SSA countries the introduction of decentralized systems are accompanied by popular elections for local councils as part of the general trend of the introduction of or return to democratization.

Building a quality teaching force depends fundamentally upon attracting suitable candidates into teaching. This translates into transparent and clear policies and procedures for recruitment and transfers. Teacher recruitment and transfer are significant aspects of teacher management in Indian states because of the size and the differences that exist in different locations, in terms of facilities including access to health care services, higher educational institutions, and also transport and mobility. The presence or absence of these facilities and services determine the perceived quality for teachers, especially as it also determines their and the family members’ (including spouse and children) ability to access education, health care, or job market. This makes the recruitment and transfer policy a critical aspect of teacher management that contributes significantly to the motivation and job satisfaction of the teacher. Karnataka was able to make progress on designing and implementing transparent and effective teacher recruitment and transfer policies and move away from a system plagued by the weaknesses exhibited by other states. This chapter undertakes a historical analysis of teacher recruitment and transfers in the state, examines the determinants that led to current policies and an examination of the on-going changes since the policy was first introduced. Using Karnataka’s example, it argues that effective and efficient teacher management systems can lead to better teacher quality.

Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local educators? A variety of central governments in the West had tried to lift children's learning curves through new funding for particular categories of students, along with tighter regulation of how these dollars must be spent. But this assumed that legislators and education bureaucrats knew how to best organize instructional “inputs” and social relations inside classrooms. The conceptual breakthrough with the new buzz around standards-based or performance-focused reform was that government would concentrate on clarifying learning outcomes, leaving local educators to tailor school inputs and pedagogical practices. (Several chapters in this volume show how, in fact, central governments have difficulty resisting the exercise of control over output standards and input mixes.)

At one end, family farming is seen as important for incentivizing local ­development. At another end, the Brazilian National School Feeding Program (PNAE) is a social assistance policy that provides food and nutrition for students enrolled in public schools. In 2015, the program fed 41.5 million students across the country. In 2009, these two worlds – family farming and school feeding – were connected through a public policy implemented by law. This law defines that 30% of the financial resources for the acquisition of school feeding, transferred by the federal government to states and municipalities, must be spent on items produced by family farming. However, even considering the legal requirement and many of the changes it has brought, many municipalities still do not meet this minimum requirement. In 2015, more than half of the 5,570 Brazilian municipalities, about 54%, did not reach the 30% minimum; that is, over 3,000 municipalities failed to meet that legal threshold. This context raises some questions: Why is the law not effective? What are the social structures that hinder the implementation of this public policy as it was conceived? One of the theoretical frameworks that could sustain such questioning is Structuration Theory (ST; Giddens, 2003). It brings the concept of structure duality, stating that there is no prevalence between social structure and human action, but rather a reciprocity. In this theory, the structure can be distinguished into three dimensions (signification, domination, and legitimation) and the interaction of these dimensions can lead to either transformation or continuity. Using the lenses of ST, our aim is to identify, analyze, and understand the reverberations of this public policy on social practices and how these reverberations could explain this state of things. For this, we conducted a preliminary field research, based on interviews with key agents involved in the school feeding program in a municipality in the Midwest of Brazil. The preliminary results revealed that the change induced by the law reflected on those agents, altering social practices. New procedures were adopted that transformed social practices pertaining to the dimension of signification. Nevertheless, challenges related to logistics (transport and storage), trust, training, and bureaucracy are still hindering the effectiveness of the intended public policy. As a limitation, we were not under conditions to grasp the changes while they occurred because our point of attention is the scenario after the enforcement of the relevant Law. Beyond that, our study uses ST to deal with the resistance of social structures to change even in a scenario of mandatory law enforcement.

This chapter reports a study of school provision for first generation learners in a tribal community in Maharashtra, India. The chapter considers how a group of children transferred from a government school provision of poor quality into a new and inclusive privately funded school with a more child centered approach. It examines issues relating both, to access and the quality of education available to meet the needs of first generation learners. The main aim of this study was to investigate educational opportunities and the challenges of this change in provision from the perspectives of children and their parents. This study provides unique insights into the needs of first generation learners by presenting their own voices as a means of articulating their experiences through a process of transition.

School inspection or supervision is one of the core institutional mechanisms for ensuring the quality of education. While analyzing the practices of this quality assurance tool at the basic education level in six developing and emerging economies, this paper found that there has been a major shift in exercising supervision system pushed by the policy dynamics of both international actors and state institutions. The school supervision system has been shaped by decentralization, school-based management, monitoring, data gathering, and output-focused governance. These are also known as the elements of New Public Management (NPM). The growing practice of NPM in all these countries has made the external supervision a less prioritized issue, which is evident in its stagnated and sometimes deteriorated state. On the other hand, the pro-NPM management system advocating for greater autonomy, decentralization and results has not evidently yielded any major positive outcomes, especially in lower-income countries. Thus, the absence of an effective supervision system, both support and control, has created a vacuum in the educational quality assurance instruments. By oversimplifying local contexts in situating NPM, this foreign-emerged management system also has shown reluctance toward fundamental crises of weak institutions in lower-income countries, including resource constraints, skills shortage, and service recipients’ lack of trust, among others. In short, developmental level and institutional capacity matter for the successful implementation of NPM.

Now nearly two decades into its existence, the National Board for Professional Teaching Standards (NBPTS) serves as an indispensable reform in American education, not only on its own merits but also in relation to other reform trends, including both standards-based, accountability-oriented developments, and the unfolding of new parental choice and privatization movements. The NBPTS is a major strategy for recognizing and developing outstanding teachers, who are needed in all schools, whether organized around standards and assessments or mobilized via competitive market pressures. Drawing on an analogy with the medical field's National Board for Medical Examiners, this paper discusses the prospects for the NBPTS in the context of American educational reform, making the argument for its centrality, while also discussing the challenges that lie ahead for the Board.