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.
 

Myanmar’s Education Reforms reviews the changing state of education in Myanmar as the country has dealt with a profound transformation over the past decade and a half. Education has served as a litmus test for judging the level of openness of any Myanmar government, especially those in place for the past seven decades. Marie Lall situates education within the context of the wider reforms and the process of making peace that began in 2012, using it as a case study on how these reforms have progressed and continue to progress. Drawing on data collected over fifteen years in the field, Lall argues that despite controlling the majority of the civilian government, the National League for Democracy is not delivering on its promise of social justice.