Zanzibar is a semiautonomous archipelago in the Indian Ocean along the East African coast. It gained independence in 1963 from the British. After the Zanzibar Revolution in January 1964, it united with Tanganyika to form the United Republic of Tanzania in April 1964. The Government of Zanzibar has its own executive branch led by the president of Zanzibar, legislative body (called the House of Representatives), and judicial system. The national framework for the education sector is informed by legislations, policies, and plans such as Zanzibar Vision 2020, the Zanzibar Strategy for Economic and Social Transformation, the Zanzibar Education Development Plan II, Education Act No. 6 of 1982 (amended in 1993), Children’s Act No. 6 of 2011, the Spinster and Single Parent Children Protection Act No. 4 of 2005, the Local Government Authority Act No. 7 of 2014, the Zanzibar Vocational Education and Training Policy, and the Zanzibar Education Policy. The mission of the 2006 Zanzibar Education Policy is to strive for equitable access, quality education for all, and promotion of lifelong learning. This mission is consistent with the global Education 2030 Agenda as elaborated in United Nations Sustainable Development Goal 4.
Responding to reforms in both local and global education-related goals and plans, Zanzibar introduced reforms to address areas such as (a) the structure of the formal education; (b) the language of instruction; (c) the entry age; (d) curriculum; (e) inclusive education and learners with special educational needs; (f) alternative education; (g) decentralization; (h) school inspection; (i) married students, pregnant girls, and young mothers; and (j) education financing. Other measures to reform the education sector were announced by the Zanzibar president on the anniversary of the country’s revolution in 2015 and 2017. Many of these reforms are in effect, and plans for decentralization, education financing, and school inspection reforms are not yet in full operation.
Some of the reforms promise positive results, such as an increase of enrollment in preprimary and primary schools, due in part to the removal of the voluntary financial contribution. Introduction of inclusive education has contributed to increasing community awareness of the right to an education for all without regard to gender, (dis)ability, or socioeconomic status. Likewise, some pregnant girls resume studies after delivery. However, there have been challenges in the implementation of some of the reforms, including the change in the language of instruction from Kiswahili to English for some subjects at the primary level. Though the actual implementation of the reforms on decentralization and education financing is yet to come into effect, there are potential risks that might negatively impact quality, equity, and inclusion. The risks include the lack of clarity of the responsibilities and functions of each actor, insufficient resources to meet the actual needs of schools, and limited capacity at the local level for the commitment to inclusive education.
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Analytical Review of School Reforms Toward the Education 2030 Agenda in Zanzibar
Said Juma
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Historical Developments, Influences of International Actors, and Education Reforms in India
Shivali Tukdeo
The entry and prominence of international institutions in education have been striking features of policy development in the last few decades. A particular area of interest is India’s education system since independence, particularly in the context of the recent policy ideas steered by international actors. Once a strong marker of the British colonial legacy, formal education in India acquired different meanings post independence. The significance of education has been understood as an essential part of social transformation, a resource for mobility, and an instrument of empowerment. As the inherited system was domesticated, the following challenges emerged: equitable access, relevance of formal learning, and a fashioning of Indian national identity. Through a network of institutions, the enterprise of postcolonial public education was shaped in the mid-20th century and was deeply entrenched in the politics of class, caste, and gender. Mass education and schemes to enable access on the one hand, and the development of highly selective, technology-focused institutions on the other, became the route through which an extremely uneven landscape of education was established.
A weakened public education system, growing private institutions, and the overall economic turn toward liberalization marked the Indian educational politics of the 1990s. Diverse international institutions, multilateral institutions, nongovernmental organizations, and national governments came together during the World Education Conference of 1990 in Jomtien, Thailand. For the developing world the policy process became globalized after the conference, and it expanded to include multiple actors and partnerships. Thriving since then, globalized education policy has become a space of solutions and authority. Given these changes at large, it is important to understand the politics of policy production, actual policy ideas, and how they acquire legitimacy.
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Community-Based Reforms in the Monitoring Architecture of Elementary Education in India
Kiran Bhatty
Governance has emerged as a major factor explaining the decline in the quality of public education around the world, including India. Monitoring is an important element of governance, not just as a means of tracking performance but also for planning and policymaking. In recent years, it has gained greater relevance in light of the increased participation of the private sector in all aspects of education delivery. How the government monitors education depends on the structures and systems it has in place to collect adequate and appropriate information, process the information, and follow through with a feedback mechanism. However, for monitoring to be effective, not only is it necessary to get information to the government, but it is equally important to close the feedback loop by acting on the information in a timely fashion. The community can play an important role in this process by verifying official data and providing valuable information not collected by government sources on the functioning of schools in real time. What is required are platforms for sharing that information with the community and a mechanism for response from the government.
The importance of community participation in monitoring education was given a boost in India with the passage of the Right to Education (RTE) Act, in 2009, which assigned the monitoring function to the National Commission for the Protection of Child Rights (NCPCR)—a body answerable to the Parliament of India. This separation of implementation and monitoring functions created an opportunity for the community to participate directly in the monitoring of the RTE Act through an exercise of community monitoring undertaken by the NCPCR. The impact of this exercise was wide-ranging—from creating awareness about the right to education to mobilizing the community to voice their concerns regarding schools, creating platforms of dialogue between the state and the citizens, building trust with teachers, and bringing concrete improvement in the functioning of schools. Unfortunately, the inability to get the process institutionalized with state structures led to its early demise.
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Critical Race Theory and STEM Education
Terrell R. Morton
Critical race theory (CRT) is a framework that attends to the prevalence, permanence, and impact of racism embedded within and manifested through the policies, practices, norms, and expectations of U.S. social institutions and how those concepts have differentially impacted the lived experiences of Black and Brown individuals. CRT bore out of the legal studies—complemented by philosophical and sociological fields—and has since been applied to a multitude of disciplines including education. Composed of several tenets or principles, CRT approaches to research, scholarship, and praxis take a structural, systematic, or systemic perspective rather than an individual or isolated perspective. CRT provides scholars and practitioners the ability to acknowledge and challenge structural racism and intersectional forms of oppression as foundational to the perceived and experienced inequities outlined by various constituents. In providing such a perspective, CRT facilitates the opportunity for future ideologies that promote radical and transformative change to systems and structures that perpetuate racial and intersectional-based oppression. STEM education—representing the disciplines of science, technology, engineering, and mathematics from inter- and intradisciplinary perspectives—constitutes the norms, ideologies, beliefs, and practices hallmarked by and within these fields, examined both separately as individual disciplines (e.g., science) and collectively (i.e., STEM). These concepts comprise what is noted as the culture of STEM. Scholarship on STEM education, broadly conceived, discusses the influence and impact of STEM culture across P–20+ education on access, engagement, teaching, and learning. These components are noted through examining student experiences; teachers’ (faculty) engagement, pedagogy, and practice; leadership and administration’s implementation of the aforementioned structures; and the creation and reinforcement of policies that regulate STEM culture. Critical race theoretical approaches to STEM education thus critique how the culture of STEM differentially addresses the needs and desires of various racially minoritized communities in and through STEM disciplines. These critiques are based on the fact that the power to disenfranchise individuals is facilitated by the culture of whiteness embedded within STEM culture, a perspective that is codified and protected by society to favor and privilege White people. CRT in STEM education research tackles the influence and impact of racism and intersectional oppression on racially minoritized individuals in and through STEM by revealing the manifestation and implications of racism and intersectional oppression on racially minoritized individuals’ STEM interactions. CRT in STEM also provides opportunities to reclaim and create space that more appropriately serves racially minoritized individuals through the use of counterstories that center the lived experience of said individuals at the crux of epistemological and ontological understandings, as well as the formation of policies, programs, and other actions. Such conceptions strive to challenge stakeholders within STEM to alter their individual and collective beliefs and perspectives of how and why race is a contending factor for access, engagement, and learning in STEM. These conceptions also strive to challenge stakeholders within STEM to reconfigure STEM structures to redress race-based inequity and oppression.
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Federalism, Decentralization, Intergovernmental Relations, and Educational Provision in Five Latin American Countries
Gilda Cardoso de Araujo
Federalism is a common object of study in various fields, including political science, economics, law, and history. In the field of education, however, the analysis of how educational policies are shaped by federal contexts is relatively recent. Despite the influence of U.S. constitutionalism and federalism, the historical trajectory of both Latin American federalisms and the distribution of responsibility for providing education are characterized by a centralizing federalism. This was the case at least until the final years of the 20th century when decentralizing processes based on cooperative intergovernmental relations, linked to a transfer of authority that limited the equitable provision—both in quality and quantity—of public education began.
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Privatization of Education in Latin American Countries
Theresa Adrião and Camilla Croso
Privatization of education in Latin America, and particularly in South America, has been an ongoing process since the last decades of the 20th century and continues to be a pressing issue in the present times. It has been leveraged in the context of regional neoliberal consolidation and taken root in legal and policy frameworks, as well as in mainstream public opinion. Education privatization has concretely taken shape through its governance and supply as well as through the different curricular dimensions, including textbooks, teacher training and evaluation procedures, with important consequences in terms of equity and the realization of the right to education for all.
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Theories of Tolerance in Education
Ben Bindewald
Scholars in diverse democratic societies have theorized tolerance in various ways. Classical liberal tolerance can best be understood as non-interference with forms of behavior or expression one finds objectionable. It has been criticized for being too permissive of hate speech and not demanding enough as a theoretical guide to civic education. Alternatively, robust respect is characterized by open-mindedness and respect for diversity. Critics have suggested that it is too relativistic and overly ambitious as a guide to civic education. Discriminating (in)tolerance suggests that tolerance should only be extended to individuals and groups who support the advancement of egalitarian politics and the interests of historically marginalized groups. It has been criticized for being overly authoritarian and dogmatic. Mutuality emphasizes reciprocity and sustained engagement across difference. Critics argue that it is not revolutionary enough to address past injustices and persistent inequality.
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Elite School Education Group Policy and Low-Performing Schools in China
Yu Zhang and Xuan Qi
Education inequality has been a challenging issue worldwide, and disparity across schools constitutes a significant proportion of total inequality. Effective policies to turn around low-performing schools (LPS) are therefore of great importance to both governments and students. The Elite School Education Group (ESEG) policy is an emerging one, and it has quickly become very influential in China, a country with one of the largest and most diversified education systems in the world. Under this policy, elite public schools (EPS), which have exceptionally enriched educational resources (i.e., high-quality teachers, strong principal leadership, excellent school cultures, etc.), are encouraged by the government to build school groups with LPS. Within the school group under the elite school brand, branch schools (i.e., the previous LPS) can share all kinds of resources from the EPS (including teachers and principals), and they may even utilize the prestige of the brand itself as a means to attract high-performing students. The ESEG policy enables the delivery of multiple turnaround interventions to LPS in an autonomous way, through building partnerships between EPS and LPS. While some LPS are successfully turned around, some are not. It depends on the effectiveness of the reforms undertaken in the branch schools. Of particular importance is the access to strong principal leadership, excellent teachers, and the school cultures from EPS. Incentives for EPS to participate in this reform include obtaining flexibility in personnel management, expanding school scale and influence, and mobilizing other resources. Despite the potential positive influence on the branch schools, the ESEG policy may have a more complex influence on the entire education ecology than initially expected. Indeed, there are now some concerns that the ESEG is creating new LPS, because more and more high-performing students are drawn out of normal schools and attracted to the ESEG-partnered schools during admission. Thus, the effectiveness of the ESEG policy should not be solely based on attracting high-performing students, but on improving overall education quality.
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Homeschooling in the Educational Landscape of Latin America
Luciane Muniz Ribeiro Barbosa
A number of developments stemmed from reforms to Latin America’s educational landscape beginning in 1990, with the regulamentation of homeschooling differing in countries across this region. Academic research and literature on homeschooling in these countries are just beginning, but it is clear that there is a “normative void” on this topic that is experienced by almost all Latin American countries despite the growing number of families choosing this form of education. There is a need to broaden the debate regarding the regulation of homeschooling in Latin America by analyzing local particularities in view of the commitment to protect the right to education for Latin American children and adolescents.
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The Impact on French Upper Secondary Schools of Reforms Aiming to Improve Students’ Transition to Higher Education
Clement Pin and Agnès van Zanten
For a long time, the French education system has been characterized by strong institutional disconnection between secondary education (enseignement secondaire) and higher education (enseignement supérieur). This situation has nevertheless started to change over the last 20 years as the “need-to-adapt” argument has been widely used to push for three sets of interrelated reforms with the official aim of improving student flows to, and readiness for, higher education (HE). The first reforms relate to the end-of-upper-secondary-school baccalauréat qualification and were carried out in two waves. The second set of reforms concerns educational guidance for transition from upper secondary school to HE, including widening participation policies targeting socially disadvantaged youths. Finally, the third set has established a national digital platform, launched in 2009, to manage and regulate HE applications and admissions.
These reforms with strong neoliberal leanings have nevertheless been implemented within a system that remains profoundly conservative. Changes to the baccalauréat, to educational guidance, and to the HE admissions system have made only minor alterations to the conservative system of hierarchical tracks, both at the level of the lycée (upper secondary school) and in HE, thus strongly weakening their potential effects. Moreover, the reforms themselves combine neoliberal discourse and decisions with other perspectives and approaches aiming to preserve and even reinforce this conservative structure. This discrepancy is evident in the conflicting aims ascribed both to guidance and to the new online application and admissions platform, expected, on the one hand, to raise students’ ambitions and give them greater latitude to satisfy their wishes but also, on the other hand, to help them make “rational” choices in light of both their educational abilities and trajectories and their existing HE provision and job prospects.
This mixed ideological and structural landscape is also the result of a significant gap in France between policy intentions and implementation at a local level, especially in schools. Several factors are responsible for this discrepancy: the fact that in order to ward off criticism and protest, reforms are often couched in very abstract terms open to multiple interpretations; the length and complexity of the reform circuit in a centralized educational system; the lack of administrative means through which to oversee implementation; teachers’ capacity to resist reform, both individually and collectively.
This half-conservative, half-liberal educational regime is likely to increase inequalities across social and ethnoracial lines for two main reasons. The first is that the potential benefits of “universal” neoliberal policies promising greater choice and opportunity for all—and even of policies directly targeting working-class and ethnic minority students, such as widening participation schemes—are frequently only reaped by students in academic tracks, with a good school record, who are mostly upper- or middle-class and White. The second is that, under the traditional conservative regime, in addition to being the victims of these students’ advantages and strategies, working-class students also continue to be channeled and chartered toward educational tracks and then jobs located at the bottom of the educational and social hierarchy.
