Abstract
India is currently undertaking at national level a process of substantial educational reform intended to guarantee the right to education for every child. Ironically, however, in many cases India’s Right to Education Act (2009) may be depriving children of access to education. This chapter considers the response that a nonformal education project in India offers to balance this conflict between global and national interests on one hand and local needs on the other: the Barefoot College’s Solar Night Schools Program. An investigation involving site visits, interviews, and bibliographical research identified the importance for education of drawing on local knowledge and resources, in the context of local conditions, in the pursuit of the act’s goals of universal, equitable, and quality education for all. Copyright © 2016 Springer Science+Business Media Singapore.
| Original language | English |
|---|---|
| Title of host publication | Everyday knowledge, education and sustainable futures: Transdisciplinary approaches in the Asia/Pacific region |
| Editors | Margaret ROBERTSON , Po Keung Eric TSANG |
| Place of Publication | Singapore |
| Publisher | Springer |
| Pages | 159-175 |
| ISBN (Print) | 9789811002144, 9789811002168 |
| DOIs | |
| Publication status | Published - 2016 |
Citation
Szekely, E., & Mason, M. (2016). Global agendas versus local needs in educational development: The Barefoot College’s solar night schools program in India. In M. Robertson, & E. Tsang (Eds.), Everyday knowledge, education and sustainable futures: Transdisciplinary approaches in the Asia/Pacific region (pp. 159-175). Singapore: Springer.Keywords
- Self-sustainability
- Integrated service delivery
- Ownership
- Relevance
- Education quality
