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Not much has been written on the issue of evolution of schooling in hard-to-reach places in South Asia. This article offers a critical overview of the underlying mechanism by which low-cost private schools operate within the rural Indian milieu. It argues that these schools may have little to offer to disadvantaged students, beyond loads of information and good examination performances.  In order to substantiate the argument, it systematically highlights the complexities and contradictions of examination-focused educational practices prevalent in such schools.  These findings are very important in terms of viewing such practices in relation to the vision of quality education in SDG-4, which emphasises learning by interactive and inclusive engagement of students.

international journal of social ecology and sustainable development

Critical Analysis of Educational Aspirations and Practices Inside a Low-Cost Rural Private School: Possible Implications for Quality and Sustainability