ABSTRACT

This chapter argues that comparing Sweden’s transition to mass literacy with the experience of developing states such as Pakistan produces some useful insights into their respective historical processes of social development. The debate over education in Pakistan is currently dominated by a narrow “economics of education” perspective, which pays little attention to the role played by political and social motivations in literacy transitions elsewhere. Educational outcomes are framed in terms of supply and/or demand shortfalls, and solutions sought in terms of organisational and governance reforms, efficiency improvements, and community participation. The absence of “political will” to implement these reforms has often been identified as a constraint, but there has been little investigation into the social and political factors necessary for overcoming it.