ABSTRACT
Considering the importance of supporting teachers under the “Accountability 3.0” conception for school education developed in the previous chapter, this chapter highlights the necessity of understanding how such support is practiced on the ground to complement the more solidly developed empirical insights on conventional measures commonly adopted under “Accountability 1.0” and “Accountability 2.0.” After justifying the focus on Beijing and Delhi for addressing this empirical knowledge gap, the chapter presents an overview of educational governance of the two sites, including how teachers are managed and supported. Taken together, this chapter provides a useful background with which to put the findings reported in subsequent chapters into context.
