ABSTRACT
Chapter 7 examines the historical and cultural roots of schooling as they inform contemporary approaches to education. Schools are among the most ubiquitous social institutions in the world, attended by millions of children and youth each year, whether in rich or poor countries. In these institutions resides the hope not only of governments who provide a vast amount of support, but also of parents and children who look to schooling as the main avenue for social and economic advancement. Schools remain the primary institutions for supporting learning broadly, academic competencies, and cultural values set by the state. As systems, schools (public or private, formal or informal) are providers of educational services through organized processes involving teachers, learners, and infrastructural materials. Despite persistent infrastructural limitations such as insufficient resources, overcrowded classrooms, and limited teacher training, schools continue shaping societal aspirations and expectations. The chapter also analyzes hidden costs within ostensibly free public education systems, causing school dropouts. Some families send children to religious schools; in countries where Islam is prevalent, many children attend Quranic schools, which have received considerable research and policy attention in recent years. In sum, the chapter calls for aligning educational practices with students' real-life contexts and aspirations.
