On Schools

and how they evolved and transformed over time.

Jun 29, 2025

The emergence of K-12 education evolved through varied historical, cultural, and political processes, shaped by each society’s needs and the influence of industrialization, colonization, and globalization.

In this essay I would like to explore parts of this history and share some personal stories along the way.

My Experience in K-12 Schooling

My educational experience is spread across three countries (Bahrain, India, Canada) and two continents (Asia, North America). I thus identify as a third culture kid. Between 1997 to 2012 (16 years), I finished my elementary and secondary schooling in Bahrain at schools affiliated to the Central Board of Secondary Education.

The Central Board of Secondary Education (CBSE) is one of the most prominent national education boards in India. The Central Board of Secondary Education (CBSE) is a national-level education board in India, operating under the Ministry of Education. It governs and affiliates over 27,000 schools in India and abroad, offering education from Classes 1 to 12. It conducts two major board examinations: the AISSE for Class 10 and the AISSCE for Class 12.

The system was extremely competitive and grades driven. We had a student to teacher ratio of 40:1 in most classes. So we rarely got any individual attention in these classes. We had 8 periods or 8 blocks of class each day. Each went on for around 40 minutes. We had a thirty minute break in the middle of the day. I got sleepy around the fourth period and then was barely able to focus for the rest of the day. Till grade 10 we basically studied five subjects which included English, Mathematics, Science, Social Science and a Second Language. We also had one art class, one sports class and one computer class scheduled during the week.

We had to give a written exam for each subject we studied at the end of a term. There were three terms in a year so you had three sets of exams through the year. Your final grade was basically tied to your performance in these exams. There was a lot of pressure to do well in these periodic exams. These were three hour exams and they were mainly a written assessment. We had to cram all the information we studied related to that subject in one or two nights and then just turn up and throw it all out on a sheet of paper. I loved English and Social Sciences. I detested Science and Mathematics at school. The love and hate for these subjects only got wider over time. I was indifferent to the second language. I learned French for four years in school and still can’t sustain a conversation or read a text without using a translator.

In the 2000s and early 2010s they placed a lot of emphasis on your performance in the 10th grade final exams and the 12th grade final exams. These were called the board exams. Every year the school would buy a section of the local newspaper and put up the pictures of students that got the highest marks in these exams. I grew up dreading this day as there were often extended discussions in my home and neighbourhood about who was placed where. It became the be all and end all of your existence as a student. Do not screw up your performance in these exams or you are worthless.

In grade 11 and 12 you had to choose between Science, Arts and Commerce. The pressure of doing well in these exams was so intense that I decided to opt for the easiest subjects in Grade 11 and Grade 12. I wanted to perform well and look good for my parents and teachers. I did well in those exams. But I graduated detesting learning and associated all learning with performing well in an exam rather than to develop an understanding of the world in all its nuanced complexity. Even in this system I am grateful that I had some teachers who went above and beyond to instill a love for the subject in me rather than just teach for the exams.

This was my experience in a K-12 School setup.

What was your experience at school? How many schools did you study at as a student? What school did you go to? What national or state board of learning was that school associated with? Was it a private school or a public school? What were your best and worst memories of learning as a student in that K-12 environment?

I would love to discuss your experience in the comments section of this post.

But for now I want to understand how K-12 schooling is generally structured around the world.

Structural Components of K-12 Schooling

The K-12 system around the world typically segments education into three main phases and is delivered in international and local languages:

Elementary School (Kindergarten to Grade 5/6): Focuses on foundational skills in literacy, numeracy, and socialization.
Middle School (Grades 6/7 to 8/9): Bridges elementary and high school with a more comprehensive curriculum.
High School (Grades 9/10 to 11/12): Prepares students for graduation and further educational or vocational pursuits.

This structure is designed to provide a seamless transition between educational stages, ensuring that students develop progressively more complex skills and knowledge.

What are some logical and practical reasons for the emergence of K-12 schooling in most countries around the world?

Reasons for K-12 Schooling

Post 1600, there were several social, economic and political reasons for the emergence of schools. To understand this better you would need to study and analyze the history of public schooling in each country and consider the factors I have listed out in the disclaimer below. However I spent some time studying and working in K-12 systems and conducted my own research. This is a subjective and personal perspective based on my own experience and research. Here are ten possible reasons for schooling among many others:

Early socialization for young children
Socialization in the teenage years
Development of basic literacy skills
Development of basic numeracy skills
Understanding of local history
Justification for utilization of public funds
Signalling and streaming for university programs
Transmission of political ideology
Pathway for economic mobility
Child care for families

Disclaimer about K-12 Schooling Research

You cannot apply the above reasons to all contexts. Each K-12 educational environment is different. Each student’s experience in a specific K-12 educational environment is different. There are various economic, social, cultural, political and historical factors in play. For instance I have studied in classrooms where the teacher student ratio is 1:45. I have also studied in classrooms where the teacher student ratio is 1:5. The experience is very different in both these environments.

Some schools have more funding to invest in support staff and learning material. Some parents can invest more in their child’s education at the K-12 level. These differences get much larger at a state, national and international level. The experience and qualification of the teacher is vital. A supportive home environment during childhood is also important. Access to books and resources outside school can be pivotal in the long run. Additional support and tutoring can also shape and affect student achievement in these school environments.

These are some of the important factors in creating consistent and conducive learning environments. It is a wicked problem and there are no easy answers. But I list out the above reasons based on patterns I have observed in most top down education policy frameworks. I accept that my knowledge is limited and I am still open to corrections in my way of approaching this topic.

Trends, Disparities and Challenges in K-12 Schooling

Globally, the K-12 structure emerged as part of a worldwide movement toward standardization, accessibility, and economic development.

While the K-12 model itself originated largely in the U.S., its framework spread and adapted to local contexts worldwide as countries adopted similar structures to meet modern educational demands and integrate into the global economy.

Despite its advantages, the K-12 education system faces challenges globally, including disparities in access, quality of education, and teacher training. Countries are increasingly recognizing the need for reforms that address these issues while adapting to technological advancements and changing societal needs.

The emergence of K-12 schooling globally represents an ongoing effort to create equitable, standardized educational systems that cater to diverse populations while preparing students for future challenges.

K-12 Educational Systems around the world

To understand the history of K-12 schooling better you would need to study and analyze the history of public schooling in each country. Each country has its own challenges depending on the economics, history, culture, population, resources and more. Here is a short history of 15 educational systems around the world linked below that I created using research from a language learning model and AI agent:

Bases on an analysis of the data in these 15 educational systems let us explore some general trends and patterns about the history of K-12 schooling around the world.

Sure….

Here are the Six Stages of the Evolution of K-12 Schooling

But before that…

Here are a few notes on the sources for the information collated and presented in this essay. I will then discuss the six stages of the evolution of K-12 schooling based on my subjective understanding of the topic. Please make sure you read the disclaimer and conduct your own research about this topic as there is no single right answer to this question considering the varying contexts and environments.

I tap into personal experience and research on the topic. I spent 2 years teaching grade 5 as a homeroom teacher. I spent 2 years studying for a teaching certification and received a Bachelor of Education at the end of that period. I spent 2 years studying for a Masters of Arts in Education Management. I spent 5 years working as a research assistant in a K-12 school and a not for profit organization that worked with schools in the private and public sector.

I have paraphrased and collated information from various primary and secondary sources in this essay. This includes books, articles, papers, videos, podcasts, policy documents and more. I have also used language learning models and AI agents to assist me in my research and to help me with data collection for this essay. Here are some books on the topic I would recommend to anyone that is curious about the history of K-12 schooling around the world:

Now here are the Six Stages of the Evolution of K-12 Schooling…

Stage 1 - Informal Learning, Vocational Education and Religious Schools (Pre-Industrial Era)

Informal Community Learning – Across ancient civilizations (e.g., China, Egypt, Greece, India, and Mesopotamia), education was primarily informal and focused on vocational or religious instruction. These civilizations had diverse educational traditions, often centered around religious, cultural, or elite institutions. Some countries like Greece and Rome had basic education systems for the elite, often focused on teaching reading, writing, math, and philosophy.
Vocational Education – These early education systems varied greatly in their structure, content, and accessibility, reflecting the unique cultural and historical contexts of each region. Most children learned vocational skills within the family or community rather than in formal schooling. The guilds of the Medieval Age were a popular approach to vocational training in the pre industrial era where young people would spend seven years as an apprentice in the workshop of a master practitioner or expert tradesperson.
Religious Schools – In many societies, education was limited to the elite, focusing on skills such as literacy, numeracy, philosophy, and religious training.In medieval Europe, church-run schools taught literacy and religious doctrine, primarily for those entering religious or administrative roles. In these medieval schools education was primarily provided by religious institutions like monasteries and cathedral schools.

Stage 2 - Colonial Influence and Spread of European Education Models (1600s–1800s)

The age of modern colonialism began around 1500 after European nations discovered sea routes around Africa and America. Many of these countries were located in Western Europe. These nations expanded and colonized throughout the world, spreading European institutions and culture including their K-12 school models. Here are some examples of colonial empires that brought their school systems to the colonies: British Empire: The British Empire lasted from 1707–1997/present; French Empire: The French Empire lasted from 1534–1980/present; Spanish Empire: The Spanish Empire lasted from 1492–1825/1898-1975; Portuguese Empire: The Portuguese Empire lasted from 1415–1999; Dutch Empire: The Dutch Empire lasted from 1602–1975/present; Italian Empire: The Italian Empire lasted from 1882–1960; German Empire: The German Empire lasted from 1884–1920.
Early School Models: The development of modern school systems was heavily influenced by European models, particularly those in Prussia and Western Europe. In the 16th and 17th centuries, some European countries began establishing state-sponsored elementary schools open to the general public. The word school derives from Greek (scholē), originally meaning “leisure” and also “that in which leisure is employed”, but later “a group to whom lectures were given, school”.
Prussian Model of Schooling: The Prussian education system, developed in the 18th century is considered an early model for modern compulsory public education. The Prussian model of age-based, state-sponsored schooling became highly influential worldwide. It structured learning by age and established the concept of grade levels, eventually influencing the K-12 model as we know it today.
European Model of Schooling: In the 16th and 17th centuries, some European countries began establishing state-sponsored elementary schools open to the general public. As European colonial powers expanded globally, they often transplanted their education systems to their colonies and territories, adapting them to local contexts. European powers introduced their own educational systems to colonies, often creating a dual system with Western-style schooling for local elites and limited education for the broader population. Colonial education aimed to instill Western cultural values and train local administrators who could assist in colonial governance. In countries like India, Kenya, and the Philippines, this often involved a structured curriculum with some early division into grades.

Stage 3 - Industrialization and the American Push for Public Education (1800s–1900s)

One Room Schoolhouses: The concept of organized schooling can be traced back to ancient civilizations, but formal public education as we understand it began in the United States. Initially, education was primarily religious and served the elite. The first public schools, known as Common Schools, were established, focusing on basic literacy and numeracy for all children, regardless of their socio-economic background. In the 1800s and early 1900s in the US, schooling was largely informal, taking place in one-room schoolhouses where one teacher instructed children of all ages and skill levels.
Public Education Push in the US: The United States was formed in 1776. In the early-to-mid 1800s, there was a push for universal public education in this country, driven by education reformers like Horace Mann. Mann was an educational reformer in Massachusetts, and is often credited as the “Father of the Common School Movement.” He advocated for a standardized, publicly funded school system accessible to all children. Mann and others argued that common schools would promote social cohesion, reduce crime, and prepare young people for the workforce. The push for public funding of schools and basic teacher training helped establish the framework for modern public education in the U.S. This movement laid the groundwork for what would later become the K-12 model. Kindergarten, introduced in the U.S. by German immigrant Friedrich Froebel in the 1850s, became popular and became the foundational year before formal schooling.
Role of Industrialization: As countries industrialized, they increasingly needed literate, numerate citizens. Public education systems expanded to meet this need, establishing the foundational structure of what would become K-12. Countries like Japan and France, influenced by Western models, began adopting compulsory education laws and implementing grade-based systems to ensure broader literacy and skill development. By the late 19th and early 20th centuries, many countries, including Germany, Britain, Japan, and later the U.S., made schooling compulsory for children up to a certain age.

Stage 4 - Education for Nation-Building and Social Cohesion (1900s - 2000s)

Global Models for Learning: In the early 20th century, newly independent nations in Latin America, Asia, and Africa began developing national education systems to unify diverse populations and promote social development. Inspired by Western models, many countries structured their systems similarly to K-12, adopting grade levels to standardize learning and create a clearer path from elementary through secondary education. The K-12 education system in each country was shaped by factors such as political ideology, cultural values, economic priorities, and social dynamics.
Ideological Influence in the 1900s: The spread of socialist and progressive ideologies also contributed to educational reform. The Soviet Union, for example, emphasized mass literacy and established a structured, grade-based system, which influenced many socialist and post-colonial countries.
Education for Nation Building: After the Global Wars of the 19th and 20th century, there was a trend towards expanding access to primary and secondary education, driven by the recognition of education’s role in nation-building, economic development, and social progress. Many countries introduced compulsory schooling laws and worked to increase enrollment, particularly at the primary level.

Stage 5 - Post-World War II Globalization and the Spread of K-12 Frameworks (post 1950s)

Age and Proficiency: As schooling expanded, schools began organizing students by age and proficiency, which led to the development of specific grade levels. Educators found that age-based grouping, along with a sequential curriculum, improved learning consistency and efficiency.
Role of the United Nations: After World War II, the United Nations, through UNESCO, promoted education as a fundamental human right, supporting developing nations in building K-12-like systems.
Primary, Junior and Secondary Structure – Many countries adopted the 6-3-3 or 5-3-4 structure (primary, junior secondary, and senior secondary) to align with international standards and prepare students for global economic participation. Western nations, especially the U.S., influenced this structure through cultural, economic, and political power, and many countries saw a K-12 model as essential for modernization.

Stage 6 - Late 20th Century to Present: Standardization, Global Testing, and Reform (1990s to 2000s)

International Benchmarks and Assessments: With globalization and the expansion of the knowledge economy, countries sought to benchmark educational progress through international assessments, like PISA (Programme for International Student Assessment). Countries around the world began implementing standardized curricula and testing to meet global standards, often focusing on science, math, and literacy skills.
Compulsory Education Laws: In recent years, reforms have sought to ensure universal access to education, and many countries have strengthened K-12 like systems to provide continuous, accessible education from early childhood to adolescence. By the 1980s and 1990s, a wave of reforms, including standardized testing and accountability measures, sought to improve the quality and consistency of K-12 education. In India, the K-12 model aligns with initiatives like Sarva Shiksha Abhiyan (education for all) in 2001 and the Right to Education (RTE) in 2009, mandating free and compulsory education for children. This reflects a broader global trend towards inclusive education systems aimed at reducing disparities.
Disparities and Challenges: Despite these global trends, access to quality K-12 education remains uneven, with significant disparities between and within countries, often along socioeconomic, rural-urban, and other lines. The specific structures, curricula, and pedagogical approaches of K-12 systems continue to vary widely across different national and regional contexts.

Understanding how schools evolved over time help me make sense of my experience in K-12 schooling as stated at the start of this essay.

How will K-12 schooling evolve and change in the age of A.I.?

Do you have any memories of your time at a K-12 School? What were the highlights and challenges of that time?

What are some things you would do differently if you had children going to a similar school today?

I would love to discuss some of your ideas and thoughts in the comments below.

Until next time,

Keep Learning.

Abhishek Shetty

Education Coffee

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