The pursuit of “good education” in South Asia today is undertaken via multiple channels, such as the government, the market, and family. Governments implement educational reforms to ensure high-quality education for citizens. For instance, the government of India has actively implemented policies such as the Right of Children to Free and Compulsory Education Act so that all children between the ages of 6 and 14 may receive a high-quality education in any kind of school. Simultaneously, the education market in South Asia responds sensitively to parents’ expectations for education. There is an increase in the number of private schools fueled by the prevalent belief in South Asia that they guarantee better education than public schools. In response to these government and market developments, households take various measures in search of a good education as they envision it, such as migration from rural areas to cities, and allocating a larger part of the household budget for education. This so-called “educational fever” may be induced by the example of a small number of people from a similar background who have received an education and succeeded as a consequence. They appear to “succeed” by getting a job with a good income on account of being educated, leading to increasing and even undue expectations from education. Children, parents, and childcare workers have developed different images of education according to their respective positions in the overall social preoccupation with the pursuit of “good education”. The papers in this panel investigate what good education means to those involved in childcare and school systems at the grassroots level. Our inquiries focus on the new experiences that women and girls undergo during this pursuit. Women in South Asia play the primary role in child-rearing, so that the mother is often involved in choosing the child’s school. Further, the majority of childcare workers are women. In addition, the school attendance rate of girls has increased gradually since 1990, and it is more common for girls to attend school. Unlike global trends that assess the current state of education based on indicators such as literacy rate, the four presenters in this panel, who have majored in comparative education, social welfare, and cultural anthropology, will consider the state of education in South Asia from the perspective of the new experiences among women and girls that arise from the pursuit of “good education”.