Person:
Goel Chatterjee, Prerna
Author Name Variants
Fields of Specialization
Education,
Communication,
Leadership,
Curriculum development
Degrees
External Links
Externally Hosted Work
Contact Information
Last updated
January 31, 2023
Biography
Prerna has a degree in Masters of Education from LaTrobe University, Australia and is a Certified Life Coach from Coach for Life, USA. She started her career working with young adults in the field of outdoor education and life skills. Currently she is a Senior Faculty with the Capacity Building Unit of ASER Centre, where her main focus areas are communications and leadership skills. Alongside, she regularly conducts workshops on ‘Prevention of Sexual Harassment at Workplace’ and has worked on various qualitative research projects.
Publication Search Results
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Publication
Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce
(Washington, DC: World Bank, 2018)India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redress mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India's 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.