Person:
Sinha, Shabnam

Global Practice on Education, The World Bank
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Sinha, Shabnam
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Education, India
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Global Practice on Education, The World Bank
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Last updated:January 31, 2023
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Shabnam Sinha is Senior Education and Institutional Development Specialist at the World Bank in the India Country Office. She is leads the Bank’s largest project on basic education and works on the secondary and teacher education in India and Vietnam .  She is also the State Coordinator (World Bank) for the low income state of Bihar, leading the Bank’s program on Enhancing Teacher Effectiveness in Bihar. She works on skill development and leads the World Bank’s program on The Role of Non State Players in Skill Development in India. Prior to joining the World Bank Ms. Sinha was Chief Executive Officer (CEO) PPP, Education with, a large private sector finance and infrastructure company. She was Senior Program Management Specialist (Education) with United States Agency for International Development (USAID), New Delhi. In a career spanning 25 years, has worked at the National Council of Educational Research and Training (NCERT), undertaking planning, development, appraisal and monitoring of national programs on basic education and teacher education. 

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    Study on Demand for Skilled Labor in Unregistered MSMEs of India
    (World Bank, Washington, DC, 2017-01) Pental, Kartik; Sinha, Shabnam
    This report seeks to highlight the economic importance of unregistered Micro Small and Medium Enterprises (MSMEs) in India and ascertain their role in the job market. It attempts to summarize the sector’s demand for skilled labor and entrepreneurial skills training.The report opens with an executive summary of key findings and a background explaining the context in which it has been prepared and the research objectives it seeks to fulfil. The next section of the reportpresents key insights derived from the analysis of data collected through the Unregistered MSMEs censusof 2006-07 and the associated extrapolations made by the government in 2013-14. This section discusses the size, scale and profile of the unregistered MSME sector along with estimates of the employment generated by the sector. This is followed by a section on insights from field based research in Chhattisgarh. It utilizes primary datato estimate how the unregistered MSME sector has grown in the state; how its profile and scale hasevolved since the census of 2006-07; the size of the labor force engaged by unregistered businesses in Chhattisgarh; the sector’s demand for skilled labor; its preference for formally skilled/certified employees; the wage gains that employees can expect to derive from obtaining formal skills certification;its contribution to the state economy; and the skills training needs of entrepreneurs. The next section of the report builds on the findings of the first two sections to estimate and present national level aggregates for the growth of the unregistered MSME sector, the quantum of labor force employed by unregistered MSMEs in India, the sector’s demand for skilled labor and the wage benefitsthat employees can derive from attaining formal skills certification.This is the most recent and holistic data source available as thenext unregistered MSME census is currently in the planning and data collection phase. Primary data fromthe low-income state of Chhattisgarh has been used to adjust/control the extrapolations made using the2006-07 census data. Extrapolations have been made based on gross state domestic product per capita,change in gross state domestic product per capita, female labor force participation estimates and change infemale labor force participation estimates.The report closes with a set of recommendations directed at strengthening policy and programmingresponse to the skills training needs of unregistered MSMEs in India. It presents ideas that different tiersof governance, skills training providers and skill development agencies can leverage upon to realize theobjectives of the ‘Skill India Mission.’State level estimates for key data points are given in Annexure I of the report and Annexure II presents the approach and methodology used to structure the field based research carried out in Chhattisgarh.
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    Teacher Performance in Bihar, India: Implications for Education
    (Washington, DC: World Bank, 2016-01-13) Banerji, Rukmini; Sinha, Shabnam; Wadhwa, Wilima
    Undertaken by the ASER Center of Pratham, this study explores a set of interrelated factors that influence how teachers teach. Designed as a series of data collection exercises that were conducted between July 2013 and December 2014, the study covered 400 schools and tracked more than 2,200 teachers during visits to each school. The study uses teacher surveys and classroom and school observations methods. It evaluates teachers’ subject-matter knowledge, ability to communicate, and ability to learn from children’s work. The findings generated by the study provide significant inputs and suggestions for designing future teacher training and teacher professional development programs.