Dey, Sangeeta

Global Practice on Education, The World Bank
Profile Picture
Author Name Variants
Fields of Specialization
Early childhood development, Education, Tertiary education, Teacher management, India
Global Practice on Education, The World Bank
Externally Hosted Work
Contact Information
Last updated March 23, 2023
Sangeeta Dey is a Senior Education Specialist at the World Bank where she is leading the Bank’s Secondary Education Project in India, working on Elementary and Higher Education in India and on an Early Childhood Development project in Sri Lanka. She obtained her M.Phil. from University of Delhi in Indian History. She has published a co-authored article on grievance redressal mechanisms for school teachers and co-authored a study report on Teachers’ Time on Task in Secondary Schools which is under publication. Previously, she worked as Education Advisor at the UK's Department for International Development,  Education Grants Officer at the Michael and Susan Dell Foundation, Education Specialist at USAID’s REACH India project and taught Indian history at the undergraduate level in University of Delhi. 

Publication Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    From Good to Great in Indian Tertiary Education: Realizing the Promise of the National Education Policy
    (World Bank, Washington DC, 2023-03-23) Arnhold,Nina ; Dey,Sangeeta ; Goyal,Sangeeta ; Larsen,Kurt ; Tognatta,Namrata Raman ; Tognatta,Namrata ; Salmi,Jamil
    India has one of the largest and fastest-growing tertiary education systems in the world. The system enrolls 37 million students across nearly 50,000 institutions. The recently endorsed National Education Policy (NEP) aims at a further doubling of the gross enrollment ratio in higher education from 26.3 percent to 50 percent by 2035. Despite its size and growth rate, and the emphasis placed on tertiary education by Indian policymakers in recent times, the system has faced continuous challenges of equitable access, quality, governance, and financing, with the quality of inputs and outputs not keeping pace with the expansion of the sector. The World Bank has supported tertiary education in India through a series of engagements in technical education at the national level, and general tertiary education in specific states. The NEP’s proposal for broad-based tertiary education reforms as a key step toward transforming the tertiary education sector in India aligns with the Bank’s global tertiary education strategy and presents an opportunity for the Bank’s engagement in this area through analytic work, dialogue with key stakeholders, and strategic engagement with states and tertiary education institutions. Based on this analysis, the World Bank in 2020-2021 expanded its engagement in Indian tertiary education through dedicated analytical and advisory work in the NEP context. Focusing on the areas of access and equity, employability, digitalization, internationalization, academic careers, governance, funding, as well as quality assurance, the World Bank conducted a series of virtual events and prepared technical reports discussing the status quo in Indian tertiary education in the context of the proposed NEP reforms and international trends. The report at hand provides a summary of the outcomes of this work.
  • Thumbnail Image
    Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce
    (Washington, DC: World Bank, 2018) Ramachandran, Vimala ; Béteille, Tara ; Linden, Toby ; Dey, Sangeeta ; Goyal, Sangeeta ; Goel Chatterjee, Prerna
    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.