Dey, Sangeeta

Global Practice on Education, The World Bank
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Early childhood development, Education, Tertiary education, Teacher management, India
Global Practice on Education, The World Bank
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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

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    Integrating Early Childhood Care and Education in Sri Lanka: From Global Evidence to National Action
    (Washington, DC: World Bank, 2020-10-22) Warnasuriya, Renu ; Sosale, Shobhana ; Dey, Sangeeta
    Changes in social and family structures, gender roles, and working environments have led some countries to introduce integrated centers for early childhood care and education (ECCE) for children ages zero to five years, combining the advantages of preschools and childcare centers. ECCE services are becoming increasingly important for countries as a support system for working parents. In countries such as Sri Lanka, where female participation in the labor force is low in comparison with international standards, providing affordable childcare services could also help more mothers to enter the labor market. Responding to the needs of employees, child development centers in the plantation areas in Sri Lanka are already providing integrated childcare services for children in this age group. The increasing demand for affordable childcare services and the growing recognition of the benefits of holistic early childhood development have brought ECCE to the forefront of Sri Lanka’s development agenda. Well-designed ECCE systems can improve the lives of children and families and provide significant advantages to national economies. Access to effective ECCE can equalize learning opportunities by improving school readiness and by putting children on a more equal footing at the primary school level. These early advantages have proved to have a lasting impact, affecting both educational and earning potential in the adult years. The significant income inequalities in countries such as Sri Lanka could be addressed through investment in effective ECCE programs, and enhanced understanding of the benefits and potential long-term impacts of ECCE could help governments tailor programs to ensure maximum return on investment. This study seeks to answer the following questions: Is it more effective to provide early childcare and education services separately or in an integrated manner? Under what conditions would the provision of separate care and education services be more effective? The study provides an analysis of the ECCE environment in Sri Lanka, with recommendations for improvement within the current context. The information presented in the study is a starting point to foster the improved understanding of a complex subject area involving multiple stakeholders.
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    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.