Person:
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
Degrees
ORCID
Departments
Global Practice on Education, The World Bank
Externally Hosted Work
Contact Information
Last updated: March 23, 2023
Biography
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. 

Filters

2000 - 20191
Browse document type tree
Reset filters

Settings

Statistics
Citations
Topic: Social Protections and Labor ×

Publication Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    Publication
    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.