Person: Gala, Priyal Mukesh
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Gala, P. M.
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Last updated:August 20, 2025
Biography
Priyal Mukesh Gala is a consultant with the Education Global Practice and the South
Asia Education team at the World Bank. She specializes in primary and secondary
education, teacher education, technical and vocational skills education, program
management, and the Global South. Her work focuses on the Foundational Learning
Compact trust fund in primary and secondary education. She also works on technical
and vocational education and training and skills for employment with a focus on
countries in South Asia. She has supported research on assessments in early grade
reading and assessing digital connectivity and the impact of school closures during the
COVID-19 (coronavirus) pandemic. Before joining the World Bank, she worked with
the Wikimedia Foundation, Global School Leaders, World Learning, and Teach for
India. She holds a graduate degree in international education and human development
from the George Washington University.
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Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21) Luna-Bazaldua, Diego; Levin, Victoria; Liberman, Julia; Gala, Priyal MukeshThis document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Formulating Policies to Address the Gender Digital Skills Divide in Sub-Saharan Africa(Washington, DC: World Bank, 2025-08-20) Luque, A. M.; Gala, Priyal Mukesh; Rodriguez, M. R. B.The rapid expansion of the digital economy in Sub-Saharan Africa (SSA) presents opportunities and challenges in addressing the gender digital skills divide. This report analyzes comprehensive, gender responsive policy approaches to bridge this gender divide and promote equitable access to digital skills and STEM education for girls and women. Drawing on global and regional case studies, this paper emphasizes the importance of integrating digital literacy into early education, promoting inclusive STEM participation, and supporting women’s transition into the labor market through targeted interventions such as scholarships, mentorship, vocational training, and entrepreneurship programs. The report also underscores the need for reforms that dismantle gender biases in curricula, improve access to digital infrastructure, and foster inclusive learning environments. It also highlights the role of public-private partnerships and community-based initiatives in scaling impact. The proposed policies aim to enhance girls and women economic empowerment, increase their participation in the digital economy, and contribute to inclusive and sustainable development across SSA.Publication Strategies for Enhancing Digital Skills among Africa’s NEET Youth(Washington, DC: World Bank, 2025-08-15) Gala, Priyal Mukesh; Namit, K.; Kidwai, H.This background paper examines the critical issue of how to enhance digital skills among youth who are not in employment, education, or training (NEET) in Africa to prevent approximately 72 million young people (two-thirds of whom are young women) from being marginalized in a global economy rapidly undergoing a digital transformation. First, it evaluates the current digital proficiency of the region’s NEET population and identifies substantial structural barriers that contribute to widening digital disparities. Subsequently, the paper explores the transformative potential of digital skills in boosting employability, fostering entrepreneurship, and enabling broader participation in socioeconomic life. Crucially, it then proposes scalable, cost-effective strategies, including public-private partnerships, mobile-first education initiatives, and community-based training programs. These approaches are assessed for their practicality (cost effectiveness and scalability) and for their potential to equip Africa’s NEET youth with the necessary digital competencies. If adopted at scale, these competencies can enable young people to join the economic mainstream and help translate Africa’s demographic potential into widespread social and economic gains.Publication Analyzing the Gender Digital Skills Divide in Sub-Saharan Africa: Current State and Contributing Factors(Washington, DC: World Bank, 2025-08-20) Voufo, C.; Gala, Priyal Mukesh; Barron Rodriguez, M. R.This paper examines the current state of the gender digital skills divide in Sub-Saharan Africa (SSA), drawing on a broad set of data sources to assess disparities between men and women across key dimensions of digital readiness. The analysis explores differences in educational attainment, digital skills levels, access to digital infrastructure and devices, labor force participation, and representation in STEM and ICT fields. It also investigates the influence of gender norms—including both societal attitudes and internalized perceptions among women—on digital engagement and skills development. To contextualize regional findings, the paper compares SSA with other regions in the Global South and with High-Income Countries, highlighting both shared patterns and region-specific challenges. The assessment reveals that women and girls in SSA face persistent barriers to developing and applying digital skills, with particularly pronounced gaps in access to internet-enabled devices, digital learning opportunities, and advanced training in STEM-related fields. These disparities are further compounded by prevailing gender norms and limited exposure to female role models in the digital economy. Across most indicators, SSA lags both comparator regions and global averages, underscoring the urgency of narrowing the divide. This paper contributes to the evidence base needed to understand the scope and drivers of the gender digital skills gap in SSA and serves as a foundational input for future policy design and programmatic action.Publication Engendering Access to STEM Education and Careers in South Asia(Washington, DC: World Bank, 2023-06-20) Sosale, Shobhana; Harrison, Graham Mark; Tognatta, Namrata; Nakata, Shiro; Gala, Priyal Mukesh; Brown, Sherrie; Holtz, PaulBuilding a skilled and diverse science, technology, engineering, and mathematics (STEM) workforce is crucial for economic development, cross-border trade, and social inclusion in South Asia. However, underrepresentation of girls and women in STEM education and careers remains a persistent issue. What kinds of macro and micro socioeconomic interventions are needed to increase girls’ and women’s access to and participation in STEM education and careers in South Asia?