Person:
Rajasekaran, Subhashini

Education Global Practice
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Rajasekaran, Subhashini, Rajasekaran, S.
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Education quality, Human-centered design
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Education Global Practice
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Last updated:October 6, 2025
Biography
Subhashini Rajasekaran is an Education Specialist at the World Bank. Prior to this, she worked with McKinsey and Company with a focus on education reform through Public Private Partnerships. Over the last decade, she has worked in Education and Youth Skills development with governments, NGOs and the private sector in various capacities, ranging from consulting, project management, corporate social responsibility, fundraising and grassroots implementation. She holds an MA in Education from Tata Institute of Social Sciences and a Post Graduate Diploma from the Indian School of Business. Her research interests include learner engagement through pedagogy, curriculum and teaching; quality of learning environments focusing on language of instruction, technology and physical spaces; setup and implementation of service delivery mechanisms.

Publication Search Results

Now showing1 - 4 of 4
  • Publication
    Digital Pathways for Education: Enabling Greater Impact for All
    (Washington, DC: World Bank, 2024-11-08) Rajasekaran, S.; Adam, T.; Tilmes, K.
    This work aims to offer a strategic approach to policymakers when undertaking digital transformation reforms in education and skills development systems, with a focus on “how.” It builds on the World Bank education vision framework offered in realizing the future of Learning by unpacking the digital cross-cutting area of “Invest wisely in technology”, looking into how this may be done to maximize impact at scale for all. The authors promote cautious optimism and techno realism, clarifying how the education and skills sector can use digital technologies to its advantage by being proactive, strategic, and evidence-based, considering carefully why to use digital and in what conditions the existing and emerging technologies might be positively leveraged. It is widely recognized that one size does not fit all and that policymakers need to have a laser focus on learning, weighing in contextual needs, and purposefully using the next marginal investable dollar on digital solutions to fulfill education objectives equitably at scale for all. Along with policymakers in government who are the primary audience for this work, it is intended to enable dialogue and critical partnerships across industry, academia, researchers and multilateral, and World Bank staff to support and deepen our country engagements as countries increasingly expand the digital reach of public education services.
  • Publication
    Kosovo: Education Digital Readiness Assessment 2024
    (Washington, DC: World Bank, 2025-02-05) Rajasekaran, S.; Jena, N.; Rillo, K.; Uka, A.; Wang, K.; Olszak-Olszewski, A.
    This report aims to identify barriers, needs, and potential opportunities for Kosovo to digitally transform its basic education system to strengthen efficiency and improve student performance in foundational skills (including digital skills). The rest of the report is structured as follows. Chapter 1 offers a brief introduction, and Chapter 2 delves in greater detail into the essential education context, including recent reforms, learning outcomes, and overall governance. Chapter 3 presents the country and sector vision for a digital strategy. Chapter 4 details the methodological approach for this study, which unfolds over the two following chapters. Chapter 5 presents the DISA (Digital Skills Analysis Deep Dive), and Chapter 6 presents the EDRA (Education Digital Readiness Assessment), followed by a synthesis of key recommendations and actions in Chapter 7 and complemented by a series of relevant annexes. The annexes include a detailed summary of recommendations (Annex A), a short background on the basic education system in the country (Annex B), the education strategy for 2022-2026 (Annex C), detailed EDRA methodology and framework (Annex D), and the stakeholder mapping (Annex D), as well as a glossary of key terms (Annex E). For technical audiences, reviewing the detailed methodology described in Annex D as a prerequisite to reviewing the EDRA analysis in Chapter 6 may be helpful.
  • Publication
    Digitalization of Human Development Services in Europe and Central Asia
    (Washington, DC: World Bank, 2024-11-19) Yener, A.L.; Christian, J.D.; Chicheportiche, S.J.; Rajasekaran, S.; Ahmadov, P.; Castro, L.S.
    This report, “Digitalization of Human Development Services in Europe and Central Asia,” provides a summary of the current state and strategic approach for the digital transformation of Human Development (HD) services in the Europe and Central Asia (ECA) region. The report was prepared primarily based on a secondary literature review and synthesis of World Bank internal documents and reports, supplemented by academic publications and data from international organizations. It mainly draws on three sector-specific reports that accompany this report and other supporting background documents presented in Annex 1. Consequently, the findings reflect the state of digitalization as per the available data at the time of preparation, while acknowledging the potential gaps and biases inherent in relying on secondary data.
  • Publication
    Back to School: Pathways for Reengagement of Out-of-School Youth in Education
    (World Bank, Washington, DC, 2019-05-01) Reyes, Joel; Rajasekaran, Subhashini
    Back to School: Pathways for Reengagement of Out-of-School Youth in Education focuses on a social and global problem: 200 million adolescents and youth are out of school, live in adverse life circumstances, and face multiple disadvantages. It analyzes the available evidence for what works, how, and why for reengaging and retaining these young people in education. The study further explores for whom and in what contexts the identified interventions can be effective, considering variations in both individual and contextual characteristics of the targeted youth. This literature review and synthesized findings can be useful to build a broad theory of change with the aim of guiding local policy and programming for designing contextualized interventions for education reengagement.