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Getting the Right Teachers into the Right Schools

Author

Listed:
  • Vimala Ramachandran
  • Tara Béteille
  • Toby Linden
  • Sangeeta Dey
  • Sangeeta Goyal
  • Prerna Goel Chatterjee

Abstract

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.

Suggested Citation

  • Vimala Ramachandran & Tara Béteille & Toby Linden & Sangeeta Dey & Sangeeta Goyal & Prerna Goel Chatterjee, 2018. "Getting the Right Teachers into the Right Schools," World Bank Publications - Books, The World Bank Group, number 28618.
    • Handle: RePEc:wbk:wbpubs:28618
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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/28618/9781464809873.pdf?sequence=2
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    References listed on IDEAS

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    1. Emiliana Vegas & Alejandro Ganimian & Analia Jaimovich, 2012. "Learning from the Best : Improving Learning Through Effective Teacher Policies," World Bank Publications - Reports 10057, The World Bank Group.
    2. Vimala Ramachandran, 2008. "Factors Influencing Successful Primary School Completion for Chidren in Poverty Context," Working Papers id:1595, eSocialSciences.
    3. Vimala Ramachandran, 2006. "Teacher Motivation in India," Working Papers id:306, eSocialSciences.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Richards, John, 2022. "Why are school systems in South Asia seriously under-performing?," International Journal of Educational Development, Elsevier, vol. 95(C).
    2. Caroline Dyer & Arathi Sriprakash & Suraj Jacob & Nisha Thomas, 2022. "The Social Contract and India's Right to Education," Development and Change, International Institute of Social Studies, vol. 53(4), pages 888-911, July.
    3. Torsten Figueiredo Walter, 2020. "Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools," STICERD - Economic Organisation and Public Policy Discussion Papers Series 70, Suntory and Toyota International Centres for Economics and Related Disciplines, LSE.

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