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Geeta Gandhi Kingdon
Geeta Gandhi Kingdon is Professor of Education and International Development at the Institute of Education, London University, and was until recently a Research Fellow at the Department of Economics, University of Oxford. She lectures in development economics and her research interests include economics of education, labour economics and the economics of happiness, mostly in countries of South Asia and Africa. Her work is based on microeconometric analysis of survey data and has resulted in more than 25 papers in peer reviewed economics and development economics journals. She is on the Editorial Board of three academic journals and does extensive academic refereeing as well as advisory work forgovernments and donor agencies.
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भारत में शिक्षकों की कमी और इससे जुड़ी वित्तीय लागत का आकलन
भारत में नई शिक्षा नीति के तहत सार्वजनिक प्राथमिक विद्यालयों में शिक्षकों के 10 लाख रिक्त पदों को अत्यावश्यक रूप से भरने का प्रस्ताव किया गया है। इस लेख में,शिक्षा से संबंधित वर्ष 2019-20 के जिला सूचना प्रणाली (यू-डीआईएसई) आंकड़ों का उपयोग करते हुए,पूरे भारत में शिक्षकों की कमी के इस अनुमान का आकलन किया गया है। शिक्षक अधिशेष की व्यापकता और 'फर्जी' छात्र नामांकन को देखते हुए यह प्रतीत होता है कि दस लाख शिक्षकों की बहुप्रचारित कमी के बजाय लगभग 100,000 शिक्षकों का शुद्ध अधिशेष है।
Assessing the extent and fiscal cost of teacher shortages in India
The New Education Policy has proposed that the one million teacher vacancies in public elementary schools be filled imperatively. Using 2019-20 District Information System for Education (u-DISE) data, this article assesses this estimate of teacher shortages across India. Accounting for the prevalence of teacher surpluses and ‘fake’ student enrolment, it finds that there is a net surplus of about 100,000 teachers instead of the much-publicised shortage of a million teachers.
New Education Policy: Incorporating a 'Right to Learn' Act
In this article, Geeta Kingdon, Professor of Education Economics and International Development, University College London, discusses some of the provisions of the Right to Education Act, 2009 that are leading to declining learning levels. In her view, the most important plank of the New Education Policy must be to nullify the effect of such provisions by bringing in a new ‘Right to Learn’ Act, 2016 to supersede the RTE.
Assessing teacher quality in India
Research in the US has pointed out that the most important determinant of the quality of education is the quality of teachers but that students’ achievement is not linked to observable teacher characteristics such as qualification or experience. Using data from selected private schools in Uttar Pradesh, this column estimates the contribution or ‘value added’ of teachers to student scores in external examinations.
Defining Teacher Quality in India
Using administrative data from linked private schools from one of districts in India that matches 8,319 pupils to their subject-specific teachers at the senior secondary level, the project estimates the importance of individual teachers on student outcomes in the high-stake senior secondary exam (at the end of twelfth grade).