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Avinash Reddy Pichhili
Avinash is a Project Fellow with the Education team at the Vidhi Centre for Legal Policy. He graduated from National Academy of Legal Studies And Research (NALSAR) University of Law, Hyderabad with a BA, LLB (Hons.) and completed his Advanced Masters (LLM) in International Children Rights from Leiden University. He is the Co-Founder and Managing Trustee of DEVISE – Developing Inclusive Education – through which he focuses on English language education, climate change education and experiential learning. He has previously interned with UNICEF and Centre for Economic and Social Studies (CESS) to conduct legal research studies based on the Juvenile Justice Act and its implementation. He has written on rights of minorities and socio-economic rights for blogs such as LSE Human Rights Blog, LSE South Asia Blog and Völkerrechtsblog.
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Low-tech and teacher support interventions during school closures
School closures during Covid-19 significantly impacted early childhood education, especially in households without sufficient parental engagement. Using data from households affiliated with Balwadis and preschools in Mumbai and Pune, Vernekar et al. find that those with access to a structured educational technology programme reported higher engagement levels. This effect was even greater for households that also received teacher support. They make a case for using such ed-tech programmes for blended schooling to minimise learning inequalities in case of future shocks.
