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Nisha Pankaj Vernekar
Nisha is a Senior Resident Fellow at the Vidhi Centre for Legal Policy, and leads Vidhi's work in the area of Education. She has an MSc in Development Economics from SOAS, University of London, and a Bachelor’s degree in Economics from Symbiosis School of Economics. Prior to Vidhi, she has worked as a project coordinator and research assistant at the Institute for Fiscal Studies, London and Indian Institute of Management-Ahmedabad, respectively on multiple projects relating to early childhood and elementary education, education policy, and gender. She regularly writes on topics of gender and education for media outlets such as The Wire and The Quint, among others.
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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.
Barriers in accessing applications under RTE quota in Gujarat
In the school year 2017-18, Gujarat shifted from a paper-based system at the district level to an online system at the state level, for applications under the Right to Education Act. In this note, researchers at IIM Ahmedabad demonstrate that unless the required technological infrastructure is adequately developed, a complete shift to digitisation adversely affects the most vulnerable populations.