This book provides a critical review of the long-term effectiveness of education and social protection policies enacted by G10 countries in response to the global pandemic.
This book provides a critical review of the long-term effectiveness of education and social protection policies enacted by G10 countries in response to the global pandemic.
The COVID-19 pandemic caused the most significant disruption to education systems since the devastation of World War II. Successive waves and variants of the coronavirus resulted in school closures and spurred a range of policy interventions across national education systems to combat both the cognitive (i.e., achievement in reading, mathematics, and science) and non-cognitive (socioemotional development, mental and physical health) impacts on student achievement and wellbeing. This book aims to evaluate the long-term efficacy of such interventions, drawing on an analysis of a cross-section of nine industrialized countries: England, France, Germany, Italy, Sweden, Netherlands, Belgium, Canada, and Japan. It further offers cross-national insights for policymakers and discusses the critical importance of broader notions of academic resilience in a post-pandemic world. Ultimately, this volume aims to identify national policies that have helped to buffer students from the long-term challenges associated with the aftermath of the pandemic.
A timely and important text, it will be of interest to researchers and policymakers in education policy, pandemic response, impact evaluation, and student mental health.
Arvustused
"This book offers an invaluable contribution to understanding the long-term impacts of pandemic-related education reforms. Its comprehensive analysis across various countries provides critical insights and practical recommendations for addressing learning loss and enhancing educational resilience. It is a must-read for academics, students, and policymakers interested in the economics of education and education policy."
-- Silvia Granato - European Commission, Joint Research Centre
Part I: The pandemic and student outcomes
1. The global impact of the
pandemic on student outcomes Part II: National profiles of academic
resilience and policy reform
2. Academic resilience and policy reform in
England
3. Academic resilience and policy reform in France
4. Academic
resilience and policy reform in Germany
5. Academic resilience and policy
reform in Italy
6. Academic resilience and policy reform in Sweden
7.
Academic resilience and policy reform in the Netherlands
8. Academic
resilience and policy reform in Belgium
9. Academic resilience and policy
reform in Canada
10. Academic resilience and policy reform in Japan Part III:
Future directions in policy and practice for a post-pandemic world
11.
Evaluating the long-term efficacy of policy reforms in the aftermath of the
pandemic
Louis Volante (PhD) is Distinguished Professor at Brock University, Canada, and a Professorial Fellow at UNU-MERIT, Netherlands.
Kristof De Witte (PhD) is Full Professor in Education Economics, and Political Economy at the Faculty of Economics and Business at KU Leuven, Belgium, and holds the chair in Effectiveness and Efficiency of Educational Innovations at UNU-MERIT, Netherlands.
Orazio Giancola (PhD) is Associate Professor of Sociology of Educational Systems in the Department of Social and Economic Sciences at the Sapienza University of Rome.
Luca Salmieri (PhD) is Professor of Cultural Sociology at Sapienza University of Rome.
Don A. Klinger (PhD) is Deputy Vice-Chancellor, Education at Murdoch University in Western Australia.
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