The historically high inequities in the education systems of Central and East-European countries have been further exacerbated in the wake of the COVID-19 pandemic. Using critical frame analysis, we compared the education policy debates in Romania, Hungary, Bulgaria and Republic of Moldova during the first wave of the COVID-19 pandemic with a particular focus on inequities. We discuss the policy frames proposed and utilized by governmental and non-governmental actors to understand their roles played in articulating policy responses to the COVID-19 crisis, and highlight the specificities and commonalities of the political language within and across the national borders of the four countries. We conclude with our findings on the dynamics and structure of the policy debate between state and non-state actors in times of crisis with a particular focus on policy spaces and policy temporalities. Two ways of constructing spatio-temporalities co-exist: one is national, state and public health centric and focuses on governing ‘through’ the crisis; and the other is focused on long term planning while constructing the crisis as an opportunity for decisive intervention towards more equitable education.

在 COVID-19 大流行之后，中欧和东欧国家教育系统历史上的高度不平等进一步加剧。我们使用关键框架分析比较了第一波 COVID-19 大流行期间罗马尼亚、匈牙利、保加利亚和摩尔多瓦共和国的教育政策辩论，特别关注不平等。我们讨论了政府和非政府行为者提出和利用的政策框架，以了解他们在阐明应对 COVID-19 危机的政策方面所发挥的作用，并强调四个国家境内和境外政治语言的特殊性和共性。国家。最后，我们总结了危机时期国家和非国家行为者之间政策辩论的动态和结构，特别关注政策空间和政策时间。构建时空性的两种方式并存：一种是以国家、州和公共卫生为中心，侧重于“渡过”危机的治理；另一个重点是长期规划，同时将危机构建为对更公平教育进行果断干预的机会。