Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year’s continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries’ policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers’ development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed.

中文翻译：

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数字化及其他：Covid-19 对欧洲大流行后教育政策和交付的影响

教育受到冠状病毒病危机的极大影响，几乎所有国家都在 2020 年暂时关闭了学校。在大流行的第一阶段（各国政府专注于保证学年的连续性）之后，主要国际组织强调有必要采取结构性政策改革，以应对危机带来的挑战。本文基于国际和欧洲国家的政策文件，分析了教育部门的长期应对措施。分析使我们能够确定三个主要的应对领域：教育系统的数字化、教育不平等和教师发展。迄今为止，国际组织推动的与这些领域相关的议程和政策工具与它们在大流行前时代推动的议程和工具没有本质区别。现在评估过程中转变的深度还为时过早，但在大多数情况下，普遍的反应代表了在大流行之前启动的变化过程的强化。尽管如此，欧盟成员国之间国家应对措施的类型和强度各不相同。尽管大流行是一个共同的主线，但各国因教育体系的特点和危机暴露出的主要问题而经历了不同的危机。现在评估过程中转变的深度还为时过早，但在大多数情况下，普遍的反应代表了在大流行之前启动的变化过程的强化。尽管如此，欧盟成员国之间国家应对措施的类型和强度各不相同。尽管大流行是一个共同的主线，但各国因教育体系的特点和危机暴露出的主要问题而经历了不同的危机。现在评估过程中转变的深度还为时过早，但在大多数情况下，普遍的反应代表了在大流行之前启动的变化过程的强化。尽管如此，欧盟成员国之间国家应对措施的类型和强度各不相同。尽管大流行是一个共同的主线，但各国因教育体系的特点和危机暴露出的主要问题而经历了不同的危机。