Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis

It is widely discussed that the pandemic has impacted educational inequalities across the world. However, in contrast to data on health or unemployment, data on education outcomes are not timely. Hence, we have extremely limited knowledge about pandemic-related learning losses at the national and cr...

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Veröffentlicht in:Journal of European social policy Jg. 32; H. 4; S. 361 - 375
Hauptverfasser: Blaskó, Zsuzsa, Costa, Patricia da, Schnepf, Sylke V
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London, England SAGE Publications 01.10.2022
Sage Publications Ltd
Schlagworte:
Academic achievement
COVID-19
Crises
Data
Education
Educational inequality
Elementary school students
Inequality
Learning
Mapping
Mathematics
Pandemics
Unemployment
Europe
COVID-19
educational inequalities
pandemic
Europe
Trends in International Mathematics and Science Study 2019
learning loss
ISSN:0958-9287, 1461-7269
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Zusammenfassung:It is widely discussed that the pandemic has impacted educational inequalities across the world. However, in contrast to data on health or unemployment, data on education outcomes are not timely. Hence, we have extremely limited knowledge about pandemic-related learning losses at the national and cross-national levels. As it might take years to get suitable comparative data, this study uses the latest large-scale international achievement survey from before the pandemic, the Trends in International Mathematics and Science Study 2019, to answer two research questions. First, which European countries are most likely to have experienced higher learning loss among their children? Second, which European countries have most likely experienced the greatest increases in learning inequalities? Results based on 4th graders’ school achievements indicate that educational inequalities between and within countries are likely to have augmented substantially throughout Europe. Some European countries are probably already facing an education crisis.
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ISSN:0958-9287
1461-7269
DOI:10.1177/09589287221091687