Nuno Crato (ISEG, University of Lisbon) and Harry A. Patrinos (University of Arkansas) have edited a new book published by Springer, Improving National Education Systems After COVID-19, offering a global evaluation of the severe impacts that the COVID-19 pandemic has inflicted on student learning, as evidenced by the independent international comparative surveys Progress in International Reading Literacy Study, or PIRLS, 2021, and Programme for International Student Assessment, or PISA, 2022. This volume not only highlights the challenges faced by students and educators during this unprecedented time but also proposes actionable strategies to mitigate these effects and enhance educational resilience in the future.
The 12 countries discussed in this book represent a wide variety of educational systems—including Chile, Ecuador, England, Estonia, Italy, the Netherlands, Poland, Portugal, South Africa, Spain, and the USA, including both high performers and countries that are struggling to attain the OECD average. Each country has its history that reflects efforts to cope with pandemic school closures and is discussed by one of its foremost national experts.
The idea for this book came about after convening a roundtable on PIRLS and PISA results at the Lisbon Economics and Statistics of Education (LESE) meeting last January at ISEG. It was the seventh meeting of this biennial conference, and five authors of this book were present.
We invite you to explore this essential resource, which is now available as open access HERE.
