Education in the age of COVID-19: Implications for the future

Paul Stanistreet, Maren Elfert, David Atchoarena
<span title="2021-06-02">2021</span> <i title="Springer Science and Business Media LLC"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/kev22ess5fhd5loz5gsly6sdba" style="color: black;">International Review of Education</a> </i> &nbsp;
It is our pleasure to present our second double special issue on "Education in the age of COVID-19" to readers of the International Review of Education -Journal of Lifelong Learning (IRE). Its companion double special issue, compiled in December 2020, 1 included 12 articles focused on the consequences of the pandemic and the national lockdowns prompted by its outbreak. It offered a snapshot of how the world was coming to terms with the educational challenges of the crisis. This second special
more &raquo; ... sue features 10 more articles, which take the impact of the pandemic as a platform from which to examine what has happened, how societies have responded and how we might do better. It considers some of the social fractures and inequities exposed by the pandemic and shines a critical light on the role of different national and international actors. This issue concludes the work we began in March 2020 when we sent out a call for papers to which 150 researchers around the world responded. Our aim, at the time, was to understand the emerging impact of the pandemic on education. We had no idea how long the pandemic would last or what its consequences would be for teachers, students, institutions or wider society. However, we realised that how we responded to the challenges posed by the new reality in which we found ourselves would be critical to all our futures, and to the future of education in particular. A year on, the situation remains surprisingly similar from an educational point of view. Many countries worldwide are still under lockdown measures that continue to
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