Agency literature review on the impact of COVID-19 on inclusive education in Europe

The Agency has published a literature review examining the impact of the coronavirus (COVID-19) pandemic on education around Europe.

School closures during the pandemic forced emergency responses in education systems, which resulted in various forms of remote schooling around the world. The crisis highlighted pre-existing inequalities in education and provided a reason for systemic change in education worldwide.

Many recent documents at international, European and national levels have explored the pandemic’s impact on education. While some of these documents examine the impact on vulnerable learners, they generally acknowledge the need for more specific support for these learners during the crisis and beyond.

The literature review aims to map evidence and identify acknowledged ways in which COVID‑19 has impacted on education in general and inclusive education in particular at European and national levels. It does this by analysing the available literature based on several key questions:

  • What information is available about COVID-19’s impact on education? How are the topics framed in international, European and national documents?
  • How have education stakeholders adapted to the needs and context of vulnerable learners (e.g. change in teaching methods; governments and private sector providing accessible devices and connectivity)?
  • What evidence from European countries can support future decision-making and collaboration with the various stakeholders?
  • How can European countries learn and collaborate to minimise the effects of the current education crisis on vulnerable learners?

While the literature review aims to provide a comprehensive overview of key messages for Agency member countries, it is a useful overview for all education stakeholders. It will also inform possible future Agency work on the topic.

The literature review is available to download as an accessible PDF on the Agency website.

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