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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-236446
DOI: 10.25656/01:23644; 10.26529/cepsj.1137
URN: urn:nbn:de:0111-pedocs-236446
DOI: 10.25656/01:23644; 10.26529/cepsj.1137
| Original Title |
The EU’s education policy response to the Covid-19 pandemic: a discourse and content analysis |
|---|---|
| Parallel title | Odziv izobraževalne politike EU na pandemijo covida-19: analiza diskurza in vsebine |
| Authors |
Symeonidis, Vasileios   ;
Francesconi, Denis ;
Agostini, Evi |
| Source | CEPS Journal 11 (2021) Special Issue, S. 89-115 |
| Document | full text (356 KB) |
| License of the document | In copyright |
| Keywords (German) | Pandemie; Krise; COVID-19; Coronavirus; Wirkung; Schulsystem; Fernunterricht; Bildungspolitik; Herausforderung; Strategie; Krisenmanagement; Organisationstheorie; Institutionalismus; Dokumentenanalyse; Inhaltsanalyse; Diskursanalyse; Europäische Union |
| sub-discipline | Empirical Educational Research Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | Following the severe impact of the Covid-19 pandemic on education systems in Europe, the EU has been called upon to provide a concerted response to the crisis in a context where member states provided their own diverse responses. Against this background, the aim of this article is to uncover and critically examine the EU’s education policy discourse and promoted narratives since the outbreak of the Covid-19 pandemic, and by doing so evaluate the EU’s response-ability for education recovery during the crisis. A conceptual framework has been devised to analyse the responsiveness of an international entity, such as the EU, based on organisational and neo-institutionalist theories. Data were collected through a combination of discourse analysis and computer-assisted content analysis, which was applied to official EU education policy documents published in 2020. The following categories emerged from the analysis process, indicating that the EU perceives education recovery as: “upskilling and reskilling”, “digital transformation” and “sustainable development”. The findings suggest a substantial continuation between the EU’s pre- and post-Covid-19 strategy in the education sector, and even an acceleration in the same direction, revealing a lack of real change in the EU’s response, which was focused predominantly on the economic and employability approach to education. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 24.11.2021 |
| Citation | Symeonidis, Vasileios; Francesconi, Denis; Agostini, Evi: The EU’s education policy response to the Covid-19 pandemic: a discourse and content analysis - In: CEPS Journal 11 (2021) Special Issue, S. 89-115 - URN: urn:nbn:de:0111-pedocs-236446 - DOI: 10.25656/01:23644; 10.26529/cepsj.1137 |
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