EENEE is pleased to announce a publication of yet another Analytical Report: “Covid-19 learning deficits in Europe: analysis and practical recommendations” written by Kristoff De Witte and Maxime François.
Section 1 of this report provides a systematic, country-by-country overview of average learning deficits due to the pandemic at the level of compulsory education. This overview includes all publications up to 1 December 2022. In Section 1, differences between European countries are highlighted and, where possible, underlying reasons for these differences are explored. Due to the focus of this study on articles published in English and which use standardised tests, it lacks information with regard to the influence of the pandemic on educational attainments in almost half of the EU’s 27 Member States. Specifically, no information is available regarding Austria, Bulgaria, Croatia, Cyprus, Estonia, Ireland, Latvia, Lithuania, Malta, Portugal, Romania, Slovakia, Slovenia. Section 2 documents the student characteristics that correlate with learning deficits. In addition to the socio-economic status (SES) of students, we provide an overview of observed characteristics such as special educational needs (SEN), mental health, or socio-emotional characteristics. The third section of the report explores the policy advises of these learning deficits in the short and long term.
The Report is accompanied by Foreword by Mariya Gabriel – Commissioner for Innovation, Research, Culture, Education and Youth.
The executive summary of the Report is available in English, French and German.