Crisis as a window of opportunity for affirmative action: Comparative study from high, middle and low-income countries

• Shalini Singh ^[1] ; Nitish Anand ^[2]
  1. [1] University of Science and Technology

     University of Science and Technology

     Yemen

     
  2. [2] University of Delhi

     University of Delhi

     India

     
• Localización: New seeds for a world to come: policies, practices and lives in adult education and learning: Proceedings of the 10th ESREA Triennial Conference University of Milano Bicocca, Department of Human Sciences for Education 29 September- 1 October 2022 / coord. por Laura Formenti, Andrea Galimberti, Gaia Del Negro, 2023, ISBN 978-88-5526-918-6, págs. 357-363
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • During the COVID crisis, the relevance of innovation, access (especially digital), and inclusion in education got highlightedspecifically. Despite facing similar challenges and competing in an integrated global knowledge economy, different countriesreacted differently because of the resources they had including finance, infrastructure, expertise and the like. Further, factors likepolitical will influenced the implementation of such responses. This paper analyzes the global patterns of investment in education,comparing the education policies and financing of education in the high, middle and low-income countries by asking thequestions: How has the investment in education varied after the COVID crisis in high, middle and low-income countries andwhy? The paper uses Schuetze’s (2009) framework, policy analysis and comparative approach to analyze the policies and dataregarding the investments in education. Statistics from key international organizations, especially the OECD, the World Bank,the UNESCO and the IMF are used.