Abstract
of global governmental responses to the COVID‐19
pandemic. While scholars have primarily examined
this phenomenon through individual case studies,
focusing on demographic variables that influence governments' COVID‐19 responses, little understanding
exists regarding how existing policy capacities (systemic, organisational, and individual) have either constrained or empowered governments to navigate the
pandemic diversely. To address this gap, our study focuses on the worldwide patterns of school closures and re‐openings during COVID‐19. Utilizing configurational analysis on data from 110 countries, we reveal that factors such as less professional organisational capacities, flawed individual leadership capacities, and contextual factors such as heightened political polarization serve as quasi‐sufficient conditions for longer school closures, while their significant presence leads to extended periods of schools remaining open. The research is supported by detailed case studies of the US, Colombia, Israel, and South Korea, elucidating diverse policy trajectories and combinations influencing prolonged closures or swift re‐openings.
| Original language | English |
|---|---|
| Pages (from-to) | 1-31 |
| Journal | Governance |
| Early online date | 27 Feb 2024 |
| DOIs | |
| Publication status | E-pub ahead of print - 27 Feb 2024 |
Bibliographical note
The authors are thankful to Mzia Kevkhishvili and Katarina Zivkovic and the Deutsches Zentrum für Hochschul-und Wissenschaftsforschung for their support in the development of this project.Data Availability Statement
Statistical data employed in this article can be found in the following link:https://doi.org/10.7910/DVN/ZJV7VD.Data collected come from publicly available sources and there search has followed the guidelines of stablished by the BundesdatenschutzgesetzFunding
The authors are thankful to Mzia Kevkhishvili and Katarina Zivkovic and the Deutsches Zentrum für Hochschul‐und Wissenschaftsforschung for their support in the development of this project. A previous version of this manuscript has been presented in the COVID 19‐Sonderförderung Abschlusskonferenz der Dr. Hans‐Riegel Stiftung held on the January 22, 2022. The authors want to acknowledge the comments provided by the members of Permanent Group on the Governance of the Public Sector of the European Group for Public Administration (EGPA). The authors are also grateful for the comments to the 4 anonymous reviewers of this paper and to the Editors of Governance for their support in their handling of our manuscript. This research has been funded by the Dr Hans Riegel‐Stiftung Sonderförderung for the study of the impact of COVID‐19 in the global schooling system.
| Funders | Funder number |
|---|---|
| Dr Hans Riegel‐Stiftung Sonderförderung |