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by Covid-19. These significant disadvantages experienced in everyday life increase learning failure, the feeling of inadequacy and lack of motivation, failures, and exclusion in class, which not only manifests itself in anxiety, frustration and
, this is a novel and gap-filling work. The author has a nuanced approach to the topic, and supports her research in several ways. The work took its final form in 2020, in the midst of the COVID-19 pandemic closures. It is not a traditional book, as it is
the time of the Covid-19 pandemic, the School has been developing contingency arrangements to manage any further impact of Covid-19. In particular, the School has been embracing digital means to sustain both student and industry engagement (e.g. online
– especially the deep recession which followed the financial crisis in 2008 and the COVID-19 induced slump at the time of writing (2020/21) – is likely to have dampened employer demand for new recruits from the education system. Whether this increases the
areas however, for example Central and Eastern Europe, such development work has only recently begun. Nevertheless, particularly in the post-COVID era, the need for sustainable faculty development initiatives has gained wide recognition and, to a growing
Willems and King Wang Poon finishes the collection with a future-oriented piece on new research directions arising from the Covid-19 pandemic. As diverse forms and degrees of remote working become part of the post-pandemic ‘new normal’, the authors outline
promotion tool where the applicants from abroad will know that at this university, they would have an opportunity to do more than just “eat, sleep or study” ( Béla-Csovcsics & Kéri, 2017 ). These days the whole world is dealing with the COVID-19 pandemic
. National VET systems are constantly developing either through small daily steps or through major policy reform, sometimes in response to external ‘shocks’ like the 2008 Economic crisis or the COVID crisis, sometimes from the inside without any recognizable
sensitive to diagnosed psychiatric disorders such as emotional disorders, delinquency, antisocial personality disorder than self-reported psychiatric symptoms. Studying the effect of COVID-19 pandemic Jung, Kneer, and Krüger (2020) found poor subjective
school system through the restoration of trust. Sheila Riddell and Alina Boutiuc-Kaiser highlight the fact that in both Scotland and Germany, the COVID-19 pandemic and its related emergency measures have increased educational disparity and economic and
