Contingency Planning and Early Crisis Management: Italy and the COVID-19 Pandemic

This study examines the level of preparedness exhibited through strategy, planning and organization to deal with the COVID-19 pandemic in Italy. A comparative analysis of four regions revealed that the implementation of pandemic plans was affected by multiple factors. For instance, some planning was outdated and insufficient to cope with the new threat posed by the pandemic;due to a decentralized health care system, there was confusion about whether regional or national decision-making was the coordinating actor;shortages in supplies and equipment such as masks, in some regions, were due to lack of implementation of existing pandemic plans. The study emphasizes the importance of a coordinated response to crises. © 2021, The Author(s).

Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic

Strategic government interventions in public education have shifted and blurred the boundaries between state, market and civil society modes of governance. Within this matrix of interdependent relations, schools operate under increasingly hybrid accountability arrangements in which public accountability can both complement and compete with market and social regimes and their associated institutional logics, goals, values and mechanisms. During the first wave of the COVID-19 pandemic, however, national governments implemented a wide range of emergency measures which had consequences for the mixes and layers of school accountabilities. This article examines the principal policy changes in Denmark, England and Italy. Drawing on state theories and the concept of ‘hybrid accountability’, semi-structured interviews with national and local policymakers and school practitioners were analysed thematically. While cultural nuances exist between the cases, our findings reveal that state interventions reinforce a public–professional accountability hybrid and hierarchies of control and command within and outside networks. Concomitantly, state non-interventions and the distinct underlying institutional logics associated with national large-scale assessments suggest policy inertia with implications for professional accountability and institutionalised change. Future research might investigate whether educators’ experiences influence the direction of national and local accountability policy reforms in a post-pandemic era. © The Author(s) 2021.