Introduction: End of the Line, or New Threshold? Pedagogy at Bay

How did the 2020-2022 coronavirus pandemic (Covid-19) impact education? To what extent will Covid-19-related educational reconfigurations (embracing online training) remain an ongoing global question? Is education being restructured? Eight substantive chapters address those questions at the tertiary education level. They make qualitative analyses of student/faculty/administrative surveys at two levels: the playground (institution turning to online) and platform (online medium utilized). Placing both case studies of five universities in four countries, and comparative insights from them' in familiar globalization-localization' theoretical prisms (micro for the local, macro for the national and global), this volume finds the micro-macro admixture not just fundamental to the future of education, but also pivotal to changes in the socio-cultural and political economic fabrics. Predicting tectonic pedagogical transformations in the future, the most worrisome force might be not the transformations themselves, but the potentially fleeting historical speed of change. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Revenues and Expenditures for Public Elementary and Secondary Education: FY 21. Finance Tables. NCES 2023-301

This set of tables introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2021. Specifically, these tables include the following school finance data: (1) revenue and expenditure totals;(2) revenues by source;(3) expenditures by function and object;(4) current expenditures;(5) revenues and current expenditures per pupil;(6) expenditures from Title I funds;and (7) revenues and expenditures from COVID-19 Federal Assistance Funds. The tables chosen for this report demonstrate the range of information available when using the National Public Education Financial Survey (NPEFS). [For "Revenues and Expenditures for Public Elementary and Secondary Education: FY 20. Finance Tables. NCES 2022-301," see ED619372.]

Mentorship reconsidered: A case study of K-12 teachers' mentor-mentee relationships during the COVID-19 pandemic.

This study critically examined the impact of a crisis context (COVID-19 pandemic) on K-12 teachers by placing emphasis on the mentor-mentee dyad through the perspective of the mentee in a large United States public school system. A phenomenological case study was undertaken that used semi-structured interviews to examine 14 early career teachers (mentees) participating in a formal mentoring program during the 2020-2021 school year. The study focused on mentor-mentee relationships by accounting for the single most traumatic and transformative event of the modern era of K-12 public education. The analysis yielded three findings highlighting the impact of COVID-19 on the mentor-mentee dyadic experiences of first- and second-year teachers engaged in a mentoring relationship. The findings indicate that (a) e-mentoring allowed for avoidant behaviors from mentors (b) successful mentoring involves the development of personal relationships between a mentor and mentee, and (c) peer and reverse mentoring became commonplace during the COVID-19 pandemic. Public school systems can use these findings to help develop positive mentor and mentee relationships that go beyond the traditional dyadic roles and help reduce stress in a crisis context, while developing a culture where superiority bias is improved. Research implications offer mentoring literature a view to pay more attention to temporal influences during environments of high stress, which may provide more explanatory power on mentorship roles, cultural influences, and social interactions in the course of mentor-mentee practices.

The impact of the COVID-19 pandemic on leadership and learning in Illinois public high schools

The purpose of this descriptive, nonexperimental quantitative research study was to examine Illinois High School Principals' perceptions of principal leadership during the COVID-19 pandemic. Areas of focus include daily leadership responsibilities, instructional leadership, and associated stressors. Quantitative data were collected through a survey sent to all Illinois Public High School Principals. Data were received from principals with various levels of experience and who worked in different-sized high schools with diverse demographics. Both descriptive and inferential statistics were obtained. The findings of this study suggested a perceived change to the instructional and daily leadership of Illinois public high school principals during the COVID-19 pandemic, specifically in defining the school mission, managing the instructional program, and creating a positive school climate. The findings also suggested the usage of instructional technology increased significantly during the pandemic and thus the student learning experience changed as a result. Illinois high school principals reported very high stress levels during the pandemic, with female principals and principals at schools with more low-income students indicating higher stress levels than their peers. COVID-19 mitigation and crisis management, along with concerns about student and staff mental health and well-being, were noted as significant stressors for high school principals. Recommendations for educators included a plea to policymakers and district-level leadership to ensure principals have an opportunity for mentorship, a chance to learn about crisis management, and through their principal preparation and mentorship, have open and honest conversations about the stresses of the job and self-care. The final recommendation to educators is to not expect a return to normal. Even with the difficulties high school principals faced, most importantly, there were many lessons and opportunities to continue the positive change from the pandemic and capitalize on these changes for our students and communities for years to come. Recommendations for future research include studying the shifts in instructional delivery from the pandemic with students and teachers, replicating the study with elementary and middle school principals, and exploring the stress of female high school principals. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

DEPOIS DO FIM: educação pública, pesquisa e pós-graduação pós-pandemia - uma entrevista com Geovana Mendonça Lunardi Mendes

The interview presents a dialogue with Geovana Mendonça Lunardi Mendes, a Brazilian researcher who has dedicated herself to the theme of inclusive education. Professor at the State University of Santa Catarina, the trajectory of our interviewee is marked by the defense of public education as the right of all people, which supports her performance as president of the National Association of Graduate Studies in Education (ANPEd), one of the largest and most respected, scientific entities in the educational field in Brazil that defends public education, research and graduate studies. Among the numerous possibilities of approach in this interview, we present the reflections that our interviewee has carried out as president of ANPEd and her performance in the clashes in defense of graduate and inclusive education, as well as the impacts of the pandemic of covid-19 for education. © 2022 Curriculo sem Fronteiras. All rights reserved.

The challenges that basic stage EFL students face in online listening comprehension from their teachers' perspectives in Jordan

This study explored the challenges that Basic Stage EFL students encountered in online listening comprehension from their teachers' perspectives during the Corona Virus pandemic. It included (161) EFL teachers from public schools in Jordan who were randomly selected from Marka Directorate of Education in Amman during the first semester of the academic year 2021/2022. A special questionnaire was developed for data collection. The results indicated that teachers regardless of their experience and gender confirmed a set of challenges that face EFL students in online listening comprehension. The results also revealed that the students' domain of these challenges received the highest mean score. Based on the study's results, the researcher proposed some recommendations to overcome online listening comprehension challenges. [ FROM AUTHOR] Copyright of Technium Social Sciences Journal is the property of Technium Press Constanta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Challenges and opportunities regarding the COVID-19 pandemic on urban mobility in Constanta, Romania

The global COVID-19 pandemic has had a significant impact on urban mobility in Constanta, Romania and other cities around the world. This has resulted in reduced travel, increased bicycle and pedestrian trips, fewer taxicabs, and shorter public transport hours. It has also generated increased challenges for local authorities regarding safety, hygiene, air quality, road network management and public trust in public transit systems. On the other hand, the pandemic presents many opportunities for cities to rethink their urban mobility plans and adopt more sustainable transport solutions. This paper will look at the challenges and opportunities posed by the pandemic on urban mobility in Constanta and the measures that can be taken to mitigate the negative impacts while taking advantage of the opportunities it provides. This paper aims to provide an overview of the perception of urban mobility in the city of Constanța, Romania. It draws upon the results of a survey conducted among citizens in the city, which asked respondents to assess their perception regarding the quality, availability, and efficiency of urban mobility services in their area. The results show that most respondents feel that the availability of urban mobility services is limited and that the quality and efficiency of these services are poor. Additionally, majority of respondents feel that the lack of public transportation options and the lack of bicycle lanes impede urban mobility in Constanța. The paper concludes by suggesting that the city should consider investing in improved public transportation options and bike lanes in order to increase its urban mobility. Additionally, public education surrounding urban mobility and transportation safety is recommended. [ FROM AUTHOR] Copyright of Technium Social Sciences Journal is the property of Technium Press Constanta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

CIBERCORPOS INDÓCEIS: o outro público da educação pública

This article problematizes the 2016 coup, the attacks on public education and the fabrication of subjects by the social machine. It addresses the emergence of (in)docile bodies and the engendering of new pedagogical practices in the contingencies of the Covid-19 pandemic and life avatarized through screens in a cybercultural context. It highlights that these bodies produced in other registers, prosthetic and ubiquitous, carved in social movements and expanded with the intensification of sociabilities mediated by technologies of encounter, inflame the terrorists of normality and create other possible aesthetics for public education - with all audiences - despite unequal access. It argues that what happened in physical isolation and in the imminence of death, with regard to the relationship between education and digital technologies, may have traced paths of connection with the other, pointing to the writing of broader lives. Finally, it defends the creation of existences that move in the virtuality of networks and that announce a becoming-people in the anti-people 'spacetimes' of educational institutions. © 2022 Curriculo sem Fronteiras. All rights reserved.

Meeting Future Demand for Chiropractic Services in Hong Kong: A Strategic Manpower Planning Approach.

Chiropractic treatment in Hong Kong has demonstrated high effectiveness in cases where traditional therapies have failed, with minimal associated adverse events. The growing aging population, prevalence of disabilities, and musculoskeletal conditions have increased the demand for rehabilitation services. Over the past few years, the chiropractic profession has raised awareness of treatment benefits. Providing high-quality training and education, licensing/regulation, interprofessional collaboration, increased accessibility, and research are factors influencing the chiropractic workforce and meeting the population's health needs. To achieve the number of chiropractors required by Hong Kong for adequate service according to international standards, future efforts could include increased licensing/registration efficiency, expanded coverage of public/private insurance, system integration/interprofessional collaboration, public education, and local research to build evidence and to support workforce growth and acceptance.

A nexus analysis of the online teaching context in Romanian schools

The COVID-19 pandemic has forced education institutions to adapt by using online tools to continue teaching when distancing was required. While the pandemic has had a negative effect on education, online learning has proven to be better than learning alone. This new paradigm shift in the way teaching can be delivered has paved the way for online classes to be taken in consideration outside of the pandemic. For countries which have a poor infrastructure in some regions, that makes it hard for all children to arrive to school daily, especially during harsh winters, online teaching could be used to offer continuous learning to all students. It can also continue to be used in some cases where classes cannot be attended due to illnesses. It is relevant to further study the impact of online learning within different schools from different regions, and to recognize the shaping factors for online teaching. The present study was based on a survey, in which 522 teachers from different categories of schools participated. Differences between the teaching processes during the pandemic have been studied based on the school's funding (public or private), the region the school is based in, and the level of education that teachers provide. Results have highlighted differences based on all the studied categories.

The impact of compassion fatigue in K-12 teachers throughout the COVID-19 pandemic education return-to-learn process

Throughout the past two years, education has seen a significant number of changes as schools, educators, and students navigated the COVID-19 pandemic. As teachers transitioned between instructional modes, including hybrid and remote instructional practices, they have seen the role of the teacher shift and evolve. Given these changes, teachers have endured a various challenges that contributed to the possibility of compassion fatigue. This study sought to understand the experience of the teacher and the impact of compassion fatigue (specifically looking at burnout and secondary traumatic stress) on teachers, exploring potential predictors of compassion fatigue. This study used the ProQOL path model as a conceptual framework, focusing on the contributing factors experienced in the teacher's work environment, client (or student/classroom) environment, and person environment. Grounded in a pragmatic philosophical approach to research, this study used a survey research methodology. This study included participants who were K-12 teachers from across the United States, with a majority of participants from the mid-western states. Independent samples t-test revealed that females had a higher rate of compassion fatigue than males, as indicated by higher scores for both burnout and secondary traumatic stress. Hierarchical regression analyses indicated that a participant's years employed in education, gender, resilience, and compassion satisfaction were predictors of compassion fatigue when looking at secondary traumatic stress. Similarly, hierarchical regression analyses indicated that resilience and compassion satisfaction were predictors of compassion fatigue when looking at burnout. Recommendations for teachers (and teacher organizations), school administrators, and school boards are discussed, along with recommendations for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Initial Relationship Between the United States Department of Health and Human Services' Digital COVID-19 Public Education Campaign and Vaccine Uptake: Campaign Effectiveness Evaluation.

BACKGROUND: Over 1 million people in the United States have died of COVID-19. In response to this public health crisis, the US Department of Health and Human Services launched the We Can Do This public education campaign in April 2021 to increase vaccine confidence. The campaign uses a mix of digital, television, print, radio, and out-of-home channels to reach target audiences. However, the impact of this campaign on vaccine uptake has not yet been assessed. OBJECTIVE: We aimed to address this gap by assessing the association between the We Can Do This COVID-19 public education campaign's digital impressions and the likelihood of first-dose COVID-19 vaccination among US adults. METHODS: A nationally representative sample of 3642 adults recruited from a US probability panel was surveyed over 3 waves (wave 1: January to February 2021; wave 2: May to June 2021; and wave 3: September to November 2021) regarding COVID-19 vaccination, vaccine confidence, and sociodemographics. Survey data were merged with weekly paid digital campaign impressions delivered to each respondent's media market (designated market area [DMA]) during that period. The unit of analysis was the survey respondent-broadcast week, with respondents nested by DMA. Data were analyzed using a multilevel logit model with varying intercepts by DMA and time-fixed effects. RESULTS: The We Can Do This digital campaign was successful in encouraging first-dose COVID-19 vaccination. The findings were robust to multiple modeling specifications, with the independent effect of the change in the campaign's digital dose remaining practically unchanged across all models. Increases in DMA-level paid digital campaign impressions in a given week from -30,000 to 30,000 increased the likelihood of first-dose COVID-19 vaccination by 125%. CONCLUSIONS: Results from this study provide initial evidence of the We Can Do This campaign's digital impact on vaccine uptake. The size and length of the Department of Health and Human Services We Can Do This public education campaign make it uniquely situated to examine the impact of a digital campaign on COVID-19 vaccination, which may help inform future vaccine communication efforts and broader public education efforts. These findings suggest that campaign digital dose is positively associated with COVID-19 vaccination uptake among US adults; future research assessing campaign impact on reduced COVID-19-attributed morbidity and mortality and other benefits is recommended. This study indicates that digital channels have played an important role in the COVID-19 pandemic response. Digital outreach may be integral in addressing future pandemics and could even play a role in addressing nonpandemic public health crises.

The Teaching Dimension of Digital Education Due to COVID-19 in the Light of a Survey in Hungary

Introduction: In the information society, the stimulus threshold for learners has changed, which requires a novel education strategy. Today, it is no longer what attracts students' attention that it was 20 years ago. In addition to the rapid development of ICT, public education cannot go either. We believe that advanced teacher digital competence can be one of the keys of finding common ground with students and doing effective teaching work. Methods: In our research we examine the level of digital competence of public education teachers before the pandemic and during the 2nd wave in Hungary (2020 autumn). We examine the development of digital competence, student performance, and the effectiveness of education outside the classroom in the spring period based on teacher experience. Data from the completed forms were evaluated by using basic statistical indicators. Results: According to the data received, the pandemic revealed serious shortcomings in the level of development of the digital competence of both teachers and students. However, it also opened the way for catching up on both sides. Teachers were already better prepared during the second wave, so they were able to solve education more efficiently. Regional development differences and a lack of digital tools have widened the gap between students. Discussion: The COVID-19 pandemic has exposed these shortcomings in education. For here the process of teaching had to be placed in digital space from one moment to the next. Limitations: The research shows data valid only for Hungary. Conclusions: Expected result is the demonstrable development of competences.

Physician education on World Asthma Day aids in disease management during the COVID-19.

Anxiety and depression can negatively affect the management of asthma. The study aimed to assess the psychosocial effects of asthma patients during COVID-19 and analyze potential risk factors and interventions.In June 2022, the "Questionnaire Star" electronic questionnaire system was used to collect data. A total of 98 asthma patients from the affiliated hospital of the medical school of Ningbo University were invited to complete the questionnaires. According to our study, the prevalence of symptoms of anxiety and depression in the asthma patients in the institution was 91.8 and 77.6%, respectively. Patients who had an asthma exacerbation in the previous two months were more likely to have anxiety symptoms (OR = 0.142 95%CI 0.025-0.820), while patients who did not participate in asthma day activities were more likely to have anxiety symptoms than those who did (OR = 0.130 95%CI 0.022-0.762).This study found that routine disease educational lectures on asthma day can successfully alleviate asthma sufferers' anxiety and depression.

Timing analysis of the sanitization process due to the COVID-19 pandemic in an elementary school using simulation

The recent pandemic caused by the COVID-19 virus, forced all educational institutions in the Mexican national territory to close their doors to face-to-face classes during the month of March 2020. It was many months later, when the Ministry of Public Education announced the return to hybrid classes for the 2021-2022 school year. This represented a challenge for schools in this national territory, particularly those from primary level since all institutions must have had biosafety and disinfection protocols in order to receive all their students and safeguard their safety. For this reason, a primary school was chosen for this study and a discrete event simulation was performed;the main objective of the simulation was to analyze the time invested in the different sanitizing stations, as well as the establishment of new stations to choose the best option that can lead to a timely disinfection process that accommodates the total number of students without affecting the planned day-to-day academic activities. © 2022 The Authors.

Identifying the Factors Affecting People's Participation in "Education by People for People" During Covid-19 Outbreak: A Qualitative Study

Background and Objective: Social mobilization and community partnerships are required for identification and solving health problems in the Corona epidemic. Community participation is a fundamental component of community health and development programs. A renewed emphasis on the importance of community participation improves global public health. The aim of the present study was to explore effect the community engagement component via educating the people for the people during the COVID-19 outbreak. Materials and Methods: In this qualitative study, data were collected through semi-structured individual interviews whit 18 participants including health system experts and involved in the field of public participation of Ahvaz city, who were selected through purposive sampling of the type of maximum variety. The content analysis approach was used to analyze the data. The analysis tool in this study was MAXQDA18 software. Contributors surveyed to ensure that the data were acceptable. Reviewers carried out confirmation of findings. The accuracy and robustness of the data were confirmed by Lincoln and Guba standards. Results: Data analysis resulted in the extraction of 336 primary codes, which were classified into six main subthemes: the concept of public knowledge sharing practices, the benefits of social participation in education, strategies to increase social participation, tactics for attracting social participation, problems and barriers to weakening social participation, and facilitators that influence social participation. Conclusion: The result of this study was the achievement of strategies and tactics to engage people in education, which can be used by decision-makers and other stakeholders. © 2022 Iranian Association of Health Education and Health Promotion. All rights reserved.

The impact of compassion fatigue in K-12 teachers throughout the COVID-19 pandemic education return-to-learn process

Throughout the past two years, education has seen a significant number of changes as schools, educators, and students navigated the COVID-19 pandemic. As teachers transitioned between instructional modes, including hybrid and remote instructional practices, they have seen the role of the teacher shift and evolve. Given these changes, teachers have endured a various challenges that contributed to the possibility of compassion fatigue. This study sought to understand the experience of the teacher and the impact of compassion fatigue (specifically looking at burnout and secondary traumatic stress) on teachers, exploring potential predictors of compassion fatigue. This study used the ProQOL path model as a conceptual framework, focusing on the contributing factors experienced in the teacher's work environment, client (or student/classroom) environment, and person environment. Grounded in a pragmatic philosophical approach to research, this study used a survey research methodology. This study included participants who were K-12 teachers from across the United States, with a majority of participants from the mid-western states. Independent samples t-test revealed that females had a higher rate of compassion fatigue than males, as indicated by higher scores for both burnout and secondary traumatic stress. Hierarchical regression analyses indicated that a participant's years employed in education, gender, resilience, and compassion satisfaction were predictors of compassion fatigue when looking at secondary traumatic stress. Similarly, hierarchical regression analyses indicated that resilience and compassion satisfaction were predictors of compassion fatigue when looking at burnout. Recommendations for teachers (and teacher organizations), school administrators, and school boards are discussed, along with recommendations for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Leadership during the COVID-19 crisis in rural schools

In March of 2020, leaders across the globe were faced with the unprecedented crisis of COVID-19. This was a crisis with a magnitude like nothing they had ever encountered. Abrupt school closures affected about 70% of students globally, as many school building closures were highly recommended or mandated by government officials for the remainder of the 2020 school year in response to the public health crisis of COVID-19 (Grissom & Condon, 2021). As a result, school leaders found themselves in a predicament to continue supporting their students and leading their staff who were no longer allowed to come to the school building. This prompts the question of how does one lead in the midst of an unprecedented crisis? A crisis of global magnitude in which no leader had specifically experienced nor led through. A crisis that required significant systematic changes almost instantaneously with no step-by-step guide to follow. Educational leaders across the globe found themselves in this particular predicament as they led their organizations through the global pandemic while the world itself was in a state of uncertainty. As a result of this global crisis, the educational system had to pivot and change the way teaching and learning took place almost instantly. Educational leaders had to adapt and develop practices and protocols which would allow learning to continue while simultaneously keeping everyone safe from the potential deadly harm of the COVID-19 virus.The world of education has had its fair share of crisis situations;such as school safety breeches and shootings;national security threats including terrorist attacks;deaths of students and/or staff;gang violence;sexual misconduct/assault;natural disasters of hurricanes, tornadoes, tsunami's;even medical outbreaks such as flu and ebola. However, what sets these apart from the crisis of the COVID-19 pandemic is that these situations occurred in a concentrated, relatively small area which allowed for the crisis to be contained. The COVID-19 pandemic challenged just about all areas of our day-to-day lives and basic survival. Yet, as the world was literally shut down, educational leaders were charged with persevering to pivot and adapt their practices in order to forge a way to continue educating students amidst a global pandemic.The purpose of this study was to capture first-hand accounts from K-12 educational leaders in southwest Texas as they led their rural schools through the unprecedented COVID-19 global pandemic. The participants of this study were in the trenches of leading schools through a crisis of which no one had ever dealt with prior. By exploring the experiences of these leaders the intent was to identify characteristics of leadership that could potentially empower other leaders in the future as they too encounter an unpredictable crisis that has no prescribed set of protocols. This study explored the experiences of these leaders in an effort to better understand what actions and behaviors were most useful in order to continue leading their organization forward in a time of crisis rather than becoming frozen or stuck. By exploring the reflections of leaders during the COVID-19 pandemic, it was a goal of this study to allow educational leaders to learn from these lived experiences of their colleagues in order to be better prepared when faced with a crisis in the future. This research study had three participants all of whom were principals of public schools in the rural southwest Texas region. While the participants were located in the same region, each principal served a different district. Each of the three districts where the principals were from all had similar demographics to each other and served a generally diverse population. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The COVID-19 pandemic, the Sustainable Development Goals on health and education and "least developed countries" such as Nepal.

In 2015, the United Nations (UN) declared 17 Sustainable Development Goals (SDGs) and 169 targets to be achieved by 2030, but the COVID-19 pandemic has stalled the world's progress in pursuing them. This article explores how the pandemic has impacted the public health and education sectors of the world's poorest 46 countries, identified by the UN as "least developed countries" (LDCs). Applying the theoretical lens of international political economy, the author first considers the historical, political and economic causes behind the pre-pandemic underdevelopment of LDCs' public health and education sectors. Next, he examines how the international support mechanisms forged in 2015 for the timely achievement of the SDGs have been affected by the pandemic, especially in the areas of health (SDG 3) and education (SDG 4). Based on a number of purposively selected international and national policy documents as well as a few related texts, the author uses the case of Nepal as an example to demonstrate what has particularly hampered LDCs' sustainable development - and indeed continues to do so during the ongoing pandemic. He identifies three main adverse factors: (1) the privatisation of health and education; (2) a lack of governmental accountability; and (3) dysfunctional international support mechanisms. The article appeals for a more egalitarian global collaboration and full accountability of LDC governments in the joint effort to achieve a sustainable recovery from the pandemic.

La pandémie de COVID-19, les Objectifs de développement durable en matière de santé et d'éducation et les « pays les moins avancés ¼ comme le Népal ­ En 2015, l'Organisation des Nations unies (ONU) a défini 17 Objectifs de développement durable (ODD) et 169 cibles à atteindre d'ici 2030, mais la pandémie de COVID-19 a freiné les progrès réalisés au niveau mondial. Cet article explore l'impact de la pandémie sur les secteurs de la santé publique et de l'éducation dans les 46 pays les plus pauvres du monde, identifiés par l'ONU comme les « pays les moins avancés ¼ (PMA). En appliquant l'approche théorique de l'économie politique internationale, l'auteur examine d'abord les causes historiques, politiques et économiques du sous-développement des secteurs de la santé publique et de l'éducation dans les PMA avant la pandémie. Ensuite, il examine comment les mécanismes de soutien international forgés en 2015 pour la réalisation des ODD ont été affectés par la pandémie, en particulier dans les domaines de la santé (ODD 3) et de l'éducation (ODD 4). En s'appuyant sur un certain nombre de documents de politique internationale et nationale sélectionnés à propos, ainsi que de quelques textes additionnels, l'auteur utilise le cas du Népal pour illustrer ce qui a particulièrement entravé le développement durable des PMA ­ et continue de l'entraver pendant la pandémie en cours. Il identifie trois principaux facteurs défavorables : (1) la privatisation de la santé et de l'éducation ; (2) le manque de responsabilité gouvernementale ; et (3) le dysfonctionnement des mécanismes de soutien international. L'article lance un appel en faveur d'une collaboration mondiale plus égalitaire et d'une responsabilisation totale des gouvernements des PMA dans l'effort commun pour parvenir à une reprise durable suite à la pandémie.