In the wake of recent global crises, the reconstruction of education models remains urgent. Education system resilience for sustainable development and societal well-being emerges as educational institutions aim to reimagine their current models. Building resilient education models involves infrastructure fortification while fostering adaptability and inclusivity within learning environments. By harnessing technological advancements, embracing innovative pedagogies, and prioritizing equitable access to education, communities can effectively recover from crises. Building Resilient Education Models Post Crisis explores strategies for education resilience across institutions. It provides various models in education technology transformation and inclusive classroom practices. This book covers topics such as diversity and inclusion, education sociology, and crisis management, and is a useful resource for education professionals, professors, teachers, psychologists, business owners, academicians, and researchers.

In today's interconnected world, the intersection of education, health, and economics is more pronounced than ever before. The crisis at Basseterre High School (BHS) serves as a stark reminder of the profound impact that institutional challenges can have on the well-being of our children and the broader community. "Crisis Management in Education" explores the multifaceted dimensions of the BHS crisis, offering insights and strategies for navigating similar challenges in educational institutions worldwide. Through a lens of business, commerce, and economics, this book examines the ripple effects of the BHS crisis, underscoring the imperative of proactive and decisive action in safeguarding our children's future.

Given the many pressures facing leaders across higher education, the work of crisis leadership remains an imperative for leaders at all levels. Attention tends to center on strategies for engaging in leadership both prior to and during crisis, often leaving the post-crisis period as an afterthought. This book introduces a research-informed framework for this critical, and often neglected, phase of crisis leadership. With an underlying commitment to values-based, principle-oriented, and people-centered practices, this framework consists of five leadership practices that are recognized as especially critical in the aftermath of crisis: (a) encourage learning, (b) inspire growth, (c) stimulate meaning-making, (d) pursue reinvention, and (e) advance renewal. Communication serves a critical role in each of the various dimensions of post-crisis leadership, and it is a communication orientation that can help to inform the paradoxes, processes, and patterns that arise during these periods of immense tension and, at times, transcendence.

This book provides an important lens for understanding how interlocking humanitarian crises caused by armed conflict, natural disasters, forced displacement and, more recently, a global health pandemic have adversely impacted teaching and learning. It brings together evidence from multiple, diverse research-practice partnerships in seven countries: the Democratic Republic of the Congo, Ethiopia, Niger, Somalia, South Sudan, Tanzania and Uganda. The authors provide a clear account of the key academic, policy and practice questions on education in crisis contexts and consider our capacity to develop just and resilient education systems.

Theorizing Crisis Communication presents a comprehensive review and critique of the broad range of theoretical frameworks designed to explain the role of communication in the development, management, and consequences of natural and man-made crises. Brings together the variety of theoretical approaches emerging in the study of crisis communication into one volume for the first time. Summarizes theories from such diverse perspectives as rhetoric, risk management, ethics, mass communication, social media, emergency response, crisis outcomes, and warning systems, while presenting clear examples of how the theory is applied in crisis communication research Presents theoretical frameworks generated by research from many disciplines including sociology, psychology, applied anthropology, public health, public relations, political science, organizational studies, and criminal justice An essential tool for a comprehensive understanding of the onset, management, response, resolution, and ultimate meaning of these devastating world events

Risk management is a domain of management which comes to the fore in crisis. This book looks at risk management under crisis conditions in the COVID-19 pandemic context. The book synthesizes existing concepts, strategies, approaches and methods of risk management and provides the results of empirical research on risk and risk management during the COVID-19 pandemic. The research outcome was based on the authors’ study on 42 enterprises of different sizes in various sectors, and these firms have either been negatively affected by COVID-19 or have thrived successfully under the new conditions of conducting business activities. The analysis looks at both the impact of the COVID-19 pandemic on the selected enterprises and the risk management measures these enterprises had taken in response to the emerging global trends. The book puts together key factors which could have determined the enterprises’ failures and successes. The final part of the book reflects on how firms can build resilience in challenging times and suggests a model for business resilience. The comparative analysis will provide useful insights into key strategic approaches of risk management. The Open Access version of this book, available at http://www.taylorfrancis.com/books/oa-mono/10.4324/9781003131366/ has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka. Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students. Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.

This book examines how educational equity is affected during crises – specifically the COVID-19 pandemic. Three key concerns emerge for children’s and young people’s education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the book’s foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage.

This book presents a series of studies on organizations across Europe, displaying new perspectives on institutional resilience of affected governance structures during crisis. Such an approach to governance studies not only aims to provide readers with conceptual and practical knowledge on crisis experience of organizations, but also to equip them with necessary cognitive tools to perform well in a similar crisis context in the future. The book highlights knowledge on institutional resilience and delivers an enduring resource for researchers and students on a time of unprecedented crisis. Cross-national/sectorial interdependences in Europe are multiplying, while institutional reaction and international collaboration mechanisms are falling behind. The studies presented here aim to shape a conceptual understanding of students, academics, and practitioners considering these contemporary challenges and opportunities. They provide a valuable resource in the field of governance, sustainability, crisis management, innovation, and leadership.