The world around us is witnessing fast-paced events and changes that put policymakers in front of a huge amount of tasks and decisions that they have to take every day, which may burden them in terms of finding enough time to deal with all these variables, and therefore they may find themselves in the event of a crisis or an emergency in front of dilemmas and complex problems, accumulating pressure on them and may leave them captive to the moment in making decisions, which may sometimes hit and sometimes make mistakes. In times of crisis, whether Natural disasters, public health emergencies or other unforeseen events, the vital and service sectors of countries face great challenges in facilitating the affairs and services of citizens, and the education sector comes at the forefront of sectors affected by emergency situations, as educational systems face the problem of maintaining the continuity of teaching and learning, especially in light of cases that may lead to the closure of educational institutions as a result of emergencies or internal and external displacement, These challenges to traditional classrooms can have serious repercussions in the form of cognitive and social educational loss to students’ academic progress and overall development.

     Learning loss is one of the most important educational problems facing the education sector in a large number of countries, as it refers to the amount of time, effort and money spent on the educational process without being able to reach the desired results, whether as a result of students dropping out of education or not being able to continue the educational process or as a result of For crises and emergencies that lead to temporary or prolonged interruptions from schools, which are often provided by schools while students are in attendance, which may lead to a significant cumulative educational loss.

     The COVID-19 pandemic, which swept the world in 2019, has led to a state of emergency and constant daily anxiety, as education systems around the world faced severe disruption, as at the height of the pandemic, nearly 1.6 billion learners in more than 190 countries, or 94 percent of students in the world were affected by the closure of educational institutions, due to the sudden situation that confused everyone, which necessitated taking many exceptional measures and measures. Such as: the extension of the school year or a change in the methods and strategies of student assessment; the shift to digital education, distance education and blended education; as well as efforts for social and health care for students; and programs for parents to support their children educationally, socially and emotionally, with the aim of continuing the learning process and remedying educational losses due to this pandemic.

     Thus, the magnitude and severity of educational losses vary from one country to another according to the country’s ability to respond and recover from the crisis and according to the level of development in the education systems of each country, which affects the achievement of the Sustainable Development Goals 2030-SDGs, issued by the United Nations General Assembly -UN, with regard to the fourth goal, which refers to “ensuring equitable and inclusive quality education for all and promoting lifelong learning opportunities for all.”

     Speaking on World Education Day, UN Secretary-General António Guterres noted that the COVID-19 pandemic has wreaked havoc on education systems around the world. What makes matters worse, according to the Secretary-General, is not only the issue of access to education or the increasing inequality in access to it in quantity and quality, but also the continuous and rapid change of education systems and approaches that compete with the needs of the new labor market and amazing technological innovations, in addition to climate change and the decline in societal trust in institutions.

     Although educational loss has become a clear threat to the future of individuals and societies, there is no widespread scientific documentation of this loss, especially the reality of practices that measure the impact of homeschooling compared to face-to-face education, as well as with regard to the social emotional aspects of students, perhaps due to the lack of information and statistics in this regard, as well as at the level of recovery strategies, countries have not been Arabic immune from attempts to global seek to recover from the effects of educational loss, and because the responses of countries In the face of these crises and the consequent loss of education, and in proposing solutions and recovery measures, they varied according to their capabilities, the level of progress on the development ladder and the level of their invocation of science and scientific solutions.

     From this standpoint, there is a need to study educational losses scientifically and systematically, targeting the Arabic situation in the light of international experiences, in order to support the efforts of Arabic countries in identifying mechanisms to measure educational losses, as well as recovery policies and strategies to compensate for this loss to avoid educational gaps, which are certain to have a significant impact in the long term socially and economically. Hence the need to analyze educational loss, in terms of measurement mechanisms and recovery strategies, and to identify the real causes of this loss in the short and long term, in order to develop many scenarios that help overcome education crises in order to reach an educational model and framework that can be used and resorted to in various types of future emergency crises, and thus achieve the required progress for many Arabic countries.

     It should be noted that it is necessary to focus on educational loss within the framework of a holistic concept that includes cognitive loss, social emotional loss resulting from the absence of students in schools and the absence of in-person education. As well as evaluating the current situation of mechanisms, tools and methods for measuring educational losses in the light of benefiting from the experiences and analysis of international and Arab best practice policies in measuring the amount of educational loss, and implementing recovery measures, as the richness of international experiences in this regard makes it an educational and professional platform that helps in putting forward future visions and directions that can benefit Arabic countries, because addressing international and Arab experiences together is of great benefit in developing a comprehensive vision to determine methodologies and mechanisms for measuring educational loss, as well as Identify actions and strategies that can be used effectively to recover from the negative effects of this educational loss in its social and cognitive dimensions.