聯(lián)合國兒童基金會最新報告顯示，在新冠疫情期間，至少三分之一的兒童無法進行遠程學(xué)習(xí)，導(dǎo)致了“全球教育緊急狀況”。

At least a third of the world’s schoolchildren – 463 million children globally – were unable to access remote learning when COVID-19 shuttered their schools, according to a new UNICEF report released on August 26 as countries across the world grapple with their ‘back-to-school’ plans.

根據(jù)聯(lián)合國兒童基金會8月26日發(fā)布的一份新報告，在新冠疫情導(dǎo)致學(xué)校關(guān)閉期間，全球?qū)W齡兒童中有至少三分之一（4.63億）無法進行遠程學(xué)習(xí)。全球各國正盡力按計劃讓學(xué)生重返校園。

“For at least 463 million children whose schools closed due to COVID-19, there was no such a thing as remote learning,” said Henrietta Fore, UNICEF Executive Director.

聯(lián)合國兒童基金會執(zhí)行主任亨麗埃塔·福爾說：“至少有4.63億兒童在因為疫情關(guān)閉學(xué)校后根本沒有接受遠程教育?！?/p>

“The sheer number of children whose education was completely disrupted for months on end is a global education emergency. The repercussions could be felt in economies and societies for decades to come.”

“連續(xù)數(shù)月完全無法接受教育的兒童數(shù)量之多，導(dǎo)致了全球教育緊急狀況。在未來幾十年里，經(jīng)濟和社會都會感受到由此帶來的影響?！?/p>

repercussion [?ri?p??k??n] n.反響；令人不滿意的后果

At the height of nationwide and local lockdowns, around 1.5 billion schoolchildren were affected by school closures. The report outlines the limitations of remote learning and exposes deep inequalities in access.

在全國性和地方性封鎖措施最嚴(yán)厲的時候，近15億兒童受到學(xué)校停課的影響。該報告概述了遠程學(xué)習(xí)的局限性，并暴露了在獲取遠程教育方面的嚴(yán)重不平等。

The report uses a globally representative analysis on the availability of home-based technology and tools needed for remote learning among pre-primary, primary, lower-secondary and upper-secondary schoolchildren, with data from 100 countries. Data include access to television, radio and internet, and the availability of curriculum delivered across these platforms during school closures.

該報告使用來自100個國家的數(shù)據(jù)，對學(xué)前、小學(xué)、初中和高中學(xué)生遠程學(xué)習(xí)所需的家用技術(shù)和工具的可獲得性進行了具有全球代表性的分析。數(shù)據(jù)包括對電視、廣播和互聯(lián)網(wǎng)的訪問，以及學(xué)校停課期間通過這些平臺提供的課程。

Although the numbers in the report present a concerning picture on the lack of remote learning during school closures, UNICEF warns the situation is likely far worse. Even when children have the technology and tools at home, they may not be able to learn remotely through those platforms due to competing factors in the home including pressure to do chores, being forced to work, a poor environment for learning and lack of support in using the online or broadcast curriculum.

盡管報告中的數(shù)字反映了學(xué)校關(guān)閉期間無法遠程學(xué)習(xí)的令人擔(dān)憂的情況，但聯(lián)合國兒童基金會警告說，實際情況可能會更差。即使孩子們家中有這些技術(shù)和工具，他們也可能無法通過這些平臺遠程學(xué)習(xí)，原因包括家務(wù)壓力、被迫工作、惡劣的學(xué)習(xí)環(huán)境以及在使用在線或廣播課程方面缺乏支持。

The report highlights significant inequality across regions. Schoolchildren in sub-Saharan Africa are the most affected, where at least half of all students cannot be reached with remote learning.

報告強調(diào)了各地區(qū)之間的嚴(yán)重不平等。撒哈拉以南非洲地區(qū)的學(xué)齡兒童受影響最大，那里至少有一半的學(xué)生無法進行遠程學(xué)習(xí)。

Schoolchildren from the poorest households and those living in rural areas are by far the most likely to miss out during closures, the report says. Globally, 72 percent of schoolchildren unable to access remote learning live in their countries’ poorest households. In upper-middle-income countries, schoolchildren from the poorest households account for up to 86 percent of students unable to access remote learning. Globally, three quarters of schoolchildren without access live in rural areas.

報告稱，目前來看，最貧困家庭和農(nóng)村地區(qū)的學(xué)齡兒童最有可能在學(xué)校關(guān)閉期間無法進行遠程學(xué)習(xí)。在全球范圍內(nèi)，72%無法進行遠程學(xué)習(xí)的學(xué)齡兒童生活在本國最貧困的家庭。在中上等收入國家，最貧困家庭的學(xué)齡兒童在無法進行遠程學(xué)習(xí)的學(xué)齡兒童總?cè)藬?shù)中占比高達86%。在全球范圍內(nèi)，四分之三無法進行遠程學(xué)習(xí)的學(xué)齡兒童生活在農(nóng)村地區(qū)。

The report also notes varying rates of access across age groups, with the youngest students most likely to miss out on remote learning during their most critical years of learning and development:

報告還指出，不同年齡段的學(xué)齡兒童接受遠程教育的比率不同，最年幼的學(xué)生最有可能在他們學(xué)習(xí)和發(fā)展的最關(guān)鍵的幾年錯過遠程教育。

At least 70 percent of schoolchildren of pre-primary-age – 120 million children – cannot be reached, largely due to challenges and limitations to online learning for young children, lack of remote learning programmes for this education category, and lack of home assets for remote learning. At least 29 percent of primary schoolchildren – 217 million students – cannot be reached. At least 24 percent of lower-secondary schoolchildren – 78 million students – cannot be reached.

至少70%的學(xué)齡前兒童（1.2億）無法進行遠程學(xué)習(xí)，主要原因是幼兒在線學(xué)習(xí)面臨的挑戰(zhàn)和限制、缺乏學(xué)前教育的遠程學(xué)習(xí)方案，以及家中沒有遠程學(xué)習(xí)的設(shè)備。至少29%的小學(xué)生（2.17億）無法進行遠程學(xué)習(xí)。在初中生中這一比例為24%（7800萬）。

Upper-secondary schoolchildren were the least likely to miss out on remote learning with at least 18 percent – 48 million schoolchildren– not having the technological assets to access remote learning.

高中學(xué)生中無法進行遠程學(xué)習(xí)的比例最低，沒有遠程學(xué)習(xí)技術(shù)設(shè)備的高中生有4800萬，至少占18%。

UNICEF urges governments to prioritize the safe re-opening of schools when they begin easing lockdown restrictions.

聯(lián)合國兒童基金會敦促各國政府在開始放松封鎖限制時，優(yōu)先考慮安全地重新開放學(xué)校。

School opening policies and practices must include expanding access to education, including remote learning, especially for marginalized groups. Education systems must also be adapted and built to withstand future crises.

重新開放學(xué)校的政策和實踐必須包含增加受教育的機會，其中包括遠程學(xué)習(xí)，特別是對邊緣群體。教育系統(tǒng)也必須進行調(diào)整和建設(shè)，以抵御未來的危機。

UNICEF’s Framework for Reopening Schools, issued jointly with UNESCO, UNHCR, WFP and the World Bank, offers practical advice for national and local authorities. The guidelines focus on policy reform; financing requirements; safe operations; compensatory learning; wellness and protection and reaching the most marginalized children.

聯(lián)合國兒童基金會與聯(lián)合國教科文組織、聯(lián)合國難民署、世界糧食計劃署和世界銀行聯(lián)合發(fā)布了《重新開放學(xué)校的框架》，為國家和地方當(dāng)局提供了切實可行的建議。這些指導(dǎo)方針側(cè)重于政策改革、融資需求、安全操作、補償性學(xué)習(xí)、健康和保護、惠及最邊緣化的兒童。

英文來源：聯(lián)合國兒童基金會官網(wǎng)

翻譯&編輯：yaning