雙語｜聯合國報告：全球三分之一兒童無法進行遠程學習

聯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習，導致了「全球教育緊急狀況」。

Kindergarten teachers perform during an online class in Kampala on Saturday. As a measure to contain the spread of COVID-19, schools have started to offer online classes in Uganda. NICHOLAS KAJOBA/XINHUA

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.

根據聯合國兒童基金會8月26日發布的一份新報告，在新冠疫情導致學校關閉期間，全球學齡兒童中有至少三分之一（4.63億）無法進行遠程學習。全球各國正盡力按計劃讓學生重返校園。

「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.

聯合國兒童基金會執行主任亨麗埃塔·福爾說：「至少有4.63億兒童在因為疫情關閉學校後根本沒有接受遠程教育。」

「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.」

「連續數月完全無法接受教育的兒童數量之多，導致了全球教育緊急狀況。在未來幾十年裡，經濟和社會都會感受到由此帶來的影響。」

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厲的時候，近15億兒童受到學校停課的影響。該報告概述了遠程學習的局限性，並暴露了在獲取遠程教育方面的嚴重不平等。

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個國家的數據，對學前、小學、初中和高中學生遠程學習所需的家用技術和工具的可獲得性進行了具有全球代表性的分析。數據包括對電視、廣播和網際網路的訪問，以及學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.

儘管報告中的數字反映了學校關閉期間無法遠程學習的令人擔憂的情況，但聯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和工具，他們也可能無法通過這些平臺遠程學習，原因包括家務壓力、被迫工作、惡劣的學習環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.

報告強調了各地區之間的嚴重不平等。撒哈拉以南非洲地區的學齡兒童受影響最大，那裡至少有一半的學生無法進行遠程學習。

A township child plays soccer as residents wait to receive food packages handed out by a non-governmental organization during a 21-day nationwide lockdown aimed at limiting the spread of coronavirus disease (COVID-19) in Cape Town, South Africa, April 17, 2020. [Photo/Agencies]

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，最貧困家庭和農村地區的學齡兒童最有可能在學校關閉期間無法進行遠程學習。在全球範圍內，72%無法進行遠程學習的學齡兒童生活在本國最貧困的家庭。在中上等收入國家，最貧困家庭的學齡兒童在無法進行遠程學習的學齡兒童總人數中佔比高達86%。在全球範圍內，四分之三無法進行遠程學習的學齡兒童生活在農村地區。

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，不同年齡段的學齡兒童接受遠程教育的比率不同，最年幼的學生最有可能在他們學習和發展的最關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%的學齡前兒童（1.2億）無法進行遠程學習，主要原因是幼兒在線學習面臨的挑戰和限制、缺乏學前教育的遠程學習方案，以及家中沒有遠程學習的設備。至少29%的小學生（2.17億）無法進行遠程學習。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.

高中學生中無法進行遠程學習的比例最低，沒有遠程學習技術設備的高中生有4800萬，至少佔18%。

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

聯合國兒童基金會敦促各國政府在開始放鬆封鎖限制時，優先考慮安全地重新開放學校。

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，其中包括遠程學習，特別是對邊緣群體。教育系統也必須進行調整和建設，以抵禦未來的危機。

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.

聯合國兒童基金會與聯合國教科文組織、聯合國難民署、世界糧食計劃署和世界銀行聯合發布了《重新開放學校的框架》，為國家和地方當局提供了切實可行的建議。這些指導方針側重於政策改革、融資需求、安全操作、補償性學習、健康和保護、惠及最邊緣化的兒童。

本文摘自：中國日報網

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