尽管报告中的数字反映了学校关闭期间无法远程学习的令人担忧的情况,但联合国儿童基金会警告说,实际情况可能会更差。即使孩子们家中有这些技术和工具,他们也可能无法通过这些平台远程学习,原因包括家务压力、被迫工作、恶劣的学习环境以及在使用在线或广播课程方面缺乏支持。
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.
报告强调了各地区之间的严重不平等。撒哈拉以南非洲地区的学龄儿童受影响最大,那里至少有一半的学生无法进行远程学习。
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.
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