世界中的“最空前”的教育中断

[NAIROBI] Most Sub-Saharan African countries have failed to target vulnerable learners such as students with disabilities during theCOVID-19学校关闭，加剧educationalinequality in the region, a UN报告说。

It comes as the world faces the “most unprecedented disruption in the history of education”, the UNESCO report says, with over 90 percent of students globally affected by school closures.

根据联合国教科文组织上周（6月23日）发布的2020年全球教育监测报告，大约40％的低收入国家和中等收入国家没有针对COVID-19-19大流行期间处于危险中的目标，而不平等不平等。

“Even before COVID-19, one in fivechildren，青少年和青年被完全排除在教育之外。Stigma, stereotypes and discrimination mean millions more are further alienated inside classrooms,” says Audrey Azoulay, director-general of UNESCO, in the report.

“The world is in the throes of the most unprecedented disruption in the history of education.”

Audrey Azoulay, UNESCO

“The current crisis will further perpetuate these different forms of exclusion. With more than 90 per cent of the global student population affected by COVID-19-related school closures, the world is in the throes of the most unprecedented disruption in the history of education. Social and数字鸿沟have put the most disadvantaged at risk of learning losses and dropping out,” Azoulay adds.

该报告呼吁决策者重新思考教育，并在重新开放时使学校更具包容性。

《全球教育监测报告》主任马诺斯·安东尼（Manos Antoninis）表示，COVID-19的大流行将使人们期望在2050年到2050年，十分之一的成年人在撒哈拉以南非洲的十分之一的成年人将无法完成小学。

2015年，所有致力于实现的国家Sustainable Development Goal 4of ensuring inclusive and equitable quality education and to promote lifelong learning opportunities for all by 2030. However, many countries are not clear what inclusion in education means and that motivated the compilation of the report, Antoninis adds.

He tellsSciDev.Netthat because of the pandemic, low- and middle-income countries are far more disadvantaged for an effective transition to online learning platforms.

According to Antoninis, evenlow-technology方法几乎没有机会确保学习连续性。在最贫穷的20％的家庭中，在2016年拥有广播的人的份额为埃塞俄比亚的7％，2014年在刚果民主共和国为8％。对于马达加斯加来说，2016年为14％和30％到2014年，肯尼亚的百分比

“COVID-19造成的衰退将影响出版ic revenue-raising capacity and budget allocation given that the national wealth in high-income countries is likely to shrink with impact on overseas development aid,” says Antoninis. “We must call [on] donors to keep supporting these countries who, now, more than ever, are in need of their support. Education must remain high on the list of all policymakers’ priorities who want to build back more resilient and cohesive societies when the pandemic is over”.

An international team of research officers and policy analysts synthesised specialised literature and commissioned background papers from researchers and institutes around the world, with primary data coming from the UNESCO Institute for Statistics, which provides a wide range of education-related data including adult literacy and education expenditure.

Antoninis说，这份报告需要由非洲教育中的主要参与者认真对待policymakers，教师，民间社会和教育领导者。

Beatrice Muganda, director, higher education programme at the Kenya-based Partnership for African Social and Governance Research, COVID-19 is making online learning the norm in Sub-Saharan Africa but many rural children are outside the digital grid and lack or share electronic equipment.

Muganda says that Africagovernments必须做更多的事情来确保电源的访问和稳定性，尤其是在农村地区，以及合作伙伴电信公司，以扩展访问在线平台，软件和在线学习的工具。

“When large parts of society are not empowered to contribute to growth and productivity,” she explains, “economic growth and the social transformation of the recent past will come to a halt.”

这件作品由Scidev.net的撒哈拉以南非洲英语桌子制作。