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.

 

根据联合国儿童基金会8月26日发布的一份新报告，在新冠疫情导致学校关闭期间，全球学龄儿童中有至少三分之一（4.63亿）无法进行远程学习。全球各国正尽力按计划让学生重返校园。

 

"For at least 463 million children whose schools closed due to COVID-19, there was no such a thing as remote learning," said Henrietta Fore¹, UNICEF Executive Director.

 

"The sheer number of children whose education was completely disrupted for months on end is a global education emergency. The repercussions² could be felt in economies and societies for decades to come."

 

At the height of nationwide and local lockdowns, around 1.5 billion schoolchildren were affected³ by school closures. The report outlines the limitations of remote learning and exposes deep inequalities in access.

 

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.

 

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.

 

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.

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