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只有24%的印度家庭网络设备访问电子:联合国儿童基金会
远程学习可达性报告,周四发布的联合国儿童基金会,表示担忧经济弱势家庭的孩子在访问远程学习。
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政府不能采取沃达丰股价低于票面价值
解决post-Budget记者会在孟买,投资和公共资产管理部门(Dipam)部长Tuhin Kanta Pandey说,他的部门将持有该股。这将是类似于ITC和其他政府的控股公司,收购由于泌尿道感染救助。
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新德里:只有24%的印度家庭有互联网连接访问(电子,存在着巨大的城乡和性别差异可能会扩大学习差距在高、中、低收入家庭,根据一项新的联合国儿童基金会报告。远程学习可达性报告,周四发布的联合国儿童基金会,表示担忧经济弱势家庭的孩子在访问远程学习。
“可用数据表明大约有四分之一的家庭(24%)在印度访问互联网有一个大的城乡和性别差异。学习差距可能会扩大在高、中、低收入家庭,作为经济弱势家庭的孩子不能访问远程学习,”它说。
报告进一步说,学生,特别是女生,从最边缘化的社区没有智能手机,甚至如果他们这样做,网络连通性差,素质教育内容往往不是方言中可用的语言。
“在印度,有超过150万(15款)学校已经关闭,由于2.86亿年影响大流行(28.6卢比)儿童从学前到中等水平,女孩(49%)增加了600万(60十万的)女孩和男孩已经离开学校COVID-19前,”该报告称。
注意的中心和国家政府实施若干举措通过数字和非数码平台为了方便在家学习的连续性,联合国儿童基金会呼吁和宣传策略的多种途径提高访问和使用儿童/学生的学习材料,特别是在送到达,因为数字鸿沟。
联合国儿童基金会印度代表优思明阿里Haque呼吁混合方法涉及社区、家长和志愿者到孩子在这些时间和支持他们的学习。
“我们知道,在任何危机,年轻人和最脆弱的不成比例。学校是封闭的,父母的工作和家庭都面临越来越大的压力。整整一代的孩子们看到了教育和学习中断,”Haque说。
“访问数字教育是有限的,本身不能解决的学习差距。混合方法需要涉及社区、家长、志愿者到达儿童和支持他们的学习在这段时间里,”她说。
世界上至少有三分之一的学生- 46.3卢比的全球儿童无法访问远程学习当COVID-19关闭他们的学校,根据新的联合国儿童基金会发布的报告,世界各国都在努力克制着自己的“返校”计划。
报告使用全球代表分析家庭所需的技术和工具的可用性之间的远程学习学前、小学、初中和中上的学生,来自100个国家的数据。数据包括访问电视、广播和互联网,这些平台和课程提供的可用性在关闭学校。
尽管这些数字在报告中提出了一个关于图片缺乏远程学习学校停课期间,联合国儿童基金会警告说,情况可能会更糟。
“即使孩子在家有技术和工具,他们可能无法通过这些平台远程学习家里由于竞争的因素,包括做家务的压力,被迫工作,一个贫穷的环境对学习和缺乏支持使用网络或广播课程,”它说。
联合国儿童基金会敦促各国政府优先考虑的安全重新开张学校当他们开始放松封锁限制。
不可能重新开放时,联合国儿童基金会敦促各国政府将补偿学习失去了学校教学时间连续性和重启计划。
“学校开放政策和做法必须包括扩大受教育的机会,包括远程学习,特别是对于边缘化群体。教育系统也必须适应和承受未来的危机,”该报告说。
“可用数据表明大约有四分之一的家庭(24%)在印度访问互联网有一个大的城乡和性别差异。学习差距可能会扩大在高、中、低收入家庭,作为经济弱势家庭的孩子不能访问远程学习,”它说。
报告进一步说,学生,特别是女生,从最边缘化的社区没有智能手机,甚至如果他们这样做,网络连通性差,素质教育内容往往不是方言中可用的语言。
注意的中心和国家政府实施若干举措通过数字和非数码平台为了方便在家学习的连续性,联合国儿童基金会呼吁和宣传策略的多种途径提高访问和使用儿童/学生的学习材料,特别是在送到达,因为数字鸿沟。
联合国儿童基金会印度代表优思明阿里Haque呼吁混合方法涉及社区、家长和志愿者到孩子在这些时间和支持他们的学习。
“我们知道,在任何危机,年轻人和最脆弱的不成比例。学校是封闭的,父母的工作和家庭都面临越来越大的压力。整整一代的孩子们看到了教育和学习中断,”Haque说。
“访问数字教育是有限的,本身不能解决的学习差距。混合方法需要涉及社区、家长、志愿者到达儿童和支持他们的学习在这段时间里,”她说。
报告使用全球代表分析家庭所需的技术和工具的可用性之间的远程学习学前、小学、初中和中上的学生,来自100个国家的数据。数据包括访问电视、广播和互联网,这些平台和课程提供的可用性在关闭学校。
尽管这些数字在报告中提出了一个关于图片缺乏远程学习学校停课期间,联合国儿童基金会警告说,情况可能会更糟。
“即使孩子在家有技术和工具,他们可能无法通过这些平台远程学习家里由于竞争的因素,包括做家务的压力,被迫工作,一个贫穷的环境对学习和缺乏支持使用网络或广播课程,”它说。
联合国儿童基金会敦促各国政府优先考虑的安全重新开张学校当他们开始放松封锁限制。
不可能重新开放时,联合国儿童基金会敦促各国政府将补偿学习失去了学校教学时间连续性和重启计划。
“学校开放政策和做法必须包括扩大受教育的机会,包括远程学习,特别是对于边缘化群体。教育系统也必须适应和承受未来的危机,”该报告说。
NEW DELHI: Just 24 per cent of Indian households<\/a> have internet connections<\/a> to access e-education<\/a>, and there is a large rural-urban and gender divide that is likely to widen the learning gap across high, middle and low-income families, according to a new UNICEF<\/a> report. The Remote Learning Reachability report, issued by UNICEF on Thursday, expressed concerns over children from economically disadvantaged families struggling with access to remote learning.
\"Available data indicates that approximately a quarter of households (24 per cent) in India have access to the internet<\/a> and there is a large rural-urban and gender divide. The learning gap is likely to widen across high, middle and low-income families, as children from economically disadvantaged families cannot access remote learning,\" it said.
The report further said that students, especially girls, from most marginalised communities do not have easy access to smartphones, and even if they do, internet connectivity is poor, and quality education content is often not available in vernacular languages.
\"Available data indicates that approximately a quarter of households (24 per cent) in India have access to the internet<\/a> and there is a large rural-urban and gender divide. The learning gap is likely to widen across high, middle and low-income families, as children from economically disadvantaged families cannot access remote learning,\" it said.
The report further said that students, especially girls, from most marginalised communities do not have easy access to smartphones, and even if they do, internet connectivity is poor, and quality education content is often not available in vernacular languages.
<\/div><\/div>\"In India, over 1.5 million (15 lakh) schools have been closed due to the pandemic affecting 286 million (28.6 crore) children from pre-primary to secondary levels, (of which 49 per cent girls) This adds to the 6 million (60 lakh) girls and boys who were already out of school prior to the COVID-19,\" the report said.
Noting that the Centre and the state governments have put in place several initiatives through digital and non-digital platforms to facilitate continuity of learning at home, the UNICEF called for multiple pathways and outreach strategies to improve access and use of learning materials by children\/students, especially in reaching the unreached because of the digital divide.
UNICEF India Representative Yasmin Ali Haque called for blended approaches involving communities, parents and volunteers to reach children and support their learning in these times.
\"We know that in any crisis, the young and the most vulnerable suffer disproportionately. Schools are closed, parents are out of work and families are under growing strain. An entire generation of children have seen their education and learning interrupted,\" Haque said.
\"Access to digital education is limited and by itself cannot solve the learning gap. Blended approaches are needed involving communities, parents, volunteers to reach children and support their learning in these times,\" she said.
Noting that the Centre and the state governments have put in place several initiatives through digital and non-digital platforms to facilitate continuity of learning at home, the UNICEF called for multiple pathways and outreach strategies to improve access and use of learning materials by children\/students, especially in reaching the unreached because of the digital divide.
UNICEF India Representative Yasmin Ali Haque called for blended approaches involving communities, parents and volunteers to reach children and support their learning in these times.
\"We know that in any crisis, the young and the most vulnerable suffer disproportionately. Schools are closed, parents are out of work and families are under growing strain. An entire generation of children have seen their education and learning interrupted,\" Haque said.
\"Access to digital education is limited and by itself cannot solve the learning gap. Blended approaches are needed involving communities, parents, volunteers to reach children and support their learning in these times,\" she said.
<\/div><\/div>At least a third of the world's schoolchildren - 46.3 crore children globally - were unable to access remote learning when COVID-19 shuttered their schools, according to the new UNICEF report released as countries across the world grapple with their 'back-to-school' plans.
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. The 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 that 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,\" it said.
The UNICEF urged governments to prioritise the safe re-opening of schools when they begin easing lockdown restrictions.
When reopening is not possible, UNICEF urged governments to incorporate compensatory learning for lost instructional time into school continuity and reopening plans.
\"School opening policies and practices must include expanding access to education, including remote learning, especially for marginalised groups. Education systems must also be adapted and built to withstand future crises,\" the report said.<\/div><\/div>
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. The 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 that 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,\" it said.
The UNICEF urged governments to prioritise the safe re-opening of schools when they begin easing lockdown restrictions.
When reopening is not possible, UNICEF urged governments to incorporate compensatory learning for lost instructional time into school continuity and reopening plans.
\"School opening policies and practices must include expanding access to education, including remote learning, especially for marginalised groups. Education systems must also be adapted and built to withstand future crises,\" the report said.<\/div><\/div>
Follow and connect with us on Twitter<\/a>, Facebook<\/a>, Linkedin<\/a>, Youtube<\/a><\/div>","NumberOfSentences":{"minfo":"22.0","minfoseo":"22-0"},"AutomatedReadabilityIndex":{"minfo":"14.0","minfoseo":"14-0"},"LastPublishMilliTime":{"minfo":"1598531912601","minfoseo":"1598531912601"},"ReadabilityGradeLevel":{"minfo":"College","minfoseo":"college"},"HashCode":{"minfo":"-1285642210","minfoseo":"-1285642210"},"latestnewsflag":{"minfo":"1.0","minfoseo":"1-0"},"NumberOfCharacters":{"minfo":"4161.0","minfoseo":"4161-0"},"NumberOfWords":{"minfo":"621.0","minfoseo":"621-0"},"key":{"0":{"keyid":"75859","value":"e-learning","smid":"0","keynameseo":"e-learning","keytype":"","keycount":"totalcount","weightage":"100"},"1":{"keyid":"9834583","value":"UNICEF remote learning reachability 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