en-us	COVID-19 Webinar: 
zh-cn	新冠病毒网络研讨会：

en-us	A new world for teachers, education’s frontline workers
zh-cn	为一线教师构建新世界

en-us	From one day to the next, teachers around the world have found themselves managing virtual classrooms, communicating with their students over social media platforms and learning by doing as they provide education from a distance to over 1.5 billion students affected by school closures due to the Covid-19 pandemic.
zh-cn	新冠病毒疫情导致的学校停课使全世界教师肩负起了为超过15亿受影响学生提供远程教育的重任。他们既要管理虚拟教室，又要通过社交媒体平台与学生交流，必须在实践中摸索前进。

en-us	On 27 March, UNESCO dedicated its second Covid-19 education response webinar to those on the frontlines of ensuring learning continuity: 
zh-cn	3月27日，教科文组织召开了第二次新冠病毒教育对策网络研讨会，聚焦远程教育的一线人员：

en-us	some 63 million affected teachers in 165 countries, along with education personnel. 
zh-cn	165个国家的约6300万名受影响的教师，以及其他教育工作者。

en-us	Bringing together participants from all regions, the seminar shed light on a wide range of issues, from the provision of training and support for teachers to the challenge of distance teaching in remote or rural areas with weak or no internet connectivity.
zh-cn	来自各地区的代表出席了研讨会，并探讨了为教师提供培训和支持以及在缺乏互联网连接的偏远或农村地区进行远程教学等问题。

en-us	Chairing the webinar attended by 159 participants from 33 countries, Ms Yumiko Yokozeki, Director of the UNESCO Institute for Capacity Building in Africa framed the entirely new context in a positive light, while underscoring the importance for governments to support their teachers.  
zh-cn	这场网络研讨会由教科文组织非洲国际能力培养研究所所长横关由美子（Yumiko Yokozeki）女士主持，共有来自33个国家的159名与会者参加。研讨会为应对当前教育面临的新形势指明了方向，并强调各国政府应支持本国教师。

en-us	"As necessity is the mother of invention, this situation may become an opportunity for teachers and learners to become more empowered, creative and innovative," she said.
zh-cn	“需求是创新之母，因此，当前的危机有望成为赋能教师和学生、使他们更有创造力和创新性的机会。”她说。

en-us	Participants related how the suddenness of school closures took most by surprise. 
zh-cn	许多与会者表示，突如其来的学校停课令他们猝不及防。

en-us	In Uganda, teachers prepared take home packages for students in a day. 
zh-cn	在乌干达，教师们一天之内就为学生准备好了家庭学习资料包。

en-us	In the Netherlands, the entire curriculum went digital in 48 hours. 
zh-cn	荷兰在48小时内就实现了整个课程的数字化。

en-us	In the Philippines, the Department of Education launched its DepEd Commons platform ahead of the planned date.
zh-cn	在菲律宾，教育部提前启动了DepEd公共平台。

en-us	Delivering quality education despite many challenges
zh-cn	面对挑战，如何继续提供优质教育

en-us	"One of the biggest challenges we are facing is how to keep children on board," said Ms Anne-Fleur Lurvink, 
zh-cn	“我们面临的最大挑战之一是如何留住孩子。”卢文克（Anne-Fleur Lurvink）女士表示。

en-us	who teaches at a school in Rotterdam (Netherlands) where students come from very diverse backgrounds.
zh-cn	她在荷兰鹿特丹的一所学校任教，那里的学生来自各种各样的家庭背景。

en-us	"Teaching children at a disadvantage runs the risk of losing many.
zh-cn	“许多弱势儿童都有辍学的风险。

en-us	Home situations don't always allow them to participate in lessons," she said.
zh-cn	一些家庭没有条件支持儿童远程学习。”她说。

en-us	The government has put in place measures to provide laptops and wifi for families without digital access while teachers from her school call parents on a weekly basis to keep in touch.
zh-cn	政府已经采取措施，为缺少数字设备的家庭提供笔记本电脑和无线网络，而她所在学校的老师则每周给家长打电话以保持联系。

en-us	The experience has been a steep learning curve: 
zh-cn	这段经历是一个陡峭的学习曲线。

en-us	"We have accomplished something with digital education that would have taken years," said Ms Lurvink.
zh-cn	“我们在数字教育方面取得的一些成果原本需要花费数年时间，”卢文克女士说，

en-us	"Teachers are being very supportive of each other and creating strong networks, and societies are pitching in to support teachers,"
zh-cn	“教师们互相帮助，建立了强大的网络，社会也在努力支持教师。”

en-us	 she said, while emphasizing that nothing can replace what schools bring beyond transmitting information, from safety to emotional well-being.
zh-cn	她同时强调，学校的作用无法取代。学校不仅传授知识，而且保护学生的安全和情感健康。

en-us	Governments are all stepping up efforts to provide training and resources to support teachers in adapting to this new learning environment.
zh-cn	各国政府都在加大努力，提供培训和资源，以支持教师适应这种新的学习环境。

en-us	In France, Réseau Canopé, the national education operator, provides free content for teachers, parents, and learners, including animated films, apps and user friendly tools, as well as tutorials and other resources to support teachers, reported Ms Marie-Caroline Missir, Managing Director of Canopé. 
zh-cn	法国国家教育平台Canopé总经理米希尔（Marie-Caroline Missir）女士说，在法国，Canopé网络为教师、家长和学生提供免费内容，包括动画电影、应用程序和方便用户使用的工具，并为教师提供指南和其他资源。

en-us	Mr Miguel Cruzado Silverii, Director-General for Teacher Development at the Ministry of Education in Peru, indicated that the government released three Massive Open Online Courses (MOOCs) to train teachers to shift to online teaching.
zh-cn	秘鲁教育部教师发展总干事西尔维利（Miguel Cruzado Silverii）先生指出，秘鲁政府发布了三个大型开放式网络课程（MOOCs）来培训教师，帮助他们适应网络教学。

en-us	Are teachers ready to move instruction online?
zh-cn	教师们是否做好了线上授课的准备？

en-us	Turning teaching materials into digital format at short notice has been a challenge as few teachers have strong digital and ICT skills. 
zh-cn	在短时间内将教材转化为数字格式一直具有挑战性，因为很少有教师熟练掌握数字与信息和通信技术（ICTs）技能。

en-us	In many countries in South West Asia and sub-Saharan Africa only about 20% or often fewer households have internet connectivity at home, let alone personal computers.
zh-cn	在西南亚和撒哈拉以南非洲的许多国家，只有20%左右的家庭有互联网连接，拥有电脑的家庭更少。

en-us	In Peru, Mr Cruzado Silverii reported that just "35% of teachers have access to a computer and internet connectivity."
zh-cn	西尔维利先生表示，在秘鲁，“只有35%的教师拥有电脑并且能够上网。”

en-us	The ministry therefore chose to use low-tech solutions such as television and radio channels to provide classes and content to students as well as online platforms such as Aprendo en casa.
zh-cn	因此，秘鲁教育部选择使用低科技含量的解决方案为学生提供课程和内容，包括电视、电台和在线平台，例如“在家学习”平台。

en-us	In Cameroon, Dr Michael Nkwenty Ndonfack, Pedagogical Inspector for Computer Science and ICTs at the Ministry of Basic Education, reported that only 20-25% of teachers have internet access and that the majority of teachers lack ICT skills. 
zh-cn	喀麦隆基础教育部计算机科学与信息和通信技术教学督察恩登法克（Michael Nkwenty Ndonfack）博士说，在喀麦隆，只有20到25%的教师能够上网，大多数教师缺乏信息和通信技术技能。

en-us	A national government Task Force was set up to establish the Protective Learning Routine to enable teachers and learners to access education through platforms they are already familiar with, such as radio and TV.
zh-cn	喀麦隆政府成立了一个国家级特设工作组，以建立保护性学习程序，使教师和学生能够通过他们熟悉的平台——如电台和电视——接受教育。

en-us	In Uganda, the government is relying on the UNESCO-Chinese Funds-in-Trust programme which has established a robust teacher training system country-wide. 
zh-cn	乌干达政府得到了教科文组织-中国信托基金项目的支持，该项目在该国全国范围内建立了一个强有力的教师培训体系。

en-us	Teacher training institutions have been deployed to deliver capacity-building workshops for teachers without ICT skills via one of the programme’s three ICT hubs.
zh-cn	多个教师培训机构相继成立，通过该项目的三个信息和通信技术中心之一为缺乏信息和通信技术技能的教师举办能力建设讲习班。

en-us	Teacher wellbeing is key
zh-cn	教师的健康是关键

en-us	In such unprecedented and uncertain times, it is normal for people to experience higher levels of stress and anxiety, teachers included. 
zh-cn	在这个前所未有和充满不确定性的时期，人们往往更加紧张和焦虑，教师们也是如此。

en-us	Teachers need socio-emotional support to face the extra pressure being put on them to deliver learning in a time of crisis as well as support their students’ emotional needs. 
zh-cn	教师需要社会情感支持来面对额外的压力，以在危机时刻传授知识并回应学生的情感需求。

en-us	In the Philippines, Ms Jennifer Lopez from the Department of Education reported that salaries for March and April were being released early and that all teacher performance reviews have been suspended while under the emergency state. 
zh-cn	菲律宾教育部的洛佩兹（Jennifer Lopez）女士说，教育部为教师提前发放了3月和4月的工资，并决定在紧急状态下暂停所有教师评估。

en-us	Teaching staff and education personnel still in schools will receive a bonus hazard pay and clothing allowance.
zh-cn	仍然到校工作的教职工将得到危险补助和服装津贴。

en-us	In Uganda, Dr Jane Egau Okou, Commissioner for Teacher Instructor Education and Training, reported that the ministry ensured timely payment of salaries so that teachers can stock essentials and focus on their mission with no additional worries.
zh-cn	乌干达教师教育和培训专员欧库（Jane Egau Okou）博士说，乌干达教育部确保教师工资及时支付到位，使教师能够储备生活必需品，以便教师专注于自己的工作而没有后顾之忧。

en-us	Protect, support and recognize teachers
zh-cn	保护、支持教师并认可其作用

en-us	In her concluding remarks, Ms Gerd-Hanne Fosen, the Co-Chair of the International Task Force on Teachers for Education 2030 emphasized the need for policies to remain focused on the most marginalized, those who do not have access to technology or who do not have a supportive home environment. 
zh-cn	2030年教育教师问题国际特别工作组联合主席福森（Gerd-Hanne Fosen）女士在总结陈词中强调，各国政策必须继续聚焦最边缘、缺少科技获取和家庭环境困难的群体。

en-us	The Teacher Task Force has launched a "Call for Action" on all governments, education providers and funders – public and private – to protect teachers in this difficult time and to recognise the critical roles they play in the COVID-19 response and recovery. 
zh-cn	教师问题特别工作组已向所有政府、教育提供者和资助人——无论公共或私营——发出了“行动呼吁”，以在这个困难时期保护教师，并认可他们在新冠肺炎疫情应对和恢复过程中发挥的关键作用。

en-us	All participants are encouraged to support the six action points highlighted in the call.
zh-cn	教师问题特别工作组鼓励与会者支持《行动呼吁》中提出的六个行动要点。

en-us	UNESCO has also launched a Global Education Coalition to facilitate inclusive learning opportunities for children and youth during this period of sudden and unprecedented educational disruption.
zh-cn	教科文组织还发起成立了新冠病毒全球教育联盟，在这一突如其来的、前所未有的教育中断时期为儿童和青年提供包容性学习机会。