en-us	‘We are living a period of high uncertainty during which we know that COVID-19 related school closures will exacerbate gender inequalities,’ said Ms Suzanne Grant-Lewis, Director of UNESCO’s International Institute for Educational Planning (IIEP), opening the webinar. 
zh-cn	“我们处在一个充满不确定性的时期。但是我们知道，新冠肺炎导致的学校停课将加剧性别不平等。”联合国教科文组织国际教育规划研究所（IIEP）所长路易斯（Suzanne Grant-Lewis）女士为本次网络研讨会致开幕辞时说，

en-us	‘This is a universal issue. All countries must take actions to address these inequalities.’ 
zh-cn	“这是一个普遍的问题。所有国家都必须采取行动，消除这些不平等。”  

en-us	On 3 April, UNESCO convened its third webinar as part of the COVID-19 education response drawing over 150 government officials, practitioners and experts from numerous countries around the world. 
zh-cn	4月3日，教科文组织召开了第三场新冠病毒教育对策网络研讨会。来自多国的150多名政府官员、教育工作者和专家参加了这场网络研讨会，

en-us	The webinar examined the gender dimensions of COVID-related school closures, and exchanged knowledge on how countries can ensure gender-responsive, evidence-based actions during and after this educational disruption. 
zh-cn	讨论了学校停课背后的性别平等问题，并就教育中断期间和之后各国如何确保采取促进性别平等的循证行动交流了知识。 

en-us	COVID-related school closures across 188 countries have the potential to exacerbate existing gender inequalities in education or create new ones unless measures are taken to address the gender dimensions. 
zh-cn	新冠疫情导致的188国学校停课可能会加剧教育领域现有的性别不平等或造成新的不平等，除非采取措施加以应对。

en-us	As of today, 1.57 billion or 91% of enrolled learners are out of school due to the COVID-19 pandemic, out of which 743 million girls. 
zh-cn	截至目前，全球已经有15.7亿在读学生因为新冠疫情而停课，占在读学生总人数的91%，其中7.43亿是女童。

en-us	This adds on to the girls who were already more likely to remain excluded from an education. 
zh-cn	而在这场危机之前，全世界就已经有许多女童难以获得教育机会。 

en-us	What are the gendered impacts of COVID-19 school closures? 
zh-cn	学校停课对性别平等有何影响？ 

en-us	In the wake of school closures, we know that girls and women may be more exposed to the virus as health care workers and caregivers. 
zh-cn	我们知道，随着学校关闭，女童和妇女作为家务承担者和护理工作者更容易感染病毒。

en-us	At home, they may be overburdened by unpaid work, unable to continue their learning at a distance and facing growing domestic violence. 
zh-cn	在家里，她们往往被无偿劳动所束缚，无法远程继续学习，并面临日益严重的家庭暴力。

en-us	These risks jeopardize their return to education. 
zh-cn	这些风险阻碍着她们继续接受教育。 

en-us	Tinuola Oladebo, Nigerian youth activist from the non-governmental organization OneAfricanChild, noted that this crisis is underlining existing challenges, particularly the gender digital divide. 
zh-cn	来自非政府组织“一个非洲儿童”（OneAfricanChild）的尼日利亚青年活动家欧拉德波（Tinuola Oladebo）指出，这场危机进一步凸显了已经出现的挑战，尤其是性别数字鸿沟。

en-us	‘Young activists, advocates and informal educators in Nigeria are collaborating and co-creating responses to ensure that girls continue to access education at home,’ she said. 
zh-cn	她说:“尼日利亚的年轻活动家、倡导者和非正式教育工作者正在通力合作，共同创造应对措施，以确保女童能够继续在家接受教育。” 

en-us	There is also a risk of boys’ disengagement from education. 
zh-cn	男童也面临辍学风险。

en-us	In Nepal for example, ‘the economic hardships caused by outbreaks may lead boys to turn to income-generating activities, leaving school behind’ explained Dr Tulashi Prasad Thapaliya, Director General of the Centre for Education and Human Resource Development at Nepal’s Ministry of Education, Science and Technology. 
zh-cn	例如，尼泊尔教育、科学和技术部教育和人力资源发展中心总干事塔帕里亚（Tulashi Prasad Thapaliya）博士解释说：“疫情爆发造成的经济困难可能导致男孩辍学，转而从事创收活动。” 

en-us	Evidence confirms that both gender and education are neglected in health outbreak responses. 
zh-cn	有证据证实，疫情对策往往忽视性别平等和教育。

en-us	‘We must learn from Ebola, Zika and other outbreaks to understand the education dimension and how we address gender equality in these contexts,’ said Justine Sass, Chief of the Section of Education for Inclusion and Gender Equality at UNESCO. 
zh-cn	联合国教科文组织教育促进包容和性别平等科科长萨斯（Justine Sass）说：“我们必须从埃博拉、寨卡和其他疫情中汲取经验，了解疫情中的教育，以及如何在疫情背景下解决性别平等问题。” 

en-us	Chernor Bah, keynote speaker and co-founder of Purposeful, recounted the story of Dorcas, an adolescent girl aged 17 who lived through the Ebola crisis in 2014. 
zh-cn	主旨发言人、“追求”（Purposeful）组织联合创始人切尔诺·巴赫（Chernor Bah）讲述了多卡斯（Dorcas）的故事。她是一名17岁的少女，在2014年经历了埃博拉危机。

en-us	Her mother, a community health volunteer, was infected by Ebola. 
zh-cn	她的母亲是一名社区卫生志愿者，不幸感染了埃博拉病毒。

en-us	As the eldest, Dorcas took on the responsibility to provide for her two younger siblings at home. 
zh-cn	作为长女，多卡斯承担起了照顾两个弟弟妹妹的家庭责任。

en-us	However, with the community on lockdown and her school closed, she felt isolated and helpless. 
zh-cn	然而，随着社区被封锁，她的学校也停课了，这使她感到孤立无助。 

en-us	For girls, school is so much more than a place of learning. 
zh-cn	对于女童来说，学校不仅仅是一个学习的场所。 

en-us	Dorcas’ school was her social safety net. 
zh-cn	多卡斯的学校是她的社会安全网。 

en-us	A place where she could socialize, share experience and access vital services such as food through school feeding programmes. 
zh-cn	在那里，她可以进行社交活动，分享经验，并通过学校供餐计划获得食物等基本生活服务。 

en-us	‘As we think about gender dimensions, our instinct is that we need to shut down schools,’ said Chernor. ‘Our experience from the Ebola crisis says that if we do not think about girls now, we will suffer serious consequences. 
zh-cn	“当我们考虑性别因素时，我们的直觉是需要关闭学校，”切尔诺说，“埃博拉危机的经验告诉我们，如果我们现在忽视女童，那么后果将十分严重。

en-us	For girls, every day counts.’ 
zh-cn	对女童来说，上学的每一天都很重要。” 

en-us	What are some of the measures to take? 
zh-cn	我们可以采取哪些措施？ 

en-us	‘Without focused action, we will lose the momentum we already gained in advancing education and gender equality, and risk going backwards,’ said Maki Hayashikawa, Chief of the Section for Inclusive Quality Education at UNESCO’s Asia-Pacific Regional Bureau for Education. 
zh-cn	联合国教科文组织亚太地区教育局包容优质教育科科长林川真希（Maki Hayashikawa）说：“如果不采取有针对性的行动，我们将失去教育和性别平等发展的良好势头，甚至面临倒退的风险。” 

en-us	Speakers offered insights into measures to be taken to ensure every learner has the opportunity to continue their education path during and after the crisis. 
zh-cn	发言者们就应该采取哪些措施以确保每个学生在危机期间和之后都有机会继续学业提出了见解。

en-us	They were joined by participants who chimed in during the online discussion moderated by Nora Fyles from the United Nations Girls’ Education Initiative (UNGEI). 
zh-cn	他们的发言得到了与会者们的认可。来自联合国女童教育倡议（UNGEI）的菲尔斯（Nora Fyles）主持了线上讨论。 

en-us	A concern shared by all was that swift responses often do not integrate gender implications. 
zh-cn	引发共同关切的一个问题是，各国的应急响应往往没有考虑到性别平等问题。

en-us	‘To date, much of the education analysis on COVID-19 has been gender blind,’ stressed Yona Nestel from Plan International. ‘For example, the move to distance learning, such as digital solutions, but also low-tech approaches like radio, are not considering the lived realities and inequalities facing girls.’ 
zh-cn	“到目前为止，对新冠疫情的大部分教育分析都忽视了性别平等，”国际培幼会的内斯特（Yona Nestel）强调，“例如，远程教育的数字化解决方案以及电台等低技术含量的方法都没有考虑到女童的处境和她们面临的不平等。” 

en-us	Measures put forward during the webinar included the equitable representation of women and men in decision-making and planning; 
zh-cn	网络研讨会期间提出的措施包括：男性和女性在决策和规划过程中的平等代表性；

en-us	the engagement of parents and communities, especially in support of girls’ education;
zh-cn	父母和社区在支持女童教育等方面的参与；

en-us	 holistic and adapted approaches considering the gender digital divide, privileging accessible solutions and women’s ownership; 
zh-cn	采用整体主义和因地制宜的方法，将性别数字鸿沟纳入考量，优先使用低门槛的解决方案，重视妇女的主导权；

en-us	and the promotion of partnerships to address cross-cutting health, social and education issues that impact on continuity of learning. 
zh-cn	促进伙伴关系，以解决影响学习连续性的跨领域卫生、社会和教育问题。 

en-us	Dr Thapaliya highlighted the need for additional learning financing for girls and the role of local governments in designing appropriate support programmes that improve learning. 
zh-cn	塔帕里亚博士强调了为女童教育提供更多资金的必要性，并指出地方政府应制定适当的支助方案以改善学习。

en-us	He also explained Nepal’s plans to track students within a week of schools reopening to ensure they are reintegrated into the system. 
zh-cn	他还介绍说，尼泊尔计划在学校复课后一周内持续追踪每一位学生的情况，以确保他们的学业回到正轨。 

en-us	‘Engage youth in the development of responses to manage the impact of the crisis. This is critical to ensure relevancy and sustainability,’ stressed Tinuola. 
zh-cn	让青年参与制定危机的对策对于确保适宜性和可持续性至关重要。

en-us	Youth voices must be included to shape decisions made about their education. 
zh-cn	必须将青年的声音纳入关于青年教育的决策过程。 

en-us	Many noted the importance of community sensitization as part of distance learning programmes. 
zh-cn	多位与会者指出，社区宣传是远程学习方案的重要组成部分。

en-us	‘The key in times of crisis is to strengthen networks in communities so they can become advocates for the needs and rights of children,’ said Somaye Sarvarzade from Education Cannot Wait in Afghanistan. 
zh-cn	“在危机时期，应当加强社区网络，使它们成为儿童需求和权利的倡导者。”来自阿富汗“教育不能等待”基金会的萨尔瓦扎德（Somaey Sarvarzade）说。

en-us	Her colleague, Aida Orgocka, highlighted that sex-disaggregated data should be collected and carefully examined as it often indicates that women are less affected when in reality, they are the most marginalized. 
zh-cn	她的同事奥尔戈卡（Aida Orgocka）强调，应当收集并仔细研究按性别分类的数据，因为，数据往往显示出妇女受到的影响较小，而实际上她们是最边缘化的群体。 

en-us	As Chernor said, ‘it is time to double down on girls...it’s time to think about how we reach girls in innovative ways beyond giving them information.’ 
zh-cn	正如切诺尔所说：“是时候加倍重视女童了......我们应当思考如何以创新的方式帮助女童，而不仅仅是给她们提供信息。” 

en-us	UNESCO launched a Global Education Coalition to facilitate inclusive learning opportunities for girls and boys, 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。

en-us	The webinar series is part of UNESCO’s COVID-19 Education Response to enable peer learning and sharing of experiences among all countries.  
zh-cn	这一系列网络研讨会是教科文组织新型病毒教育对策的一部分，旨在促进所有国家间的同行学习和经验分享。 