[ti:Report Examines Teaching, Learning During COVID in 11 Countries]
[by:www.21voa.com]
[00:00.00]更多听力请访问21VOA.COM
[00:00.04]How to keep students learning
[00:01.92]during school closures and other disruptions
[00:04.84]has been one of the most difficult questions of the pandemic.
[00:09.60]April 2020 data from the United Nations Educational,
[00:13.76]Scientific, and Cultural Organization (UNESCO)
[00:18.08]found that at least 1.1 billion students in 114 countries
[00:23.72]were affected by the pandemic and school closures.
[00:27.96]But inequality among families, schools, and countries
[00:32.00]means that some students were better prepared
[00:35.20]to succeed during the disruptions than others.
[00:39.44]A new study looks at the teaching and learning methods
[00:43.32]used in 11 countries during the pandemic.
[00:46.36]The study was carried out by the International Association
[00:50.44]of Educational Achievement (IEA) and UNESCO.
[00:56.20]The survey included more than 1,500 school leaders,
[01:00.52]15,000 teachers and 21,000 students.
[01:05.68]The large survey received responses
[01:08.68]from four countries in Africa, three countries in Europe,
[01:12.60]two in Asia and one in South America and the Middle East.
[01:18.24]They were a mix of developed and developing countries.
[01:22.80]When schools closed, countries' teaching and learning methods
[01:27.20]differed greatly around the world.
[01:30.44]Some countries were able to quickly move to online learning.
[01:34.64]But others were simply not able to make that change.
[01:38.60]In the European countries Denmark and Slovenia, for example,
[01:43.04]more than 95 percent of students
[01:46.00]had access to laptop computers for schoolwork.
[01:49.68]But in the African countries of Burkina Faso, Ethiopia and Kenya,
[01:55.16]fewer than 10 percent of students had laptops.
[01:59.40]Overall, 10 percent of students
[02:02.20]said they did not have the resources
[02:04.56]to complete their schoolwork, at least most of the time.
[02:09.40]Countries that did not have digital resources
[02:12.60]had other ways to reach students outside the classroom.
[02:16.44]Educational television and radio broadcasts
[02:20.68]increased in some places, including Rwanda, Kenya and Russia.
[02:26.76]But when schools closed, many students
[02:29.80]went through long periods of time without any schooling at all.
[02:34.40]Most students in Burkina Faso, about half of students in Ethiopia,
[02:40.40]and about one-fifth of students in Kenya
[02:43.32]did not do any schoolwork for at least four months.
[02:47.96]Dirk Hastedt is the executive director of IEA,
[02:52.28]one of the organizations that led the study.
[02:56.04]He said that in all countries, there was concern
[02:59.56]for the most poor and vulnerable students.
[03:03.00]Poorer students and students already struggling
[03:06.36]were the ones who suffered the most during school disruptions.
[03:10.76]Many could not access digital resources.
[03:14.04]Many students' families suffered financially from the pandemic,
[03:18.28]which likely affected their schooling.
[03:21.00]Some had to spend time caring for family members.
[03:25.32]In Kenya, for example, 63 percent of students
[03:29.08]said one of their parents lost their job during the pandemic.
[03:33.44]And in Ethiopia, almost half of students
[03:37.12]reported that they had to care for brothers and sisters at home.
[03:42.00]That likely left them with less time for schoolwork.
[03:46.64]Hastedt said policymakers
[03:49.04]need to find a way to reach the students hurting the most.
[03:52.84]"The task for the future...
[03:55.08]is how can we get these students up to speed again
[03:58.44]so we don't lose them completely
[04:00.72]and they fall behind even more," Hastedt said.
[04:05.04]The pandemic has also brought attention
[04:07.32]to student and teacher mental health.
[04:09.64]A majority of students in eight countries surveyed
[04:14.04]said their emotional well-being suffered during the pandemic.
[04:19.16]Teachers also felt the emotional effects of the pandemic.
[04:23.32]In India, for example, 85 percent of teachers
[04:27.56]said they needed additional mental health support.
[04:30.72]In Russia, 64 percent of teachers reported feeling tired most of the time.
[04:37.68]And a majority of teachers in several of the countries
[04:41.52]were afraid of being infected with COVID while working.
[04:46.24]Many countries are listening to what teachers and students say they need.
[04:51.00]In most countries surveyed, 50 percent of schools
[04:55.56]increased support for students and teachers.
[04:59.64]Many school leaders reported an increase
[05:02.96]in the use of school guidance counselors
[05:05.48]and other mental health resources during the pandemic.
[05:08.76]Teachers also provided more help to students
[05:12.32]with their emotional and physical health.
[05:15.72]Hastedt said the study shows how schools
[05:19.16]are more than just places for learning.
[05:22.60]"We saw that schools have a role
[05:24.72]beyond teaching and learning," Hastedt said.
[05:27.84]"It's also a matter of the people's wellbeing.
[05:31.32]It's a structure in their life."
[05:34.72]I'm Dan Novak. 更多听力请访问21VOA.COM
END OF TRACK. "END OF TRACK." The two men bowed. "Whoever was that person you were talking to?" she enquired, as soon as they stood together. The took of triumph faded from her eyes, she had grown worn and weary. The roses were wilting on the walls, the lights were mostly down now. Hetty, looking in to see if anything was wanted, found herself driven away almost fiercely. I only saw Master Jervie once when he called at tea time, The year 1747 was opened by measures of restriction. The House of Lords, offended at the publication of the proceedings of the trial of Lord Lovat, summoned the parties to their bar, committed them to prison, and refused to liberate them till they had pledged themselves not to repeat the offence, and had paid very heavy fees. The consequence of this was that the transactions of the Peers were almost entirely suppressed for nearly thirty years from this time, and we draw our knowledge of them chiefly from notes taken by Horace Walpole and Lord Chancellor Hardwicke. What is still more remarkable, the reports of the House of Commons, being taken by stealth, and on the merest sufferance, are of the most meagre kind, sometimes altogether wanting, and the speeches are given uniformly under fictitious names; for to have attributed to Pitt or Pelham their[112] speeches by name would have brought down on the printers the summary vengeance of the House. Many of the members complained bitterly of this breach of the privileges of Parliament, and of "being put into print by low fellows"; but Pelham had the sense to tolerate them, saying, "Let them alone; they make better speeches for us than we can make for ourselves." Altogether, the House of Commons exhibited the most deplorable aspect that can be conceived. The Ministry had pursued Walpole's system of buying up opponents by place, or pension, or secret service money, till there was no life left in the House. Ministers passed their measures without troubling themselves to say much in their behalf; and the opposition dwindled to Sir John Hinde Cotton, now dismissed from office, and a feeble remnant of Jacobites raised but miserable resistance. In vain the Prince of Wales and the secret instigations of Bolingbroke and Doddington stimulated the spirit of discontent; both Houses had degenerated into most silent and insignificant arenas of very commonplace business. "It certainly will be. Miss Widgeon," answered Maria, with strictly "company manners." "One who has never had a brother exposed to the constant dangers of army life can hardly understand how glad we all feel to have Si snatched from the very jaws of death and brung back to us." "Just plug at 'em as you would at a crow, and then go on your way whistlin'?" persisted Harry. "Hurroo!" echoed Hennessey; "that's the ticket." "Come forward, keeper," continued the baron, "and state how these arrows came into your hands!" "Yes." HoMEJULIA京香2018下载
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