聯(lián)合國教科文《信使》雜志全球讀者心系武漢及世界各地正在遭受新冠病毒疫情影響的地區(qū)。危難時刻，團結(jié)與共情是前進的基石。世界各地的聯(lián)合國教科文組織學習型城市也在積極應(yīng)對疫情期間的教育學習問題，獻上了自己的一份力量。

內(nèi)容來自聯(lián)合國教科文組織全球?qū)W習型城市網(wǎng)絡(luò)（GNLC）

作者 | 聯(lián)合國教科文組織終身學習研究所所長

大衛(wèi) 阿喬雷納 David Atchoarena

從維持不堪重負的衛(wèi)生和社會服務(wù)到應(yīng)對學校停課，世界各地的城市正處在抗擊新冠病毒的第一線。

Everywhere in the world, cities are on the front line of the fight against COVID-19, from managing overstretched health and social services to coping with the closure of learning institutions.

據(jù)教科文組織估計，被限制出行的學生人數(shù)已超過15億，占全世界學生總數(shù)的九成以上。因此，提供替代性學習方案已成為各國教育部的首要任務(wù)。然而，在今天日益分散化的社會系統(tǒng)中，這一新形勢的影響在地方層面最為突出。由于全世界超過一半的人口生活在城市，城市在確保所有學生繼續(xù)充分享有教育機會方面——盡管是遠程教育——發(fā)揮著至關(guān)重要的作用，特別是在最貧困的地區(qū)和家庭。

With UNESCO estimating that more than 1.5 billion learners – over 90% of the world student population - are confined to their homes, providing alternative learning solutions has become the top priority for every ministry of education. However, in today’s increasingly decentralized systems, it is at local level that the impact of this new reality plays out. With more than half the world’s population living in urban areas, cities have an essential role to play in ensuring that all learners continue to enjoy full access, albeit at a distance, to education provision, especially in the most deprived areas and homes.

城市不僅可以把學校，而且可以把整個終身學習系統(tǒng)轉(zhuǎn)變?yōu)橐粋€龐大的預(yù)防機制。全世界的終身學習機構(gòu)已經(jīng)開始宣傳預(yù)防感染的行為、做法和習慣。短短幾個星期的時間，全民健康教育——而不僅僅是兒童的健康教育——已經(jīng)成為世界各國的優(yōu)先事項。

As well as avoiding any disruption in learning, cities are well placed to transform not only schools, but also the entire lifelong learning system into a massive preventive resource. Lifelong learning institutions are called on to promote the behaviours, gestures and habits that can prevent contamination. Within a few weeks, prioritizing health education for all citizens, and not only children, has become a global priority.

通過匯集來自公共部門、公民社會和商界的利益相關(guān)方的專業(yè)知識、經(jīng)驗、資金和權(quán)威，城市一直在實現(xiàn)終身學習方面發(fā)揮著關(guān)鍵作用。今天，全世界的城市正在支持、執(zhí)行和補充政府的對策，將多個行為主體聯(lián)系起來，制定協(xié)調(diào)一致的危機應(yīng)對措施，并將終身學習作為一大目標和手段。

The local level and, in its core, cities have been key actors in transforming lifelong learning into reality by bringing together the expertise, experience, funding and authority of a wide range of stakeholders from the public sector, civil society and business. Today, supporting, implementing and complementing government responses, they are connecting multiple actors to develop a coordinated response to the crisis, including lifelong learning as a goal and as a means.

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在聯(lián)合國教科文組織全球?qū)W習型城市網(wǎng)絡(luò)（GNLC）的173個成員中，許多城市都因為新冠疫情而面臨著巨大的挑戰(zhàn)。即便如此，教科文組織的學習型城市仍然堅持履行對終身學習的承諾。面對危機，它們正在以非凡的創(chuàng)新方式加強對終身學習投入。

Many of the 173 members of the UNESCO Global Network of Learning Cities (GNLC) are facing enormous challenges because of COVID-19. UNESCO learning cities have shown strong commitment to lifelong learning; in response to the current crisis, they are intensifying their efforts in an impressively innovative manner.

對許多人來說，幾周前，線上和遠程學習還沒有提上日程，但今天，全世界的地方政府正以驚人的速度建立虛擬教室和協(xié)作平臺。使用哪些學習平臺，如何幫助教師實施線上學習，如何覆蓋那些不通互聯(lián)網(wǎng)或連接性差的家庭，以及如何監(jiān)測和評估學習成果，是許多學習型城市正在解決的核心問題。

For many, online and distance learning were not on the agenda some weeks ago, yet local governments are now setting up virtual classrooms and collaboration platforms at incredible speed. Which learning platforms to use, how to aid teachers in implementing online learning, how to reach those with little or no internet access at home and how to monitor and assess learning outcomes are central questions being addressed by many learning cities.

在教科文組織學習型城市武漢——新冠病毒的第一個疫情中心——自今年2月以來，已經(jīng)有100多萬中小學生參與了線上教學。除了常規(guī)科目外，學校課程還新增了與病毒有關(guān)的主題。教科文組織學習型城市意大利都靈努力協(xié)助其學校從面對面教學的傳統(tǒng)向全面線上學習過渡。這一過程并非一帆風順：許多技術(shù)問題需要得到解決，教師需要得到培訓。但即使是沒有相關(guān)經(jīng)驗的學校也找到了解決方法。然而，遠程和線上授課可能產(chǎn)生新的不平等，例如對依賴學校餐食的兒童來說。創(chuàng)造替代方法以繼續(xù)滿足這些基本需求也是城市必須應(yīng)對的挑戰(zhàn)之一。這正是教科文組織學習型城市巴西圣保羅的應(yīng)對戰(zhàn)略的優(yōu)先事項之一。

In the UNESCO learning city of Wuhan, in China, the first epicenter of COVID-19, more than a million primary and secondary students have participated in ‘a(chǎn)ir classes’ since February. In addition to retaining regular subjects, school curricula have been expanded to address virus-related topics. The UNESCO learning city of Turin in Italy has worked hard to assist its schools with the seismic shift from a face-to-face learning tradition to conducting all learning activities online. This was not without problems; technical issues had to be solved and teachers trained, but even schools with no prior experience were able to find solutions. However, distance and online courses can produce new gaps, for example for children benefiting from school feeding programmes. Creating alternative ways to continue to meet such basic needs is also one of the challenges that cities have to address. This, for instance, is one of the priorities identified by the UNESCO learning city of S?o Paolo in Brazil as part of its coping strategy.

新冠疫情給各國醫(yī)療系統(tǒng)帶來的挑戰(zhàn)與日俱增。在這一背景下，減緩病毒傳播對于減輕醫(yī)院的壓力至關(guān)重要。各個城市的市政府正在通過公共宣傳運動提供衛(wèi)生教育，以提高公民認識，因為抗擊疫情迫切需要徹底改變每個人的行為。每座城市的每個居民都必須盡到自己的責任。教育對實現(xiàn)這一目標至關(guān)重要。因此，在危機時期，投資于終身學習干預(yù)措施是關(guān)鍵。

While health systems are experiencing increasing challenges in absorbing the impact of the disease, flattening the curve of virus expansion is critical to reduce the pressure on hospitals. Municipal governments are engaging citizens via public information campaigns to provide education for healthcare, because radical change in the behaviour of every individual is urgently needed. Every person, in every city, needs to do their part. Education is essential to achieve this goal. Hence, investing in lifelong learning interventions is key in these times of crisis.

例如，教科文組織學習型城市上海以各種方式指導市民完成日常防疫工作，例如怎樣和在哪里購買口罩以及如何訂購送貨上門的食品等。教師被要求與家長和學生保持溝通，并參與教育公民的工作，提高公民的健康知識和關(guān)懷他人的能力。教科文組織學習型城市伊朗卡尚推出了若干電視節(jié)目，教育人們?nèi)绾螐脑诩抑斜３至己玫男l(wèi)生習慣做起，防止病毒進一步傳播?？ㄉ械某鞘锌谔枴懊總€家庭都是一個健康基地”體現(xiàn)了這一理念。教育與衛(wèi)生之間的這種關(guān)聯(lián)表明了終身學習的核心元素——部門間聯(lián)系的重要性，還凸顯了在市政府以外，公民社會和私營部門對提供地方層面的學習機會可以發(fā)揮的重要作用。

The UNESCO learning city of Shanghai in China has, for example, taught citizens through various channels how and where to buy masks for protection and how to get food delivered, as well as providing guidance for other day-to-day tasks to cope with the outbreak. Teachers have been asked to communicate with parents and students and aid the process of teaching citizens how to stay healthy and care for others. The UNESCO learning city of Kashan in Iran has launched television programmes to teach people how to prevent the virus from spreading further, starting with good hygiene at home. This idea is captured by the Kashan city slogan ‘Every Home – A Health Base’. This articulation between education and health illustrates the importance of the intersectoral linkages that are at the heart of lifelong learning and recognizes that civil society and the private sector have an important role to play, alongside municipal governments, in providing learning opportunities at local level.

在韓國，教科文組織學習型城市烏山正在動員公民社會加強社區(qū)防疫能力：一個龐大的志愿者網(wǎng)絡(luò)按照官方指導方針生產(chǎn)了幾千個口罩，并分發(fā)給了弱勢群體。在意大利，“都靈城市之愛”——一個由都靈城市實驗室主導、與當?shù)仄髽I(yè)合作創(chuàng)建的項目——支持創(chuàng)造性地解決個人和公司在這場危機中面臨的問題。它為整個城市提供了一個免費的測試創(chuàng)新解決方案的地點，為試驗和推廣創(chuàng)新舉措提供了一個真實的環(huán)境、基礎(chǔ)設(shè)施、網(wǎng)絡(luò)和知識。

In the Republic of Korea, the UNESCO learning city of Osan is mobilizing civil society to strengthen communities against the virus: a vast network of volunteers has followed official guidelines to produce thousands of protective masks, which have been distributed among vulnerable groups. In Italy, Torino City Love, a project under the umbrella of Torino City Lab and created in collaboration with local companies, supports creative solutions to problems faced by people and companies during this crisis. It offers the entire city for free as a location for testing innovative solutions, providing a real place, infrastructure, network and know-how to experiment and scale-up innovation.

監(jiān)測危機對地方層面教育的影響，記錄終身學習城市的應(yīng)對政策，分享經(jīng)驗和良好實踐，這些都是聯(lián)合國教科文組織全球?qū)W習型城市網(wǎng)絡(luò)（GNLC）為加強城市韌性發(fā)揮的一些作用。每周一次的全球?qū)W習型城市網(wǎng)絡(luò)新冠病毒網(wǎng)絡(luò)研討會提供了一個分享信息和增強團結(jié)的平臺。雖然沒有一個城市能夠解決我們所面臨的所有問題，但通過結(jié)合我們的經(jīng)驗和知識，我們可以共同努力找到這些問題的答案。當終身學習被確定為可持續(xù)發(fā)展教育目標的總原則時，其愿景不僅關(guān)乎教育，更關(guān)乎發(fā)展，并與其他可持續(xù)發(fā)展目標緊密相連。今天，面對新冠肺炎危機，全世界的城市正在實施一個類似的二元方法。在世界各地，全球?qū)W習型城市網(wǎng)絡(luò)的成員正在彰顯學習型城市的韌性。

Monitoring the impact of the crisis on education at local level, documenting lifelong learning city policy responses, sharing experiences and good practices –are some of the functions that the UNESCO Global Network of Learning Cities (GNLC) is performing to build resilience. The weekly COVID-19 GNLC webinars offer a platform for providing information and building solidarity. Though no individual city has all the answers to the challenges we face, by combining our experiences and knowledge we can jointly work towards finding them. When lifelong learning was adopted as the overarching concept framing the Sustainable Development Goal (SDG) on education, the vision was not only educational but also developmental, carrying impact across other SDGs. Today, confronted with the COVID-19 crisis, cities are implementing a similar two-tier approach and, across the world, the GNLC members are demonstrating how learning cities can become resilient cities.