冲突地区的教育：网络和移动方式
Education in Conflict Zones: a Web and Mobility Approach
摘要：
考虑到过去十年社交媒体、网络服务和移动互联网的爆炸性增长，我们提出了一个冲突地区教育的新框架。此外，我们将重点放在一个冲突地区，阿富汗，作为案例研究，因为其文盲率高得惊人，缺乏合格的教师，地形崎岖，移动普及率相对较高，超过50%。在阿富汗的几个省份，由于持续的叛乱和政治不稳定，学校、教师和学生遭到袭击的事件很多，传统的实体学校模式目前很难维持下去。我们的模式改进了虚拟学校模式，解决了其大多数缺点，为阿富汗学生提供了实现标准化教育的机会，即使在安全局势不允许他们进入传统学校的情况下。这一模式的最大优势之一是，它足以有力地处理该地区文化或政治强加的性别歧视。
英文摘要：
We propose a new framework for education in conflict zones, considering the explosive growth of social media, web services, and mobile Internet over the past decade. Moreover, we focus on one conflict zone, Afghanistan, as a case study, because of its alarmingly high illiteracy rate, lack of qualified teachers, rough terrain, and relatively high mobile penetration of over 50%. In several of Afghanistan's provinces, it is hard to currently sustain the traditional bricks-and-mortar school model, due to numerous incidents of schools, teachers, and students being attacked because of the ongoing insurgency and political instability. Our model improves the virtual school model, by addressing most of its disadvantages, to provide students in Afghanistan with an opportunity to achieve standardised education, even when the security situation does not allow them to attend traditional schools. One of the biggest advantages of this model is that it is sufficiently robust to deal with gender discrimination, imposed by culture or politics of the region.
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