而且“教育持续中断可能导致童工、童婚现象增加”。40 虽然数字技术为学习的连续性提供了重要机会，但全球有大量家庭无法获得可靠的在线学习基础设施和设备。“据[国际电信联盟]估计，仍有 36 亿人无法上网，其中大多数人生活在最不发达国家”。41 此外，较低收入家庭的父母往往缺乏陪伴孩子进行在线学习所需的工作/生活平衡。这造成了不可接受的不平等，其结果是，在全球各30 同上，第 9 页。
40 While digital technologies have offered important opportunities for continuity in learning, reliable online learning infrastructure and equipment is not accessible to a significant proportion of families across the globe. “According to [the International Telecommunication Union], an estimated 3.6 billion people remain offline, with the majority of the unconnected living in the least developed countries.”41 Moreover, parents in lower income families tend to lack the work-life balance needed to accompany children in online learning. That has created unacceptable inequalities to the effect that, across the globe, from high- to low-income countries, children from high-income backgrounds have been able to continue with their learning in some form, while their less privileged counterparts, even in the very same countries, lost much of their 2020 academic year.42