How to escape education's death valley | Sir Ken Robinson | TED

Translator: Joseph Geni Reviewer: Morton Bast

Translator: Aari Lemmik Reviewer: Rait Metsamaa

Thank you very much.

Tänan teid väga.

I moved to America 12 years ago with my wife Terry and our two kids.

Kolisin Ameerikasse 12 aastat tagasi koos abikaasa Terry ja meie kahe lapsega.

Actually, truthfully, we moved to Los Angeles --

Tegelikkuses, ausaltöelda, me kolisime Los Angeles'e --

(Laughter)

(Naermine)

thinking we were moving to America, but anyway --

arvates, et kolime Ameerikasse, kuid igatahes --

(Laughter)

(Naermine)

It's a short plane ride from Los Angeles to America.

Los Angelesest Ameerikasse on vaid lühike lennureis.

(Laughter)

(Naermine)

I got here 12 years ago,

Ma tulin siia 12 aastat tagasi,

and when I got here, I was told various things,

ja kui ma siia tulin, mulle räägiti mitmeid asju

like, "Americans don't get irony."

Nagu, "ameeriklased ei mõista irooniat."

(Laughter)

(Naermine)

Have you come across this idea?

Kas oled enne sellist mõtteviisi kohanud?

It's not true.

See ei ole tõsi.

I've traveled the whole length and breadth of this country.

Ma reisisin selle maa risti ja põiki läbi.

Kuid pole leidnud tõendeid , et ameeriklased ei mõistaks irooniat.

I have found no evidence that Americans don't get irony.

It's one of those cultural myths,

See on üks kultuurilistest müütidest,

like, "The British are reserved."

nagu, "Britid on reserveeritud."

(Laughter)

(Naermine)

I don't know why people think this.

Ma ei tea, miks inimesed nii arvavad.

We've invaded every country we've encountered.

Me oleme vallutanud kõik maad, mida kohanud oleme.

(Laughter)

(Naermine)

But it's not true Americans don't get irony,

Kuid pole tõsi, et ameeriklased ei mõista irooniat,

but I just want you to know that that's what people

kuid ma tahan, et sa teaksid,

are saying about you behind your back.

et seda räägivad inimesed teie selja taga.

You know, so when you leave living rooms in Europe,

Tead, kui sa lahkud Euroopa elutubadest,

people say, thankfully, nobody was ironic in your presence.

inimesed ütlevad, hea, et keegi ei olnud irooniline.

(Laughter)

(Naermine)

But I knew that Americans get irony

Kuid ma teadsin, et ameeriklased mõistavad irooniat

when I came across that legislation, "No Child Left Behind."

kui nägin esimest korda seadusandlust "Ükski laps ei jäeta maha."

(Laughter)

(Naermine)

Because whoever thought of that title gets irony.

Sest kes iganes mõtles välja pealkirja, saab irooniale pihta.

(Laughter)

(Naermine)

Don't they?

Või mitte?

(Applause)

(Aplaus)

Because it's leaving millions of children behind.

Kuna see jätab miljonid lapsed maha.

Now I can see that's not a very attractive name for legislation:

Nüüd ma saan aru, et see ei ole väga atraktiivne nimi seadusandlusele:

"Millions of Children Left Behind."

"Miljonid lapsed jäetud maha."

I can see that.

Ma näen seda.

What's the plan?

Mis plaan on?

We propose to leave millions of children behind,

Me palume jätta miljonid lapsed maha,

and here's how it's going to work.

ja siin on mõte, kuidas see töötaks.

And it's working beautifully.

Ja see töötab hästi.

(Laughter)

(Naermine)

In some parts of the country,

Mõnes paigas sellel maal,

60 percent of kids drop out of high school.

60 protsenti lapsi kukub keskkoolist välja.

In the Native American communities,

Indiaanlaste kogukondades

it's 80 percent of kids.

on selleks 80 protsenti lastest.

If we halved that number,

Kui jagaksime numbri kahega,

one estimate is it would create a net gain to the U.S. economy

siis üks arvamus on, et see looks Ühendriikide majandusse eelarvelise kasumi

over 10 years, of nearly a trillion dollars.

kümne aastaga, pea et triljon dollarit.

From an economic point of view,

Majanduslikust vaatevinklist

this is good math, isn't it, that we should do this?

on see päris hea matemaatika või mis, et peaksime seda tegema?

It actually costs an enormous amount

Tegelikult maksab päris palju

to mop up the damage from the dropout crisis.

järelkoristuse tegemine peale väljalangejate kriisi.

But the dropout crisis is just the tip of an iceberg.

Kuid väljalangejate kriis on vaid jäämäe tipp.

What it doesn't count are all the kids who are in school

Tegelikkuses ei arvesta see aga koolis käivaid lapsi

but being disengaged from it, who don't enjoy it,

, kes ei ole kaasatud, kes ei naudi seda

who don't get any real benefit from it.

või kes ei saa sellest tegelikult kasu.

And the reason is not that we're not spending enough money.

Ja põhjus pole piisavas hulgas raha kulutamises.

America spends more money on education than most other countries.

Ameerika kulutab haridusele rohkem kui paljud teised riigid.

Class sizes are smaller than in many countries.

Klasside suurused on palju väiksemad kui paljudes teistes riikides.

And there are hundreds of initiatives every year

Ja igal aastal on sadu omaalgatusi,

to try and improve education.

et parandada haridust

The trouble is, it's all going in the wrong direction.

Probleem on aga selles, et see kõik liigub vales suunas.

There are three principles on which human life flourishes,

On kolm põhimõtet, millel inimelu edeneb,

and they are contradicted by the culture of education

Kuid need on vastuolus hariduskultuuriga,

under which most teachers have to labor

mille all enamik õpetajad peavad töötama

and most students have to endure.

ja enamik õppijaid peavad vastu pidama.

The first is this, that human beings are naturally different and diverse.

Esimeseks asjaks, inimestena oleme me loomulikult erinevad.

Can I ask you, how many of you have got children of your own?

Kas võin sinult küsida kui paljudel siin on endal lapsed?

Okay. Or grandchildren.

Hästi. Või lapselapsed.

How about two children or more? Right.

Aga kaks või rohkem last? Nii.

And the rest of you have seen such children.

Ja teised teist on selliseid lapsi näinud.

(Laughter)

(Naermine)

Small people wandering about.

Väikesed inimesed ringi ekslemas.

(Laughter)

(Naermine)

I will make you a bet,

Ma vean sinuga kihla

and I am confident that I will win the bet.

ning olen kindel, et ma võidan selle kihlveo.

If you've got two children or more,

Kui sul on kaks või rohkem last,

I bet you they are completely different from each other.

vean kihla, et nad erinevad täielikult üksteisest.

Aren't they?

Või mitte?

(Applause)

(Aplaus)

You would never confuse them, would you?

Sa ei ajaks neid kunagi segamine või mis?

Like, "Which one are you? Remind me."

Näiteks, "Kumb sa oled? Meenuta mulle."

(Laughter)

(Naermine)

"Your mother and I need some color-coding system

"Minul ja sinu emal on vaja värvikoodi süsteemi,

so we don't get confused."

et me ei ajaks teid sassi."

Education under "No Child Left Behind"

Haridus "Ükski laps ei jäeta maha" all

is based on not diversity but conformity.

ei ole mitte rajatud mitmekesisusele vaid samasusele

What schools are encouraged to do is to find out

Koolid on innustatud leidma,

what kids can do across a very narrow spectrum of achievement.

mida lapsed suudavad teha väga väikese saavutuste spektrumil.

One of the effects of "No Child Left Behind"

Üks tulemustest "Ükski laps ei jäeta maha"

has been to narrow the focus onto the so-called STEM disciplines.

on olnud selleks, et kitsendada fookust niinimetatud STEM õppeainetele.

They're very important.

Need on väga olulised.

I'm not here to argue against science and math.

Ma ei ole siin, et vaielda teaduse või matemaatikaga.

On the contrary, they're necessary but they're not sufficient.

Vastupidi, need on vajalikud, kuid need ei ole piisavad.

A real education has to give equal weight

Päris haridus peab andama võrdse panuse

to the arts, the humanities, to physical education.

humanitaarteadustes ja kehalises kasvatuses.

Kahjuks väga palju lapsi, mul on kahju, ma tänan --

An awful lot of kids, sorry, thank you --

(Applause)

(Aplaus)

One estimate in America currently is that something like 10 percent of kids,

Ameerika üks hetke oletus on et umbes 10 protsenti lapsi,

getting on that way,

kes sel teel käivad,

are being diagnosed with various conditions

diagnoositakse mitmete eri diagnoosidega,

under the broad title of attention deficit disorder.

suure hüperaktiivsuse sildi all.

ADHD.

ADHD.

I'm not saying there's no such thing.

Ma ütlen, sellist asja ei ole olemas.

I just don't believe it's an epidemic like this.

Ma lihtsalt ei usu, et see on selline epideemia.

If you sit kids down, hour after hour,

Kui sa istud laste kõrval, tund tunni järel,

doing low-grade clerical work,

tehes madala-taseme kirjavigade tööd,

don't be surprised if they start to fidget, you know?

ära imesta kui nad hakkavad nihelema, eks?

(Laughter)

(Naermine)

(Applause)

(Aplaus)

Children are not, for the most part, suffering from a psychological condition.

Enamustel juhtudel lapsed ei kannata psüholoogilise häire all.

They're suffering from childhood.

Nad kannatavad lapsepõlve all.

(Laughter)

(Naermine)

And I know this because I spent my early life as a child.

Ja ma tean seda, sest ma olen ise ka kunagi laps olnud.

I went through the whole thing.

Ma käisin läbi kogu teekonna.

Kids prosper best with a broad curriculum that celebrates their various talents,

Lapsed on kõige edukamad laias õppekavas, mis tähtsustab nende eri andeid,

not just a small range of them.

mitte lihtsalt kitsas valik.

And by the way, the arts aren't just important

Muide humanitaarteatused ei ole ainult tähtsad,

because they improve math scores.

kuna aitavad kaasa matemaatika tulemustele.

They're important because they speak to parts of children's being

Need on tähtsad, sest räägivad laste erinevate omaduste kohta,

which are otherwise untouched.

mis muidu jäävad puutumata.

The second, thank you --

Teiseks, ma tänan--

(Applause)

(Aplaus)

The second principle that drives human life flourishing

Teine põhimõte, mis paneb inimese elu õitsema

is curiosity.

on uudishimu.

If you can light the spark of curiosity in a child,

Kui sa suudad lapses tekitada huvi sädemekese,

they will learn without any further assistance, very often.

õpivad nad tihti ilma igasuguse kaasa aitamiseta.

Children are natural learners.

Lapsed on loomulikud õppijad.

It's a real achievement to put that particular ability out,

On väga suur saavutus see eriline võime välja tuua

or to stifle it.

või see lämmatada.

Curiosity is the engine of achievement.

Uudishimu mootoriks on saavutus.

Now the reason I say this

Põhjus, miks ma seda ütlen

is because one of the effects of the current culture here,

on praeguse kultuuri üks siinne mõju,

if I can say so,

kui ma tohin nii öelda,

has been to de-professionalize teachers.

õpetajate de-professionaliseerimine.

There is no system in the world or any school in the country

Maailmas ei ole ühtegi süsteemi või ühtegi kooli siin riigis,

that is better than its teachers.

mis on parem kui sealsed õpetajad.

Teachers are the lifeblood of the success of schools.

Õpetajad on koolide elujõu edu.

But teaching is a creative profession.

Kuid õpetamine on loov amet.

Teaching, properly conceived, is not a delivery system.

Õpetamine, täpsemalt mõistes ei ole edastussüsteem.

Ma tean, et sa ei ole siin ainult selleks, et informatsiooni ammutada.

You know, you're not there just to pass on received information.

Great teachers do that,

Väga head õpetajad teevad seda,

but what great teachers also do is mentor,

kuid suurepärased õpetaja samuti juhivad,

stimulate, provoke, engage.

kannustavad, õhutavad, kaasavad.

You see, in the end, education is about learning.

Kas näed, lõpuks, haridus on õppimises.

If there's no learning going on, there's no education going on.

Kui ei ole toimumas õppimist, siis ei saa ka keegi haridust.

And people can spend an awful lot of time

Ja inimesed kulutavad kohutavalt palju aega

discussing education without ever discussing learning.

arutamaks haridust, ilma õppimisest rääkimata.

The whole point of education is to get people to learn.

Kogu hariduse eesmärk on inimesed panna õppima.

An old friend of mine -- actually very old, he's dead.

Üks minu vana sõber -- tegelikult väga vana, ta on surnud.

(Laughter)

(Naermine)

That's as old as it gets, I'm afraid.

Ma arvan, et see on nii vana kui olla saab.

(Laughter)

(Naermine)

But a wonderful guy he was, wonderful philosopher.

Kuid ta oli üks imeline mees, imeline filosoof.

He used to talk about the difference

Ta tavatses rääkida erinevustest

between the task and achievement senses of verbs.

tegusõnade, ülesande ja saavutuse taju vahel.

You can be engaged in the activity of something,

Sa võid olla kaasatud mingis tegevuses,

but not really be achieving it, like dieting.

kuid mitte midagi saavutamata, nagu dieedi pidamine.

(Laughter)

(Naermine)

It's a very good example.

See on väga hea näide.

There he is. He's dieting.

Ta on seal. Peab dieeti.

Is he losing any weight? Not really.

Kas ta kaotab kaalu? Mitte väga.

(Laughter)

(Naermine)

Teaching is a word like that.

Õpetamine on sarnane sõna.

You can say, "There's Deborah, she's in room 34, she's teaching."

Sa võid öelda, "Deborah, on ruumis 34, ta õpetab."

But if nobody's learning anything,

Kuid kui keegi midagi ei õpi,

she may be engaged in the task of teaching but not actually fulfilling it.

võib ta olla kaasatud õpetamise ülesandes eesmärki täitmata.

The role of a teacher is to facilitate learning.

Õpetaja roll on kaasa aidata õppimisele.

That's it.

See on kõik.

And part of the problem is, I think,

Ja ma arvan, et osa probleemist on

that the dominant culture of education has come to focus

dominantse hariduskultuuri fookuse suuna hoidmine

on not teaching and learning, but testing.

mitte õpetamisel ja õppimisel, vaid testimisel.

Now, testing is important.

Nüüd, testimine on tähtis.

Standardized tests have a place.

Standardsetel testidel on oma koht.

But they should not be the dominant culture of education.

Kuid need ei tohiks olla dominantne hariduskultuur.

They should be diagnostic. They should help.

Nad peaksid olema testijad. Nad peaksid aitama.

(Applause)

(Aplaus)

If I go for a medical examination, I want some standardized tests.

Kui ma lähen meditsiinilisele vaatusele, tahan ma standardseid teste.

I do.

Päriselt.

I want to know what my cholesterol level is

Tahan teada, mis on minu kolesterooli tase

compared to everybody else's on a standard scale.

võrreldes kõigi teiste standardse skaalaga.

I don't want to be told on some scale my doctor invented in the car.

Ma ei taha, et mulle jagatakse minu doktori autos leiutatud skaalal

(Laughter)

(Naermine)

"Su kolesterooli on, mida kutsuksin kõrgeks ohu tasemeks."

"Your cholesterol is what I call Level Orange."

"Really?"

"Tõesti?"

(Laughter)

(Naermine)

"Is that good?" "We don't know."

"Kas see on hea?" "Me ei tea."

(Laughter)

(Naermine)

But all that should support learning.

Kuid see kõik peaks toetama õppimist.

It shouldn't obstruct it, which of course it often does.

See ei peaks seda tõkestama, mida see kahjuks tihti teeb.

So in place of curiosity, what we have is a culture of compliance.

Nii, et uudishimu kohast on meil kultuuriline vastavus.

Our children and teachers are encouraged to follow routine algorithms

Meie lapsed ja õpetajad on innustatud järgima rutiinseid algorütme

rather than to excite that power of imagination and curiosity.

kui pigem ärgitada seda kujutlusvõime ja uudishimu sädet.

And the third principle is this: that human life is inherently creative.

Ja kolmas põhimõte on see: inimelu on pärilikult loov.

It's why we all have different résumés.

Selle pärast on meil kõigil erinevad elulood.

We create our lives,

Me loome endi elu

and we can recreate them as we go through them.

ja me taasloome neid, minnes neist läbi.

It's the common currency of being a human being.

See on ühtne kurss, mis teeb meist inimese.

It's why human culture is so interesting and diverse and dynamic.

Selle pärast inimkultuur on nii huvitav ja mitmekesine ja dünaamiline.

I mean, other animals may well have imaginations and creativity,

Ma pean silmas, et teised loomad võivad omada kujutlust ja loovust,

but it's not so much in evidence, is it, as ours?

kuid see ei tule esile, mitte nii palju kui meil?

I mean, you may have a dog.

Ma mõtlen, sul võib olla koer.

And your dog may get depressed.

Ja sinu koer võib olla masendunud.

You know, but it doesn't listen to Radiohead, does it?

Tead ju, kuid ta ei kuula Radiohead'i, või mis?

(Laughter)

(Naermine)

And sit staring out the window with a bottle of Jack Daniels.

Ja istub aknast välja vaadades, hoides Jack Daniels'i pudelit

(Laughter)

(Naermine)

"Would you like to come for a walk?"

"Kas sa tahad jalutama tulla?"

"No, I'm fine."

"Ei, ma ei soovi."

(Laughter)

(Naermine)

"You go. I'll wait. But take pictures."

"Sina mine. Ma ootan. Kuid tee pilte."

(Laughter)

(Naermine)

We all create our own lives through this restless process

Me kõik loome oma elud läbi selle rahutu protsessi,

of imagining alternatives and possibilities,

kujutades ette alternatiive ja võimalusi

and one of the roles of education

ja üks hariduse rolle

is to awaken and develop these powers of creativity.

on äratada ja arendada neid loovuse viise.

Instead, what we have is a culture of standardization.

Selle asemel on meil aga standardiseerimise kultuur.

Now, it doesn't have to be that way.

Nüüd, see ei pea sedasi olema.

It really doesn't.

Tegelikult ka see ei pea.

Finland regularly comes out on top in math, science and reading.

Soome tuleb regulaarselt esimeseks matemaatikas, teadustes ja lugemises.

Now, we only know that's what they do well at,

Nüüd me teame vaid, et nendes on nad osavad,

because that's all that's being tested.

kuna need on ainsad, mida testitakse.

That's one of the problems of the test.

See on üks testide probleeme.

They don't look for other things that matter just as much.

Nad ei otsi teisi asju, mis on täpselt sama olulised.

The thing about work in Finland is this:

Töö omadused Soomes on:

they don't obsess about those disciplines.

neil ei ole kinnisideed nende õppeainete osas.

They have a very broad approach to education,

Neil on väga lai lähenemine haridusele,

which includes humanities, physical education, the arts.

mis hoomab endas humanitaarteadusi ning kehalist kasvatust.

Second, there is no standardized testing in Finland.

Teiseks, Soomel puuduvad igasugused standardsed testid.

I mean, there's a bit,

Ma mõtlen, seal on natuke,

kuid see ei ole, mis inimesi hommikul üles ajab,

but it's not what gets people up in the morning,

what keeps them at their desks.

mis hoiab neid nende laua taga.

The third thing -- and I was at a meeting recently

Kolmandaks -- ja ma olin hiljuti koosolekul

with some people from Finland, actual Finnish people,

mõne Soome inimesga, päris soomlasega,

and somebody from the American system was saying to the people in Finland,

ja keegi Ameerika süsteemist ütles soomlasele,

"What do you do about the drop-out rate in Finland?"

"Mida te võtate ette väljalangejate protsendiga Soomes?"

And they all looked a bit bemused, and said,

Nad kõik olid veidike hämmingus ja ütlesid,

"Well, we don't have one.

"Meil ei ole seda.

Why would you drop out?

Miks sa peaksid välja kukkuma?

If people are in trouble, we get to them quite quickly

Kui inimesed on hädas, me jõuame nendeni üsna ruttu

and we help and support them."

ja aitame ning toetame neid."

Now people always say,

Inimesed ütlevad alati,

"Well, you know, you can't compare Finland to America."

"Sa tead, et ei ole võimalik Soomet Ameerikaga võrrelda."

No. I think there's a population of around five million in Finland.

Ei. Ma arvan, et Soome elanikkond on umbes 5 miljoni ringis.

But you can compare it to a state in America.

Kuid sa saad seda võrrelda Ameerika ühendriigiga.

Many states in America have fewer people in them than that.

Paljudes Ameerika osariikides on sellest vähem inimesi.

I mean, I've been to some states in America

Ma mõtlen, ma olen olnud mõnes ühendriigis

and I was the only person there.

ja ma olin ainus inimene seal.

(Laughter)

(Naermine)

Really. Really.

Päriselt. Päriselt.

I was asked to lock up when I left.

Mul paluti enda järel uks lukustada.

(Laughter)

(Naermine)

But what all the high-performing systems in the world do

Kuid mida kõik kõrge sooritusvõimega süsteemid maailmas teevad

is currently what is not evident, sadly,

on see, mis hetkel ei ole kahjuks ilmne,

across the systems in America --

üleüldiselt Ameerika süsteemides --

I mean, as a whole.

ma mõtlen kui tervik.

One is this:

Üks on see:

they individualize teaching and learning.

nad individualiseerivad õpetamist ja õppimist.

They recognize that it's students who are learning

Nad tunnustavad, et õpilased on need kes õppivad

and the system has to engage them,

ja süsteem peab neid kaasama,

their curiosity, their individuality, and their creativity.

nende uudishimu, nende isikut ja loomingulisust.

That's how you get them to learn.

See on kuidas sa saad nad õppima.

The second is that they attribute a very high status

Teiseks nad tunnustavad väga kõrget staatust

to the teaching profession.

õpetaja ametile.

They recognize that you can't improve education

Nad osutavad, et sa ei saa haridust parandada

if you don't pick great people to teach and keep giving them

kui sa ei vali suurepäraseid inimesi õpetama ja neid varustama

constant support and professional development.

pideva toega ja professionaalse arenguga.

Investing in professional development is not a cost.

Professionaalsesse arengusse investeerimine ei ole kulu.

It's an investment,

See on investeering

and every other country that's succeeding well knows that,

ja kõik teised riigid, kes on edukad teavad seda hästi,

whether it's Australia, Canada,

olgu selleks siis Austraalia, Kanada,

South Korea, Singapore, Hong Kong or Shanghai.

Lõuna-Korea, Singapur, Hongkong, Shanghai.

They know that to be the case.

Nad teavad, et selles on võti.

And the third is,

Ja kolmandaks,

they devolve responsibility to the school level

nad arendavad vastutustunnet kooli tasemel,

for getting the job done.

et tööd saaksid tehtud.

You see, there's a big difference here

Näed, siin on suur erinevus

between going into a mode of command and control in education --

Käsu ja kontrolli viisi vahel hariduses --

That's what happens in some systems.

Mõnes süsteemis, see ongi mis juhtub.

Central or state governments decide,

Kesk- või osariigi valitsus otsustab,

they know best and they're going to tell you what to do.

nad teavad paremini ja otsustavad, mida sa tegema pead.

The trouble is that education doesn't go on

Probleem on selles, et haridus ei lähe edasi

in the committee rooms of our legislative buildings.

seadusandluse hoonete kommitee ruumides.

It happens in classrooms and schools,

See leiab aset klassiruumis ja koolis,

and the people who do it are the teachers and the students,

ja inimesed kes sellega tegelevad on õpetajad ja õpilased,

and if you remove their discretion, it stops working.

ja kui sa eemaldad nende valikuvabaduse, siis see lakkab töötamast.

You have to put it back to the people.

Sa pead selle panema inimestesse tagasi.

(Applause)

(Aplaus)

There is wonderful work happening in this country.

Selles riigis on aset leidmas imeline töö.

But I have to say it's happening

Kuid pean ütlema, et see juhtub

in spite of the dominant culture of education,

hoolimata dominantsest hariduskultuurist,

not because of it.

ja mitte selle pärast.

It's like people are sailing into a headwind all the time.

See on sama kui inimesed purjetavad kogu aeg vastutuult.

And the reason I think is this:

Ja ma arvan, et põhjus on selles:

that many of the current policies

paljud praegused eeskirjad

are based on mechanistic conceptions of education.

põhinevad masinlikel hariduse põhimõtetel.

It's like education is an industrial process

Tundub nagu haridus on tööstuslik protsess,

that can be improved just by having better data,

mida saab ainult parandada parema informatsiooniga

and somewhere in the back of the mind of some policy makers

ja kuskil mõne seaduse tegija ajukäärudes

is this idea that if we fine-tune it well enough, if we just get it right,

on mõte, et kui me seda piisavalt hästi modifitseerime, siis see hakkab toimima

it will all hum along perfectly into the future.

ning see kõik vuriseb perfektselt tulevikku.

It won't, and it never did.

Ei see vurise ja pole vurisenud.

The point is that education is not a mechanical system.

Mõte on selles, et haridus ei ole mehaaniline süsteem.

It's a human system.

See on inimlik süsteem.

It's about people,

See on inimestest,

people who either do want to learn or don't want to learn.

inimesed, kes tahavad õppida või kes ei taha õppida.

Every student who drops out of school has a reason for it

Igal õpilasel, kes koolist välja kukub on selleks põhjus,

which is rooted in their own biography.

mis on juurdunud nende eluloosse.

They may find it boring.

Nad võivad leida selle igava.

They may find it irrelevant.

Nad võivad leida selle ebaolulise.

They may find that it's at odds with the life they're living outside of school.

Nad võivad leida, et see on äraspidi nende igapäevase eluga väljaspool kooli.

There are trends, but the stories are always unique.

Suundumusi on erinevaid, kuid lood on alati unikaalsed.

I was at a meeting recently in Los Angeles of --

Hiljuti ühel Los Angeles'e kohtumisel --

they're called alternative education programs.

kutsutud alternatiivseteks haridusprogrammideks.

These are programs designed to get kids back into education.

Need on programmid, tehtud selleks, et lapsi haridusse tagasi saada.

They have certain common features.

Neil on teatud ühised omadused.

They're very personalized.

Nad on väga personaalsed.

They have strong support for the teachers,

Neil on tugev õpetajate tugi,

close links with the community and a broad and diverse curriculum,

tihedad seosed ühiskonnaga ja avar ning mitmekesine õppekava

and often programs which involve students outside school as well as inside school.

ja tihti õpilasi nii kooli väljas kui kooli sees hõlmavad programmid.

And they work.

Ja need toimivad.

What's interesting to me is, these are called "alternative education."

Minu jaoks on huvitav, et neid kutsutakse "alternatiiv hariduseks".

(Laughter)

(Naermine)

You know?

Kas tead?

And all the evidence from around the world is,

Ja kõik tõendid üle kogu mailma näitavad,

if we all did that, there'd be no need for the alternative.

et kui me seda teeksime ei vajaks me varuplaane.

(Applause)

(Aplaus)

(Applause ends)

(Aplaus lõppeb)

So I think we have to embrace a different metaphor.

Nii, et ma arvan, et peaksime omandama uue metafoori.

We have to recognize that it's a human system,

Me peame mõistma, et see on inimeste süsteem

and there are conditions under which people thrive,

ja on tingimusi mille all inimesed arenevad

and conditions under which they don't.

ning tingimusi mille all nad ei arene.

We are after all organic creatures,

Lõppude lõpuks oleme me orgaanilised olendid

and the culture of the school is absolutely essential.

ja kooli kultuur on hädavajalik.

Culture is an organic term, isn't it?

Kultuur on orgaaniline mõiste, või mis?

Not far from where I live is a place called Death Valley.

MItte kaugel sealt, kus ma elan on koht, nimega Surmaorg.

Death Valley is the hottest, driest place in America,

Surmaorg on kõige kuumem, kuivem koht Ameerikas

and nothing grows there.

ja seal ei kasva midagi.

Nothing grows there because it doesn't rain.

Seal ei kasva midagi, sest seal ei saja.

Hence, Death Valley.

Selle pärast ka nimi Surmaorg.

In the winter of 2004, it rained in Death Valley.

2004 aasta talvel sadas Surmaorus.

Seven inches of rain fell over a very short period.

17cm vihma sadas maha väga väikesel perioodil.

And in the spring of 2005, there was a phenomenon.

Ja 2005 aasta kevadel, leidis aset fenomen.

The whole floor of Death Valley was carpeted in flowers for a while.

Kogu Surmaoru pind oli väheseks ajaks kaetut lilledega.

What it proved is this:

See tõestab seda:

that Death Valley isn't dead.

et Surmaorg ei ole surnud.

It's dormant.

See on unes.

Right beneath the surface are these seeds of possibility

Kuid otse selle pinnase all on need võimaluste seemned,

waiting for the right conditions to come about,

mis ootavad õigeid tingimusi, et esile tulla

and with organic systems, if the conditions are right,

ning orgaaniliste süsteemidega, kui tingimused on õiged,

life is inevitable.

elu on vältimatu.

It happens all the time.

See leiab aset kogu aeg.

You take an area, a school, a district,

Võta näiteks maaala, kool, piirkond,

you change the conditions, give people a different sense of possibility,

muutes tingimusi annad inimestele uue võimaluste tähenduse,

a different set of expectations, a broader range of opportunities,

uue hulga ootusi, uue suurema hulga valikuid,

you cherish and value the relationships between teachers and learners,

sa armastad ja väärtustad õpetajate ja õppijate vahelisi suhteid,

you offer people the discretion to be creative

sa annad inimestele valikuvabadust olla loov

and to innovate in what they do,

ja uuendada seda mida nad teevad

and schools that were once bereft spring to life.

ning tood koolid, mis kunagi olid kadunud uuesti elujõule.

Great leaders know that.

Suured juhid teavad seda.

The real role of leadership in education --

Tegelik hariduse juhi roll --

and I think it's true at the national level,

ma arvan, et see on tõsi rahvuslikul tasandil,

the state level, at the school level --

riiklikul tasandil, kooli tasandil --

is not and should not be command and control.

ei ole ja ei tohiks olla käskimine ja kontroll.

The real role of leadership is climate control,

Tegelik juhi roll on õhkkonna kontrollimises,

creating a climate of possibility.

luues võimaluste kliima.

And if you do that, people will rise to it

Ning kui sa seda teed, inimesed tõusevad üles

and achieve things that you completely did not anticipate

ja saavutavad asju, milles sa üldse ei osalenud

and couldn't have expected.

ja ei oodanud.

There's a wonderful quote from Benjamin Franklin.

Benjamin Franklin on öelnud imeliselt.

"There are three sorts of people in the world:

"Maailmas on olemas kolme sorti inimesi:

Those who are immovable,

Need kes on liikumatud,

inimesed kes ei saa aru,

people who don't get it,

or don't want to do anything about it;

või kes ei taha selles osas midagi teha;

there are people who are movable,

on inimesed, keda saab liigutada,

people who see the need for change

inimesed kes näevad muutuse vajadust

and are prepared to listen to it;

ja on valmis seda kuulama;

and there are people who move,

ja inimesed kes liiguvad,

people who make things happen."

inimesed kes viivad asjad ellu."

And if we can encourage more people, that will be a movement.

Ja kui me saame innustada rohkem inimesi, kes oleksid liikumine.

And if the movement is strong enough,

Ja kui liikumine on piisavalt tugev,

that's, in the best sense of the word, a revolution.

mis selle kõige paremas sõna, revolutsiooni, mõistes.

And that's what we need.

Ja see on mida me vajame.

Thank you very much.

Tänan teid väga.

(Applause)

(Aplaus)

Thank you very much.

Tänan teid väga.

(Applause)

(Aplaus)