Andreas Schleicher: Use data to build better schools

100,070 views ใƒป 2013-02-21

TED


์•„๋ž˜ ์˜๋ฌธ์ž๋ง‰์„ ๋”๋ธ”ํด๋ฆญํ•˜์‹œ๋ฉด ์˜์ƒ์ด ์žฌ์ƒ๋ฉ๋‹ˆ๋‹ค.

00:00
Translator: Joseph Geni Reviewer: Morton Bast
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๋ฒˆ์—ญ: Gichung Lee ๊ฒ€ํ† : Woo Hwang
00:15
Radical openness is still a distant future
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ํ•™๊ต ๊ต์œก ๋ถ€๋ฌธ์— ์žˆ์–ด ์™„์ „ํ•œ ๊ฐœ๋ฐฉ์€
00:18
in the field of school education.
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์•„์ง๋„ ๊ฐˆ ๊ธธ์ด ๋ฉ‰๋‹ˆ๋‹ค.
00:21
We have such a hard time figuring out
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์šฐ๋ฆฌ๋Š” ์—ฌ์ „ํžˆ ๋ฐฐ์›€์ด๋ผ๋Š” ๊ฒƒ์ด
00:23
that learning is not a place but an activity.
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์žฅ์†Œ๊ฐ€ ์•„๋‹Œ ํ™œ๋™์ž„์„ ์ดํ•ดํ•˜๋Š”๋ฐ ์–ด๋ ค์›€์„ ๊ฒช๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
00:27
But I want to tell you the story of PISA,
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์ œ๊ฐ€ ์—ฌ๋Ÿฌ๋ถ„๊ป˜ ๋“ค๋ ค๋“œ๋ฆฌ๊ณ  ์‹ถ์€ ๊ฒƒ์€ PISA์˜ ์ด์•ผ๊ธฐ์ธ๋ฐ์š”,
00:30
OECD's test to measure the knowledge and skills
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์ด๊ฒƒ์€ ์ง€์‹๊ณผ ๊ธฐ์ˆ ์„ ์ธก์ •ํ•˜๋Š” OECD์˜ ์‹œํ—˜์œผ๋กœ
00:33
of 15-year-olds around the world,
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์ „์„ธ๊ณ„ 15์‚ด์งœ๋ฆฌ๋“ค์„ ๋Œ€์ƒ์œผ๋กœ ํ•ฉ๋‹ˆ๋‹ค.
00:34
and it's really a story of how international comparisons
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๊ทธ๋ฆฌ๊ณ  ์ด๊ฒƒ์€ ์–ด๋–ป๊ฒŒ ๊ตญ๊ฐ€๊ฐ„ ๋น„๊ต๊ฐ€
00:39
have globalized the field of education that we usually treat
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์šฐ๋ฆฌ๊ฐ€ ์ฃผ๋กœ ๊ตญ๋‚ด ์ •์ฑ…์œผ๋กœ๋งŒ ์ƒ๊ฐํ•˜๋Š” ๊ต์œก์„
00:42
as an affair of domestic policy.
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์„ธ๊ณ„ํ™”์‹œ์ผฐ๋Š”์ง€ ๋ณด์—ฌ์ค๋‹ˆ๋‹ค.
00:45
Look at how the world looked in the 1960s,
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1960๋…„๋Œ€์— ์„ธ๊ณ„๊ฐ€ ์–ด๋• ๋Š”์ง€ ํ•œ ๋ฒˆ ๋ณด์„ธ์š”,
00:48
in terms of the proportion of people
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๊ณ ๋“ฑํ•™๊ต๋ฅผ ์กธ์—…ํ•œ ์ธ๊ตฌ ๋น„์œจ์ด๋ผ๋Š”
00:49
who had completed high school.
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๊ธฐ์ค€์œผ๋กœ ๋ง์ด์ฃ .
00:52
You can see the United States ahead of everyone else,
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๋ฏธ๊ตญ์ด ๋‹ค๋ฅธ ์–ด๋Š ๋‚˜๋ผ๋ณด๋‹ค ์•ž์„œ ์žˆ๋Š” ๊ฒƒ์„ ๋ณผ ์ˆ˜ ์žˆ๊ณ ,
00:56
and much of the economic success of the United States
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๊ต์œก ์ •์ฑ…์˜ ์„ ๊ตฌ์ž๋กœ์„œ,
00:59
draws on its long-standing advantage
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๋ฏธ๊ตญ์˜ ๊ฒฝ์ œ์  ์„ฑ๊ณต์˜ ๋งŽ์€ ๋ถ€๋ถ„์ด
01:01
as the first mover in education.
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์žฅ๊ธฐ์ ์ธ ์ด์ ์œผ๋กœ ์ž‘์šฉํ•˜๋Š” ๊ฒƒ์„ ๋ณผ ์ˆ˜ ์žˆ์ฃ .
01:04
But in the 1970s, some countries caught up.
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ํ•˜์ง€๋งŒ 1970๋…„๋Œ€๋ถ€ํ„ฐ, ์ผ๋ถ€ ๋‚˜๋ผ๋“ค์ด ๋”ฐ๋ผ์žก๊ธฐ ์‹œ์ž‘ํ•ฉ๋‹ˆ๋‹ค.
01:07
In the 1980s, the global expansion
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1980๋…„๋Œ€์—๋„ ์ธ์žฌ ์ง‘๋‹จ์˜
01:10
of the talent pool continued.
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์ „์„ธ๊ณ„์  ํŒฝ์ฐฝ์€ ๊ณ„์†๋ฉ๋‹ˆ๋‹ค.
01:13
And the world didn't stop in the 1990s.
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๊ทธ๋ฆฌ๊ณ  ์ด๋Š” 1990๋…„๋Œ€์—๋„ ๊ณ„์†๋˜์—ˆ์ฃ .
01:16
So in the '60s, the U.S. was first.
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1960๋…„๋Œ€์—๋Š” ๋ฏธ๊ตญ์ด 1์œ„์˜€๊ณ 
01:18
In the '90s, it was 13th,
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90๋…„๋Œ€์—๋Š” 13์œ„์˜€์Šต๋‹ˆ๋‹ค.
01:21
and not because standards had fallen,
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์ด๋Š” ๊ธฐ์ค€์ด ํ•˜๋ฝํ•ด์„œ๊ฐ€ ์•„๋‹ˆ๋ผ,
01:24
but because they had risen so much faster elsewhere.
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๋‹ค๋ฅธ ๋‚˜๋ผ๋“ค์ด ํ›จ์”ฌ ๋” ๋นจ๋ฆฌ ์„ฑ์žฅํ–ˆ๊ธฐ ๋•Œ๋ฌธ์ž…๋‹ˆ๋‹ค.
01:28
Korea shows you what's possible in education.
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ํ•œ๊ตญ์€ ๊ต์œก๋ถ€๋ฌธ์— ์–ผ๋งˆ๋‚˜ ๋งŽ์€ ๊ฒƒ์ด ๊ฐ€๋Šฅํ•œ์ง€ ๋ณด์—ฌ์ค๋‹ˆ๋‹ค.
01:31
Two generations ago, Korea had the standard of living
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2์„ธ๋Œ€ ์ด์ „์— ํ•œ๊ตญ์˜ ์ƒํ™œ์ˆ˜์ค€์€
01:34
of Afghanistan today,
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์˜ค๋Š˜๋‚ ์˜ ์•„ํ”„๊ฐ€๋‹ˆ์Šคํƒ„๊ณผ ๊ฐ™์•˜์Šต๋‹ˆ๋‹ค.
01:36
and was one of the lowest education performers.
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๊ต์œก ๋ถ€๋ฌธ์—์„œ ๊ฐ€์žฅ ๋’ค๋–จ์–ด์ง„ ํŽธ์ด์—ˆ์ฃ .
01:41
Today, every young Korean finishes high school.
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์˜ค๋Š˜๋‚ , ๋ชจ๋“  ํ•œ๊ตญ์ธ์ด ๊ณ ๋“ฑํ•™๊ต๋ฅผ ์กธ์—…ํ•ฉ๋‹ˆ๋‹ค.
01:46
So this tells us that, in a global economy,
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์ด๊ฒƒ์ด ์„ธ๊ณ„ ๊ฒฝ์ œ์—์„œ ์‹œ์‚ฌํ•˜๋Š” ๋ฐ”๋Š”,
01:49
it is no longer national improvement that's the benchmark for success,
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์„ฑ๊ณต์˜ ๊ธฐ์ค€์€ ๋” ์ด์ƒ ๊ตญ๊ฐ€์  ํ–ฅ์ƒ์ด ์•„๋‹ˆ๋ผ,
01:54
but the best performing education systems internationally.
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๊ตญ์ œ์ ์œผ๋กœ ์ตœ๊ณ ์˜ ๊ต์œก ์ฒด๊ณ„๋ฅผ ๊ตฌ์ถ•ํ•˜๋Š” ๊ฒƒ์ด๋ผ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
01:59
The trouble is that
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๋ฌธ์ œ๋Š”
02:01
measuring how much time people spend in school
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์‚ฌ๋žŒ๋“ค์ด ํ•™๊ต์—์„œ ์–ผ๋งˆ๋‚˜ ๋งŽ์€ ์‹œ๊ฐ„์„ ๋ณด๋‚ด๋Š”์ง€,
02:03
or what degree they have got is not always
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ํ˜น์€ ๊ทธ๋“ค์ด ๋ฌด์Šจ ์ „๊ณต์„ ํ–ˆ๋Š”์ง€๋ฅผ ์ธก์ •ํ•˜๋Š” ๊ฒƒ์ด ํ•ญ์ƒ
02:05
a good way of seeing what they can actually do.
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๊ทธ๋“ค์˜ ์‹ค์ œ ๋Šฅ๋ ฅ์„ ๋ณผ ์ˆ˜ ์žˆ๋Š” ์ข‹์€ ๋ฐฉ๋ฒ•์€ ์•„๋‹ˆ๋ผ๋Š” ๊ฒƒ์ด์ฃ .
02:10
Look at the toxic mix of unemployed graduates on our streets,
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๊ฑฐ๋ฆฌ์— ์žˆ๋Š” ๋ฐฑ์ˆ˜ ์กธ์—…์ƒ๋“ค์ด๋ž€ ํ•ด๋กœ์šด ์ง‘๋‹จ์„ ๋ณด์„ธ์š”.
02:14
while employers say they cannot find the people
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๊ทธ๋Ÿผ์—๋„ ์—ฌ์ „ํžˆ ๊ณ ์šฉ์ฃผ๋“ค์€ ์‚ฌ๋žŒ์ด ์—†๋‹ค๊ณ  ์ด์•ผ๊ธฐํ•ฉ๋‹ˆ๋‹ค.
02:16
with the skills they need.
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๊ทธ๋“ค์ด ํ•„์š”ํ•œ ๊ธฐ์ˆ ์„ ๊ฐ€์ง„ ์‚ฌ๋žŒ์ด ์—†๋‹ค๋Š” ๊ฒƒ์ด์ฃ .
02:20
And that tells you that better degrees don't automatically translate
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์ด๋Š” ๋” ๋‚˜์€ ํ•™์œ„๊ฐ€ ๋ฐ˜๋“œ์‹œ ๋” ๋‚˜์€ ๊ธฐ์ˆ ๊ณผ ๋” ๋‚˜์€ ์ง์—…,
02:24
into better skills and better jobs and better lives.
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๋” ๋‚˜์€ ์‚ถ์„ ๋ณด์žฅํ•˜์ง€ ์•Š์Œ์„ ๋œปํ•˜์ฃ .
02:28
So with PISA, we try to change this
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๊ทธ๋ž˜์„œ PISA๋Š” ์ด๋ฅผ ๋ฐ”๊พธ๊ธฐ ์œ„ํ•ด
02:31
by measuring the knowledge and skills
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์ง€์‹๊ณผ ๊ธฐ์ˆ ์„ ์‚ฌ๋žŒ๋“ค๋กœ๋ถ€ํ„ฐ
02:32
of people directly.
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์ง์ ‘ ์ธก์ •ํ•ฉ๋‹ˆ๋‹ค.
02:36
And we took a very special angle to this.
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์šฐ๋ฆฌ๋Š” ๋งค์šฐ ํŠน๋ณ„ํ•œ ๊ฐ๋„๋กœ ์ด ๋ฌธ์ œ๋ฅผ ๋ณด์•˜์Šต๋‹ˆ๋‹ค.
02:38
We were less interested in whether students can simply
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์šฐ๋ฆฌ๋Š” ํ•™์ƒ๋“ค์ด ๋‹จ์ง€ ํ•™๊ต์—์„œ ๋ฐฐ์šด ๊ฒƒ๋“ค์„
02:40
reproduce what they have learned in school,
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๋˜‘๊ฐ™์ด ์žฌ์ƒ์‚ฐํ•  ์ˆ˜ ์žˆ๋Š”์ง€๋ณด๋‹ค
02:43
but we wanted to test whether they can extrapolate
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์šฐ๋ฆฌ๊ฐ€ ์‹œํ—˜ํ•˜๊ณ  ์‹ถ์—ˆ๋˜ ๊ฒƒ์€ ๊ทธ๋“ค์ด ์ด๋ฏธ ์•Œ๊ณ  ์žˆ๋Š” ๊ฒƒ๋“ค๋กœ๋ถ€ํ„ฐ
02:46
from what they know
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์ถ”๋ก ํ•  ์ˆ˜ ์žˆ๋Š”์ง€์— ๊ด€์‹ฌ์„ ๊ฐ€์กŒ์Šต๋‹ˆ๋‹ค.
02:48
and apply their knowledge in novel situations.
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๋˜ ์ƒˆ๋กœ์šด ์ƒํ™ฉ์—์„œ ๊ทธ ์ง€์‹์„ ์ ์šฉํ•  ์ˆ˜ ์žˆ๋Š”๊ฐ€์˜€์Šต๋‹ˆ๋‹ค.
02:52
Now, some people have criticized us for this.
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์–ด๋–ค ์ด๋“ค์€ ์šฐ๋ฆฌ์˜ ์ด๋Ÿฐ ์ ์„ ๋น„ํŒํ–ˆ์Šต๋‹ˆ๋‹ค.
02:55
They say, you know, such a way of measuring outcomes
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๊ทธ๋“ค์˜ ์š”์ง€๋Š” ๊ฒฐ๊ณผ๋ฅผ ์ด๋ ‡๊ฒŒ ์ธก์ •ํ•˜๋Š” ๊ฒƒ์€
02:57
is terribly unfair to people, because we test students
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๋งค์šฐ ๋ถˆ๊ณตํ‰ํ•œ ๋ฐฉ์‹์ด๊ณ , ๊ทธ ์ด์œ ๋Š” ์šฐ๋ฆฌ๊ฐ€ ํ•™์ƒ๋“ค์ด
02:59
with problems they haven't seen before.
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์ฒ˜์Œ ๋ณด๋Š” ๋ฌธ์ œ๋“ค์„ ๋‚ด๊ธฐ ๋•Œ๋ฌธ์ด๋ผ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
03:02
But if you take that logic, you know,
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ํ•˜์ง€๋งŒ ๊ทธ ๋…ผ๋ฆฌ์— ์ˆ˜๊ธํ•˜๋‹ค ๋ณด๋ฉด,
03:04
you should consider life unfair, because
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์ธ์ƒ์ด ๋ถˆ๊ณตํ‰ํ•˜๋‹ค๋Š” ๊ฒฐ๋ก ์„ ๋‚ด๋ฆด ์ˆ˜ ๋ฐ–์— ์—†๋Š”๋ฐ์š”, ์™œ๋ƒํ•˜๋ฉด
03:07
the test of truth in life is not whether we can remember
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์ธ์ƒ์˜ ์ง„์ •ํ•œ ์‹œํ—˜์€ ์šฐ๋ฆฌ๊ฐ€ ๊ธฐ์–ตํ•˜๋Š”์ง€,
03:11
what we learned in school,
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ํ•™๊ต์—์„œ ๋ฌด์—‡์„ ๋ฐฐ์› ๋Š”์ง€๊ฐ€ ์•„๋‹ˆ๋ผ,
03:12
but whether we are prepared for change,
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๋ณ€ํ™”๋  ์ค€๋น„๊ฐ€ ๋˜์–ด์žˆ๋Š”๊ฐ€์ด๊ธฐ ๋•Œ๋ฌธ์ด์ฃ .
03:15
whether we are prepared for jobs that haven't been created,
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์šฐ๋ฆฌ๊ฐ€ ์ฒ˜์Œ ๋งž๋‹ฅ๋œจ๋ฆฌ๋Š” ์ž„๋ฌด์— ์ค€๋น„๊ฐ€ ๋˜์–ด ์žˆ๋Š”์ง€
03:17
to use technologies that haven't been invented,
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์•„์ง ๋ฐœ๋ช…๋˜์ง€ ์•Š์€ ๊ธฐ์ˆ ์„ ์‚ฌ์šฉํ•  ์ค€๋น„๊ฐ€ ๋˜์–ด ์žˆ๋Š”์ง€,
03:20
to solve problems we just can't anticipate today.
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์šฐ๋ฆฌ๊ฐ€ ์˜ค๋Š˜์€ ์ƒ์ƒ์กฐ์ฐจ ํ•  ์ˆ˜ ์—†๋Š” ๋ฌธ์ œ๋“ค์„ ํ’€ ์ค€๋น„๊ฐ€ ๋˜์–ด ์žˆ๋Š”์ง€ ๋ง์ด์—์š”.
03:25
And once hotly contested,
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๊ทธ๋ฆฌ๊ณ  ํ•œ๋•Œ ๋œจ๊ฑฐ์šด ๋…ผ์Ÿ๊ฑฐ๋ฆฌ์˜€๋˜
03:27
our way of measuring outcomes has actually quickly become the standard.
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์šฐ๋ฆฌ์˜ ๊ฒฐ๊ณผ ์ธก์ • ๋ฐฉ์‹์€ ๊ธˆ๋ฐฉ ๊ธฐ์ค€์ด ๋˜์—ˆ์Šต๋‹ˆ๋‹ค.
03:30
In our latest assessment in 2009,
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2009๋…„๋„ ๊ฐ€์žฅ ์ตœ๊ทผ์˜ ํ‰๊ฐ€ ์ž๋ฃŒ์—์„œ,
03:33
we measured 74 school systems
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์šฐ๋ฆฌ๋Š” 74๊ฐœ์˜ ํ•™๊ต ์‹œ์Šคํ…œ์„ ์ธก์ •ํ–ˆ๋Š”๋ฐ
03:36
that together cover 87 percent of the economy.
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์ด๋Š” ๊ฒฝ์ œ์˜ 87ํผ์„ผํŠธ๋ฅผ ์ฐจ์ง€ํ•˜๋Š” ์ˆ˜์น˜์˜€์Šต๋‹ˆ๋‹ค.
03:40
This chart shows you the performance of countries.
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์ด ์ฐจํŠธ๊ฐ€ ๊ฐ๊ตญ์˜ ์„ฑ์ทจ๋„๋ฅผ ๋ณด์—ฌ์ค๋‹ˆ๋‹ค.
03:43
In red, sort of below OECD average.
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๋นจ๊ฐ„์ƒ‰์€ OECD ํ‰๊ท  ๋ฏธ๋งŒ์ด๊ณ ,
03:46
Yellow is so-so, and in green are the countries doing really well.
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๋…ธ๋ž€์ƒ‰์€ ๊ทธ์ € ๊ทธ๋Ÿฐ ์ •๋„, ์ดˆ๋ก์ƒ‰์€ ์›”๋“ฑํ•œ ์„ฑ์ทจ๋„๋ฅผ ๋ณด์ด๋Š” ๊ตญ๊ฐ€๋“ค์ž…๋‹ˆ๋‹ค.
03:50
You can see Shanghai, Korea, Singapore in Asia;
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์•„์‹œ์•„์—์„œ๋Š” ์ƒํ•˜์ด, ํ•œ๊ตญ, ์‹ฑ๊ฐ€ํฌ๋ฅด๋ฅผ ๋ณด์‹ค ์ˆ˜ ์žˆ๊ณ ,
03:54
Finland in Europe;
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์œ ๋Ÿฝ์—์„œ๋Š” ํ•€๋ž€๋“œ,
03:56
Canada in North America doing really well.
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๋ถ๋ฏธ์—์„œ๋Š” ์บ๋‚˜๋‹ค๊ฐ€ ์„ ์ „ํ•˜๊ณ  ์žˆ์ฃ .
04:00
You can also see that there is a gap of almost
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๋ณด์‹œ๋‹ค์‹œํ”ผ
04:02
three and a half school years between
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์ƒํ•˜์ด์˜ 15์‚ด์งœ๋ฆฌ์™€
04:04
15-year-olds in Shanghai and 15-year-olds in Chile,
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์น ๋ ˆ์˜ 15์‚ด์งœ๋ฆฌ ์‚ฌ์ด์—์„œ ๊ฑฐ์˜ 3๋…„ ๋ฐ˜ ์ •๋„์˜ ์ฐจ์ด๊ฐ€ ๋ฐœ๊ฒฌ๋ฉ๋‹ˆ๋‹ค.
04:08
and the gap grows to seven school years
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๊ทธ๋ฆฌ๊ณ  ์ด๋Ÿฌํ•œ ์ฐจ์ด๋Š” 7๋…„์œผ๋กœ ๋ฒŒ์–ด์ง€๋Š”๋ฐ
04:11
when you include the countries with really poor performance.
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์ด๋Š” ์ •๋ง ์„ฑ์ทจ๋„๊ฐ€ ๋‚ฎ์€ ๊ตญ๊ฐ€๋“ค์ด ํฌํ•จ๋๊ธฐ ๋•Œ๋ฌธ์ž…๋‹ˆ๋‹ค.
04:14
There's a world of difference in the way in which
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์ Š์€์ด๋“ค์ด ์˜ค๋Š˜๋‚  ๊ฒฝ์ œ์— ์ค€๋น„๋œ
04:17
young people are prepared for today's economy.
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๋ฐฉ์‹์—์„œ ๋‹ค์–‘ํ•œ ์ฐจ์ด๊ฐ€ ๋‚ฉ๋‹ˆ๋‹ค.
04:22
But I want to introduce a second important dimension
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ํ•˜์ง€๋งŒ ์ €๋Š” ๋‘๋ฒˆ์งธ๋กœ ์ค‘์š”ํ•œ ๊ด€์ ์„
04:25
into this picture.
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์ด ๊ทธ๋ฆผ์— ๋„ฃ์–ด๋ณด๊ณ ์ž ํ•ฉ๋‹ˆ๋‹ค.
04:28
Educators like to talk about equity.
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๊ต์œก์ž๋“ค์€ ํ˜•ํ‰์„ฑ์— ๋Œ€ํ•ด ์ฆ๊ฒจ ์ด์•ผ๊ธฐํ•˜๊ณค ํ•ฉ๋‹ˆ๋‹ค.
04:32
With PISA, we wanted to measure how they actually deliver equity,
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PISA๋Š” ๊ทธ๋“ค์ด ์‹ค์ œ๋กœ ์–ด๋–ป๊ฒŒ ์ด ํ˜•ํ‰์„ฑ์„ ๋‹ฌ์„ฑํ•˜๋Š”์ง€ ์ธก์ •ํ•˜๊ณ ์ž ํ–ˆ์Šต๋‹ˆ๋‹ค.
04:36
in terms of ensuring that people
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ํ˜•ํ‰์„ฑ์ด ์„œ๋กœ ๋‹ค๋ฅธ ์‚ฌํšŒ์  ๋ฐฐ๊ฒฝ์˜ ์‚ฌ๋žŒ๋“ค์ด
04:38
from different social backgrounds have equal chances.
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๋™๋“ฑํ•œ ๊ธฐํšŒ๋ฅผ ๊ฐ–๋„๋ก ๋ณด์žฅํ•ด์•ผ ํ•œ๋‹ค๋Š” ์ธก๋ฉด์—์„œ ๋ง์ด์ฃ .
04:41
And we see that in some countries, the impact
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๊ทธ๋ฆฌ๊ณ  ์ผ๋ถ€ ๋‚˜๋ผ๋“ค์—์„œ,
04:43
of social background on learning outcomes
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์‚ฌํšŒ์  ๋ฐฐ๊ฒฝ์ด ํ•™์Šต ๊ฒฐ๊ณผ์— ๋ผ์น˜๋Š” ์˜ํ–ฅ์ด
04:45
is very, very strong.
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์•„์ฃผ, ์•„์ฃผ ๊ฐ•ํ•œ ๊ฒƒ์„ ๋ฐœ๊ฒฌํ–ˆ์Šต๋‹ˆ๋‹ค.
04:46
Opportunities are unequally distributed.
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๊ธฐํšŒ๊ฐ€ ๋ถˆ๊ท ๋“ฑํ•˜๊ฒŒ ๋ถ„๋ฐฐ๋˜๋Š” ๊ฒƒ์ด์ฃ .
04:49
A lot of potential of young children is wasted.
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๋งŽ์€ ์–ด๋ฆฐ์ด๋“ค์˜ ์ž ์žฌ๋ ฅ์ด ๋ฒ„๋ ค์ง€๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
04:53
We see in other countries that it matters much less
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๋ฐ˜๋ฉด ๋‹ค๋ฅธ ์ผ๋ถ€ ๊ตญ๊ฐ€๋“ค์—์„œ๋Š” ์–ด๋–ค ์‚ฌํšŒ์  ๋ฐฐ๊ฒฝ์—์„œ ํƒœ์–ด๋‚ฌ๋Š”์ง€๊ฐ€
04:56
into which social context you're born.
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ํ›จ์”ฌ ๋œ ์ค‘์š”ํ•˜๋‹ค๋Š” ๊ฒƒ์„ ๋ฐœ๊ฒฌํ–ˆ์Šต๋‹ˆ๋‹ค.
04:59
We all want to be there, in the upper right quadrant,
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์šฐ๋ฆฌ๋Š” ๋ชจ๋‘ ์ €๊ธฐ, 1์‚ฌ๋ถ„๋ฉด์— ์žˆ๊ธฐ๋ฅผ ์›ํ•ฉ๋‹ˆ๋‹ค,
05:02
where performance is strong and learning opportunities are equally distributed.
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์„ฑ์ทจ๋„๊ฐ€ ๋†’๊ณ  ๋ฐฐ์›€์˜ ๊ธฐํšŒ๊ฐ€ ๊ณตํ‰ํ•˜๊ฒŒ ๋ฐฐ๋ถ„๋˜๋Š” ๊ณณ์ด์ฃ .
05:06
Nobody, and no country, can afford to be there,
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์•„๋ฌด๋„, ๊ทธ ์–ด๋–ค ๊ตญ๊ฐ€๋„, ์ €๊ณณ(๋นจ๊ฐ„์ƒ‰),
05:09
where performance is poor
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์ฆ‰ ์„ฑ์ทจ๋„๋„ ๋‚ฎ๊ณ 
05:10
and there are large social disparities.
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์‚ฌํšŒ์  ๋ถˆํ‰๋“ฑ๋„ ์‹ฌํ•œ ๊ณณ์— ๋‚จ์•„์žˆ์„ ์ˆ˜ ๋งŒ์€ ์—†์Šต๋‹ˆ๋‹ค.
05:13
And then we can debate, you know, is it better
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๊ทธ๋ ‡๋‹ค๋ฉด ๋…ผ์˜ํ•ด ๋ณผ ๋งŒํ•œ ๊ฒƒ์€,
05:16
to be there, where performance is strong
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์„ฑ์ทจ๋„๋Š” ๋†’์ง€๋งŒ ๊ทธ ๋Œ“๊ฐ€๋กœ
05:17
at the price of large disparities?
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๋ถˆํ‰๋“ฑ๋„ ๋†’์€ ๊ณณ์— ์žˆ๋Š” ๊ฒƒ์ด ๋‚˜์€๊ฐ€์˜ ๋ฌธ์ œ์ž…๋‹ˆ๋‹ค.
05:20
Or do we want to focus on equity and accept mediocrity?
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์•„๋‹ˆ๋ฉด ํ˜•ํ‰์„ฑ์— ์ง‘์ค‘ํ•˜๊ณ  ํ‰๋ฒ”ํ•จ์„ ๋ฐ›์•„๋“ค์—ฌ์•ผ ํ• ๊นŒ์š”?
05:26
But actually, if you look at how countries come out on this picture,
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ํ•˜์ง€๋งŒ ์‹ค์ œ๋กœ ๊ตญ๊ฐ€๋“ค์ด ์ด ๋„ํ‘œ์— ์–ด๋–ป๊ฒŒ ๋ฐฐ์น˜๋˜๋Š”์ง€๋ฅผ ์‚ดํŽด๋ณด๋ฉด
05:29
you see there are a lot of countries that actually
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๋งŽ์€ ๋‚˜๋ผ๋“ค์ด ์‹ค์ œ๋กœ
05:32
are combining excellence with equity.
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์„ฑ์ทจ๋„์™€ ํ˜•ํ‰์„ฑ์„ ๊ฒฐํ•ฉํ•˜๊ณ  ์žˆ์Œ์„ ๋ณผ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
05:36
In fact, one of the most important lessons from this comparison
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์‚ฌ์‹ค, ์ด ๋น„๊ต์˜ ๊ฐ€์žฅ ์ค‘์š”ํ•œ ๊ตํ›ˆ์€
05:39
is that you don't have to compromise equity
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ํ˜•ํ‰์„ฑ์„ ํฌ์ƒํ•˜๋ฉด์„œ
05:42
to achieve excellence.
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์„ฑ์ทจ๋„๋ฅผ ๋‹ฌ์„ฑํ•  ํ•„์š”๊ฐ€ ์—†๋‹ค๋Š” ๊ฒƒ์ด์ฃ .
05:45
These countries have moved on from providing excellence
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์ด๋Ÿฐ ๊ตญ๊ฐ€๋“ค์€ ์ผ๋ถ€๋งŒ์„ ์œ„ํ•œ ์–‘์งˆ์˜ ๊ต์œก์„ ์ œ๊ณตํ•˜๋Š”๋ฐ์„œ
05:47
for just some to providing excellence for all,
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๋ชจ๋‘์—๊ฒŒ ์–‘์งˆ์˜ ๊ต์œก์„ ์ œ๊ณตํ•˜๋Š” ํ˜•ํƒœ๋กœ ๋ณ€ํ™”ํ•ด๊ฐ”์Šต๋‹ˆ๋‹ค.
05:51
a very important lesson.
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๋งค์šฐ ์ค‘์š”ํ•œ ๊ตํ›ˆ์ด์ฃ .
05:53
And that also challenges the paradigms of many school systems
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์ด๋Š” ๋˜ํ•œ ๋งŽ์€ ํ•™๊ต ์‹œ์Šคํ…œ์˜ ํŒจ๋Ÿฌ๋‹ค์ž„, ์ฆ‰ ํ•™๊ต๋Š”
05:58
that believe they are mainly there to sort people.
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์ฃผ๋กœ ํ•™์ƒ๋“ค์„ ๋ถ„๋ฅ˜ํ•˜๋Š” ๊ณณ์ด๋ผ๋Š” ๋ฏฟ์Œ์— ๋„์ „์žฅ์„ ๋˜์ง‘๋‹ˆ๋‹ค.
06:02
And ever since those results came out, policymakers,
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์ด๋Ÿฐ ๊ฒฐ๊ณผ๊ฐ€ ๋ฐœํ‘œ๋œ ํ›„์—, ์„ธ๊ณ„ ์—ฌ๋Ÿฌ ๊ณณ์˜ ์ •์ฑ…์ž…์•ˆ์ž๋“ค,
06:05
educators, researchers from around the world
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๊ต์œก์ž๋“ค, ์—ฐ๊ตฌ์ž๋“ค์ด
06:06
have tried to figure out
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์•Œ์•„๋‚ด๊ธฐ ์œ„ํ•ด ๋…ธ๋ ฅํ•ด ์˜จ ๊ฒƒ์€
06:08
what's behind the success of those systems.
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์„ฑ๊ณตํ•œ ์‹œ์Šคํ…œ์˜ ๋น„๊ฒฐ์ด ๋ฌด์—‡์ธ๊ฐ€ ํ•˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
06:11
But let's step back for a moment
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ํ•˜์ง€๋งŒ ์ผ๋‹จ ์ข€ ๋’ค๋กœ ๋ฌผ๋Ÿฌ๋‚˜์„œ
06:13
and focus on the countries that actually started PISA,
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์‹ค์ œ๋กœ PISA๋ฅผ ์‹œ์ž‘ํ•œ ๊ตญ๊ฐ€๋“ค์„ ์ค‘์ ์ ์œผ๋กœ ์‚ดํŽด๋ด…์‹œ๋‹ค.
06:16
and I'm giving them a colored bubble now.
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์ €๋Š” ์ด์ œ ์ด ๋‚˜๋ผ๋“ค์„ ๋ฐฉ์šธ๋กœ ํ‘œํ˜„ํ•˜๊ณ  ์ƒ‰๊น”์„ ์ž…ํ˜”๋Š”๋ฐ์š”.
06:19
And I'm making the size of the bubble
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๋ฐฉ์šธ์˜ ํฌ๊ธฐ๋Š”
06:22
proportional
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๊ทธ ๋‚˜๋ผ๊ฐ€
06:24
to the amount of money that countries spent on students.
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ํ•™์ƒ๋“ค์—๊ฒŒ ํˆฌ์žํ•œ ์•ก์ˆ˜์ž…๋‹ˆ๋‹ค.
06:27
If money would tell you everything
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๋งŒ์•ฝ ๋ˆ์ด
06:29
about the quality of learning outcomes,
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ํ•™์Šต ๊ฒฐ๊ณผ์˜ ์งˆ์„ ์ขŒ์šฐํ•˜๋Š” ์ „๋ถ€๋ผ๋ฉด
06:31
you would find all the large bubbles at the top, no?
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ํฐ ๋ฐฉ์šธ๋“ค์€ ๋ชจ๋‘ ์œ„์— ๊ฐ€ ์žˆ๊ฒ ์ฃ , ๊ทธ๋ ‡์ง€ ์•Š์Šต๋‹ˆ๊นŒ?
06:34
But that's not what you see.
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ํ•˜์ง€๋งŒ ๋ณด์‹œ๋‹ค์‹œํ”ผ ๊ฒฐ๊ณผ๋Š” ๊ทธ๋ ‡์ง€ ์•Š์ฃ .
06:37
Spending per student only explains about,
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ํ•™์ƒ 1๋ช…๋‹น ๋“ค์ธ ๋ˆ์ด ๊ฒจ์šฐ ์„ค๋ช…ํ•  ์ˆ˜ ์žˆ๋Š” ๊ฑด,
06:39
well, less than 20 percent
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20 ํผ์„ผํŠธ๋„ ์•ˆ๋ฉ๋‹ˆ๋‹ค.
06:42
of the performance variation among countries,
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๊ตญ๊ฐ€๋“ค ๊ฐ„์˜ ์„ฑ์ทจ๋„ ์ฐจ์ด์— ์žˆ์–ด์„œ ๋ง์ด์ฃ .
06:45
and Luxembourg, for example, the most expensive system,
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ํ•œ ์˜ˆ๋กœ, ๊ฐ€์žฅ ๋น„์‹ผ ๊ต์œก ์‹œ์Šคํ…œ์ธ ๋ฃฉ์…ˆ๋ถ€๋ฅดํฌ๋Š”
06:47
doesn't do particularly well.
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๋›ฐ์–ด๋‚œ ์„ฑ์ทจ๋„๋ฅผ ๋ณด์ด์ง€ ์•Š์Šต๋‹ˆ๋‹ค.
06:50
What you see is that two countries with similar spending
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๋น„์Šทํ•œ ์˜ˆ์‚ฐ์„ ์“ด ๋‘ ๊ตญ๊ฐ€๊ฐ€
06:52
achieve very different results.
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๋งค์šฐ ๋‹ค๋ฅธ ๊ฒฐ๊ณผ๋ฅผ ์–ป์€ ๊ฒƒ์„ ๋ณผ ์ˆ˜ ์žˆ์ฃ .
06:54
You also see -- and I think that's one of the most encouraging findings --
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๋˜ํ•œ, ์ œ๊ฐ€ ์ƒ๊ฐํ•˜๊ธฐ์—” ๊ฐ€์žฅ ๊ณ ๋ฌด์ ์ธ ๊ฒฐ๋ก  ์ค‘ ํ•˜๋‚˜์ธ๋ฐ,
06:58
that we no longer live in a world that is neatly divided
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๋”์ด์ƒ ์„ธ๊ณ„๊ฐ€ ๊น”๋”ํ•˜๊ฒŒ ๋ถ„๋ฅ˜๋˜์ง€ ์•Š์Œ์„ ๋ณผ ์ˆ˜ ์žˆ์ฃ .
07:02
between rich and well-educated countries,
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๋ถ€์œ ํ•˜๊ณ  ๊ต์œก์ด ๋ฐœ๋‹ฌ๋œ ๊ตญ๊ฐ€์™€
07:05
and poor and badly-educated ones,
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๋นˆ๊ณคํ•˜๊ณ  ๊ต์œก์ด ๋’ค๋–จ์–ด์ง„ ๊ตญ๊ฐ€๋“ค๋กœ ๋ง์ด์—์š”.
07:07
a very, very important lesson.
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์•„์ฃผ, ์•„์ฃผ ์ค‘์š”ํ•œ ๊ตํ›ˆ์ž…๋‹ˆ๋‹ค.
07:11
Let's look at this in greater detail.
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๋” ์ž์„ธํžˆ ์‚ดํŽด๋ณด์ฃ .
07:13
The red dot shows you
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๋นจ๊ฐ„ ์ ์ด ๋ณด์—ฌ์ฃผ๋Š” ๊ฒƒ์€
07:15
spending per student relative to a country's wealth.
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๊ฐ๊ตญ์˜ ๋ถ€์— ๋น„๋ก€ํ•œ ํ•™์ƒ๋‹น ํˆฌ์ž๋น„์šฉ์ž…๋‹ˆ๋‹ค.
07:19
One way you can spend money is by paying teachers well,
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๊ต์œก์— ๋ˆ์„ ์“ฐ๋Š” ๋ฐฉ๋ฒ• ์ค‘ ํ•˜๋‚˜๋Š” ๊ต์‚ฌ์—๊ฒŒ ํ›„ํ•œ ๋ด‰๊ธ‰์„ ์ฃผ๋Š” ๊ฒƒ์ธ๋ฐ
07:22
and you can see Korea investing a lot
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๋ณด์‹œ๋‹ค์‹œํ”ผ ํ•œ๊ตญ์ด ๋งŽ์€ ํˆฌ์ž๋ฅผ ํ•˜๊ณ  ์žˆ๋Š” ๋ถ€๋ถ„์ด
07:25
in attracting the best people into the teaching profession.
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์ตœ๊ณ ์˜ ์ธ์žฌ๋ฅผ ๊ต์‚ฌ๋ผ๋Š” ์ง์ข…์œผ๋กœ ์œ ์ธํ•˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
07:28
And Korea also invests into long school days,
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ํ•œ๊ตญ์€ ๋˜ํ•œ ์ˆ˜์—…์‹œ๊ฐ„์„ ๋Š˜์ด๋Š”๋ฐ๋„ ํˆฌ์žํ•˜๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
07:30
which drives up costs further.
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์ด๋Š” ๋น„์šฉ์„ ๋”์šฑ ์ฆ๊ฐ€์‹œํ‚ค์ฃ .
07:32
Last but not least, Koreans want their teachers
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๋˜ ํ•˜๋‚˜์˜ ์ค‘์š”ํ•œ ์ ์€ ํ•œ๊ตญ์€ ๊ทธ๋“ค์˜ ๊ต์‚ฌ๋“ค์ด
07:35
not only to teach but also to develop.
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๊ฐ€๋ฅด์น˜๋Š” ์ผ ์™ธ์—๋„ ์Šค์Šค๋กœ๋ฅผ ๊ฐœ๋ฐœํ•˜๊ธฐ๋ฅผ ์›ํ•œ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
07:37
They invest in professional development and collaboration
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ํ•œ๊ตญ์€ ์ „๋ฌธ์„ฑ ๊ฐœ๋ฐœ๊ณผ ํ˜‘๋ ฅ,
07:39
and many other things.
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๊ทธ๋ฆฌ๊ณ  ๋‹ค๋ฅธ ๋งŽ์€ ๊ฒƒ๋“ค์— ํˆฌ์žํ•ฉ๋‹ˆ๋‹ค.
07:41
All that costs money.
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์ด ๋ชจ๋“  ๊ฒƒ์—๋Š” ๋ˆ์ด ํ•„์š”ํ•˜์ฃ .
07:43
How can Korea afford all of this?
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์–ด๋–ป๊ฒŒ ํ•œ๊ตญ์ด ์ด ๋ชจ๋“  ๊ฒƒ์„ ๊ฐ๋‹นํ•  ์ˆ˜ ์žˆ์„๊นŒ์š”?
07:46
The answer is, students in Korea learn in large classes.
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์ •๋‹ต์€, ํ•œ๊ตญ ํ•™์ƒ๋“ค์ด ๋Œ€๊ทœ๋ชจ๋กœ ์ˆ˜์—…์„ ๋ฐ›๋Š”๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
07:49
This is the blue bar which is driving costs down.
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์ด๊ฒƒ์ด ๋ฐ”๋กœ ๋น„์šฉ์„ ์ค„์ด๊ณ  ์žˆ๋Š” ํ•˜๋Š˜์ƒ‰ ๋ง‰๋Œ€์ž…๋‹ˆ๋‹ค.
07:54
You go to the next country on the list, Luxembourg,
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๋ฐ”๋กœ ์˜†์— ์žˆ๋Š”, ๋ฃฉ์…ˆ๋ถ€๋ฅดํฌ๋กœ ๋„˜์–ด๊ฐ€์ฃ .
07:57
and you can see the red dot is exactly where it is for Korea,
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๋ณด์‹œ๋ฉด ๋นจ๊ฐ„์ ์ด ํ•œ๊ตญ๊ณผ ๋˜‘๊ฐ™์€ ๊ณณ์— ์œ„์น˜ํ•ด ์žˆ์Šต๋‹ˆ๋‹ค.
08:00
so Luxembourg spends the same per student as Korea does.
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๋ฃฉ์…ˆ๋ถ€๋ฅดํฌ๋„ ํ•™์ƒ๋‹น ํ•œ๊ตญ๋งŒํผ์˜ ๋น„์šฉ์„ ํˆฌ์žํ•œ๋‹ค๋Š” ๋œป์ด์ฃ .
08:03
But, you know, parents and teachers and policymakers
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ํ•˜์ง€๋งŒ, ํ•™๋ถ€๋ชจ๋“ค๊ณผ ๊ต์‚ฌ๋“ค๊ณผ ์ •์ฑ…์ž…์•ˆ์ž๋“ค์€
08:06
in Luxembourg all like small classes.
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๋ชจ๋‘ ๋ฃฉ์…ˆ๋ถ€๋ฅดํฌ๊ฐ€ ์†Œ๊ทœ๋ชจ ์ˆ˜์—…์„ ํ•˜๋Š” ๊ฒƒ์„ ์ข‹์•„ํ•ฉ๋‹ˆ๋‹ค.
08:09
You know, it's very pleasant to walk into a small class.
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์ž‘์€ ๊ต์‹ค์— ๋“ค์–ด๊ฐ€๋Š” ๊ฒƒ์€ ๋งค์šฐ ์พŒ์ ํ•˜๊ฒŒ ๋Š๊ปด์ง€์ฃ .
08:11
So they have invested all their money into there,
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๊ทธ๋ž˜์„œ ๊ทธ๋“ค์€ ๋ชจ๋“  ๋ˆ์„ ์—ฌ๊ธฐ์— ํˆฌ์žํ•˜๊ณ 
08:13
and the blue bar, class size, is driving costs up.
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ํ•˜๋Š˜์ƒ‰ ๋ง‰๋Œ€, ์ฆ‰ ๊ต์‹ค ๊ทœ๋ชจ๋Š”, ๋น„์šฉ์„ ์ฆ๊ฐ€์‹œํ‚ต๋‹ˆ๋‹ค.
08:17
But even Luxembourg can spend its money only once,
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ํ•˜์ง€๋งŒ ๋ฃฉ์…ˆ๋ถ€๋ฅดํฌ ์กฐ์ฐจ๋„ ๋ˆ์„ ์“ธ ๊ธฐํšŒ๋Š” ์˜ค์ง ํ•œ๋ฒˆ์ด๊ธฐ์—,
08:21
and the price for this is that
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์ด์— ๋Œ€ํ•œ ๋Œ“๊ฐ€๋กœ
08:23
teachers are not paid particularly well.
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๊ต์‚ฌ๋“ค์ด ์ข‹์€ ๋ด‰๊ธ‰์„ ๋ฐ›์ง€๋Š” ๋ชปํ•˜๊ฒŒ ๋ฉ๋‹ˆ๋‹ค.
08:25
Students don't have long hours of learning.
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ํ•™์ƒ๋“ค๋„ ์žฅ์‹œ๊ฐ„์˜ ์ˆ˜์—…์„ ๋ฐ›์ง€ ๋ชปํ•˜์ฃ .
08:28
And basically, teachers have little time to do anything else than teaching.
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๊ทธ๋ฆฌ๊ณ  ๊ธฐ๋ณธ์ ์œผ๋กœ, ๊ต์‚ฌ๋“ค์€ ๊ฐ€๋ฅด์น˜๋Š” ๊ฒƒ ์™ธ์—๋Š” ๋‹ค๋ฅธ ๊ฒƒ์„ ํ•  ์‹œ๊ฐ„์ด ๋ณ„๋กœ ์—†๊ฒŒ ๋˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
08:31
So you can see two countries spent their money very differently,
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์ฆ‰, ์ด ๋‘ ๋‚˜๋ผ๊ฐ€ ์˜ˆ์‚ฐ์„ ๋งค์šฐ ๋‹ค๋ฅด๊ฒŒ ์ง‘ํ–‰ํ•˜๋Š” ๊ฒƒ์„ ๋ณด์‹ค ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
08:35
and actually how they spent their money
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์‚ฌ์‹ค ๋ˆ์„ ์–ด๋–ป๊ฒŒ ์“ฐ๋Š”๊ฐ€๋Š”
08:37
matters a lot more than how much they invest in education.
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๊ต์œก์— ์–ผ๋งˆ๋ฅผ ํˆฌ์žํ•˜๋Š”๊ฐ€๋ณด๋‹ค ํ›จ์”ฌ ๋” ์ค‘์š”ํ•ฉ๋‹ˆ๋‹ค.
08:43
Let's go back to the year 2000.
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2000๋…„์œผ๋กœ ๋˜๋Œ์•„๊ฐ€ ๋ณด์ฃ .
08:46
Remember, that was the year before the iPod was invented.
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๊ธฐ์–ตํ•ด์•ผ ๋  ๊ฒƒ์€ ๊ทธ ๋‹น์‹œ๋Š” ์•„์ดํŒŸ์ด ๋ฐœ๋ช…๋˜๊ธฐ ์ „์ด๋ผ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
08:50
This is how the world looked then
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๊ทธ ๋‹น์‹œ ์„ธ๊ณ„๋Š” ์ด๋ ‡๊ฒŒ ๊ตฌ์„ฑ๋˜์–ด ์žˆ์—ˆ์Šต๋‹ˆ๋‹ค.
08:52
in terms of PISA performance.
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PISA ์„ฑ์ทจ๋„ ๊ธฐ์ค€์œผ๋กœ ๋ง์ด์ฃ .
08:56
The first thing you can see is that the bubbles were a lot smaller, no?
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๋จผ์ € ๋ˆˆ์— ๋„๋Š” ์‚ฌ์‹ค์€ ๋‹น์‹œ ๋ฐฉ์šธ๋“ค์ด ํ›จ์”ฌ ์ž‘์•˜๋‹ค๋Š” ๊ฒƒ์ด์ฃ , ๊ทธ๋ ‡์ง€ ์•Š๋‚˜์š”?
08:59
We spent a lot less on education,
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์šฐ๋ฆฌ๋Š” ๋‹น์‹œ ๊ต์œก์— ํ›จ์”ฌ ๋œ ํˆฌ์žํ–ˆ์Šต๋‹ˆ๋‹ค,
09:00
about 35 percent less on education.
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๊ฑฐ์˜ 35ํผ์„ผํŠธ ์ •๋„ ์ ์—ˆ์–ด์š”.
09:03
So you ask yourself, if education has become so much more expensive,
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๊ทธ๋Ÿผ ์Šค์Šค๋กœ์—๊ฒŒ ๋ฌผ์–ด๋ด…์‹œ๋‹ค, ๊ต์œก์€ ํ›จ์”ฌ ๋” ๋น„์‹ธ์กŒ๋Š”๋ฐ
09:06
has it become so much better?
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๊ทธ๋Ÿผ ๊ทธ ์งˆ๋„ ํ–ฅ์ƒ๋œ ๊ฒƒ์ผ๊นŒ์š”?
09:10
And the bitter truth really is that, you know,
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์ •๋ง ์•ˆํƒ€๊นŒ์šด ํ˜„์‹ค์€
09:13
not in many countries.
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๊ทธ๋ ‡์ง€ ์•Š์€ ๊ตญ๊ฐ€๋“ค์ด ๋งŽ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
09:15
But there are some countries which have seen
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ํ•˜์ง€๋งŒ ์ผ๋ถ€ ๋‚˜๋ผ๋“ค์€
09:17
impressive improvements.
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๋›ฐ์–ด๋‚˜๊ฒŒ ํ˜ธ์ „ ๋˜์—ˆ๋Š”๋ฐ์š”.
09:20
Germany, my own country, in the year 2000,
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์ €์˜ ์กฐ๊ตญ์ธ ๋…์ผ์€ 2000๋…„์—
09:24
featured in the lower quadrant,
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๋ชจ๋“  ๋ฉด์—์„œ ์•„๋žซ์ชฝ์ธ 3์‚ฌ๋ถ„๋ฉด์— ์œ„์น˜ํ–ˆ์Šต๋‹ˆ๋‹ค.
09:26
below average performance, large social disparities.
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์„ฑ์ทจ๋„๋„ ํ‰๊ท  ์ดํ•˜์˜€๊ณ , ์‚ฌํšŒ์  ๋ถˆํ‰๋“ฑ๋„ ๋†’์•˜์Šต๋‹ˆ๋‹ค.
09:29
And remember, Germany, we used to be one of those countries
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๊ธฐ์–ตํ•ด์•ผํ•  ๊ฒƒ์€, ๋…์ผ์ด ์†ํ•œ ๊ทธ๋ฃน์˜ ๊ตญ๊ฐ€๋“ค์€
09:31
that comes out very well when you just count people who have degrees.
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ํ•™์œ„๋ฅผ ๊ฐ€์ง„ ์‚ฌ๋žŒ๋“ค์˜ ์ˆซ์ž๋กœ๋งŒ ๋”ฐ์ง€๋ฉด ๋งค์šฐ ์ž˜ํ•˜๊ณ  ์žˆ๋Š” ๊ฒƒ์œผ๋กœ ๋ณด์ธ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
09:35
Very disappointing results.
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๋งค์šฐ ์‹ค๋ง์Šค๋Ÿฌ์šด ๊ฒฐ๊ณผ์ฃ .
09:36
People were stunned by the results.
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์‚ฌ๋žŒ๋“ค์€ ์ด ๊ฒฐ๊ณผ๋ฅผ ๋ณด๊ณ  ๊นœ์ง ๋†€๋ž์Šต๋‹ˆ๋‹ค.
09:39
And for the very first time, the public debate in Germany
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๊ทธ๋ฆฌ๊ณ  ์ฒ˜์Œ์œผ๋กœ, ๋…์ผ์˜ ๊ณต๊ฐœ ํ† ๋ก ํšŒ์—์„œ
09:43
was dominated for months by education,
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๋ช‡๋‹ฌ ๋‚ด๋‚ด ๊ต์œก ๋ฌธ์ œ๊ฐ€ ์ค‘์ ์ ์œผ๋กœ ๋‹ค๋ฃจ์–ด์กŒ์Šต๋‹ˆ๋‹ค.
09:47
not tax, not other kinds of issues, but education
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์„ธ๊ธˆ๋„, ๋‹ค๋ฅธ ์ด์Šˆ๋„ ์•„๋‹Œ ๊ต์œก์ด
09:49
was the center of the public debate.
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๊ณต๊ฐœ ํ† ๋ก ์˜ ์ค‘์‹ฌ์— ์„  ๊ฒƒ์ด์ฃ .
09:52
And then policymakers began to respond to this.
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๊ทธ๋ฆฌ๊ณ  ์ •์ฑ…์ž…์•ˆ์ž๋“ค์ด ์ด์— ๋ฐ˜์‘ํ•˜๊ธฐ ์‹œ์ž‘ํ–ˆ์Šต๋‹ˆ๋‹ค.
09:55
The federal government dramatically raised its investment in education.
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์—ฐ๋ฐฉ ์ •๋ถ€๊ฐ€ ๊ต์œก์— ๋Œ€ํ•œ ํˆฌ์ž๋ฅผ ๊ธ‰๊ฒฉํžˆ ์ฆ๊ฐ€์‹œ์ผฐ์ฃ .
09:59
A lot was done to increase the life chances of students
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ํ•™์ƒ๋“ค์˜ ์ƒ์•  ๊ธฐํšŒ๋ฅผ ๋†’์ด๊ธฐ ์œ„ํ•ด ๋งŽ์€ ๊ฒƒ๋“ค์ด ์‹œํ–‰๋˜์—ˆ๋Š”๋ฐ
10:03
with an immigrant background or from social disadvantage.
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์ด๋ฏผ ์ž๋…€๋‚˜ ์‚ฌํšŒ์ ์œผ๋กœ ๋ถˆ๋ฆฌํ•œ ์ด๋“ค์ด ์ค‘์  ๋Œ€์ƒ์ด์—ˆ์Šต๋‹ˆ๋‹ค.
10:06
And what's really interesting is that this wasn't just about
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์ด๊ฒƒ์ด ํฅ๋ฏธ๋กœ์šด ์ด์œ ๋Š” ์ด๋Ÿฌํ•œ ์‹œ๋„๊ฐ€ ๋‹จ์ง€
10:11
optimizing existing policies,
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๊ธฐ์กด ์ •์ฑ…์„ ์ตœ์ ํ™”ํ–ˆ์„ ๋ฟ ์•„๋‹ˆ๋ผ
10:14
but data transformed some of the beliefs and paradigms
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์ด๋Ÿฌํ•œ ์ž๋ฃŒ๊ฐ€ ์ผ๋ถ€ ์‚ฌ๋žŒ๋“ค์˜ ๋ฏฟ์Œ๊ณผ ํŒจ๋Ÿฌ๋‹ค์ž„์„ ๋ณ€ํ™”์‹œ์ผฐ๋Š”๋ฐ
10:18
underlying German education.
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์ด๋Š” ๋…์ผ ๊ต์œก์—์„œ ๋‹น์—ฐ์‹œ ๋˜์–ด์˜ค๋˜ ๊ฒƒ๋“ค์ด์—ˆ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
10:20
For example, traditionally, the education of the very young children
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ํ•œ ์˜ˆ๋กœ, ์•„์ฃผ ์–ด๋ฆฐ ์•„์ด๋“ค์˜ ๊ต์œก์€ ์ „ํ†ต์ ์œผ๋กœ
10:23
was seen as the business of families, and you would have cases
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๊ฐ€์ •์˜ ์ผ๋กœ ์—ฌ๊ฒจ์กŒ๊ณ , ๋งŽ์€ ๊ฒฝ์šฐ์—
10:26
where women were seen as neglecting their family responsibilities
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์—ฌ์„ฑ๋“ค์ด ๊ฐ€์ •์— ๋Œ€ํ•œ ์˜๋ฌด๋ฅผ ๋‹คํ•˜์ง€ ์•Š์€ ๊ฒƒ์œผ๋กœ ์—ฌ๊ฒจ์ง€๋Š” ๋•Œ๋Š”
10:29
when they sent their children to kindergarten.
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์ž๋…€๋ฅผ ์œ ์น˜์›์— ๋ณด๋‚ด๋Š” ๊ฒฝ์šฐ์˜€์Šต๋‹ˆ๋‹ค.
10:32
PISA has transformed that debate,
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PISA๋Š” ์ด๋Ÿฌํ•œ ๋…ผ์Ÿ์˜ ํ๋ฆ„์„ ๋ณ€ํ™”์‹œํ‚ค๊ณ 
10:35
and pushed early childhood education right at the center
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์กฐ๊ธฐ ๊ต์œก์„
10:38
of public policy in Germany.
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๋…์ผ์˜ ๊ณต๊ณต์ •์ฑ…์˜ ์ค‘์‹ฌ์œผ๋กœ ๋งŒ๋“ค์—ˆ์Šต๋‹ˆ๋‹ค.
10:40
Or traditionally, the German education divides children
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์ „ํ†ต์ ์œผ๋กœ, ๋…์ผ์˜ ๊ต์œก์€ ๋˜ํ•œ
10:44
at the age of 10, very young children,
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10์„ธ์˜, ์•„์ฃผ ์–ด๋ฆฐ ์•„์ด๋“ค์„
10:46
between those deemed to pursue careers of knowledge workers
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์ „๋ฌธ ์ง€์‹์ธ์ด ๋  ์•„์ด๋“ค๊ณผ
10:51
and those who would end up working for the knowledge workers,
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๊ทธ ์ „๋ฌธ ์ง€์‹์ธ ์•„๋ž˜์—์„œ ์ผํ•˜๊ฒŒ ๋  ์•„์ด๋“ค๋กœ ๋ถ„๋ฅ˜ํ•ด์™”๋Š”๋ฐ,
10:54
and that mainly along socioeconomic lines,
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์ด๋Š” ์ฃผ๋กœ ์‚ฌํšŒ๊ฒฝ์ œํ•™์  ๊ตฌ๋ถ„์— ๋”ฐ๋ฅธ ๊ฒƒ์ด์—ˆ์ฃ .
10:56
and that paradigm is being challenged now too.
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์ด๋Ÿฐ ํŒจ๋Ÿฌ๋‹ค์ž„ ๋˜ํ•œ ํ˜„์žฌ ๋„์ „๋ฐ›๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
11:01
A lot of change.
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์ˆ˜๋งŽ์€ ๋ณ€ํ™”๋“ค์ด ์ผ์–ด๋‚ฌ์ฃ .
11:03
And the good news is, nine years later,
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์ข‹์€ ์†Œ์‹์€, 9๋…„์ด ์ง€๋‚œ ํ›„์—,
11:06
you can see improvements in quality and equity.
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๊ต์œก์˜ ์งˆ๊ณผ ํ˜•ํ‰์„ฑ ๋ชจ๋‘ ํ–ฅ์ƒ๋˜์—ˆ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
11:09
People have taken up the challenge, done something about it.
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์‚ฌ๋žŒ๋“ค์€ ๋„์ „์„ ๋ฐ›์•„๋“ค์ด๊ณ , ์–ด๋–ป๊ฒŒ๋“  ๋Œ€์‘ํ–ˆ์ฃ .
11:11
Or take Korea, at the other end of the spectrum.
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๋ฐ˜๋Œ€์ชฝ ๋์— ์œ„์น˜ํ•œ ํ•œ๊ตญ์˜ ์˜ˆ๋ฅผ ๋ณด๋ฉด
11:14
In the year 2000, Korea did already very well,
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2000๋…„์— ์ด๋ฏธ ๋งค์šฐ ์ž˜ ํ•ด๋‚˜๊ฐ€๊ณ  ์žˆ์—ˆ์Œ์—๋„ ๋ถˆ๊ตฌํ•˜๊ณ ,
11:16
but the Koreans were concerned that only a small share
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ํ•™์ƒ๋“ค์˜ ๊ทนํžˆ ์ผ๋ถ€๋งŒ์ด
11:19
of their students achieved the really high levels of excellence.
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๋งค์šฐ ๋†’์€ ์ˆ˜์ค€์˜ ์„ฑ์ทจ๋„๋ฅผ ๋ณด์ธ๋‹ค๋Š” ์ ์„ ์šฐ๋ คํ–ˆ์Šต๋‹ˆ๋‹ค.
11:24
They took up the challenge,
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ํ•œ๊ตญ์€ ์ด๋Ÿฐ ๋„์ „์„ ๋ฐ›์•„๋“ค์˜€๊ณ ,
11:26
and Korea was able to double the proportion of students
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๊ฒฐ๊ตญ ํ•™์ƒ๋“ค์˜ ๋น„์œจ์„ 2๋ฐฐ๋กœ ์ฆ๊ฐ€์‹œํ‚ฌ ์ˆ˜ ์žˆ์—ˆ๋Š”๋ฐ
11:29
achieving excellence in one decade in the field of reading.
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๋ฐ”๋กœ ์ด ๋น„์œจ์€ ๋…ํ•ด ๋ถ€๋ฌธ์— ์žˆ์–ด ํƒ์›”ํ•œ ํ•™์ƒ๋“ค์ด์—ˆ๊ณ  ์ด๋Š” 10๋…„๋งŒ์˜ ์„ฑ๊ณผ์˜€์Šต๋‹ˆ๋‹ค.
11:34
Well, if you only focus on your brightest students,
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๋ฌผ๋ก  ์•„์‹œ๋‹ค์‹œํ”ผ ๋˜‘๋˜‘ํ•œ ํ•™์ƒ๋“ค์—๊ฒŒ๋งŒ ์ง‘์ค‘ํ•˜๋‹ค ๋ณด๋ฉด,
11:36
you know what happens is disparities grow,
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๋ถˆํ‰๋“ฑ์ด ์‹ฌํ™”๋  ์ˆ˜๋ฐ–์— ์—†์ฃ .
11:38
and you can see this bubble moving slightly to the other direction,
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๊ทธ๋ž˜์„œ ์ด ๋ฐฉ์šธ์ด ์•ฝ๊ฐ„ ๋ฐ˜๋Œ€์ชฝ์œผ๋กœ ์›€์ง์ธ ๊ฒƒ์„ ๋ณด์‹ค ์ˆ˜ ์žˆ๋Š” ๊ฒ๋‹ˆ๋‹ค.
11:42
but still, an impressive improvement.
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๊ทธ๋ ‡์ง€๋งŒ ์—ฌ์ „ํžˆ ๊ด„๋ชฉํ• ๋งŒํ•œ ์„ฑ๊ณผ์ด์ฃ .
11:44
A major overhaul of Poland's education
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ํด๋ž€๋“œ์˜ ๊ต์œก ์‹œ์Šคํ…œ์˜ ์ „๊ฒฉ ์žฌ์ •๋น„๋Š”
11:47
helped to dramatically reduce between variability among schools,
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ํ•™๊ต๊ฐ„์˜ ์ฐจ์ด๋ฅผ ๊ธ‰๊ฒฉํžˆ ์ค„์ด๊ณ 
11:51
turn around many of the lowest-performing schools,
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์„ฑ์ทจ๋„๊ฐ€ ๋งค์šฐ ๋‚ฎ์•˜๋˜ ๋งŽ์€ ํ•™๊ต๋“ค์„
11:53
and raise performance by over half a school year.
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๋ฐ˜๋…„๋งŒ์— ํ–ฅ์ƒ์‹œํ‚ฌ ์ˆ˜ ์žˆ๊ฒŒ ํ–ˆ์Šต๋‹ˆ๋‹ค.
11:58
And you can see other countries as well.
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๋‹ค๋ฅธ ๊ตญ๊ฐ€๋“ค์˜ ์˜ˆ๋“ค๋„ ๋ณด์‹ค ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
12:00
Portugal was able to consolidate its fragmented school system,
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ํฌ๋ฅดํˆฌ๊ฐˆ์€ ๋‹จํŽธ์ ์ด์—ˆ๋˜ ๊ต์œก ์‹œ์Šคํ…œ์„ ํ†ตํ•ฉํ•˜๊ณ 
12:03
raise quality and improve equity,
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์งˆ์„ ํ–ฅ์ƒ์‹œํ‚ค๊ณ  ํ˜•ํ‰์„ฑ์„ ๋†’์˜€์Šต๋‹ˆ๋‹ค.
12:06
and so did Hungary.
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ํ—๊ฐ€๋ฆฌ๋„ ๋งˆ์ฐฌ๊ฐ€์ง€์˜€์ฃ .
12:08
So what you can actually see, there's been a lot of change.
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์ด๋ ‡๊ฒŒ ์ˆ˜๋งŽ์€ ๋ณ€ํ™”๋“ค์ด ์žˆ์—ˆ์Œ์„ ๋ณด์…จ์Šต๋‹ˆ๋‹ค.
12:11
And even those people who complain and say that
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์ด์ „์—” ๋ถˆํ‰ํ•˜๋ฉฐ ์ด๋ ‡๊ฒŒ ๋งํ•˜๋˜ ์‚ฌ๋žŒ๋“ค์ด ์žˆ์—ˆ๋Š”๋ฐ์š”,
12:14
the relative standing of countries
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PISA์™€ ๊ฐ™์€ ๋ฌด์–ธ๊ฐ€์— ๋Œ€ํ•ด ๊ตญ๊ฐ€๊ฐ„ ์ƒ๋Œ€์  ๋น„๊ต๋ฅผ ํ•˜๋Š” ์‚ฌ๋žŒ๋“ค์€
12:16
on something like PISA is just an artifact of culture,
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๊ทธ์ € ๋ฌธํ™”๋กœ ์ธํ•œ,
12:19
of economic factors, of social issues,
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๊ฒฝ์ œ ์š”์†Œ์— ๋”ฐ๋ฅธ, ์•„๋‹ˆ๋ฉด ์‚ฌํšŒ ์ด์Šˆ์— ๋”ฐ๋ฅธ,
12:22
of homogeneity of societies, and so on,
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๋˜๋Š” ์‚ฌํšŒ์˜ ๋™์งˆ์„ฑ์— ๋”ฐ๋ฅธ ์œ ๋ฌผ์ผ ๋ฟ์ž…๋‹ˆ๋‹ค.
12:25
these people must now concede that education improvement is possible.
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์ด๋Ÿฌํ•œ ์‚ฌ๋žŒ๋“ค์กฐ์ฐจ ์ด์ œ๋Š” ๊ต์œก ํ–ฅ์ƒ์ด ๊ฐ€๋Šฅํ•˜๋‹ค๋Š” ๊ฒƒ์„ ์ธ์ •ํ•ด์•ผ ํ–ˆ์Šต๋‹ˆ๋‹ค.
12:30
You know, Poland hasn't changed its culture.
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์•„์‹œ๋‹ค์‹œํ”ผ ํด๋ž€๋“œ๋Š” ๊ทธ๋“ค์˜ ๋ฌธํ™”๋ฅผ ๋ฐ”๊พผ ์ ์ด ์—†์Šต๋‹ˆ๋‹ค.
12:33
It didn't change its economy. It didn't change
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๊ฒฝ์ œ๋ฅผ ๋ฐ”๊พธ์ง€๋„ ์•Š์•˜๊ณ 
12:36
the compositions of its population.
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์ธ๊ตฌ ๊ตฌ์„ฑ์„ ๋ฐ”๊พธ์ง€๋„ ์•Š์•˜์ฃ .
12:38
It didn't fire its teachers. It changed its education policies
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๊ต์‚ฌ๋“ค์„ ํ•ด๊ณ ํ•˜์ง€๋„ ์•Š์•˜์Šต๋‹ˆ๋‹ค. ๊ทธ์ € ๊ต์œก ์ •์ฑ…๊ณผ
12:41
and practice. Very impressive.
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๊ด€ํ–‰์„ ๋ฐ”๊พผ ๊ฑฐ์ฃ . ๋งค์šฐ ์ธ์ƒ์ ์ธ ๊ฒฐ๊ณผ์ž…๋‹ˆ๋‹ค.
12:43
And all that raises, of course, the question: What can we learn
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๊ทธ๋ฆฌ๊ณ  ์ด ๋ชจ๋“  ๊ฒƒ์€ ๋‹ค์Œ๊ณผ ๊ฐ™์€ ์งˆ๋ฌธ์œผ๋กœ ๊ท€๊ฒฐ๋ฉ๋‹ˆ๋‹ค.
12:46
from those countries in the green quadrant
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์ดˆ๋ก์ƒ‰ ์‚ฌ๋ถ„๋ฉด์— ์žˆ๋Š” ๊ตญ๊ฐ€๋“ค๋กœ๋ถ€ํ„ฐ ์šฐ๋ฆฌ๋Š” ๋ฌด์—‡์„ ๋ฐฐ์šธ ๊ฒƒ์ธ๊ฐ€
12:48
who have achieved high levels of equity,
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์ด๋“ค์€ ํ˜•ํ‰์„ฑ๋„ ๊ฐœ์„ ํ•˜๊ณ ,
12:51
high levels of performance, and raised outcomes?
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์„ฑ์ทจ๋„๋„ ๋†’ํ˜€, ๊ฒฐ๊ณผ๋ฅผ ํ–ฅ์ƒ์‹œํ‚จ ๋‚˜๋ผ๋“ค์ด์ฃ .
12:54
And, of course, the question is, can what works in one context
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๊ทธ๋ฆฌ๊ณ  ๋ฌผ๋ก  ์ค‘์š”ํ•œ ์งˆ๋ฌธ์€ ํ•œ ๊ณณ์—์„œ ํšจ๊ณผ๊ฐ€ ์žˆ์—ˆ๋˜ ๊ฒƒ์ด
12:58
provide a model elsewhere?
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๋‹ค๋ฅธ ๊ณณ์—์„œ๋„ ๊ฐ™์€ ํšจ๊ณผ๋ฅผ ๋‚ผ ๊ฒƒ์ธ์ง€ ์ž…๋‹ˆ๋‹ค.
13:01
Of course, you can't copy and paste education systems wholesale,
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๋ฌผ๋ก , ๊ต์œก ์‹œ์Šคํ…œ์„ ํ†ต์ฑ„๋กœ ์ž˜๋ผ๋‚ด์„œ ๋ถ™์—ฌ๋„ฃ๊ธฐ๋ฅผ ํ•  ์ˆ˜๋Š” ์—†์Šต๋‹ˆ๋‹ค.
13:04
but these comparisons have identified a range of factors
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ํ•˜์ง€๋งŒ ์ด๋Ÿฐ ๋น„๊ต๋“ค์€ ์—ฌ๋Ÿฌ ์š”์†Œ๋“ค์€ ์‹๋ณ„ํ•ด๋ƒˆ๋Š”๋ฐ
13:08
that high-performing systems share.
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์ด๋Š” ์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ์‹œ์Šคํ…œ์ด ๋ชจ๋‘ ๊ณต์œ ํ•˜๋Š” ๊ฒƒ๋“ค์ž…๋‹ˆ๋‹ค.
13:12
Everybody agrees that education is important.
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๋ชจ๋‘๊ฐ€ ๊ต์œก์˜ ์ค‘์š”์„ฑ์—๋Š” ๋™์˜ํ•ฉ๋‹ˆ๋‹ค.
13:14
Everybody says that.
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์ด๋Š” ๋ชจ๋‘ ์ž…์„ ๋ชจ์•„ ๋งํ•˜๋Š” ๋ฐ”์ด์ฃ .
13:16
But the test of truth is, how do you weigh that priority
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ํ•˜์ง€๋งŒ ๊ทธ ์ง„์‹ค์„ฑ์„ ์‹œํ—˜ํ•˜๋Š” ์ง„์งœ ์งˆ๋ฌธ์€, ์ด๊ฒƒ์ด ๋‹ค๋ฅธ ์šฐ์„  ์ˆœ์œ„๋“ค๊ณผ
13:19
against other priorities?
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๋งž๋‹ฅ๋œจ๋ ธ์„ ๋•Œ ์–ด๋–ป๊ฒŒ ํ•  ๊ฒƒ์ธ๊ฐ€ ์ž…๋‹ˆ๋‹ค.
13:22
How do countries pay their teachers
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๊ตญ๊ฐ€๊ฐ€ ๊ต์‚ฌ๋“ค์—๊ฒŒ ์–ผ๋งˆ๋งŒํผ์˜ ๋ด‰๊ธ‰์„ ์ค„ ๊ฒƒ์ธ์ง€,
13:24
relative to other highly skilled workers?
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๋‹ค๋ฅธ ๊ณ ์ˆ™๋ จ ๋…ธ๋™์ž๋“ค๊ณผ ๋น„๊ตํ•ด์„œ ๋ง์ด์ฃ .
13:27
Would you want your child to become a teacher
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์—ฌ๋Ÿฌ๋ถ„๋“ค์˜ ์ž๋…€๋“ค์ด ๋ณ€ํ˜ธ์‚ฌ ๋ณด๋‹ค๋Š” ๊ต์‚ฌ๊ฐ€ ๋˜๊ธฐ๋ฅผ
13:29
rather than a lawyer?
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์›ํ•˜์‹ญ๋‹ˆ๊นŒ?
13:31
How do the media talk about schools and teachers?
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์–ธ๋ก ์ด ๊ต์‚ฌ์™€ ํ•™๊ต๋“ค์„ ์–ด๋–ป๊ฒŒ ๋น„์ถ”๋Š”์ง€?
13:33
Those are the critical questions, and what we have learned
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์ด๋Ÿฐ ๊ฒƒ๋“ค์€ ์ค‘์š”ํ•œ ์งˆ๋ฌธ๋“ค์ด๊ณ ,
13:36
from PISA is that, in high-performing education systems,
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์šฐ๋ฆฌ๊ฐ€ PISA๋กœ๋ถ€ํ„ฐ ๋ฐฐ์šด ๊ฒƒ์€, ์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ๊ต์œก ์‹œ์Šคํ…œ์—์„œ
13:40
the leaders have convinced their citizens to make choices
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์ง€๋„์ž๋“ค์€ ๊ตญ๋ฏผ๋“ค์ด ์„ ํƒํ•  ์ˆ˜ ์žˆ๋„๋ก ํ™•์‹ ์‹œ์ผฐ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
13:44
that value education, their future,
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๊ต์œก๊ณผ ๊ทธ๋“ค์˜ ๋ฏธ๋ž˜๋ฅผ,
13:46
more than consumption today.
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์˜ค๋Š˜์˜ ์†Œ๋น„๋ณด๋‹ค ๋” ๊ฐ€์น˜์žˆ๊ฒŒ ์—ฌ๊ธฐ๋Š” ์„ ํƒ์„ ๋ง์ด์ฃ .
13:49
And you know what's interesting? You won't believe it,
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ํฅ๋ฏธ๋กœ์šด ์ ์€ ๋ฌด์—‡์ธ์ง€ ์•„์„ธ์š”? ๋ฏฟ๊ธฐ ์–ด๋ ค์šฐ์‹œ๊ฒ ์ง€๋งŒ,
13:51
but there are countries in which the most attractive place
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์‹œ๊ฐ„์„ ๋ณด๋‚ด๊ณ  ์‹ถ์€ ๊ฐ€์žฅ ๋งค๋ ฅ์ ์ธ ๊ณต๊ฐ„์ด
13:54
to be is not the shopping center but the school.
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์‡ผํ•‘ ์„ผํ„ฐ๊ฐ€ ์•„๋‹ˆ๋ผ ํ•™๊ต์ธ ๋‚˜๋ผ๋“ค์ด ์กด์žฌํ•œ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
13:57
Those things really exist.
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๊ทธ๋Ÿฐ ๊ณณ์ด ์ •๋ง๋กœ ์กด์žฌํ•œ๋‹ค๋‹ˆ๊นŒ์š”.
13:59
But placing a high value on education
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ํ•˜์ง€๋งŒ ๊ต์œก์— ๋†’์€ ๊ฐ€์น˜๋ฅผ ๋‘๋Š” ๊ฒƒ์€
14:01
is just part of the picture.
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ํฐ ๊ทธ๋ฆผ์˜ ์ผ๋ถ€์— ๋ถˆ๊ณผํ•ฉ๋‹ˆ๋‹ค.
14:04
The other part is the belief that all children
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๋‹ค๋ฅธ ๋ถ€๋ถ„์€ ๋ชจ๋“  ์–ด๋ฆฐ์ด๋“ค์ด
14:07
are capable of success.
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์„ฑ๊ณตํ•  ์ˆ˜ ์žˆ๋‹ค๊ณ  ๋ฏฟ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
14:10
You have some countries where students
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ํ•™์ƒ๋“ค์ด ์–ด๋ฆฐ ๋‚˜์ด์— ๋ถ„๋ฅ˜๋˜๋Š”
14:12
are segregated early in their ages.
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๋‚˜๋ผ๋“ค์ด ์žˆ์Šต๋‹ˆ๋‹ค.
14:14
You know, students are divided up,
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ํ•™์ƒ๋“ค์ด ์ด๋ ‡๊ฒŒ ๋‚˜๋ˆ„์–ด์ง€๋Š” ๋ฐ์—๋Š”
14:16
reflecting the belief that only some children
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์˜ค์ง ์ผ๋ถ€์˜ ์–ด๋ฆฐ์ด๋“ค๋งŒ์ด
14:19
can achieve world-class standards.
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์„ธ๊ณ„ ์ตœ์ƒ๊ธ‰์˜ ๊ธฐ์ค€์— ๋„๋‹ฌํ•  ์ˆ˜ ์žˆ๋‹ค๋Š” ๋ฏฟ์Œ์ด ๊น”๋ ค์žˆ์ฃ .
14:22
But usually that is linked to very strong social disparities.
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ํ•˜์ง€๋งŒ ์ด๋Š” ๋งค์šฐ ๊ฐ•ํ•œ ์‚ฌํšŒ์  ๋ถˆํ‰๋“ฑ๊ณผ๋„ ์—ฐ๊ด€๋ฉ๋‹ˆ๋‹ค.
14:26
If you go to Japan in Asia, or Finland in Europe,
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์•„์‹œ์•„์—์„œ๋Š” ์ผ๋ณธ, ์œ ๋Ÿฝ์—์„œ๋Š” ํ•€๋ž€๋“œ์˜ ์˜ˆ๋ฅผ ๋ณด์‹œ๋ฉด,
14:30
parents and teachers in those countries
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์ด ๊ตญ๊ฐ€๋“ค์—์„œ ํ•™๋ถ€๋ชจ์™€ ์„ ์ƒ๋‹˜๋“ค์€
14:32
expect every student to succeed,
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๋ชจ๋“  ํ•™์ƒ์ด ์„ฑ๊ณตํ•  ๊ฒƒ์ด๋ผ๊ณ  ๊ธฐ๋Œ€ํ•˜๊ณ ,
14:36
and you can see that actually mirrored in student behavior.
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์ด๊ฒƒ์ด ํ•™์ƒ๋“ค์˜ ํ–‰๋™์— ๋ฐ˜์˜๋˜๋Š” ๊ฒƒ์„ ๋ณด์‹ค ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
14:39
When we asked students what counts
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ํ•™์ƒ๋“ค์—๊ฒŒ ์–ด๋–ป๊ฒŒ ํ•˜๋ฉด
14:42
for success in mathematics,
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์ˆ˜ํ•™์„ ์ž˜ ํ•  ์ˆ˜ ์žˆ๋Š”์ง€ ๋ฌผ์œผ๋ฉด,
14:45
students in North America would typically tell us,
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๋ถ๋ฏธ์˜ ํ•™์ƒ๋“ค์ด ์ฃผ๋กœ ์ด๋ ‡๊ฒŒ ์ด์•ผ๊ธฐํ•ฉ๋‹ˆ๋‹ค,
14:47
you know, it's all about talent.
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์žฌ๋Šฅ์ด ๋ชจ๋“  ๊ฒƒ์„ ์ขŒ์šฐํ•œ๋‹ค๊ณ ์š”.
14:48
If I'm not born as a genius in math, I'd better study something else.
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๋งŒ์•ฝ ๋‚ด๊ฐ€ ์ฒœ์„ฑ์ ์œผ๋กœ ์ˆ˜ํ•™์„ ์ž˜ ํ•˜๋Š” ๊ฒŒ ์•„๋‹ˆ๋ฉด, ๋‚˜๋Š” ์ฐจ๋ผ๋ฆฌ ๋‹ค๋ฅธ ๊ฒƒ์„ ๊ณต๋ถ€ํ•˜๋Š” ๊ฒŒ ๋‚ซ๋‹ค๋Š” ๊ฒƒ์ด์ฃ .
14:53
Nine out of 10 Japanese students say
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์ผ๋ณธ ํ•™์ƒ์˜ 10๋ช… ์ค‘ 9๋ช…์€ ์ด๋ ‡๊ฒŒ ์ด์•ผ๊ธฐํ•ฉ๋‹ˆ๋‹ค.
14:56
that it depends on my own investment, on my own effort,
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๋‚ด ์ž์‹ ์˜ ํˆฌ์ž์™€, ๋‚ด ์ž์‹ ์˜ ๋…ธ๋ ฅ์— ๋‹ฌ๋ ธ๋‹ค๋Š” ๊ฒƒ์ด์ฃ .
15:00
and that tells you a lot about the system that is around them.
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์ด๋Š” ๊ทธ๋“ค์ด ์†ํ•œ ์‹œ์Šคํ…œ์— ๋Œ€ํ•œ ๋งŽ์€ ๊ฒƒ๋“ค์„ ๋งํ•ด์ค๋‹ˆ๋‹ค.
15:05
In the past, different students were taught in similar ways.
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๊ณผ๊ฑฐ์—”, ์„œ๋กœ ๋‹ค๋ฅธ ํ•™์ƒ๋“ค๋„ ๋น„์Šทํ•œ ๋ฐฉ๋ฒ•์œผ๋กœ ๊ต์œก๋ฐ›์•˜์Šต๋‹ˆ๋‹ค.
15:10
High performers on PISA embrace diversity
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PISA ์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ๊ณณ์€ ๋‹ค์–‘์„ฑ์„ ์กด์ค‘ํ•˜๊ณ 
15:13
with differentiated pedagogical practices.
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์ฐจ๋ณ„ํ™”๋œ ๊ต์œกํ•™์  ๊ด€ํ–‰์„ ์‹œํ–‰ํ•˜๋Š” ๊ณณ๋“ค์ž…๋‹ˆ๋‹ค.
15:17
They realize that
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๊ทธ๋“ค์ด ๊นจ๋‹ฌ์€ ๊ฒƒ์€
15:19
ordinary students have extraordinary talents,
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ํ‰๋ฒ”ํ•œ ํ•™์ƒ๋“ค๋„ ๋›ฐ์–ด๋‚œ ์žฌ๋Šฅ์„ ๊ฐ€์ง€๊ณ  ์žˆ๊ณ ,
15:22
and they personalize learning opportunities.
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๊ทธ๋“ค์ด ํ•™์Šต ๊ธฐํšŒ๋ฅผ ๊ฐœ์ธ์— ๋งž๊ฒŒ ์ด์šฉํ•œ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
15:25
High-performing systems also share
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์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ์‹œ์Šคํ…œ๋“ค์€ ๋˜ ๋ชจ๋‘
15:27
clear and ambitious standards across the entire spectrum.
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์ „๋ฐ˜์  ์˜์—ญ์— ๊ฑธ์ณ ๋ถ„๋ช…ํ•˜๊ณ  ์•ผ์‹ฌ์ฐฌ ๊ธฐ์ค€์„ ๊ฐ€์ง€๊ณ  ์žˆ์ฃ .
15:31
Every student knows what matters.
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๋ชจ๋“  ํ•™์ƒ๋“ค์€ ๋ฌด์—‡์ด ์ค‘์š”ํ•œ์ง€ ์•Œ๊ณ  ์žˆ๊ณ ,
15:33
Every student knows what's required to be successful.
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์„ฑ๊ณตํ•˜๊ธฐ ์œ„ํ•ด์„œ ๋ฌด์—‡์ด ํ•„์š”ํ•œ์ง€ ์•Œ๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
15:37
And nowhere does the quality of an education system
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๊ทธ๋ฆฌ๊ณ  ์–ด๋””์—์„œ๋„ ๊ต์œก ์‹œ์Šคํ…œ์˜ ์งˆ์ด
15:40
exceed the quality of its teachers.
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๊ต์‚ฌ์˜ ์งˆ์„ ๋›ฐ์–ด๋„˜์ง€ ์•Š์Šต๋‹ˆ๋‹ค.
15:42
High-performing systems are very careful
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์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ์‹œ์Šคํ…œ๋“ค์ด ๋งค์šฐ ์กฐ์‹ฌ์Šค๋Ÿฌ์›Œ ํ•˜๋Š” ๊ฒƒ์ด
15:45
in how they recruit and select their teachers
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๊ต์‚ฌ๋ฅผ ๊ณ ์šฉํ•˜๊ณ  ์„ ๋ฐœํ•˜๋Š” ๋ฐฉ๋ฒ•๊ณผ
15:48
and how they train them.
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๊ทธ๋“ค์„ ํ›ˆ๋ จ์‹œํ‚ค๋Š” ๋ฐฉ์‹์ž…๋‹ˆ๋‹ค.
15:49
They watch how they improve the performances of teachers
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๊ตญ๊ฐ€๋“ค์ด ์‹ ์ค‘์„ ๊ธฐํ•˜๋Š” ๊ฒƒ์€ ์–ด๋–ป๊ฒŒ ํ•˜๋ฉด ๋‚œ๊ด€์— ๋ด‰์ฐฉํ•ด
15:52
in difficulties who are struggling,
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๊ณ ์ „ํ•˜๊ณ  ์žˆ๋Š” ๊ต์‚ฌ๋“ค์˜ ์ˆ˜ํ–‰๋Šฅ๋ ฅ์„ ๊ฐœ์„ ํ•  ์ˆ˜ ์žˆ๋Š”์ง€์™€
15:54
and how they structure teacher pay.
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์–ด๋–ป๊ฒŒ ๊ต์‚ฌ์˜ ๊ธ‰์—ฌ๋ฅผ ์ฑ…์ •ํ•ด์•ผ ํ•˜๋Š”์ง€์ž…๋‹ˆ๋‹ค.
15:57
They provide an environment also in which teachers work together
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์ด๋Ÿฐ ๊ตญ๊ฐ€์—์„œ๋Š” ๊ต์‚ฌ๋“ค์ด ํ•จ๊ป˜ ์ผํ•˜๋Š” ํ™˜๊ฒฝ์„ ์ œ๊ณตํ•˜๋Š”๋ฐ,
16:01
to frame good practice.
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์ด๋Š” ํ˜‘๋ ฅ์„ ํ†ตํ•ด ์ข‹์€ ๊ด€ํ–‰์„ ๋งŒ๋“ค์–ด ๋‚˜๊ฐ€๊ธฐ ์œ„ํ•ด์„œ์ด์ฃ .
16:05
And they provide intelligent pathways for teachers to grow
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๊ต์‚ฌ๋“ค์ด ์„ฑ์žฅํ•  ์ˆ˜ ์žˆ๋Š” ์ง€์ ์ธ ๊ฒฝ๋กœ๋“ค ๋˜ํ•œ ์ œ๊ณต๋ฉ๋‹ˆ๋‹ค.
16:09
in their careers.
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๊ทธ๋“ค์˜ ์ง์žฅ ์ƒํ™œ ์•ˆ์—์„œ ๋ง์ด์ฃ .
16:11
In bureaucratic school systems,
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๊ด€๋ฃŒ์ฃผ์˜์  ํ•™๊ต ์‹œ์Šคํ…œ์—์„œ,
16:13
teachers are often left alone in classrooms
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๊ต์‚ฌ๋“ค์€ ์ฃผ๋กœ ๊ต์‹ค์— ํ˜ผ์ž ๋‚จ๊ฒจ์ง‘๋‹ˆ๋‹ค.
16:15
with a lot of prescription on what they should be teaching.
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๋ญ˜ ๊ฐ€๋ฅด์ณ์•ผ ํ•˜๋Š”์ง€์— ๋Œ€ํ•œ ์ˆ˜๋งŽ์€ ์ฒ˜๋ฐฉ๋“ค๋„ ๊ฐ์ž ๋‚ด๋ ค์•ผ ํ•ฉ๋‹ˆ๋‹ค.
16:18
High-performing systems are very clear what good performance is.
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์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ์‹œ์Šคํ…œ๋“ค์€ ์ข‹์€ ์„ฑ์ทจ๋„๊ฐ€ ๋ฌด์—‡์ธ์ง€ ๋งค์šฐ ๋šœ๋ ทํžˆ ์•Œ๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
16:21
They set very ambitious standards, but then they enable
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๊ธฐ์ค€์€ ์•ผ์‹ฌ์ฐจ๊ฒŒ ์„ธ์šฐ์ง€๋งŒ, ํ•œํŽธ์œผ๋กœ๋Š”
16:24
their teachers to figure out,
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๊ต์‚ฌ๋“ค์ด ์ž์œจ์ ์œผ๋กœ
16:25
what do I need to teach to my students today?
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์˜ค๋Š˜ ํ•™์ƒ๋“ค์—๊ฒŒ ๋ญ˜ ๊ฐ€๋ฅด์ณ์•ผ ํ• ์ง€ ์ •ํ•  ์ˆ˜ ์žˆ๊ฒŒ ํ•ฉ๋‹ˆ๋‹ค.
16:30
The past was about delivered wisdom in education.
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๊ณผ๊ฑฐ์—๋Š” ๊ต์œก์ด ์ง€ํ˜œ๋ฅผ ์ „๋‹ฌํ•˜๋Š” ๊ฒƒ์ด์—ˆ์Šต๋‹ˆ๋‹ค.
16:34
Now the challenge is to enable user-generated wisdom.
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ํ˜„์‹œ๋Œ€์˜ ๋„์ „์€ ํ•™์ƒ์ด ์ง€ํ˜œ๋ฅผ ๋งŒ๋“ค์–ด๋‚ด๋„๋ก ํ•˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
16:39
High performers have moved on from professional
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์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ๊ตญ๊ฐ€๋“ค์€ ์ „๋ฌธ์ ์ด๊ฑฐ๋‚˜
16:43
or from administrative forms of accountability and control --
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์ฑ…์ž„์ง€๊ณ  ํ†ต์ œํ•˜๋Š” ๊ด€๋ฆฌ์ž์  ํ˜•ํƒœ์—์„œ --
16:47
sort of, how do you check whether people do what they're supposed to do in education --
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์ด๊ฒƒ์€ ์‚ฌ๋žŒ๋“ค์ด ๊ต์œก์—์„œ ํ•ด์•ผํ•˜๋Š” ๊ฒƒ๋“ค์„ ์ž˜ ํ•˜๊ณ  ์žˆ๋Š”์ง€ ํ™•์ธํ•˜๋Š” ์—ญํ• ์ด์—ˆ์ฃ .--
16:50
to professional forms of work organization.
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์—…๋ฌด ์กฐ์ง์˜ ์ „๋ฌธ์ ์ธ ํ˜•ํƒœ๋กœ ๋ฐ”๋€Œ์—ˆ์Šต๋‹ˆ๋‹ค.
16:54
They enable their teachers to make innovations in pedagogy.
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๊ทธ๋“ค์€ ๊ต์‚ฌ๋“ค์ด ์ง์ ‘ ๊ต์œกํ•™์ ์ธ ํ˜์‹ ์„ ์ด๋ค„๋‚ผ ์ˆ˜ ์žˆ๊ฒŒ ํ•ฉ๋‹ˆ๋‹ค.
16:57
They provide them with the kind of development they need
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๊ต์‚ฌ๋“ค์ด ์Šค์Šค๋กœ๋ฅผ ๊ฐœ๋ฐœํ•˜์—ฌ
17:00
to develop stronger pedagogical practices.
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๋” ๊ฐ•๋ ฅํ•œ ๊ต์œกํ•™์  ๊ด€ํ–‰์„ ๋ฐœ์ „์‹œํ‚ฌ ์ˆ˜ ์žˆ๋„๋ก ํ•˜๋Š” ๊ฒƒ์ด์ฃ .
17:04
The goal of the past was standardization and compliance.
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๊ณผ๊ฑฐ์˜ ๋ชฉํ‘œ๊ฐ€ ํ‘œ์ค€ํ™”์™€ ์ˆœ์‘์ด์—ˆ๋‹ค๋ฉด
17:10
High-performing systems have made teachers
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์„ฑ์ทจ๋„๊ฐ€ ๋†’์€ ์‹œ์Šคํ…œ๋“ค์€ ๊ต์‚ฌ๋“ค๊ณผ
17:12
and school principals inventive.
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๊ต์žฅ์„ ์ƒ๋‹˜๋“ค์„ ์ฐฝ์˜์ ์œผ๋กœ ๋งŒ๋“ค์—ˆ์Šต๋‹ˆ๋‹ค.
17:16
In the past, the policy focus was on outcomes,
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๊ณผ๊ฑฐ์—๋Š”, ์ •์ฑ…์ด ๊ฒฐ๊ณผ์—๋งŒ
17:18
on provision.
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๋˜ ์ œ๊ณต์—๋งŒ ์น˜์ค‘ํ–ˆ์Šต๋‹ˆ๋‹ค.
17:21
The high-performing systems have helped teachers
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์„ฑ์ทจ๋„ ๋†’์€ ์‹œ์Šคํ…œ๋“ค์€ ๊ต์‚ฌ๋“ค๊ณผ
17:23
and school principals to look outwards to the next teacher,
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๊ต์žฅ ์„ ์ƒ๋‹˜๋“ค์ด ๋‹ค์Œ ์„ธ๋Œ€ ์„ ์ƒ๋‹˜๊ณผ
17:26
the next school around their lives.
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๋‹ค์Œ ์„ธ๋Œ€ ํ•™๊ต๊นŒ์ง€ ์‹ ๊ฒฝ์“ฐ๋„๋ก ๋„์™”์Šต๋‹ˆ๋‹ค.
17:28
And the most impressive outcomes of world-class systems
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์„ธ๊ณ„ ์ตœ์ƒ๊ธ‰ ์‹œ์Šคํ…œ์˜ ๊ฐ€์žฅ ์ธ์ƒ์ ์ธ ์ ์€
17:31
is that they achieve high performance across the entire system.
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์ „์ฒด ์‹œ์Šคํ…œ์— ๊ฑธ์ณ ๋†’์€ ์„ฑ์ทจ๋„๋ฅผ ์ด๋ฃฉํ–ˆ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
17:34
You've seen Finland doing so well on PISA,
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ํ•€๋ž€๋“œ๊ฐ€ PISA์— ์žˆ์–ด ๋งค์šฐ ์„ ์ „ํ•˜๊ณ  ์žˆ์Œ์„ ๋ณด์…จ๋Š”๋ฐ
17:36
but what makes Finland so impressive
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ํ•€๋ž€๋“œ๊ฐ€ ๋Œ€๋‹จํ•œ ์ ์€
17:38
is that only five percent of the performance variation
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์„œ๋กœ ๋‹ค๋ฅธ ํ•™๊ต์˜ ํ•™์ƒ๋“ค์‚ฌ์ด์—
17:42
amongst students lies between schools.
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์˜ค์ง 5ํผ์„ผํŠธ์˜ ์„ฑ์ทจ๋„ ์ฐจ์ด๋งŒ ์žˆ๋‹ค๋Š” ์ ์ด์ฃ .
17:44
Every school succeeds.
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๋ชจ๋“  ํ•™๊ต๊ฐ€ ์„ฑ๊ณตํ•˜๊ณ  ์žˆ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
17:46
This is where success is systemic.
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์„ฑ๊ณต์ด ์ฒด๊ณ„์ ์ด๋ผ๋Š” ๊ฒƒ์ด์ฃ .
17:49
And how do they do that?
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๊ทธ๋ฆฌ๊ณ  ์ด๊ฒƒ์ด ์–ด๋–ป๊ฒŒ ๊ฐ€๋Šฅํ• ๊นŒ์š”?
17:51
They invest resources where they can make the most difference.
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ํ•€๋ž€๋“œ๋Š” ์ œ์ผ ํฐ ์ฐจ์ด๋ฅผ ๋งŒ๋“ค์–ด๋‚ผ ์ˆ˜ ์žˆ๋Š” ์ž์›์— ํˆฌ์žํ–ˆ์Šต๋‹ˆ๋‹ค.
17:54
They attract the strongest principals into the toughest schools,
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๊ฐ€์žฅ ์—ด์•…ํ•œ ํ•™๊ต์— ๊ฐ€์žฅ ๋Šฅ๋ ฅ์žˆ๋Š” ๊ต์žฅ์„ ์ƒ๋‹˜์„ ์ดˆ๋น™ํ–ˆ์ฃ ,
17:59
and the most talented teachers
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๊ทธ๋ฆฌ๊ณ  ๊ฐ€์žฅ ์žฌ๋Šฅ์žˆ๋Š” ๊ต์‚ฌ๋“ค์ด
18:01
into the most challenging classroom.
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๊ฐ€์žฅ ํž˜๋“  ๊ต์‹ค์„ ์ด๋Œ๋„๋ก ํ–ˆ์Šต๋‹ˆ๋‹ค.
18:03
Last but not least, those countries align policies
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๋งˆ์ง€๋ง‰์œผ๋กœ ์ค‘์š”ํ•œ ๊ฒƒ์€, ์ด๋Ÿฌํ•œ ๊ตญ๊ฐ€๋“ค์ด
18:06
across all areas of public policy.
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๊ณต๊ณต ์ •์ฑ… ์ „๋ถ€๋ฌธ์— ๊ฑธ์ณ ์ •์ฑ…๋“ค์„ ์กฐ์ •ํ–ˆ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
18:08
They make them coherent over sustained periods of time,
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๊ทธ๋“ค์€ ์ผ์ •ํ•œ ์‹œ๊ฐ„๋™์•ˆ ์ง€์†์ ์œผ๋กœ ์ด๋Ÿฐ ์ •์ฑ…๋“ค์„ ์œ ์ง€ํ–ˆ๊ณ ,
18:11
and they ensure that what they do is consistently implemented.
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์ด๋“ค์ด ์ผ๊ด€๋˜๊ฒŒ ์ถ”์ง„๋  ๊ฒƒ์„ ๋ณด์žฅํ–ˆ์Šต๋‹ˆ๋‹ค.
18:16
Now, knowing what successful systems are doing
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์„ฑ๊ณต์ ์ธ ์‹œ์Šคํ…œ๋“ค์ด ์–ด๋–ป๊ฒŒ ์„ฑ๊ณตํ–ˆ๋Š”์ง€๋ฅผ ์•ˆ๋‹ค๊ณ  ํ•ด์„œ
18:18
doesn't yet tell us how to improve.
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๊ฐœ์„ ์ฑ…์ด ๋ฐ”๋กœ ๋ณด์ด๋Š” ๊ฒƒ์€ ์•„๋‹™๋‹ˆ๋‹ค.
18:21
That's also clear, and that's where some of the limits
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์ด๊ฒƒ์€ ๋ถ„๋ช…ํ•œ ์‚ฌ์‹ค์ด๊ณ , PISA์˜
18:24
of international comparisons of PISA are.
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๊ตญ๊ฐ€๊ฐ„ ๋น„๊ต๊ฐ€ ๊ฐ€์ง€๋Š” ํ•œ๊ณ„์ด๊ธฐ๋„ ํ•ฉ๋‹ˆ๋‹ค.
18:27
That's where other forms of research need to kick in,
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์—ฌ๊ธฐ์„œ ๋‹ค๋ฅธ ํ˜•ํƒœ์˜ ์—ฐ๊ตฌ๋“ค์ด ํšจ๊ณผ๋ฅผ ๋ฐœํœ˜ํ•ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.
18:30
and that's also why PISA doesn't venture into
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์ด๋Š” PISA๊ฐ€ ๊ฐ๊ตญ์ด ๋ฌด์—‡์„ ํ•ด์•ผํ•˜๋Š”์ง€๋ฅผ
18:32
telling countries what they should be doing.
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์•Œ๋ ค์ฃผ๋Š” ์˜์—ญ๊นŒ์ง€ ๋‚˜์„œ์ง€ ์•Š๋Š”์ด์œ ์ด๊ธฐ๋„ ํ•ฉ๋‹ˆ๋‹ค.
18:34
But its strength lies in telling them
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PISA์˜ ๊ฐ•์ ์€ ๊ทธ ๊ตญ๊ฐ€๋“ค์—๊ฒŒ
18:36
what everybody else has been doing.
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๋‹ค๋ฅธ ๊ตญ๊ฐ€๋“ค์ด ์–ด๋–ป๊ฒŒ ํ•ด์™”๋Š”์ง€ ์•Œ๋ ค์ฃผ๋Š”๋ฐ ์žˆ์Šต๋‹ˆ๋‹ค.
18:39
And the example of PISA shows that data
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PISA์˜ ์˜ˆ์‹œ๋Š” ์ž๋ฃŒ๊ฐ€
18:41
can be more powerful than administrative control of financial subsidy
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์žฌ์ • ์ง€์›์˜ ํ–‰์ •์  ํ†ต์ œ๋ณด๋‹ค ๋”์šฑ ๊ฐ•ํ•œ ํž˜์„ ๊ฐ€์งˆ ์ˆ˜ ์žˆ์Œ์„ ๋ณด์—ฌ์ค๋‹ˆ๋‹ค.
18:44
through which we usually run education systems.
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์šฐ๋ฆฌ๋Š” ์ฃผ๋กœ ํ›„์ž๋ฅผ ์ด์šฉํ•ด ๊ต์œก ์‹œ์Šคํ…œ์„ ์šด์˜ํ•˜์ฃ .
18:48
You know, some people argue that
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์–ด๋–ค ์ด๋“ค์€ ์ฃผ์žฅํ•˜๊ธฐ๋ฅผ
18:51
changing educational administration
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๊ต์œก ํ–‰์ •์„ ๋ฐ”๊พธ๋Š” ๊ฒƒ์€
18:53
is like moving graveyards.
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๋ฌ˜์ง€๋ฅผ ์˜ฎ๊ธฐ๋Š” ๊ฒƒ๊ณผ ๊ฐ™๋‹ค๊ณ  ํ•ฉ๋‹ˆ๋‹ค.
18:56
You just can't rely on the people out there to help you with this. (Laughter)
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๋„๋ฌด์ง€ ์ €๊ธฐ ๋ฐ”๊นฅ์— ์žˆ๋Š” ์‚ฌ๋žŒ๋“ค์—๊ฒŒ ๋„์™€๋‹ฌ๋ผ๊ณ  ์˜์ง€ํ•  ์ˆ˜๊ฐ€ ์—†๋‹ค๋Š” ๊ฒƒ์ด์ฃ . (์›ƒ์Œ)
19:01
But PISA has shown what's possible in education.
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ํ•˜์ง€๋งŒ PISA๋Š” ๊ต์œก์—์„œ ๋ฌด์—‡์ด ๊ฐ€๋Šฅํ•œ์ง€๋ฅผ ๋ณด์—ฌ์ค๋‹ˆ๋‹ค.
19:05
It has helped countries to see that improvement is possible.
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๊ตญ๊ฐ€๋“ค์ด ๊ฐœ์„ ์ด ๊ฐ€๋Šฅํ•˜๋‹ค๋Š” ๊ฒƒ์„ ์•Œ ์ˆ˜ ์žˆ๋„๋ก ๋„์™”๊ณ ,
19:09
It has taken away excuses from those who are complacent.
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ํ˜„์‹ค์— ์•ˆ์ฃผํ•˜๋ ค๋Š” ์ด๋“ค๋กœ๋ถ€ํ„ฐ ํ•‘๊ณ„๊ฑฐ๋ฆฌ๋ฅผ ์—†์•ด์œผ๋ฉฐ,
19:13
And it has helped countries to set meaningful targets
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๊ตญ๊ฐ€๋“ค์ด ์˜๋ฏธ์žˆ๋Š” ๋ชฉํ‘œ๋ฅผ ์„ธ์šฐ๋„๋ก ๋„์™”๋Š”๋ฐ,
19:17
in terms of measurable goals achieved by the world's leaders.
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์ด๋Š” ์•ž์„  ๊ตญ๊ฐ€๋“ค์ด ์ด๋ฃฉํ•œ ์ธก์ • ๊ฐ€๋Šฅํ•œ ๋ชฉํ‘œ๋“ค์ด์—ˆ์ฃ .
19:20
If we can help every child, every teacher, every school,
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์šฐ๋ฆฌ๊ฐ€ ๋ชจ๋“  ์–ด๋ฆฐ์ด, ๋ชจ๋“  ๊ต์‚ฌ, ๋ชจ๋“  ํ•™๊ต๋ฅผ,
19:25
every principal, every parent see what improvement is possible,
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๋ชจ๋“  ๊ต์žฅ ์„ ์ƒ๋‹˜, ๋ชจ๋“  ํ•™๋ถ€๋ชจ๋ฅผ ๋„์™€ ์–ด๋–ค ๊ฐœ์„ ์ด ๊ฐ€๋Šฅํ•œ์ง€ ๋ณผ ์ˆ˜ ์žˆ๋„๋ก ํ•˜์—ฌ
19:28
that only the sky is the limit to education improvement,
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๊ต์œก ํ–ฅ์ƒ์— ํ•œ๊ณ„๋ฅผ ์—†์•จ ์ˆ˜ ์žˆ๋‹ค๋ฉด,
19:31
we have laid the foundations
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์šฐ๋ฆฌ๋Š” ํƒ„ํƒ„ํ•œ ๊ธฐ์ดˆ๋ฅผ ๋งˆ๋ จํ•œ ๊ฒƒ์ž…๋‹ˆ๋‹ค.
19:33
for better policies and better lives.
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๋” ๋‚˜์€ ์ •์ฑ…๊ณผ ๋” ๋‚˜์€ ์‚ถ์„ ์œ„ํ•ด์„œ ๋ง์ด์ฃ .
19:35
Thank you.
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๊ฐ์‚ฌํ•ฉ๋‹ˆ๋‹ค.
19:38
(Applause)
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(๋ฐ•์ˆ˜)
์ด ์›น์‚ฌ์ดํŠธ ์ •๋ณด

์ด ์‚ฌ์ดํŠธ๋Š” ์˜์–ด ํ•™์Šต์— ์œ ์šฉํ•œ YouTube ๋™์˜์ƒ์„ ์†Œ๊ฐœํ•ฉ๋‹ˆ๋‹ค. ์ „ ์„ธ๊ณ„ ์ตœ๊ณ ์˜ ์„ ์ƒ๋‹˜๋“ค์ด ๊ฐ€๋ฅด์น˜๋Š” ์˜์–ด ์ˆ˜์—…์„ ๋ณด๊ฒŒ ๋  ๊ฒƒ์ž…๋‹ˆ๋‹ค. ๊ฐ ๋™์˜์ƒ ํŽ˜์ด์ง€์— ํ‘œ์‹œ๋˜๋Š” ์˜์–ด ์ž๋ง‰์„ ๋”๋ธ” ํด๋ฆญํ•˜๋ฉด ๊ทธ๊ณณ์—์„œ ๋™์˜์ƒ์ด ์žฌ์ƒ๋ฉ๋‹ˆ๋‹ค. ๋น„๋””์˜ค ์žฌ์ƒ์— ๋งž์ถฐ ์ž๋ง‰์ด ์Šคํฌ๋กค๋ฉ๋‹ˆ๋‹ค. ์˜๊ฒฌ์ด๋‚˜ ์š”์ฒญ์ด ์žˆ๋Š” ๊ฒฝ์šฐ ์ด ๋ฌธ์˜ ์–‘์‹์„ ์‚ฌ์šฉํ•˜์—ฌ ๋ฌธ์˜ํ•˜์‹ญ์‹œ์˜ค.

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