Andreas Schleicher: Use data to build better schools

Translator: Joseph Geni Reviewer: Morton Bast

翻译人员: Emma Zhao 校对人员: Bi Chen

Radical openness is still a distant future

学校教育的全方位开放

in the field of school education.

目前还是一件可望而不可及的事。

We have such a hard time figuring out

我们历尽艰辛才弄明白

that learning is not a place but an activity.

学习不是一个在哪学的问题，而是一项活动。

But I want to tell you the story of PISA,

以下我要给大家介绍一下PISA（国际学生评估方案），

OECD's test to measure the knowledge and skills

这个方案是OECD（济合作与发展组织）用来测量世界上

of 15-year-olds around the world,

15岁孩子们知识和技能的测试方案，

and it's really a story of how international comparisons

这一测试方案向我们展示了国与国之间的教育比较

have globalized the field of education that we usually treat

是如何把原本是一国内政事务的教育领域

as an affair of domestic policy.

全球化的。

Look at how the world looked in the 1960s,

我们先从高中毕业生的比例这一标的

in terms of the proportion of people

来看看20世纪60年代世界各国的教育

who had completed high school.

是什么样子的。

You can see the United States ahead of everyone else,

我们可以看到，美国遥遥领先排在首位，

and much of the economic success of the United States

而美国所取得的经济成就在很大程度上

draws on its long-standing advantage

得益于其长期

as the first mover in education.

作为教育先行者的教育强国地位。

But in the 1970s, some countries caught up.

到了70年代，有些国家赶上来了，

In the 1980s, the global expansion

到80年代，全球性的

of the talent pool continued.

人才扩展持续。

And the world didn't stop in the 1990s.

90年代，世界各国教育的发展并没停步。

So in the '60s, the U.S. was first.

所以，在60年代，美国教育排第一。

In the '90s, it was 13th,

到90年代，其排名第13位，

and not because standards had fallen,

其排名的下降，不是因为其本身的教育水准降低了，

but because they had risen so much faster elsewhere.

而是因为别国的教育水平大大提高了。

Korea shows you what's possible in education.

韩国教育的（成功）经验向我们展示了教育的无限可能性。

Two generations ago, Korea had the standard of living

两代人以前，韩国的生活水平

of Afghanistan today,

跟今天的阿富汗一样

and was one of the lowest education performers.

其教育水平也是全球表现最差国之一。

Today, every young Korean finishes high school.

而今天，韩国普及了高中教育。

So this tells us that, in a global economy,

这告诉我们，在全球经济中，

it is no longer national improvement that's the benchmark for success,

衡量一国教育成功的基准不再只局限于本国的进步，

but the best performing education systems internationally.

而是要将其放到国际上最好的教育系统中去进行比对才有意义。

The trouble is that

可问题是

measuring how much time people spend in school

测量一个人在学校花的时间的多少

or what degree they have got is not always

或者他们取得什么样的学位

a good way of seeing what they can actually do.

并不能判断其实际工作能力。

Look at the toxic mix of unemployed graduates on our streets,

目前的情况是，大街上到处都是失业的毕业生

while employers say they cannot find the people

而雇主却说他们招不到

with the skills they need.

他们所需要的专业技术人材。

And that tells you that better degrees don't automatically translate

这说明拥有好的学位并不等于会拥有相应的

into better skills and better jobs and better lives.

好技能、好工作和美好生活。

So with PISA, we try to change this

所以我们想运用PISA方法，

by measuring the knowledge and skills

直接测量人们的知识和技能

of people directly.

以此来改变这种现象。

And we took a very special angle to this.

我们对此采取了一个非常特殊的视角。

We were less interested in whether students can simply

我们对学生是否能简单地

reproduce what they have learned in school,

复制他们在学校里学到的知识不很感兴趣，

but we wanted to test whether they can extrapolate

我们想测试的是他们能否运用

from what they know

他们已学的知识来进行推理

and apply their knowledge in novel situations.

并将新知识运用到解决末知领域的问题中去。

Now, some people have criticized us for this.

可有人因此批评我们。

They say, you know, such a way of measuring outcomes

他们说，这种测量得出的结果

is terribly unfair to people, because we test students

对人们是非常不公平的，因为我们用

with problems they haven't seen before.

学生们以前没见过的问题来测试他们。

But if you take that logic, you know,

但是，如果按这种逻辑

you should consider life unfair, because

你会认为，人生十分的不公平，

the test of truth in life is not whether we can remember

对生活的真理的检验，不在于我们是否能记住了多少

what we learned in school,

我们在学校里学的东西，

but whether we are prepared for change,

而在于我们是否作好了随时应变的准备、

whether we are prepared for jobs that haven't been created,

在于我们是否已经作好了从事那些

to use technologies that haven't been invented,

需要使用还没有发明的技术

to solve problems we just can't anticipate today.

去解决我们今天还没无预料的问题的新工作岗位的准备。

And once hotly contested,

经过激烈的争议，

our way of measuring outcomes has actually quickly become the standard.

我们测量的结果却很快成为公认的标准。

In our latest assessment in 2009,

在2009的最新评估中，

we measured 74 school systems

我们测评了74个学校系统，

that together cover 87 percent of the economy.

这些被测国的经济总量占全球经济总量的87%。

This chart shows you the performance of countries.

这个图展示了这些国家的（教育）表现。

In red, sort of below OECD average.

红色表示稍低于OECD的平均值。

Yellow is so-so, and in green are the countries doing really well.

黄色代表一般般，绿色的国家做的很好。

You can see Shanghai, Korea, Singapore in Asia;

你可以看到，亚洲的上海，南韩，新加坡；

Finland in Europe;

欧洲的芬兰；

Canada in North America doing really well.

和北美的加拿大都做的很好。

You can also see that there is a gap of almost

从表中明显一个巨大的差距在于：

three and a half school years between

在受教育程度方面，

15-year-olds in Shanghai and 15-year-olds in Chile,

在15岁年龄阶层，上海的孩子比和智利孩子平均多受了3年半的教育,

and the gap grows to seven school years

如果算上其它教育更落后的国家，

when you include the countries with really poor performance.

这个差距将达到7个学年。

There's a world of difference in the way in which

现在的年青人

young people are prepared for today's economy.

对现代经济所做的准备也存在着巨大的差异。

But I want to introduce a second important dimension

我想在这讲一下我们评估的

into this picture.

第二个重要依据。

Educators like to talk about equity.

教育家们喜欢讨论公平。

With PISA, we wanted to measure how they actually deliver equity,

我们就用PISA来测试他们是如何做到教育公平，

in terms of ensuring that people

也就是如何确保学生

from different social backgrounds have equal chances.

无论其来自哪种不同的社会背景都有均等的受教育机会。

And we see that in some countries, the impact

我们看到在有些国家，

of social background on learning outcomes

学生的社会背景对其受教育机会的影响

is very, very strong.

非常巨大。

Opportunities are unequally distributed.

由于受教育机会的不均等。

A lot of potential of young children is wasted.

很多小孩子的潜能没有得到开发而被埋没了。

We see in other countries that it matters much less

在其他一些国家，学生的社会背景

into which social context you're born.

对其受教育的机会没有太大的影响。

We all want to be there, in the upper right quadrant,

(在这张图中）)很多国家都想挤进右上象限里去，

where performance is strong and learning opportunities are equally distributed.

因为一象限代表着这些国家的教育业绩很好，学习机会分配均等。

Nobody, and no country, can afford to be there,

在教育落后地区，

where performance is poor

没有任何个人和国家能进入优良教育象限，

and there are large social disparities.

这造成了社会教育的巨大不公平。

And then we can debate, you know, is it better

这样我们就能辩论，

to be there, where performance is strong

我们是应该为了一国的教育成就

at the price of large disparities?

而牺牲学生受教育的公平机会？

Or do we want to focus on equity and accept mediocrity?

还是我们要注重教育的公平性而接受平庸呢？

But actually, if you look at how countries come out on this picture,

事实上，看一看这张图上出现的国家的教育成就，

you see there are a lot of countries that actually

可以看到很多国家实际上

are combining excellence with equity.

做到了优秀和平等的统一。

In fact, one of the most important lessons from this comparison

事实上，从这个比较得到的最重要的教训之一

is that you don't have to compromise equity

就是你不必为了达到优秀

to achieve excellence.

而向平等妥协。

These countries have moved on from providing excellence

这些国家已经走出了由为部分人提供优质教育

for just some to providing excellence for all,

到为所有人提供优质教育的发展之路，

a very important lesson.

这是个很重要的教训。

And that also challenges the paradigms of many school systems

这也挑战了很多学校体系

that believe they are mainly there to sort people.

一贯主张的"教育的功能就是要将人分为三六九等"的思维模式.

And ever since those results came out, policymakers,

自从这些结果出现后，

educators, researchers from around the world

来自世界各地的决策者，教育家，研究人员

have tried to figure out

都在试图搞清楚

what's behind the success of those systems.

这些教育系统成功的背后是什么。

But let's step back for a moment

让我们先回顾一下

and focus on the countries that actually started PISA,

关注实际开始了PISA的这些国家，

and I'm giving them a colored bubble now.

我用彩色的泡泡来表示这些国家。

And I'm making the size of the bubble

我用不同的大小

proportional

比例

to the amount of money that countries spent on students.

来表示这些国家花在学生身上的钱。

If money would tell you everything

如果教育投入的钱能够解释

about the quality of learning outcomes,

学生学习的质量，

you would find all the large bubbles at the top, no?

那照理在上面的那些国家的泡泡应该都很大才对，不是吗？

But that's not what you see.

但你看到的却不是。

Spending per student only explains about,

生均教育经费投入

well, less than 20 percent

对一个国家教育质量的影响

of the performance variation among countries,

大约不足20%，

and Luxembourg, for example, the most expensive system,

例如，卢森堡是教育投入是最高的，

doesn't do particularly well.

但其教育效果并不太好。

What you see is that two countries with similar spending

我们看到的是，两个经费投入相似的国家

achieve very different results.

可以取得完全不同的成就。

You also see -- and I think that's one of the most encouraging findings --

你也看到--我认为也是最鼓舞人的发现之一--

that we no longer live in a world that is neatly divided

我们居住的世界不是很一刀切地划分成

between rich and well-educated countries,

富有和教育程度高的国家，

and poor and badly-educated ones,

与贫穷和教育程度很差的国家，

a very, very important lesson.

这是个很重要的教训。

Let's look at this in greater detail.

让我们看一些细节。

The red dot shows you

这个红点表示

spending per student relative to a country's wealth.

生均教育经费投入与一国财富的关系。

One way you can spend money is by paying teachers well,

一种投放方法是提高老师工资，

and you can see Korea investing a lot

韩国在这方面投入大量资金

in attracting the best people into the teaching profession.

来吸引好的优秀的人才加入教育行列。

And Korea also invests into long school days,

同时，韩国延长了学校时间，

which drives up costs further.

此举进一步拉高教育投入。

Last but not least, Koreans want their teachers

最后，韩国要求他们的老师

not only to teach but also to develop.

不但要教好书，还要做好个人的职业发展。

They invest in professional development and collaboration

他们在教师的职业发展与协作

and many other things.

和其它很多方面投入资金。

All that costs money.

所有这些都得花钱。

How can Korea afford all of this?

韩国怎么付得起呢？

The answer is, students in Korea learn in large classes.

答案是，韩国学校实行大班额教学。

This is the blue bar which is driving costs down.

从这根蓝棒可以看出，此举大大降低了办学费用。

You go to the next country on the list, Luxembourg,

看下一个国家，卢森堡

and you can see the red dot is exactly where it is for Korea,

这个红点的位置和代表韩国的红点位置差不多，

so Luxembourg spends the same per student as Korea does.

所以，卢森堡和韩国的生均教育经费是一样的。

But, you know, parents and teachers and policymakers

但你看，卢森堡的家长、老师甚至决策者们

in Luxembourg all like small classes.

都喜欢小班教学。

You know, it's very pleasant to walk into a small class.

走进小课堂时很令人愉快。

So they have invested all their money into there,

所以他们把钱花在那里了，

and the blue bar, class size, is driving costs up.

从这根蓝棒可以看出，小班教学使办学经费大幅增加。

But even Luxembourg can spend its money only once,

但就算是卢森堡这样的国家，其教育经费的投入也只能是一次性的，

and the price for this is that

而这种投入模式的代价是：

teachers are not paid particularly well.

老师的收入不太好。

Students don't have long hours of learning.

学生在校学习时间不长。

And basically, teachers have little time to do anything else than teaching.

基本上，老师除了教学没时间做别的。

So you can see two countries spent their money very differently,

所以你看到两个国家花钱不同，

and actually how they spent their money

实际上他们如何花钱的影响

matters a lot more than how much they invest in education.

远远超过他们在教育上投入的金额。

Let's go back to the year 2000.

我们来看看2000年。

Remember, that was the year before the iPod was invented.

还记得吧？那是在iPod发明之前的一年。

This is how the world looked then

如果用其PISA的表现来看，

in terms of PISA performance.

当时各国的教育是这个样子的。

The first thing you can see is that the bubbles were a lot smaller, no?

这些泡泡当时还很小，不是吗？

We spent a lot less on education,

我们在教育方面的投入也少得多，

about 35 percent less on education.

只占不到35%。

So you ask yourself, if education has become so much more expensive,

扪心自问，既然教育都变得如此昂贵了，

has it become so much better?

它变得更好了吗？

And the bitter truth really is that, you know,

一个严酷的事实是，

not in many countries.

并没有很多国家取得相应的成就。

But there are some countries which have seen

但是有一些国家

impressive improvements.

已经取得了可喜的改善。

Germany, my own country, in the year 2000,

2000年我的祖国---德国

featured in the lower quadrant,

被划在较低的象限里，

below average performance, large social disparities.

比平均表现还低，社会差距很大。

And remember, Germany, we used to be one of those countries

别忘了，若只按拥有学位的人数来算，

that comes out very well when you just count people who have degrees.

德国曾是教育强国之一。

Very disappointing results.

现在的结果却令人失望。

People were stunned by the results.

测评结果也令人吃惊。

And for the very first time, the public debate in Germany

几个月以来，教育而不是税务和其他的话题，

was dominated for months by education,

成了德国公开辩论的热门话题

not tax, not other kinds of issues, but education

这是史无前例的。

was the center of the public debate.

教育成了公共辩论的中心话题。

And then policymakers began to respond to this.

接着决策者开始有了回应。

The federal government dramatically raised its investment in education.

联邦政府大幅度提高教育投入。

A lot was done to increase the life chances of students

做了很多有利于

with an immigrant background or from social disadvantage.

有移民或不良社会背景学生的事情。

And what's really interesting is that this wasn't just about

更有意思的是，这不仅

optimizing existing policies,

优化了现有政策，

but data transformed some of the beliefs and paradigms

还改变了德国教育的

underlying German education.

一些信仰和规范。

For example, traditionally, the education of the very young children

譬如，传统上，幼儿教育

was seen as the business of families, and you would have cases

被视作家庭的事，很多时候

where women were seen as neglecting their family responsibilities

当妇女把孩子送去幼儿园

when they sent their children to kindergarten.

被视为疏忽职守。

PISA has transformed that debate,

PISA改变了这场争论，

and pushed early childhood education right at the center

促使德国把儿童早期教育纳入了

of public policy in Germany.

公共政策的中心。

Or traditionally, the German education divides children

传统上，德国教育

at the age of 10, very young children,

在孩子10岁时，非常年幼的时候，就划分成

between those deemed to pursue careers of knowledge workers

从事知识职业的工作者

and those who would end up working for the knowledge workers,

和为知识工作者工作的两大群体，

and that mainly along socioeconomic lines,

这基本上与社会经济分工一致，

and that paradigm is being challenged now too.

这个范例现在也在受挑战。

A lot of change.

很多的改变。

And the good news is, nine years later,

有个好消息是，九年后，

you can see improvements in quality and equity.

你会看到教学质量和公平性的改进。

People have taken up the challenge, done something about it.

人们已经接受了挑战并采取了一些措施。

Or take Korea, at the other end of the spectrum.

看这个范围的另一头韩国

In the year 2000, Korea did already very well,

在2000年，韩国已经很好了，

but the Koreans were concerned that only a small share

但韩国人担心

of their students achieved the really high levels of excellence.

只有一小部分学生达到了很优秀的水平。

They took up the challenge,

他们接受了挑战，

and Korea was able to double the proportion of students

在十年间，韩国能将

achieving excellence in one decade in the field of reading.

阅读能力优秀学生的比例提高了一倍。

Well, if you only focus on your brightest students,

如果你只是专注于最出色的学生，

you know what happens is disparities grow,

差距就会产生，

and you can see this bubble moving slightly to the other direction,

这个泡泡稍微往右偏移，

but still, an impressive improvement.

但还是有令人印象深刻的改进。

A major overhaul of Poland's education

波兰教育的主要革新

helped to dramatically reduce between variability among schools,

在于大幅度减少学校间的差异，

turn around many of the lowest-performing schools,

使很多表现不佳的学校得到重生，

and raise performance by over half a school year.

并在半年时间内就提高了教学业绩。

And you can see other countries as well.

其他一些国家也一样。

Portugal was able to consolidate its fragmented school system,

葡萄牙是能够巩固其分散的学校系统，

raise quality and improve equity,

提高质量和改善公平性，

and so did Hungary.

另外，匈牙利也做到了。

So what you can actually see, there's been a lot of change.

所以确实能看到，很多的改变。

And even those people who complain and say that

即使那些抱怨的人说

the relative standing of countries

那些相对有名次的国家

on something like PISA is just an artifact of culture,

PISA只是文化的产物，

of economic factors, of social issues,

经济因素和社会的产物，

of homogeneity of societies, and so on,

以及社会一致化的产物，等等，

these people must now concede that education improvement is possible.

这些人现在必须承认教育改良是可能。

You know, Poland hasn't changed its culture.

波兰并没有改变它的文化。

It didn't change its economy. It didn't change

没有改变它的经济，

the compositions of its population.

没有改变人口的组成。

It didn't fire its teachers. It changed its education policies

没有解雇老师。它改变了教育政策

and practice. Very impressive.

和实践。（而其教育成就）却非常引人注目。

And all that raises, of course, the question: What can we learn

所有这些给我们带来了新的命题：

from those countries in the green quadrant

我们能从这些在绿色象限的国家学到什么？

who have achieved high levels of equity,

谁做到了真正的公平?

high levels of performance, and raised outcomes?

谁取得了高水平的业绩和提高了成果？

And, of course, the question is, can what works in one context

当然，问题是，在一个环境下有效的

provide a model elsewhere?

在别的地方能用做典范吗？

Of course, you can't copy and paste education systems wholesale,

很显然，你不能把一国的教育体系生搬硬套到别国去，

but these comparisons have identified a range of factors

但这些比较也确实帮我们找出了

that high-performing systems share.

所有高效能的教育系统的共性因素。

Everybody agrees that education is important.

人人都同意教育很重要。

Everybody says that.

人人都这样说。

But the test of truth is, how do you weigh that priority

但问题是，你如何做到，

against other priorities?

“两害相权取其轻，两利相权取其重”呢？

How do countries pay their teachers

各国应如何支付他们的教师工资

relative to other highly skilled workers?

和其他高级技术工人的工资呢？

Would you want your child to become a teacher

你想让你的孩子成为老师

rather than a lawyer?

而不是律师吗？

How do the media talk about schools and teachers?

媒体应该如何报道学校和老师呢？

Those are the critical questions, and what we have learned

这些都是关键问题。而我们从PISA看到:

from PISA is that, in high-performing education systems,

在高性能的教育体系里，

the leaders have convinced their citizens to make choices

领袖们已经说服市民

that value education, their future,

重视教育，重视个人前途，

more than consumption today.

而不应该只着眼当前的消费。

And you know what's interesting? You won't believe it,

在这过程中有一些很有趣的事。说出来令人难以相信，

but there are countries in which the most attractive place

在很多国家，最吸引人的地方

to be is not the shopping center but the school.

不是购物中心而是学校。

Those things really exist.

而事实确实如此。

But placing a high value on education

高度重视教育

is just part of the picture.

只是其中的一方面。

The other part is the belief that all children

另一方面，这是基于一种信念：

are capable of success.

所有的孩子都有能力成功。

You have some countries where students

有些国家

are segregated early in their ages.

学生们很年幼时就被实施分层教学。

You know, students are divided up,

学生们被分开，

reflecting the belief that only some children

这反映了他们的信念：

can achieve world-class standards.

只有部分小子能达到世界一流的学业水准。

But usually that is linked to very strong social disparities.

但通常是有很强的社会不公有关系。

If you go to Japan in Asia, or Finland in Europe,

如果你去亚洲的日本，或欧洲的芬兰，

parents and teachers in those countries

这些国家的父母和老师们

expect every student to succeed,

期待每个学生都成功，

and you can see that actually mirrored in student behavior.

你会看到这些都会在学生的行为上表现出来。

When we asked students what counts

当我们问学生

for success in mathematics,

在数学上什么算是成功

students in North America would typically tell us,

北美的学生一般会告诉我们，

you know, it's all about talent.

就是天分啦。

If I'm not born as a genius in math, I'd better study something else.

如果我生来就不是数学天才，我最好去学别的。

Nine out of 10 Japanese students say

10个中有9个日本学生会说

that it depends on my own investment, on my own effort,

这要看我的付出和努力，

and that tells you a lot about the system that is around them.

这些都反映了他们所在的教育系统的理念。

In the past, different students were taught in similar ways.

过去，不同的学生受教方法相似。

High performers on PISA embrace diversity

PISA中的业绩突出者

with differentiated pedagogical practices.

用有因材施教的方法来接纳多元性。

They realize that

他们意识到

ordinary students have extraordinary talents,

普通的学生也有杰出的天分，

and they personalize learning opportunities.

他们把学习机会个性化。

High-performing systems also share

高性能系统也普遍认同

clear and ambitious standards across the entire spectrum.

整个范围中的明确和有抱负的标准。

Every student knows what matters.

学生们都知道什么重要。

Every student knows what's required to be successful.

学生们都知道成功需要什么。

And nowhere does the quality of an education system

没有一个地方教育系统的质量

exceed the quality of its teachers.

超过老师的质量。

High-performing systems are very careful

高性能的系统很小心地

in how they recruit and select their teachers

招聘和选择老师

and how they train them.

并培训他们。

They watch how they improve the performances of teachers

他们留意如何帮助那些

in difficulties who are struggling,

在困境中挣扎的老师提高教学效率，

and how they structure teacher pay.

和如何去核定老师的工资。

They provide an environment also in which teachers work together

他们提供一个老师们能团结工作的环境

to frame good practice.

去构架好的做法。

And they provide intelligent pathways for teachers to grow

他们为老师提供各种途径

in their careers.

促进教师的职业成长。

In bureaucratic school systems,

在官僚的学校体系中，

teachers are often left alone in classrooms

老师常常被孤零零留在教室里照本宣科

with a lot of prescription on what they should be teaching.

因为教师们被很多的法规束缚着教与不教什么。

High-performing systems are very clear what good performance is.

高效能的系统很清楚什么样的表现是好的。

They set very ambitious standards, but then they enable

他们设定雄心勃勃的标准，

their teachers to figure out,

但他们能让老师们去想办法弄清楚，

what do I need to teach to my students today?

我今天需要给我的学生教什么。

The past was about delivered wisdom in education.

过去教育是传递知识和智慧的桥梁。

Now the challenge is to enable user-generated wisdom.

而现在挑战在于让学生自己学习其所需的智慧。

High performers have moved on from professional

高效率的执行者已经从职业或责任控制的管理者

or from administrative forms of accountability and control --

转变成了专业的工作机构。

sort of, how do you check whether people do what they're supposed to do in education --

就好像，你如何检测

to professional forms of work organization.

人们是否做了他们应该做的事

They enable their teachers to make innovations in pedagogy.

他们鼓励老师们在教学中勇于创新。

They provide them with the kind of development they need

他们为老师提供其所需的发展机会

to develop stronger pedagogical practices.

去制定更有力的教学方式。

The goal of the past was standardization and compliance.

以往的目标是标准化和服从。

High-performing systems have made teachers

高效率的体系让老师

and school principals inventive.

和校长们富有独创性。

In the past, the policy focus was on outcomes,

以前，政策专注于结果，

on provision.

专注于条规。

The high-performing systems have helped teachers

高效率的体系帮助老师和

and school principals to look outwards to the next teacher,

校长们放眼于他们人生中的下一个老师，

the next school around their lives.

下一个学校。

And the most impressive outcomes of world-class systems

世界级系统的最令人印象深刻的结果是

is that they achieve high performance across the entire system.

他们在整个系统中实现了高性能。

You've seen Finland doing so well on PISA,

你以看到芬兰在PISA中做的挺好，

but what makes Finland so impressive

但芬兰给人留下深刻印象的是

is that only five percent of the performance variation

只有5%的学生的表现

amongst students lies between schools.

在这些学校当中有变化。

Every school succeeds.

每个学校都成功。

This is where success is systemic.

成功的是系统性。

And how do they do that?

怎么做到呢？

They invest resources where they can make the most difference.

他们给能产生最大不同的资源投资。

They attract the strongest principals into the toughest schools,

他们吸引最强的校长放到最难的学校，

and the most talented teachers

最有才华的老师

into the most challenging classroom.

放进最有挑战的教室。

Last but not least, those countries align policies

最后，这些国家调节

across all areas of public policy.

所有地区的公共政策

They make them coherent over sustained periods of time,

他们使之持续连贯，

and they ensure that what they do is consistently implemented.

确保始终如一地执行。

Now, knowing what successful systems are doing

知道了成功的系统怎么做的

doesn't yet tell us how to improve.

并没有告诉我们如何改进。

That's also clear, and that's where some of the limits

也很清楚，这就是PISA国际比较

of international comparisons of PISA are.

的一些极限。

That's where other forms of research need to kick in,

也是其他形式的研究需要介入，

and that's also why PISA doesn't venture into

也是为什么PISA不冒险介入

telling countries what they should be doing.

告诉这些国家它们应该做什么。

But its strength lies in telling them

但PISA的长处在于告诉他们

what everybody else has been doing.

别人都做了些什么。

And the example of PISA shows that data

PISA的例子显示

can be more powerful than administrative control of financial subsidy

数据比我们常用的通过运行教育系统

through which we usually run education systems.

行政管理财务补贴更有威力。

You know, some people argue that

有人会提出

changing educational administration

改变教育行政管理

is like moving graveyards.

就像移动墓地。

You just can't rely on the people out there to help you with this. (Laughter)

你不能靠在外面的人来帮助。（笑）

But PISA has shown what's possible in education.

PISA已经显示了什么在教育上是可能的。

It has helped countries to see that improvement is possible.

它帮助很多国家看到了改进是可行的。

It has taken away excuses from those who are complacent.

它排除了那些自满者的借口。

And it has helped countries to set meaningful targets

它帮助一些国家设定了有意义的目标

in terms of measurable goals achieved by the world's leaders.

也就是被世界领袖们达到了的可测量的目标。

If we can help every child, every teacher, every school,

如果我们能够帮助每个孩子，每个老师，每间学校，

every principal, every parent see what improvement is possible,

每个校长，每个家长看到改进是可能的，

that only the sky is the limit to education improvement,

教育改进的空间是无限的，

we have laid the foundations

我们已经打下了基础

for better policies and better lives.

为了更好的政策和更好的人生。

Thank you.

谢谢大家！

(Applause)

（掌声）