The global learning crisis -- and what to do about it | Amel Karboul

翻译人员: 校对人员: Chen Zou

I'm the product of a bold leadership decision.

我是一个大胆的领导决策的产物。

After 1956, when Tunisia became independent,

1956年以后，突尼斯赢得了独立。

our first president, Habib Bourguiba,

我们第一任总统，哈比卜·布尔吉巴

decided to invest 20 percent of the country's national budget

决定将国家预算的20%

in education.

投入教育行业。

Yes, 20 percent,

是的，20%。

on the high end of the spectrum even by today's standards.

这个比例以当今社会的标准来看 仍然是很高的。

Some people protested.

一些人发出了抗议。

What about infrastructure?

基础建设怎么办？

What about electricity, roads and running water?

电力、道路和自来水怎么办？

这些都不重要吗？

Are these not important?

I would argue

我会说，

that the most important infrastructure we have are minds,

最重要的基础设施 是我们的大脑，

educated minds.

受过教育的大脑。

President Bourguiba helped establish free, high-quality education

布尔吉巴总统帮助为 每一个男孩和女孩

for every boy and every girl.

提供了自由、高品质的教育。

And together with millions of other Tunisians,

和其他几百万 突尼斯人民一样，

I'm deeply indebted to that historic decision.

我深深地感激 那个历史性的决策。

And that's what brought me here today,

那就是我今天站在这里的原因。

because today, we are facing a global learning crisis.

因为当下我们正面临着 一个全球学习危机。

I call it learning crisis and not education crisis,

我称之为学习危机 而不是教育危机

because on top of the quarter of a billion children

因为，超过2.5亿的孩子

who are out of school today,

如今辍学，

even more, 330 million children,

更有甚者，3.3亿的孩子

are in school but failing to learn.

在学校却没有学到知识。

And if we do nothing,

如果我们什么都不做，

if nothing changes,

如果这个现状得不到改变，

by 2030, just 13 years from now,

那么到2030年， 仅仅是13年以后，

half of the world's children and youth,

这个世界上一半的小孩和年轻人，

half of 1.6 billion children and youth,

0.8亿的小孩和年轻人，

will be either out of school or failing to learn.

要么离开学校， 要么没有学习。

So two years ago, I joined the Education Commission.

两年前，我加入了教育委员会。

It's a commission brought together by former UK Prime Minister

这是一个由前任英国总理

and UN Special Envoy for Global Education Gordon Brown.

以及联合国全球教育事务特使 戈登·布朗发起的组织。

Our first task was to find out:

我们的第一要务是要弄清楚

How big is the learning crisis?

这个学习危机有多大？

What's actually the scope of the problem?

这个问题的实际范围是什么？

Today we know:

现在我们知道了，

half of the world's children by 2030

到2030年， 世界上一半的小孩

will be failing to learn.

将不会学习。

And that's how actually we discovered

我们就是这样发现

that we need to change the world's focus from schooling to learning,

我们应该将世界的焦点 从学校转移到学习上，

from just counting how many bodies are in classrooms

从只是数一数 教室里有多少人，

to actually how many are learning.

到实际上有多少人在学习。

And the second big task was,

我们的第二大任务是，

can we do anything about this?

我们能做什么吗？

Can we do anything about this big, vast, silent,

对这个巨大却悄无声息，

maybe most-neglected international crisis?

也许是最被广泛忽略 的国际危机，能做些什么？

And what we found out is, we can.

我们发现的是，我们可以。

It's actually amazing.

这实际上是非常棒的。

We can, for the first time,

我们第一次可以

have every child in school and learning

使每一个孩子进入学校并学习，

within just one generation.

仅仅在一代人的时间里就能实现。

And we don't even have to really invent the wheel to do so.

我们甚至不需要去发明 完成这个任务的工具。

We just need to learn from the best in class,

我们只需向班级中 最优秀的同学学习，

but not any best in class --

但不是任何班级最优秀的——

the best in your own class.

是你们班级中最优秀的。

What we did is actually we looked at countries by income level:

我们将国家根据收入水平分类：

low-income, mid-income, high-income.

低收入，中等收入以及高收入。

We looked at what the 25 percent fastest improvers in education do,

我们观察教育领域 发展最快的25%所做的，

and what we found out is

然后我们发现，

that if every country moves at the same rate as the fastest improvers

如果每个国家在他们现有收入水平下

within their own income level,

的发展速度都和领航者一样快，

then within just one generation

那么仅仅在一代人的时间内

我们就可以让每一个小孩上学并学习。

we can have every child in school and learning.

Let me give you an example.

举一个例子。

Let's take Tunisia for example.

以突尼斯为例。

We're not telling Tunisia, "You should move as fast as Finland."

我们不要求 突尼斯和芬兰发展得一样快，

No disrespect, Finland.

此处对芬兰没有不敬的意思。

We're telling Tunisia,

我们会告诉突尼斯，

"Look at Vietnam."

看看越南，

They spend similar amounts for primary and secondary pupils

他们为中小学生做了相似的投资，

as percentage of GDP per capita,

按人均国内生产总值的GDP计算，

but achieves today higher results.

但如今得到了更好的结果。

Vietnam introduced a standardized assessment for literacy and numeracy,

越南对识字和算术 采用了标准化评估，

teachers in Vietnam are better monitored than in other developing countries,

相比于其它的发展中国家， 越南的老师被更好地管理，

and students' achievements are made public.

并且学生的成就被公开。

And it shows in the results.

结果表明，

In the 2015 PISA --

在2015年的PISA，

Program for International Student Assessment --

也就是国际学生评估项目，

Vietnam outperformed many wealthy economies,

越南超过了许多 富裕的经济体，

including the United States.

包括美国。

Now, if you're not an education expert,

如果你不是一个教育专家，

you may ask, "What's new and different?

你可能会问，有什么不同吗？

Don't all countries track student progress and make those achievements public?"

所有的国家不都是 监督同学的进步并公布成就吗？

No. The sad answer is no.

不，答案是否定的。

我们远不是那样。

We are very far from it.

Only half of the developing countries

只有一半的发展中国家

have systematic learning assessment at primary school,

在小学有系统的学习评估，

and even less so at lower secondary school.

在初中这个比例更小。

So if we don't know

所以如果我们不知道

if children are learning,

孩子们是否在学习，

how are teachers supposed to focus their attention on delivering results,

老师们应该如何把精力 集中在展现教学成果上？

and how are countries supposed to prioritize education spending

各国应该如何将教育投资优先

actually to delivering results,

应用于展现教学成果，

if they don't know if children are learning?

如果他们不知道 孩子们是否在学习？

That's why the first big transformation

这就是为什么在投资之前

before investing

的首次大变革

is to make the education system deliver results.

是保证教育系统是 能够展现教学成果的。

Because pouring more money into broken systems

因为如果对无效的系统 投更多的钱，

may only fund more inefficiencies.

只会滋长更低的效率。

And what deeply worries me --

令我深感忧虑的是，

if children go to school and don't learn,

如果孩子们去了学校却不学习，

it devalues education,

这就降低了教育的价值，

and it devalues spending on education,

使教育支出贬值，

so that governments and political parties can say,

那么政府和政党可能会说，

"Oh, we are spending so much money on education,

“我们已经在教育上 投入了大量的资金，

but children are not learning.

但孩子们没有学习，

They don't have the right skills.

他们没有合适的技能，

Maybe we should spend less."

也许我们应该减少投入。”

Now, improving current education systems to deliver results

改善当代教育系统 并使之以结果为向导

is important, but won't be enough.

是很重要的，但这还不够。

What about countries where we won't have enough qualified teachers?

对于没有足够的 合格教师的国家呢？

Take Somalia, for example.

以索马里为例，

If every student in Somalia became a teacher --

如果索马里的每个学生 都成为了老师——

every person who finishes tertiary education became a teacher --

每个完成高等教育的人 都成为了老师——

we won't have enough teachers.

我们还是不会有足够的老师。

And what about children in refugee camps,

那么难民营中的孩子呢？

or in very remote rural areas?

或者在偏远地区的孩子呢？

Take Filipe, for example.

以菲力佩为例。

Filipe lives in one of the thousands of communities

菲力佩住在一个沿着亚马逊流域

alongside the Amazonas rivers.

有着几千社区的群落里。

His village of 78 people has 20 families.

他所在的78人构成 的小村庄中有20个家庭。

Filipe and a fellow student

菲力佩和一个同学

were the only two attending grade 11 in 2015.

是2015年仅有的 两个就读11年级的同学。

Now, the Amazonas is a state in the northwest of Brazil.

亚马逊是巴西 西北部的一个州，

It's four and a half times the size of Germany,

面积是德国的4.5倍，

and it's fully covered in jungle and rivers.

完全被热带丛林和河流所覆盖。

A decade ago, Filipe and his fellow student

10年前，菲力佩和他的同学

would have had just two alternatives:

只有两个选择。

moving to Manaus, the capital, or stopping studying altogether,

一个是到省会马瑙斯市继续求学， 另一个是一起停止求学，

which most of them did.

这也是多数人的选择。

In 2009, however, Brazil passed a new law

然而，2009年， 巴西通过了一项新的法案，

that made secondary education a guarantee for every Brazilian

即每个巴西人都 必须接受中等教育，

and an obligation for every state to implement this by 2016.

到2016年，每个州都 有义务全面推行该法案。

But giving access to high-quality education,

但是接受高质量的教育

you know, in the Amazonas state, is huge and expensive.

在亚马逊州是非常昂贵的。

How are you going to get, you know, math and science and history teachers

你如何在那些社区找到

数学、科学和历史老师呢？

all over those communities?

And even if you find them,

即使你找到了老师，

他们中很多都不愿意去。

many of them would not want to move there.

So faced with this impossible task,

面对这项几乎不可能的任务，

civil servants and state officials

公务员和国家官员

developed amazing creativity and entrepreneurship.

展现了惊人的创造力 和企业家精神。

They developed the media center solution.

他们发展了以媒体为中心的解决方法，

It works this way.

具体来说是这样的。

You have specialized, trained content teachers in Manaus

在马瑙斯市，你有专业的， 受过训练的老师，

delivering classroom via livestream

通过直播

to over a thousand classrooms in those scattered communities.

向分散的社区中 超过1000多个课堂授课。

Those classrooms have five to 25 students,

每个班级有5到25个学生，

and they're supported by a more generalist tutoring teacher

他们有一个通晓全科目的助教

for their learning and development.

辅导他们的学习和发展。

The 60 content teachers in Manaus

在马瑙斯市的60个老师

work with over 2,200 tutoring teachers in those communities

与那些社区中的2200多个助教协作，

to customize lesson plans to the context and time.

根据背景和时间定制教学计划。

Now, why is this division

为什么

在老师和助教之间的分工很重要呢？

between content teacher and tutoring teacher important?

First of all, as I told you, because in many countries,

首先，正如我所说的， 因为在很多国家，

we just don't have enough qualified teachers.

我们没有足够的合格的教师。

But secondly also because teachers do too many things

其次，老师要做的事情太多，

they're either not trained for or not supposed to do.

这些事要么是他们没受过训练的， 要么不是他们份内的事。

Let's look at Chile, for example.

以智利为例。

In Chile, for every doctor,

在智利，每个医生

you have four and a half people,

有4.5个

four and a half staff supporting them,

职工协助他们，

and Chile is on the low end of the spectrum here,

智利仅仅代表了 低水平的人员配置，

because in developing countries, on average, every doctor

因为在发展中国家， 平均每个医生

has 10 people supporting them.

有10个人协助他们。

A teacher in Chile, however,

然而，在智利，一个老师

has less than half a person,

只有少于0.5个人，

0.3 persons, supporting them.

准确的说，是0.3个人协助他们。

Imagine a hospital ward with 20, 40, 70 patients

想象一个医院病房 有20，40，70个病人，

and you have a doctor doing it all by themselves:

这个病房只有一个医生独自奋战：

no nurses, no medical assistants,

没有护士，没有医疗助理，

no one else.

没有别的人。

You will say this is absurd and impossible,

你会说这简直荒谬， 而且不可能，

but this is what teachers are doing all over the world every day

但这就是全球教师行业的现状，

with classrooms of 20, 40, or 70 students.

一个教室有20，40或者70个学生。

So this division between content and tutoring teachers is amazing

所以老师和助教的分工是很棒的，

because it is changing the paradigm of the teacher,

因为它在改变教学模式，

so that each does what they can do best

每个人都发挥自己最大的作用，

and so that children are not just in school

这样孩子们就不仅仅是在学校，

but in school and learning.

而且是真正在学习。

And some of these content teachers,

一部分教师群体

they became celebrity teachers.

成为了名师，

You know, some of them run for office,

他们中的一些人参加竞选，

and they helped raise the status of the profession

他们提高了这个行业的地位，

so that more students wanted to become teachers.

于是更多的学生想成为老师。

And what I love about this example

我喜欢这个例子的原因

is beyond changing the paradigm of the teacher.

在于它不仅仅 改变了教学的模式，

It teaches us how we can harness technology for learning.

还教会我们如何利用科技来学习。

The live-streaming is bidirectional,

直播是双向的，

so students like Filipe and others can present information back.

所以像菲力佩那样的学生 可以提供反馈信息。

And we know technology is not always perfect.

我们都知道科技 并不总是完美的。

You know, state officials expect

州政府官员估计，

between five to 15 percent of the classrooms

每天5%-15%的教室

every day to be off live-stream

连不上直播，

because of flood, broken antennas or internet not working.

因为洪水，天线断裂 或是网络故障。

And yet, Filipe is one of over 300,000 students

然而，到目前为止， 菲力佩是超过30万

that benefited from the media center solution

从以媒体为中心的 教学方式中受益，

and got access to postprimary education.

并获得初中教育的学生中的一员。

This is a living example

这是一个生动的例子，

how technology is not just an add-on

说明科技不仅仅是一个附加物，

but can be central to learning and can help us bring school to children

更可以是学习的中心， 帮助我们将教育带给孩子，

if we cannot bring children to school.

如果我们不能将孩子们 带到学校去的话。

Now, I hear you.

我知道

You're going to say,

你们会说，

"How are we going to implement this all over the world?"

“我们如何在全球范围内实施呢？”

I've been in government myself

我自己曾在政府工作，

and have seen how difficult it is even to implement the best ideas.

也见证了推行最好 的方案是多么困难。

So as a commission, we started two initiatives

所以作为一个委员会， 我们发起了两项倡议，

to make the "Learning Generation" a reality.

让“学习的一代”成为现实。

The first one is called the Pioneer Country Initiative.

第一个倡议是：先驱国家倡议。

Over 20 countries from Africa and Asia

超过20个来自亚非的国家

have committed to make education their priority

承诺教育为先，

and to transform their education systems to deliver results.

并通过改革，产生有效的教育体制。

We've trained country leaders

我们通过一种

in a methodology called the delivery approach.

“交付方法”培训了国家领导人。

What this does is basically two things.

这一方法有两个方面：

In the planning phase, we take everyone into a room --

在规划阶段，我们把 所有人带到一个房间——

teachers, teacher unions, parent associations,

教师，教师工会，家长联合会，

government officials, NGOs, everyone --

政府官员，非政府组织，所有人——

so that the reform and the solution we come up with

这样我们提出的改革和解决方法

are shared by everyone and supported by everyone.

就能被所有人分享和支持。

And in the second phase,

在第二阶段，

it does something special.

它会有特别的影响，

It's kind of a ruthless focus on follow-up.

就好像是对后续工作的 一种果断关注。

So week by week you check,

那么每周下来，你检查成果，

has that been done, what was supposed to be done,

那个有没有完成， 什么是应该完成的，

and even sometimes sending a person physically to the district or school

甚至有时候把一个人 送到一个地区或者学校

to check that versus just hoping that it happened.

去检查实际成果， 而不是仅仅希望它奏效。

It may sound for many common sense,

这也许听起来是一个常识，

but it's not common practice,

但却并不是一个常见的做法，

and that's why actually many reforms fail.

这就是为什么很多改革失败了。

It has been piloted in Tanzania,

这种方法在坦桑尼亚试行。

and there the pass rate for students in secondary education

在那里中等教育学生的毕业率

was increased by 50 percent in just over two years.

在仅仅2年多的时间内提高了50%。

Now, the next initiative to make the Learning Generation a reality

下一个让“学习的一代” 成为现实的倡议

is financing. Who's going to pay for this?

是融资，谁为这些事情买单呢？

So we believe and argue

我们认为

that domestic financing has to be the backbone of education investment.

国内融资必须是 教育投资的中坚力量。

Do you remember when I told you about Vietnam earlier

你们还记得我之前提到越南

outperforming the United States in PISA?

在国际学生评估项目中超过了美国？

That's due to a better education system,

这不仅仅是因为 一个更好的教育体系，

but also to Vietnam increasing their investment

也因为越南增加了教育投入，

from seven to 20 percent of their national budget in two decades.

在20年间从国家开支 的7%上升到20%。

But what happens if countries want to borrow money for education?

但是如果各国为了教育 而借债会发生什么呢？

If you wanted to borrow money to build a bridge or a road,

如果你借钱来筑路建桥，

it's quite easy and straightforward,

这很简单明了，

but not for education.

但是教育不同。

It's easier to make a shiny picture of a bridge and show it to everyone

向人们描绘一座桥的未来

than one of an educated mind.

比描述一个受过教育 的大脑来得容易。

That's kind of a longer term commitment.

那是一项长期的工作。

So we came up with a solution

所以我们想到了一种解决方法，

to help countries escape the middle income trap,

来帮助各国走出中等收入困境，

countries that are not poor enough or not poor, thankfully, anymore,

那些不至于赤贫或 不再贫穷的国家，

that cannot profit from grants or interest-free loans,

它们无法从补助金 或者无息贷款中受益，

and they're not rich enough

同时因为它们不够富裕，

to be able to have attractive interests on their loans.

无法为它们的贷款 获得有吸引力的利息。

So we're pooling donor money in a finance facility for education,

所以我们应该把投资人的钱 集中在一个教育融资机构中，

which will provide more finance for education.

这个机构可以为 教育提供更多资金。

We will subsidize, or even eliminate completely,

我们会资助或者甚至完全免除

interest payments on the loans

贷款利息，

so that countries that commit to reforms

这样，那些承诺改革的国家

can borrow money,

可以借到资金，

reform their education system, and pay this money over time

改革他们的教育体系， 他们可以慢慢还钱，

while benefiting from a better-educated population.

同时从受过良好教育 的群体中受益。

This solution has been recognized in the last G20 meeting in Germany,

这个方法得到了上次 在德国举办的G20峰会的认可，

and so finally today education is on the international agenda.

如今，教育终于被 提上了国际议程。

But let me bring this back to the personal level,

让我把这个问题拉回个人层面，

because this is where the impact lands.

因为这是最终产生影响的地方。

Without that decision to invest a young country's budget,

如果没有那个 投资年轻国家教育的决定，

20 percent of a young country's budget in education,

那个将20%国家预算 投入教育行业的决定，

I would have never been able to go to school,

我不可能接受教育，

let alone in 2014

更不要说在2014年，

becoming a minister in the government

在政府中担任部长职务，

that successfully ended the transition phase.

并成功结束过渡阶段。

Tunisia's Nobel Peace Prize in 2015

2015年，突尼斯获得 的诺贝尔和平奖

as the only democracy that emerged from the Arab Spring

作为从阿拉伯之春中 展现的唯一民主，

is a legacy to that bold leadership decision.

这也是那个大胆领导决策的结果。

Education is the civil rights struggle,

教育是民权斗争，

it's the human rights struggle of our generation.

是我们这代人的人权斗争。

Quality education for all:

全民素质教育

that's the freedom fight that we've got to win.

是我们必须赢得的自由战争。

Thank you.

谢谢。

(Applause)

（观众掌声）