Andreas Schleicher: Use data to build better schools

Translator: Joseph Geni Reviewer: Morton Bast

譯者: Rowena Weng 審譯者: Marssi Draw

Radical openness is still a distant future

「激進式開放」仍然是遙遠的未來

in the field of school education.

在學校教育的領域裡

We have such a hard time figuring out

我們花了很多精力才瞭解到

that learning is not a place but an activity.

學習不是一個場所 而是一種活動

But I want to tell you the story of PISA,

我想告訴你有關 國際學生能力評量計劃 (PISA) 的故事

OECD's test to measure the knowledge and skills

它是經濟合作發展組織 (OECD) 的一項測驗

of 15-year-olds around the world,

衡量全球 15 歲學生的知識及技能

and it's really a story of how international comparisons

而它確實說明了這種國際層次的比較

have globalized the field of education that we usually treat

得以讓我們平日當做國家內政的

as an affair of domestic policy.

教育領域進一步全球化

Look at how the world looked in the 1960s,

讓我們來看看 1960 年代

in terms of the proportion of people

世界各國的人口

who had completed high school.

完成高中教育的比例

You can see the United States ahead of everyone else,

你可以看到美國傲視群雄

and much of the economic success of the United States

而許多美國的經濟成就

draws on its long-standing advantage

歸功於這種長久以來

as the first mover in education.

作為教育先驅者的優勢

But in the 1970s, some countries caught up.

但在 1970 年代，一些國家急起直追

In the 1980s, the global expansion

到了 1980 年代

of the talent pool continued.

全球的人才數量持續成長

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

1990 年代也毫不減勢

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

所以美國在 60 年代是第 1 名

In the '90s, it was 13th,

到了 90 年代變成第 13 名

and not because standards had fallen,

這並不是因為美國的水準下降了

but because they had risen so much faster elsewhere.

而是因為其他國家迅速地追上

Korea shows you what's possible in education.

韓國讓我們看見教育的可能性

Two generations ago, Korea had the standard of living

在兩個世代以前，韓國的生活水準

of Afghanistan today,

相當於今天的阿富汗

and was one of the lowest education performers.

在教育方面的排名倒數

Today, every young Korean finishes high school.

現在每一個韓國青少年都能完成高中教育

So this tells us that, in a global economy,

這告訴我們在全球經濟中

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

國家的進步不再是成功的指標

but the best performing education systems internationally.

擁有國際上最好的教育體系才是

The trouble is that

問題是

measuring how much time people spend in school

衡量學生在校的時間

or what degree they have got is not always

或他們獲得的學位

a good way of seeing what they can actually do.

並非總是判斷他們實力的好方法

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

看看街上那麼多找不到工作的畢業生

while employers say they cannot find the people

而雇主們卻在抱怨

with the skills they need.

找不到擁有合適技能的人才

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

這就說明了更高的學歷無法自動轉化為

into better skills and better jobs and better lives.

更好的技能、更好的工作以及更好的生活

So with PISA, we try to change this

有了 PISA，我們試著去改變這樣的情況

by measuring the knowledge and skills

讓學生的知識和技能

of people directly.

以直接的方式來衡量

And we took a very special angle to this.

我們採用一個非常特別的觀點

We were less interested in whether students can simply

我們比較不在意

reproduce what they have learned in school,

學生是否能複製在校所學

but we wanted to test whether they can extrapolate

我們比較想評比的是

from what they know

他們能否從所學中舉一反三

and apply their knowledge in novel situations.

以及在新環境中運用他們的知識

Now, some people have criticized us for this.

有些人批評這樣的方法

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

他們說這種衡量結果的方式

is terribly unfair to people, because we test students

對學生極為不公平 因為我們的測驗

with problems they haven't seen before.

是他們從未見過的問題

But if you take that logic, you know,

但是如果你認同那樣的邏輯

you should consider life unfair, because

你應該認為生活就是不公平的

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

因為生活中對真理的測驗 並不在於

what we learned in school,

我們是否記得在學校學過什麼

but whether we are prepared for change,

而是在於我們是否為改變做好了準備

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

我們是否準備好去面對各種新工作

to use technologies that haven't been invented,

去運用尚未發明的科技

to solve problems we just can't anticipate today.

去解決今天無法預期的問題

And once hotly contested,

經過激烈的爭論後

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

我們衡量結果的方法 很快就成為了標準

In our latest assessment in 2009,

在 2009 年最新的評量中

we measured 74 school systems

我們衡量了 74 個學校體系

that together cover 87 percent of the economy.

共涵蓋了 87% 的經濟體

This chart shows you the performance of countries.

這張圖顯示了各國的得分

In red, sort of below OECD average.

紅色是低於 OECD 平均值的

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

黃色是中等，而綠色是表現優秀的國家

You can see Shanghai, Korea, Singapore in Asia;

你們可以發現 亞洲的上海、韓國、新加坡

Finland in Europe;

歐洲的芬蘭

Canada in North America doing really well.

以及北美洲的加拿大 都有很好的表現

You can also see that there is a gap of almost

你們也可以看到

three and a half school years between

在上海和智利的 15 歲少年之間

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

有幾乎 3.5 個學年的差距

and the gap grows to seven school years

而差距會擴大為 7 個學年

when you include the countries with really poor performance.

如果包含了那些表現很差的國家

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

世界各國為年輕人面對今日經濟發展

young people are prepared for today's economy.

所做的準備不同

But I want to introduce a second important dimension

但我想要把第二個重要的特點

into this picture.

加入這個現象中

Educators like to talk about equity.

教育界人士喜歡討論公平

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

我們想用 PISA 來衡量 他們究竟如何實現公平

in terms of ensuring that people

如何確保所有的學生

from different social backgrounds have equal chances.

來自不同的社會背景都擁有平等的機會

And we see that in some countries, the impact

我們看到在一些國家

of social background on learning outcomes

社會背景對學習成果的影響

is very, very strong.

非常巨大

Opportunities are unequally distributed.

機會的分配是不平等的

A lot of potential of young children is wasted.

許多有潛力的孩子們被忽略了

We see in other countries that it matters much less

我們看到在其他國家

into which social context you're born.

成長背景的影響小了許多

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

我們都希望自己屬於右上角的那個象限

where performance is strong and learning opportunities are equally distributed.

學生表現優秀而且學習機會均等

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

沒有人也沒有任何一個國家 想要在那裡（左下角象限）

where performance is poor

不僅學生表現差

and there are large social disparities.

而且社會差距過大

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

然後要討論的是 （剩下的兩個象限）哪個比較好

to be there, where performance is strong

是要屬於成績好

at the price of large disparities?

但社會差距大的象限？

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

還是要注重平等但接受平庸？

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

但實際上 如果你去檢視圖上的各個國家

you see there are a lot of countries that actually

可以發現有很多國家

are combining excellence with equity.

能夠兼顧優秀和公平

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

事實上，這個比較結果 讓我們上了重要的一課

is that you don't have to compromise equity

那就是無需犧牲公平

to achieve excellence.

來達到優秀

These countries have moved on from providing excellence

這些國家從少數人優秀

for just some to providing excellence for all,

進步到所有人優秀

a very important lesson.

這是一個非常重要的發現

And that also challenges the paradigms of many school systems

這也挑戰了很多學校體系的範例

that believe they are mainly there to sort people.

他們認為學校的存在 主要是為了把學生分類

And ever since those results came out, policymakers,

這些測驗結果發佈後 世界各國的政治決策者

educators, researchers from around the world

教育工作者和研究人員

have tried to figure out

都想試著去找出

what's behind the success of those systems.

那些體系的成功有什麼訣竅

But let's step back for a moment

讓我們退一步來看

and focus on the countries that actually started PISA,

並聚焦於那些發展 PISA 的國家

and I'm giving them a colored bubble now.

我用彩色的泡泡來代表他們

And I'm making the size of the bubble

並讓泡泡的大小

proportional

按比例

to the amount of money that countries spent on students.

反映出這些國家花費 在學生身上的金錢多寡

If money would tell you everything

如果金錢能夠說明

about the quality of learning outcomes,

學習成果的品質

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

你就該看到所有的大泡泡 都在上面，不是嗎？

But that's not what you see.

但事實並非如此

Spending per student only explains about,

對每位學生的花費

well, less than 20 percent

只解釋了不到 20%

of the performance variation among countries,

國家之間表現差異的原因

and Luxembourg, for example, the most expensive system,

譬如，盧森堡是最昂貴的體系

doesn't do particularly well.

但並非表現最好

What you see is that two countries with similar spending

你會發現花費相近的兩個國家

achieve very different results.

結果卻非常不同

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

你也會看到──而我認為這是 一個非常鼓舞人心的發現──

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

我們的世界已不再是涇渭分明

between rich and well-educated countries,

不再分成富裕且教育良好的國家

and poor and badly-educated ones,

以及貧窮且教育糟糕的國家

a very, very important lesson.

這是非常非常重要的一課

Let's look at this in greater detail.

讓我們更詳細地來看

The red dot shows you

紅點表示

spending per student relative to a country's wealth.

對每位學生的花費占一個國家財富的比例

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

投入金錢的方式之一是提高教師收入

and you can see Korea investing a lot

你可以看到韓國大量地投入

in attracting the best people into the teaching profession.

來吸引最優秀的人才成為專業教師

And Korea also invests into long school days,

韓國也投入長時間的上課天數

which drives up costs further.

進一步提高了成本

Last but not least, Koreans want their teachers

還有，韓國希望老師們

not only to teach but also to develop.

除了傳授知識，還要去培養及開發

They invest in professional development and collaboration

他們投入專業的發展與合作專案

and many other things.

以及其他許多項目

All that costs money.

這些都要花錢

How can Korea afford all of this?

韓國如何負擔這些？

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

答案是大班教育

This is the blue bar which is driving costs down.

就是這條藍色的圓柱使得成本下降

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

再來看看旁邊的盧森堡

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

這個紅點與韓國在一模一樣的位置

so Luxembourg spends the same per student as Korea does.

這表示盧森堡在每位學生身上的花費與韓國相當

But, you know, parents and teachers and policymakers

但盧森堡的家長、教師和政策制定者

in Luxembourg all like small classes.

都喜歡小班教學

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

因為走進一個小班級的感覺很舒服

So they have invested all their money into there,

所以他們把錢都投入在那裡

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

藍色的這一條，也就是班級大小 使得成本上升

But even Luxembourg can spend its money only once,

但即使是盧森堡也無法將金錢重複使用

and the price for this is that

而代價就是

teachers are not paid particularly well.

教師的收入沒有特別好

Students don't have long hours of learning.

學生的上學時間不長

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

基本上，老師除了教書之外 並沒有時間去做其他事情

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

所以你可以看到 兩個國家花錢的方式非常不一樣

and actually how they spent their money

而實際上他們如何用錢

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

比用了多少錢 對教育有更多的影響

Let's go back to the year 2000.

讓我們回到 2000 年

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

記住，這一年 iPod 還沒有出現

This is how the world looked then

這是當時世界各國的樣子

in terms of PISA performance.

以 PISA 測驗結果來看

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

首先，你會注意到 所有的泡泡都小了許多，對吧？

We spent a lot less on education,

那時我們在教育上的花費少了許多

about 35 percent less on education.

大約少了35%

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

我們自問：如果已經在教育上投入了這麼多的錢

has it become so much better?

它是不是也跟著改善了許多？

And the bitter truth really is that, you know,

但讓人難堪的事實是

not in many countries.

沒有多少個國家真的如此

But there are some countries which have seen

不過有一些國家

impressive improvements.

已經有了不起的進步

Germany, my own country, in the year 2000,

我的母國德國，在 2000 年

featured in the lower quadrant,

屬於底下的那個象限

below average performance, large social disparities.

成績低於平均，社會差距大

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

要知道，德國曾經是一個

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

在擁有學位的國民數量上 名列前茅的國家

Very disappointing results.

測驗結果讓人非常失望

People were stunned by the results.

人們感到震驚

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

史無前例地，德國的公眾辯論

was dominated for months by education,

圍繞教育話題進行了數月

not tax, not other kinds of issues, but education

不是稅收，不是其他問題，而是教育

was the center of the public debate.

成為了公眾議題的焦點

And then policymakers began to respond to this.

後來政策制定者開始做出應對

The federal government dramatically raised its investment in education.

聯邦政府大幅增加教育投資

A lot was done to increase the life chances of students

努力提供更多機會

with an immigrant background or from social disadvantage.

給來自移民家庭或社會弱勢群體的學生

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

有趣的是，這不僅是

optimizing existing policies,

使現有的體制更完善

but data transformed some of the beliefs and paradigms

同時也轉變了一些信念及範例

underlying German education.

那原本是德國教育的基礎

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

譬如，幼兒教育在傳統上

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

被認為是家庭的職責 而且你能看到在許多例子中

where women were seen as neglecting their family responsibilities

當婦女把孩子送到幼稚園

when they sent their children to kindergarten.

會被視為忽視家庭職責

PISA has transformed that debate,

PISA 轉變了這個爭論

and pushed early childhood education right at the center

並且促使幼兒早期教育成為

of public policy in Germany.

德國公眾政策的核心

Or traditionally, the German education divides children

還有，傳統上德國的教育

at the age of 10, very young children,

把 10 歲的小孩，很小的年紀

between those deemed to pursue careers of knowledge workers

區分為將來會成為知識工作者的人

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

以及將來為知識工作者工作的人

and that mainly along socioeconomic lines,

這樣的區分主要是依循社會經濟的路線

and that paradigm is being challenged now too.

而這種典範現在也遇到了挑戰

A lot of change.

發生了許多改變

And the good news is, nine years later,

好消息是，九年之後

you can see improvements in quality and equity.

你們可以看到品質和公平都有所改善

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

人們接受了挑戰並採取行動

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

再來看看屬於最高象限的韓國

In the year 2000, Korea did already very well,

在 2000 年，韓國已經有很好的表現

but the Koreans were concerned that only a small share

但韓國人擔心，只有小部分的學生

of their students achieved the really high levels of excellence.

達到非常優異的成績

They took up the challenge,

他們接受了挑戰

and Korea was able to double the proportion of students

並在十年內讓閱讀表現優秀的學生

achieving excellence in one decade in the field of reading.

比例增加了一倍

Well, if you only focus on your brightest students,

如果你只集中於培養最聰明的學生

you know what happens is disparities grow,

你知道這會造成社會差距擴大

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

你會看到泡泡稍微朝另一個方向移動

but still, an impressive improvement.

不過這仍是很好的改進

A major overhaul of Poland's education

一項對波蘭教育的重大檢討

helped to dramatically reduce between variability among schools,

協助大幅降低了學校之間的差異

turn around many of the lowest-performing schools,

徹底改變了許多表現差的學校

and raise performance by over half a school year.

成績提高超過半個學年

And you can see other countries as well.

其他國家也是

Portugal was able to consolidate its fragmented school system,

葡萄牙得以整合七零八落的學校體制

raise quality and improve equity,

提升品質並增進公平

and so did Hungary.

匈牙利也是如此

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

所以確實可以看到很多的改變

And even those people who complain and say that

甚至那些抱怨說

the relative standing of countries

國家之間的排名高低

on something like PISA is just an artifact of culture,

譬如 PISA 測驗結果 不過是一種人工產物，來自於文化

of economic factors, of social issues,

經濟因素、社會問題

of homogeneity of societies, and so on,

社會均一性等因素

these people must now concede that education improvement is possible.

這些人現在必須承認教育改革是可能的

You know, Poland hasn't changed its culture.

大家知道，波蘭並沒有改變它的文化

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

也沒有改變它的經濟

the compositions of its population.

也沒有改變它的人口結構

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

他們沒有開除教師 而是改變了教育政策

and practice. Very impressive.

和教育實務，非常了不起

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

所有這些產生了一個問題：

from those countries in the green quadrant

我們能從綠色象限的國家中學到什麼？

who have achieved high levels of equity,

這些國家創造了高水準的平等

high levels of performance, and raised outcomes?

優秀的表現，並且提升了成果

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

當然，問題在於：在某個國家的成功經驗

provide a model elsewhere?

能否複製於另一個國家？

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

當然的，你不能複製整個教育體系

but these comparisons have identified a range of factors

但這些比較結果辨識出了一些要素

that high-performing systems share.

是表現優異的體系共同擁有的

Everybody agrees that education is important.

每個人都認同教育是重要的

Everybody says that.

每個人都這麼說

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

但事實上這個評量顯示出： 如何去衡量教育和其他事務

against other priorities?

的先後順序？

How do countries pay their teachers

國家付給老師的薪水

relative to other highly skilled workers?

如何和其他高技術勞工比較？

Would you want your child to become a teacher

父母希望孩子當老師

rather than a lawyer?

還是做律師？

How do the media talk about schools and teachers?

媒體上是怎麼談論學校和教師的？

Those are the critical questions, and what we have learned

這些都是至關重要的問題

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

而我們從 PISA 學到 在高績效的教育體系中

the leaders have convinced their citizens to make choices

領導者讓市民相信並選擇

that value education, their future,

要重視教育、重視未來

more than consumption today.

更甚於今天的消費

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

有趣的是，你可能不會相信

but there are countries in which the most attractive place

有些國家最吸引人的地方

to be is not the shopping center but the school.

並不是購物中心，而是學校

Those things really exist.

這樣的事情真的存在

But placing a high value on education

但只重視教育

is just part of the picture.

還不夠

The other part is the belief that all children

另外還要相信所有的孩子

are capable of success.

都能成功

You have some countries where students

有些國家的學生

are segregated early in their ages.

從小就被分班了

You know, students are divided up,

學生被區隔

reflecting the belief that only some children

反映出人們相信只有某些孩子

can achieve world-class standards.

能達到世界級的水準

But usually that is linked to very strong social disparities.

而這通常和很嚴重的社會不平等有關

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

如果你去亞洲的日本，或歐洲的芬蘭

parents and teachers in those countries

這些國家的父母和教師

expect every student to succeed,

希望每個孩子都能成材

and you can see that actually mirrored in student behavior.

你會發現這種信念 真的會投射在學生的行為上

When we asked students what counts

當我們問學生們

for success in mathematics,

要怎麼學好數學

students in North America would typically tell us,

北美的學生通常回答

you know, it's all about talent.

這跟天賦有關

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

如果我生下來就不是數學天才 那麼我最好去學別的科目

Nine out of 10 Japanese students say

而日本學生 10 個裡面有 9 個會回答

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

要靠我自己的投入，我自己的努力

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

這說明了很多有關他們所處的體系

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

在過去，不同的學生接受相似的教學方法

High performers on PISA embrace diversity

PISA 得分高的國家接受多樣性

with differentiated pedagogical practices.

採用差異化的教學方法

They realize that

他們知道

ordinary students have extraordinary talents,

平凡的學生有非凡的才能

and they personalize learning opportunities.

他們讓學習機會因人而異

High-performing systems also share

高績效系統也都擁有

clear and ambitious standards across the entire spectrum.

明確且雄心勃勃的全方位標準

Every student knows what matters.

每一個學生都知道什麼才是最重要的

Every student knows what's required to be successful.

每一個學生都知道成功需要什麼

And nowhere does the quality of an education system

而教育系統的品質

exceed the quality of its teachers.

取決於系統中教師的品質

High-performing systems are very careful

高績效系統非常注重

in how they recruit and select their teachers

教師的招聘和挑選

and how they train them.

以及培訓教師的方法

They watch how they improve the performances of teachers

他們注重如何去改善

in difficulties who are struggling,

那些有困難的老師的績效

and how they structure teacher pay.

以及如何規劃教師的薪水

They provide an environment also in which teachers work together

他們也提供一個環境讓教師共同合作

to frame good practice.

開發優良的教學方式

And they provide intelligent pathways for teachers to grow

他們為教師提供深造的途徑

in their careers.

讓他們能在職業上發展

In bureaucratic school systems,

在官僚作風的學校體系中

teachers are often left alone in classrooms

教師總是獨自一人在教室裡

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

照本宣科

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

而高績效系統非常清楚好的績效是什麼

They set very ambitious standards, but then they enable

他們訂立了野心勃勃的標準

their teachers to figure out,

但同時也讓教師自由發揮

what do I need to teach to my students today?

──今天我要教些什麼給學生？

The past was about delivered wisdom in education.

過去的教育是在傳承智慧

Now the challenge is to enable user-generated wisdom.

現在的挑戰是要讓需要的人產生智慧

High performers have moved on from professional

高績效系統已經不是

or from administrative forms of accountability and control --

責任和控制的專業或管理模式

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

──也就是，如何去檢查 學生是否有做功課──

to professional forms of work organization.

它們已轉變成工作組織的專業模式

They enable their teachers to make innovations in pedagogy.

他們鼓勵教師在教學方式上推陳出新

They provide them with the kind of development they need

為教師提供所需的進修

to develop stronger pedagogical practices.

來發展更優秀的教學方法

The goal of the past was standardization and compliance.

過去的目標是標準化和循規蹈矩

High-performing systems have made teachers

高績效系統讓教師們

and school principals inventive.

和校長們勇於創新

In the past, the policy focus was on outcomes,

在過去，政策著重於結果

on provision.

和規章制度

The high-performing systems have helped teachers

高績效系統幫助教師

and school principals to look outwards to the next teacher,

和校長放眼教師的未來

the next school around their lives.

和學校的未來

And the most impressive outcomes of world-class systems

世界級水準系統最了不起的成果在於

is that they achieve high performance across the entire system.

它能達成體系內全方面的優良表現

You've seen Finland doing so well on PISA,

芬蘭的 PISA 結果非常好

but what makes Finland so impressive

原因在於

is that only five percent of the performance variation

學校之間

只有 5% 的得分差異

amongst students lies between schools.

Every school succeeds.

每一間學校都成功了

This is where success is systemic.

這種成功是系統性的

And how do they do that?

他們如何做到的？

They invest resources where they can make the most difference.

他們把資源投入到最能產生效益的地方

They attract the strongest principals into the toughest schools,

他們吸引最優秀的校長去最棘手的學校

and the most talented teachers

吸引最優秀的教師

into the most challenging classroom.

去最有挑戰的班級

Last but not least, those countries align policies

除此之外，這些國家綜合考量

across all areas of public policy.

所有的公共政策

They make them coherent over sustained periods of time,

他們讓政策長久地維持協調一致

and they ensure that what they do is consistently implemented.

還要確保執行上的一致性

Now, knowing what successful systems are doing

知道成功的體系如何成功

doesn't yet tell us how to improve.

還不能告訴我們 如何去改善（自己的體系）

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

這很明顯，而這些限制

of international comparisons of PISA are.

存在於 PISA 的國際比較裡

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

這裡需要其他形式的研究介入

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

這也是為什麼 PISA 沒有冒昧去

telling countries what they should be doing.

告訴各個國家應該怎麼做

But its strength lies in telling them

但 PISA 的優點在於告訴大家

what everybody else has been doing.

別人都在做什麼

And the example of PISA shows that data

PISA 的例子說明了

can be more powerful than administrative control of financial subsidy

資料比財務補貼的行政控制還要有效

through which we usually run education systems.

後者是我們平常管理教育系統的方式

You know, some people argue that

有些人提出

changing educational administration

教育管理的改革

is like moving graveyards.

就像遷墳

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

你無法依賴墳墓裡的人來幫你 （笑聲）

But PISA has shown what's possible in education.

但是 PISA 指出了教育的可能性

It has helped countries to see that improvement is possible.

它幫助國家瞭解了進步是可能的

It has taken away excuses from those who are complacent.

那些故步自封的人不能再找藉口了

And it has helped countries to set meaningful targets

它協助國家訂立有意義的目標

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

依據領先國家已達到的可衡量目標

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

如果我們能夠幫助每一個孩子 每一位教師、每一所學校

every principal, every parent see what improvement is possible,

每一位校長、每一位父母 都瞭解進步的可能性

that only the sky is the limit to education improvement,

那麼教育改革的前景就無可限量

we have laid the foundations

我們已建立了基礎

for better policies and better lives.

為更好的政策和更好的生活

Thank you.

謝謝大家

(Applause)

（掌聲）