How to fix a broken education system ... without any more money | Seema Bansal

譯者: Evelyn To 審譯者: Lyn Rao

So we all have our own biases.

我們都有自己的偏見

For example, some of us tend to think

比如有些人覺得

that it's very difficult to transform failing government systems.

改變一個正走下坡的 政府系統是很困難的

When we think of government systems,

當我們談到政府系統

we tend to think that they're archaic, set in their ways,

我們常認為它們古老 有著既定的運轉模式

and perhaps, the leadership is just too bureaucratic

又或者領導階層太官僚

to be able to change things.

以至於不易改變

Well, today, I want to challenge that theory.

那麼今天我想挑戰這個理論

I want to tell you a story of a very large government system

我想告訴你一個故事 是關於一個非常大的政府系統

that has not only put itself on the path of reform

不僅正走在改革道路上

but has also shown fairly spectacular results

而且還在三年內取得了不俗的成績

in less than three years.

This is what a classroom in a public school in India looks like.

這是一所公立學校教室的模樣

There are 1 million such schools in India.

在印度有一百萬所這樣的學校

And even for me, who's lived in India all her life,

即使是對我，一輩子都生活在印度的我

walking into one of these schools is fairly heartbreaking.

走進一個這樣的學校還是挺傷心的

By the time kids are 11,

到孩子十一歲的時候

50 percent of them have fallen so far behind in their education

他們之中的百分之五十 已經在教育之路上落後了太多

that they have no hope to recover.

以至於他們沒有恢復的希望

11-year-olds cannot do simple addition,

十一歲的孩子不能做簡單的加法

they cannot construct a grammatically correct sentence.

不能組成一個語法正確的句子

These are things that you and I would expect an 8-year-old

這些是我們希望在八歲孩子

to be able to do.

能夠做的事

By the time kids are 13 or 14,

在孩子十三或十四歲時

they tend to drop out of schools.

他們常常傾向於選擇輟學

In India, public schools not only offer free education --

在印度，公立學校不但提供免費教育

they offer free textbooks, free workbooks, free meals,

而且還有免費課本、練習本和食物

sometimes even cash scholarships.

有時甚至還有現金獎學金

And yet, 40 percent of the parents today

但是，現在仍然有百分之四十的父母

are choosing to pull their children out of public schools

選擇讓孩子離開學校

and pay out of their pockets to put them in private schools.

和繳學費讓他們進入私立學校

As a comparison, in a far richer country, the US,

相對來講，美國作為一個 比印度富有得多的國家

that number is only 10 percent.

那個比例只有百分之十

That's a huge statement on how broken the Indian public education system is.

這非常有力地證明了 印度公立教育系統有多失敗

So it was with that background that I got a call in the summer of 2013

所以這樣的情況 讓我在 2013 年暑假接到了一通

from an absolutely brilliant lady called Surina Rajan.

非常有才華的女士打來的電話 她叫蘇麗娜．拉真

She was, at that time, the head of the Department of School Education

她那時擔任學校教育部門的領導

in a state called Haryana in India.

地點在印度哈里亞納邦州

So she said to us, "Look, I've been heading this department

她對我說：「我已經管理這部門

for the last two years.

兩年了。

I've tried a number of things, and nothing seems to work.

我已經嘗試不少方法， 但都沒有效果。

Can you possibly help?"

你能夠幫忙嗎？」

Let me describe Haryana a little bit to you.

讓我描述一下哈里亞納邦的情況

Haryana is a state which has 30 million people.

哈里亞納邦是一個住著三百萬人的州

It has 15,000 public schools

它有一萬五千所公立學校

and 2 million plus children in those public schools.

和超過兩百萬孩子 在這些公立學校就讀

So basically, with that phone call,

所以基本上，憑藉這通電話

I promised to help a state and system

我承諾了幫助一個州和改革一個系統

which was as large as that of Peru or Canada transform itself.

規模和秘魯或加拿大一樣大

As I started this project, I was very painfully aware of two things.

當我開始這項目 我痛苦地意識到兩件事情

One, that I had never done anything like this before.

第一是我從未解決過類似的問題

And two, many others had, perhaps without too much success.

第二，很多人已經嘗試但都沒成功

As my colleagues and I looked across the country

當我和我的同事對國內以及全世界

and across the world,

進行了考察

we couldn't find another example

我們未能找到

that we could just pick up and replicate in Haryana.

讓我們可以借鑒 和在哈里亞納邦模仿的案例

We knew that we had to craft our own journey.

我們知道我們要自己鋪路

But anyway, we jumped right in and as we jumped in,

但總之，我們開始進行了嘗試 而當我們開始嘗試

all sorts of ideas started flying at us.

各種意見開始圍繞我們

People said, "Let's change the way we recruit teachers,

有人說：「我們應該改變 我們僱用教師的方法，

let's hire new principals and train them

應該聘請新校長並訓練他們

and send them on international learning tours,

和送他們去國外學習，

let's put technology inside classrooms."

應該把技術引進課室。」

By the end of week one, we had 50 ideas on the table,

第一個星期結束時 我們提及了 50 個意見

all amazing, all sounded right.

全都很精彩，也聽起來沒錯

There was no way we were going to be able to implement 50 things.

但我們沒辦法執行全部 50 個方法

So I said, "Hang on, stop.

所以我說：「等一下，

Let's first at least decide what is it we're trying to achieve."

我們應該至少決定 我們想要達到的目標。」

So with a lot of push and pull and debate,

所以通過了很多的選拔和討論

Haryana set itself a goal which said: by 2020,

哈里亞納邦有了自己的目標： 在 2020 年之時

we want 80 percent of our children to be at grade-level knowledge.

我們想要百分之八十的孩子 達到他們這個年級應有的知識

Now the specifics of the goal don't matter here,

現在目標的細節不是關鍵

but what matters is how specific the goal is.

重要的是這個目標有多麼具體

Because it really allowed us to take all those ideas

因為它能讓我們評估

which were being thrown at us

所有擺在我們面前的想法

and say which ones we were going to implement.

和選出哪個應該執行

Does this idea support this goal? If yes, let's keep it.

這想法能夠幫助實現目標嗎？ 如果能，那就保留它

But if it doesn't or we're not sure, then let's put it aside.

但如果沒有或者我們不確定 那就暫且擱置

As simple as it sounds, having a very specific goal right up front

就這麼簡單

有一個明確的目標擺在眼前

has really allowed us to be very sharp and focused

真的讓我們在改革的道路上

in our transformation journey.

保持精準和堅定

And looking back over the last two and a half years,

回頭看過去的兩年半

that has been a huge positive for us.

這給我們帶來了極大的有利條件

So we had the goal,

當我們有了目標

and now we needed to figure out what are the issues, what is broken.

現在我們需要找出問題是什麼 損壞的部分在哪裡

Before we went into schools, a lot of people told us

在我們進入學校之前 很多人告訴我們

that education quality is poor

教育品質很低

because either the teachers are lazy, they don't come into schools,

要麼是老師們很懶散，他們沒到學校

or they're incapable, they actually don't know how to teach.

就是他們無能，其實不懂得怎麼教書

Well, when we went inside schools, we found something completely different.

當我們走進學校 我們發現了事情的緣由完全不同

On most days, most teachers were actually inside schools.

在大多數日子裡 大多數老師其實都在學校

And when you spoke with them,

而且當你跟他們談話時就能發現

you realized they were perfectly capable of teaching elementary classes.

他們其實完全能夠勝任小學教師一職

But they were not teaching.

然而他們卻沒有在教書

I went to a school

我去過一間學校

where the teachers were getting the construction of a classroom

老師們所負責的是

監督教室以及廁所的修理狀況

and a toilet supervised.

I went to another school

我去了另外一個學校

where two of the teachers had gone to a nearby bank branch

有兩位教師去了附近的銀行

to deposit scholarship money into kids' accounts.

為把獎學金寄存到學生帳號

At lunchtime, most teachers were spending all of their time

在午餐時，大多數老師都把時間用在

getting the midday meal cooking, supervised and served to the students.

烹飪午餐上，以及監督和服務學生

So we asked the teachers,

所以我們問那些老師

"What's going on, why are you not teaching?"

「什麼情況，你們為什麼沒在教書？」

And they said, "This is what's expected of us.

他們說：「這是我們 被要求完成的工作。

When a supervisor comes to visit us,

當督學來考察時，

these are exactly the things that he checks.

這些就是我們被考察的項目。

Has the toilet been made, has the meal been served.

衛生間清理了嗎？午餐發放了嗎？

When my principal goes to a meeting at headquarters,

當我們的校長去參加總部的會議時，

these are exactly the things which are discussed."

這些正是被討論的問題。」

You see, what had happened was, over the last two decades,

從此可看到的問題是 在過去的二十年來

India had been fighting the challenge of access, having enough schools,

印度正在試圖克服資源匱乏的問題

是否有足夠的學校

and enrollment, bringing children into the schools.

以及學生入學的問題 希望吸引孩子們到學校就讀

So the government launched a whole host of programs

所以政府實施了一系列的方案

to address these challenges,

來解決這些問題

and the teachers became the implicit executors of these programs.

然而老師們卻成為 這些計畫最終的執行者

Not explicitly, but implicitly.

不是明確被要求的，而是間接成為的

And now, what was actually needed was not to actually train teachers further

現在，需要做的不是訓練教師

or to monitor their attendance

或者檢查他們的出勤率

but to tell them that what is most important

而是告訴他們走進教室教學

is for them to go back inside classrooms and teach.

是最重要的

They needed to be monitored and measured and awarded

他們需要根據教學品質得到監督

on the quality of teaching

評估以及得到獎勵

and not on all sorts of other things.

而不是根據其他工作來測評

So as we went through the education system,

所以當我們著手觀察教育系統

as we delved into it deeper, we found a few such core root causes

對它有了更深的了解後 我們找到了一些關鍵性的因素

which were determining, which were shaping how people behaved in the system.

這些問題因素導致人們 在這個教育系統中形成一些行為

And we realized that unless we change those specific things,

我們發現除非改變這些根本性的因素

we could do a number of other things.

我們才能更進一步地做其他的

We could train, we could put technology into schools,

我們可以提供培訓 可以把科技帶進學校

but the system wouldn't change.

但是，教學系統本身不會改變

And addressing these non-obvious core issues

因此，解決那些不易發現的核心問題

became a key part of the program.

成為了這次活動的關鍵部分

So, we had the goal and we had the issues,

終於，我們確定了目標和問題所在

and now we needed to figure out what the solutions were.

現在我們需要找出解決辦法

We obviously did not want to recreate the wheel,

我們當然不想再次走進惡性循環

so we said, "Let's look around and see what we can find."

所以我們說：「讓我們試著觀察四周 看看能否找出些什麼。」

And we found these beautiful, small pilot experiments

然後我們找到了這些遍佈於 印度和世界各地的精彩小實驗

all over the country and all over the world.

Small things being done by NGOs, being done by foundations.

是那些由非政府組織和基金會 所組織的小規模活動

But what was also interesting was that none of them actually scaled.

然而有趣的是

它們沒有一個是在大規模上實施的

All of them were limited to 50, 100 or 500 schools.

它們全部只限制在 50、100 或者 500 間學校以內

And here, we were looking for a solution for 15,000 schools.

但我們要找的是能夠改善 一萬五千所學校的方法

So we looked into why,

因此我們開始尋找原因

if these things actually work, why don't they actually scale?

如果這些辦法有效 為什麼不擴展得更廣呢？

What happens is that when a typical NGO comes in,

原因是當一個典型的 非政府機構採取措施時

they not only bring in their expertise

他們帶來的不只是他們的專業知識

but they also bring in additional resources.

更還有額外的資源

So they might bring in money,

他們可能帶來財力

they might bring in people,

可能是人力

they might bring in technology.

也可能是科技技術

And in the 50 or 100 schools that they actually operate in,

在他們實施改革的 50 或 100 間學校裡

those additional resources actually create a difference.

那些額外資源確實帶來了效果

But now imagine that the head of this NGO

但試想一下，如果這些組織的領導

goes to the head of the School Education Department

對學校教育部門的領導說：

and says, "Hey, now let's do this for 15,000 schools."

「我們把這些方法實施在 一萬五千所學校上吧！」

Where is that guy or girl going to find the money

他要從哪裡去找那麼豐厚的一筆財力

to actually scale this up to 15,000 schools?

去把資源供應給一萬五千所學校

He doesn't have the additional money,

他沒有這麼多的資金

he doesn't have the resources.

也沒有這麼多的資源

And hence, innovations don't scale.

所以，這些創新和改革 都沒有得到大規模地拓展

So right at the beginning of the project, what we said was,

在這項目的最開始我們就明確了一點

"Whatever we have to do has to be scalable,

「不管我們做什麼， 都一定要能大規模化的普及，

it has to work in all 15,000 schools."

要能夠被實施於 多達一萬五千所學校。」

And hence, it has to work within the existing budgets

所以，它要在州政府現有的預算

and resources that the state actually has.

和資源以內得以實施

Much easier said than done.

說起來容易做起來難

(Laughter)

（笑聲）

I think this was definitely the point in time

我想那時是我的團隊

when my team hated me.

最討厭我的時候

We spent a lot of long hours in office, in cafés,

我們花了很多時間在辦公室、咖啡廳

sometimes even in bars,

有時甚至在酒吧

scratching out heads and saying,

想破了腦袋然後說：

"Where are the solutions, how are we going to solve this problem?"

「方法到底在哪裡， 我們如何才能解決這個問題？」

In the end, I think we did find solutions to many of the issues.

最後，我認為我們確實想出了 很多問題的解決方法

I'll give you an example.

舉一個例子

In the context of effective learning,

在討論有效的學習方法時

one of the things people talk about is hands-on learning.

我們常說通過實踐來學習非常有效

Children shouldn't memorize things from books,

孩子們不應對課本上的知識死記硬背

they should do activities,

他們需要動手

and that's a more effective way to learn.

因為這是一個更有效的學習途徑

Which basically means giving students things

這個意思基本上就是 給學生一些小東西

like beads, learning rods, abacuses.

比如珠子、學習桿、算盤等

But we did not have the budgets to give that

但我們沒有預算能夠將這些提供給

to 15,000 schools, 2 million children.

一萬五千所學校，兩百萬個孩子

We needed another solution.

我們需要其他方法

We couldn't think of anything.

但我們想不出來

One day, one of our team members went to a school

有一天，我們團隊中的一員 來到一所學校

and saw a teacher pick up sticks and stones from the garden outside

然後看到了一個老師 從外面的公園撿起棍子和石頭

and take them into the classroom

然後帶進教室

and give them to the students.

分發給學生們

That was a huge eureka moment for us.

那是讓我們期待已久的喜悅時刻

So what happens now in the textbooks in Haryana

所以從此之後 在哈里亞納邦的教科書裡

is that after every concept, we have a little box

在每個概念之後 我們都有一個小方塊

which are instructions for the teachers which say,

寫著對老師的指示：

"To teach this concept, here's an activity that you can do.

「為了教好這個概念， 可以做以下活動：

And by the way, in order to actually do this activity,

並且為了做這些活動，

here are things that you can use from your immediate environment,

這是你能從所在的環境中 直接獲取的東西

whether it be the garden outside or the classroom inside,

不論是在外邊的花園還是課室裡面的

which can be used as learning aids for kids."

都可以讓一些東西 成為孩子們的教學輔助工具。」

And we see teachers all over Haryana

之後我們看到了 哈里亞納邦各處的老師們

using lots of innovative things to be able to teach students.

利用了很多有創意的東西 給孩子們教學

So in this way, whatever we designed,

在這方式下，不論我們設計什麼方案

we were actually able to implement it

我們都能真正立刻在

across all 15,000 schools from day one.

一萬五千所學校執行

Now, this brings me to my last point.

這促使我走到了最後一點

How do you implement something across 15,000 schools

我們如何將解決方案 傳遞給一萬五千所學校

and 100,000 teachers?

以及十萬位老師

The department used to have a process

相關部門曾經有一個

which is very interesting.

很有趣的程序

I like to call it "The Chain of Hope."

我喜歡把它叫做「希望之鏈」

They would write a letter from the headquarters

他們會從總部寫出一封信

and send it to the next level,

然後寄信到下一個階層

which was the district offices.

也就是地區辦公室

They would hope that in each of these district offices,

他們會希望每個地區辦公室中

an officer would get the letter, would open it, read it

有一名官員會收到信 會打開和閱讀它

and then forward it to the next level,

然後轉交給下一個階層

which was the block offices.

也就是部門辦公室

And then you would hope that at the block office,

然後你會希望部門辦公室的某個人

somebody else got the letter,

會收到信

opened it, read it and forwarded it eventually to the 15,000 principals.

打開，閱讀和轉交給 一萬五千所學校的校長

And then one would hope that the principals

最後會希望各位校長們

got the letter, received it, understood it

收到並且理解信的內容

and started implementing it.

開始把它實現

It was a little bit ridiculous.

這聽起來有點荒繆

Now, we knew technology was the answer,

現在，我們知道科技成了答案

but we also knew that most of these schools

但我們也知道大多數學校沒有

don't have a computer or email.

電腦或電子郵件

However, what the teachers do have are smartphones.

但是，老師都擁有手機

They're constantly on SMS, on Facebook and on WhatsApp.

他們時常在發簡訊 在臉書或者 WhatsApp 上

So what now happens in Haryana is,

所以現在的情況是

all principals and teachers are divided into hundreds of WhatsApp groups

所有校長和老師們被分到了 幾百個 WhatsApp 群組裡

and anytime something needs to be communicated,

一旦有什麼事需要溝通

it's just posted across all WhatsApp groups.

他們只要公佈在 WhatsApp 群組上

It spreads like wildfire.

它會像野火般擴散

You can immediately check who has received it,

你能夠立刻看到有誰收到了信息

who has read it.

誰已經查閱了

Teachers can ask clarification questions instantaneously.

老師們也可以及時提問 以求更清晰的解釋

And what's interesting is,

有趣的是

it's not just the headquarters who are answering these questions.

不只是總部的人會回答這些問題

Another teacher from a completely different part of the state

其他老師從州裡一個完全不同的地方

will stand up and answer the question.

也可以站出來回答問題

Everybody's acting as everybody's peer group,

每個人成為了彼此的同伴

and things are getting implemented.

然後所有的事情得到實施

So today, when you go to a school in Haryana,

此時，當你走到哈里亞納邦的學校

things look different.

情況變得不同了

The teachers are back inside classrooms,

老師們回到了教室

they're teaching.

他們在教書

Often with innovative techniques.

而且常使用了創新的技巧

When a supervisor comes to visit the classroom,

當督學勘查教室

he or she not only checks the construction of the toilet

他們不只檢查廁所的建設

but also what is the quality of teaching.

還檢查了教學品質

Once a quarter, all students across the state

每個季度一次，州內的全體學生

are assessed on their learning outcomes

都會得到學習成果的評量

and schools which are doing well are rewarded.

做得好的學校會得到讚賞

And schools which are not doing so well

而沒發揮好的學校

find themselves having difficult conversations.

會覺得自己難以交代

Of course, they also get additional support

當然，他們也會得到外加的幫助

to be able to do better in the future.

以在將來做得更好

In the context of education,

在教育的領域裡

it's very difficult to see results quickly.

快速看到成果是很困難的

When people talk about systemic, large-scale change,

當人們提及系統性大規模的改變時

they talk about periods of 7 years and 10 years.

他們所討論的都是長達 7 年或 10 年的時間

But not in Haryana.

但在哈里亞納邦

In the last one year, there have been three independent studies,

在過去一年裡，有三個獨立的研究

all measuring student learning outcomes,

測量了學生學習成果

which indicate that something fundamental,

全部都指出了根本性的、獨特的改變

something unique is happening in Haryana.

正在發生在哈里亞納邦

Learning levels of children have stopped declining,

孩子們的學習水平不但已經停止下滑

and they have started going up.

而且正在開始往上攀升

Haryana is one of the few states in the country

哈里亞納邦是全國少數

which is showing an improvement,

顯示出進步的州之一

and certainly the one that is showing the fastest rate of improvement.

並且被確認是進步速度最快的那一個

These are still early signs,

這些都只是早期的跡象

there's a long way to go,

還有很長一段路要走

but this gives us a lot of hope for the future.

但這給予了我們對將來的希望

I recently went to a school,

我最近去了一所學校

and as I was leaving,

當我要離去時

I ran into a lady,

我遇見了一位女士

her name was Parvati,

她的名字叫帕法提

she was the mother of a child,

她是一個孩子的母親

and she was smiling.

她在笑著

And I said, "Why are you smiling, what's going on?"

我問：「妳為甚麼這麼開心， 發生了什麼事？」

And she said, "I don't know what's going on,

她說：「我也不知道發生了什麼事，

but what I do know is that my children are learning,

但我知道的是我的孩子們在學習，

they're having fun,

他們很快樂，

and for the time being, I'll stop my search for a private school

所以現在，我停止了 尋找及送他們去私立學校的念頭。」

to send them to."

So I go back to where I started:

現在回到我在最初所提出的問題：

Can government systems transform?

政府系統能否被成功改革？

I certainly believe so.

我百分百相信可以。

I think if you give them the right levers,

我相信如果你給他們 正確的方法和工具，

they can move mountains.

他們可以把山都轉移了

Thank you.

謝謝

(Applause)

（鼓掌聲）