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

譯者: Lilian Chiu 審譯者: Wilde Luo

I'm the product of a bold leadership decision.

一個大膽的領導決策 造就了如今的我。

After 1956, when Tunisia became independent,

1956 年之後，突尼西亞獨立，

our first president, Habib Bourguiba,

我們的第一任總統哈比卜 · 布爾吉巴

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

決定將國家預算的 20%

in education.

投資在教育上。

Yes, 20 percent,

是的，20%，

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

即使用現今的標準來看， 也是相當高的比例。

Some people protested.

有些人提出抗議。

What about infrastructure?

基礎建設怎麼辦？

What about electricity, roads and running water?

電力、道路、自來水怎麼辦？

Are these not important?

這些不重要嗎？

I would argue

我會爭辯說：

that the most important infrastructure we have are minds,

我們最重要的基礎建設是頭腦，

educated minds.

受過教育的頭腦。

President Bourguiba helped establish free, high-quality education

布爾吉巴總統協助建立了 免費且高品質的教育，

for every boy and every girl.

提供給所有男孩與女孩。

And together with millions of other Tunisians,

我和其他數百萬的突尼西亞人

I'm deeply indebted to that historic decision.

都深深感謝那個歷史性的決定。

And that's what brought me here today,

這也是今天我會在這裡的原因，

because today, we are facing a global learning crisis.

因為現今，我們正面臨 全球學習危機。

I call it learning crisis and not education crisis,

我稱之為「學習危機」， 而不是「教育危機」，

because on top of the quarter of a billion children

因為現今，不僅有 2.5 億個孩童

who are out of school today,

沒能接受學校教育，

even more, 330 million children,

但更多的是，共 3.3 億個孩童，

are in school but failing to learn.

正接受學校教育，卻沒能學到知識。

And if we do nothing,

如果我們無動於衷，

if nothing changes,

如果我們任其發展，

by 2030, just 13 years from now,

到 2030 年，僅僅 13 年後，

half of the world's children and youth,

世界上有一半的孩童和青少年，

half of 1.6 billion children and youth,

也就是說，16 億 孩童和青少年中有一半，

will be either out of school or failing to learn.

不是輟學，就是沒能學習。

So two years ago, I joined the Education Commission.

兩年前，我加入了教育委員會。

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

這個委員會是由前英國首相

and UN Special Envoy for Global Education Gordon Brown.

以及聯合國全球教育特使 高登 · 布朗所促成的。

Our first task was to find out:

我們的第一個任務是要去了解：

How big is the learning crisis?

學習危機有多大？

What's actually the scope of the problem?

問題真正的規模多大？

Today we know:

現在我們知道：

half of the world's children by 2030

到 2030 年，世界上一半的孩童

will be failing to learn.

將會無法學習。

因此我們才發現

And that's how actually we discovered

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

我們得把世界的焦點從 「給予教育」轉到「學到知識」，

from just counting how many bodies are in classrooms

與其計算有多少人在教室當中，

to actually how many are learning.

不如觀察實際有多少人在學習。

And the second big task was,

第二個大任務是，

can we do anything about this?

對此，我們能否做點什麼？

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

對於這個巨大、廣闊、無聲，

可能還是最受忽視的國際危機， 我們能否做點什麼？

maybe most-neglected international crisis?

And what we found out is, we can.

結果發現，我們可以做到。

It's actually amazing.

其實十分令人吃驚。

We can, for the first time,

有史以來第一次，我們可以

have every child in school and learning

讓每個孩童都能上學並學習，

within just one generation.

且在一世代內就達成。

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

我們甚至不用大費周章，就能做到。

We just need to learn from the best in class,

我們只需要向相同水準中 表現最優秀的國家學習，

but not any best in class --

但並不是指任何世界上 最優秀的國家 ——

the best in your own class.

而是與自己水準相同， 但表現最優秀的國家。

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

實際上，我們根據國家的 收入水準進行了調查，

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

包括低收入、中收入、高收入。

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

我們研究：在前 25% 教育水平提升 最明顯的國家裡，有哪些舉措？

and what we found out is

而我們的發現是，

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

如果每一個國家，與同等 收入水準的其他國家相比，

其發展速度都能和那些 進步最快的國家一樣，

within their own income level,

then within just one generation

只要在一世代之內，

we can have every child in school and learning.

我們就能讓每個孩童 都能上學並學習。

Let me give you an example.

讓我舉個例子。

Let's take Tunisia for example.

以突尼西亞為例。

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

我們不會如此要求突尼西亞： 「你要趕上芬蘭的發展速度。」

No disrespect, Finland.

我對芬蘭沒任何不敬之意。

We're telling Tunisia,

我們會這樣要求突尼西亞：

"Look at Vietnam."

「看看越南。」

They spend similar amounts for primary and secondary pupils

它在小學和中學學子身上的花費

as percentage of GDP per capita,

差不多等於人均 GDP，

but achieves today higher results.

但在如今取得了很好的成果。

Vietnam introduced a standardized assessment for literacy and numeracy,

越南針對讀寫能力和計算能力， 推出一種標準化評估，

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

和其他開發中國家相比， 越南的老師會受到良好的監督，

and students' achievements are made public.

並且學生的成績會被公開。

And it shows in the results.

該成果在最後得以體現。

In the 2015 PISA --

在 2015 PISA 中 ——

Program for International Student Assessment --

也就是國際學生能力評量計劃，

Vietnam outperformed many wealthy economies,

越南的表現優於許多富裕國家，

including the United States.

包括美國。

Now, if you're not an education expert,

如果你不是教育專家，

你可能會問：「這又有 什麼了不起的地方？

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

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

不是所有國家都會追蹤學生進展 且把那些成績公開嗎？」

No. The sad answer is no.

不是。很遺憾，答案是否定的。

We are very far from it.

且還差很遠。

Only half of the developing countries

只有一半的開發中國家

have systematic learning assessment at primary school,

有針對小學做系統化的學習評估，

and even less so at lower secondary school.

針對國中的就更少了。

So if we don't know

所以，如果我們不知道

if children are learning,

孩童是否有在學習，

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

老師們要如何集中精力取得成效？

and how are countries supposed to prioritize education spending

國家為了取得成效，

要如何優先考慮教育支出？

actually to delivering results,

if they don't know if children are learning?

如果他們不知道 孩童是否有在學習的話？

That's why the first big transformation

那就是為什麼，在做投資之前，

before investing

第一個重大轉變

is to make the education system deliver results.

是要讓教育體制能夠取得成效。

Because pouring more money into broken systems

因為，把更多錢投入崩壞的體制中，

may only fund more inefficiencies.

可能只會讓效益更差。

And what deeply worries me --

而我深深擔心的是 ——

if children go to school and don't learn,

如果孩童去上學卻沒有在學習，

it devalues education,

會貶低教育的價值，

and it devalues spending on education,

會貶損在教育上的花費，

so that governments and political parties can say,

這麼一來，政府和政治黨派就能說：

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

「喔，我們花了那麼多錢在教育上，

but children are not learning.

但孩童都沒在學習。

They don't have the right skills.

他們沒有掌握技能。

Maybe we should spend less."

也許我們該減少花費。」

Now, improving current education systems to deliver results

改善教育體制來取得 成效的確很重要，

is important, but won't be enough.

但光這樣並不夠。

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

沒有足夠合格老師的國家該怎麼辦？

Take Somalia, for example.

以索馬利亞為例。

If every student in Somalia became a teacher --

如果索馬利亞的 每個學生都成為老師 ——

every person who finishes tertiary education became a teacher --

每個完成大學教育的 學生都成為老師 ——

we won't have enough teachers.

還是沒有足夠的老師。

And what about children in refugee camps,

在難民營的孩童又要怎麼辦？

or in very remote rural areas?

或非常偏遠地區的孩童？

Take Filipe, for example.

以菲利普為例，

Filipe lives in one of the thousands of communities

他生活在亞馬遜河沿岸

alongside the Amazonas rivers.

數千個社區之中的一個。

His village of 78 people has 20 families.

他所在的村落 有 78 個人，20 個家庭。

Filipe and a fellow student

2015 年，菲利普與他的 一位同學升上 11 年級，

were the only two attending grade 11 in 2015.

他們是該年級唯一的兩個人。

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

亞馬遜州位在巴西的西北邊。

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

大小是德國的 4.5 倍，

and it's fully covered in jungle and rivers.

完全被叢林和河流覆蓋。

A decade ago, Filipe and his fellow student

十年前，菲利普和他的這位同學

would have had just two alternatives:

只有兩個選擇：

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

搬到首都瑪瑙斯， 或是完全放棄讀書。

which most of them did.

大部分的人會選後者。

In 2009, however, Brazil passed a new law

然而，2009 年， 巴西通過了一項新法律，

that made secondary education a guarantee for every Brazilian

保證每個巴西人都可以 受到中學教育，

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

各州有義務在 2016 年前實施。

But giving access to high-quality education,

但在亞馬遜州要讓人們 接受高品質教育，

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

是很大的工程且很昂貴。

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

要如何讓數學、理化、歷史老師

all over those communities?

到那些社區去？

And even if you find them,

即使能找到老師，

many of them would not want to move there.

許多老師可能也不願搬去那裡。

So faced with this impossible task,

面對這個不可能的任務，

civil servants and state officials

公務員和州政府官員

developed amazing creativity and entrepreneurship.

發展出了驚人的創意和企業家精神。

他們發展出了「媒體中心」解決方案。

They developed the media center solution.

It works this way.

它是這樣運作的。

You have specialized, trained content teachers in Manaus

在瑪瑙斯有受過訓練、 教授專門科目的函授老師

delivering classroom via livestream

透過課堂直播把上課內容傳輸到

to over a thousand classrooms in those scattered communities.

那些分散的社區中的一千多間教室。

Those classrooms have five to 25 students,

那些教室中有 5 到 25 位學生，

and they're supported by a more generalist tutoring teacher

由一位比較通才的輔導老師，

for their learning and development.

在他們的學習和發展上提供支援。

The 60 content teachers in Manaus

在瑪瑙斯有 60 位函授老師，

work with over 2,200 tutoring teachers in those communities

與在那些社區中的 2,200 多位輔導老師合作，

to customize lesson plans to the context and time.

將課程計畫依據 環境和時間來客製化。

Now, why is this division

為什麼將函授老師 和輔導老師分開很重要？

between content teacher and tutoring teacher important?

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

首先，我剛有說過， 因為在許多國家，

we just don't have enough qualified teachers.

就是沒有足夠的合格老師。

But secondly also because teachers do too many things

第二個理由是，老師們要做太多

他們沒有受過訓練的事， 或是不該由他們做的事。

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

Let's look at Chile, for example.

用智利當例子。

In Chile, for every doctor,

在智利，平均每一位醫生，

you have four and a half people,

會有 4.5 個人，

four and a half staff supporting them,

也就是 4.5 個職員來協助他們，

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

而智利的情況在眾多 國家中算是相當糟的，

because in developing countries, on average, every doctor

因為在開發中國家，平均每一位醫生

has 10 people supporting them.

會有 10 個人協助他們。

A teacher in Chile, however,

然而，在智利，每一位老師

has less than half a person,

只有不到 0.5 個人 ——

0.3 persons, supporting them.

只有 0.3 個人來協助他們。

Imagine a hospital ward with 20, 40, 70 patients

想像一間醫院的病房， 有 20、40、70 名病人，

and you have a doctor doing it all by themselves:

只有一位醫生包辦所有事；

no nurses, no medical assistants,

沒有護士，沒有醫療助理，

no one else.

沒有其他人。

You will say this is absurd and impossible,

你會說這很荒唐且不可能，

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

但現在全世界老師的情況就是如此，

with classrooms of 20, 40, or 70 students.

一間教室，有 20、40、70 名學生。

So this division between content and tutoring teachers is amazing

所以，將函授老師 和輔導老師分開，是很棒的想法，

because it is changing the paradigm of the teacher,

因為它改變了老師們工作的範式，

so that each does what they can do best

每個人都可以做他們最擅長的事，

and so that children are not just in school

所以孩童不只是待在學校，

but in school and learning.

他們待在學校並學習知識。

And some of these content teachers,

有些函授老師

they became celebrity teachers.

變成了明星老師。

You know, some of them run for office,

當中有些人參加競選，

and they helped raise the status of the profession

他們協助提升了這個職業的地位，

so that more students wanted to become teachers.

讓更多學生想要成為老師。

And what I love about this example

我之所以青睞這個事例，

is beyond changing the paradigm of the teacher.

不僅僅是因為它改變了 老師們工作的範式。

It teaches us how we can harness technology for learning.

它啓示我們如何利用科技來學習。

The live-streaming is bidirectional,

直播是相互的，

so students like Filipe and others can present information back.

所以像菲利普或其他學生 也可以向函授老師回傳訊息。

And we know technology is not always perfect.

我們知道科技並非總是完美的。

You know, state officials expect

州政府官員預期，

between five to 15 percent of the classrooms

每天有 5% 至 15% 的教室

every day to be off live-stream

直播會斷線，

because of flood, broken antennas or internet not working.

原因包括洪水、 天線故障、網路問題。

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

即使如此，30 多萬名學生 都受惠於「媒體中心」解決方案

that benefited from the media center solution

且得以接受小學以上的教育，

and got access to postprimary education.

而菲利普是其中之一。

This is a living example

這是個活生生的例子，

how technology is not just an add-on

說明對於學習而言， 科技不再只是附屬品，

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

也可以扮演中心角色，且在我們 無法將孩童送往學校的情況下，

科技能協助我們，將學校贈予孩童。

if we cannot bring children to school.

Now, I hear you.

我聽見了。

You're going to say,

你們會說：

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

「我們要如何在全世界 實施這個方法？」

I've been in government myself

我自己待過政府，

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

我知道，要實施即使是最絶妙的 方案，也是一件非常困難的事。

So as a commission, we started two initiatives

所以，我們委員會 開始進行兩項計畫，

to make the "Learning Generation" a reality.

讓「學習世代」能夠實現。

The first one is called the Pioneer Country Initiative.

第一個計畫叫「先鋒國家計畫」。

Over 20 countries from Africa and Asia

非洲和亞洲超過 20 個國家

have committed to make education their priority

都承諾要將教育視為優先工作，

and to transform their education systems to deliver results.

並會轉變他們的 教育體制，以取得成效。

We've trained country leaders

我們已經訓練過國家領導人，

in a methodology called the delivery approach.

採用了「項目交付方式」的方法論。

What this does is basically two things.

基本上要做的事情有兩件。

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

在規劃階段，我們把 每個人帶到一間房間 ——

teachers, teacher unions, parent associations,

老師、老師公會、家長協會、

government officials, NGOs, everyone --

政府官員、非政府組織、每個人 ——

so that the reform and the solution we come up with

讓每個人都能共享並支持

are shared by everyone and supported by everyone.

我們提出的改革和解決方案。

And in the second phase,

第二階段，

it does something special.

要做的事很特別。

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

我們近乎冷酷地 把重心放在後續行動。

So week by week you check,

每一週你都要去檢查，

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

應做的事是否已經完成，

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

有時甚至需要派人前往 該地區或學校進行實地視察，

to check that versus just hoping that it happened.

在「當面確認」 和「一廂情願」之間進行選擇。

It may sound for many common sense,

很多人可能覺得這是 常理，大家都知道，

but it's not common practice,

但它並非是大家都會做的，

and that's why actually many reforms fail.

那就是許多改革會失敗的原因。

It has been piloted in Tanzania,

坦尚尼亞已經開始帶頭做了，

and there the pass rate for students in secondary education

在那裡，學生通過中等教育的比率，

was increased by 50 percent in just over two years.

只花了兩年多，就增加了 50%。

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

要讓「學習世代」實現的第二個計畫

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

就是融資。誰來付錢？

So we believe and argue

我們相信且主張，

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

教育投資的骨幹必須得是國內融資。

Do you remember when I told you about Vietnam earlier

各位是否還記得我先前提過越南

outperforming the United States in PISA?

在 PISA 的表現勝過美國？

That's due to a better education system,

原因就是比較好的教育體制，

but also to Vietnam increasing their investment

也因為越南增加投資，

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

在 20 年間，從全國總預算的 7% 增加到 20%。

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

但如果國家想要借錢來做教育， 會發生什麼事？

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

如果你想要借錢來造橋或建路，

it's quite easy and straightforward,

這很簡單、直接，

but not for education.

但教育就不同了。

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

要為一座橋做張炫麗的照片 來展示給大家看比較容易，

than one of an educated mind.

但受教育的頭腦卻很難如此展示。

That's kind of a longer term commitment.

那是一個頗為長遠的承諾。

所以我們想出了一個解決方案，

So we came up with a solution

to help countries escape the middle income trap,

來協助一些國家逃出「中等收入陷阱」：

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

那些並非特別貧窮的國家，以及， 謝天謝地，不再貧窮的國家，

that cannot profit from grants or interest-free loans,

這些國家無法從撥款 或是無息貸款中獲利，

and they're not rich enough

它們也不夠有錢，

to be able to have attractive interests on their loans.

因此它們的貸款利率沒有吸引力。

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

所以我們用一個融資機制， 將捐贈者的錢整合，為教育做合資，

which will provide more finance for education.

這樣能提供更多資金給教育。

We will subsidize, or even eliminate completely,

我們會給予補助，甚至完全免除

interest payments on the loans

貸款利息的支付，

so that countries that commit to reforms

讓承諾要改革的國家

can borrow money,

能夠借到錢，

reform their education system, and pay this money over time

去改革它們的教育體制， 而當它們能從

這更加優質的教育獲益之後， 再來支付這筆借款。

while benefiting from a better-educated population.

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

這個解決方案，已經在德國 最近一次的 G20 會議上被認可，

and so finally today education is on the international agenda.

所以，教育現在終於 被排上了國際議程。

But let me bring this back to the personal level,

但讓我再回到個人的層級來談，

because this is where the impact lands.

因為影響施加於此處。

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

對於這個方興未艾的國家， 若沒有投資國家預算的決定，

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

將 20% 的國家預算投資在 教育方面的決定，

I would have never been able to go to school,

我就不可能就學，

let alone in 2014

更不可能在 2014 年

becoming a minister in the government

成為一名成功結束 過渡階段的政府部長。

that successfully ended the transition phase.

Tunisia's Nobel Peace Prize in 2015

2015 年，突尼西亞 得到諾貝爾和平獎，

as the only democracy that emerged from the Arab Spring

因其在「阿拉伯之春」運動中 展現出唯一的民主精神，

is a legacy to that bold leadership decision.

這一切都是那個大膽的 領導決策的遺產。

Education is the civil rights struggle,

教育是一場民權鬥爭，

it's the human rights struggle of our generation.

它是我們世代的人權鬥爭。

Quality education for all:

「給所有人以高品質教育」——

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

這是我們必須要贏的自由之戰。

Thank you.

謝謝。

(Applause)

（掌聲）