After 1956, when Tunisia became independent,

一個大膽的領導決策 造就了如今的我。

our first president, Habib Bourguiba,

1956 年之後，突尼西亞獨立，

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

我們的第一任總統哈比卜 · 布爾吉巴

in education.

決定將國家預算的 20%

Yes, 20 percent,

投資在教育上。

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

是的，20%，

Some people protested.

即使用現今的標準來看， 也是相當高的比例。

What about infrastructure?

有些人提出抗議。

What about electricity, roads and running water?

基礎建設怎麼辦？

Are these not important?

電力、道路、自來水怎麼辦？

I would argue

這些不重要嗎？

that the most important infrastructure we have are minds,

我會爭辯說：

educated minds.

我們最重要的基礎建設是頭腦，

President Bourguiba helped establish free, high-quality education

受過教育的頭腦。

for every boy and every girl.

布爾吉巴總統協助建立了 免費且高品質的教育，

And together with millions of other Tunisians,

提供給所有男孩與女孩。

I'm deeply indebted to that historic decision.

我和其他數百萬的突尼西亞人

And that's what brought me here today,

都深深感謝那個歷史性的決定。

because today, we are facing a global learning crisis.

這也是今天我會在這裡的原因，

I call it learning crisis and not education crisis,

因為現今，我們正面臨 全球學習危機。

because on top of the quarter of a billion children

我稱之為「學習危機」， 而不是「教育危機」，

who are out of school today,

因為現今，不僅有 2.5 億個孩童

even more, 330 million children,

沒能接受學校教育，

are in school but failing to learn.

但更多的是，共 3.3 億個孩童，

And if we do nothing,

正接受學校教育，卻沒能學到知識。

if nothing changes,

如果我們無動於衷，

by 2030, just 13 years from now,

如果我們任其發展，

half of the world's children and youth,

到 2030 年，僅僅 13 年後，

half of 1.6 billion children and youth,

世界上有一半的孩童和青少年，

will be either out of school or failing to learn.

也就是說，16 億 孩童和青少年中有一半，

So two years ago, I joined the Education Commission.

不是輟學，就是沒能學習。

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

兩年前，我加入了教育委員會。

and UN Special Envoy for Global Education Gordon Brown.

這個委員會是由前英國首相

Our first task was to find out:

以及聯合國全球教育特使 高登 · 布朗所促成的。

How big is the learning crisis?

我們的第一個任務是要去了解：

What's actually the scope of the problem?

學習危機有多大？

Today we know:

問題真正的規模多大？

half of the world's children by 2030

現在我們知道：

will be failing to learn.

到 2030 年，世界上一半的孩童

And that's how actually we discovered

將會無法學習。

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

因此我們才發現

from just counting how many bodies are in classrooms

我們得把世界的焦點從 「給予教育」轉到「學到知識」，

to actually how many are learning.

與其計算有多少人在教室當中，

And the second big task was,

不如觀察實際有多少人在學習。

can we do anything about this?

第二個大任務是，

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

對此，我們能否做點什麼？

maybe most-neglected international crisis?

對於這個巨大、廣闊、無聲，

And what we found out is, we can.

可能還是最受忽視的國際危機， 我們能否做點什麼？

It's actually amazing.

結果發現，我們可以做到。

We can, for the first time,

其實十分令人吃驚。

have every child in school and learning

有史以來第一次，我們可以

within just one generation.

讓每個孩童都能上學並學習，

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

且在一世代內就達成。

We just need to learn from the best in class,

我們甚至不用大費周章，就能做到。

but not any best in class --

我們只需要向相同水準中 表現最優秀的國家學習，

the best in your own class.

但並不是指任何世界上 最優秀的國家 ——

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

而是與自己水準相同， 但表現最優秀的國家。

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

實際上，我們根據國家的 收入水準進行了調查，

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

包括低收入、中收入、高收入。

and what we found out is

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？

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

而我們的發現是，

within their own income level,

如果每一個國家，與同等 收入水準的其他國家相比，

then within just one generation

其發展速度都能和那些 進步最快的國家一樣，

we can have every child in school and learning.

只要在一世代之內，

Let me give you an example.

我們就能讓每個孩童 都能上學並學習。

Let's take Tunisia for example.

讓我舉個例子。

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

以突尼西亞為例。

No disrespect, Finland.

我們不會如此要求突尼西亞： 「你要趕上芬蘭的發展速度。」

We're telling Tunisia,

我對芬蘭沒任何不敬之意。

"Look at Vietnam."

我們會這樣要求突尼西亞：

They spend similar amounts for primary and secondary pupils

「看看越南。」

as percentage of GDP per capita,

它在小學和中學學子身上的花費

but achieves today higher results.

差不多等於人均 GDP，

Vietnam introduced a standardized assessment for literacy and numeracy,

但在如今取得了很好的成果。

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

越南針對讀寫能力和計算能力， 推出一種標準化評估，

and students' achievements are made public.

和其他開發中國家相比， 越南的老師會受到良好的監督，

And it shows in the results.

並且學生的成績會被公開。

In the 2015 PISA --

該成果在最後得以體現。

Program for International Student Assessment --

在 2015 PISA 中 ——

Vietnam outperformed many wealthy economies,

也就是國際學生能力評量計劃，

including the United States.

越南的表現優於許多富裕國家，

Now, if you're not an education expert,

包括美國。

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

如果你不是教育專家，

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

你可能會問：「這又有 什麼了不起的地方？

No. The sad answer is no.

不是所有國家都會追蹤學生進展 且把那些成績公開嗎？」

We are very far from it.

不是。很遺憾，答案是否定的。

Only half of the developing countries

且還差很遠。

have systematic learning assessment at primary school,

只有一半的開發中國家

and even less so at lower secondary school.

有針對小學做系統化的學習評估，

So if we don't know

針對國中的就更少了。

if children are learning,

所以，如果我們不知道

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

孩童是否有在學習，

and how are countries supposed to prioritize education spending

老師們要如何集中精力取得成效？

actually to delivering results,

國家為了取得成效，

if they don't know if children are learning?

要如何優先考慮教育支出？

That's why the first big transformation

如果他們不知道 孩童是否有在學習的話？

before investing

那就是為什麼，在做投資之前，

is to make the education system deliver results.

第一個重大轉變

Because pouring more money into broken systems

是要讓教育體制能夠取得成效。

may only fund more inefficiencies.

因為，把更多錢投入崩壞的體制中，

And what deeply worries me --

可能只會讓效益更差。

if children go to school and don't learn,

而我深深擔心的是 ——

it devalues education,

如果孩童去上學卻沒有在學習，

and it devalues spending on education,

會貶低教育的價值，

so that governments and political parties can say,

會貶損在教育上的花費，

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

這麼一來，政府和政治黨派就能說：

but children are not learning.

「喔，我們花了那麼多錢在教育上，

They don't have the right skills.

但孩童都沒在學習。

Maybe we should spend less."

他們沒有掌握技能。

Now, improving current education systems to deliver results

也許我們該減少花費。」

is important, but won't be enough.

改善教育體制來取得 成效的確很重要，

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

但光這樣並不夠。

Take Somalia, for example.

沒有足夠合格老師的國家該怎麼辦？

If every student in Somalia became a teacher --

以索馬利亞為例。

every person who finishes tertiary education became a teacher --

如果索馬利亞的 每個學生都成為老師 ——

we won't have enough teachers.

每個完成大學教育的 學生都成為老師 ——

And what about children in refugee camps,

還是沒有足夠的老師。

or in very remote rural areas?

在難民營的孩童又要怎麼辦？

Take Filipe, for example.

或非常偏遠地區的孩童？

Filipe lives in one of the thousands of communities

以菲利普為例，

alongside the Amazonas rivers.

他生活在亞馬遜河沿岸

His village of 78 people has 20 families.

數千個社區之中的一個。

Filipe and a fellow student

他所在的村落 有 78 個人，20 個家庭。

were the only two attending grade 11 in 2015.

2015 年，菲利普與他的 一位同學升上 11 年級，

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

他們是該年級唯一的兩個人。

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

亞馬遜州位在巴西的西北邊。

and it's fully covered in jungle and rivers.

大小是德國的 4.5 倍，

A decade ago, Filipe and his fellow student

完全被叢林和河流覆蓋。

would have had just two alternatives:

十年前，菲利普和他的這位同學

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

只有兩個選擇：

which most of them did.

搬到首都瑪瑙斯， 或是完全放棄讀書。

In 2009, however, Brazil passed a new law

大部分的人會選後者。

that made secondary education a guarantee for every Brazilian

然而，2009 年， 巴西通過了一項新法律，

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

保證每個巴西人都可以 受到中學教育，

But giving access to high-quality education,

各州有義務在 2016 年前實施。

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

但在亞馬遜州要讓人們 接受高品質教育，

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

是很大的工程且很昂貴。

all over those communities?

要如何讓數學、理化、歷史老師

And even if you find them,

到那些社區去？

many of them would not want to move there.

即使能找到老師，

So faced with this impossible task,

許多老師可能也不願搬去那裡。

civil servants and state officials

面對這個不可能的任務，

developed amazing creativity and entrepreneurship.

公務員和州政府官員

They developed the media center solution.

發展出了驚人的創意和企業家精神。

It works this way.

他們發展出了「媒體中心」解決方案。

You have specialized, trained content teachers in Manaus

它是這樣運作的。

delivering classroom via livestream

在瑪瑙斯有受過訓練、 教授專門科目的函授老師

to over a thousand classrooms in those scattered communities.

透過課堂直播把上課內容傳輸到

Those classrooms have five to 25 students,

那些分散的社區中的一千多間教室。

and they're supported by a more generalist tutoring teacher

那些教室中有 5 到 25 位學生，

for their learning and development.

由一位比較通才的輔導老師，

The 60 content teachers in Manaus

在他們的學習和發展上提供支援。

work with over 2,200 tutoring teachers in those communities

在瑪瑙斯有 60 位函授老師，

to customize lesson plans to the context and time.

與在那些社區中的 2,200 多位輔導老師合作，

Now, why is this division

將課程計畫依據 環境和時間來客製化。

between content teacher and tutoring teacher important?

為什麼將函授老師 和輔導老師分開很重要？

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

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

他們沒有受過訓練的事， 或是不該由他們做的事。

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，

if we cannot bring children to school.

科技能協助我們，將學校贈予孩童。

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