世行行长金墉在2015年世界教育论坛上的演讲（中英对照）

英文版：The New Horizon in Education From Access to Quality.doc

中文版：教育新视野：从教育机会到教育质量.doc

The New Horizon in Education: From Access to Quality

教育新视野：从教育机会到教育质量

 

World Bank Group President Jim Yong Kim

世界银行行长 金墉

 

World Education Forum

世界教育论坛

 

May 19, 2015

2015年5月19日

 

Education is one of the surest means we have to end extreme poverty in our time. At the turn of the millennium, the obvious first goal to set was to get all children into school. Developing countries have made a heroic effort in this direction since then, supported by many partners in this room.

 

教育是我们这个时代消除极端贫困的一个最有效办法。在千年之交，我们制定的首要目标显然是让所有孩子都能去上学。从那个时候起，发展中国家已经在这个方向做出了巨大努力，并得到在场很多合作伙伴的支持。

 

As the world’s largest financier of education, the World Bank Group has invested $40 billion in this sector over the past 15 years since our commitment in Dakar that no country with a credible plan for universal primary education would go unfunded. Soon after, we helped launch the Education for All – Fast Track Initiative – now the Global Partnership for Education – and have supported 42 countries through it.

 

世界银行是世界上最大的教育融资者，自从在达喀尔承诺任何国家只要拥有可靠的普及初等教育计划，就会得到资金支持，我们过去15年在教育部门投资已达400亿美元。之后不久，我们还帮助启动了“全民教育——快车道计划”，就是现在的“全球促进教育伙伴关系”，并通过这个平台为42个国家提供了支持。

 

Yet the world’s children – our children – have a right to much more support. We cannot claim success until every last child is in school and learning foundational skills. Finishing the job on access to education will not be easy, because the 121 million children who remain out of primary and lower secondary school are the hardest to reach – due to poverty, gender barriers, remoteness, and disability. With greater determination, we will reach them. But the tougher problem ahead of us is how to ensure learning as all children complete school.

 

但是，全世界的孩子——我们的孩子——有权得到更多支持。只有全部孩子都进了学校并学习基本技能，我们才能宣告成功。为每个孩子提供教育机会并不容易，因为小学和初中之外的那1.21亿个孩子是最难触及的，他们由于贫穷、性别障碍、偏远、残疾等原因没能入学。我们需要更大的决心才能接触到他们。但摆在我们面前更为严峻的问题是如何确保所有孩子入学之后的学习。

 

The truth is, most education systems are not serving the poorest children well. If 250 million children cannot read or write in 2015 though many have attended school for years, this is a tragic breach of a solemn promise. Weak learning outcomes have serious consequences. Nearly a billion people remain trapped in extreme poverty today, partly for want of the literacy, numeracy, and non-cognitive skills needed to unlock human potential in the 21st century.

 

事实是，大多数教育系统并没有为最贫穷的孩子提供良好的服务。如果2015年仍然有2.5亿个孩子不能读写，而其中很多人都上过多年学，这无疑是个悲剧，严重背离了我们的庄严承诺。微乎其微的学习效果带来了严重后果。今天，有近十亿人仍深陷极端贫困，其中部分原因就是缺乏二十一世纪开启人类潜能所需要的读写、计算和非认知技能。

 

In my view, there are three reasons why equity and learning in education should be part of the very DNA of development, and integral to our final push to end extreme poverty by 2030.

 

教育中的公平及学习应该是发展的核心要素，要在2030年前结束极端贫困，我们所做的最后努力不能离开教育公平和学习。我之所以这么认为，有三个原因。

 

First, education helps people escape poverty at very high rates. Globally, earnings increase an average of 10 percent for every year of education for employed workers. The average returns to schooling for women in Sub-Saharan African countries are often even higher. Education also raises productivity in the informal sector and is associated with better health and resilience. In short, education can transform societies.

 

第一，教育可以帮助人们迅速摆脱贫困。从全球看，职工所受教育每增加1年，收入即平均增加10%。在撒哈拉以南非洲国家，女性平均教育收益率往往更高。教育也提高了非正规部门的生产力，并且能提高健康水平和适应能力。总之，教育能改变社会。

 

Second, educated women and girls can be particularly effective agents of socio-economic change. Educated mothers tend to begin childbearing later, have fewer children, invest more in their health and education, and earn a better living. In Pakistan, for example, children whose mothers have even a single year of education spend an extra hour studying at home and report higher test scores. At the national level, educating girls can be the making of an entire generation.

 

第二，受过教育的女性尤其能够有效推进社会经济变化。受过教育的母亲往往会推迟生育，少生孩子，对孩子的健康和教育投资更多，生活质量更好。例如，在巴基斯坦，即使母亲仅仅接受一年教育，她们的孩子在家学习时间就会多一个小时，考试成绩也要高一些。从国家层面上看，女童教育可以改变整整一代人。

 

Third, the quality of learning outcomes – measured by how much workers actually learned while at school – is a strong predictor of economic growth rates. For example, recent empirical analysis indicates that if Latin American students had kept up with their East Asian peers in learning achievement, Latin America could match East Asia’s much higher rate of economic growth.  Also, we know that prosperity that is founded on human capital is also more likely to be shared prosperity – far more inclusive than growth achieved through exploiting natural resources, for example.

 

第三，通过测算职工在校实际所学内容的多少而得出的学习成果质量，能够可靠地预测出经济增长率。例如，最近的实证分析表明，如果拉美学生能赶上他们东亚同龄人的学习成绩，拉丁美洲就能赶上经济增长率较高的东亚。而且我们知道，建立在人力资本上的繁荣也更有可能成为共同繁荣——这种繁荣与自然资源开发所实现的增长相比范围更广。

 

To end poverty, boost shared prosperity, and achieve the Sustainable Development Goals, we must use development financing and technical expertise to effect radical change. We have to deliver results for the poorest families using smarter, more evidence-based solutions. The good news is that we know much more about what works today than we did 15 years ago.

 

要消除贫困，促进共同繁荣，实现可持续发展的目标，我们必须利用开发融资和技术专长，进行彻底变革。必须采用更为智能、更加强调证据的解决方案，改变最贫困家庭。可以肯定的是，比起15年前，我们更了解哪些方法在今天更为有效。

 

We at the World Bank Group are working with governments as they strengthen education systems to deliver quality learning for all. This focus on systems means we will be supporting teachers more effectively and using technology to complement their efforts, as well as setting clear learning standards and assessing student learning frequently.

 

世界银行集团正在与政府合作，强化教育体系，为所有人提供优质学习。我们将重点放在体系上，也就是说，我们会为教师提供更为有效的支持，为他们的教学提供技术帮助，制定明确的学习标准，并经常评估学生学习。

 

We know what works to get disadvantaged children, including girls, into school. In 2001, only 2 million students were in school in Afghanistan, of whom less than 1 percent were girls. Now, enrollment has quadrupled to 8 million students, of whom 39 percent are girls. It takes holistic, cross-sectoral solutions to do this – schools located close to communities, safe school environments, female teachers in higher grades, toilets for girls, cash or food incentives, and public information campaigns.

 

我们知道哪些措施能够让弱势儿童，包括女童，走进学校。2001年，阿富汗只有200万在校生，而女生所占比例不到1%。现在，招生人数已翻了两番，达到800万，女生占到39%。取得这样的成就依赖整体的、跨部门的解决方案——如学校靠近社区、学校环境安全、高年级有女教师、修建女厕所、现金或食物奖励、公共信息宣传活动等。

 

We are committed to helping countries translate data and evidence into action. Our Systems Approach for Better Education Results program collects and analyzes policy data on education systems around the world, using evidence-based frameworks to highlight the policies and institutions that matter most to promote learning for all. In Angola, which has very low human development indicators, this approach paved the way for large-scale assessment reforms and activities.

 

我们致力于帮助各个国家将数据和证据转化为行动。我们推出的“改善教学的系统方法”项目（Systems Approach for Better Education Results），收集和分析世界各地教育系统政策数据，采用以证据为基础的框架，突出最利于全民学习的政策和制度。在人类发展指数非常低的安哥拉，这种方法为大型评估改革活动铺平了道路。

 

Technology can be used to leapfrog current practices, plugging isolated teachers and students into connected classrooms of the 21st century. It can help teachers create or access innovative multimedia teaching materials, such as free content from the Khan Academy. We are in fact exploring ways of using Khan Academy content in urban Nigeria and rural Guyana. Teachers still have a very big role to play even in an era of personalized digital learning. Yet many lack the training and support needed to do their jobs. Clearly, we must do more to resolve the challenges of using technology in low- and middle-income countries, to adapt content to different settings, and to evaluate the impact of technology.

 

采用技术可以越过目前做法，将与外界隔绝的教师和学生带入二十一世纪网络教室，帮助教师创建或访问多媒体创新教学材料，如可汗学院的免费内容。事实上，我们是在探索在尼日利亚城市和圭亚那农村使用可汗学院内容的方法。即使在个性化数字学习时代，教师仍然要承担很多责任。但是，很多教师缺乏工作所需的培训和支持。显然，我们必须做出更多努力去解决中低收入国家使用技术的挑战、根据不同环境调整内容并评估技术影响。

 

Increasingly, our work with countries focuses more strongly on results. This means improving accountability for service delivery for the poor and aligning systems better with incentives. Where appropriate, it also means providing more financing for measurable, verifiable results. In Tanzania, our Big Results Now in Education program links financing with pre-agreed results such as deploying teachers more equitably and improving student achievement by the end of Grade 2.

 

在与各国合作上，我们更为重视结果。一方面提高对贫困人群服务交付的责任，一方面用激励措施完善体系。条件适宜的情况下，则是提供更多融资以获得可衡量、可验证的结果。在坦桑尼亚，我们的“教育立竿见影”项目（Big Results Now in Education）将融资与事先商定的结果相关联，例如，更公平地配置教师、在2年级末之前提高学生成绩。

 

A growing body of evidence shows that linking financing to results works. That’s why over the past five years, results-based financing has grown to about $2.5 billion or 20 percent of our total investments in education. I am pleased to announce that the World Bank Group will double results-based financing to approximately $5 billion over the next five years. This will help accelerate progress toward the new global goal of access to education and learning for all.

 

越来越多的证据表明，将融资与结果相关联会起到明显作用。这就是为什么在过去五年中，基于成果的融资已增长到约25亿美元，占我们教育总投资的20%。我很高兴地宣布，在未来五年，世界银行集团基于成果的融资将加倍，增加到约50亿美元。这将有助于加快实现全民教育和全民学习的新全球目标。

 

By making this shift, both governments and development partners will be held accountable for real and sustainable improvements.

 

通过这种转变，政府和发展伙伴将共同承担责任，实施真正的、可持续的改进。

 

For many developing country governments, the only way to compete in the global economy is to rapidly improve the learning outcomes of your students. For all the education ministers here, if you doubt the competitiveness of the education sector in the global economy, just visit a Korean school. Korean parents constantly tell their children – Yeolsimhi gongbu hay – which literally means: Study with your hearts on fire.

 

对于很多发展中国家政府，在全球经济中竞争的唯一方法就是迅速提高你们学生的学习成果。在座所有的教育部长们，如果你们还怀疑教育在全球经济的竞争性，去参观一下韩国的学校吧。韩国的家长们常常会对孩子说“Yeolsimhi gongbu hay”，字面意思是：对学习要热情似火

 

To our development partners, I want to assure you that we will more effectively leverage resources from both the public and private sectors – enabling us to move from billions of dollars to the trillions needed to end extreme poverty by 2030.

 

对我们的开发伙伴，我向你们保证，我们将更有效地利用公共和私营部门资源，使2030年前结束极端贫困所需的资金从数十亿美元增加到数万亿美元。

 

We know that business as usual won’t be enough. Let’s be bold. The world of education must heed Martin Luther King Jr.’s words: “We are confronted,” he said, “with the fierce urgency of the now.” We must commit to coming together more frequently and with greater intensity to share experiences and innovations in education to accelerate quality learning for all. In every country, we must ensure that all children have access to quality education and learning opportunities throughout their lives, regardless of where they are born, their gender, or their family’s income. And we must do what it takes – with our hearts on fire – to achieve this truly inspiring vision of education: a public good and a fundamental right that is essential to end extreme poverty and boost shared prosperity.

 

我们知道，实现这一目标，原来的业务模式是远远不够的。让我们迈出大胆一步。教育界需要听取马丁路德金的那句话，“我们面临的是，”他曾经说过，“无比迫切的当下”。我们必须尽力多聚，更深切地分享教育方面的经历和创新经验，提高全民学习的质量。我们要确保所有国家的所有儿童，不论他们在哪里出生，不论男女，不论家庭收入，都能上学并获得高质量教育和终生学习的机会。我们必须尽一切努力——投入似火热情——去实现教育这一启迪人心的愿景——教育要成为结束极端贫困、促进共同繁荣必不可少的公益事业和基本权利。

 

Thank you.

 

谢谢大家。