Joint Message from Ms. Audrey Azoulay, Director-General of UNESCO, Mr. Gilbert F. Houngbo, Director-General, International Labour Organization, Ms. Catherine Russell, Executive Director, UNICEF, Mr. David Edwards, General Secretary, Education International for World Teachers’ Day文章源自英文巴士-https://www.en84.com/13757.html
教科文组织总干事奥德蕾·阿祖莱文章源自英文巴士-https://www.en84.com/13757.html
国际劳工组织总干事吉尔伯特·F·洪博文章源自英文巴士-https://www.en84.com/13757.html
儿基会执行主任凯瑟琳·拉塞尔文章源自英文巴士-https://www.en84.com/13757.html
国际教育协会秘书长大卫·爱德华兹文章源自英文巴士-https://www.en84.com/13757.html
世界教师日联合致辞文章源自英文巴士-https://www.en84.com/13757.html
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5 October 2022文章源自英文巴士-https://www.en84.com/13757.html
2022年10月5日文章源自英文巴士-https://www.en84.com/13757.html
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The transformation of education begins with teachers
教育变革，始于教师
“You cannot teach today the same way you did yesterday to prepare students for tomorrow”
“不能按昨天的方式教今天的学生为明天做好准备”
John Dewey
约翰·杜威
The world has committed to transform education and to address the main obstacles that prevent teachers from leading this transformation.
全世界业已承诺变革教育并为教师引领这场变革扫除主要障碍。
The recent report from the International Commission on the Futures of Education, Reimagining our futures together, calls for a new social contract for education, one in which teachers are at the centre and their profession revalued and reimagined.
“教育的未来”国际委员会的最新报告《一起重新构想我们的未来》呼吁为教育打造新的社会契约，将教师置于中心地位，加大重视并重新构想教师行业。
The COVID-19 crisis revealed that teachers are the engines at the heart of our education systems. Without their work, it is impossible to provide inclusive, equitable and quality education to every learner. They are also essential to pandemic recovery and preparing learners for the future. Yet unless we transform conditions for teachers, the promise of that education will remain out of reach for those who need it most.
COVID-19危机表明，教师是我们教育系统的核心引擎。如果没有他们的努力，就不可能为每一位学习者提供包容、公平和优质的教育。教师对于从疫情中恢复和让学习者为未来做好准备同样不可或缺。然而，除非我们彻底改变教师的境况，否则，包容、公平和优质教育对于那些最需要的人而言仍将遥不可及。
As reaffirmed at the recent Transforming Education Summit, this requires the right number of empowered, motivated and qualified teachers and education personnel in the right place with the right skills. However, in many parts of the world, classrooms are overcrowded, and teachers are too few, on top of being overworked, demotivated and unsupported. As a result, we are seeing an unprecedented number of teachers leaving the profession and a significant drop in those studying to become teachers. If these issues are not addressed, the loss of a professional teaching corps could be a fatal blow to the realization of Sustainable Development Goal 4.
正如在最近举行的教育变革峰会上所重申的那样，要做到这一点，就必须要有适当数量的具备权能、积极进取且合格的教师和教育人员，要让他们适得其所并具备适当的技能。然而，在世界许多地方，学校教室内拥挤不堪，教师不仅人数严重不足，而且还超负荷工作、缺乏积极性、得不到支持。结果就是，我们看到教师辞职转行人数前所未有之高，立志成为教师的学习者人数也大幅下降。如果这些问题得不到解决，那么专业教师队伍的人才流失可能会对可持续发展目标4的实现造成毁灭性打击。
Alongside the educational disruption of the COVID-19 pandemic, teacher loss disproportionately affects learners in remote or poor areas, as well as women and girls and vulnerable and marginalized populations.
除了COVID-19大流行对教育造成的破坏，教师流失对偏远或贫困地区的学习者以及对妇女和女童、弱势和边缘化群体影响格外严重。
Therefore, bringing qualified, supported and motivated teachers into classrooms – and keeping them there – is the single most important thing we can do to improve the learning and wellbeing of students and communities. The valuable work that teachers do must also be translated into better working conditions and pay.
因此，让合格、得到支持且积极进取的教师走入课堂——并让他们扎根课堂——是我们在改善学生和社区的学习和福祉方面所能做的最重要的事情。教师所做的宝贵工作也必须有与之相匹配的更好的工作条件和薪资待遇。
Recent estimates point to the need for an additional 24.4 million teachers in primary education and some 44.4 million teachers for secondary education if we are to achieve universal basic education by 2030. In sub-Saharan Africa and Southern Asia alone, an additional 24 million teachers are required, accounting for about half of the need for new teachers in developing countries.
最新估计表明，要想在2030年前实现基础教育普及，尚需新增2440万名小学教师和约 4440万名中学教师。仅在撒哈拉以南非洲和南亚地区，就需要增加2400万名教师，约占发展中国家新教师需求量的一半。
With some of the most overcrowded classrooms in the world, sub-Saharan Africa is also home to the most overburdened teachers and understaffed systems, with 90% of secondary schools facing serious teaching shortages. Globally, 81% of primary school instructors and 78% of secondary school instructors are trained teachers. Yet in sub-Saharan Africa – with few country exceptions – these figures are 65% and 51% respectively.
在撒哈拉以南非洲，部分学校教室拥挤程度在全世界最为严重，与此同时，该地区教师负担也最为繁重，教育系统人员配备最为不足，90%的中学面临严重的教师短缺。就全球而言，在小学教员和中学教员中，训练有素的教师占比分别为81%和78%。而在撒哈拉以南非洲，除少数国家外，这一数字分别为65%和51%。
Today, on World Teachers’ Day, we celebrate the critical role of teachers in transforming learners’ potential by ensuring they have the tools they need to take responsibility for themselves, for others and for the planet. We call on countries to ensure that teachers are trusted and recognized as knowledge producers, reflective practitioners, and policy partners.
今天，值此“世界教师日”，我们礼赞教师在转化学习者潜能方面的关键作用，为此要确保教师拥有肩负起对自己、对他人和对地球的责任所需的工具。我们呼吁各国确保教师作为知识生产者、反思性实践者和政策伙伴获得信任与认可。
