Joint Message on the Occasion of World Teachers’ Day 2017文章源自英文巴士-https://www.en84.com/3793.html
2017年世界教师日联合致辞文章源自英文巴士-https://www.en84.com/3793.html
文章源自英文巴士-https://www.en84.com/3793.html
Teaching in Freedom, Empowering Teachers文章源自英文巴士-https://www.en84.com/3793.html
“增教师权能，促教学自由”文章源自英文巴士-https://www.en84.com/3793.html
文章源自英文巴士-https://www.en84.com/3793.html
5 October 2017文章源自英文巴士-https://www.en84.com/3793.html
2017年10月5日文章源自英文巴士-https://www.en84.com/3793.html
文章源自英文巴士-https://www.en84.com/3793.html
Teachers are a critical foundation of every society’s long-term strength – providing children, young people and adults with the knowledge and skills they need to fulfill their potential.文章源自英文巴士-https://www.en84.com/3793.html
教师向儿童、年轻人和成年人传授发挥其潜能所需的知识和技能，他们是社会长久实力的重要基础。
But around the world, far too many teachers don’t have the freedom and support they need to do their vitally important jobs. That is why the theme of this year’s World Teachers’ Day – “Teaching in Freedom, Empowering Teachers” – reaffirms the value of empowered teachers and recognizes the challenges many encounter in their professional lives across the globe.
但全世界有太多的教师得不到从事其极其重要的工作所需的自由和支持。因此，今年世界教师日的主题——“增教师权能，促教学自由”——重申教师权能的价值，凸显世界各地许多教师在其职业生涯中遇到的挑战。
Being an empowered teacher means having access to high-quality training, fair wages, and continuous opportunities for professional development. It also means having the freedom to support the development of national curricula – and the professional autonomy to choose the most appropriate methods and approaches that enable more effective, inclusive and equitable education. Furthermore, it means being able to teach in safety and security during times of political change, instability, and conflict.
教师权能不仅意味着享有高质量培训、公平的薪酬以及持续的职业发展机会。它还意味着享有支持国家课程开发的自由选择最恰当方法和途径的专业自主权，从而使得教育更加有效、包容和公平。另外，教师权能还意味着在政治变革、不稳定和冲突时期能够安全地从事教学。
But in many countries, academic freedom and teacher autonomy are under pressure. For example, at the primary and secondary school levels in some countries, stringent accountability schemes have put enormous pressure on schools to deliver results on standardized tests, ignoring the need to ensure a broad-based curriculum that meets the diverse needs of students.
但在许多国家，学术自由和教师自主面临压力。例如，在一些国家的中小学教育中，严苛的问责机制使学校承受着要在标准化考试中出成绩的巨大压力，忽视了确保满足学生各种需求的广泛课程的必要性。
Academic freedom is critical for teachers at every level of education, but it is especially critical for higher-education teachers, supporting their ability to innovate, explore, and stay up-to-date on the latest pedagogical research. At the tertiary level, teachers are often employed on a fixed-term, contingency basis. This in turn can result in greater job insecurity, diminished career prospects, higher workload and lower wages – all of which can restrict academic freedom and undermine the quality of education that teachers can deliver.
支持教师创新、探索和参与前沿研究能力的学术自由，对各级教育的教师都至关重要，对于高校教师尤其重要。在高等教育中，教师常常是临时性定期聘用。这可能造成工作不安全感加重、职业前景受损、工作量增加、工资降低等问题——这一切会限制学术自由，影响教师的教学质量。
Across all education levels, political pressure and business interests can curb the ability of educators to teach in freedom. Teachers living and working in countries and communities affected by conflicts and instability often face greater challenges, including rising intolerance, discrimination, and related restrictions on research and teaching.
在各级教育中，政治压力和商业利益会削弱教育工作者自由教学的能力。在受冲突和不稳定影响的国家及社区生活和工作的教师常常面临更大挑战，其中包括不宽容、歧视以及对研究和教学日益严重的相关限制。
This year marks the 20-year anniversary of the 1997 UNESCO Recommendation Concerning the Status of Higher-Education Teaching Personnel, which complements the 1966 UNESCO/ILO Recommendation Concerning the Status of Teachers. Together, these instruments constitute the main reference framework on the rights and responsibilities of teachers and educators. Both stress the importance of teacher autonomy and academic freedom in building a world in which education and learning are truly universal.
今年是1997年教科文组织《关于高等教育教学人员地位的建议书》出台20周年。该《建议书》是对1966年教科文组织/劳工组织《关于教师地位的建议书》的补充。这两项文书共同构成教师和教育工作者权利和责任的主要参考框架。两项文书都强调教师自主和学术自由对于建设一个真正普及教育与学习的世界所具有的重要意义。
As the world works together to realize the vision of the Sustainable Development Goals, we appeal to our partners in governments and across the education and private sectors to commit to building a highly skilled, valued and empowered education workforce. This constitutes a critical path to realizing SDG 4, which envisions a world in which every girl, boy, woman and man has access to quality education and lifelong learning opportunities.
全世界正共同努力将各项可持续发展目标的愿景化为现实。我们呼吁政府、教育部门以及私营部门的合作伙伴致力于为建设一支高技能、受重视和有权能的教育工作者队伍。这是实现设想世界上每一位儿童、青年和成年人都能获得优质教育和终身学习机会的可持续发展目标4的关键路径。
This means securing decent working conditions and fair wages for all teachers including at the tertiary level. It means providing teachers with training and development. It means increasing the number of quality teachers, especially in those countries with high numbers of untrained teaching personnel. It means removing unnecessary restrictions on research and teaching and defending academic freedom at all education levels. Finally, it means raising the status of teachers around the world in a way that honors and reflects the impact they have on the strength of society.
这意味着确保包括高校教师在内的所有教师享有体面的工作条件和公平的薪资。这意味着为教师提供培训和发展机会。这意味着尤其是在未经培训的教学人员为数众多的国家，增加高素质教师的数量。这意味着取消对研究和教学的不必要限制，维护各级教育中的学术自由。这还意味着提高全世界教师的地位，使其彰显并反映教师对社会富强的影响。
This World Teachers’ Day, join us in empowering teachers to teach in freedom so that, in turn, every child and every adult is free to learn – to the benefit of a better world.
值此世界教师日之际，让我们为了一个更为美好的世界，携起手来，赋予教师自由教学的权利，以便每个儿童和每个成年人能够自由地学习。
Irina Bokova, Director-General of UNESCO
教科文组织总干事伊琳娜·博科娃
Guy Ryder, Director-General of ILO
国际劳工组织总干事居伊·赖德
Anthony Lake, Executive-Director of UNICEF
联合国儿童基金会执行主任安东尼·莱克
Achim Steiner, Administrator of UNDP
联合国开发计划署署长阿希姆·施泰纳
Fred van Leeuwen, General-Secretary of Education International
教育国际秘书长弗雷德·冯勒文
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