TEDSalon London 2010
Charles Leadbeater: Education innovation in the slums
Charles Leadbeater: Inovacija obrazovanja u siromašnim predgađima
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Charles Leadbeater krenuo je u potragu za potpuno novim oblicima obrazovanja i našao ih je u siromašnim predgrađima Ria i Kibere gdje neka od najsiromašnije djece na svijetu pronalaze transformativno nove načine učenja. I ovaj neformalan, inovativan novi način školovanja, tvrdi, je ono što bi sve škole trebale postati.
Charles Leadbeater - Innovation consultant
A researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known. Full bio
A researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known. Full bio
Double-click the English transcript below to play the video.
00:15
It's a great pleasure to be here.
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Veliko je zadovoljstvo biti ovdje.
00:17
It's a great pleasure to speak after
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Veliko je zadovoljstvo govoriti nakon
00:19
Brian Cox from CERN.
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Briana Coxa iz CERN-a.
00:21
I think CERN is the home
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Mislim da je CERN dom
00:23
of the Large Hadron Collider.
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velikog hadronskog sudarača (LHC).
00:26
What ever happened to the Small Hadron Collider?
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Što se dogodilo s malim hadronskim sudaračem?
00:29
Where is the Small Hadron Collider?
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Gdje je mali hadronski sudarač?
00:32
Because the Small Hadron Collider once was the big thing.
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Jer nekada je mali hadronski sudarač bio velika stvar.
00:35
Now, the Small Hadron Collider
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A sada je mali hadronski sudarač
00:38
is in a cupboard, overlooked and neglected.
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na polici, neprimjetan i zanemaren.
00:41
You know when the Large Hadron Collider started,
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Znate, kada je veliki hadronski sudarač započeo
00:44
and it didn't work, and people tried to work out why,
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i nije uspio i ljudi su pokušavali odgonetnuti zašto nije uspio,
00:47
it was the Small Hadron Collider team
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ekipa iz malog hadronskog sudarača je to
00:50
who sabotaged it
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sabotirala
00:52
because they were so jealous.
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zato što su bili jako ljubomorni.
00:54
The whole Hadron Collider family
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Cijela obitelj hadronskih sudarača
00:56
needs unlocking.
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treba otključavanje.
00:58
The lesson of Brian's presentation, in a way --
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Predavanje Brianove prezentacije, na neki način –
01:01
all those fantastic pictures --
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sve te fantastične slike –
01:03
is this really:
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je li to stvarno:
01:05
that vantage point determines everything that you see.
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taj povoljni trenutak određuje sve što vidite.
01:08
What Brian was saying was
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Ono što je Brian rekao je to da je
01:10
science has opened up successively different vantage points
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znanost otvorila uzastopno drugačije povoljne trenutke
01:12
from which we can see ourselves,
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iz kojih se možemo vidjeti.
01:14
and that's why it's so valuable.
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I to je ono zbog čega je to toliko dragocjeno.
01:16
So the vantage point you take
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Dakle, povoljne prilike koje uzmete
01:18
determines virtually everything that you will see.
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određuju virtualno sve što ćete vidjeti.
01:20
The question that you will ask
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Pitanje koje ćete postaviti
01:22
will determine much of the answer that you get.
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odredit će većinu odgovora koji ćete dobiti.
01:25
And so if you ask this question:
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I ako postavite ovo pitanje:
01:27
Where would you look to see the future of education?
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Gdje biste gledali da vidite budućnost obrazovanja?
01:30
The answer that we've traditionally given to that
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Odgovor koji uobičajeno dajemo na ovo pitanje
01:33
is very straightforward, at least in the last 20 years:
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je veoma jednoznačan, barem u zadnjih 20 godina.
01:35
You go to Finland.
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Otiđite u Finsku.
01:37
Finland is the best place in the world to see school systems.
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Finska je najbolje mjesto na svijetu za vidjeti sustav školovanja.
01:40
The Finns may be a bit boring and depressive and there's a very high suicide rate,
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Finci se možda čine malo dosadnjikavi i depresivni i tamo je jako visok broj samoubojstava,
01:43
but by golly, they are qualified.
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ali su zasigurno kvalificirani.
01:46
And they have absolutely amazing education systems.
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I imaju stvarno nevjerojatne sustave obrazovanja.
01:49
So we all troop off to Finland,
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I tako svi mi zajedno odemo u Finsku i
01:51
and we wonder at the social democratic miracle of Finland
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čudimo se socijaldemokratskom čudu Finske
01:54
and its cultural homogeneity and all the rest of it,
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i njenoj kulturne homogenosti i svega ostaloga
01:57
and then we struggle to imagine how we might
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i onda se borimo zamišljajući kako bismo mogli
01:59
bring lessons back.
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dovesti neku pouku sa sobom.
02:01
Well, so, for this last year,
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Dakle, prošlu godinu
02:03
with the help of Cisco who sponsored me,
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uz pomoć Ciscoa koji me sponzorirao
02:05
for some balmy reason, to do this,
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da iz nekog razloga ovo napravim,
02:08
I've been looking somewhere else.
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tražio sam negdje drugdje.
02:10
Because actually radical innovation does sometimes
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Zato što zapravo radikalne inovacije ponekad
02:13
come from the very best,
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dolaze od najboljih,
02:15
but it often comes from places
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ali često dolaze iz mjesta
02:17
where you have huge need --
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na kojima postoji velika potreba,
02:19
unmet, latent demand --
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nezadovoljstvo, skriveni zahtjevi
02:21
and not enough resources for traditional solutions to work --
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i nedovoljno resursa kako bi tradicionalna riješenja radila –
02:24
traditional, high-cost solutions,
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tradicionalno skupa rješenja
02:26
which depend on professionals,
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koja ovise o profesionalcima,
02:28
which is what schools and hospitals are.
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kao što su na primjer škole i bolnice.
02:30
So I ended up in places like this.
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Pa sam završio na mjestu poput ovog.
02:32
This is a place called Monkey Hill.
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Ovo mjesto se zove Monkey Hill.
02:35
It's one of the hundreds of favelas in Rio.
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To je jedna od stotine favela u Riu.
02:38
Most of the population growth of the next 50 years
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Većina populacije će u sljedećih 50 godina
02:41
will be in cities.
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biti u gradovima.
02:43
We'll grow by six cities of 12 million people a year
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Narast ćemo za 6 gradova od 12 milijuna ljudi na godinu
02:46
for the next 30 years.
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sljedećih 30 godina.
02:48
Almost all of that growth will be in the developed world.
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Većina tih ljudi će biti u razvijenom svijetu.
02:51
Almost all of that growth will be
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Gotovo svi ti ljudi će biti
02:53
in places like Monkey Hill.
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u mjestima poput Monkey Hilla.
02:55
This is where you'll find the fastest growing
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Ovdje ćete naći najbržu mladu rastuću
02:57
young populations of the world.
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populaciju na svijetu.
02:59
So if you want recipes to work --
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Pa ako želite recept za rad –
03:01
for virtually anything -- health, education,
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za doslovno bilo što – zdravstvo, obrazovanje,
03:03
government politics
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vladajuću politiku
03:05
and education --
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i obrazovanje –
03:07
you have to go to these places.
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morate ići na ta mjesta.
03:09
And if you go to these places, you meet people like this.
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I ako odete na mjesta poput ovih, srest ćete ljude poput ovih.
03:11
This is a guy called Juanderson.
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Ovaj se dečko zove Juanderson.
03:13
At the age of 14,
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U 14-oj godini,
03:15
in common with many 14-year-olds in the Brazilian education system,
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slično kao i većina četrnaestogodišnjaka u brazilskom obrazovnom sustavu,
03:18
he dropped out of school.
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napustio je školu.
03:20
It was boring.
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Bilo je dosadno.
03:22
And Juanderson, instead, went into
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I Juanderson je, umjesto toga, otišao u
03:24
what provided kind of opportunity and hope
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nešto što mu je na neki način osiguravalo priliku i nadu
03:26
in the place that he lived, which was the drugs trade.
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u mjesto na kojemu je živio, to je trgovina drogom.
03:29
And by the age of 16, with rapid promotion,
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I do šesnaeste godine, s brzim napretkom,
03:32
he was running the drugs trade in 10 favelas.
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vodio je tržište droge u deset favela.
03:34
He was turning over 200,000 dollars a week.
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Okretao je preko 200.000 dolara na tjedan.
03:37
He employed 200 people.
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Zapošljavao je 200 ljudi.
03:39
He was going to be dead by the age of 25.
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Mogao je biti mrtav do 25. godine.
03:41
And luckily, he met this guy,
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I srećom, upoznao je jednog dečka,
03:43
who is Rodrigo Baggio,
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Rodriga Baggia,
03:45
the owner of the first laptop to ever appear in Brazil.
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vlasnika prvog laptopa koji se ikada pojavio u Brazilu.
03:48
1994, Rodrigo started something
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1994. godine Rodrigo je započeo nešto
03:50
called CDI,
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pod imenom CDI,
03:52
which took computers
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što je predstavljalo uzimanje računala
03:54
donated by corporations,
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doniranih od raznih korporacija
03:56
put them into community centers in favelas
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te stavljanje u centre zajednica u favele
03:58
and created places like this.
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i stvorio je mjesta poput ovih.
04:01
What turned Juanderson around
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Ono što je promijenilo Juadersona je
04:03
was technology for learning
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bila tehnologija za učenje
04:05
that made learning fun and accessible.
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što je učinilo učenje zabavnim i dostupnim.
04:07
Or you can go to places like this.
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Ili možete otići na mjesta poput ovog.
04:09
This is Kibera, which is the largest slum in East Africa.
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Ovo je Kibera, najveće predgrađe u istočnoj Africi.
04:12
Millions of people living here,
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Milijuni ljudi žive ovdje,
04:14
stretched over many kilometers.
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rašireni na mnogo kilometara.
04:16
And there I met these two,
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I tamo sam upoznao ove dvije,
04:18
Azra on the left, Maureen on the right.
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Azra s lijeve strane, Maureen s desne.
04:20
They just finished their Kenyan certificate
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Baš su završile svoj kenijski program
04:22
of secondary education.
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srednjoškolskog obrazovanja.
04:24
That name should tell you that the Kenyan education system
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Taj naziv bi vam trebao govoriti da je kenijsko obrazovanje
04:27
borrows almost everything
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posudilo gotovo sve
04:29
from Britain, circa 1950,
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od britanskog, negdje oko 1950.,
04:32
but has managed to make it even worse.
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ali ga je uspjelo učiniti još i gorim.
04:35
So there are schools in slums like this.
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Dakle, postoje škole u predgrađima poput ovoga.
04:37
They're places like this.
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To su ovakva mjesta.
04:39
That's where Maureen went to school.
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Tu je Maureen išla u školu.
04:41
They're private schools. There are no state schools in slums.
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To su privatne škole. Ne postoje državne škole u predgrađima.
04:44
And the education they got was pitiful.
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I obrazovanje koje su dobile bilo je mizerno.
04:47
It was in places like this. This a school set up by some nuns
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Bilo je na mjestima poput ovoga. Ovo je škola koju su osnovale neke redovnice
04:50
in another slum called Nakuru.
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u drugom pregrađu zvanom Nakuru.
04:53
Half the children in this classroom have no parents
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Pola djece u ovoj učionici nema roditelje
04:56
because they've died through AIDS.
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zato što su umrli od AIDS-a.
04:58
The other half have one parent
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Druga polovica ima jednog roditelja
05:00
because the other parent has died through AIDS.
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jer je drugi roditelj umro od AIDS-a.
05:03
So the challenges of education
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Dakle, izazov obrazovanja
05:05
in this kind of place
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na ovakvom mjesto
05:07
are not to learn the kings and queens of Kenya or Britain.
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nije naučiti kraljeve i kraljice Kenije ili Britanije.
05:10
They are to stay alive, to earn a living,
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Izazov je naučiti kako ostati živ, zaraditi za život,
05:13
to not become HIV positive.
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ne postati HIV pozitivan.
05:16
The one technology that spans rich and poor
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Tehnologija koja se širi između bogatih i siromašnih
05:19
in places like this
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mjesta poput ovoga
05:21
is not anything to do with industrial technology.
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nema ništa s industrijskom tehnologijom.
05:23
It's not to do with electricity or water.
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Nema ništa s električnom strujom i vodom.
05:25
It's the mobile phone.
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To je mobilni telefon.
05:27
If you want to design from scratch
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Ako želite napraviti doslovno
05:29
virtually any service in Africa,
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bilo koju službu u Africi,
05:31
you would start now with the mobile phone.
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sada biste počeli s mobilnim telefonom.
05:34
Or you could go to places like this.
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Ili možete otići na mjesta poput ovih.
05:36
This is a place called the Madangiri Settlement Colony,
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Ovo mjesto se zove Madangiri Settlement Colony
05:39
which is a very developed slum
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i veoma je razvijeno predgrađe,
05:41
about 25 minutes outside New Delhi,
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nekih 25 minuta izvan New Delhija,
05:44
where I met these characters
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gdje sam upoznao ove osobe
05:46
who showed me around for the day.
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koje su bile moji turistički vodiči tijekom dana.
05:48
The remarkable thing about these girls,
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Osobita stvar kod ovih djevojaka
05:51
and the sign of the kind of social revolution
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i znak socijalne revolucije
05:53
sweeping through the developing world
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koja se širi kroz zemlje u razvoju
05:55
is that these girls are not married.
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je to da te djevojke nisu udane.
05:58
Ten years ago, they certainly would have been married.
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Prije 10 godina bi zasigurno bile udane.
06:00
Now they're not married, and they want to go on
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Sada nisu udane i
06:02
to study further, to have a career.
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žele dalje učiti, imati karijeru.
06:04
They've been brought up by mothers who are illiterate,
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Podigle su ih majke koje su nepismene,
06:07
who have never ever done homework.
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koje nikad nisu napisale niti jednu domaću zadaću.
06:10
All across the developing world there are millions of parents --
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Posvuda u zemljama u razvoju postoje milijuni roditelja,
06:12
tens, hundreds of millions --
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deset, sto milijuna
06:14
who for the first time
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koji po prvi puta
06:16
are with children doing homework and exams.
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s djecom rade domaće zadaće i ispite.
06:19
And the reason they carry on studying
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A razlog zbog kojega nastavljaju školovanje
06:21
is not because they went to a school like this.
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je zato što nisu išle u škole poput ovih.
06:23
This is a private school.
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Ovo je privatna škola.
06:25
This is a fee-pay school. This is a good school.
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Ovo je škola u kojoj se plaća naknada. Ovo je dobra škola.
06:27
This is the best you can get
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Ovo je najbolje što možete dobiti
06:29
in Hyderabad in Indian education.
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u Hyderabadu u indijskom obrazovanju.
06:32
The reason they went on studying was this.
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Razlog zbog kojeg su išle studirati je ovo.
06:35
This is a computer installed in the entrance to their slum
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Ovo je računalo instalirano na ulazu u njihovo predgrađe,
06:38
by a revolutionary social entrepreneur
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a instalirao ga je poduzetnik
06:40
called Sugata Mitra
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Sugata Mitra
06:42
who has conducted the most radical experiments,
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koji je izveo većinu ključnih pokusa,
06:44
showing that children, in the right conditions,
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pokazujući da djeca u pravim uvjetima
06:47
can learn on their own with the help of computers.
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mogu učiti sama uz pomoć računala.
06:50
Those girls have never touched Google.
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Te djevojke nikad nisu došle do Googlea.
06:53
They know nothing about Wikipedia.
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Ne znaju ništa o Wikipediji.
06:55
Imagine what their lives would be like
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Zamislite kakav bi im život bio
06:58
if you could get that to them.
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da im to možete dati.
07:00
So if you look, as I did,
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Dakle, ako pogledate, kao što sam ja učinio
07:02
through this tour,
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tijekom ovog obilaska,
07:04
and by looking at about a hundred case studies
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gledajući u oko sto slučaja obrazovanja različitih
07:07
of different social entrepreneurs
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socijalnih poduzetnika
07:09
working in these very extreme conditions,
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kako rade u ovim veoma ekstremnim uvjetima,
07:12
look at the recipes that they come up with for learning,
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pogledajte upute koje su smislili za učenje,
07:15
they look nothing like school.
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ne izgledaju nimalo kao škola.
07:17
What do they look like?
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Kako izgledaju?
07:19
Well, education is a global religion.
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Pa, obrazovanje je globalna religija.
07:21
And education, plus technology,
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I obrazovanje plus tehnologija
07:23
is a great source of hope.
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je odličan izvor nade.
07:25
You can go to places like this.
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Možete otići na mjesta poput ovih.
07:28
This is a school three hours outside of Sao Paulo.
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Ovo je škola udaljena tri sata od Sao Paula.
07:31
Most of the children there have parents who are illiterate.
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Većina djece imaju roditelje koji su nepismeni.
07:34
Many of them don't have electricity at home.
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Mnogi od njih nemaju struje u kućama.
07:37
But they find it completely obvious
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Ali smatraju potpuno normalnim
07:40
to use computers, websites,
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upotrebljavati računala, internet stranice,
07:42
make videos, so on and so forth.
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napraviti video i tako dalje.
07:44
When you go to places like this
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Kada odete na ovakva mjesta
07:46
what you see is that
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ono što vidite je da
07:48
education in these settings
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obrazovanje u ovakvim okolnostima
07:51
works by pull, not push.
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radi po principu poticaja, a ne guranja.
07:53
Most of our education system is push.
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Većina našeg sustava obrazovanja je guranje.
07:55
I was literally pushed to school.
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Doslovno sam natjeran u školu.
07:57
When you get to school, things are pushed at you:
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Kada dođete u školu prisiljeni ste na neke stvari,
07:59
knowledge, exams,
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znanje, ispiti,
08:01
systems, timetables.
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sustavi, rasporedi.
08:03
If you want to attract people like Juanderson
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Ako želite privući ljude poput Juanandersona
08:05
who could, for instance,
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koji je na primjer mogao
08:07
buy guns, wear jewelry,
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kupovati pištolje, nositi nakit,
08:09
ride motorbikes and get girls
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voziti motore i dobivati djevojke
08:11
through the drugs trade,
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preko trgovine drogom
08:13
and you want to attract him into education,
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i želite ga privući obrazovanju
08:15
having a compulsory curriculum doesn't really make sense.
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uz pomoć obveznog nastavnog plana i programa, to zaista nema smisla.
08:18
That isn't really going to attract him.
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To ga neće privući.
08:20
You need to pull him.
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Trebate ga potaknuti.
08:22
And so education needs to work by pull, not push.
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I tako, obrazovanje treba biti poput povlačenja, a ne guranja.
08:24
And so the idea of a curriculum
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I tako je ideja nastavnog plana
08:27
is completely irrelevant in a setting like this.
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potpuno beznačajna u ovakvim okolnostima.
08:29
You need to start education
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Trebate započeti obrazovanje
08:31
from things that make a difference
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pomoću stvari koje im znače razliku
08:33
to them in their settings.
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u njihovom okruženju.
08:35
What does that?
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Što bi to bilo?
08:37
Well, the key is motivation, and there are two aspects to it.
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Pa, ključ je motivacija i postoje dva vida toga.
08:40
One is to deliver extrinsic motivation,
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Jedan je poticati vanjsku motivaciju.
08:43
that education has a payoff.
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Da se obrazovanje isplati.
08:45
Our education systems all work
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Naš obrazovni sustav radi
08:48
on the principle that there is a payoff,
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na principu da se to sve isplati,
08:50
but you have to wait quite a long time.
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ali morate relativno dugo čekati.
08:52
That's too long if you're poor.
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To je predugo ako ste siromašni.
08:54
Waiting 10 years for the payoff from education
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Čekati 10 godina da se obrazovanje
08:57
is too long when you need to meet daily needs,
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isplati je predugo kad se susrećete s dnevnim potrebama,
09:00
when you've got siblings to look after
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kad imate braću na koju morate paziti ili
09:02
or a business to help with.
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posao za koji vam treba pomoć.
09:04
So you need education to be relevant and help people
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Dakle, trebate obrazovanje koje će biti bitno i pomoći ljudima
09:06
to make a living there and then, often.
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da žive tamo i tada.
09:09
And you also need to make it intrinsically interesting.
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I također ga trebate napraviti zanimljivim iznutra.
09:12
So time and again, I found people like this.
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Dakle, s vremena na vrijeme pronalazim ljude poput ovih.
09:15
This is an amazing guy, Sebastiao Rocha,
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Ovo je odličan dečko, Sebastiao Rocha
09:18
in Belo Horizonte,
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u Belo Horizonteu,
09:20
in the third largest city in Brazil.
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trećem najvećem gradu u Brazilu.
09:22
He's invented more than 200 games
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Izumio je više od 200 igara
09:24
to teach virtually any subject under the sun.
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kako naučiti bilo koji predmet pod suncem.
09:27
In the schools and communities
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U školama i zajednicama
09:29
that Taio works in,
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u kojima Taio radi
09:31
the day always starts in a circle
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dan uvijek počinje sjedenjem u krugu
09:33
and always starts from a question.
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i s postavljanjem pitanja,
09:36
Imagine an education system that started from questions,
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Zamislite edukacijski sustav koji je započeo pitanjima,
09:39
not from knowledge to be imparted,
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ne sa znanjem koje se treba pružati,
09:41
or started from a game, not from a lesson,
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ili s igrom, ne s predavanjem,
09:44
or started from the premise
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ili s pretpostavkom
09:46
that you have to engage people first
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da ljude morate aktivirati
09:49
before you can possibly teach them.
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prije nego što ih uopće možete naučiti nečemu.
09:51
Our education systems,
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U našim obrazovnim sustavima
09:53
you do all that stuff afterward, if you're lucky,
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sve te stvari radite poslije, ako imate sreće;
09:55
sport, drama, music.
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sport, drama, glazba.
09:57
These things, they teach through.
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Te stvari oni uče kroz obrazovanje.
10:00
They attract people to learning
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Oni privlače ljude na učenje
10:02
because it's really a dance project
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jer je to zaista plesni projekt
10:04
or a circus project
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ili cirkus projekt,
10:06
or, the best example of all --
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najbolji primjer od svih –
10:08
El Sistema in Venezuela --
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El Sistema u Venezueli –
10:10
it's a music project.
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glazbeni projekt.
10:12
And so you attract people through that into learning,
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I tako kroz to privlačite ljude na učenje,
10:14
not adding that on after
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ne dodajući da je nakon
10:16
all the learning has been done
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svega učenje gotovo
10:18
and you've eaten your cognitive greens.
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i da ste pojeli svoje kognitivno zelenilo.
10:21
So El Sistema in Venezuela
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Dakle, El Sistema u Venezueli
10:23
uses a violin as a technology of learning.
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koristi violinu kao tehnologiju učenja.
10:26
Taio Rocha uses making soap
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Taio Rocha upotrebljava izradu sapuna
10:29
as a technology of learning.
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kao tehnologiju učenja.
10:31
And what you find when you go to these schemes
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I ono što pronađete tamo kad odete u te sustave
10:33
is that they use people and places
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je to da koriste ljude i mjesta
10:35
in incredibly creative ways.
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na nevjerojatno kreativne načine.
10:37
Masses of peer learning.
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Masa iskustvenog učenja.
10:39
How do you get learning to people
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Kako uspijete naučiti ljude
10:41
when there are no teachers,
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kad nema učitelja,
10:43
when teachers won't come, when you can't afford them,
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kad učitelji ne žele doći, kada si ih ne možete priuštiti
10:45
and even if you do get teachers,
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i kada čak i onda kad dobijete učitelje
10:48
what they teach isn't relevant to the communities that they serve?
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ono što ih naučite nije bitno za zajednicu kojoj služe?
10:51
Well, you create your own teachers.
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Pa, stvorite vlastite učitelje.
10:53
You create peer-to-peer learning,
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Stvorite iskustveno učenje
10:55
or you create para-teachers, or you bring in specialist skills.
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ili pomoćne učitelje ili dovedete vještog specijalista.
10:58
But you find ways to get learning that's relevant to people
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Ali pronađete načine kako bi učenje postalo ono važno ljudima
11:01
through technology, people and places that are different.
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kroz tehnologiju, ljude i mjesta koja su različita.
11:04
So this is a school in a bus
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Dakle, ovo je škola u autobusu
11:06
on a building site
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na gradilištu
11:09
in Pune, the fastest growing city in Asia.
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u Puneu, gradu s najvećim porastom stanovništva u Aziji.
11:12
Pune has 5,000 building sites.
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Pune ima 5.000 gradilišta.
11:15
It has 30,000 children
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Na tim gradilištima
11:17
on those building sites.
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je oko 30.000 djece.
11:19
That's one city.
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To je jedan grad.
11:21
Imagine that urban explosion
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Zamislite tu urbanu eksploziju
11:23
that's going to take place across the developing world
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koja će se dogoditi u zemljama u razvoju
11:26
and how many thousands of children
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i kako će tisuće djece
11:28
will spend their school years on building sites.
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provesti svoje školske godine na gradilištima.
11:30
Well, this is a very simple scheme
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Pa, ovo je vrlo jednostavna shema
11:32
to get the learning to them through a bus.
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da bi im se učenje predstavilo u autobusu.
11:35
And they all treat learning,
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I svi se ponašaju prema učenju
11:38
not as some sort of academic, analytical activity,
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ne kao prema nekoj vrsti akademske, analitičke aktivnosti,
11:41
but as that's something that's productive,
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nego kao prema nečemu što je produktivno,
11:43
something you make,
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nečemu što napravite,
11:45
something that you can do, perhaps earn a living from.
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nećemu što sami možete napraviti ili od čega možda možete živjeti.
11:48
So I met this character, Steven.
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Upoznao sam jednu osobu, Stevena.
11:51
He'd spent three years in Nairobi living on the streets
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Proveo je tri godine živeći na ulicama Nairobija
11:54
because his parents had died of AIDS.
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zato što su mu roditelji umrli od AIDS-a.
11:56
And he was finally brought back into school,
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I konačno je vraćen u školu,
11:58
not by the offer of GCSEs,
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ne zbog GCSE-a
12:00
but by the offer of learning how to become a carpenter,
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već zato da bi naučio kako postati stolar,
12:03
a practical making skill.
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vještina praktične izrade.
12:05
So the trendiest schools in the world,
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Najpopularnije škole u svijetu,
12:07
High Tech High and others,
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srednja škola High Tech i ostale,
12:09
they espouse a philosophy of learning as productive activity.
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zauzimaju filozofiju učenja kao produktivne aktivnosti.
12:12
Here, there isn't really an option.
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Ovdje to nije opcija.
12:14
Learning has to be productive
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Učenje mora biti produktivno
12:16
in order for it to make sense.
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da bi imalo smisla.
12:19
And finally, they have a different model of scale,
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I u konačnici, imaju drugačije modele rangiranja.
12:22
and it's a Chinese restaurant model
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I kineski restoran je model
12:24
of how to scale.
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toga kako rangirati.
12:26
And I learned it from this guy,
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I to sam naučio od jednog tipa,
12:28
who is an amazing character.
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koji je sjajna osoba.
12:30
He's probably the most remarkable social entrepreneur
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On je vjerojatno jedan od najosobitijih socijalnih poduzetnika
12:32
in education in the world.
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u obrazovanju na svijetu.
12:34
His name is Madhav Chavan,
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Ime mu je Madhav Chavan
12:36
and he created something called Pratham.
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i stvorio je nešto zvano Pratham.
12:38
And Pratham runs preschool play groups
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I Pratham vodi predškolske dječje vrtiće
12:41
for, now, 21 million children in India.
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za trenutno 21 milijun djece u Indiji.
12:44
It's the largest NGO in education in the world.
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To je najveća nevladina organizacija u svijetu što se obrazovanja tiče.
12:47
And it also supports working-class kids going into Indian schools.
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I također podupire djecu iz radničkih obitelji da idu u indijske škole.
12:50
He's a complete revolutionary.
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Totalni je revolucionar.
12:52
He's actually a trade union organizer by background,
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Zapravo je u pozadini organizator sindikata.
12:55
and that's how he learned the skills
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I na taj je način naučio vještine
12:57
to build his organization.
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kako bi izgradio ovu organizaciju.
12:59
When they got to a certain stage,
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Kada su došli do određenog stupnja razvoja,
13:01
Pratham got big enough to attract
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Pratham je postao dovoljno velik da privuče
13:03
some pro bono support from McKinsey.
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nešto pro bono podrške od McKinseya.
13:05
McKinsey came along and looked at his model and said,
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McKinsey je došao i pogledao ovaj model i rekao:
13:08
"You know what you should do with this, Madhav?
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"Znate što trebate učiniti s ovim Madhav?
13:10
You should turn it into McDonald's.
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Trebate to pretvoriti u McDonalds.
13:12
And what you do when you go to any new site
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I ono što ćete učiniti kada dođete na bilo koje novo gradilište je
13:14
is you kind of roll out a franchise.
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nešto poput franšize.
13:16
And it's the same wherever you go.
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I isto je gdje god odete.
13:18
It's reliable and people know exactly where they are.
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Pouzdano je i ljudi znaju točno gdje ste.
13:21
And there will be no mistakes."
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I neće biti zabune."
13:23
And Madhav said,
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I Madhav je rekao,
13:25
"Why do we have to do it that way?
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"Zašto to moramo učiniti na taj način?
13:27
Why can't we do it more like the Chinese restaurants?"
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Zašto to ne bismo učinili poput kineskih restorana?“
13:30
There are Chinese restaurants everywhere,
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Posvuda postoje kineski restorani,
13:32
but there is no Chinese restaurant chain.
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ali ne postoji lanac kineskih restorana.
13:35
Yet, everyone knows what is a Chinese restaurant.
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No ipak, svi znaju što je kineski restoran.
13:37
They know what to expect, even though it'll be subtly different
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Znaju što očekivati, čak i ako će biti malo drugačije
13:40
and the colors will be different and the name will be different.
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i boje će biti drugačije i ime će biti drugačije.
13:42
You know a Chinese restaurant when you see it.
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Prepoznajete kineski restoran kada ga vidite.
13:45
These people work with the Chinese restaurant model --
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Ovi ljudi rade s modelom kineskog restorana.
13:48
same principles, different applications and different settings --
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Isti principi, drugačiji zahtjevi i drugačije postavke.
13:51
not the McDonald's model.
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Ne model McDonaldsa.
13:53
The McDonald's model scales.
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Model McDonaldsa se rangira.
13:55
The Chinese restaurant model spreads.
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Model kineskog restorana se širi.
13:58
So mass education
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Dakle, masovno obrazovanje
14:00
started with social entrepreneurship
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započelo je sa socijalnim poduzetništvom
14:02
in the 19th century.
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u 19. stoljeću.
14:04
And that's desperately what we need again
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I to je ono što očajnički trebamo
14:06
on a global scale.
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na globalnoj razini.
14:08
And what can we learn from all of that?
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I što iz svega toga možemo naučiti?
14:10
Well, we can learn a lot
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Pa, možemo mnogo naučiti
14:12
because our education systems
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zato što naši obrazovni sustavi
14:14
are failing desperately in many ways.
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očajnički podbacuju na mnogo načina.
14:16
They fail to reach the people
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Podbacuju u tome da dopru do ljudi
14:18
they most need to serve.
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u onome što najviše trebaju kako bi shvatili.
14:20
They often hit their target but miss the point.
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Često pogode metu, ali promaše poantu.
14:23
Improvement is increasingly
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Napredak je sve
14:25
difficult to organize;
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teže organizirati.
14:27
our faith in these systems, incredibly fraught.
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Naša je vjera u sustave nevjerojatno velika.
14:30
And this is just a very simple way of
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I ovo je samo jednostavan način
14:32
understanding what kind of innovation,
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razumijevanja kakvu vrstu inovacije
14:35
what kind of different design we need.
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i kakvu vrstu drugačijeg dizajna trebamo.
14:38
There are two basic types of innovation.
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Postoje dva osnovna tipa inovacija.
14:40
There's sustaining innovation,
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Održavajuća inovacija
14:42
which will sustain an existing institution or an organization,
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koja će održati postojeću instituciju ili organizaciju
14:45
and disruptive innovation
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i ometajuća inovacija
14:47
that will break it apart, create some different way of doing it.
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koja će to slomiti i stvoriti drugačiji način na koji će se to raditi.
14:50
There are formal settings --
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Postoje formalne postavke,
14:52
schools, colleges, hospitals --
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škole, fakulteti, bolnice,
14:54
in which innovation can take place,
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u kojima inovacije mogu zauzeti mjesto
14:56
and informal settings -- communities,
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i neformalne postavke, zajednice,
14:58
families, social networks.
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obitelji, društvene mreže.
15:00
Almost all our effort goes in this box,
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Gotovo sav naš napor ide u ovu kutiju,
15:02
sustaining innovation in formal settings,
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održavanje inovacija u formalnim postavkama
15:05
getting a better version
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kako bi dobili bolju verziju
15:07
of the essentially Bismarckian school system
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Bismarckovskog školskog sustava
15:09
that developed in the 19th century.
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koji se razvio u 19. stoljeću.
15:12
And as I said, the trouble with this is that,
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I kao što sam rekao, problem s time je to što
15:14
in the developing world
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u zemljama u razvoju
15:16
there just aren't teachers to make this model work.
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nema učitelja pomoću kojih bi ovaj model radio.
15:18
You'd need millions and millions of teachers
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Trebali bi nam milijuni i milijuni učitelja
15:21
in China, India, Nigeria
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u Kini, Indiji, Nigeriji
15:23
and the rest of developing world to meet need.
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i ostatku zemalja u razvoju da bismo zadovoljili potrebe.
15:26
And in our system, we know
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A u našem sustavu, znamo
15:28
that simply doing more of this won't eat into
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da jednostavno djelovanje više od ovog neće uzrokovati
15:31
deep educational inequalities,
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duboke obrazovne nejednakosti,
15:33
especially in inner cities
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posebno u unutrašnjim gradovima
15:35
and former industrial areas.
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i bivšim industrijskim područjima.
15:37
So that's why we need three more kinds of innovation.
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Eto zašto trebamo više vrsta inovacija.
15:40
We need more reinvention.
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Trebamo više ponovljenih izuma.
15:42
And all around the world now you see
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I svuda po svijetu vidite sve
15:44
more and more schools reinventing themselves.
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više škola kako se ponovno uspostavljaju.
15:47
They're recognizably schools, but they look different.
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To su prepoznatljive škole, ali izgledaju drugačije.
15:50
There are Big Picture schools
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Tu su Big Picture škole
15:52
in the U.S. and Australia.
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u SAD-u i Australiji.
15:54
There are Kunskapsskolan schools
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Tu su Kunscap Skolan škole
15:56
in Sweden.
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u Švedskoj.
15:58
Of 14 of them,
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Od njih četrnaest,
16:01
only two of them are in schools.
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samo dvije su u školama.
16:03
Most of them are in other buildings not designed as schools.
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Većina ih je u drugim zgradama koje nisu dizajnirane kao škole.
16:06
There is an amazing school in Northen Queensland
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Tu je nevjerojatna škola u Sjevernom Queenslandu
16:08
called Jaringan.
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pod imenom Jaringan.
16:10
And they all have the same kind of features:
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I sve imaju iste značajke,
16:12
highly collaborative, very personalized,
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visoko suradničke, veoma personalizirane,
16:15
often pervasive technology,
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često prožete tehnologijom.
16:18
learning that starts from questions
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Učenje koje počinje od pitanja
16:20
and problems and projects,
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i problema i projekata,
16:22
not from knowledge and curriculum.
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a ne od znanja i nastavnog plana.
16:24
So we certainly need more of that.
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Stoga definitivno trebamo više toga.
16:26
But because so many of the issues in education
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Ali zato što mnogo pitanja u obrazovanju
16:29
aren't just in school,
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nije samo u školama,
16:31
they're in family and community,
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već su u obiteljima i zajednicama,
16:33
what you also need, definitely,
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još nešto što definitivno trebate
16:35
is more on the right hand side.
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je više na desnoj strani.
16:37
You need efforts to supplement schools.
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Trebate napore da biste nadomjestili škole.
16:40
The most famous of these is Reggio Emilia in Italy,
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Najpoznatija od njih je Reggio Emilia u Italiji,
16:43
the family-based learning system
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obiteljski baziran sustav učenja
16:46
to support and encourage people in schools.
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koji podržava i potiče ljude u školama.
16:49
The most exciting is the Harlem Children's Zone,
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Najuzbudljivija je Harlem dječja zona,
16:52
which over 10 years, led by Geoffrey Canada,
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koja već preko 10 godina pod vodstvom Geoffreya Canadea
16:55
has, through a mixture of schooling
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kroz kombinaciju školskih,
16:57
and family and community projects,
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obiteljskih i projekata zajednice
16:59
attempted to transform not just education in schools,
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pokušava promijeniti ne samo edukaciju u školama
17:02
but the entire culture and aspiration
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već cijelu kulturu i težnje
17:05
of about 10,000 families in Harlem.
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kod oko 10.000 obitelji u Harlemu.
17:08
We need more of that
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Trebamo više takvog
17:10
completely new and radical thinking.
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potpuno novog i radikalnog razmišljanja.
17:12
You can go to places an hour away, less,
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Možete otići na mjesta koja su samo sat vremena udaljena
17:15
from this room,
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od ove prostorije,
17:17
just down the road, which need that,
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niz cestu, koja trebaju tako nešto,
17:20
which need radicalism of a kind that we haven't imagined.
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koja trebaju radikalizam na način koji nismo ni zamišljali.
17:23
And finally, you need transformational innovation
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I konačno, trebate transformacijsku inovaciju
17:25
that could imagine getting learning to people
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koja bi omogućila da prikažemo ljudima učenje
17:27
in completely new and different ways.
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na potpuno nove i drugačije načine.
17:30
So we are on the verge, 2015,
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Dakle, na rubu smo, 2015.,
17:33
of an amazing achievement,
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nevjerojatnog dostignuća,
17:36
the schoolification of the world.
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obrazovanja svijeta.
17:38
Every child up to the age of 15 who wants a place in school
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Svako dijete do 15 godine koje želi mjesto u školi
17:41
will be able to have one in 2015.
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će ga moći dobiti 2015.
17:43
It's an amazing thing.
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To je nevjerojatna stvar.
17:45
But it is,
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Ali je,
17:47
unlike cars, which have developed
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za razliku od auta koji su se razvili
17:49
so rapidly and orderly,
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tako brzo i uredno,
17:51
actually the school system is recognizably
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školski sustav zapravo prepoznatljivo
17:54
an inheritance from the 19th century,
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nasljeđe iz 19. stoljeća
17:56
from a Bismarkian model of German schooling
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od Bismarckovog modela njemačkog školovanja
17:59
that got taken up by English reformers,
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koje su preuzeli engleski reformatori,
18:02
and often by
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i često
18:05
religious missionaries,
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religiozni misionari
18:07
taken up in the United States
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i preuzeto je u SAD-u
18:09
as a force of social cohesion,
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kao sila socijalne kohezije
18:11
and then in Japan and South Korea as they developed.
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i onda u Japanu i Južnoj Koreji kako su se razvijale.
18:14
It's recognizably 19th century in its roots.
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19. stoljeće prepoznatljivo je u korijenima.
18:16
And of course it's a huge achievement.
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I naravno da je to veliko dostignuće.
18:18
And of course it will bring great things.
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I naravno da će donijeti odlične stvari.
18:20
It will bring skills and learning and reading.
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Donijet će vještine i učenje i čitanje.
18:23
But it will also lay waste to imagination.
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Ali će također uništiti maštu.
18:26
It will lay waste to appetite. It will lay waste to social confidence.
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Uništit će apetit. Uništit će društveno povjerenje.
18:29
It will stratify society
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Ali će također stratificirati društvo
18:31
as much as it liberates it.
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što je liberalnije moguće.
18:33
And we are bequeathing to the developing world
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I sada nagoviještamo školskim sustavima svijeta
18:35
school systems that they will now spend
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u razvoju kako će sada potrošiti
18:38
a century trying to reform.
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stoljeće pokušavajući se reformirati.
18:40
That is why we need really radical thinking,
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Zato trebamo radikalno razmišljanje,
18:43
and why radical thinking is now
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i zato je radikalno razmišljanje sada
18:45
more possible and more needed than ever in how we learn.
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moguće i potrebnije nego ikada u tome kako učimo.
18:48
Thank you. (Applause)
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Hvala vam.
ABOUT THE SPEAKER
Charles Leadbeater - Innovation consultantA researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known.
Why you should listen
Charles Leadbeater's theories on innovation have compelled some of the world's largest organizations to rethink their strategies. A financial journalist turned innovation consultant (for clients ranging from the British government to Microsoft), Leadbeater noticed the rise of "pro-ams" -- passionate amateurs who act like professionals, making breakthrough discoveries in many fields, from software to astronomy to kite-surfing. His 2004 essay "The Pro-Am Revolution" -- which The New York Times called one of the year's biggest global ideas -- highlighted the rise of this new breed of amateur.
Prominent examples range from the mountain bike to the open-source operating system Linux, from Wikipedia to the Jubilee 2000 campaign, which helped persuade Western nations to cancel more than $30 billion in third-world debt. In his upcoming book, We-Think, Leadbeater explores how this emerging culture of mass creativity and participation could reshape companies and governments. A business reporter by training, he was previously an editor for the Financial Times, and later, The Independent, where, with Helen Fielding, he developed the "Bridget Jones' Diary" column. Currently, he is researching for Atlas of Ideas, a program that is mapping changes in the global geography of science and innovation.
Charles Leadbeater | Speaker | TED.com