TEDGlobal 2011
Geoff Mulgan: A short intro to the Studio School
Geoff Mulgan: krátky úvod o ateliérových školách
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Niektorí žiaci sa učia počúvaním, iní aktivitou. Geoff Mulgan v krátkosti predstavuje ateliérové školy, nový typ škôl v Spojenom kráľovstve, kde sa malé tímy žiakov učia prácou na projektoch, ktoré sú, slovami Mulgana, reálne.
Geoff Mulgan - Social commentator
Geoff Mulgan is director of the Young Foundation, a center for social innovation, social enterprise and public policy that pioneers ideas in fields such as aging, education and poverty reduction. He’s the founder of the think-tank Demos, and the author of "The Art of Public Strategy." Full bio
Geoff Mulgan is director of the Young Foundation, a center for social innovation, social enterprise and public policy that pioneers ideas in fields such as aging, education and poverty reduction. He’s the founder of the think-tank Demos, and the author of "The Art of Public Strategy." Full bio
Double-click the English transcript below to play the video.
00:15
What I want to talk about today is one idea.
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Dnes chcem hovoriť o jednej myšlienke.
00:18
It's an idea for a new kind of school,
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Je to myšlienka nového typu škôl,
00:20
which turns on its head much of our conventional thinking
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ktorá obracia hore nohami veľa z nášho konvenčného myslenia
00:23
about what schools are for and how they work.
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ohľadom toho, na čo školy sú a ako fungujú.
00:25
And it might just be coming to a neighborhood near you soon.
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A čoskoro možno táto myšlienka príde aj do vášho susedstva.
00:28
Where it comes from
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Pochádza z organizácie,
00:30
is an organization called the Young Foundation,
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ktorá sa volá podľa Michaela Younga,
00:32
which, over many decades,
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a ktorá počas mnohých desiatok rokov
00:34
has come up with many innovations in education, like the Open University
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prišla s inováciami vo vzdelaní, ako The Open University
00:37
and things like Extended Schools,
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projekt rozšírenia škôl,
00:39
Schools for Social Entrepreneurs, Summer Universities
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školy pre sociálno-prospešných podnikateľov, letné univerzity
00:42
and the School of Everything.
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a škola všetkého.
00:44
And about five years ago, we asked
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A asi pred piatimi rokmi sme sa spýtali,
00:46
what was the most important need for innovation
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čo je najdôležitejšia potreba inovácie
00:48
in schooling here in the U.K.
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vo výuke tu vo Veľkej Británii.
00:51
And we felt the most important priority
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A mali sme pocit, že prioritou
00:53
was to bring together two sets of problems.
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bolo spojiť dva okruhy problémov.
00:55
One was large numbers of bored teenagers
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Jedným boli vysoké čísla znudených tínedžerov,
00:57
who just didn't like school,
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ktorí jednoducho nemali radi školu,
00:59
couldn't see any relationship between what they learned in school
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a nevideli žiadnu súvislosť medzi tým, čo sa naučili v škole,
01:01
and future jobs.
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a budúcim zamestnaním.
01:03
And employers who kept complaining
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A druhým boli zamestnávatelia, ktorí
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that the kids coming out of school weren't actually ready for real work,
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sa stále stažovali, že absolventi v skutočnosti neboli pripravení na reálnu prácu
01:08
didn't have the right attitudes and experience.
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a nemali správne postoje a skúsenosti.
01:10
And so we try to ask:
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A tak sme sa skúsili spýtať:
01:12
What kind of school would have the teenagers fighting to get in,
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aký typ školy by dosiahol, aby tínedžeri bojovali,
01:14
not fighting to stay out?
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aby sa do nej dostali, nie, aby sa jej vyhli?
01:17
And after hundreds of conversations
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Po stovkách rozhovorov
01:19
with teenagers and teachers and parents
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s tínedžermi a učiteľmi a rodičmi
01:21
and employers and schools
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a zamestnávateľmi a školami
01:23
from Paraguay to Australia,
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od Paraguaja po Austráliu
01:25
and looking at some of the academic research,
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a po prezretí akademického výskumu,
01:27
which showed the importance
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ktorý odhalil dôležitosť toho,
01:29
of what's now called non-cognitive skills --
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čo dnes nazývame nekognitívne zručnosti-
01:31
the skills of motivation, resilience --
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zručnosti motivácie, húževnatosti-
01:34
and that these are as important
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a že tieto nekognitívne zručnosti sú rovnako dôležité
01:36
as the cognitive skills -- formal academic skills --
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ako kognitívne- formálne akademické zručnosti-
01:38
we came up with an answer, a very simple answer in a way,
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sme prišli s odpoveďou, istým spôsobom veľmi jednoduchou odpoveďou,
01:41
which we called the Studio School.
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ktorú sme nazvali ateliérová škola.
01:43
And we called it a studio school
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A nazvali sme ju ateliérová škola,
01:45
to go back to the original idea of a studio in the Renaissance
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aby sme sa vrátili k pôvodnej renesančnej myšlienke ateliérov,
01:49
where work and learning are integrated.
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kde práca a učenie sú spojené.
01:51
You work by learning,
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Pracujeme učením sa
01:53
and you learn by working.
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a učíme sa pracovaním.
01:55
And the design we came up with had the following characteristics.
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To, čo sme navrhli, malo nasledujúce vlastnosti.
01:58
First of all, we wanted small schools --
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Po prvé, chceli sme malé školy-
02:00
about 300, 400 pupils --
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okolo 300, 400 žiakov-
02:02
14 to 19 year-olds,
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14 až 19-ročných,
02:04
and critically, about 80 percent of the curriculum done
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a hlavne, aby približne 80% učiva bolo realizovaných
02:07
not through sitting in classrooms,
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nie sedením v triedach,
02:09
but through real-life, practical projects,
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ale cez praktické projekty zo skutočného života,
02:11
working on commission
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pracujúc na zákazku
02:13
to businesses, NGO's and others.
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pre firmy, neziskové organizácie a ďalších.
02:15
That every pupil would have a coach, as well as teachers,
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Každý žiak by mal inštruktora, ako aj učiteľov,
02:18
who would have timetables
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ktorí by mali rozvrhy
02:20
much more like a work environment in a business.
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omnoho viac podobné tým vo firmách.
02:22
And all of this will be done within the public system,
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A toto všetko vrámci verejného systému,
02:24
funded by public money,
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financované z verejných zdrojov,
02:26
but independently run.
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ale vedené nezávisle.
02:28
And all at no extra cost, no selection,
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A všetko bez zvýšených nákladov, bez výberu,
02:31
and allowing the pupils the route into university,
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umožňujúc žiakom cestu na univerzitu,
02:34
even if many of them would want to become entrepreneurs
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aj keď mnohí z nich by sa chceli stať podnikateľmi
02:37
and have manual jobs as well.
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alebo manuálne pracovať.
02:39
Underlying it was some very simple ideas
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Základom boli niektoré veľmi jednoduché nápady,
02:42
that large numbers of teenagers learn best by doing things,
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že veľké množstvo tínedžerov sa najlepšie učí robením vecí,
02:45
they learn best in teams
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najlepšie sa učí v tímoch
02:47
and they learn best by doing things for real --
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a najlepšie sa učí robením reálnych vecí-
02:50
all the opposite of what mainstream schooling
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pravý opak
02:52
actually does.
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obvyklej výuky.
02:54
Now that was a nice idea,
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No, myšlienka to bola dobrá,
02:56
so we moved into the rapid prototyping phase.
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tak sme pokročili do rýchlej prototypovej fázy.
02:59
We tried it out,
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Vyskúšali sme ju
03:01
first in Luton --
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najskôr v Lutone,
03:03
famous for its airport and not much else, I fear --
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ktorý je známy svojím letiskom a obávam sa, že ničím iným,
03:05
and in Blackpool -- famous for its beaches and leisure.
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a v Blackpoole, ktorý je známy svojimi plážami a voľným časom.
03:08
And what we found -- and we got quite a lot of things wrong
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A zistili sme- v mnohých veciach sme sa zmýlili
03:10
and then improved them --
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a vylepšili sme ich-
03:12
but we found that the young people loved it.
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ale zistili sme, že mladí našu myšlienku zbožňovali.
03:14
They found it much more motivational, much more exciting
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Pokladali ju za omnoho motivujúcejšiu, omnoho vzrušujúcejšiu
03:17
than traditional education.
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ako tradičné vzdelávanie.
03:19
And perhaps most important of all,
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A možno najdôležitejšie je,
03:21
two years later when the exam results came through,
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že o dva roky, keď prišli výsledky skúšok,
03:24
the pupils who had been put on these field trials
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žiaci, ktorí sa zúčastnili tohto experimentu
03:26
who were in the lowest performing groups
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a ktorí boli v skupinách s najhorším výkonom
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had jumped right to the top --
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sa ocitli priamo na vrchole-
03:30
in fact, pretty much at the top decile of performance
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v skutočnosti takmer v najlepšej desatine výkonov
03:33
in terms of GCSE's,
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z hľadiska GCSE,
03:35
which is the British marking system.
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čo je britský systém známkovania.
03:38
Now not surprisingly,
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Niet divu, že to
03:40
that influenced some people to think we were onto something.
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presvedčilo niektorých ľudí, že sme niečomu na stope.
03:43
The minister of education
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Dole na juhu v Londýne
03:45
down south in London
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sa minister školstva opísal
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described himself as a "big fan."
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ako "veľký fanúšik".
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And the business organizations thought we were onto something
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A obchodné organizácie si mysleli, že sme niečomu na stope
03:52
in terms of a way of preparing children much better
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z hľadiska spôsobu omnoho lepšej prípravy detí
03:54
for real-life work today.
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na prácu v skutočnom živote v dnešnej dobe.
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And indeed, the head of the Chambers of Commerce
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A naozaj, predseda obchodnej asociácie
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is now the chairman of the Studio Schools Trust
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je teraz predsedom nadácie ateliérových škôl
04:01
and helping it, not just with big businesses,
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a pomáha, nielen s veľkými spoločnosťami,
04:04
but small businesses all over the country.
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ale aj s malými firmami po celej krajine.
04:07
We started with two schools.
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Začali sme s dvomi školami.
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That's grown this year to about 10.
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Tento rok ich počet vzrástol na približne 10.
04:11
And next year, we're expecting about 35 schools
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A budúci rok očakávame, že v Anglicku
04:14
open across England,
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otvoria okolo 35 škôl,
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and another 40 areas
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a ďalších 40 oblastí chce
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want to have their own schools opening --
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tieto školy založiť-
04:20
a pretty rapid spread
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dosť rýchle šírenie
04:22
of this idea.
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tejto myšlienky.
04:24
Interestingly,
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Zaujímavé je,
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it's happened almost entirely without media coverage.
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že sa to stalo takmer úplne bez médií.
04:29
It's happened almost entirely without big money behind it.
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Neboli za tým takmer žiadne veľké peniaze.
04:33
It spread almost entirely through word of mouth, virally,
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Medzi učiteľmi, rodičmi a ľuďmi, ktorí sú zainteresovaní vo vzdelávaní,
04:37
across teachers, parents,
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sa to rozšírilo takmer
04:39
people involved in education.
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výhradne hovoreným slovom, virálne.
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And it spread because of the power of an idea --
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A rozšírilo sa to kvôli sile nápadu-
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so the very, very simple idea
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ten veľmi, veľmi jednoduchý nápad
04:45
about turning education on its head
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obrátiť vzdelávanie hore hlavou
04:47
and putting the things which were marginal,
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a dať veci, ktoré boli okrajové,
04:50
things like working in teams, doing practical projects,
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veci ako tímová práca alebo robenie praktických projektov,
04:53
and putting them right at the heart of learning,
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do centra pozornosti
04:56
rather than on the edges.
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namiesto na okraj.
04:59
Now there's a whole set of new schools
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Teraz na jeseň otvoria
05:01
opening up this autumn.
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celú skupinu nových škôl.
05:03
This is one from Yorkshire
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Toto je jedna v Yorkshire,
05:05
where, in fact, my nephew, I hope, will be able to attend it.
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kde dúfam bude chodiť môj synovec.
05:08
And this one is focused
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A táto je zameraná
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on creative and media industries.
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na kreatívne a mediálne odvetvia.
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Other ones have a focus on health care,
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Iné sú zamerané na zdravotnú starostlivosť,
05:14
tourism, engineering
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cestovný ruch, inžinierstvo
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and other fields.
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a iné oblasti.
05:18
We think we're onto something.
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Myslíme si, že sme niečomu na stope.
05:20
It's not perfect yet,
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Zatiaľ to nie je bezchybné,
05:22
but we think this is one idea
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ale myslíme si, že toto je jedna myšlienka,
05:24
which can transform the lives
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ktorá môže zmeniť životy
05:26
of thousands, possibly millions, of teenagers
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tisícov, možno miliónov tínedžerov,
05:28
who are really bored by schooling.
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ktorých vyučovanie naozaj nudí.
05:30
It doesn't animate them.
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Nenadchýňa ich.
05:32
They're not like all of you who can sit in rows
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Oni nie sú ako vy, čo dokážete sedieť v radoch
05:35
and hear things said to you for hour after hour.
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a počúvať, čo vám hovoria, hodinu za hodinou.
05:38
They want to do things, they want to get their hands dirty,
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Oni chcú robiť veci, chcú si zašpiniť ruky,
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they want education to be for real.
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chcú reálne vzdelávanie.
05:44
And my hope is that some of you out there
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A ja dúfam, že niektorí z vás
05:46
may be able to help us.
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by nám možno mohli pomôcť.
05:48
We feel we're on the beginning of a journey
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Máme pocit, že sme na začiatku cesty
05:51
of experiment and improvement
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pokusu a pokroku,
05:53
to turn the Studio School idea
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aby sme zmenili myšlienku ateliérových škôl
05:55
into something which is present,
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na niečo, čo nie je
05:58
not as a universal answer for every child,
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univerzálnou odpoveďou pre každé dieťa,
06:00
but at least as an answer for some children in every part of the world.
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ale aspoň odpoveďou pre nejaké deti po celom svete.
06:03
And I hope that a few of you at least can help us make that happen.
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A dúfam, že aspoň niekoľko z vás nám to pomôže uskutočniť.
06:06
Thank you very much.
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Ďakujem veľmi pekne.
06:08
(Applause)
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(aplauz)
ABOUT THE SPEAKER
Geoff Mulgan - Social commentatorGeoff Mulgan is director of the Young Foundation, a center for social innovation, social enterprise and public policy that pioneers ideas in fields such as aging, education and poverty reduction. He’s the founder of the think-tank Demos, and the author of "The Art of Public Strategy."
Why you should listen
Geoff Mulgan is director of the Young Foundation, a center for social innovation, social enterprise and public policy with a 50-year history of creating new organisations and pioneering ideas in fields as varied as aging, education, healthcare and poverty reduction.
Before the Young Foundation, Geoff Mulgan has held various roles in the UK government including director of the Government's Strategy Unit and head of policy in the Prime Minister's office, and he was the founder of the think-tank Demos. He is chairing a Carnegie Inquiry into the Future of Civil Society in the UK and Ireland. His most recent book is The Art of Public Strategy: Mobilising Power and Knowledge for the Common Good.
Geoff Mulgan | Speaker | TED.com