TED@BCG Milan
Amel Karboul: The global learning crisis -- and what to do about it
阿梅尔·卡博尔: 全球学习危机及对策
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突尼斯前政府部长阿梅尔 卡博尔（Amel Karboul）认为，我们最重要的基础建设是受过教育的大脑。然而，当真正能创造美好未来的是我们孩子的思维的时候，大量的投资常常被用于可见的基础设施，如路桥建设。在这个尖锐的对话中，她向大家分享了可执行的想法，这可以保证在一代人的时间内，每个孩子都能上学并且学到知识。
Amel Karboul - Education pioneer
Dr. Amel Karboul builds bridges between the private, public sector and civil society to solve today’s global challenges in education. Full bio
Dr. Amel Karboul builds bridges between the private, public sector and civil society to solve today’s global challenges in education. Full bio
Double-click the English transcript below to play the video.
00:13
I'm the product
of a bold leadership decision.
of a bold leadership decision.
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我是一个大胆的领导决策的产物。
00:16
After 1956, when Tunisia
became independent,
became independent,
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1956年以后，突尼斯赢得了独立。
我们第一任总统，哈比卜·布尔吉巴
00:20
our first president, Habib Bourguiba,
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决定将国家预算的20%
00:23
decided to invest 20 percent
of the country's national budget
of the country's national budget
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00:27
in education.
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投入教育行业。
00:29
Yes, 20 percent,
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是的，20%。
00:30
on the high end of the spectrum
even by today's standards.
even by today's standards.
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这个比例以当今社会的标准来看
仍然是很高的。
仍然是很高的。
00:34
Some people protested.
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一些人发出了抗议。
00:36
What about infrastructure?
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基础建设怎么办？
00:38
What about electricity,
roads and running water?
roads and running water?
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电力、道路和自来水怎么办？
这些都不重要吗？
00:41
Are these not important?
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00:44
I would argue
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我会说，
最重要的基础设施
是我们的大脑，
是我们的大脑，
00:45
that the most important
infrastructure we have are minds,
infrastructure we have are minds,
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00:50
educated minds.
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受过教育的大脑。
布尔吉巴总统帮助为
每一个男孩和女孩
每一个男孩和女孩
00:53
President Bourguiba helped establish
free, high-quality education
free, high-quality education
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00:59
for every boy and every girl.
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提供了自由、高品质的教育。
01:03
And together with millions
of other Tunisians,
of other Tunisians,
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和其他几百万
突尼斯人民一样，
突尼斯人民一样，
我深深地感激
那个历史性的决策。
那个历史性的决策。
01:06
I'm deeply indebted
to that historic decision.
to that historic decision.
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01:10
And that's what brought me here today,
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那就是我今天站在这里的原因。
01:13
because today, we are facing
a global learning crisis.
a global learning crisis.
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因为当下我们正面临着
一个全球学习危机。
一个全球学习危机。
01:17
I call it learning crisis
and not education crisis,
and not education crisis,
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我称之为学习危机
而不是教育危机
而不是教育危机
因为，超过2.5亿的孩子
01:21
because on top of
the quarter of a billion children
the quarter of a billion children
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01:24
who are out of school today,
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如今辍学，
01:26
even more, 330 million children,
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更有甚者，3.3亿的孩子
在学校却没有学到知识。
01:30
are in school but failing to learn.
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01:35
And if we do nothing,
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如果我们什么都不做，
01:37
if nothing changes,
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如果这个现状得不到改变，
01:39
by 2030, just 13 years from now,
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那么到2030年，
仅仅是13年以后，
仅仅是13年以后，
01:43
half of the world's children and youth,
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这个世界上一半的小孩和年轻人，
0.8亿的小孩和年轻人，
01:46
half of 1.6 billion children and youth,
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要么离开学校，
要么没有学习。
要么没有学习。
01:50
will be either out of school
or failing to learn.
or failing to learn.
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01:58
So two years ago,
I joined the Education Commission.
I joined the Education Commission.
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两年前，我加入了教育委员会。
02:02
It's a commission brought together
by former UK Prime Minister
by former UK Prime Minister
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这是一个由前任英国总理
02:05
and UN Special Envoy
for Global Education Gordon Brown.
for Global Education Gordon Brown.
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以及联合国全球教育事务特使
戈登·布朗发起的组织。
戈登·布朗发起的组织。
02:09
Our first task was to find out:
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我们的第一要务是要弄清楚
02:12
How big is the learning crisis?
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这个学习危机有多大？
02:13
What's actually the scope of the problem?
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这个问题的实际范围是什么？
02:16
Today we know:
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现在我们知道了，
02:18
half of the world's children by 2030
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到2030年，
世界上一半的小孩
世界上一半的小孩
02:21
will be failing to learn.
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将不会学习。
02:24
And that's how actually we discovered
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我们就是这样发现
02:25
that we need to change the world's focus
from schooling to learning,
from schooling to learning,
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我们应该将世界的焦点
从学校转移到学习上，
从学校转移到学习上，
02:30
from just counting
how many bodies are in classrooms
how many bodies are in classrooms
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从只是数一数
教室里有多少人，
教室里有多少人，
02:33
to actually how many are learning.
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到实际上有多少人在学习。
02:36
And the second big task was,
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我们的第二大任务是，
02:39
can we do anything about this?
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我们能做什么吗？
02:41
Can we do anything
about this big, vast, silent,
about this big, vast, silent,
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对这个巨大却悄无声息，
02:45
maybe most-neglected international crisis?
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也许是最被广泛忽略
的国际危机，能做些什么？
的国际危机，能做些什么？
02:48
And what we found out is, we can.
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我们发现的是，我们可以。
02:51
It's actually amazing.
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这实际上是非常棒的。
02:54
We can, for the first time,
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我们第一次可以
02:56
have every child in school and learning
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使每一个孩子进入学校并学习，
仅仅在一代人的时间里就能实现。
02:59
within just one generation.
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03:03
And we don't even have to really
invent the wheel to do so.
invent the wheel to do so.
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我们甚至不需要去发明
完成这个任务的工具。
完成这个任务的工具。
03:07
We just need to learn
from the best in class,
from the best in class,
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我们只需向班级中
最优秀的同学学习，
最优秀的同学学习，
03:10
but not any best in class --
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但不是任何班级最优秀的——
03:13
the best in your own class.
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是你们班级中最优秀的。
03:16
What we did is actually
we looked at countries by income level:
we looked at countries by income level:
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我们将国家根据收入水平分类：
03:19
low-income, mid-income, high-income.
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低收入，中等收入以及高收入。
我们观察教育领域
发展最快的25%所做的，
发展最快的25%所做的，
03:22
We looked at what the 25 percent
fastest improvers in education do,
fastest improvers in education do,
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03:27
and what we found out is
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然后我们发现，
如果每个国家在他们现有收入水平下
03:29
that if every country moves
at the same rate as the fastest improvers
at the same rate as the fastest improvers
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03:34
within their own income level,
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的发展速度都和领航者一样快，
03:36
then within just one generation
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那么仅仅在一代人的时间内
我们就可以让每一个小孩上学并学习。
03:39
we can have every child
in school and learning.
in school and learning.
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03:43
Let me give you an example.
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举一个例子。
03:46
Let's take Tunisia for example.
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以突尼斯为例。
03:47
We're not telling Tunisia,
"You should move as fast as Finland."
"You should move as fast as Finland."
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我们不要求
突尼斯和芬兰发展得一样快，
突尼斯和芬兰发展得一样快，
03:51
No disrespect, Finland.
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此处对芬兰没有不敬的意思。
03:53
We're telling Tunisia,
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我们会告诉突尼斯，
03:55
"Look at Vietnam."
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看看越南，
03:56
They spend similar amounts
for primary and secondary pupils
for primary and secondary pupils
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他们为中小学生做了相似的投资，
04:00
as percentage of GDP per capita,
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按人均国内生产总值的GDP计算，
04:03
but achieves today higher results.
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但如今得到了更好的结果。
04:06
Vietnam introduced a standardized
assessment for literacy and numeracy,
assessment for literacy and numeracy,
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越南对识字和算术
采用了标准化评估，
采用了标准化评估，
04:11
teachers in Vietnam are better monitored
than in other developing countries,
than in other developing countries,
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相比于其它的发展中国家，
越南的老师被更好地管理，
越南的老师被更好地管理，
04:15
and students' achievements
are made public.
are made public.
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并且学生的成就被公开。
04:20
And it shows in the results.
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结果表明，
04:22
In the 2015 PISA --
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在2015年的PISA，
04:24
Program for International
Student Assessment --
Student Assessment --
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也就是国际学生评估项目，
04:26
Vietnam outperformed
many wealthy economies,
many wealthy economies,
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越南超过了许多
富裕的经济体，
富裕的经济体，
04:29
including the United States.
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包括美国。
04:33
Now, if you're not an education expert,
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如果你不是一个教育专家，
你可能会问，有什么不同吗？
04:36
you may ask, "What's new and different?
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04:38
Don't all countries track student progress
and make those achievements public?"
and make those achievements public?"
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所有的国家不都是
监督同学的进步并公布成就吗？
监督同学的进步并公布成就吗？
04:44
No. The sad answer is no.
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不，答案是否定的。
我们远不是那样。
04:47
We are very far from it.
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04:49
Only half of the developing countries
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只有一半的发展中国家
04:51
have systematic learning assessment
at primary school,
at primary school,
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在小学有系统的学习评估，
04:54
and even less so
at lower secondary school.
at lower secondary school.
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在初中这个比例更小。
04:59
So if we don't know
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所以如果我们不知道
05:02
if children are learning,
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孩子们是否在学习，
05:04
how are teachers supposed to focus
their attention on delivering results,
their attention on delivering results,
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老师们应该如何把精力
集中在展现教学成果上？
集中在展现教学成果上？
05:08
and how are countries supposed
to prioritize education spending
to prioritize education spending
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各国应该如何将教育投资优先
应用于展现教学成果，
05:11
actually to delivering results,
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如果他们不知道
孩子们是否在学习？
孩子们是否在学习？
05:13
if they don't know
if children are learning?
if children are learning?
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05:16
That's why the first big transformation
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这就是为什么在投资之前
05:20
before investing
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的首次大变革
05:22
is to make the education system
deliver results.
deliver results.
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是保证教育系统是
能够展现教学成果的。
能够展现教学成果的。
05:27
Because pouring more money
into broken systems
into broken systems
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因为如果对无效的系统
投更多的钱，
投更多的钱，
05:30
may only fund more inefficiencies.
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只会滋长更低的效率。
05:34
And what deeply worries me --
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令我深感忧虑的是，
05:36
if children go to school and don't learn,
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如果孩子们去了学校却不学习，
05:39
it devalues education,
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这就降低了教育的价值，
05:41
and it devalues spending on education,
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使教育支出贬值，
05:43
so that governments
and political parties can say,
and political parties can say,
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那么政府和政党可能会说，
05:46
"Oh, we are spending
so much money on education,
so much money on education,
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“我们已经在教育上
投入了大量的资金，
投入了大量的资金，
但孩子们没有学习，
05:48
but children are not learning.
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他们没有合适的技能，
05:49
They don't have the right skills.
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05:51
Maybe we should spend less."
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也许我们应该减少投入。”
05:54
Now, improving current
education systems to deliver results
education systems to deliver results
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改善当代教育系统
并使之以结果为向导
并使之以结果为向导
05:58
is important, but won't be enough.
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是很重要的，但这还不够。
06:02
What about countries where
we won't have enough qualified teachers?
we won't have enough qualified teachers?
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对于没有足够的
合格教师的国家呢？
合格教师的国家呢？
06:05
Take Somalia, for example.
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以索马里为例，
如果索马里的每个学生
都成为了老师——
都成为了老师——
06:06
If every student in Somalia
became a teacher --
became a teacher --
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06:09
every person who finishes
tertiary education became a teacher --
tertiary education became a teacher --
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每个完成高等教育的人
都成为了老师——
都成为了老师——
06:12
we won't have enough teachers.
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我们还是不会有足够的老师。
06:16
And what about children in refugee camps,
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那么难民营中的孩子呢？
06:19
or in very remote rural areas?
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或者在偏远地区的孩子呢？
06:22
Take Filipe, for example.
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以菲力佩为例。
06:24
Filipe lives in one
of the thousands of communities
of the thousands of communities
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菲力佩住在一个沿着亚马逊流域
06:27
alongside the Amazonas rivers.
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有着几千社区的群落里。
06:30
His village of 78 people has 20 families.
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他所在的78人构成
的小村庄中有20个家庭。
的小村庄中有20个家庭。
06:34
Filipe and a fellow student
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菲力佩和一个同学
06:36
were the only two
attending grade 11 in 2015.
attending grade 11 in 2015.
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是2015年仅有的
两个就读11年级的同学。
两个就读11年级的同学。
06:41
Now, the Amazonas is a state
in the northwest of Brazil.
in the northwest of Brazil.
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亚马逊是巴西
西北部的一个州，
西北部的一个州，
06:45
It's four and a half times
the size of Germany,
the size of Germany,
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面积是德国的4.5倍，
06:47
and it's fully covered
in jungle and rivers.
in jungle and rivers.
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完全被热带丛林和河流所覆盖。
06:51
A decade ago, Filipe
and his fellow student
and his fellow student
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10年前，菲力佩和他的同学
06:53
would have had just two alternatives:
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只有两个选择。
06:57
moving to Manaus, the capital,
or stopping studying altogether,
or stopping studying altogether,
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一个是到省会马瑙斯市继续求学，
另一个是一起停止求学，
另一个是一起停止求学，
07:01
which most of them did.
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这也是多数人的选择。
07:04
In 2009, however, Brazil passed a new law
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然而，2009年，
巴西通过了一项新的法案，
巴西通过了一项新的法案，
07:08
that made secondary education
a guarantee for every Brazilian
a guarantee for every Brazilian
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即每个巴西人都
必须接受中等教育，
必须接受中等教育，
07:12
and an obligation for every state
to implement this by 2016.
to implement this by 2016.
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到2016年，每个州都
有义务全面推行该法案。
有义务全面推行该法案。
07:17
But giving access
to high-quality education,
to high-quality education,
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但是接受高质量的教育
07:20
you know, in the Amazonas state,
is huge and expensive.
is huge and expensive.
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在亚马逊州是非常昂贵的。
07:23
How are you going to get, you know,
math and science and history teachers
math and science and history teachers
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你如何在那些社区找到
数学、科学和历史老师呢？
07:27
all over those communities?
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07:28
And even if you find them,
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即使你找到了老师，
他们中很多都不愿意去。
07:30
many of them would not want to move there.
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07:33
So faced with this impossible task,
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面对这项几乎不可能的任务，
07:36
civil servants and state officials
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公务员和国家官员
07:38
developed amazing creativity
and entrepreneurship.
and entrepreneurship.
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展现了惊人的创造力
和企业家精神。
和企业家精神。
07:42
They developed the media center solution.
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他们发展了以媒体为中心的解决方法，
07:44
It works this way.
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具体来说是这样的。
07:45
You have specialized,
trained content teachers in Manaus
trained content teachers in Manaus
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在马瑙斯市，你有专业的，
受过训练的老师，
受过训练的老师，
07:50
delivering classroom via livestream
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通过直播
07:53
to over a thousand classrooms
in those scattered communities.
in those scattered communities.
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向分散的社区中
超过1000多个课堂授课。
超过1000多个课堂授课。
07:57
Those classrooms have five to 25 students,
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每个班级有5到25个学生，
08:00
and they're supported
by a more generalist tutoring teacher
by a more generalist tutoring teacher
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他们有一个通晓全科目的助教
08:03
for their learning and development.
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辅导他们的学习和发展。
08:06
The 60 content teachers in Manaus
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在马瑙斯市的60个老师
08:08
work with over 2,200 tutoring teachers
in those communities
in those communities
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与那些社区中的2200多个助教协作，
08:14
to customize lesson plans
to the context and time.
to the context and time.
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根据背景和时间定制教学计划。
08:19
Now, why is this division
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为什么
在老师和助教之间的分工很重要呢？
08:21
between content teacher
and tutoring teacher important?
and tutoring teacher important?
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08:26
First of all, as I told you,
because in many countries,
because in many countries,
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首先，正如我所说的，
因为在很多国家，
因为在很多国家，
我们没有足够的合格的教师。
08:29
we just don't have
enough qualified teachers.
enough qualified teachers.
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08:31
But secondly also because
teachers do too many things
teachers do too many things
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其次，老师要做的事情太多，
08:35
they're either not trained for
or not supposed to do.
or not supposed to do.
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这些事要么是他们没受过训练的，
要么不是他们份内的事。
要么不是他们份内的事。
08:39
Let's look at Chile, for example.
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以智利为例。
08:41
In Chile, for every doctor,
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在智利，每个医生
08:43
you have four and a half people,
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有4.5个
08:45
four and a half staff supporting them,
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职工协助他们，
08:48
and Chile is on the low end
of the spectrum here,
of the spectrum here,
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智利仅仅代表了
低水平的人员配置，
低水平的人员配置，
08:53
because in developing countries,
on average, every doctor
on average, every doctor
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因为在发展中国家，
平均每个医生
平均每个医生
08:56
has 10 people supporting them.
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有10个人协助他们。
08:59
A teacher in Chile, however,
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然而，在智利，一个老师
09:01
has less than half a person,
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只有少于0.5个人，
09:04
0.3 persons, supporting them.
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准确的说，是0.3个人协助他们。
09:08
Imagine a hospital ward
with 20, 40, 70 patients
with 20, 40, 70 patients
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想象一个医院病房
有20，40，70个病人，
有20，40，70个病人，
09:12
and you have a doctor
doing it all by themselves:
doing it all by themselves:
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这个病房只有一个医生独自奋战：
09:15
no nurses, no medical assistants,
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没有护士，没有医疗助理，
09:18
no one else.
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没有别的人。
09:20
You will say this is
absurd and impossible,
absurd and impossible,
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你会说这简直荒谬，
而且不可能，
而且不可能，
09:22
but this is what teachers are doing
all over the world every day
all over the world every day
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但这就是全球教师行业的现状，
09:26
with classrooms of 20, 40, or 70 students.
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一个教室有20，40或者70个学生。
09:30
So this division between content
and tutoring teachers is amazing
and tutoring teachers is amazing
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所以老师和助教的分工是很棒的，
09:34
because it is changing
the paradigm of the teacher,
the paradigm of the teacher,
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因为它在改变教学模式，
09:37
so that each does what they can do best
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每个人都发挥自己最大的作用，
09:39
and so that children
are not just in school
are not just in school
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这样孩子们就不仅仅是在学校，
09:41
but in school and learning.
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而且是真正在学习。
09:44
And some of these content teachers,
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一部分教师群体
09:46
they became celebrity teachers.
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成为了名师，
09:48
You know, some of them run for office,
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他们中的一些人参加竞选，
09:50
and they helped raise
the status of the profession
the status of the profession
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他们提高了这个行业的地位，
09:53
so that more students
wanted to become teachers.
wanted to become teachers.
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于是更多的学生想成为老师。
09:57
And what I love about this example
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我喜欢这个例子的原因
10:00
is beyond changing
the paradigm of the teacher.
the paradigm of the teacher.
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在于它不仅仅
改变了教学的模式，
改变了教学的模式，
10:03
It teaches us how we can harness
technology for learning.
technology for learning.
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还教会我们如何利用科技来学习。
10:07
The live-streaming is bidirectional,
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直播是双向的，
10:09
so students like Filipe and others
can present information back.
can present information back.
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所以像菲力佩那样的学生
可以提供反馈信息。
可以提供反馈信息。
10:14
And we know technology
is not always perfect.
is not always perfect.
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我们都知道科技
并不总是完美的。
并不总是完美的。
10:17
You know, state officials expect
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州政府官员估计，
10:18
between five to 15 percent
of the classrooms
of the classrooms
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每天5%-15%的教室
10:20
every day to be off live-stream
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连不上直播，
10:23
because of flood, broken antennas
or internet not working.
or internet not working.
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因为洪水，天线断裂
或是网络故障。
或是网络故障。
10:27
And yet, Filipe is one
of over 300,000 students
of over 300,000 students
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然而，到目前为止，
菲力佩是超过30万
菲力佩是超过30万
10:31
that benefited from
the media center solution
the media center solution
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从以媒体为中心的
教学方式中受益，
教学方式中受益，
10:34
and got access to postprimary education.
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并获得初中教育的学生中的一员。
10:38
This is a living example
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这是一个生动的例子，
10:40
how technology is not just an add-on
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说明科技不仅仅是一个附加物，
10:42
but can be central to learning
and can help us bring school to children
and can help us bring school to children
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更可以是学习的中心，
帮助我们将教育带给孩子，
帮助我们将教育带给孩子，
10:47
if we cannot bring children to school.
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如果我们不能将孩子们
带到学校去的话。
带到学校去的话。
10:53
Now, I hear you.
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我知道
10:54
You're going to say,
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你们会说，
10:56
"How are we going to implement this
all over the world?"
all over the world?"
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“我们如何在全球范围内实施呢？”
10:59
I've been in government myself
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我自己曾在政府工作，
11:01
and have seen how difficult it is
even to implement the best ideas.
even to implement the best ideas.
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也见证了推行最好
的方案是多么困难。
的方案是多么困难。
11:06
So as a commission,
we started two initiatives
we started two initiatives
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所以作为一个委员会，
我们发起了两项倡议，
我们发起了两项倡议，
11:09
to make the "Learning
Generation" a reality.
Generation" a reality.
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让“学习的一代”成为现实。
11:12
The first one is called
the Pioneer Country Initiative.
the Pioneer Country Initiative.
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第一个倡议是：先驱国家倡议。
11:15
Over 20 countries from Africa and Asia
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超过20个来自亚非的国家
11:18
have committed to make
education their priority
education their priority
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承诺教育为先，
11:21
and to transform their education
systems to deliver results.
systems to deliver results.
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并通过改革，产生有效的教育体制。
11:24
We've trained country leaders
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我们通过一种
11:26
in a methodology
called the delivery approach.
called the delivery approach.
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“交付方法”培训了国家领导人。
11:29
What this does is basically two things.
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这一方法有两个方面：
11:31
In the planning phase,
we take everyone into a room --
we take everyone into a room --
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在规划阶段，我们把
所有人带到一个房间——
所有人带到一个房间——
11:34
teachers, teacher unions,
parent associations,
parent associations,
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教师，教师工会，家长联合会，
11:36
government officials, NGOs, everyone --
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政府官员，非政府组织，所有人——
11:39
so that the reform
and the solution we come up with
and the solution we come up with
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这样我们提出的改革和解决方法
11:41
are shared by everyone
and supported by everyone.
and supported by everyone.
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就能被所有人分享和支持。
11:45
And in the second phase,
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在第二阶段，
11:47
it does something special.
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它会有特别的影响，
11:49
It's kind of a ruthless
focus on follow-up.
focus on follow-up.
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就好像是对后续工作的
一种果断关注。
一种果断关注。
11:54
So week by week you check,
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那么每周下来，你检查成果，
11:57
has that been done,
what was supposed to be done,
what was supposed to be done,
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那个有没有完成，
什么是应该完成的，
什么是应该完成的，
12:00
and even sometimes sending a person
physically to the district or school
physically to the district or school
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甚至有时候把一个人
送到一个地区或者学校
送到一个地区或者学校
12:04
to check that versus
just hoping that it happened.
just hoping that it happened.
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去检查实际成果，
而不是仅仅希望它奏效。
而不是仅仅希望它奏效。
12:09
It may sound for many common sense,
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这也许听起来是一个常识，
12:12
but it's not common practice,
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但却并不是一个常见的做法，
12:13
and that's why actually many reforms fail.
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这就是为什么很多改革失败了。
12:18
It has been piloted in Tanzania,
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这种方法在坦桑尼亚试行。
12:20
and there the pass rate
for students in secondary education
for students in secondary education
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在那里中等教育学生的毕业率
12:26
was increased by 50 percent
in just over two years.
in just over two years.
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在仅仅2年多的时间内提高了50%。
12:32
Now, the next initiative
to make the Learning Generation a reality
to make the Learning Generation a reality
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下一个让“学习的一代”
成为现实的倡议
成为现实的倡议
是融资，谁为这些事情买单呢？
12:36
is financing. Who's going to pay for this?
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12:40
So we believe and argue
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我们认为
12:41
that domestic financing has to be
the backbone of education investment.
the backbone of education investment.
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国内融资必须是
教育投资的中坚力量。
教育投资的中坚力量。
12:45
Do you remember when I told you
about Vietnam earlier
about Vietnam earlier
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你们还记得我之前提到越南
12:48
outperforming the United States in PISA?
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在国际学生评估项目中超过了美国？
12:51
That's due to a better education system,
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这不仅仅是因为
一个更好的教育体系，
一个更好的教育体系，
12:53
but also to Vietnam
increasing their investment
increasing their investment
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也因为越南增加了教育投入，
12:56
from seven to 20 percent
of their national budget in two decades.
of their national budget in two decades.
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在20年间从国家开支
的7%上升到20%。
的7%上升到20%。
13:01
But what happens if countries
want to borrow money for education?
want to borrow money for education?
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但是如果各国为了教育
而借债会发生什么呢？
而借债会发生什么呢？
13:04
If you wanted to borrow money
to build a bridge or a road,
to build a bridge or a road,
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如果你借钱来筑路建桥，
13:08
it's quite easy and straightforward,
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这很简单明了，
13:10
but not for education.
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但是教育不同。
13:12
It's easier to make a shiny picture
of a bridge and show it to everyone
of a bridge and show it to everyone
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向人们描绘一座桥的未来
13:16
than one of an educated mind.
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比描述一个受过教育
的大脑来得容易。
的大脑来得容易。
13:19
That's kind of a longer term commitment.
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那是一项长期的工作。
13:22
So we came up with a solution
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所以我们想到了一种解决方法，
13:23
to help countries escape
the middle income trap,
the middle income trap,
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来帮助各国走出中等收入困境，
13:27
countries that are not poor enough
or not poor, thankfully, anymore,
or not poor, thankfully, anymore,
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那些不至于赤贫或
不再贫穷的国家，
不再贫穷的国家，
13:31
that cannot profit from grants
or interest-free loans,
or interest-free loans,
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它们无法从补助金
或者无息贷款中受益，
或者无息贷款中受益，
13:34
and they're not rich enough
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1496
同时因为它们不够富裕，
无法为它们的贷款
获得有吸引力的利息。
获得有吸引力的利息。
13:36
to be able to have attractive
interests on their loans.
interests on their loans.
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13:39
So we're pooling donor money
in a finance facility for education,
in a finance facility for education,
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所以我们应该把投资人的钱
集中在一个教育融资机构中，
集中在一个教育融资机构中，
13:43
which will provide
more finance for education.
more finance for education.
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这个机构可以为
教育提供更多资金。
教育提供更多资金。
13:46
We will subsidize,
or even eliminate completely,
or even eliminate completely,
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我们会资助或者甚至完全免除
贷款利息，
13:49
interest payments on the loans
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1936
13:51
so that countries that commit to reforms
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这样，那些承诺改革的国家
13:53
can borrow money,
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可以借到资金，
13:55
reform their education system,
and pay this money over time
and pay this money over time
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改革他们的教育体系，
他们可以慢慢还钱，
他们可以慢慢还钱，
13:59
while benefiting
from a better-educated population.
from a better-educated population.
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同时从受过良好教育
的群体中受益。
的群体中受益。
14:03
This solution has been recognized
in the last G20 meeting in Germany,
in the last G20 meeting in Germany,
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这个方法得到了上次
在德国举办的G20峰会的认可，
在德国举办的G20峰会的认可，
14:07
and so finally today
education is on the international agenda.
education is on the international agenda.
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如今，教育终于被
提上了国际议程。
提上了国际议程。
14:14
But let me bring this back
to the personal level,
to the personal level,
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让我把这个问题拉回个人层面，
14:17
because this is where the impact lands.
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因为这是最终产生影响的地方。
14:21
Without that decision
to invest a young country's budget,
to invest a young country's budget,
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如果没有那个
投资年轻国家教育的决定，
投资年轻国家教育的决定，
14:25
20 percent of a young country's
budget in education,
budget in education,
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那个将20%国家预算
投入教育行业的决定，
投入教育行业的决定，
14:28
I would have never
been able to go to school,
been able to go to school,
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我不可能接受教育，
14:32
let alone in 2014
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更不要说在2014年，
14:34
becoming a minister in the government
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在政府中担任部长职务，
14:36
that successfully ended
the transition phase.
the transition phase.
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并成功结束过渡阶段。
14:39
Tunisia's Nobel Peace Prize in 2015
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2015年，突尼斯获得
的诺贝尔和平奖
的诺贝尔和平奖
14:42
as the only democracy
that emerged from the Arab Spring
that emerged from the Arab Spring
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作为从阿拉伯之春中
展现的唯一民主，
展现的唯一民主，
14:45
is a legacy to that bold
leadership decision.
leadership decision.
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这也是那个大胆领导决策的结果。
14:50
Education is the civil rights struggle,
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2776
教育是民权斗争，
14:53
it's the human rights struggle
of our generation.
of our generation.
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是我们这代人的人权斗争。
14:56
Quality education for all:
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2016
全民素质教育
14:58
that's the freedom fight
that we've got to win.
that we've got to win.
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是我们必须赢得的自由战争。
15:03
Thank you.
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谢谢。
15:04
(Applause)
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（观众掌声）
ABOUT THE SPEAKER
Amel Karboul - Education pioneerDr. Amel Karboul builds bridges between the private, public sector and civil society to solve today’s global challenges in education.
Why you should listen
Amel Karboul nurtures and inspires a new generation of responsible leaders, teams and organizations to create breakthroughs in their thinking, to transform themselves and to work towards a just and sustainable future.
Together with the Education Commission team, she has played a leading role in a major global initiative engaging world leaders, policymakers and researchers, and she has developed a renewed and compelling investment case and financing pathway for achieving equal educational opportunity for children and young people.
Karboul has also built The Maghreb Economic Forum (MEF) as a non-partisan think- and do-tank, and with her team she has engaged a new type of conversation between public and private audiences and nurtured new solutions for education (including de-radicalisation), employment, leadership and gender equality. She also co-lead the establishment of first democratic society in Arab nation, began economic reform and created and deployed effective pioneering digital media engagement between government and citizen on very limited budget as cabinet minister.
Karboul published her book, Coffin Corner, outlining a new leadership culture suited to the complexity and dynamics of the 21st century. Nominated as one of ten leading young African politicians, her professional brand is first and foremost that of a highly intelligent, well connected, creative and inspirational go-getter with a track record of making things happen.
Karboul received a Master's degree with honors in mechanical engineering from Karlsruhe Institute of Technology (KIT) in Germany and holds a Doctorate in Coaching and Mentoring from Oxford Brookes University in the United Kingdom. She has held leadership roles at numerous firms including Mercedes-Benz, DaimlerChrysler and worked in senior consultant roles at the Boston Consulting Group (BCG) and Beratergruppe Neuwaldegg as well as visiting faculty at DukeCE. Her two daughters, meditation and yoga keep her sane.
Amel Karboul | Speaker | TED.com