TEDGlobal 2012
Andreas Schleicher: Use data to build better schools
安德里亞斯‧施萊歇爾 (Andreas Schleicher): 用統計資料來建立更好的學校
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我們如何衡量一個學校體系成功的原因？安德里亞斯‧施萊歇爾向我們介紹 PISA 評量，這是對全球各國進行排名的評量計劃，並運用測驗資料來幫助學校改革。你可以在演講中找到自己國家的排名，並瞭解是什麼因素讓某些體系的表現較好。
Andreas Schleicher - Education surveyor
What makes a great school system? To find out, Andreas Schleicher administers a test to compare student performance around the world. Full bio
What makes a great school system? To find out, Andreas Schleicher administers a test to compare student performance around the world. Full bio
Double-click the English transcript below to play the video.
00:16
Radical openness is still a distant future
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「激進式開放」仍然是遙遠的未來
00:19
in the field of school education.
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在學校教育的領域裡
00:21
We have such a hard time figuring out
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我們花了很多精力才瞭解到
00:23
that learning is not a place but an activity.
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學習不是一個場所
而是一種活動
而是一種活動
00:28
But I want to tell you the story of PISA,
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我想告訴你有關
國際學生能力評量計劃 (PISA) 的故事
國際學生能力評量計劃 (PISA) 的故事
00:31
OECD's test to measure the knowledge and skills
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它是經濟合作發展組織 (OECD) 的一項測驗
00:33
of 15-year-olds around the world,
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衡量全球 15 歲學生的知識及技能
00:35
and it's really a story of how international comparisons
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而它確實說明了這種國際層次的比較
00:40
have globalized the field of education that we usually treat
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得以讓我們平日當做國家內政的
00:43
as an affair of domestic policy.
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教育領域進一步全球化
00:46
Look at how the world looked in the 1960s,
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讓我們來看看 1960 年代
00:48
in terms of the proportion of people
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世界各國的人口
00:50
who had completed high school.
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完成高中教育的比例
00:53
You can see the United States ahead of everyone else,
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你可以看到美國傲視群雄
00:57
and much of the economic success of the United States
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而許多美國的經濟成就
00:59
draws on its long-standing advantage
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歸功於這種長久以來
01:02
as the first mover in education.
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作為教育先驅者的優勢
01:05
But in the 1970s, some countries caught up.
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但在 1970 年代，一些國家急起直追
01:08
In the 1980s, the global expansion
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到了 1980 年代
01:11
of the talent pool continued.
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全球的人才數量持續成長
01:13
And the world didn't stop in the 1990s.
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1990 年代也毫不減勢
01:17
So in the '60s, the U.S. was first.
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所以美國在 60 年代是第 1 名
01:19
In the '90s, it was 13th,
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到了 90 年代變成第 13 名
01:22
and not because standards had fallen,
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這並不是因為美國的水準下降了
01:24
but because they had risen so much faster elsewhere.
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而是因為其他國家迅速地追上
01:28
Korea shows you what's possible in education.
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韓國讓我們看見教育的可能性
01:32
Two generations ago, Korea had the standard of living
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在兩個世代以前，韓國的生活水準
01:35
of Afghanistan today,
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相當於今天的阿富汗
01:37
and was one of the lowest education performers.
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在教育方面的排名倒數
01:41
Today, every young Korean finishes high school.
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現在每一個韓國青少年都能完成高中教育
01:47
So this tells us that, in a global economy,
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這告訴我們在全球經濟中
01:50
it is no longer national improvement that's the benchmark for success,
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國家的進步不再是成功的指標
01:54
but the best performing education systems internationally.
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擁有國際上最好的教育體系才是
02:00
The trouble is that
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問題是
02:02
measuring how much time people spend in school
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衡量學生在校的時間
02:04
or what degree they have got is not always
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或他們獲得的學位
02:06
a good way of seeing what they can actually do.
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並非總是判斷他們實力的好方法
02:11
Look at the toxic mix of unemployed graduates on our streets,
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看看街上那麼多找不到工作的畢業生
02:15
while employers say they cannot find the people
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而雇主們卻在抱怨
02:17
with the skills they need.
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找不到擁有合適技能的人才
02:21
And that tells you that better degrees don't automatically translate
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這就說明了更高的學歷無法自動轉化為
02:24
into better skills and better jobs and better lives.
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更好的技能、更好的工作以及更好的生活
02:29
So with PISA, we try to change this
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有了 PISA，我們試著去改變這樣的情況
02:31
by measuring the knowledge and skills
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讓學生的知識和技能
02:33
of people directly.
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以直接的方式來衡量
02:37
And we took a very special angle to this.
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我們採用一個非常特別的觀點
02:38
We were less interested in whether students can simply
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我們比較不在意
02:41
reproduce what they have learned in school,
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學生是否能複製在校所學
02:44
but we wanted to test whether they can extrapolate
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我們比較想評比的是
02:47
from what they know
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他們能否從所學中舉一反三
02:49
and apply their knowledge in novel situations.
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以及在新環境中運用他們的知識
02:53
Now, some people have criticized us for this.
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有些人批評這樣的方法
02:55
They say, you know, such a way of measuring outcomes
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他們說這種衡量結果的方式
02:57
is terribly unfair to people, because we test students
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對學生極為不公平
因為我們的測驗
因為我們的測驗
03:00
with problems they haven't seen before.
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是他們從未見過的問題
03:03
But if you take that logic, you know,
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但是如果你認同那樣的邏輯
03:05
you should consider life unfair, because
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你應該認為生活就是不公平的
03:08
the test of truth in life is not whether we can remember
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因為生活中對真理的測驗
並不在於
並不在於
03:11
what we learned in school,
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我們是否記得在學校學過什麼
03:12
but whether we are prepared for change,
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而是在於我們是否為改變做好了準備
03:16
whether we are prepared for jobs that haven't been created,
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我們是否準備好去面對各種新工作
03:18
to use technologies that haven't been invented,
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去運用尚未發明的科技
03:20
to solve problems we just can't anticipate today.
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去解決今天無法預期的問題
03:25
And once hotly contested,
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經過激烈的爭論後
03:28
our way of measuring outcomes has actually quickly become the standard.
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我們衡量結果的方法
很快就成為了標準
很快就成為了標準
03:31
In our latest assessment in 2009,
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在 2009 年最新的評量中
03:33
we measured 74 school systems
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我們衡量了 74 個學校體系
03:37
that together cover 87 percent of the economy.
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共涵蓋了 87% 的經濟體
03:40
This chart shows you the performance of countries.
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這張圖顯示了各國的得分
03:44
In red, sort of below OECD average.
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紅色是低於 OECD 平均值的
03:47
Yellow is so-so, and in green are the countries doing really well.
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黃色是中等，而綠色是表現優秀的國家
03:50
You can see Shanghai, Korea, Singapore in Asia;
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你們可以發現
亞洲的上海、韓國、新加坡
亞洲的上海、韓國、新加坡
03:55
Finland in Europe;
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歐洲的芬蘭
03:56
Canada in North America doing really well.
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以及北美洲的加拿大
都有很好的表現
都有很好的表現
04:01
You can also see that there is a gap of almost
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你們也可以看到
04:03
three and a half school years between
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在上海和智利的 15 歲少年之間
04:05
15-year-olds in Shanghai and 15-year-olds in Chile,
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有幾乎 3.5 個學年的差距
04:08
and the gap grows to seven school years
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而差距會擴大為 7 個學年
04:11
when you include the countries with really poor performance.
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如果包含了那些表現很差的國家
04:15
There's a world of difference in the way in which
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世界各國為年輕人面對今日經濟發展
04:17
young people are prepared for today's economy.
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所做的準備不同
04:22
But I want to introduce a second important dimension
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但我想要把第二個重要的特點
04:26
into this picture.
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加入這個現象中
04:28
Educators like to talk about equity.
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教育界人士喜歡討論公平
04:33
With PISA, we wanted to measure how they actually deliver equity,
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我們想用 PISA 來衡量
他們究竟如何實現公平
他們究竟如何實現公平
04:36
in terms of ensuring that people
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如何確保所有的學生
04:39
from different social backgrounds have equal chances.
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來自不同的社會背景都擁有平等的機會
04:42
And we see that in some countries, the impact
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我們看到在一些國家
04:44
of social background on learning outcomes
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社會背景對學習成果的影響
04:46
is very, very strong.
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非常巨大
04:47
Opportunities are unequally distributed.
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機會的分配是不平等的
04:50
A lot of potential of young children is wasted.
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許多有潛力的孩子們被忽略了
04:53
We see in other countries that it matters much less
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我們看到在其他國家
04:56
into which social context you're born.
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成長背景的影響小了許多
05:00
We all want to be there, in the upper right quadrant,
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我們都希望自己屬於右上角的那個象限
05:02
where performance is strong and learning opportunities are equally distributed.
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學生表現優秀而且學習機會均等
05:07
Nobody, and no country, can afford to be there,
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沒有人也沒有任何一個國家
想要在那裡（左下角象限）
想要在那裡（左下角象限）
05:09
where performance is poor
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不僅學生表現差
05:11
and there are large social disparities.
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而且社會差距過大
05:14
And then we can debate, you know, is it better
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然後要討論的是
（剩下的兩個象限）哪個比較好
（剩下的兩個象限）哪個比較好
05:16
to be there, where performance is strong
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是要屬於成績好
05:18
at the price of large disparities?
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但社會差距大的象限？
05:21
Or do we want to focus on equity and accept mediocrity?
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還是要注重平等但接受平庸？
05:27
But actually, if you look at how countries come out on this picture,
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但實際上
如果你去檢視圖上的各個國家
如果你去檢視圖上的各個國家
05:30
you see there are a lot of countries that actually
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可以發現有很多國家
05:32
are combining excellence with equity.
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能夠兼顧優秀和公平
05:37
In fact, one of the most important lessons from this comparison
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事實上，這個比較結果
讓我們上了重要的一課
讓我們上了重要的一課
05:40
is that you don't have to compromise equity
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那就是無需犧牲公平
05:43
to achieve excellence.
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來達到優秀
05:46
These countries have moved on from providing excellence
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這些國家從少數人優秀
05:48
for just some to providing excellence for all,
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進步到所有人優秀
05:51
a very important lesson.
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這是一個非常重要的發現
05:53
And that also challenges the paradigms of many school systems
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這也挑戰了很多學校體系的範例
05:58
that believe they are mainly there to sort people.
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他們認為學校的存在
主要是為了把學生分類
主要是為了把學生分類
06:03
And ever since those results came out, policymakers,
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這些測驗結果發佈後
世界各國的政治決策者
世界各國的政治決策者
06:05
educators, researchers from around the world
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教育工作者和研究人員
06:07
have tried to figure out
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都想試著去找出
06:08
what's behind the success of those systems.
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那些體系的成功有什麼訣竅
06:12
But let's step back for a moment
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讓我們退一步來看
06:14
and focus on the countries that actually started PISA,
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並聚焦於那些發展 PISA 的國家
06:17
and I'm giving them a colored bubble now.
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我用彩色的泡泡來代表他們
06:19
And I'm making the size of the bubble
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並讓泡泡的大小
06:23
proportional
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按比例
06:24
to the amount of money that countries spent on students.
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反映出這些國家花費
在學生身上的金錢多寡
在學生身上的金錢多寡
06:28
If money would tell you everything
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如果金錢能夠說明
06:30
about the quality of learning outcomes,
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學習成果的品質
06:32
you would find all the large bubbles at the top, no?
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你就該看到所有的大泡泡
都在上面，不是嗎？
都在上面，不是嗎？
06:35
But that's not what you see.
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但事實並非如此
06:38
Spending per student only explains about,
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對每位學生的花費
06:40
well, less than 20 percent
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只解釋了不到 20%
06:42
of the performance variation among countries,
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國家之間表現差異的原因
06:46
and Luxembourg, for example, the most expensive system,
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譬如，盧森堡是最昂貴的體系
06:48
doesn't do particularly well.
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但並非表現最好
06:51
What you see is that two countries with similar spending
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你會發現花費相近的兩個國家
06:53
achieve very different results.
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結果卻非常不同
06:55
You also see -- and I think that's one of the most encouraging findings --
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你也會看到──而我認為這是
一個非常鼓舞人心的發現──
一個非常鼓舞人心的發現──
06:59
that we no longer live in a world that is neatly divided
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我們的世界已不再是涇渭分明
07:03
between rich and well-educated countries,
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不再分成富裕且教育良好的國家
07:05
and poor and badly-educated ones,
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以及貧窮且教育糟糕的國家
07:08
a very, very important lesson.
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這是非常非常重要的一課
07:11
Let's look at this in greater detail.
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讓我們更詳細地來看
07:14
The red dot shows you
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紅點表示
07:16
spending per student relative to a country's wealth.
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對每位學生的花費占一個國家財富的比例
07:20
One way you can spend money is by paying teachers well,
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投入金錢的方式之一是提高教師收入
07:23
and you can see Korea investing a lot
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你可以看到韓國大量地投入
07:25
in attracting the best people into the teaching profession.
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來吸引最優秀的人才成為專業教師
07:28
And Korea also invests into long school days,
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韓國也投入長時間的上課天數
07:30
which drives up costs further.
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進一步提高了成本
07:33
Last but not least, Koreans want their teachers
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還有，韓國希望老師們
07:35
not only to teach but also to develop.
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除了傳授知識，還要去培養及開發
07:38
They invest in professional development and collaboration
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他們投入專業的發展與合作專案
07:40
and many other things.
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以及其他許多項目
07:42
All that costs money.
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這些都要花錢
07:44
How can Korea afford all of this?
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韓國如何負擔這些？
07:46
The answer is, students in Korea learn in large classes.
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答案是大班教育
07:50
This is the blue bar which is driving costs down.
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就是這條藍色的圓柱使得成本下降
07:54
You go to the next country on the list, Luxembourg,
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再來看看旁邊的盧森堡
07:57
and you can see the red dot is exactly where it is for Korea,
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這個紅點與韓國在一模一樣的位置
08:00
so Luxembourg spends the same per student as Korea does.
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這表示盧森堡在每位學生身上的花費與韓國相當
08:04
But, you know, parents and teachers and policymakers
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但盧森堡的家長、教師和政策制定者
08:07
in Luxembourg all like small classes.
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都喜歡小班教學
08:09
You know, it's very pleasant to walk into a small class.
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因為走進一個小班級的感覺很舒服
08:12
So they have invested all their money into there,
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所以他們把錢都投入在那裡
08:14
and the blue bar, class size, is driving costs up.
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藍色的這一條，也就是班級大小
使得成本上升
使得成本上升
08:17
But even Luxembourg can spend its money only once,
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但即使是盧森堡也無法將金錢重複使用
08:22
and the price for this is that
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而代價就是
08:24
teachers are not paid particularly well.
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教師的收入沒有特別好
08:26
Students don't have long hours of learning.
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學生的上學時間不長
08:29
And basically, teachers have little time to do anything else than teaching.
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基本上，老師除了教書之外
並沒有時間去做其他事情
並沒有時間去做其他事情
08:32
So you can see two countries spent their money very differently,
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所以你可以看到
兩個國家花錢的方式非常不一樣
兩個國家花錢的方式非常不一樣
08:35
and actually how they spent their money
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而實際上他們如何用錢
08:38
matters a lot more than how much they invest in education.
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比用了多少錢
對教育有更多的影響
對教育有更多的影響
08:44
Let's go back to the year 2000.
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讓我們回到 2000 年
08:46
Remember, that was the year before the iPod was invented.
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記住，這一年 iPod 還沒有出現
08:50
This is how the world looked then
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這是當時世界各國的樣子
08:52
in terms of PISA performance.
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以 PISA 測驗結果來看
08:57
The first thing you can see is that the bubbles were a lot smaller, no?
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首先，你會注意到
所有的泡泡都小了許多，對吧？
所有的泡泡都小了許多，對吧？
09:00
We spent a lot less on education,
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那時我們在教育上的花費少了許多
09:01
about 35 percent less on education.
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大約少了35%
09:03
So you ask yourself, if education has become so much more expensive,
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我們自問：如果已經在教育上投入了這麼多的錢
09:07
has it become so much better?
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它是不是也跟著改善了許多？
09:10
And the bitter truth really is that, you know,
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但讓人難堪的事實是
09:13
not in many countries.
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沒有多少個國家真的如此
09:16
But there are some countries which have seen
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不過有一些國家
09:18
impressive improvements.
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已經有了不起的進步
09:21
Germany, my own country, in the year 2000,
185
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我的母國德國，在 2000 年
09:25
featured in the lower quadrant,
186
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1888
屬於底下的那個象限
09:26
below average performance, large social disparities.
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3165
成績低於平均，社會差距大
09:30
And remember, Germany, we used to be one of those countries
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2003
要知道，德國曾經是一個
09:32
that comes out very well when you just count people who have degrees.
189
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在擁有學位的國民數量上
名列前茅的國家
名列前茅的國家
09:35
Very disappointing results.
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測驗結果讓人非常失望
09:37
People were stunned by the results.
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人們感到震驚
09:40
And for the very first time, the public debate in Germany
192
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史無前例地，德國的公眾辯論
09:44
was dominated for months by education,
193
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圍繞教育話題進行了數月
09:47
not tax, not other kinds of issues, but education
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不是稅收，不是其他問題，而是教育
09:50
was the center of the public debate.
195
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成為了公眾議題的焦點
09:53
And then policymakers began to respond to this.
196
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後來政策制定者開始做出應對
09:56
The federal government dramatically raised its investment in education.
197
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聯邦政府大幅增加教育投資
10:00
A lot was done to increase the life chances of students
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3629
努力提供更多機會
10:04
with an immigrant background or from social disadvantage.
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給來自移民家庭或社會弱勢群體的學生
10:07
And what's really interesting is that this wasn't just about
200
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4508
有趣的是，這不僅是
10:11
optimizing existing policies,
201
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使現有的體制更完善
10:15
but data transformed some of the beliefs and paradigms
202
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3413
同時也轉變了一些信念及範例
10:18
underlying German education.
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1787
那原本是德國教育的基礎
10:20
For example, traditionally, the education of the very young children
204
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3886
譬如，幼兒教育在傳統上
10:24
was seen as the business of families, and you would have cases
205
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2618
被認為是家庭的職責
而且你能看到在許多例子中
而且你能看到在許多例子中
10:27
where women were seen as neglecting their family responsibilities
206
611255
3032
當婦女把孩子送到幼稚園
10:30
when they sent their children to kindergarten.
207
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3088
會被視為忽視家庭職責
10:33
PISA has transformed that debate,
208
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2648
PISA 轉變了這個爭論
10:35
and pushed early childhood education right at the center
209
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2773
並且促使幼兒早期教育成為
10:38
of public policy in Germany.
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德國公眾政策的核心
10:41
Or traditionally, the German education divides children
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3701
還有，傳統上德國的教育
10:44
at the age of 10, very young children,
212
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2748
把 10 歲的小孩，很小的年紀
10:47
between those deemed to pursue careers of knowledge workers
213
631637
4189
區分為將來會成為知識工作者的人
10:51
and those who would end up working for the knowledge workers,
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3350
以及將來為知識工作者工作的人
10:55
and that mainly along socioeconomic lines,
215
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2476
這樣的區分主要是依循社會經濟的路線
10:57
and that paradigm is being challenged now too.
216
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4168
而這種典範現在也遇到了挑戰
11:01
A lot of change.
217
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2484
發生了許多改變
11:04
And the good news is, nine years later,
218
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2954
好消息是，九年之後
11:07
you can see improvements in quality and equity.
219
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3099
你們可以看到品質和公平都有所改善
11:10
People have taken up the challenge, done something about it.
220
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2276
人們接受了挑戰並採取行動
11:12
Or take Korea, at the other end of the spectrum.
221
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2128
再來看看屬於最高象限的韓國
11:14
In the year 2000, Korea did already very well,
222
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2545
在 2000 年，韓國已經有很好的表現
11:17
but the Koreans were concerned that only a small share
223
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3325
但韓國人擔心，只有小部分的學生
11:20
of their students achieved the really high levels of excellence.
224
664631
4359
達到非常優異的成績
11:24
They took up the challenge,
225
668990
1814
他們接受了挑戰
11:26
and Korea was able to double the proportion of students
226
670804
3534
並在十年內讓閱讀表現優秀的學生
11:30
achieving excellence in one decade in the field of reading.
227
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4402
比例增加了一倍
11:34
Well, if you only focus on your brightest students,
228
678740
2553
如果你只集中於培養最聰明的學生
11:37
you know what happens is disparities grow,
229
681293
1919
你知道這會造成社會差距擴大
11:39
and you can see this bubble moving slightly to the other direction,
230
683212
3800
你會看到泡泡稍微朝另一個方向移動
11:42
but still, an impressive improvement.
231
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2711
不過這仍是很好的改進
11:45
A major overhaul of Poland's education
232
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2586
一項對波蘭教育的重大檢討
11:48
helped to dramatically reduce between variability among schools,
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3633
協助大幅降低了學校之間的差異
11:51
turn around many of the lowest-performing schools,
234
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2694
徹底改變了許多表現差的學校
11:54
and raise performance by over half a school year.
235
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4834
成績提高超過半個學年
11:59
And you can see other countries as well.
236
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1791
其他國家也是
12:01
Portugal was able to consolidate its fragmented school system,
237
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2943
葡萄牙得以整合七零八落的學校體制
12:04
raise quality and improve equity,
238
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提升品質並增進公平
12:07
and so did Hungary.
239
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1876
匈牙利也是如此
12:08
So what you can actually see, there's been a lot of change.
240
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3431
所以確實可以看到很多的改變
12:12
And even those people who complain and say that
241
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2933
甚至那些抱怨說
12:15
the relative standing of countries
242
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1689
國家之間的排名高低
12:17
on something like PISA is just an artifact of culture,
243
721125
3422
譬如 PISA 測驗結果
不過是一種人工產物，來自於文化
不過是一種人工產物，來自於文化
12:20
of economic factors, of social issues,
244
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3042
經濟因素、社會問題
12:23
of homogeneity of societies, and so on,
245
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3062
社會均一性等因素
12:26
these people must now concede that education improvement is possible.
246
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4842
這些人現在必須承認教育改革是可能的
12:31
You know, Poland hasn't changed its culture.
247
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3040
大家知道，波蘭並沒有改變它的文化
12:34
It didn't change its economy. It didn't change
248
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2504
也沒有改變它的經濟
12:36
the compositions of its population.
249
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2092
也沒有改變它的人口結構
12:39
It didn't fire its teachers. It changed its education policies
250
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2854
他們沒有開除教師
而是改變了教育政策
而是改變了教育政策
12:41
and practice. Very impressive.
251
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2640
和教育實務，非常了不起
12:44
And all that raises, of course, the question: What can we learn
252
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2965
所有這些產生了一個問題：
12:47
from those countries in the green quadrant
253
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2104
我們能從綠色象限的國家中學到什麼？
12:49
who have achieved high levels of equity,
254
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2275
這些國家創造了高水準的平等
12:51
high levels of performance, and raised outcomes?
255
755967
3732
優秀的表現，並且提升了成果
12:55
And, of course, the question is, can what works in one context
256
759699
3914
當然，問題在於：在某個國家的成功經驗
12:59
provide a model elsewhere?
257
763613
2716
能否複製於另一個國家？
13:02
Of course, you can't copy and paste education systems wholesale,
258
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3330
當然的，你不能複製整個教育體系
13:05
but these comparisons have identified a range of factors
259
769659
3927
但這些比較結果辨識出了一些要素
13:09
that high-performing systems share.
260
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3321
是表現優異的體系共同擁有的
13:12
Everybody agrees that education is important.
261
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2560
每個人都認同教育是重要的
13:15
Everybody says that.
262
779467
1987
每個人都這麼說
13:17
But the test of truth is, how do you weigh that priority
263
781454
3255
但事實上這個評量顯示出：
如何去衡量教育和其他事務
如何去衡量教育和其他事務
13:20
against other priorities?
264
784709
2296
的先後順序？
13:22
How do countries pay their teachers
265
787005
2013
國家付給老師的薪水
13:24
relative to other highly skilled workers?
266
789018
3105
如何和其他高技術勞工比較？
13:28
Would you want your child to become a teacher
267
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2485
父母希望孩子當老師
13:30
rather than a lawyer?
268
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2112
還是做律師？
13:32
How do the media talk about schools and teachers?
269
796720
2002
媒體上是怎麼談論學校和教師的？
13:34
Those are the critical questions, and what we have learned
270
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2505
這些都是至關重要的問題
13:37
from PISA is that, in high-performing education systems,
271
801227
4094
而我們從 PISA 學到
在高績效的教育體系中
在高績效的教育體系中
13:41
the leaders have convinced their citizens to make choices
272
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3550
領導者讓市民相信並選擇
13:44
that value education, their future,
273
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2378
要重視教育、重視未來
13:47
more than consumption today.
274
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2672
更甚於今天的消費
13:49
And you know what's interesting? You won't believe it,
275
813921
2046
有趣的是，你可能不會相信
13:51
but there are countries in which the most attractive place
276
815967
2986
有些國家最吸引人的地方
13:54
to be is not the shopping center but the school.
277
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2920
並不是購物中心，而是學校
13:57
Those things really exist.
278
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2267
這樣的事情真的存在
14:00
But placing a high value on education
279
824140
1973
但只重視教育
14:02
is just part of the picture.
280
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2851
還不夠
14:04
The other part is the belief that all children
281
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3029
另外還要相信所有的孩子
14:07
are capable of success.
282
831993
3435
都能成功
14:11
You have some countries where students
283
835428
1761
有些國家的學生
14:13
are segregated early in their ages.
284
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2239
從小就被分班了
14:15
You know, students are divided up,
285
839428
2046
學生被區隔
14:17
reflecting the belief that only some children
286
841474
2335
反映出人們相信只有某些孩子
14:19
can achieve world-class standards.
287
843809
3552
能達到世界級的水準
14:23
But usually that is linked to very strong social disparities.
288
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4055
而這通常和很嚴重的社會不平等有關
14:27
If you go to Japan in Asia, or Finland in Europe,
289
851416
3384
如果你去亞洲的日本，或歐洲的芬蘭
14:30
parents and teachers in those countries
290
854800
2106
這些國家的父母和教師
14:32
expect every student to succeed,
291
856906
3911
希望每個孩子都能成材
14:36
and you can see that actually mirrored in student behavior.
292
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3492
你會發現這種信念
真的會投射在學生的行為上
真的會投射在學生的行為上
14:40
When we asked students what counts
293
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2716
當我們問學生們
14:42
for success in mathematics,
294
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2736
要怎麼學好數學
14:45
students in North America would typically tell us,
295
869761
2392
北美的學生通常回答
14:48
you know, it's all about talent.
296
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1546
這跟天賦有關
14:49
If I'm not born as a genius in math, I'd better study something else.
297
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4626
如果我生下來就不是數學天才
那麼我最好去學別的科目
那麼我最好去學別的科目
14:54
Nine out of 10 Japanese students say
298
878325
2726
而日本學生 10 個裡面有 9 個會回答
14:56
that it depends on my own investment, on my own effort,
299
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4246
要靠我自己的投入，我自己的努力
15:01
and that tells you a lot about the system that is around them.
300
885297
4735
這說明了很多有關他們所處的體系
15:05
In the past, different students were taught in similar ways.
301
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4809
在過去，不同的學生接受相似的教學方法
15:10
High performers on PISA embrace diversity
302
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3332
PISA 得分高的國家接受多樣性
15:14
with differentiated pedagogical practices.
303
898173
3748
採用差異化的教學方法
15:17
They realize that
304
901921
1976
他們知道
15:19
ordinary students have extraordinary talents,
305
903897
3144
平凡的學生有非凡的才能
15:22
and they personalize learning opportunities.
306
907041
3360
他們讓學習機會因人而異
15:26
High-performing systems also share
307
910401
2036
高績效系統也都擁有
15:28
clear and ambitious standards across the entire spectrum.
308
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3606
明確且雄心勃勃的全方位標準
15:31
Every student knows what matters.
309
916043
2202
每一個學生都知道什麼才是最重要的
15:34
Every student knows what's required to be successful.
310
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4087
每一個學生都知道成功需要什麼
15:38
And nowhere does the quality of an education system
311
922332
2865
而教育系統的品質
15:41
exceed the quality of its teachers.
312
925197
2443
取決於系統中教師的品質
15:43
High-performing systems are very careful
313
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3068
高績效系統非常注重
15:46
in how they recruit and select their teachers
314
930708
2134
教師的招聘和挑選
15:48
and how they train them.
315
932842
1721
以及培訓教師的方法
15:50
They watch how they improve the performances of teachers
316
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2830
他們注重如何去改善
15:53
in difficulties who are struggling,
317
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2320
那些有困難的老師的績效
15:55
and how they structure teacher pay.
318
939713
2909
以及如何規劃教師的薪水
15:58
They provide an environment also in which teachers work together
319
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3696
他們也提供一個環境讓教師共同合作
16:02
to frame good practice.
320
946318
3557
開發優良的教學方式
16:05
And they provide intelligent pathways for teachers to grow
321
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4161
他們為教師提供深造的途徑
16:09
in their careers.
322
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2115
讓他們能在職業上發展
16:12
In bureaucratic school systems,
323
956151
1624
在官僚作風的學校體系中
16:13
teachers are often left alone in classrooms
324
957775
1993
教師總是獨自一人在教室裡
16:15
with a lot of prescription on what they should be teaching.
325
959768
3167
照本宣科
16:18
High-performing systems are very clear what good performance is.
326
962935
3210
而高績效系統非常清楚好的績效是什麼
16:22
They set very ambitious standards, but then they enable
327
966145
2774
他們訂立了野心勃勃的標準
16:24
their teachers to figure out,
328
968919
1777
但同時也讓教師自由發揮
16:26
what do I need to teach to my students today?
329
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4115
──今天我要教些什麼給學生？
16:30
The past was about delivered wisdom in education.
330
974811
4546
過去的教育是在傳承智慧
16:35
Now the challenge is to enable user-generated wisdom.
331
979357
5242
現在的挑戰是要讓需要的人產生智慧
16:40
High performers have moved on from professional
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高績效系統已經不是
16:44
or from administrative forms of accountability and control --
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責任和控制的專業或管理模式
16:47
sort of, how do you check whether people do what they're supposed to do in education --
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──也就是，如何去檢查
學生是否有做功課──
學生是否有做功課──
16:51
to professional forms of work organization.
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它們已轉變成工作組織的專業模式
16:54
They enable their teachers to make innovations in pedagogy.
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他們鼓勵教師在教學方式上推陳出新
16:58
They provide them with the kind of development they need
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為教師提供所需的進修
17:01
to develop stronger pedagogical practices.
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來發展更優秀的教學方法
17:05
The goal of the past was standardization and compliance.
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過去的目標是標準化和循規蹈矩
17:10
High-performing systems have made teachers
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高績效系統讓教師們
17:13
and school principals inventive.
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和校長們勇於創新
17:16
In the past, the policy focus was on outcomes,
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在過去，政策著重於結果
17:19
on provision.
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和規章制度
17:21
The high-performing systems have helped teachers
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高績效系統幫助教師
17:24
and school principals to look outwards to the next teacher,
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和校長放眼教師的未來
17:26
the next school around their lives.
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和學校的未來
17:29
And the most impressive outcomes of world-class systems
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世界級水準系統最了不起的成果在於
17:31
is that they achieve high performance across the entire system.
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它能達成體系內全方面的優良表現
17:34
You've seen Finland doing so well on PISA,
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芬蘭的 PISA 結果非常好
17:37
but what makes Finland so impressive
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原因在於
17:38
is that only five percent of the performance variation
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學校之間
只有 5% 的得分差異
17:42
amongst students lies between schools.
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17:45
Every school succeeds.
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每一間學校都成功了
17:47
This is where success is systemic.
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這種成功是系統性的
17:50
And how do they do that?
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他們如何做到的？
17:52
They invest resources where they can make the most difference.
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他們把資源投入到最能產生效益的地方
17:54
They attract the strongest principals into the toughest schools,
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他們吸引最優秀的校長去最棘手的學校
17:59
and the most talented teachers
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吸引最優秀的教師
18:02
into the most challenging classroom.
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去最有挑戰的班級
18:03
Last but not least, those countries align policies
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除此之外，這些國家綜合考量
18:07
across all areas of public policy.
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所有的公共政策
18:09
They make them coherent over sustained periods of time,
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他們讓政策長久地維持協調一致
18:12
and they ensure that what they do is consistently implemented.
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還要確保執行上的一致性
18:17
Now, knowing what successful systems are doing
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知道成功的體系如何成功
還不能告訴我們
如何去改善（自己的體系）
如何去改善（自己的體系）
18:19
doesn't yet tell us how to improve.
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18:22
That's also clear, and that's where some of the limits
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這很明顯，而這些限制
18:24
of international comparisons of PISA are.
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存在於 PISA 的國際比較裡
18:28
That's where other forms of research need to kick in,
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這裡需要其他形式的研究介入
18:30
and that's also why PISA doesn't venture into
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這也是為什麼 PISA 沒有冒昧去
18:33
telling countries what they should be doing.
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告訴各個國家應該怎麼做
18:35
But its strength lies in telling them
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但 PISA 的優點在於告訴大家
18:36
what everybody else has been doing.
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別人都在做什麼
18:39
And the example of PISA shows that data
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PISA 的例子說明了
18:41
can be more powerful than administrative control of financial subsidy
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資料比財務補貼的行政控制還要有效
18:45
through which we usually run education systems.
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後者是我們平常管理教育系統的方式
18:49
You know, some people argue that
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有些人提出
18:52
changing educational administration
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教育管理的改革
18:54
is like moving graveyards.
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就像遷墳
18:56
You just can't rely on the people out there to help you with this. (Laughter)
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你無法依賴墳墓裡的人來幫你
（笑聲）
（笑聲）
19:01
But PISA has shown what's possible in education.
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但是 PISA 指出了教育的可能性
19:06
It has helped countries to see that improvement is possible.
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它幫助國家瞭解了進步是可能的
19:10
It has taken away excuses from those who are complacent.
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那些故步自封的人不能再找藉口了
19:14
And it has helped countries to set meaningful targets
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它協助國家訂立有意義的目標
19:17
in terms of measurable goals achieved by the world's leaders.
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依據領先國家已達到的可衡量目標
19:21
If we can help every child, every teacher, every school,
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如果我們能夠幫助每一個孩子
每一位教師、每一所學校
每一位教師、每一所學校
19:25
every principal, every parent see what improvement is possible,
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每一位校長、每一位父母
都瞭解進步的可能性
都瞭解進步的可能性
19:29
that only the sky is the limit to education improvement,
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那麼教育改革的前景就無可限量
19:32
we have laid the foundations
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我們已建立了基礎
19:33
for better policies and better lives.
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為更好的政策和更好的生活
19:36
Thank you.
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謝謝大家
19:38
(Applause)
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4000
（掌聲）
ABOUT THE SPEAKER
Andreas Schleicher - Education surveyorWhat makes a great school system? To find out, Andreas Schleicher administers a test to compare student performance around the world.
Why you should listen
First, a few acronyms: Andreas Schleicher heads the Program for International Student Assessment (PISA) at the Organization for Economic Co-operation and Development (OECD). What it means is: He's designed a test, given to hundreds of thousands of 15-year-olds around the world (the most recent covered almost 70 nations), that offers unprecedented insight into how well national education systems are preparing their students for adult life. As The Atlantic puts it, the PISA test "measured not students’ retention of facts, but their readiness for 'knowledge worker' jobs—their ability to think critically and solve real-world problems."
The results of the PISA test, given every three years, are fed back to governments and schools so they can work on improving their ranking. And the data has inspired Schleicher to become a vocal advocate for the policy changes that, his research suggests, make for great schools.
Andreas Schleicher | Speaker | TED.com