國際組織慶祝世界教師日,復興始于教師

Recovery Begins with Teachers
--Message from the heads of UNESCO, UNICEF, UNDP, ILO and Education International
on the occasion of the World Teachers’Day 2010
5 October 2010

復興始于教師
——國際組織在2010年世界教師日的聯合致辭
2010年10月5日

Today, on World Teachers’Day, we pay homage to all teachers for their pivotal role in shaping children’s lives and for the ir critical contribution to the social,economic and intellectual development of nations. Teachers are change agents, providing the impetus for the emergence of educated communities.

今天是世界教師日，值此之際，我們向所有教師致以崇高敬意，感謝他們在改變兒童的命運中發揮的關鍵作用，以及對各國社會、經濟和智力發展做出的重要貢獻。 教師是變革的動因，他們推動了有教養社會的形成。

Many teachers work in extremely challenging circumstances, serving in communities with high rates of poverty,coping with v iolence within and outside the classroom, or confronting the demoralizing impact of HIV and AIDS on colleagues, students a nd families. There are those who are seeking to ensure the right to education of 18.5 million refugee children throughout the world. In countries affected by conflict, teachers are instrumental to reconstruction and peace-building.

許多教師在極具挑戰性的環境下工作，供職于貧困發生率很高的社區，要與校內校外的暴力作鬥爭，抵抗愛滋病毒和愛滋病給同仁、學生和家庭造成的意志消沉。 有些教師正在想方設法保證世界各地1,850 萬難民兒童的受教育權。 在受到衝突影響的國家，教師們在協助重建國家、建設和平。

We take this opportunity to commend the efforts of teachers, especially female teachers,who accept to serve in hig h risk, deprived and disadvantaged areas, reaching out to the excluded,and bringing them the prospect of a better life thr ough education. Teachers are also crucial to sustainable recovery and growth in post-conflict and emergency situations. In Haiti, the devastating earthquake that struck last January claimed the lives of some 38,000 pupils and 1,300 teachers a nd education personnel. In Pakistan, according to UN estimates, half of the 20 million people affected by the floods are children. From the outset, reactivating the education system has been a priority of the humanitarian and recovery effort in both cou ntries. We especially honour the memory and commitment of those teachers who have lost their lives in emergency situations.

我們借此機會讚揚教師們，特別是女教師們的辛勤工作。 他們勇於到風險大、物質貧乏、條件不利的地區服務，向被排斥者伸出援手，用教育鼓起他們對美好生活的憧景。 在衝突後和緊急局勢中，教師對於可持續復興和增長而言也是極其重要的。 今年1 月海地發生的毀滅性地震奪去了38,000 名學生、1,300 名教師和教職人員的生命。 在巴基斯坦，據聯合國估計，有2,000 萬人受到洪災，其中半數是兒童。 從一開始，重啟教育系統就是這兩個國家人道主義和復興工作的優先事項。 我們尤其緬懷那些在緊急局勢下犧牲生命的教師，讚揚他們的獻身精神。

Teachers provide continuity and reassurance,both during and after natural disasters and other crises. By giving hope for the future and providing structure and a sense of normalcy, they help to mitigate the effects of confli ct, disaster and displacement. They provide much-needed psycho-social support to ease the trauma of children and youth who have witnessed extreme violenc e, or lived through the destruction of their homes and the loss of family members. Supporting teachers in post-crisis situations is an investment in peace and development.

無論是在災難及其他危機期間，還是在其過後，教師都起到了承前啟後和安撫民心的作用。 他們給兒童以未來的希望，為其提供某種組織結構，使其有一種常態感，從而降低了衝突、災難和流離失所的影響。 他們提供急需的社會心理支援，以撫平目睹極端暴力或歷經家庭毀滅或失去親人的那些兒童和青年的創傷。 支援危機後地區的教師，就是投資于和平與發展。

While many governments are making efforts to protect education budgets, teachers’jobs, salaries and decent teaching/learni ng conditions, we are deeply concerned by the probable impact of the global economic slowdown on the teaching profession. As a catalyst for human growth and development, education is key to the achievement of all the Millennium Development Goal s(MDGs)and Education for All(EFA)targets. But without sufficient numbers of well-trained and professionally motivated teachers, we risk falling short of the promise made ten years ago at the World Education Forum to the world’s children and youth,because teachers are at the heart of th e education system.

許多國家政府正在設法保護教育預算、教師的職位、薪水和適宜的教學條件，但是全球經濟增長放緩可能對教師職業造成的衝擊令我們深為關切。 作為人類增長與發展的一個推手，教育是實現所有千年發展目標（MDGs）和全民教育（EFA）目標的關鍵所在。 可是，沒有足夠多訓練有素、有職業進取心的教師，我們就有可能兌現不了十年前在世界教育論壇上向全世界兒童和青年做出的承諾，因為教師是教育系統的靈魂。

On this Day we call for adherence to the ILO/UNESCO Recommendation concerning the Status of Teachers(which was adopted on this date in 1966) and to the 1997 UNESCO Recommendation concerning the Status of Higher Education Teaching Personnel. The moral force of these Recommendations remains as pertinent as ever. Low status, low salary and poor working conditions infringe on the rights of teachers whilst discouraging talented young p eople from joining and remaining in the teaching profession. The situation must be redressed at a time when the world needs an estimated 10.3 million new teachers to reach internation ally-agreed education targets by 2015.

值此教師日，我們呼籲各方遵守國際勞工組織-教科文組織《關於教師地位的建議書》（于1966 年的今天通過）和1997 年教科文組織《關於高等教育教學人員地位的建議書》。 這兩項建議書的倫理力量一如既往，切合時代大潮。 地位低、薪水少、工作條件惡劣，這一切都侵犯了教師的權利，使那些有才華的年輕人望而卻步，不敢加入並留在教師隊伍中。 這種局面必須予以糾正，因為要在2015 年之前實現國際商定的教育目標，全世界目前還需要新增大約910萬教師。

The quality of teacher training is equally important. Teachers who are well-trained and adequately remunerated are better equipped to provide a decent education and be active p romoters of the values of citizenship,peace and intercultural dialogue. Governments are therefore urged to continue investing in viable national policies and programmes for teacher training,recr uitment, and incentives so that teachers remain and develop within the profession. At the same time,we urge development partners to support governments, particularly in developing countries, in their deter mination to invest in well trained teachers. We also call for greater efforts and structures of social dialogue that give teachers a voice in decision-making through t heir democratically elected organizations. Without teachers’inputs to shape education reforms, recovery processes are not likely to achieve all their goals.

師資培訓品質同樣重要。 訓練有素並得到合理報酬的教師，更能提供良好的教育，更有可能成為公民、和平和文化間對話等價值觀的積極宣揚者。 因此，我們敦促各國政府繼續投資于教師培訓、招聘和激勵等可行的國家政策和計畫，使教師們留在這個行業並從中發展提高。 另外，我們敦促發展夥伴支援各國政府，特別是發展中國家政府投資于訓練有素的教師的決心。 我們還呼籲加倍努力，建立社會對話機制，使教師能夠通過他們民主推舉的組織，在決策過程中表達自己的意見。 在制定教育改革中沒有教師的參與，復興工作就不可能實現其全部目標。

On World Teachers’Day, we appeal to governments, communities, national and international institutions worldwide to renew t heir commitment towards teachers, particularly in the poorest countries and those affected by conflict or disasters. Recovery begins with teachers. We can best honour teachers by giving them decent working conditions to fulfil their mission of preparing the younger gene ration to become responsible citizens, equipped with the knowledge and skills to shape a sustainable future.

在世界教師日來臨之際，我們呼籲世界各國政府、各個社區、國家和國際機構再次向教師，尤其是最貧窮國家、衝突國家和受災國家的教師做出承諾。 復興始于教師。 我們為教師提供體面的工作條件，使他們能夠履行將年輕一代培養成具備創造可持續未來的知識和技能且負責任的公民的使命，就是對他們的最好獎賞。

Join us today,5 October 2010,in celebrating teachers around the world!

今天，即2010年10月5日，同我們一道向世界各地的教師們表示祝賀吧！

Irina Bokova, Director-General of UNESCO 聯合國教科文組織總幹事 伊琳娜·博科娃
Juan Somavia, Director-General of ILO 國際勞工組織總幹事 胡安·索馬維亞
Helen Clark, Administrator of UNDP 聯合國開發計畫署署長 海倫·克拉克
Anthony Lake, Executive Director of UNICEF 聯合國兒童基金會執行主任 安東尼·拉克
Fred van Leeuwen, General Secretary of Education International 教育國際秘書長 弗雷德·馮魯文