世界教師日:教師隊伍呼喚人才！

Joint Message on the Occasion of the World Teachers’ Day

世界教師日聯合致辭


A Call for Teachers!


教師隊伍呼喚人才！


Irina Bokova, Director-General, UNESCO


教科文組織總幹事伊琳娜·博科娃


Guy Ryder, Director-General, ILO


國際勞工組織總幹事居伊·賴德


Anthony Lake, Executive Director, UNICEF


兒童基金會執行主任安東尼·萊克


Helen Clark, Administrator, UNDP


聯合國開發計畫署署長海倫·克拉克


Fred van LEEUWEN, General Secretary, Education International


教育國際秘書長弗雷德·馮勒文


5 October 2013


2013年10月5日


Teachers hold the keys to a better future for all. They inspire, challenge and empower innovative and responsible global citizens. They get children into school, keep them there and help them learn. Every day, they help to build the inclusive knowledge societies we need for tomorrow and the century ahead. On this World Teachers’ Day, we join forces to thank teachers and to call for more, better trained and supported teachers.


教師手握全人類通向更美好未來的鑰匙。 教師激勵我們迎接挑戰，提高能力，成為具有創新精神和負責任的全球公民。 教師把孩子們迎進學校，留住他們，引導他們學習知識。 每一天，教師的工作都在推動建設我們未來以及今後一個世紀所需要的包容的知識社會。 值此世界教師日，我們向教師表示感謝，並攜手呼籲培養更多、更加訓練有素和得到更好支援的教師隊伍。


Nothing can replace a good teacher. Evidence shows that teachers, their professional knowledge and skills are the most important factor for quality education. This requires stronger training upfront and continual professional development and support, to enhance performance and le arning outcomes. We know this and yet, far too often, teachers remain under-qualified and poorly paid, with low status, and excluded from e ducation policy matters and decisions that concern and affect them.


一名好的教師所發揮的作用是不可替代的。 事實證明，教師和教師們掌握的專業知識與技能是提供良好教育的最重要因素。 為此需要加大職前培訓的力度，提供更好的終身專業發展和支援，從而提高績效和學習成果。 儘管我們都認識到這一點，但事實上教師往往不夠稱職，且收入少，地位低，也無法參與教育政策的制定以及涉及他們利益的決策過程。


And there are far too few of them today. At the global level, some 5.24 million teachers need to be recruited in order to reach the goal of universal primary educa tion by 2015—1.58 million new recruits and 3.66 million to replace those leaving the profession. The challenge goes beyond numbers—more teachers must mean better quality learning, through appropriate training and suppor t.


今天我們太缺少教師了。 為了在2015年前實現普及初等教育的目標，全球需要招聘約524萬名教師——158萬名新教師和366萬名頂替離職人員的教師。 這些數位並不是我們面臨的全部挑戰——更多的教師就必須帶來更高的學習品質，為此需要提供必要的培訓和支援。


This is essential for ensuring every learner’s right to quality education—especially, to reach the 57 million children of primary school age currently out of school. At current pace, we estimate that 49 percent of these children will never enter school, while 28 percent will start school late—54 percent of them are girls. Equally worrying is the low level of learning. An estimated 250 million children are failing to learn to read and write by the time they reach the age for grade 4. Approximately half of these children are in school. The access and learning crisis must be urgently addressed.


這對確保全民享有接受良好教育的權利至關重要--尤其是，目前還有5700萬小學失學兒童。 按照目前的進度，我們估計其中有49%的兒童永遠也沒有機會踏進校門，28%的兒童過了年齡才能上學——其中54%是女孩。 同樣令人擔憂的是學習程度較低。 據估計，有2.5億四年級學齡兒童還沒有學會識字和寫字。 這些兒童中約一半在學校學習。 入學難和學習困難是迫切需要解決的問題。


Learning is not possible without professional, well trained, well supported, accountable and valued teachers. Teachers are the central solution to the learning crisis, and yet too many are poorly trained and poorly supported—often d isconnected from the policy decisions that affect them. Teachers are central to the provision of safe and supportive learning environments, and yet too many of them are teaching in circumstances of extreme hardship, emergencies and even attacks.


如果沒有具有專業素質、受過良好培訓、得到積極支援、認真負責和受到重視的教師隊伍，學習也無從談起。 教師是解決學習困難問題的核心所在，然而太多的教師沒有受過良好的培訓，也沒有得到好的支援——通常被排斥在涉及他們利益的決策過程之外。 在提供安全和有利的學習環境方面，教師是核心因素。 然而，太多的教師是在極其艱苦的環境或危機狀態，甚至是受到攻擊的情況下進行教學。


There are however, also bright parts to the picture. We have seen a range of efforts to improve teacher status—through teacher professionalization and certification schemes, i ncentives for service in remote or disadvantaged communities, minimum wage laws, career development models, continued prof essional development, support to female teachers deployed in remote locations, peer-to-peer support and inter-generational mentoring, recognition awards and incentive for teacher progression, raising admission standards for teacher training pro grammes, public awareness campaigns, free training and recruitment bonuses. All of these practices ensure equality and quality and make a real difference to learning outcomes; they must be scaled up and taken forward.


然而也有令人樂觀的方面。 我們看到為改善教師的地位所做的種種努力——師資專業化、學位證書計畫、鼓勵到邊遠或艱苦社區從教、最低工資法、職業發展模式、終身職業發展、向派往邊遠地區執教的女教師提供支援、同行間的支援和以老帶新、對教師進步的獎勵和激勵措施 、提高教師培訓計畫的入學標準、開展公眾宣傳活動、免費培訓和鼓勵應聘等。 所有這些措施確保了平等和品質，對學習成果產生了實質性的影響，因此必須進一步加以推廣和推進。


This is where effective international action is essential, in support of national efforts to bolster teachers and educatio n institutions, and improve the education opportunities of all children. All of this work must ensure that teachers’ pay and conditions reflect a commitment to delivering high quality education b y a qualified and motivated teaching work force. This is why teachers stand at the heart of the United Nations Secretary-General’s Global Education First Initiative to mak e sure every child goes to school, receives a quality education, and develops a new sense of global citizenship.


在這方面，切實的國際行動至關重要，以協助各國為支援教師和教育機構以及為增加所有兒童接受教育機會而開展的各項活動。 這方面的所有工作都必須確保教師的收入和條件體現了一支高品質和有事業心的教學隊伍致力於提供高品質教育的決心。 為此，聯合國秘書長的「教育第一」全球倡議將教師作為核心內容，以確保每一位兒童都能入學接受良好的教育，並培養他們具有全球公民的新意識。


This is our call for teachers today. Join us in thanking and supporting the teachers we have and in recruiting new women and men, to shape more effective educa tion systems and prepare young people and adults for active and responsible participation in society. There is no stronger foundation for lasting peace and sustainable development than a quality education provided by well tr ained, valued, supported and motivated teachers. The education of future generations hangs in the balance unless we can rise to the challenge of putting the best possible teacher in every classroom.


今天我們的教師隊伍呼喚人才。 讓我們一起感謝和支援教師的工作，為教師隊伍引進新鮮血液，共同建設更具效力的教育系統，培養青年和成年人成為積極和負責任的社會一員。 受過良好培訓、得到重視和支援並且具有職業動力的教師隊伍所提供的優質教育可以為持久的和平和可持續發展奠定無與倫比的堅實基礎。 如果我們不能直面挑戰，為每一間教室配備盡可能優秀的教師，那麼我們後代人將面臨怎樣的教育依然前途未卜。