CATTI口譯：2013年世界教師日聯(lián)合致辭(雙語）

Joint Message on the Occasion of the World Teachers’ Day

世界教師日聯(lián)合致辭

A Call for Teachers!

教師隊(duì)伍呼喚人才!

Irina Bokova, Director-General, UNESCO

教科文組織總干事伊琳娜·博科娃

Guy Ryder, Director-General, ILO

國際勞工組織總干事居伊·賴德

Anthony Lake, Executive Director, UNICEF

兒童基金會(huì)執(zhí)行主任安東尼·萊克

Helen Clark, Administrator, UNDP

聯(lián)合國開發(fā)計(jì)劃署署長海倫·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(lì)我們迎接挑戰(zhàn)，提高能力，成為具有創(chuàng)新精神和負(fù)責(zé)任的全球公民。教師把孩子們迎進(jìn)學(xué)校，留住他們，引導(dǎo)他們學(xué)習(xí)知識(shí)。每一天，教師的工作都在推動(dòng)建設(shè)我們未來以及今后一個(gè)世紀(jì)所需要的包容的知識(shí)社會(huì)。值此世界教師日，我們向教師表示感謝，并攜手呼吁培養(yǎng)更多、更加訓(xùn)練有素和得到更好支持的教師隊(duì)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 learning outcomes. We know this and yet, far too often, teachers remain under-qualified and poorly paid, with low status, and excluded from education policy matters and decisions that concern and affect them.

一名好的教師所發(fā)揮的作用是不可替代的。事實(shí)證明，教師和教師們掌握的專業(yè)知識(shí)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(xùn)的力度，提供更好的終身專業(yè)發(fā)展和支持，從而提高績效和學(xué)習(xí)成果。盡管我們都認(rèn)識(shí)到這一點(diǎn)，但事實(shí)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 education 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 support.

今天我們太缺少教師了。為了在2015年前實(shí)現(xiàn)普及初等教育的目標(biāo)，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(shù)字并不是我們面臨的全部挑戰(zhàn)——更多的教師就必須帶來更高的學(xué)習(xí)質(zhì)量，為此需要提供必要的培訓(xùn)和支持。

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(duì)確保全民享有接受良好教育的權(quán)利至關(guān)重要--尤其是，目前還有5700萬小學(xué)失學(xué)兒童。按照目前的進(jìn)度，我們估計(jì)其中有49%的兒童永遠(yuǎn)也沒有機(jī)會(huì)踏進(jìn)校門，28%的兒童過了年齡才能上學(xué)——其中54%是女孩。同樣令人擔(dān)憂的是學(xué)習(xí)程度較低。據(jù)估計(jì)，有2.5億四年級(jí)學(xué)齡兒童還沒有學(xué)會(huì)識(shí)字和寫字。這些兒童中約一半在學(xué)校學(xué)習(xí)。入學(xué)難和學(xué)習(xí)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 disconnected 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(yè)素質(zhì)、受過良好培訓(xùn)、得到積極支持、認(rèn)真負(fù)責(zé)和受到重視的教師隊(duì)伍，學(xué)習(xí)也無從談起。教師是解決學(xué)習(xí)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(xùn)，也沒有得到好的支持——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(xué)習(xí)環(huán)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(huán)境或危機(jī)狀態(tài)，甚至是受到攻擊的情況下進(jìn)行教學(xué)。

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, incentives for service in remote or disadvantaged communities, minimum wage laws, career development models, continued professional 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 programmes, 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(yè)化、學(xué)位證書計(jì)劃、鼓勵(lì)到邊遠(yuǎn)或艱苦社區(qū)從教、最低工資法、職業(yè)發(fā)展模式、終身職業(yè)發(fā)展、向派往邊遠(yuǎn)地區(qū)執(zhí)教的女教師提供支持、同行間的支持和以老帶新、對(duì)教師進(jìn)步的獎(jiǎng)勵(lì)和激勵(lì)措施、提高教師培訓(xùn)計(jì)劃的入學(xué)標(biāo)準(zhǔn)、開展公眾宣傳活動(dòng)、免費(fèi)培訓(xùn)和鼓勵(lì)應(yīng)聘等。所有這些措施確保了平等和質(zhì)量，對(duì)學(xué)習(xí)成果產(chǎn)生了實(shí)質(zhì)性的影響，因此必須進(jìn)一步加以推廣和推進(jìn)。

This is where effective international action is essential, in support of national efforts to bolster teachers and education 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 by 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 make sure every child goes to school, receives a quality education, and develops a new sense of global citizenship.

在這方面，切實(shí)的國際行動(dòng)至關(guān)重要，以協(xié)助各國為支持教師和教育機(jī)構(gòu)以及為增加所有兒童接受教育機(jī)會(huì)而開展的各項(xiàng)活動(dòng)。這方面的所有工作都必須確保教師的收入和條件體現(xiàn)了一支高質(zhì)量和有事業(yè)心的教學(xué)隊(duì)伍致力于提供高質(zhì)量教育的決心。為此，聯(lián)合國秘書長的“教育第一”全球倡議將教師作為核心內(nèi)容，以確保每一位兒童都能入學(xué)接受良好的教育，并培養(yǎng)他們具有全球公民的新意識(shí)。

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 education 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 trained, 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(duì)伍呼喚人才。讓我們一起感謝和支持教師的工作，為教師隊(duì)伍引進(jìn)新鮮血液，共同建設(shè)更具效力的教育系統(tǒng)，培養(yǎng)青年和成年人成為積極和負(fù)責(zé)任的社會(huì)一員。受過良好培訓(xùn)、得到重視和支持并且具有職業(yè)動(dòng)力的教師隊(duì)伍所提供的優(yōu)質(zhì)教育可以為持久的和平和可持續(xù)發(fā)展奠定無與倫比的堅(jiān)實(shí)基礎(chǔ)。如果我們不能直面挑戰(zhàn)，為每一間教室配備盡可能優(yōu)秀的教師，那么我們后代人將面臨怎樣的教育依然前途未卜。