Radical openness is still a distant future

「激進式開放」仍然是遙遠的未來

in the field of school education.

在學校教育的領域裡

We have such a hard time figuring out

我們花了很多精力才瞭解到

that learning is not a place but an activity.

學習不是一個場所 而是一種活動

But I want to tell you the story of PISA,

我想告訴你有關 國際學生能力評量計劃 (PISA) 的故事

OECD's test to measure the knowledge and skills

它是經濟合作發展組織 (OECD) 的一項測驗

of 15-year-olds around the world,

衡量全球 15 歲學生的知識及技能

and it's really a story of how international comparisons

而它確實說明了這種國際層次的比較

have globalized the field of education that we usually treat

得以讓我們平日當做國家內政的

as an affair of domestic policy.

教育領域進一步全球化

Look at how the world looked in the 1960s,

讓我們來看看 1960 年代

in terms of the proportion of people

世界各國的人口

who had completed high school.

完成高中教育的比例

You can see the United States ahead of everyone else,

你可以看到美國傲視群雄

and much of the economic success of the United States

而許多美國的經濟成就

draws on its long-standing advantage

歸功於這種長久以來

as the first mover in education.

作為教育先驅者的優勢

But in the 1970s, some countries caught up.

但在 1970 年代，一些國家急起直追

In the 1980s, the global expansion

到了 1980 年代

of the talent pool continued.

全球的人才數量持續成長

And the world didn't stop in the 1990s.

1990 年代也毫不減勢

So in the '60s, the U.S. was first.

所以美國在 60 年代是第 1 名

In the '90s, it was 13th,

到了 90 年代變成第 13 名

and not because standards had fallen,

這並不是因為美國的水準下降了

but because they had risen so much faster elsewhere.

而是因為其他國家迅速地追上

Korea shows you what's possible in education.

韓國讓我們看見教育的可能性

Two generations ago, Korea had the standard of living

在兩個世代以前，韓國的生活水準

of Afghanistan today,

相當於今天的阿富汗

and was one of the lowest education performers.

在教育方面的排名倒數

Today, every young Korean finishes high school.

現在每一個韓國青少年都能完成高中教育

So this tells us that, in a global economy,

這告訴我們在全球經濟中

it is no longer national improvement that's the benchmark for success,

國家的進步不再是成功的指標

but the best performing education systems internationally.

擁有國際上最好的教育體系才是

The trouble is that

問題是

measuring how much time people spend in school

衡量學生在校的時間

or what degree they have got is not always

或他們獲得的學位

a good way of seeing what they can actually do.

並非總是判斷他們實力的好方法

Look at the toxic mix of unemployed graduates on our streets,

看看街上那麼多找不到工作的畢業生

while employers say they cannot find the people

而雇主們卻在抱怨

with the skills they need.

找不到擁有合適技能的人才

And that tells you that better degrees don't automatically translate

這就說明了更高的學歷無法自動轉化為

into better skills and better jobs and better lives.

更好的技能、更好的工作以及更好的生活

So with PISA, we try to change this

有了 PISA，我們試著去改變這樣的情況

by measuring the knowledge and skills

讓學生的知識和技能

of people directly.

以直接的方式來衡量

And we took a very special angle to this.

我們採用一個非常特別的觀點

We were less interested in whether students can simply

我們比較不在意

reproduce what they have learned in school,

學生是否能複製在校所學

but we wanted to test whether they can extrapolate

我們比較想評比的是

from what they know

他們能否從所學中舉一反三

and apply their knowledge in novel situations.

以及在新環境中運用他們的知識

Now, some people have criticized us for this.

有些人批評這樣的方法

They say, you know, such a way of measuring outcomes

他們說這種衡量結果的方式

is terribly unfair to people, because we test students

對學生極為不公平 因為我們的測驗

with problems they haven't seen before.

是他們從未見過的問題

But if you take that logic, you know,

但是如果你認同那樣的邏輯

you should consider life unfair, because

你應該認為生活就是不公平的

the test of truth in life is not whether we can remember

因為生活中對真理的測驗 並不在於

what we learned in school,

我們是否記得在學校學過什麼

but whether we are prepared for change,

而是在於我們是否為改變做好了準備

whether we are prepared for jobs that haven't been created,

我們是否準備好去面對各種新工作

to use technologies that haven't been invented,

去運用尚未發明的科技

to solve problems we just can't anticipate today.

去解決今天無法預期的問題

And once hotly contested,

經過激烈的爭論後

our way of measuring outcomes has actually quickly become the standard.

我們衡量結果的方法 很快就成為了標準

In our latest assessment in 2009,

在 2009 年最新的評量中

we measured 74 school systems

我們衡量了 74 個學校體系

that together cover 87 percent of the economy.

共涵蓋了 87% 的經濟體

This chart shows you the performance of countries.

這張圖顯示了各國的得分

In red, sort of below OECD average.

紅色是低於 OECD 平均值的

Yellow is so-so, and in green are the countries doing really well.

黃色是中等，而綠色是表現優秀的國家

You can see Shanghai, Korea, Singapore in Asia;

你們可以發現 亞洲的上海、韓國、新加坡

Finland in Europe;

歐洲的芬蘭

Canada in North America doing really well.

以及北美洲的加拿大 都有很好的表現

You can also see that there is a gap of almost

你們也可以看到

three and a half school years between

在上海和智利的 15 歲少年之間

15-year-olds in Shanghai and 15-year-olds in Chile,

有幾乎 3.5 個學年的差距

and the gap grows to seven school years

而差距會擴大為 7 個學年

when you include the countries with really poor performance.

如果包含了那些表現很差的國家

There's a world of difference in the way in which

世界各國為年輕人面對今日經濟發展

young people are prepared for today's economy.

所做的準備不同

But I want to introduce a second important dimension

但我想要把第二個重要的特點

into this picture.

加入這個現象中

Educators like to talk about equity.

教育界人士喜歡討論公平

With PISA, we wanted to measure how they actually deliver equity,

我們想用 PISA 來衡量 他們究竟如何實現公平

in terms of ensuring that people

如何確保所有的學生

from different social backgrounds have equal chances.

來自不同的社會背景都擁有平等的機會

And we see that in some countries, the impact

我們看到在一些國家

of social background on learning outcomes

社會背景對學習成果的影響

is very, very strong.

非常巨大

Opportunities are unequally distributed.

機會的分配是不平等的

A lot of potential of young children is wasted.

許多有潛力的孩子們被忽略了

We see in other countries that it matters much less

我們看到在其他國家

into which social context you're born.

成長背景的影響小了許多

We all want to be there, in the upper right quadrant,

我們都希望自己屬於右上角的那個象限

where performance is strong and learning opportunities are equally distributed.

學生表現優秀而且學習機會均等

Nobody, and no country, can afford to be there,

沒有人也沒有任何一個國家 想要在那裡（左下角象限）

where performance is poor

不僅學生表現差

and there are large social disparities.

而且社會差距過大

And then we can debate, you know, is it better

然後要討論的是 （剩下的兩個象限）哪個比較好

to be there, where performance is strong

是要屬於成績好

at the price of large disparities?

但社會差距大的象限？

Or do we want to focus on equity and accept mediocrity?

還是要注重平等但接受平庸？

But actually, if you look at how countries come out on this picture,

但實際上 如果你去檢視圖上的各個國家

you see there are a lot of countries that actually

可以發現有很多國家

are combining excellence with equity.

能夠兼顧優秀和公平

In fact, one of the most important lessons from this comparison

事實上，這個比較結果 讓我們上了重要的一課

is that you don't have to compromise equity

那就是無需犧牲公平

to achieve excellence.

來達到優秀

These countries have moved on from providing excellence

這些國家從少數人優秀

for just some to providing excellence for all,

進步到所有人優秀

a very important lesson.

這是一個非常重要的發現

And that also challenges the paradigms of many school systems

這也挑戰了很多學校體系的範例

that believe they are mainly there to sort people.

他們認為學校的存在 主要是為了把學生分類

And ever since those results came out, policymakers,

這些測驗結果發佈後 世界各國的政治決策者

educators, researchers from around the world

教育工作者和研究人員

have tried to figure out

都想試著去找出

what's behind the success of those systems.

那些體系的成功有什麼訣竅

But let's step back for a moment

讓我們退一步來看

and focus on the countries that actually started PISA,

並聚焦於那些發展 PISA 的國家

and I'm giving them a colored bubble now.

我用彩色的泡泡來代表他們

And I'm making the size of the bubble

並讓泡泡的大小

proportional

按比例

to the amount of money that countries spent on students.

反映出這些國家花費 在學生身上的金錢多寡

If money would tell you everything

如果金錢能夠說明

about the quality of learning outcomes,

學習成果的品質

you would find all the large bubbles at the top, no?

你就該看到所有的大泡泡 都在上面，不是嗎？

But that's not what you see.

但事實並非如此

Spending per student only explains about,

對每位學生的花費

well, less than 20 percent

只解釋了不到 20%

of the performance variation among countries,

國家之間表現差異的原因

and Luxembourg, for example, the most expensive system,

譬如，盧森堡是最昂貴的體系

doesn't do particularly well.

但並非表現最好

What you see is that two countries with similar spending

你會發現花費相近的兩個國家

achieve very different results.

結果卻非常不同

You also see -- and I think that's one of the most encouraging findings --

你也會看到──而我認為這是 一個非常鼓舞人心的發現──

that we no longer live in a world that is neatly divided

我們的世界已不再是涇渭分明

between rich and well-educated countries,

不再分成富裕且教育良好的國家

and poor and badly-educated ones,

以及貧窮且教育糟糕的國家

a very, very important lesson.

這是非常非常重要的一課

Let's look at this in greater detail.

讓我們更詳細地來看

The red dot shows you

紅點表示

spending per student relative to a country's wealth.

對每位學生的花費占一個國家財富的比例

One way you can spend money is by paying teachers well,

投入金錢的方式之一是提高教師收入

and you can see Korea investing a lot

你可以看到韓國大量地投入

in attracting the best people into the teaching profession.

來吸引最優秀的人才成為專業教師

And Korea also invests into long school days,

韓國也投入長時間的上課天數

which drives up costs further.

進一步提高了成本

Last but not least, Koreans want their teachers

還有，韓國希望老師們

not only to teach but also to develop.

除了傳授知識，還要去培養及開發

They invest in professional development and collaboration

他們投入專業的發展與合作專案

and many other things.

以及其他許多項目

All that costs money.

這些都要花錢

How can Korea afford all of this?

韓國如何負擔這些？

The answer is, students in Korea learn in large classes.

答案是大班教育

This is the blue bar which is driving costs down.

就是這條藍色的圓柱使得成本下降

You go to the next country on the list, Luxembourg,

再來看看旁邊的盧森堡

and you can see the red dot is exactly where it is for Korea,

這個紅點與韓國在一模一樣的位置

so Luxembourg spends the same per student as Korea does.

這表示盧森堡在每位學生身上的花費與韓國相當

But, you know, parents and teachers and policymakers

但盧森堡的家長、教師和政策制定者

in Luxembourg all like small classes.

都喜歡小班教學

You know, it's very pleasant to walk into a small class.

因為走進一個小班級的感覺很舒服

So they have invested all their money into there,

所以他們把錢都投入在那裡

and the blue bar, class size, is driving costs up.

藍色的這一條，也就是班級大小 使得成本上升

But even Luxembourg can spend its money only once,

但即使是盧森堡也無法將金錢重複使用

and the price for this is that

而代價就是

teachers are not paid particularly well.

教師的收入沒有特別好

Students don't have long hours of learning.

學生的上學時間不長

And basically, teachers have little time to do anything else than teaching.

基本上，老師除了教書之外 並沒有時間去做其他事情

So you can see two countries spent their money very differently,

所以你可以看到 兩個國家花錢的方式非常不一樣

and actually how they spent their money

而實際上他們如何用錢

matters a lot more than how much they invest in education.

比用了多少錢 對教育有更多的影響

Let's go back to the year 2000.

讓我們回到 2000 年

Remember, that was the year before the iPod was invented.

記住，這一年 iPod 還沒有出現

This is how the world looked then

這是當時世界各國的樣子

in terms of PISA performance.

以 PISA 測驗結果來看

The first thing you can see is that the bubbles were a lot smaller, no?

首先，你會注意到 所有的泡泡都小了許多，對吧？

We spent a lot less on education,

那時我們在教育上的花費少了許多

about 35 percent less on education.

大約少了35%

So you ask yourself, if education has become so much more expensive,

我們自問：如果已經在教育上投入了這麼多的錢

has it become so much better?

它是不是也跟著改善了許多？

And the bitter truth really is that, you know,

但讓人難堪的事實是

not in many countries.

沒有多少個國家真的如此

But there are some countries which have seen

不過有一些國家

impressive improvements.

已經有了不起的進步

Germany, my own country, in the year 2000,

我的母國德國，在 2000 年

featured in the lower quadrant,

屬於底下的那個象限

below average performance, large social disparities.

成績低於平均，社會差距大

And remember, Germany, we used to be one of those countries

要知道，德國曾經是一個

that comes out very well when you just count people who have degrees.

在擁有學位的國民數量上 名列前茅的國家

Very disappointing results.

測驗結果讓人非常失望

People were stunned by the results.

人們感到震驚

And for the very first time, the public debate in Germany

史無前例地，德國的公眾辯論

was dominated for months by education,

圍繞教育話題進行了數月

not tax, not other kinds of issues, but education

不是稅收，不是其他問題，而是教育

was the center of the public debate.

成為了公眾議題的焦點

And then policymakers began to respond to this.

後來政策制定者開始做出應對

The federal government dramatically raised its investment in education.

聯邦政府大幅增加教育投資

A lot was done to increase the life chances of students

努力提供更多機會

with an immigrant background or from social disadvantage.

給來自移民家庭或社會弱勢群體的學生

And what's really interesting is that this wasn't just about

有趣的是，這不僅是

optimizing existing policies,

使現有的體制更完善

but data transformed some of the beliefs and paradigms

同時也轉變了一些信念及範例

underlying German education.

那原本是德國教育的基礎

For example, traditionally, the education of the very young children

譬如，幼兒教育在傳統上

was seen as the business of families, and you would have cases

被認為是家庭的職責 而且你能看到在許多例子中

where women were seen as neglecting their family responsibilities

當婦女把孩子送到幼稚園

when they sent their children to kindergarten.

會被視為忽視家庭職責

PISA has transformed that debate,

PISA 轉變了這個爭論

and pushed early childhood education right at the center

並且促使幼兒早期教育成為

of public policy in Germany.

德國公眾政策的核心

Or traditionally, the German education divides children

還有，傳統上德國的教育

at the age of 10, very young children,

把 10 歲的小孩，很小的年紀

between those deemed to pursue careers of knowledge workers

區分為將來會成為知識工作者的人

and those who would end up working for the knowledge workers,

以及將來為知識工作者工作的人

and that mainly along socioeconomic lines,

這樣的區分主要是依循社會經濟的路線

and that paradigm is being challenged now too.

而這種典範現在也遇到了挑戰

A lot of change.

發生了許多改變

And the good news is, nine years later,

好消息是，九年之後

you can see improvements in quality and equity.

你們可以看到品質和公平都有所改善

People have taken up the challenge, done something about it.

人們接受了挑戰並採取行動

Or take Korea, at the other end of the spectrum.

再來看看屬於最高象限的韓國

In the year 2000, Korea did already very well,

在 2000 年，韓國已經有很好的表現

but the Koreans were concerned that only a small share

但韓國人擔心，只有小部分的學生

of their students achieved the really high levels of excellence.

達到非常優異的成績

They took up the challenge,

他們接受了挑戰

and Korea was able to double the proportion of students

並在十年內讓閱讀表現優秀的學生

achieving excellence in one decade in the field of reading.

比例增加了一倍

Well, if you only focus on your brightest students,

如果你只集中於培養最聰明的學生

you know what happens is disparities grow,

你知道這會造成社會差距擴大

and you can see this bubble moving slightly to the other direction,

你會看到泡泡稍微朝另一個方向移動

but still, an impressive improvement.

不過這仍是很好的改進

A major overhaul of Poland's education

一項對波蘭教育的重大檢討

helped to dramatically reduce between variability among schools,

協助大幅降低了學校之間的差異