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(fù)興始于教師
——國(guó)際組織在2010年世界教師日的聯(lián)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 their 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?cè)诟淖儍和拿\(yùn)中發(fā)揮的關(guān)鍵作用，以及對(duì)各國(guó)社會(huì)、經(jīng)濟(jì)和智力發(fā)展做出的重要貢獻(xiàn)。教師是變革的動(dòng)因，他們推動(dòng)了有教養(yǎng)社會(huì)的形成。


Many teachers work in extremely challenging circumstances, serving in communities with high rates of poverty,coping with violence within and outside the classroom, or confronting the demoralizing impact of HIV and AIDS on colleagues, students and 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(zhàn)性的環(huán)境下工作，供職于貧困發(fā)生率很高的社區(qū)，要與校內(nèi)校外的暴力作斗爭(zhēng)，抵抗艾滋病毒和艾滋病給同仁、學(xué)生和家庭造成的意志消沉。有些教師正在想方設(shè)法保證世界各地1,850 萬(wàn)難民兒童的受教育權(quán)。在受到?jīng)_突影響的國(guó)家，教師們?cè)趨f(xié)助重建國(guó)家、建設(shè)和平。


We take this opportunity to commend the efforts of teachers, especially female teachers,who accept to serve in high risk, deprived and disadvantaged areas, reaching out to the excluded,and bringing them the prospect of a better life through 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 and 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 countries. We especially honour the memory and commitment of those teachers who have lost their lives in emergency situations.


我們借此機(jī)會(huì)贊揚(yáng)教師們，特別是女教師們的辛勤工作。他們勇于到風(fēng)險(xiǎn)大、物質(zhì)貧乏、條件不利的地區(qū)服務(wù)，向被排斥者伸出援手，用教育鼓起他們對(duì)美好生活的憧景。在沖突后和緊急局勢(shì)中，教師對(duì)于可持續(xù)復(fù)興和增長(zhǎng)而言也是極其重要的。今年1 月海地發(fā)生的毀滅性地震奪去了38,000 名學(xué)生、1,300 名教師和教職人員的生命。在巴基斯坦，據(jù)聯(lián)合國(guó)估計(jì)，有2,000 萬(wàn)人受到洪災(zāi)，其中半數(shù)是兒童。從一開(kāi)始，重啟教育系統(tǒng)就是這兩個(gè)國(guó)家人道主義和復(fù)興工作的優(yōu)先事項(xiàng)。我們尤其緬懷那些在緊急局勢(shì)下?tīng)奚慕處?，贊揚(yáng)他們的獻(xiàn)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 conflict, disaster and displacement. They provide much-needed psycho-social support to ease the trauma of children and youth who have witnessed extreme violence, 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(wú)論是在災(zāi)難及其他危機(jī)期間，還是在其過(guò)后，教師都起到了承前啟后和安撫民心的作用。他們給兒童以未來(lái)的希望，為其提供某種組織結(jié)構(gòu)，使其有一種常態(tài)感，從而降低了沖突、災(zāi)難和流離失所的影響。他們提供急需的社會(huì)心理支持，以撫平目睹極端暴力或歷經(jīng)家庭毀滅或失去親人的那些兒童和青年的創(chuàng)傷。支援危機(jī)后地區(qū)的教師，就是投資于和平與發(fā)展。


While many governments are making efforts to protect education budgets, teachers’jobs, salaries and decent teaching/learning 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 Goals(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 the education system.


許多國(guó)家政府正在設(shè)法保護(hù)教育預(yù)算、教師的職位、薪水和適宜的教學(xué)條件，但是全球經(jīng)濟(jì)增長(zhǎng)放緩可能對(duì)教師職業(yè)造成的沖擊令我們深為關(guān)切。作為人類(lèi)增長(zhǎng)與發(fā)展的一個(gè)推手，教育是實(shí)現(xiàn)所有千年發(fā)展目標(biāo)（MDGs）和全民教育（EFA）目標(biāo)的關(guān)鍵所在。可是，沒(méi)有足夠多訓(xùn)練有素、有職業(yè)進(jìn)取心的教師，我們就有可能兌現(xiàn)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?yàn)榻處熓墙逃到y(tǒng)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 people 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 internationally-agreed education targets by 2015.


值此教師日，我們呼吁各方遵守國(guó)際勞工組織-教科文組織《關(guān)于教師地位的建議書(shū)》（于1966 年的今天通過(guò)）和1997 年教科文組織《關(guān)于高等教育教學(xué)人員地位的建議書(shū)》。這兩項(xiàng)建議書(shū)的倫理力量一如既往，切合時(shí)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(quán)利，使那些有才華的年輕人望而卻步，不敢加入并留在教師隊(duì)伍中。這種局面必須予以糾正，因?yàn)橐?015 年之前實(shí)現(xiàn)國(guó)際商定的教育目標(biāo)，全世界目前還需要新增大約910萬(wàn)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 promoters 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,recruitment, 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 determination 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 their democratically elected organizations. Without teachers’inputs to shape education reforms, recovery processes are not likely to achieve all their goals.


師資培訓(xùn)質(zhì)量同樣重要。訓(xùn)練有素并得到合理報(bào)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(duì)話(huà)等價(jià)值觀的積極宣揚(yáng)者。因此，我們敦促各國(guó)政府繼續(xù)投資于教師培訓(xùn)、招聘和激勵(lì)等可行的國(guó)家政策和計(jì)劃，使教師們留在這個(gè)行業(yè)并從中發(fā)展提高。另外，我們敦促發(fā)展伙伴支持各國(guó)政府，特別是發(fā)展中國(guó)家政府投資于訓(xùn)練有素的教師的決心。我們還呼吁加倍努力，建立社會(huì)對(duì)話(huà)機(jī)制，使教師能夠通過(guò)他們民主推舉的組織，在決策過(guò)程中表達(dá)自己的意見(jiàn)。在制定教育改革中沒(méi)有教師的參與，復(fù)興工作就不可能實(shí)現(xiàn)其全部目標(biāo)。


On World Teachers’Day, we appeal to governments, communities, national and international institutions worldwide to renew their 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 generation to become responsible citizens, equipped with the knowledge and skills to shape a sustainable future.


在世界教師日來(lái)臨之際，我們呼吁世界各國(guó)政府、各個(gè)社區(qū)、國(guó)家和國(guó)際機(jī)構(gòu)再次向教師，尤其是最貧窮國(guó)家、沖突國(guó)家和受災(zāi)國(guó)家的教師做出承諾。復(fù)興始于教師。我們?yōu)榻處熖峁w面的工作條件，使他們能夠履行將年輕一代培養(yǎng)成具備創(chuàng)造可持續(xù)未來(lái)的知識(shí)和技能且負(fù)責(zé)任的公民的使命，就是對(duì)他們的最好獎(jiǎng)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(lián)合國(guó)教科文組織總干事 伊琳娜·博科娃
Juan Somavia, Director-General of ILO 國(guó)際勞工組織總干事 胡安·索馬維亞
Helen Clark, Administrator of UNDP 聯(lián)合國(guó)開(kāi)發(fā)計(jì)劃署署長(zhǎng) 海倫·克拉克
Anthony Lake, Executive Director of UNICEF 聯(lián)合國(guó)兒童基金會(huì)執(zhí)行主任 安東尼·拉克
Fred van Leeuwen, General Secretary of Education International 教育國(guó)際秘書(shū)長(zhǎng) 弗雷德·馮魯文