Education
教育
Reaching the poorest
给予赤贫者受教育的机会
Enrolling the world’s poorest children in school needs new thinking, not just more money from taxpayers
要让世界上最贫困的儿童能接受教育,光靠纳税人缴纳更多的税金是不够的,还要在思维上有所创新。
Jan 21st 2010
From The Economist print edition
DAWN has just broken but classes have already started at the village school in Aqualaar, in the Garissa district of Kenya’s arid north-east. Around 30 children, mostly from families of Somali herders, sit listening as an enthusiastic 18-year-old teacher, Ibrahim Hussein, gives an arithmetic lesson. The school is really little more than a sandy patch of ground under an acacia tree. Mr Hussein’s blackboard hangs from its branches. There are no desks or chairs. Pupils follow the lesson by using sticks to scratch numbers in the sand.
尽管天刚破晓,阿奎拉乡村学校就已经开始授课了(阿奎拉位于肯尼亚东北部气候干燥的加里萨区)。听课的孩子有30个左右,大多是索马里牧人的儿女。孩子们坐着聆听着他们18岁的老师易卜拉欣•侯赛因热情洋溢地上算术课。说是学校,其实不过是金合欢树下的一块沙地。侯赛因老师的黑板就挂在树上。那里既没有桌子也没有椅子,小学生们用木棍在沙地上演算,以此跟上进度。
The lack of basic kit is only too typical of schools in poor countries. What is unusual, sadly, is that Mr Hussein was actually present and teaching when his school was visited by Kevin Watkins, the lead author of “Reaching the Marginalised”, a new report on education in the developing world by UNESCO.
缺乏基本的授课设施,是贫困国家学校的一大特点。非同寻常的是,当凯文•沃特金斯(凯文•沃特金斯是联合国教科文组织关于发展中国家教育的新报告《伸手帮助被边缘化的群体》的首席作者。)来参观学校的时候,侯赛因老师居然在学校授课。老师在授课成了非同寻常的事,多少让人心酸。
In India, for example, research by the World Bank reveals that 25% of teachers in government-run schools are away on any given day; of those present, only half were actually teaching when the bank’s researchers made spot checks. That is dreadful but not unusual: teacher absenteeism rates are around 20% in rural Kenya, 27% in Uganda and 14% in Ecuador.
继续阅读“Reaching the poorest 给予赤贫者受教育的机会”