2024年世界教師日致辭

Every year on World Teachers Day, we celebrate the limitless contributions made by teachers around the world. Day after day, year in and year out, these dedicated women and men guide and accompany students through the world of learning, helping them discover and fulfill their potential. In doing so, teachers not only help shape the individual futures of millions of children; they also help shape a better world for all.

每年的世界教師日，我們均向世界各地的教師們致敬，向他們作出的無窮貢獻(xiàn)致敬。日復(fù)一日，年復(fù)一年，這些具有奉獻(xiàn)精神的園丁們，在求知的道路上引導(dǎo)且陪伴著莘莘學(xué)子，幫助他們發(fā)現(xiàn)并發(fā)揮自己的潛能。教師們的辛勤勞動(dòng)，不僅有利于塑造千百萬兒童個(gè)人的未來，也有利于塑造一個(gè)更加美好的世界。

The 2030 Agenda for Sustainable Development makes this critical connection between education and development. By adopting Sustainable Development Goal 4, world leaders pledged to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This goal cannot be achieved unless we increase the supply of qualified teachers and empower them to be agents of educational change in the lives of the students they teach.

《2030年可持續(xù)發(fā)展議程》把教育和發(fā)展緊密結(jié)合起來。世界領(lǐng)導(dǎo)人通過采納可持續(xù)發(fā)展目標(biāo)4，承諾“確保包容和公平的優(yōu)質(zhì)教育，讓全民終身享有學(xué)習(xí)機(jī)會(huì)”。實(shí)現(xiàn)這一目標(biāo)，有賴于我們?cè)黾雍细窠處煹膸熧Y來源并提高教師們的能力，使他們能夠在自己學(xué)生們的生活中發(fā)揮教育變革推動(dòng)者的作用。

The situation is urgent. To achieve universal primary education by 2030, we need 24.4 million more teachers. The number is even greater for secondary education with 44.4 million secondary school teachers needed.

形勢(shì)緊迫。為了在2030年實(shí)現(xiàn)普及初等教育，我們需要增加2440萬名教師。中等教育的需求則更大，需要增加 4440萬名中學(xué)教師。

How can we recruit these new teachers and attract them to the vital profession of teaching when around the world, so many teachers are undertrained, underpaid and undervalued?

放眼世界各地，還有那么多教師面臨著培訓(xùn)不足、薪酬不足、受重視程度不足的局面，我們?nèi)绾慰梢哉心嫉叫陆處?、把他們吸引到教書育人這一重要職業(yè)中來？

Many teachers still work with inadequate contracts and pay. They often live in difficult conditions, and lack appropriate initial training, continuous professional development, and consistent support. They are sometimes victims of discrimination and even violent attacks.

許多教師依舊在沒有適當(dāng)合同和薪酬的情況下工作著。他們經(jīng)常身處困境，缺少適當(dāng)?shù)娜肼毰嘤?xùn)、持續(xù)的職業(yè)發(fā)展以及一貫性的支持。他們有時(shí)還遭受歧視，甚至成為暴力襲擊的對(duì)象。

Teaching could be an attractive, first-choice profession – if teachers were valued commensurate with the immense value they provide to our children, and if their professional status as educators reflected the enormous impact their profession has on our shared future.

如果教師們?cè)诮虝朔矫嫠鶆?chuàng)造的無窮價(jià)值能夠與他們的待遇相稱，如果他們作為教育工作者的職業(yè)地位能反映出這一職業(yè)對(duì)我們共同的未來所具有的巨大影響，教師這個(gè)職業(yè)可以成為一個(gè)有吸引力的、首選的職業(yè)。

That means providing them with continuing training and development to support them in their critical role of educating all children, in all contexts – including the poorest, most remote communities, and in communities in crisis. It means compensating them properly and giving them the tools they need to do their indispensable jobs. It means putting in place policies that safeguard and reinforce the status of teachers – beginning by giving teachers a place at the table and an active role in decision-making that affects their work. And it means improving the efficiency and effectiveness of education systems at every level.

這意味著要向他們提供繼續(xù)培訓(xùn)和職業(yè)發(fā)展機(jī)會(huì)，支持他們?cè)谒协h(huán)境下——包括在最貧窮、最偏遠(yuǎn)社區(qū)以及危境社區(qū)——發(fā)揮教育所有孩子的關(guān)鍵作用。這意味著要給予他們適當(dāng)?shù)难a(bǔ)償，給他們配備開展其不可或缺工作所必需的工具。這意味著要制定旨在捍衛(wèi)和提高教師地位的政策，其開端可以是在與教育有關(guān)的決策中給教師提供一席之地并發(fā)揮其積極作用。這也意味著要提高各級(jí)教育系統(tǒng)的效率和效力。

Fifty years ago today, these principles were laid down in the landmark 1966 UNESCO/ILO Recommendation concerning the Status of Teachers, which resulted in the first international standard-setting instrument on teachers. Since that day, we have made tremendous progress in elevating the status of teachers – but far more work remains to be done.

五十年前的今天，這些原則在具有里程碑意義的 1966年教科文組織和國(guó)際勞工組織《關(guān)于教師地位的建議書》中被規(guī)定下來，由此產(chǎn)生了關(guān)于教師的第一個(gè)國(guó)際準(zhǔn)則性文件。從那一天起，我們?cè)谔岣呓處煹匚环矫嫒〉昧司薮蟮倪M(jìn)步，但還有更多的工作有待完成。

We dedicate World Teachers’ Day 2024 to celebrating this milestone by reaffirming our commitment to the standards and aspirations it represents – and by redoubling our efforts to achieve them. The teachers of the world – and the children of the world – deserve nothing less.

我們將2024年世界教師日敬獻(xiàn)給這座里程碑，借此重申我們對(duì)《建議書》所代表的標(biāo)準(zhǔn)和希冀的承諾，我們將加倍努力使之成為現(xiàn)實(shí)。這是我們對(duì)全世界教師以及全世界兒童的承諾。

Every year on World Teachers Day, we celebrate the limitless contributions made by teachers around the world. Day after day, year in and year out, these dedicated women and men guide and accompany students through the world of learning, helping them discover and fulfill their potential. In doing so, teachers not only help shape the individual futures of millions of children; they also help shape a better world for all.

每年的世界教師日，我們均向世界各地的教師們致敬，向他們作出的無窮貢獻(xiàn)致敬。日復(fù)一日，年復(fù)一年，這些具有奉獻(xiàn)精神的園丁們，在求知的道路上引導(dǎo)且陪伴著莘莘學(xué)子，幫助他們發(fā)現(xiàn)并發(fā)揮自己的潛能。教師們的辛勤勞動(dòng)，不僅有利于塑造千百萬兒童個(gè)人的未來，也有利于塑造一個(gè)更加美好的世界。

The 2030 Agenda for Sustainable Development makes this critical connection between education and development. By adopting Sustainable Development Goal 4, world leaders pledged to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This goal cannot be achieved unless we increase the supply of qualified teachers and empower them to be agents of educational change in the lives of the students they teach.

《2030年可持續(xù)發(fā)展議程》把教育和發(fā)展緊密結(jié)合起來。世界領(lǐng)導(dǎo)人通過采納可持續(xù)發(fā)展目標(biāo)4，承諾“確保包容和公平的優(yōu)質(zhì)教育，讓全民終身享有學(xué)習(xí)機(jī)會(huì)”。實(shí)現(xiàn)這一目標(biāo)，有賴于我們?cè)黾雍细窠處煹膸熧Y來源并提高教師們的能力，使他們能夠在自己學(xué)生們的生活中發(fā)揮教育變革推動(dòng)者的作用。

The situation is urgent. To achieve universal primary education by 2030, we need 24.4 million more teachers. The number is even greater for secondary education with 44.4 million secondary school teachers needed.

形勢(shì)緊迫。為了在2030年實(shí)現(xiàn)普及初等教育，我們需要增加2440萬名教師。中等教育的需求則更大，需要增加 4440萬名中學(xué)教師。

How can we recruit these new teachers and attract them to the vital profession of teaching when around the world, so many teachers are undertrained, underpaid and undervalued?

放眼世界各地，還有那么多教師面臨著培訓(xùn)不足、薪酬不足、受重視程度不足的局面，我們?nèi)绾慰梢哉心嫉叫陆處?、把他們吸引到教書育人這一重要職業(yè)中來？

Many teachers still work with inadequate contracts and pay. They often live in difficult conditions, and lack appropriate initial training, continuous professional development, and consistent support. They are sometimes victims of discrimination and even violent attacks.

許多教師依舊在沒有適當(dāng)合同和薪酬的情況下工作著。他們經(jīng)常身處困境，缺少適當(dāng)?shù)娜肼毰嘤?xùn)、持續(xù)的職業(yè)發(fā)展以及一貫性的支持。他們有時(shí)還遭受歧視，甚至成為暴力襲擊的對(duì)象。

Teaching could be an attractive, first-choice profession – if teachers were valued commensurate with the immense value they provide to our children, and if their professional status as educators reflected the enormous impact their profession has on our shared future.

如果教師們?cè)诮虝朔矫嫠鶆?chuàng)造的無窮價(jià)值能夠與他們的待遇相稱，如果他們作為教育工作者的職業(yè)地位能反映出這一職業(yè)對(duì)我們共同的未來所具有的巨大影響，教師這個(gè)職業(yè)可以成為一個(gè)有吸引力的、首選的職業(yè)。

That means providing them with continuing training and development to support them in their critical role of educating all children, in all contexts – including the poorest, most remote communities, and in communities in crisis. It means compensating them properly and giving them the tools they need to do their indispensable jobs. It means putting in place policies that safeguard and reinforce the status of teachers – beginning by giving teachers a place at the table and an active role in decision-making that affects their work. And it means improving the efficiency and effectiveness of education systems at every level.

這意味著要向他們提供繼續(xù)培訓(xùn)和職業(yè)發(fā)展機(jī)會(huì)，支持他們?cè)谒协h(huán)境下——包括在最貧窮、最偏遠(yuǎn)社區(qū)以及危境社區(qū)——發(fā)揮教育所有孩子的關(guān)鍵作用。這意味著要給予他們適當(dāng)?shù)难a(bǔ)償，給他們配備開展其不可或缺工作所必需的工具。這意味著要制定旨在捍衛(wèi)和提高教師地位的政策，其開端可以是在與教育有關(guān)的決策中給教師提供一席之地并發(fā)揮其積極作用。這也意味著要提高各級(jí)教育系統(tǒng)的效率和效力。

Fifty years ago today, these principles were laid down in the landmark 1966 UNESCO/ILO Recommendation concerning the Status of Teachers, which resulted in the first international standard-setting instrument on teachers. Since that day, we have made tremendous progress in elevating the status of teachers – but far more work remains to be done.

五十年前的今天，這些原則在具有里程碑意義的 1966年教科文組織和國(guó)際勞工組織《關(guān)于教師地位的建議書》中被規(guī)定下來，由此產(chǎn)生了關(guān)于教師的第一個(gè)國(guó)際準(zhǔn)則性文件。從那一天起，我們?cè)谔岣呓處煹匚环矫嫒〉昧司薮蟮倪M(jìn)步，但還有更多的工作有待完成。

We dedicate World Teachers’ Day 2024 to celebrating this milestone by reaffirming our commitment to the standards and aspirations it represents – and by redoubling our efforts to achieve them. The teachers of the world – and the children of the world – deserve nothing less.

我們將2024年世界教師日敬獻(xiàn)給這座里程碑，借此重申我們對(duì)《建議書》所代表的標(biāo)準(zhǔn)和希冀的承諾，我們將加倍努力使之成為現(xiàn)實(shí)。這是我們對(duì)全世界教師以及全世界兒童的承諾。