Joint Message on the occasion of World Teachers’ Day 2017 

2017 年世界教師日聯(lián)合致辭 

Teaching in Freedom, Empowering Teachers 

“增教師權(quán)能，促教學(xué)自由” 

5 October 2017 

2017 年 10 月 5 日

Teachers are a critical foundation of every society’s long-term strength -- providing children, young people and adults with the knowledge and skills they need to fulfill their potential. 

巴黎/日內(nèi)瓦/紐約，2017 年 10 月 5 日 — 教師向兒童、年輕人和成年人傳授發(fā)揮其潛能所需的知識和技能，他們是社會長久實力的重要基礎(chǔ)。

But around the world, far too many teachers don’t have the freedom and support they need to do their vitally important jobs. That is why the theme of this year’s World Teachers’ Day –“Teaching in Freedom, Empowering Teachers” – reaffirms the value of empowered teachers and recognizes the challenges many encounter in their professional lives across the globe. 

但全世界有太多的教師得不到從事其極其重要的工作所需的自由和支持。 因此今年世界教師日的主題——“增教師權(quán)能，促教學(xué)自由”——重申教師 權(quán)能的價值，凸顯世界各地許多教師在其職業(yè)生涯中遇到的挑戰(zhàn)。 

Being an empowered teacher means having access to high-quality training, fair wages, and continuous opportunities for professional development. It also means having the freedom to support the development of national curricula -- and the professional autonomy to choose the most appropriate methods and approaches that enable more effective, inclusive and equitable education. Furthermore, it means being able to teach in safety and security during times of political change, instability, and conflict. 

教師權(quán)能不僅意味著享有高質(zhì)量培訓(xùn)、公平的薪酬以及持續(xù)的職業(yè)發(fā)展 機會。它還意味著享有支持國家課程開發(fā)的自由選擇最恰當(dāng)方法和途徑的專業(yè) 自主權(quán)，從而使得教育更加有效、包容和公平。另外，教師權(quán)能還意味著在 政治變革、不穩(wěn)定和沖突時期能夠安全地從事教學(xué)。 

But in many countries, academic freedom and teacher autonomy are under pressure. For example, at the primary and secondary school levels in some countries, stringent accountability schemes have put enormous pressure on schools to deliver results on standardized tests, ignoring the need to ensure a broad-based curriculum that meets the diverse needs of students. 

但在許多國家，學(xué)術(shù)自由和教師自主面臨壓力。例如，在一些國家的 中小學(xué)教育中，嚴(yán)苛的問責(zé)機制使學(xué)校承受著要在標(biāo)準(zhǔn)化考試中出成績的巨大 壓力，忽視了確保滿足學(xué)生各種需求的廣泛課程的必要性。 

Academic freedom is critical for teachers at every level of education, but it is especially critical for higher-education teachers, supporting their ability to innovate, explore, and stay up-to-date on the latest pedagogical research. At the tertiary level, teachers are often employed on a fixed-term, contingency basis. This in turn can result in greater job insecurity, diminished career prospects,higher workload and lower wages – all of which can restrict academic freedom and undermine the quality of education that teachers can deliver. 

支持教師創(chuàng)新、探索和參與前沿研究能力的學(xué)術(shù)自由，對各級教育的 教師都至關(guān)重要，對于高校教師尤其重要。在高等教育中，教師常常是臨時性 定期聘用。這可能造成工作不安全感加重、職業(yè)前景受損、工作量增加、工資 降低等問題——這一切會限制學(xué)術(shù)自由，影響教師的教學(xué)質(zhì)量。 

Across all education levels, political pressure and business interests can curb the ability of educators to teach in freedom. Teachers living and working in countries and communities affected by conflicts and instability often face greater challenges, including rising intolerance, discrimination, and related restrictions on research and teaching. 

在各級教育中，政治壓力和商業(yè)利益會削弱教育工作者自由教學(xué)的能力。 在受沖突和不穩(wěn)定影響的國家及社區(qū)生活和工作的教師常常面臨更大挑戰(zhàn)， 其中包括不寬容、歧視以及對研究和教學(xué)日益嚴(yán)重的相關(guān)限制。 

This year marks the 20 year anniversary of the 1997 UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel, which complements the 1966 UNESCO/ILO Recommendation concerning the Status of Teachers. Together, these instruments constitute the main reference framework on the rights and responsibilities of teachers and educators. Both stress the importance of teacher autonomy and academic freedom in building a world in which education and learning are truly universal. 

今年是 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》出臺 20 周年。該《建議書》是對 1966 年教科文組織/勞工組織《關(guān)于教師地位的建 議書》的補充。這兩項文書共同構(gòu)成教師和教育工作者權(quán)利和責(zé)任的主要參考 框架。兩項文書都強調(diào)教師自主和學(xué)術(shù)自由對于建設(shè)一個真正普及教育與學(xué)習(xí)的世界所具有的重要意義。 

As the world works together to realize the vision of the Sustainable Development Goals, we appeal to our partners in governments and across the education and private sectors to commit to building a highly skilled, valued and empowered education workforce. This constitutes a critical path to realizing SDG 4, which envisions a world in which every girl, boy, woman and man has access to quality education and lifelong learning opportunities. 

全世界正共同努力將各項可持續(xù)發(fā)展目標(biāo)的愿景化為現(xiàn)實。我們呼吁 政府、教育部門以及私營部門的合作伙伴致力于為建設(shè)一支高技能、受重視和 有權(quán)能的教育工作者隊伍。這是實現(xiàn)設(shè)想世界上每一位兒童、青年和成年人都 能獲得優(yōu)質(zhì)教育和終身學(xué)習(xí)機會的可持續(xù)發(fā)展目標(biāo) 4 的關(guān)鍵路徑。 

This means securing decent working conditions and fair wages for all teachers including at the tertiary level. It means providing teachers with training and development. It means increasing the number of quality teachers, especially in those countries with high numbers of untrained teaching personnel. It means removing unnecessary restrictions on research and teaching and defending academic freedom at all education levels. Finally, it means raising the status of teachers around the world in a way that honors and reflects the impact they have on the strength of society. 

這意味著確保包括高校教師在內(nèi)的所有教師享有體面的工作條件和公平 的薪資。這意味著為教師提供培訓(xùn)和發(fā)展機會。這意味著尤其是在未經(jīng)培訓(xùn)的 教學(xué)人員為數(shù)眾多的國家，增加高素質(zhì)教師的數(shù)量。這意味著取消對研究和 教學(xué)的不必要限制，維護各級教育中的學(xué)術(shù)自由。這還意味著提高全世界教師 的地位，使其彰顯并反映教師對社會富強的影響。

This World Teachers’ Day, join us in empowering teachers to teach in freedom so that, in turn, every child and every adult is free to learn – to the benefit of a better world. 

值此世界教師日之際，讓我們?yōu)榱艘粋€更為美好的世界，攜起手來， 賦予教師自由教學(xué)的權(quán)利，以便每個兒童和每個成年人能夠自由地學(xué)習(xí)。 

Irina Bokova, Director-General of UNESCO 

 教科文組織總干事伊琳娜·博科娃

Guy Ryder, Director-General of ILO 

國際勞工組織總干事居伊·賴德

Anthony Lake, Executive-Director of UNICEF

聯(lián)合國兒童基金會執(zhí)行主任安東尼·萊克

Achim Steiner, Administrator of UNDP 

聯(lián)合國開發(fā)計劃署署長阿希姆·施泰納

Fred van Leeuwen, General-Secretary of Education International 

教育國際秘書長弗雷德·馮勒文

本文轉(zhuǎn)自公眾號“聯(lián)合國教科文組織”（ID：UNESCO_China）