简介:本文是关键类硕士毕业论文范文与全球相关论文范文例文.
Nearly a year ago, I met Tarun Cherukuri at Indus Action’s head office in New Delhi, India. The office was in an apartment building nestled away in a quiet, residential corner of the city. When I arrived at 9 a.m., it was already jam-packed with community volunteers chattering away on phones, going about the daily business of empowering parents to take advantage of government policies designed to increase education equity across India.
Tarun is an alumnus of Teach For India who founded Indus Action during his final semester at graduate school, immediately after completing the two-year teaching fellowship. As a classroom teacher, he realized that many families of the children he taught simply weren’t aware of their rights under the Right to Education Act in India, which reserves 25 percent of private school seats for children from the country’s most under-resourced communities. Witnessing firsthand the gap between this progressive policy and its implementation, Tarun was inspired to turn his teaching experience into entrepreneurial action. Indus Action mobilizes volunteers, community champions, and like-minded organizations, to work together to inform parents of their rights and how they can apply for school seats. Since 2013, Indus Action has directly enrolled nearly 20,000 children into schools in New Delhi and enabled over 30,000 families to access this legislated right across five states in India.
Tarun is one of about 600 current and former teachers of partner organizations in the Teach For All global network who are starting and scaling solutions to problems they encountered in their classrooms. Known as “teacherpreneurs”, they include people like Tom Renscroft, who founded Enabling Enterprise, an award-winning organization in the U.K. that prepares students for the future labor market; and Florencia Mingo, co-founder of one of Chile’s leading teacher development initiatives, Impulso Docente.
None of these young innovators started teaching with the intention of becoming a social entrepreneur. Like most alumni of Teach For All network partners, teaching was a profound and tranormative experience for each of them, instilling a firm belief in student potential, working with families and understanding the complexity of issues at a community level. The classroom also provided the inspiration and launch pad for the fully-grown social enterprises that they lead today.
Teachers like Tarun, Tom, and Florencia are set apart from others who seek solutions to the global education crisis because they deeply understand the reality, complexity, and scale of the problem daily from serving on the front line in under-resourced classrooms around the world. Coupled with the natural creativity that comes from being a teacher, they are ideally positioned to develop solutions in new and innovative ways. Therefore, an important strategy for addressing the global education crisis will come from identifying and fostering teacherpreneurs.
As a Business Studies teacher for the Teach First program, Tom realized that the curriculum he was teaching was hugely disconnected from the labor market and thus failing to equip his students for success. To Tom, it was clear that enterprise skills should not be considered a “nice-to-he,” but rather a core component of learning, alongside literacy and numeracy. With Enabling Enterprise, he created a curriculum and measurement system that teaches these skills across all age ranges, preparing students for a 21st century workforce. Today, the organization works with more than 85,000 students across the U.K.
During her two years as an Ense?a Chile teaching participant, Florencia realized that while she was receiving regular professional development support from the program, the traditionally-trained teachers at her placement school received no on-going support after completing their initial teacher training. Recognizing this gap, she developed a all pilot of high-quality teacher training sessions which were led by the school’s leading practitioners. The sessions were enhanced with coaching to turn the theory into bite-sized teacher actions, which the teachers practiced and reflected on weekly within the group. The teachers who took part saw an improvement in their practice which was observed weekly, and also in their motivation and morale, from receiving dedicated professional support and belonging to a peer cohort. Today Impulso Docente works with nearly 2,500 teachers across five regions of Chile.
To kick-start the journeys of this growing number of teacherpreneurs, Teach For All network partners like Teach For India, Teach First, and Ense?a Chile are providing local start-up support to help them turn their ideas into action. Teach For India recently launched InnovatED, an education incubator to support alumni like Tarun. Florencia and her co-founders were awarded start-up funding by Ense?a Chile’s Alumni Innovation Challenge, and Teach First established an Innovation Unit that supports alumni like Tom to launch and scale their ideas.
At an international level, Teach For All’s Global Innovation Hub （iHub） was recently listed as one of 15 innovation spotters by the Center for Universal Education at Brookings. Charged with cataloging and connecting this global community of teacherpreneurs, Teach For All is creating space for them to share solutions and troubleshoot challenges, accelerating their collective leadership to help leapfrog progress in education so that all children can fulfill their potential.
近一年前,我在印度新德里“印度行动”项目总部遇到塔伦· 切鲁库里.该总部设在新德里一个安静住宅区的一幢公寓楼内.我早上9点到达时,那里已经挤满了开始一天日常工作的社区志愿者.他们不停地接打电话,为家长提供援助,使其能够享受印度政府为加强教育平等而制定的各项政策所带来的好处.
塔伦曾是 “印度教育行动”项目的成员,结束为期两年的支教实践后,他随即在读研的最后一学期创立了“印度行动”项目.作为一名一线教师,他意识到班里许多孩子的家人根本不知道印度《教育权利法案》所赋予他们的权利.此法规定,私立学校应把25%的入学名额留给教育资源最为匮乏的社区的孩子.看到这项先进政策与其实施效果之间的巨大差距,塔伦有了将自己的教育工作经验转化为创业行动的想法.“印度行动”动员志愿者、社区领导,以及志趣相投的社会组织,共同努力向全印度的父母普及孩子所享有的受教育权利,告诉他们如何为孩子申请私立学校入学名额.自2013年以来,“印度行动”已直接帮助近2万名儿童就读新德里的学校,让印度5个邦的3万多个家庭享受到了这项法定权利.
塔伦是“全球教育行动”网络合作组织约600名前/现任教师中的一员,他们正采取各种方法解决教学中遇到的问题.这些人被称为“教师企业家”,其中包括汤姆·雷文斯克罗夫特,他创立的“为你赋能”（Enabling Enterprise）组织旨在培养学生适应未来的劳动力市场,并在英国获得了表彰;还有弗洛伦西亚·明戈,她是智利教师发展领军项目之一Impulso Docente的联合创始人.
这些年轻的改革者在开始从教前都没有要成为社会企业家的想法.同“全球教育行动”网络合作组织的大多数成员一样,他们认为教育对他们每个人来说都具有深刻的变革意义,在那段经历中,他们要让学生逐渐建立起自信,要与学生家庭合作,还要理解社区中教育问题的复杂性.此外,课堂教学也为他们所领导的、如今已发展成熟的社会企业提供了灵感和腾飞平台.
塔伦、汤姆和弗洛伦西亚这样的教师显然不同于其他寻求办法解决全球教育危机的教师,因为在全球资源匮乏地区的一线教学经历使他们更深刻地理解日常教学问题的现实性、复杂性和严重性.任教过程中所激发的创造力也让他们成为用创新与变革的方式探寻思路以解决教育问题的理想人选.因此,要解决全球教育危机,一个重要的举措就是发现并培养教师企业家.
汤姆在“教育优先”项目中讲授商业研究,他意识到所教授的课程与劳动力市场严重脱节,因此不能帮助学生成功就业.在他看来,工作技能显然不应只被看成 “拥有即好”,而应该同读写能力和计算能力一起成为学习的核心组成部分.他在Enabling Enterprise组织中,创立了一套适合各年龄段的课程与评价体系,用以教授学生上述技能,为他们进入21世纪的劳动力市场做准备.如今,全英国参与该组织的学生超过了8.5万人.
弗洛伦西亚作为Ense?a Chile项目成员支教过两年,在此期间,她意识到她会定期得到该项目的职业发展支持,而她所在学校的那些接受传统培训的教师,在完成最初的教师培训后,便再没有得到任何后续职业支持.认识到这种差距后,弗洛伦西亚发起了由学校优秀教师带领的小规模实验性高质量教师培训课程.这些课程结合实践指导,将理论转化成多个小型教师活动,参加培训的教师每周以小组为单位进行实践并展开反思.由于有了热忱的专业支持并加入了同伴团队,这些教师在每周的教学观测中,不仅看到自己在课堂教学上的进步,而且其积极性和精神面貌都有所改善.如今,Impulso Docente已经与智利5个地区的近2500名教师建立了合作关系.
教师企业家人数不断增多,为了激励他们前进,“全球教育行动”的合作伙伴,如“印度教育行动”“教育优先”以及 Ense?a Chile等项目,正向当地教师提供创业支持,帮助他们将理念付诸行动.“印度教育行动”近期启动了名为InnovatED的教育孵化项目,以帮助像塔伦这样的成员.此外,Ense?a Chile的“成员创新挑战”项目已向弗洛伦西亚和她的联合创始人提供了启动资金.“教育优先”项目也设立了创新部评估汤姆这类成员的想法并助其实现.
在国际上,“全球教育行动”的全球创新中心最近被布鲁金斯学会全民教育中心列为15个创新发掘者之一.以搭建教师企业家全球社区为己任,“全球教育行动”正为教师企业家创造空间,以便他们分享问题解决办法、共同应对挑战、提升集体领导能力以取得教育上的巨大进步,最终让每个孩子都能实现自身潜能.
（譯者为“《英语世界》杯”翻译大赛获奖者）
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