TED@BCG Paris
Seema Bansal: How to fix a broken education system ... without any more money
Seema Bansal: 如何在不多花一分钱的前提下拯救教育系统
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Seema Bansal 为印度Haryana省的15000所学校摸索出了一条公共教育改革的道路。她设定了一个远大的目标: 到2020年，80%的中小学生成绩达标。她努力寻找着在不增加任何预算的情况下达到这一目标的方法。Bansal 及其团队使用创新和简单直接的技术来达到目标，包括用短信群组跟教师直接联系等，并且他们的努力已经在Haryana省初见成效。
Seema Bansal - Education innovator
BCG's Seema Bansal asks: Can governments actually make a meaningful difference in education? And rapidly? Yes, it turns out. Full bio
BCG's Seema Bansal asks: Can governments actually make a meaningful difference in education? And rapidly? Yes, it turns out. Full bio
Double-click the English transcript below to play the video.
00:12
So we all have our own biases.
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我们对很多事情都有自己的偏见。
例如, 我们可能会认为
00:15
For example, some of us tend to think
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要改革腐朽的政府机构是很难的。
00:17
that it's very difficult to transform
failing government systems.
failing government systems.
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00:21
When we think of government systems,
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当我们聊到政府机构时，
我们会觉得肯定是腐朽的、顽固的，
00:23
we tend to think that they're archaic,
set in their ways,
set in their ways,
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而且领导层都非常的官僚主义，
00:27
and perhaps, the leadership
is just too bureaucratic
is just too bureaucratic
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拒绝可能的革新。
00:29
to be able to change things.
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00:32
Well, today, I want
to challenge that theory.
to challenge that theory.
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那么，今天，我会尝试挑战下这个观点。
00:35
I want to tell you a story
of a very large government system
of a very large government system
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我的故事是关于一个非常大的政府机构，
这个机构不仅积极的进行改革，
00:39
that has not only put itself
on the path of reform
on the path of reform
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而且改革仅仅三年时间就已经取得了
00:43
but has also shown
fairly spectacular results
fairly spectacular results
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非常不错的效果。
00:46
in less than three years.
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00:48
This is what a classroom
in a public school in India looks like.
in a public school in India looks like.
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这是印度的公立小学的常见景象。
印度有一百万公立学校。
00:53
There are 1 million such schools in India.
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00:55
And even for me,
who's lived in India all her life,
who's lived in India all her life,
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即使像我这样在印度土生土长的人，
走进这样的学校依然会让我觉得心碎。
00:59
walking into one of these schools
is fairly heartbreaking.
is fairly heartbreaking.
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01:03
By the time kids are 11,
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这些孩子在11岁的时候，
有差不多一半的人在学习上掉队严重，
01:05
50 percent of them have fallen
so far behind in their education
so far behind in their education
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严重到很难赶上。
01:09
that they have no hope to recover.
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01:11
11-year-olds cannot do simple addition,
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到了十一岁还无法做简单的加法，
无法拼写出语法正确的句子。
01:14
they cannot construct
a grammatically correct sentence.
a grammatically correct sentence.
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01:17
These are things that you and I
would expect an 8-year-old
would expect an 8-year-old
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而这些都是你我会预期一个八岁的孩子
就应该会的。
01:21
to be able to do.
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01:22
By the time kids are 13 or 14,
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在他们13或14岁的时候,
他们很可能会退学。
01:25
they tend to drop out of schools.
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01:28
In India, public schools
not only offer free education --
not only offer free education --
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在印度，公立学校不仅提供免费教育——
还提供免费教材，免费作业本，免费午餐，
01:31
they offer free textbooks,
free workbooks, free meals,
free workbooks, free meals,
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有时候甚至提供奖学金。
01:35
sometimes even cash scholarships.
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01:37
And yet, 40 percent of the parents today
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即便如此，如今多达四成的家长
依然选择将他们的孩子从公立学校
01:40
are choosing to pull their children
out of public schools
out of public schools
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转去需要自掏腰包的私立学校。
01:43
and pay out of their pockets
to put them in private schools.
to put them in private schools.
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而比印度富裕得多的美国，
01:47
As a comparison,
in a far richer country, the US,
in a far richer country, the US,
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这个比例只有一成而已。
01:51
that number is only 10 percent.
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01:53
That's a huge statement on how broken
the Indian public education system is.
the Indian public education system is.
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这个数字印证了印度的
公共教育系统现在有多糟糕。
公共教育系统现在有多糟糕。
01:59
So it was with that background
that I got a call in the summer of 2013
that I got a call in the summer of 2013
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正是在这样的大环境下，2013年的夏天，
我接到了一位非常睿智的女士的电话，
她叫 Surina Rajan。
她叫 Surina Rajan。
02:03
from an absolutely brilliant lady
called Surina Rajan.
called Surina Rajan.
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她当时是印度 Haryana 省(邦)
02:07
She was, at that time, the head
of the Department of School Education
of the Department of School Education
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基础教育厅的厅长。
(译注：全文按大陆行政体系翻译)
(译注：全文按大陆行政体系翻译)
02:11
in a state called Haryana in India.
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她告诉我，"你看，我已经领导这个部门
02:14
So she said to us, "Look, I've been
heading this department
heading this department
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有两年时间了。
02:17
for the last two years.
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我尝试了很多方法，都没有效果。
02:18
I've tried a number of things,
and nothing seems to work.
and nothing seems to work.
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你看看能否帮上忙？”
02:22
Can you possibly help?"
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02:24
Let me describe Haryana
a little bit to you.
a little bit to you.
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让我先简单介绍下 Haryana 省的情况。
Haryana 省有约三千万人口，
02:27
Haryana is a state
which has 30 million people.
which has 30 million people.
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02:31
It has 15,000 public schools
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有一万五千所公立学校，
为超过两百万孩子提供教育。
02:34
and 2 million plus
children in those public schools.
children in those public schools.
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02:38
So basically, with that phone call,
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简单地说，在那通电话里，
我答应要帮助这个省的教育系统进行改革，
02:40
I promised to help a state and system
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改革的规模跟
整个秘鲁或加拿大的差不多。
整个秘鲁或加拿大的差不多。
02:43
which was as large as that of Peru
or Canada transform itself.
or Canada transform itself.
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02:48
As I started this project,
I was very painfully aware of two things.
I was very painfully aware of two things.
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当我开始着手干的时候，
我很快发现两间让人沮丧的事实。
我很快发现两间让人沮丧的事实。
首先，我从来没有处理这类问题的经验。
02:52
One, that I had never done
anything like this before.
anything like this before.
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其次, 其他人的尝试也大多以失败告终。
02:55
And two, many others had,
perhaps without too much success.
perhaps without too much success.
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03:00
As my colleagues and I
looked across the country
looked across the country
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我和同事把印度全国调研了个遍，
然后放眼全球，
03:03
and across the world,
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也没有找到任何样板
03:04
we couldn't find another example
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能够直接拿过来套用在 Haryana 省上。
03:06
that we could just pick up
and replicate in Haryana.
and replicate in Haryana.
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我们意识到需要自己走出一条路。
03:09
We knew that we had to craft
our own journey.
our own journey.
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03:12
But anyway, we jumped right in
and as we jumped in,
and as we jumped in,
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不管怎样，我们决定开始动手干，
一下子我们就想到了很多点子。
03:15
all sorts of ideas started flying at us.
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有人说，"我们对聘请教师进行改革，
03:18
People said, "Let's change
the way we recruit teachers,
the way we recruit teachers,
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应该聘请新校长并且训练他们，
03:21
let's hire new principals and train them
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把他们都送到国外进行培训，
03:24
and send them on international
learning tours,
learning tours,
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还要引入现代化的教学设备。"
03:26
let's put technology inside classrooms."
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一个星期下来我们就收集了超过五十个想法，
03:29
By the end of week one,
we had 50 ideas on the table,
we had 50 ideas on the table,
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看起来都非常不错, 都应该立刻着手实施。
03:31
all amazing, all sounded right.
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但是我们显然不可能同时做50件事情。
03:34
There was no way we were
going to be able to implement 50 things.
going to be able to implement 50 things.
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03:39
So I said, "Hang on, stop.
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所以我说，"等下，先等下。
03:41
Let's first at least decide
what is it we're trying to achieve."
what is it we're trying to achieve."
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至少让我们先定一个目标再说。"
经过来来回回的讨论和争辩，
03:44
So with a lot of push and pull and debate,
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Haryana 省的教育改革目标定了下来：
03:47
Haryana set itself a goal
which said: by 2020,
which said: by 2020,
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到2020年超过80%的学生
能按时升入下一年级。
能按时升入下一年级。
03:51
we want 80 percent of our children
to be at grade-level knowledge.
to be at grade-level knowledge.
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03:55
Now the specifics of the goal
don't matter here,
don't matter here,
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这个目标的具体内容并不是重点，
重点是这个目标为我们指明了方向。
03:58
but what matters
is how specific the goal is.
is how specific the goal is.
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04:01
Because it really allowed us
to take all those ideas
to take all those ideas
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现在这个目标为我们确定了一个标准，
让我们在面对各种新点子的时候
04:04
which were being thrown at us
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04:06
and say which ones
we were going to implement.
we were going to implement.
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有了一个明确的筛选标准。
这个点子对于我们的目标有帮助吗？
如果有，我们就继续往下做。
如果有，我们就继续往下做。
04:08
Does this idea support this goal?
If yes, let's keep it.
If yes, let's keep it.
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如果不能或者我们不确定，
就先把这个想法放到一边。
就先把这个想法放到一边。
04:12
But if it doesn't or we're not sure,
then let's put it aside.
then let's put it aside.
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这个听起来非常简单的做法，
让我们能够目标明确，
让我们能够目标明确，
04:16
As simple as it sounds,
having a very specific goal right up front
having a very specific goal right up front
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在教育改革的道路上
04:20
has really allowed us to be
very sharp and focused
very sharp and focused
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保持专注和敏捷。
04:24
in our transformation journey.
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两年半之后回头看当时的决定，
04:25
And looking back over
the last two and a half years,
the last two and a half years,
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对我们帮助是巨大的。
04:28
that has been a huge positive for us.
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04:31
So we had the goal,
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有了目标之后，
现在就需要找到问题所在，追本溯源。
04:32
and now we needed to figure out
what are the issues, what is broken.
what are the issues, what is broken.
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04:37
Before we went into schools,
a lot of people told us
a lot of people told us
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在我们去学校实地考察之前，
很多人告诉我们
很多人告诉我们
基础教育之所以糟糕，
04:39
that education quality is poor
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要么是因为教师们的懒惰，
他们时常缺勤不来学校，
他们时常缺勤不来学校，
04:41
because either the teachers are lazy,
they don't come into schools,
they don't come into schools,
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要么是教师无能，
不具备授课的技能。
不具备授课的技能。
04:45
or they're incapable,
they actually don't know how to teach.
they actually don't know how to teach.
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04:49
Well, when we went inside schools,
we found something completely different.
we found something completely different.
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但是当我们在学校实地调研的时候，
发现完全不是这样。
发现完全不是这样。
绝大多数老师在上班时间都是出勤的。
04:53
On most days, most teachers
were actually inside schools.
were actually inside schools.
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04:57
And when you spoke with them,
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我们通过与老师们的交谈，
发现他们完全有能力教小学课程。
04:59
you realized they were perfectly capable
of teaching elementary classes.
of teaching elementary classes.
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05:03
But they were not teaching.
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问题是他们的时间没花在上课上。
05:06
I went to a school
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我去的一所学校，
里面的老师在忙着监督盖教室
05:08
where the teachers were getting
the construction of a classroom
the construction of a classroom
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和厕所设施。
05:11
and a toilet supervised.
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05:13
I went to another school
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我去的另一所学校，
两个老师需要跑到附近的银行柜台
05:15
where two of the teachers
had gone to a nearby bank branch
had gone to a nearby bank branch
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一个一个的把奖学金存到学生的账户里去。
05:18
to deposit scholarship money
into kids' accounts.
into kids' accounts.
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05:21
At lunchtime, most teachers
were spending all of their time
were spending all of their time
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午饭的时候, 基本上所有的老师都动员起来
参与或监督午饭的准备和分发，为学生服务。
05:25
getting the midday meal cooking,
supervised and served to the students.
supervised and served to the students.
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05:30
So we asked the teachers,
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于是我们问这些老师，
"这是怎么了, 为什么你们都不去教课?"
05:32
"What's going on,
why are you not teaching?"
why are you not teaching?"
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05:35
And they said, "This is
what's expected of us.
what's expected of us.
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他们回答, "因为这就是我们被要求做的呀。
05:38
When a supervisor comes to visit us,
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当教委领导来我们这里视察的时候，
这些就是他们检查的内容。
05:40
these are exactly the things
that he checks.
that he checks.
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厕所有没有建好，午饭供应是否正常。
05:43
Has the toilet been made,
has the meal been served.
has the meal been served.
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当我们的校长去首都开会的时候，
05:45
When my principal
goes to a meeting at headquarters,
goes to a meeting at headquarters,
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他们讨论的也都是这些事情。"
05:49
these are exactly the things
which are discussed."
which are discussed."
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05:52
You see, what had happened was,
over the last two decades,
over the last two decades,
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你看，实际上在过去二十年间，
印度为了让学生入学做了很多，
建立了足够的学校，
建立了足够的学校，
05:56
India had been fighting the challenge
of access, having enough schools,
of access, having enough schools,
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并且努力地让适龄儿童进入学校读书。
06:00
and enrollment, bringing children
into the schools.
into the schools.
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政府发起了一系列项目
06:03
So the government
launched a whole host of programs
launched a whole host of programs
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来保证中小学入学率，
06:06
to address these challenges,
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而老师们变成了这些项目
实际上的执行人员。
实际上的执行人员。
06:08
and the teachers became
the implicit executors of these programs.
the implicit executors of these programs.
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虽然没有明确要求，但是
他们就是实际的执行者。
他们就是实际的执行者。
06:13
Not explicitly, but implicitly.
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06:16
And now, what was actually needed
was not to actually train teachers further
was not to actually train teachers further
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现在我们真正需要的，
不是培训这些老师，
不是培训这些老师，
也不是监督他们出勤，
06:21
or to monitor their attendance
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而是告诉他们，相比刚才说的那些事情，
06:23
but to tell them
that what is most important
that what is most important
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回到教室上课才是他们最重要的任务。
06:27
is for them to go back
inside classrooms and teach.
inside classrooms and teach.
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我们应该以课堂教学的质量
06:30
They needed to be monitored
and measured and awarded
and measured and awarded
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来跟踪、评价和奖励老师，
06:34
on the quality of teaching
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而不是用别的事情来考核他们。
06:35
and not on all sorts of other things.
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06:38
So as we went through
the education system,
the education system,
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当我们对教育体系有了
更深入的了解之后，
更深入的了解之后，
我们找到了一些问题的根源所在，
06:40
as we delved into it deeper,
we found a few such core root causes
we found a few such core root causes
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这些根源决定着教育系统中
老师和其他人的行为。
老师和其他人的行为。
06:45
which were determining, which were
shaping how people behaved in the system.
shaping how people behaved in the system.
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我们意识到除非我们解决了
这些根源上的问题，
这些根源上的问题，
06:49
And we realized that unless we change
those specific things,
those specific things,
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否则我们可以做的其它的改革措施，
06:53
we could do a number of other things.
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例如教师培训、引入新技术，
06:55
We could train, we could put
technology into schools,
technology into schools,
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都不会起到真正的改善作用。
06:58
but the system wouldn't change.
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于是处理这些隐藏在背后的核心问题
07:00
And addressing these non-obvious
core issues
core issues
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称为改革项目的重中之重。
07:03
became a key part of the program.
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07:06
So, we had the goal and we had the issues,
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现在我们已经设定好了目标，
也找到了问题根源，
也找到了问题根源，
现在就差解决方案了。
07:09
and now we needed to figure out
what the solutions were.
what the solutions were.
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07:12
We obviously did not want
to recreate the wheel,
to recreate the wheel,
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我们不希望闭门造车，
相反地，我们决定
"尽量从他人现有的经验中学习。"
"尽量从他人现有的经验中学习。"
07:15
so we said, "Let's look around
and see what we can find."
and see what we can find."
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07:18
And we found these beautiful,
small pilot experiments
small pilot experiments
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我们也确实在印度和世界范围内
找到了一些成功案例，
找到了一些成功案例，
规模不大，但效果非常好。
07:23
all over the country
and all over the world.
and all over the world.
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07:26
Small things being done by NGOs,
being done by foundations.
being done by foundations.
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这些成功案例一般由NGO（非政府组织）
或者基金会参与完成。
或者基金会参与完成。
但是这些成功案例都有一个问题，
就是他们的规模有严重的局限性。
就是他们的规模有严重的局限性。
07:30
But what was also interesting
was that none of them actually scaled.
was that none of them actually scaled.
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所有的案例规模都只有50所，
100所或者最多500所学校。
100所或者最多500所学校。
07:34
All of them were limited
to 50, 100 or 500 schools.
to 50, 100 or 500 schools.
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我们要找的是能适用于
15000所学校的方案。
15000所学校的方案。
07:37
And here, we were looking
for a solution for 15,000 schools.
for a solution for 15,000 schools.
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07:41
So we looked into why,
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我们仔细分析了原因，
如果这些项目效果显著，
为什么不能扩大规模？
为什么不能扩大规模？
07:42
if these things actually work,
why don't they actually scale?
why don't they actually scale?
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07:46
What happens is that
when a typical NGO comes in,
when a typical NGO comes in,
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我们发现, 当NGO参与进来时，
他们不仅投入了他们的专业经验，
07:49
they not only bring in their expertise
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还能够投入额外的资源。
07:52
but they also bring in
additional resources.
additional resources.
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NGO可能投入额外的资金,
07:54
So they might bring in money,
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可能投入额外的人力，
07:56
they might bring in people,
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也有可能投入新的技术。
07:57
they might bring in technology.
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当NGO主持的项目的规模限制在
50所或者100所学校的时候，
50所或者100所学校的时候，
07:59
And in the 50 or 100 schools
that they actually operate in,
that they actually operate in,
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这些额外投入的资源产生了很好的效果。
08:04
those additional resources
actually create a difference.
actually create a difference.
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08:07
But now imagine that the head of this NGO
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但是想象一下，
这些NGO的负责人跑到省教育厅，说：
08:10
goes to the head
of the School Education Department
of the School Education Department
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“让我们在15000所学校推广吧！”
08:12
and says, "Hey, now let's do this
for 15,000 schools."
for 15,000 schools."
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问题是到哪儿去募集到足够多的资金
08:16
Where is that guy or girl
going to find the money
going to find the money
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能同时支持15000所学校呢?
08:19
to actually scale this up
to 15,000 schools?
to 15,000 schools?
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他们没有这么多额外的资金，
08:22
He doesn't have the additional money,
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也没有这么多额外的资源。
08:24
he doesn't have the resources.
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所以这样的创新项目没办法大范围推广。
08:25
And hence, innovations don't scale.
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08:28
So right at the beginning
of the project, what we said was,
of the project, what we said was,
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所以在项目开始的时候我们就明确了，
"不管我们做什么都要能够大规模推广，
08:32
"Whatever we have to do
has to be scalable,
has to be scalable,
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一定要能够同时支持15000所学校。"
08:35
it has to work in all 15,000 schools."
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因此，我们必须在现有的政府预算内
08:38
And hence, it has to work
within the existing budgets
within the existing budgets
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利用省内现有的资源达成目标。
08:42
and resources that the state actually has.
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08:45
Much easier said than done.
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说起来比做起来容易多了。
(笑声)
08:47
(Laughter)
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我想正是从这个时间点开始
08:48
I think this was definitely
the point in time
the point in time
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我的同事开始"恨"我了。
08:51
when my team hated me.
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我们花了很多的时间，无论是在办公室，
咖啡馆，
咖啡馆，
08:52
We spent a lot of long hours
in office, in cafés,
in office, in cafés,
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甚至在酒吧，
08:58
sometimes even in bars,
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想破了脑袋,
08:59
scratching out heads and saying,
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"到底应该怎么办，
怎样才能解决这些问题？"
怎样才能解决这些问题？"
09:01
"Where are the solutions,
how are we going to solve this problem?"
how are we going to solve this problem?"
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最终, 我觉得大部分的问题
都找到了比较好的解决方法。
都找到了比较好的解决方法。
09:04
In the end, I think we did
find solutions to many of the issues.
find solutions to many of the issues.
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我来举个例子。
09:08
I'll give you an example.
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在"如何更有效率地学习"这个问题上，
09:10
In the context of effective learning,
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人们常说要通过动手操作来加深印象。
09:12
one of the things people talk about
is hands-on learning.
is hands-on learning.
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学生不应该死记硬背，
09:15
Children shouldn't memorize
things from books,
things from books,
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而是应该做些课堂活动，
09:17
they should do activities,
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这样学习的效果更好。
09:19
and that's a more effective way to learn.
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1999
这个想法实现起来就是要给学生一些教具，
09:21
Which basically means
giving students things
giving students things
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例如（算术用的）小珠子、小棒子、
算盘之类。
算盘之类。
09:23
like beads, learning rods, abacuses.
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但是我们没有那么多预算
09:27
But we did not have
the budgets to give that
the budgets to give that
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提供给15000所学校的两百万学生。
09:29
to 15,000 schools, 2 million children.
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我们要想别的方法。
09:32
We needed another solution.
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09:34
We couldn't think of anything.
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但是始终没有想到解决方法。
09:36
One day, one of our team members
went to a school
went to a school
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有一天，我们一个同事在一所学校里
看到一个老师，从学校周围的花丛里
捡了点小树枝和小石子
捡了点小树枝和小石子
09:39
and saw a teacher pick up sticks
and stones from the garden outside
and stones from the garden outside
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拿到了教室里
09:43
and take them into the classroom
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分给了学生(用于教学)。
09:45
and give them to the students.
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09:47
That was a huge eureka moment for us.
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这一幕让我们灵光一闪。
09:51
So what happens now
in the textbooks in Haryana
in the textbooks in Haryana
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于是现在在 Haryana 省的课本里，
每一个新知识点的旁边都有一段注解，
09:54
is that after every concept,
we have a little box
we have a little box
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为老师提供了一个操作清单，
09:57
which are instructions
for the teachers which say,
for the teachers which say,
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"教授这个知识点的时候你可以
通过以下活动来促进学生理解。
通过以下活动来促进学生理解。
09:59
"To teach this concept,
here's an activity that you can do.
here's an activity that you can do.
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活动需要一些辅助的教具，
10:03
And by the way, in order
to actually do this activity,
to actually do this activity,
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3087
而你可以在你周边环境中找到，
10:06
here are things that you can use
from your immediate environment,
from your immediate environment,
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3179
无论是在室外还是教室内都可以就地取材，
10:10
whether it be the garden outside
or the classroom inside,
or the classroom inside,
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3021
用于课堂教学。"
10:13
which can be used
as learning aids for kids."
as learning aids for kids."
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10:16
And we see teachers all over Haryana
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604194
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我们后来看到 Haryana 省的老师们
想出了各种创新的方法来教育学生。
10:18
using lots of innovative things
to be able to teach students.
to be able to teach students.
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3250
10:22
So in this way, whatever we designed,
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3585
从这个角度看，我们的方法虽然简陋，
但是起到了实实在在的效果，
10:26
we were actually able to implement it
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并且从第一天起就能推广到全省15000所学校。
10:28
across all 15,000 schools from day one.
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10:32
Now, this brings me to my last point.
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现在，让我阐述下最后一个观点。
你怎么样让一件事情贯彻到15000所学校，
10:34
How do you implement something
across 15,000 schools
across 15,000 schools
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贯彻到十万名老师身上呢？
10:37
and 100,000 teachers?
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10:40
The department used to have a process
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2022
教育部门之前有一套流程，
我觉得非常有意思。
10:42
which is very interesting.
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我喜欢叫这个过程“希望的链条”。
10:43
I like to call it "The Chain of Hope."
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10:48
They would write a letter
from the headquarters
from the headquarters
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从教育厅开始，写一封信件，
然后投递给下一集教育部门，
10:50
and send it to the next level,
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一般是市县级教委办公室。
10:52
which was the district offices.
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1483
10:54
They would hope that in each
of these district offices,
of these district offices,
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教育厅希望每个下级部门的
部门领导都能够阅读这封信件，
10:56
an officer would get the letter,
would open it, read it
would open it, read it
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然后再将信件转发给他们的下一级，
11:00
and then forward it to the next level,
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2094
一般是区级教委。
11:02
which was the block offices.
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650984
2007
接下来你需要指望这些区级教委，
11:05
And then you would hope
that at the block office,
that at the block office,
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3765
有人能够收到邮件，
11:08
somebody else got the letter,
219
656804
1483
阅读完信件，并最终将信件送到
15000所学校的校长手里。
15000所学校的校长手里。
11:10
opened it, read it and forwarded it
eventually to the 15,000 principals.
eventually to the 15,000 principals.
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最后，我们还要指望所有的校长
11:14
And then one would hope
that the principals
that the principals
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662354
2659
能够顺利收到邮件，阅读并理解其中的意思，
11:17
got the letter, received it,
understood it
understood it
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2647
并开始实施。
11:19
and started implementing it.
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1930
这个过程有点夸张。
11:21
It was a little bit ridiculous.
224
669662
1647
11:24
Now, we knew technology was the answer,
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672684
2461
现在，我们知道正确的方式是借助科技。
但是我们也知道大部分的学校
11:27
but we also knew
that most of these schools
that most of these schools
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675169
2141
连个电脑或者电邮地址都没有。
11:29
don't have a computer or email.
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2077
11:32
However, what the teachers do have
are smartphones.
are smartphones.
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3083
但是每个老师现在都有智能手机了。
老师们都可以收发短信，
挂在Facebook和WhatsApp上。
挂在Facebook和WhatsApp上。
11:35
They're constantly on SMS,
on Facebook and on WhatsApp.
on Facebook and on WhatsApp.
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4679
11:40
So what now happens in Haryana is,
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688650
2245
现在在 Haryana 省我们是这么做的，
我们建立了几百个 WhatsApp 群，
把所有的校长和老师都加到里面，
把所有的校长和老师都加到里面，
11:42
all principals and teachers are divided
into hundreds of WhatsApp groups
into hundreds of WhatsApp groups
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4620
这样当我们需要传达一些信息的时候，
11:47
and anytime something needs
to be communicated,
to be communicated,
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695563
2822
我们就直接通过WhatsApp群发就行了。
11:50
it's just posted across
all WhatsApp groups.
all WhatsApp groups.
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698409
2421
11:53
It spreads like wildfire.
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701486
2201
"嗖"的一下就全省都通知到了。
你还能随时知道哪些人收到了消息，
11:55
You can immediately check
who has received it,
who has received it,
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2993
哪些人已经阅读了。
11:58
who has read it.
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706728
1290
老师们如果有不明白的地方可以立刻提出。
12:00
Teachers can ask clarification
questions instantaneously.
questions instantaneously.
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3860
有趣的是，
12:03
And what's interesting is,
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1241
不仅是教育厅会有人回答老师的问题，
12:05
it's not just the headquarters
who are answering these questions.
who are answering these questions.
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3358
有时候别的市县的老师
12:08
Another teacher from
a completely different part of the state
a completely different part of the state
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2889
也会主动提供答案。
12:11
will stand up and answer the question.
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2393
大家在群组中更像是互助的关系，
12:13
Everybody's acting
as everybody's peer group,
as everybody's peer group,
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2680
很多事情就这么推动起来了。
12:16
and things are getting implemented.
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1794
12:19
So today, when you go
to a school in Haryana,
to a school in Haryana,
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2283
所以现在你去Haryana省的任何一所学校，
情况都跟过去大不相同了。
12:22
things look different.
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1587
老师们回到了课堂，
12:23
The teachers are back inside classrooms,
246
731702
2430
重新走上了讲台。
12:26
they're teaching.
247
734156
1304
新的技术不断被引入到课堂中。
12:27
Often with innovative techniques.
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735484
1858
12:29
When a supervisor
comes to visit the classroom,
comes to visit the classroom,
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3102
当教委领导视察学校时，
不仅会检查是否修了厕所，
12:32
he or she not only checks
the construction of the toilet
the construction of the toilet
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3867
也会检查教学质量。
12:36
but also what is the quality of teaching.
251
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2343
12:40
Once a quarter,
all students across the state
all students across the state
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3116
每个季度，全省的学生
都要做一次全省的摸底考试，
12:43
are assessed on their learning outcomes
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2165
考得好的学校会被奖励。
12:45
and schools which are
doing well are rewarded.
doing well are rewarded.
254
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2858
表现的不好的学校，
12:48
And schools which are not doing so well
255
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教委会找校长谈话。
12:50
find themselves having
difficult conversations.
difficult conversations.
256
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2405
12:53
Of course, they also get
additional support
additional support
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2079
当然，这些学校会得到更多扶持，
并努力在未来表现得更好。
12:55
to be able to do better in the future.
258
763671
1936
12:59
In the context of education,
259
767232
1624
在教育领域，
很难看到立竿见影的成果。
13:00
it's very difficult
to see results quickly.
to see results quickly.
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2367
13:03
When people talk about systemic,
large-scale change,
large-scale change,
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2975
当人们谈论大规模的、系统性的改革时，
一般说的是7到10年为一个周期。
13:06
they talk about periods
of 7 years and 10 years.
of 7 years and 10 years.
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3579
但是Haryana要快得多。
13:10
But not in Haryana.
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778232
1265
13:12
In the last one year, there have been
three independent studies,
three independent studies,
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3952
去年，三个相互独立的研究在Haryana进行，
都是研究学生的学习效果的，
13:16
all measuring student learning outcomes,
265
784129
2579
它们都表明在Haryana省，
13:18
which indicate that something fundamental,
266
786732
2307
一些根本性的东西正在变化。
13:21
something unique is happening in Haryana.
267
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2090
13:23
Learning levels of children
have stopped declining,
have stopped declining,
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791622
3008
学生的平均学习成绩不再下滑，
甚至开始有所上升。
13:26
and they have started going up.
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1803
Haryana是全印度为数不多的
13:28
Haryana is one of the few
states in the country
states in the country
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3210
总体学生成绩在改善的省份，
13:31
which is showing an improvement,
271
799715
1579
而且当之无愧是改善速度最快的省份。
13:33
and certainly the one that is showing
the fastest rate of improvement.
the fastest rate of improvement.
272
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3703
13:38
These are still early signs,
273
806005
1368
这些还只是起步阶段，
还有很长路要走，
13:39
there's a long way to go,
274
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1194
但是我们从中看到了很大的希望。
13:40
but this gives us a lot of hope
for the future.
for the future.
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808615
2491
13:44
I recently went to a school,
276
812859
1563
我最近去一所学校，
准备离开的时候，
13:46
and as I was leaving,
277
814446
1943
遇到了一位女士，
13:48
I ran into a lady,
278
816413
1151
她叫Parvati，
13:49
her name was Parvati,
279
817588
1151
她的孩子在这里上学，
13:50
she was the mother of a child,
280
818763
1438
她正微笑着。
13:52
and she was smiling.
281
820225
1271
13:53
And I said, "Why are you smiling,
what's going on?"
what's going on?"
282
821828
2909
我问她，"你在笑什么？有什么好玩的事情吗？"
她说，"我也不知道发生了什么，
13:56
And she said, "I don't know
what's going on,
what's going on,
283
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但是我知道我的孩子们开始学习了，
13:59
but what I do know
is that my children are learning,
is that my children are learning,
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学得还挺开心。
14:02
they're having fun,
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现在我已经决定不再找私立学校
14:04
and for the time being, I'll stop
my search for a private school
my search for a private school
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让他们转校了。"
14:07
to send them to."
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14:09
So I go back to where I started:
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最后让我们回到开始的问题：
政府机构能够改革吗？
14:11
Can government systems transform?
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14:14
I certainly believe so.
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我很确信可以。
我相信如果你提供了合适的着力点，
14:15
I think if you give them the right levers,
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他们就能够带来翻天覆地的变化。
(意译：阿基米德"给我一个支点, 我能翘起地球")
(意译：阿基米德"给我一个支点, 我能翘起地球")
14:17
they can move mountains.
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14:19
Thank you.
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谢谢。
(掌声)
14:20
(Applause)
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Translated by Psycho Decoder
ABOUT THE SPEAKER
Seema Bansal - Education innovatorBCG's Seema Bansal asks: Can governments actually make a meaningful difference in education? And rapidly? Yes, it turns out.
Why you should listen
BCG's Seema Bansal is an associate director in the New Delhi office. Since joining BCG in 2000, she has worked extensively in financial services and telecommunications. Today, Bansal leads BCG's social impact and development practice in India, and works on disparate projects in fields including education, food security and nutrition and governance within government agencies.
Bansal earned an MBA from the Indian Institute of Management in Calcutta, and a degree in electronics and electrical communication from Punjab Engineering College in Chandigarh.
Seema Bansal | Speaker | TED.com