I wrote a letter last week talking about the work of the foundation, sharing some of the problems. And Warren Buffet had recommended I do that -- being honest about what was going well, what wasn't, and making it kind of an annual thing. A goal I had there was to draw more people in to work on those problems, because I think there are some very important problems that don't get worked on naturally. That is, the market does not drive the scientists, the communicators, the thinkers, the governments to do the right things. And only by paying attention to these things and having brilliant people who care and draw other people in can we make as much progress as we need to.
Napisao sam pismo prošle nedelje u kojem sam podelio neke od problema sa kojima se susrećemo u radu naše fondacije. Voren Bafet mi je preporučio da uradim to - da budem iskren o tome šta dobro funkcioniše, a šta ne i da to uvedem kao tradiciju. Moj cilj je bio da privučem više ljudi da se pozabave ovim problemima, jer smatram da su to veoma značajni problemi na kojima se po pravilu ne radi dovoljno. Stvar je u tome da tržište ne navodi naučnike, promotere, mislioce, vlade da čine prave stvari. Samo uz obraćenje pažnje na te stvari i umrežavanjem brilijantnih ljudi kojima je stalo i uvlačenjem drugih ljudi u proces
So this morning I'm going to share two of these problems and talk about where they stand. But before I dive into those I want to admit that I am an optimist. Any tough problem, I think it can be solved. And part of the reason I feel that way is looking at the past. Over the past century, average lifespan has more than doubled. Another statistic, perhaps my favorite, is to look at childhood deaths. As recently as 1960, 110 million children were born, and 20 million of those died before the age of five. Five years ago, 135 million children were born -- so, more -- and less than 10 million of them died before the age of five. So that's a factor of two reduction of the childhood death rate. It's a phenomenal thing. Each one of those lives matters a lot.
možemo napredovati koliko je neophodno. Podeliću sa vama ovog jutra dva problema i objasniću vam kakva je tu situacija. Ali pre nego što krenem u analizu, želim da priznam da sam ja optimista. Mislim da svaki problem može biti rešen, bez obzira koliko je komplikovan. Analiza prošlosti je deo razloga što imam takav stav. Životni vek se u toku prethodnog veka i više nego udvostručio. Još jedan statistički podatak, možda moj omiljeni, je analiza dečjeg mortaliteta. Ne tako davne 1960. je rođeno 110 miliona dece, a 20 miliona je umrlo pre petog rođendana. Pre pet godina rodilo se 135 miliona dece - dakle više - a manje od 10 miliona je umrlo pre navršene pete godine. Tako da je smtrnost kod dece smanjena dva puta. To je fantastična stvar. Svaki od ovih života je veoma važan.
And the key reason we were able to it was not only rising incomes but also a few key breakthroughs: vaccines that were used more widely. For example, measles was four million of the deaths back as recently as 1990 and now is under 400,000. So we really can make changes. The next breakthrough is to cut that 10 million in half again. And I think that's doable in well under 20 years. Why? Well there's only a few diseases that account for the vast majority of those deaths: diarrhea, pneumonia and malaria.
Ključni razlog što se to desilo nije samo povećanje standarda, već takođe i nekoliko ključnih otkrića: vakcinisanje koje je uspostavljeno širom sveta. Na primer, samo su boginje uzrokovale smrt četiri miliona ne tako davne 1990, a danas je taj broj ispod 400 000. Tako da zaista možemo da uslovimo promene. Sledeće otkriće će biti da tih deset miliona prepolovimo ponovo. Mislim da je to rešivo u narednih dvadesetak godina. Zašto? Pa postoji samo nekoliko bolesti koje uzrokuju najveći deo ovih smrtih slučajeva:
So that brings us to the first problem that I'll raise this morning, which is how do we stop a deadly disease that's spread by mosquitos?
dijareja, upala pluća i malarija. Ovo nas dovodi do prvog problema o kojem ću vam ovog jutra pričati, a to je kako da zaustavimo smrtonosnu bolest koju prenose komarci?
Well, what's the history of this disease? It's been a severe disease for thousands of years. In fact, if we look at the genetic code, it's the only disease we can see that people who lived in Africa actually evolved several things to avoid malarial deaths. Deaths actually peaked at a bit over five million in the 1930s. So it was absolutely gigantic. And the disease was all over the world. A terrible disease. It was in the United States. It was in Europe. People didn't know what caused it until the early 1900s, when a British military man figured out that it was mosquitos. So it was everywhere. And two tools helped bring the death rate down. One was killing the mosquitos with DDT. The other was treating the patients with quinine, or quinine derivatives. And so that's why the death rate did come down.
Pa, hajde da pogledamo istoriju ove bolesti. Hiljadama godina je to bila veoma teška bolest. Činjenica je da ukoliko analiziramo genetički kod, uočićemo da je to jedina bolest za koju su ljudi koji su živeli u Africi razvili evolutivne adaptacije kako bi izbegli smrt od malarije. Stopa smrtnosti je doživela vrhunac - malo više od pet miliona ljudi - u 1930-im. Bolest je imala gigantske razmere. Bila je rasprostranjena po celom svetu. Očajna bolest. U Sjedinjenim Državama. U Evropi. Ljudi nisu znali uzrok bolesti do početka dvadesetog veka, kada je jedan britanski vojnik shvatio da su uzrok komarci. Bila je svuda. Dva sredstva su dovela do smanjenja stope smrtnosti. Prvo oruđe je ubijanje komaraca DDT-em. Drugo je lečenje pacijanata kininom ili derivatima kinina.
Now, ironically, what happened was it was eliminated from all the temperate zones, which is where the rich countries are. So we can see: 1900, it's everywhere. 1945, it's still most places. 1970, the U.S. and most of Europe have gotten rid of it. 1990, you've gotten most of the northern areas. And more recently you can see it's just around the equator.
To je uzrok što je stopa smrtnosti smanjena. Ironija je u tome što je bolest eliminisana iz umerenog klimatskog pojasa, u kojem su i bogate zemlje. Možemo uočiti da je 1900. bolest posvuda. 1945. je bolest i dalje na mnogim mestima. Sjedinjene Države i veliki deo Evrope su već 1970. oslobođeni bolesti. 1990. je nema u većini severnih krajeva. Od skora je možete naći samo u oblastima oko ekvatora.
And so this leads to the paradox that because the disease is only in the poorer countries, it doesn't get much investment. For example, there's more money put into baldness drugs than are put into malaria. Now, baldness, it's a terrible thing. (Laughter) And rich men are afflicted. And so that's why that priority has been set.
To je dovelo do paradoksa da usled toga što je bolest locirana u siromašnim zemljama, ne dolazi do investiranja u rešenje problema. Na primer, više se para ulaže u nalaženje leka protiv ćelavosti nego u istraživanje malarije. Ćelavost je naravno očajna stvar. (Smeh) Ugrožava bogate muškarce. Usled toga su tako postavljeni prioriteti.
But, malaria -- even the million deaths a year caused by malaria greatly understate its impact. Over 200 million people at any one time are suffering from it. It means that you can't get the economies in these areas going because it just holds things back so much. Now, malaria is of course transmitted by mosquitos. I brought some here, just so you could experience this. We'll let those roam around the auditorium a little bit. (Laughter) There's no reason only poor people should have the experience. (Laughter) (Applause) Those mosquitos are not infected.
Ali, malarija, čak i milioni smrti godišnje koje su njome uzrokovane, ne govore dovoljno o njenom pravom uticaju. U svakom trenutku više od 200 miliona ljudi pati od malarije. To znači da u tim regionima ne može da se pokrene ekonomija jer bolest usporava razvitak. Malariju prenose komarci. Doneo sam nekoliko komaraca, kako biste to doživeli. Pustiću ih da malo lete auditorijumom. (Smeh) Ne postoji razlog da samo siromašni ljudi dožive to iskustvo. (Smeh) (Aplauz)
So we've come up with a few new things. We've got bed nets.
Ovi komarci nisu zaraženi.
And bed nets are a great tool. What it means is the mother and child stay under the bed net at night, so the mosquitos that bite late at night can't get at them. And when you use indoor spraying with DDT and those nets you can cut deaths by over 50 percent. And that's happened now in a number of countries. It's great to see.
Izumeli smo par novih stvari. Izumeli smo mreže za krevete. Mreže za krevete su odlično oruđe. To znači da majku i dete koji spavaju ispod mreže, ne mogu da napadnu komarci koji su aktivni kasno u noć. Ukoliko koristite DDT za oprašivanje unutrašnjeg prostora i ove mreže, možete prepoloviti broj smrtnih slučajeva. To se sada dešava u nekoliko zemalja. Divno je to videti.
But we have to be careful because malaria -- the parasite evolves and the mosquito evolves. So every tool that we've ever had in the past has eventually become ineffective. And so you end up with two choices. If you go into a country with the right tools and the right way, you do it vigorously, you can actually get a local eradication. And that's where we saw the malaria map shrinking. Or, if you go in kind of half-heartedly, for a period of time you'll reduce the disease burden, but eventually those tools will become ineffective, and the death rate will soar back up again. And the world has gone through this where it paid attention and then didn't pay attention.
Moramo biti jako pažljivi jer malarija, taj parazit evoluira i komarci evoluiraju. Svako oruđe koje smo imali u prošlosti je lagano postalo neefikasno. Na kraju imate dva izbora. Ukoliko odete u državu sa pravim oruđem koje koristite na ispravan način i agresivno napadnete, može doći do lokalne eliminacije parazita. To su mesta gde smo videli na mapi da se malarija povukla. Ali ako to uradite sa pola sredstava, u određenom periodu ćete smanjiti stepen oboljenja, ali će na kraju to oruđe zastareti, i stopa smrtnosti će se opet povećati. Svet je prošao faze kada je tome posvećivao pažnju i kada to nije činio.
Now we're on the upswing. Bed net funding is up. There's new drug discovery going on. Our foundation has backed a vaccine that's going into phase three trial that starts in a couple months. And that should save over two thirds of the lives if it's effective. So we're going to have these new tools.
Sada smo na uzlaznoj putanji. Finansiranje mreža za krevete je u porastu. Dolazimo do novih lekova. Naša fondacija je podržala razvoj vakcine koja će za par meseci ući u treću fazu kliničkih istraživanja. To bi trebalo da spase više od dve trećine života ako je vakcina delotvorna. Imaćemo ova nova oruđa za borbu.
But that alone doesn't give us the road map. Because the road map to get rid of this disease involves many things. It involves communicators to keep the funding high, to keep the visibility high, to tell the success stories. It involves social scientists, so we know how to get not just 70 percent of the people to use the bed nets, but 90 percent. We need mathematicians to come in and simulate this, to do Monte Carlo things to understand how these tools combine and work together. Of course we need drug companies to give us their expertise. We need rich-world governments to be very generous in providing aid for these things. And so as these elements come together, I'm quite optimistic that we will be able to eradicate malaria.
Ali to nam samo po sebi ne daje smernice. Uputstvo za eliminisanje ove bolesti uključuje mnogo stvari. To podrazumeva da komunikatori konstantno prikupljaju donacije, koji odžavaju transparentnost, koji pričaju o uspešnim pričama. To uključuje ljude koji se bave društvenim naukama, kako bismo znali kako da dođemo do toga da ne samo 70 posto ljudi koristi mreže za krevete, već 90 posto. Neophodni su nam matematičari koji bi radili simulacije ovih procesa, koji bi radili "Monte Carlo" predviđanja kako bismo razumeli kako se sva ova oruđa kombinuju. Neophodno je da farmaceutske kompanije podele sa nama svoju stručnost. Neophodne su nam vlade bogatih zemalja da obezbede velikodušnu pomoć za ovo. Dok se svi ovi elementi lagano uklapaju, optimističan sam da ćemo biti u stanju da iskorenimo malariju.
Now let me turn to a second question, a fairly different question, but I'd say equally important. And this is: How do you make a teacher great? It seems like the kind of question that people would spend a lot of time on, and we'd understand very well. And the answer is, really, that we don't. Let's start with why this is important. Well, all of us here, I'll bet, had some great teachers. We all had a wonderful education. That's part of the reason we're here today, part of the reason we're successful. I can say that, even though I'm a college drop-out. I had great teachers.
Sada bih se posvetio sledećem pitanju, a to je poprilično drukčije pitanje, ali bih rekao da je jednako važno. To je: kako nastavnike učiniti izvanrednim? To deluje kao tip pitanja kojim bi se ljudi dugo bavili, i koje bismo dobro razumeli. U principu je odgovor da mi to ne činimo. Počeo bih objašnjenjem zašto je to važno. Kladio bih se da smo svi mi ovde imali po nekog odličnog učitelja. Svi smo imali fantastično obrazovanje. To je deo razloga što smo danas ovde, deo razloga što smo uspešni. Ja to mogu da kažem i pored toga što sam odustao od fakulteta. Imao sam divne nastavnike.
In fact, in the United States, the teaching system has worked fairly well. There are fairly effective teachers in a narrow set of places. So the top 20 percent of students have gotten a good education. And those top 20 percent have been the best in the world, if you measure them against the other top 20 percent. And they've gone on to create the revolutions in software and biotechnology and keep the U.S. at the forefront.
Činjenica je da je u Sjedinjenim Državama obrazovni sistem bio prilično dobar. Postoje poprilično dobri učitelji na malom broju mesta. Tako da je najboljih 20 posto studenata dobilo dobro obrazovanje. Tih 20 posto su bili najbolji na svetu, ukoliko ih uporedite sa 20 posto najboljih iz drugih krajeva. Oni su izneli revolucije u svetu softvera i biotehnologiji i održavali su Ameriku na vrhu.
Now, the strength for those top 20 percent is starting to fade on a relative basis, but even more concerning is the education that the balance of people are getting. Not only has that been weak. it's getting weaker. And if you look at the economy, it really is only providing opportunities now to people with a better education. And we have to change this. We have to change it so that people have equal opportunity. We have to change it so that the country is strong and stays at the forefront of things that are driven by advanced education, like science and mathematics.
Gledajući relativan odnos, snaga baš tih 20 posto danas počinje da slabi, ali još više zabrinjava nesrazmeran kvalitet obrazovanja koji se ljudima daje. Ne samo da je slaba ravnoteža, već postaje još slabija. Analiza ekonomije nam govori da tržište obezbeđuje mogućnosti samo za ljude sa boljim obrazovanjem. To moramo promeniti. Moramo promeniti to na takav način da bi ljudi imali iste šanse. Moramo to da promenimo da bi naša zemlja ostala jaka i ostala na samom čelu dostignuća koja su vođena naprednim obrazovanjem, kao što su nauka i matematika.
When I first learned the statistics, I was pretty stunned at how bad things are. Over 30 percent of kids never finish high school. And that had been covered up for a long time because they always took the dropout rate as the number who started in senior year and compared it to the number who finished senior year. Because they weren't tracking where the kids were before that. But most of the dropouts had taken place before that. They had to raise the stated dropout rate as soon as that tracking was done to over 30 percent. For minority kids, it's over 50 percent. And even if you graduate from high school, if you're low-income, you have less than a 25 percent chance of ever completing a college degree. If you're low-income in the United States, you have a higher chance of going to jail than you do of getting a four-year degree. And that doesn't seem entirely fair.
Kada sam počeo da se bavim statistikom, zaprepastio sam se time koliko loše stvari stoje. Preko 30 posto dece ne završi srednju školu. To je bilo prikrivano jako dugo na taj način što je stopa odustajanja od srednje škole izražavana kao odnos broja dece koja upišu završnu godinu i broja dece koja završe školu. Nisu vodili računa o tome gde su bila deca pre završne godine. Najčešće deca odustaju od škole pre završne godine. Čim je merenje odrađeno na taj način, morali su da povise zvaničnu stopu odustajanja na preko 30 posto. Za manjine, taj broj iznosi iznad 50 posto. Čak iako završite srednju školu, a siromašni ste, imate manje od 25% posto veorvatnoće da ikada završite studije. Ukoliko ste siromašni u Sjedinjenim Državama, veća je verovatnoća da ćete završiti u zatvoru nego da ćete završiti četvorogodišnje studije. Ne čini mi se da je to baš pravedno.
So, how do you make education better?
Pa kako bismo mogli da unapredimo obrazovni sistem?
Now, our foundation, for the last nine years, has invested in this. There's many people working on it. We've worked on small schools, we've funded scholarships, we've done things in libraries. A lot of these things had a good effect. But the more we looked at it, the more we realized that having great teachers was the very key thing. And we hooked up with some people studying how much variation is there between teachers, between, say, the top quartile -- the very best -- and the bottom quartile. How much variation is there within a school or between schools? And the answer is that these variations are absolutely unbelievable. A top quartile teacher will increase the performance of their class -- based on test scores -- by over 10 percent in a single year. What does that mean? That means that if the entire U.S., for two years, had top quartile teachers, the entire difference between us and Asia would go away. Within four years we would be blowing everyone in the world away.
Naša fondacija u proteklih devet godina investira u to. Mnogi ljudi rade na tome. Radimo sa malim školama, delimo stipendije, bavimo se bibliotekama. Mnoge od tih akcija su dale pozitivne rezultate. Što smo to više analizirali, shvatili smo da je ključ u kvalitetnim nastavnicima. Povezali smo se sa ljudima koji analiziraju koliko varijacija postoji među nastavnicima, između recimo prve četvrtine - dakle najboljih - i najlošije plasirane četvrtine. Koliko varijacija postoji u samoj školi i među školama? Odgovor nam kaže da su te razlike apsolutno neverovatne. Najbolji nastavnici poboljšaju rezultate svojih učenika, mereno rezultatima testova, čak i za više od 10 posto u toku jedne godine. Šta to znači? To znači da ukoliko bismo u celoj Americi u periodu od dve godine imali samo te najbolje učitelje, čitava razlika između nas i Azije bi nestala.
So, it's simple. All you need are those top quartile teachers.
Za samo četiri godine bismo bili bolji od bilo koga na svetu.
And so you'd say, "Wow, we should reward those people. We should retain those people. We should find out what they're doing and transfer that skill to other people." But I can tell you that absolutely is not happening today.
Jednostavno je. Sve što je potrebno su ti najbolji učitelji. Rekli biste: "Trebalo bi nagraditi te ljude. Trebalo bi zadržati te ljude. Trebalo bi da shvatimo šta to oni rade i treba podučiti druge ljude tim veštinama."
What are the characteristics of this top quartile? What do they look like? You might think these must be very senior teachers. And the answer is no. Once somebody has taught for three years their teaching quality does not change thereafter. The variation is very, very small. You might think these are people with master's degrees. They've gone back and they've gotten their Master's of Education. This chart takes four different factors and says how much do they explain teaching quality. That bottom thing, which says there's no effect at all, is a master's degree.
Mogu vam reći da se upravo to danas uopšte ne dešava. Šta karakteriše ove najbolje učitelje? Kako oni izgledaju? Sigurno mislite da su to stariji nastavnici. Pa, odgovor je da nisu. U momentu kada neko predaje već tri godine kvalitet njegovih predavanja se ne menja nakon toga. Varijacije su veoma, veoma male. Možda mislite da su to ljudi koji su završili magistrature. Vratili su se školovanju i završili magistraturu u oblasti obrazovanja. Ovaj grafik ovde uzima u obzir četiri različita faktora i govori nam koliko svaki od njih doprinosi kvalitetu nastave. Ova stvar na dnu, koja govori da ne postoji nikakav efekat, jeste upravo magistratura.
Now, the way the pay system works is there's two things that are rewarded. One is seniority. Because your pay goes up and you vest into your pension. The second is giving extra money to people who get their master's degree. But it in no way is associated with being a better teacher. Teach for America: slight effect. For math teachers majoring in math there's a measurable effect. But, overwhelmingly, it's your past performance. There are some people who are very good at this. And we've done almost nothing to study what that is and to draw it in and to replicate it, to raise the average capability -- or to encourage the people with it to stay in the system.
(Smeh) Sada, sistem plaćanja funkcioniše tako što se nagrađuju dve stvari. Jedna su godine staža. Vaša plata se povećava dok se lagano približavate penziji. Drugo pravilo je da se daje više novca osobama koje su završile magistraturu. Ali to nikako nije povezano sa tim ko je bolji nastavnik. Podučavaj za Ameriku: ta parola ima mali efekat. Uspeh je veći ako je nastavnik matematike to i studirao i to se može izmeriti. Ali najznačajniji su pređašnji rezultati. Postoje ljudi koji su veoma dobri u ovome. Mi skoro ništa nismo uradili kao bismo shvatili šta je to, privukli te osobine, umnožili ih, kako bismo povećali prosečnu sposobnost ili ohrabrili ljude koji te osobine imaju da ostanu u sistemu.
You might say, "Do the good teachers stay and the bad teacher's leave?" The answer is, on average, the slightly better teachers leave the system. And it's a system with very high turnover.
Mogli biste reći: "Da li dobri nastavnici ostaju, a loši odlaze?" Prosečno gledano, situacija je takva da malo bolji učitelji napuštaju sistem. To je sistem sa veoma velikom stopom promena.
Now, there are a few places -- very few -- where great teachers are being made. A good example of one is a set of charter schools called KIPP. KIPP means Knowledge Is Power. It's an unbelievable thing. They have 66 schools -- mostly middle schools, some high schools -- and what goes on is great teaching. They take the poorest kids, and over 96 percent of their high school graduates go to four-year colleges. And the whole spirit and attitude in those schools is very different than in the normal public schools. They're team teaching. They're constantly improving their teachers. They're taking data, the test scores, and saying to a teacher, "Hey, you caused this amount of increase." They're deeply engaged in making teaching better.
Postoji samo nekoliko mesta koja produkuju fantastične nastavnike. Dobar primer su male škole koje se nazivaju ZJM. ZJM znači Znanje je moć. Neverovatna stvar. Govorimo o 66 škola - to su uglavnom srednje škole, nekoliko gimnazija - i nastava je fantastična. Upisuju najsiromašniju decu, i preko 96 posto njihovih gimnazijalaca upiše četvorogodišnje studije. Duh i stav tih škola su poprilično različiti u odnosu na regularne, javne škole. Odlikuju se timskim radom. Njihovi nastavnici se konstantno usavršavaju. Analiziraju podatke, rezultate testova, i kažu nastavnicima: "Hej, doveo si do ovolikog poboljšanja kod dece."
When you actually go and sit in one of these classrooms, at first it's very bizarre. I sat down and I thought, "What is going on?" The teacher was running around, and the energy level was high. I thought, "I'm in the sports rally or something. What's going on?" And the teacher was constantly scanning to see which kids weren't paying attention, which kids were bored, and calling kids rapidly, putting things up on the board. It was a very dynamic environment, because particularly in those middle school years -- fifth through eighth grade -- keeping people engaged and setting the tone that everybody in the classroom needs to pay attention, nobody gets to make fun of it or have the position of the kid who doesn't want to be there. Everybody needs to be involved. And so KIPP is doing it.
Ozbiljno se bave time da usavrše nastavu. Ukoliko prisustvujete nekim od tih časova, prvi utisak je veoma čudan. Sedeo sam tamo i pomislio: "Šta se to dešava?" Nastavnik je trčao na sve strane i učionica je bila prepuna energije. Pomislio sam: "Ja sam na atletskoj trci ili tako nečemu. Šta se dešava?" Nastavnik je non-stop pratio sve kako bi uočio koja deca ne obraćaju pažnju, kojoj deci je dosadno, prozivao je decu jako brzo, postavljao probleme na tabli. To je veoma dinamična sredina, jer je naročito važno u starijim razredima osnovne škole - od 5. do 8. - da deca budu animirana i da se uspostavi pravilo da svako u učionici mora da prati nastavu, nikome nije dozvoljeno da to ismeva ili da ima stav "ja ne želim da budem tu". Svi moraju da učestvuju u tome.
How does that compare to a normal school? Well, in a normal school, teachers aren't told how good they are. The data isn't gathered. In the teacher's contract, it will limit the number of times the principal can come into the classroom -- sometimes to once per year. And they need advanced notice to do that. So imagine running a factory where you've got these workers, some of them just making crap and the management is told, "Hey, you can only come down here once a year, but you need to let us know, because we might actually fool you, and try and do a good job in that one brief moment."
To je ono što ZJM čini. A kako stoje stvari u regularnim školama? Pa, u regularnim školama se nastavnicima ne govori koliko su dobri. Podaci se ne prikupljaju. U ugovoru nastavnika je određeno da je broj poseta direkotra nastavi limitiran - ponekad čak i na samo jednom godišnje. Neophodno je najaviti tu posetu. Zamislite da vodite fabriku u kojoj neki od radnika samo pravi neke gluposti ali je menadžerima rečeno: "Hej, možete da dođete ovde samo jednom godišnje, ali morate nam se javiti unapred, kako bismo mogli da vas prevarimo,
Even a teacher who wants to improve doesn't have the tools to do it. They don't have the test scores, and there's a whole thing of trying to block the data. For example, New York passed a law that said that the teacher improvement data could not be made available and used in the tenure decision for the teachers. And so that's sort of working in the opposite direction. But I'm optimistic about this, I think there are some clear things we can do.
i pokušamo da tog trenutka odradimo posao kako treba." Čak i nastavnik koji želi da se usavršava nema oruđa da to i učini. Oni nemaju rezultate testova, i postoji čitav proces kojim se podaci čine nedostupnim. Na primer, Njujork je upravo usvojio zakon po kojem se podaci o kvalitetu nastave učitelja ne mogu koristiti prilikom donošenja odluke o unapređenju nastavnika. Tako da to dela u potpuno suprotnom pravcu. Ja sam i dalje optimista,
First of all, there's a lot more testing going on, and that's given us the picture of where we are. And that allows us to understand who's doing it well, and call them out, and find out what those techniques are. Of course, digital video is cheap now. Putting a few cameras in the classroom and saying that things are being recorded on an ongoing basis is very practical in all public schools. And so every few weeks teachers could sit down and say, "OK, here's a little clip of something I thought I did well. Here's a little clip of something I think I did poorly. Advise me -- when this kid acted up, how should I have dealt with that?" And they could all sit and work together on those problems. You can take the very best teachers and kind of annotate it, have it so everyone sees who is the very best at teaching this stuff.
i mislim da su potpuno jasne neke stvari koje treba da učinimo. Pre svega, radimo još uvek puno testiranja i to nam daje jasniju sliku gde stojimo sada. To nam omogućava da shvatimo ko dobro radi posao i pozovemo te ljude i saznamo koje tehnike su tu u pitanju. Naravno, digitalna tehnologija je sada jeftina. Ukoliko biste postavili nekoliko kamera u učionicu i redovno snimali nastavu, to bi bilo veoma praktično u državnim školama. Svakih nekoliko nedelja nastavnici bi mogli da se okupe i kažu: "OK, ovo je snimak situacije za koju mislim da sam je dobro izneo. Ovo je snimak nečega što mislim da sam loše uradio. Dajte mi savet - kada se ovo dete ovako ponelo, kako je trebalo da postupim?" Tako da bi svi mogli zajedno da rade na tim problemima. Možete proglasiti najbolje nastavnike, tako da svako zna ko su najbolji nastavnici među osobljem.
You can take those great courses and make them available so that a kid could go out and watch the physics course, learn from that. If you have a kid who's behind, you would know you could assign them that video to watch and review the concept. And in fact, these free courses could not only be available just on the Internet, but you could make it so that DVDs were always available, and so anybody who has access to a DVD player can have the very best teachers. And so by thinking of this as a personnel system, we can do it much better.
Možete učiniti ta divna predavanja dostupnim tako da dete može da pogleda predavanje iz fizike i uči sa tih snimaka. Ukoliko neko dete zaostaje sa gradivom znali biste da mu date domaći da odgleda predavanje i sagleda koncept problema. U principu, ta besplatna predavanja ne moraju bit dostupna samo na internetu, možete narezati i DVD tako da svako ko ima pristup DVD čitaču može imati najbolje nastavnike. Ukoliko na to gledate kao na sistem osoblja,
Now there's a book actually, about KIPP -- the place that this is going on -- that Jay Matthews, a news reporter, wrote -- called, "Work Hard, Be Nice." And I thought it was so fantastic. It gave you a sense of what a good teacher does. I'm going to send everyone here a free copy of this book. (Applause)
mogli bismo da ga učinimo mnogo boljim. Postoji jedna knjiga, koja govori o ZJM - mestu gde se sve ovo dešava - koju je Džej Metjus, novinar, nazvao "Marljivo radi i budi fin". Pomislio sam da je zaista fantastična knjiga. Daje vam osećaj šta to radi dobar učitelj. Ja ću svakoj osobi koja je ovde prisutna poslati besplatan primerak knjige.
Now, we put a lot of money into education, and I really think that education is the most important thing to get right for the country to have as strong a future as it should have. In fact we have in the stimulus bill -- it's interesting -- the House version actually had money in it for these data systems, and it was taken out in the Senate because there are people who are threatened by these things.
(Aplauz) Uložili smo mnogo para u obrazovanje, i ja zaista smatram da je obrazovanje najznačajnija stvar koja omogućava državi da dođe do onoliko snažne budućnosti koliko je to potrebno. U principu to je bilo navedeno u predlogu budžeta, tako da je inicijalna verzija plana predlagala pare za uspostavljanje te baze podataka, ali je to izbačeno iz plana u Senatu
But I -- I'm optimistic. I think people are beginning to recognize how important this is, and it really can make a difference for millions of lives, if we get it right. I only had time to frame those two problems. There's a lot more problems like that -- AIDS, pneumonia -- I can just see you're getting excited, just at the very name of these things. And the skill sets required to tackle these things are very broad. You know, the system doesn't naturally make it happen. Governments don't naturally pick these things in the right way. The private sector doesn't naturally put its resources into these things.
jer su neki ljudi tamo uplašeni ovim promenama. Ali ja sam optimista. Mislim da ljudi počinju da uviđaju koliko je ovo važno i to može promeniti milione života, ukoliko se uradi na pravi način. Imao sam dovoljno vremena da pričam o ova dva problema. Postoji mnogo više takvih problema - sida, pneumonija - već vidim kako postajete zainteresovani na sam spomen imena ovih problema. Skup veština koji je neophodan kako bismo rešili te probleme je veoma širok. Znate, sistem u principu ne čini da se to prirodno rešava. Vlade nekao ne prilaze spontano ovim pitanjima na pravi način.
So it's going to take brilliant people like you to study these things, get other people involved -- and you're helping to come up with solutions. And with that, I think there's some great things that will come out of it.
Privatne kompanije ne ulažu spontano svoja sredstva u rešavanje ovih problema. Tako da je neophodno da brilijantni ljudi poput vas počnu da se bave ovim problemima, da uključe druge - i da počnu da pomažu da se dođe do rešenja.
Thank you. (Applause)
Mislim da ćemo tako doći do izvrsnih rešenja. Hvala vam.