What I want to talk about today is one idea. It's an idea for a new kind of school, which turns on its head much of our conventional thinking about what schools are for and how they work. And it might just be coming to a neighborhood near you soon. Where it comes from is an organization called the Young Foundation, which, over many decades, has come up with many innovations in education, like the Open University and things like Extended Schools, Schools for Social Entrepreneurs, Summer Universities and the School of Everything.
Ma tahan täna rääkida ühest ideest. See on idee uut tüüpi koolist, mis pöörab pea peale meie tavaarusaama sellest, mille jaoks koolid on ja kuidas nad töötavad. Ning selline kool võib tulla varsti ka teie naabrusesse! Tuleb ta aga organisatsioonist nimega Noor Sihtasutus, mis mitmete aastakümnete jooksul on algatanud palju haridusuuendusi, näiteks avatud ülikooli, laiendatud koolid, sotsiaalse ettevõtluse koolid, suveülikoolid ja Kõikide Asjade Kooli.
And about five years ago, we asked what was the most important need for innovation in schooling here in the U.K. And we felt the most important priority was to bring together two sets of problems. One was large numbers of bored teenagers who just didn't like school, couldn't see any relationship between what they learned in school and future jobs. And employers who kept complaining that the kids coming out of school weren't actually ready for real work, didn't have the right attitudes and experience.
Umbes viis aastat tagasi küsisime me, mis on kõige tähtsam uuendusvajadus Ühendkuningriigi haridussüsteemis. Ning saime aru, et kõige tähtsam oli kahe probleemideringi ühendamine. Üks neist oli suur hulk tüdinenud teismelisi, kellele ei meeldinud koolis, kes ei saanud üldse aru seostest koolis õpitava ja tulevase töö vahel. Ja siis tööandjad, kes aina kurtsid, et kooli lõpetanud noored ei ole tegelikult valmis tööl käima, neil pole õiget suhtumist ega kogemust.
And so we try to ask: What kind of school would have the teenagers fighting to get in, not fighting to stay out? And after hundreds of conversations with teenagers and teachers and parents and employers and schools from Paraguay to Australia, and looking at some of the academic research, which showed the importance of what's now called non-cognitive skills -- the skills of motivation, resilience -- and that these are as important as the cognitive skills -- formal academic skills -- we came up with an answer, a very simple answer in a way, which we called the Studio School. And we called it a studio school to go back to the original idea of a studio in the Renaissance where work and learning are integrated. You work by learning, and you learn by working. And the design we came up with had the following characteristics.
Püüdsime siis küsida: milline on see kool, kus teismelised hirmsasti tahavad käia, mitte sealt hirmsasti puududa? Peale sadu jutuajamisi teismelistega, õpetajatega, lastevanematega, tööandjatega ja koolidega Paraguaist Austraaliani, ja pärast akadeemiliste uurimustega tutvumist, kust tuli välja, kui tähtsad on nn. mitte-kognitiivsed oskused - motivatsioon, raskustega toimetulek - ning et need on sama tähtsad kui kognitiivsed (formaalsed akadeemilised) oskused, saimegi probleemidele vastuse, mis on tegelikult väga lihtne ja mille nimetasime stuudiokooliks. Stuudiokooli nimetus tuli renessansiajastu stuudio põhimõtte järgi, kus töö ja õppimine käisid käsikäes. Töötati õppides ja õpiti töötades. Meie loodud kavandil olid järgmised omadused.
First of all, we wanted small schools -- about 300, 400 pupils -- 14 to 19 year-olds, and critically, about 80 percent of the curriculum done not through sitting in classrooms, but through real-life, practical projects, working on commission to businesses, NGO's and others. That every pupil would have a coach, as well as teachers, who would have timetables much more like a work environment in a business. And all of this will be done within the public system, funded by public money, but independently run. And all at no extra cost, no selection, and allowing the pupils the route into university, even if many of them would want to become entrepreneurs and have manual jobs as well. Underlying it was some very simple ideas that large numbers of teenagers learn best by doing things, they learn best in teams and they learn best by doing things for real -- all the opposite of what mainstream schooling actually does.
Esiteks tahtsime väikseid koole - 300-400 õpilast, 14 - 19 aastat vanad, ja et vähemalt 80% õppekavast läbitakse mitte klassis istudes, vaid läbi tegelike, praktiliste projektide komisjonitööna mõne eraettevõtte või MTÜ juures jne. Igal õpilasel oleks nii juhendaja kui õpetajad, kellel on tunniplaan, sarnaneb pigem töökeskkonnale mõnes firmas. Kõik see viiakse läbi riiklikus süsteemis ja rahastatakse riiklikult, kuid juhitakse sõltumatult. Ei mingeid lisakulusid ega vastuvõtukatseid. Õpilastel on võimalus edasi õppida ülikoolis, kuigi paljud neist tahavad saada ettevõtjateks ja ka oskustöölisteks. Kõige selle aluseks olid väga lihtsad ideed: suur osa teismelisi õpib kõige paremini asju läbi tehes; nad õpivad kõige paremini meeskondades; nad õpivad kõige paremini asju päriselt tehes - kõik vastandina tavahariduses toimuvale.
Now that was a nice idea, so we moved into the rapid prototyping phase. We tried it out, first in Luton -- famous for its airport and not much else, I fear -- and in Blackpool -- famous for its beaches and leisure. And what we found -- and we got quite a lot of things wrong and then improved them -- but we found that the young people loved it. They found it much more motivational, much more exciting than traditional education. And perhaps most important of all, two years later when the exam results came through, the pupils who had been put on these field trials who were in the lowest performing groups had jumped right to the top -- in fact, pretty much at the top decile of performance in terms of GCSE's, which is the British marking system.
Kuna see oli hea idee, siis liikusime kiiresti mudeli loomise etappi. Katsetasime seda alguses Lutonis, mis on kuulus ehk ainult lennujaama poolest, ja Blackpoolis, mis on kuulus kuurort. Mis me avastasime - meil läks palju asju viltu ka, need parandasime ära - avastasime, et noortele meeldis see tohutult. Nende arvates oli see palju motiveerivam, palju põnevam kui traditsiooniline haridus. Ja kõige tähtsam on ehk see, et kahe aasta pärast olid õpilaste eksamitulemused, kes olid selles katsetusjärgus osalenud kõige vähem edasi jõudnud gruppides, hüpanud lausa lakke - praktiliselt kõrgeimate tulemusteni GCSE eksamitel, mis on Briti hindamissüsteem.
Now not surprisingly, that influenced some people to think we were onto something. The minister of education down south in London described himself as a "big fan." And the business organizations thought we were onto something in terms of a way of preparing children much better for real-life work today. And indeed, the head of the Chambers of Commerce is now the chairman of the Studio Schools Trust and helping it, not just with big businesses, but small businesses all over the country.
Polnud ka ime, et mõned inimesed hakkasid arvama, et meil midagi loob. Haridusminister all lõunas Londonis ütles enda kohta "suur fänn". Ettevõtetes saadi ka aru, et meil midagi loob - et me valmistame õpilasi palju paremini ette tänaseks tegelikuks tööeluks. Ja ennäe! Kaubanduskoja juhataja on nüüd Stuudiokoolide Sihtfondi esimees ja toetab seda mitte ainult suurfirmadega, vaid ka väikefirmadega üle kogu riigi.
We started with two schools. That's grown this year to about 10. And next year, we're expecting about 35 schools open across England, and another 40 areas want to have their own schools opening -- a pretty rapid spread of this idea. Interestingly, it's happened almost entirely without media coverage. It's happened almost entirely without big money behind it. It spread almost entirely through word of mouth, virally, across teachers, parents, people involved in education. And it spread because of the power of an idea -- so the very, very simple idea about turning education on its head and putting the things which were marginal, things like working in teams, doing practical projects, and putting them right at the heart of learning, rather than on the edges.
Me alustasime kahe kooliga. Arv kasvas sel aastal kümneni. Järgmisel aastal avatakse umbes 35 kooli üle kogu Inglismaa ja veel 40 piirkonda tahavad avada oma koole - päris kiire levik on sel ideel. Huvitav on see, et see on aset leidnud peaaegu ilma meediakajastuseta. See on aset leidnud ilma suurte toetavate rahasummadeta. See on kiirelt levinud peamiselt ainult suusõnaliselt õpetajate, lapsevanemate, haridustöötajate hulgas. Ning levis see tänu võimsale ideele, nii et ülimalt lihtne idee haridus pea peale pöörata ja asetada marginaalsed asjad - meeskonnas töötamine, praktiliste projektide tegemine - asetada need õppimise keskmesse, mitte ääre peale.
Now there's a whole set of new schools opening up this autumn. This is one from Yorkshire where, in fact, my nephew, I hope, will be able to attend it. And this one is focused on creative and media industries. Other ones have a focus on health care, tourism, engineering and other fields.
Nüüd on meil terve komplekt uusi koole, mis avatakse sel sügisel. Üks neist on Yorkshire'is, kuhu loodetavasti ka minu õepoeg õppima pääseb. See spetsialiseerub loomemajandusele ja meediatööstusele. Teised spetsialiseeruvad tervishoiule, turismile, tehnilistele ja muudele aladele.
We think we're onto something. It's not perfect yet, but we think this is one idea which can transform the lives of thousands, possibly millions, of teenagers who are really bored by schooling. It doesn't animate them. They're not like all of you who can sit in rows and hear things said to you for hour after hour. They want to do things, they want to get their hands dirty, they want education to be for real. And my hope is that some of you out there may be able to help us.
Meil on midagi loomas. See pole veel täiuslik, aga me arvame, et see idee suudab muuta tuhandete või miljonite teismeliste elu, kellele kool on tõeliselt tüütu. Kool ei haara ega innusta neid. Nad ei ole nagu teie kõik, kes suudavad reas istuda ja kuulata tund tunni järel, mida teile räägitakse. Nad tahavad asju ise teha, oma käsi määrida. Nad tahavad, et haridus oleks päriselt. Ma loodan, et mõned teist saavad meid aidata.
We feel we're on the beginning of a journey of experiment and improvement to turn the Studio School idea into something which is present, not as a universal answer for every child, but at least as an answer for some children in every part of the world. And I hope that a few of you at least can help us make that happen.
Tunneme, et oleme teekonna alguses. Katsetame ja parendame, et muuta stuudiokooli idee reaalselt olemas olevaks, mitte ühtmoodi kõigi õpilaste jaoks, vaid võimaluseks igas maailma nurgas neile, kes seda vajavad. Ma loodan, et vähemasti mõned teist saavad aidata selle teoks teha.
Thank you very much.
Tänan teid väga.
(Applause)
(Aplaus)