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.
Bugun men bir g'oya haqida so'zlamoqchiman. Bu g'oya maktablarning nima uchun mavjudligi va xizmat qilishi xaqidagi an'anaviy tushunchani o'zgartiradigan yangi maktabni qurish g'oyasidir. Yaqinda shunday maktab sizning mahallangizda ham paydo bo'lishi mumkin. Bu "Young Foundation" tashkilotida boshlangan. Bu tashkilot ko'plab yillar davomida ta'lim sohasida "Open University" - "Ochiq Universitet" kabi ko'plab yangi g'oyalarga asos solgan. Shular qatorida kundalik dars soatlari uzaytirilgan maktablar, ijtimoiy tadbirkorlar maktabi, yozgi universitetlar va "Hamma sohalar maktabi".
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.
Besh yil avval, biz Buyuk Britaniyadagi ta'lim sohasi uchun qanday yangilik kiritish eng muhimligini so'radik. Bizga shunisi ayon bo'ldiki, eng muhim vazifa ikki muammoni hal qilish ekan. Bitta muammo maktabni yoqtirmaydigan ko'plab zerikkan o'smirlar. Ular maktabda egallagan ta'lim bilan kelajakdagi ishlarning orasidagi aloqadorlikni ko'rmas edi. Ikkinchi muammo esa maktabni bitirayotgan o'quvchilar haqiqiy ishga tayyor emas, to'g'ri munosabati va tajribasi yo'q deb arz qilayotgan ish bilan ta'minlovchilardir.
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.
Hullas, biz shunday avol so'radik: O'smirlar qanday maktabda ta'limdan qutulish uchun emas, balki ta'lim olishlari uchun kurashadi? Paragvaydan toki Avstraliyagacha bo'lgan o'smirlar, o'qituvchilar, ota-onalar, ish bilan ta'minlovchi korxonalar va maktablar bilan juda ko'p suhbatlar olib borgandan va ba'zi ilmiy izlanishlarni ham o'rganib chiqqandan so'ng shunday hulosaga keldik: aqliy aloqadorligi bo'lmagan qobiliyatlar, hunarlarning muhimligi namoyon bo'ldi -- bular qiziquvchanlik, qat'iylikdir. Mana shular esa huddi aqliy - rasmiy ilmiy qobiliyatlar kabi muhimdir. Shunday qilib, biz savolimizga juda sodda javob topib, uni Studio Maktabi deb nomladik. Biz Renassans (Uyg'onish) davridagi ish va o'qish birgalikda amalga oshadigan studioning asl g'oyasiga asoslangan holda bu maktabni studio maktabi deb atadik. Inson o'rganish orqali ishlaydi va ishlash orqali o'rganadi. Biz o'ylagan dizayn quyidagi xususiyatlarga ega bo'ldi.
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.
Eng avvaliga, biz 14 yoshdan 19 yoshgacha bo'lgan 300, 400 ta o'quvchilari bo'lgan kichkina maktablarni tuzishni xohladik. Va eng muhimi, o'quv dasturining taxminan 80 foizi sinfxonalarida o'tirib o'rganish emas, balki tadbirkorlik, nodavlat tashkilotlari va boshqa tashkilotlardan vazifalar olib hayotiy va amaliy dasturlar ustida ishlash orqali bo'ladi. Har bir o'quvchining ustozi va o'qituvchilari bo'ladi, deyarli ishxonalardagidek ish jadvallari bo'ladi. Buning hammasi umumxalq ta'lim tizimi borasida, ommaviy mablag' bilan ta'minlangan holatda, lekin bu tizimdan mustaqil holatda boshqariladi. Bularning hammasi tekin, hech qanday tanlov jarayoni bo'lmaydi va hattoki o'quvchilarning ko'pchiligi tadbirkorlar bo'lib yoki jismoniy mehnat bilan shug'ullanishni xohlasalar ham, biz ularni oliy o'quv dargohlariga o'qishga kirishlari uchun ham tayyorlaymiz. Buning asosida judda sodda g'oyalar bo'lgan, ya'ni ko'plab o'smirlar ishni bajarish orqali juda yaxshi o'rganadilar, guruh bo'lib va xaqiqiy amaliy narsalarni bajarganda, juda yaxshi o'rganadilar-- buning hammasi odatiy maktablarda bajariladiganlarning butunlay aksidir.
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.
Bu g'oya ajoyib bo'lgach, biz darrov sinov dasturini boshladik. Biz buni avvaliga faqatgina aerportlari bilan mashhur bo'lgan Lutonda va suv bo'yidagi sohillari bilan mashhur Blekpulda (Blackpool) amalda sinab ko'rdik. Avvaliga biz ko'p ishlarni noto'g'ri bajarganligimizni angladik va keyin xatolarimizni to'g'riladik, lekin bunday maktabni yoshlar juda ham yoqtirganligin angladik. An'anaviy o'quv usulidan ko'ra, bu maktab yoshlar uchun ancha qiziqarli va hayajonli edi. Hammasidan ham muhimi shuki, avvaliga juda ham sust o'zlashtirayotgan guruhlarida bo'lgan, bu sinov dasturlarida ishlayotgan o'quvchilar ikki yildan so'nggi imtihon natijalariga ko'ra eng yuqori o'zlashitirish ko'rsatkichida bo'ldilar. Darxaqiqat, Britaniya baxolash tizimi GCSE bo'yicha, natijlarning eng yuqorgi 10 foizida edilar.
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.
Va albatta bu natijalar ba'zi insonlarning biz to'g'ri yo'nalishda ekanligimizga ishonishiga sabab bo'ldi. Londondagi ta'lim vaziri o'zini bu dasturning "katta muxlisi" ekanligini aytdi. Tadbirkorlik tashkilotlari ham yoshlarni bugungi kundagi haqiqiy-hayotiy ishga ancha yaxshi tayyorlash borasida biz to'g'ri yo'nalishda ekanimizni angladilar. Hattoki, Buyuk Britaniya savdo-sanoat bo'limining rahbari hozirgi paytda Studio Maktablari Jamg'armasining rahbaridir. U nafaqat katta tadbirkorlik tashkilotlarini, balki butun davlat bo'ylab kichik tadbirkorlik tashkilotlarini ham jalb qilish orqali bizga yordam beryapdi.
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.
Biz ikkita maktab bilan boshladik. Bu yil esa maktablarimiz 10 ta bo'ldi. Kelasi yilga esa, Angliya bo'ylab maktablarimiz 35ta bo'lishi kutilmoqda va boshqa 40ta joylar esa shunga o'xshash o'zlarining maktablarini ochmoqchilar. Bu g'oya juda tez tarqalyapdi. Shunisi qiziqki, buning hammasi ommaviy axborot vositalarisiz tarqaldi. Shu jumladan, hech qanday katta mablag'siz amalga oshdi. Bu haqida ma'lumot o'qituvchilar, ota-onalar va ta'lim sohasidagi insonlar orqali, og'izdan og'iz gap orqali tarqaldi. G'oyaning kuchliligi sababli bu shunday tez tarqaldi -- ta'lim sohasining negizini o'zgartirish xaqidagi juda ham sodda g'oya: an'anaviy maktablarda deyarli qo'llanilmaydigan usullar - guruh bo'lib ishlash, amaliy dasturlarni bajarish va ularni ta'limning chekkasiga emas, eng markaziga qo'yish usullaridan foydalanishdir.
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.
Shu kuzda shunday bir necha maktablarni ochamiz. Bu Yorkshirdagi maktab, jiyanim shu maktabga boradi deb umid qilaman. Bu maktab esa ijodkorlik va axborot vositalari fanlari bo'yicha ixtisoslashgan. Boshqalari esa tibbiyot, sayohat, muhandislik va boshqa sohalar bo'yicha ixtisoslashgan.
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.
Biz to'g'ri yo'nalishdamiz deb o'ylaymiz. Bu hali mukkamal emas, lekin bu g'oya maktabdan zerikkan minglab, ehtimol millionlab o'smirlaning hayotini o'zgartiradigan bir g'oya deb o'ylaymiz. An'anaviy ta'lim tizimi ularni g'ayratga to'ldirmaydi. Ular sizlar kabi xotirjam o'tirib, bir necha soatlab o'qituvchining aytganlarini tinglay olmaydilar. Ular amaliy ish bajarishni xohlaydilar, qo'llari bilan ishlashni istaydilar, ular ta'limning xaqiqiy bo'lishini xohlaydilar. Shu yerda o'tirgan ba'zi insonlar bizga yordam bera oladi deb umid qilaman.
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.
Biz Studio maktabi g'oyamizni qandaydir xaqiqiy maktabga aylantirish borasidagi tajriba va rivojlanish bosqichidagi sayohatimizning eng avvalidamiz deb o'ylaymiz. Bu albatta har bir yosh uchun qulay usul bo'lmas, lekin dunyoning har bir qismidagi ba'zi yoshlar uchun qulay usul bo'ladi. Hech bo'lmaganda, orangizda kimlardir bizga shu ishni amalga oshirishimizga yordam bera oladi deb umid qilaman.
Thank you very much.
Katta rahmat.
(Applause)
(Qarsaklar)