下面你将听到一段有关培训教师的讲话。 [originaltext] Education is a fundamental human right

游客2023-12-25  26

问题 下面你将听到一段有关培训教师的讲话。
Education is a fundamental human right and a public good. It transforms lives by driving economic and social development. It promotes peace, tolerance and social inclusion. It is key to eradicating poverty. And it enables children and young people to fulfil their potential. In many places, however, children are deprived of the right to education because of a global shortage of qualified and experienced teachers — particularly female teachers in low-income countries. Despite an overall increase in access to education, more than 263 million children and youth worldwide are not in school. A staggering 617 million children and adolescents — nearly 60 percent globally — have not mastered basic literacy or numeracy. The poorest, most marginalised children, including those living in areas affected by conflict, are most at risk of either being out of school or attending school, but learning very little.
        The 2030 Agenda to which the international community has committed itself calls for universal early childhood, primary and secondary education for all. To achieve this goal, we must expand access to quality education for every child and youth, end discrimination at all levels in the education system and dramatically improve the quality of education and learning outcomes. The Universal Declaration of Human Rights, adopted 70 years ago recognized education as a fundamental right. Today, we remind governments and the international community of the importance of safeguarding that right by investing in a strong teaching workforce. To ensure that all children are prepared to learn and take their place in society, teachers must receive effective training and support that equip them to respond to the needs of all students, including the most marginalised.
        But teacher shortages are hampering efforts to achieve equitable, inclusive, quality education for all — particularly in countries beset by widespread poverty and protracted crises, and in regions where the youth population is growing rapidly. To meet the demand for new teachers, education authorities often employ individuals with little or no training or by lowering qualification requirements. In low income countries, addressing the teacher shortage has meant drastically increasing class sizes, with a devastating impact on the quality of education and teacher workload. As a result, the most marginalised and excluded children tend to be taught by the least experienced teachers, who may be on temporary contracts and receive no preservice or in-service training. Teachers available to work in emergency or crisis contexts may not be trained to respond to the complex needs of vulnerable children, particularly girls, who have been forced to flee their homes because of armed conflict, violence or natural disaster.
        Despite widespread recognition that teachers are key to achieving quality education for all, teaching is still not widely regarded as a valued profession. Its low prestige impedes efforts to recruit and retain teachers in rich and poor countries alike. In response, governments and education partners must take bold action to improve the quality of training for new and practicing teachers. Teachers must receive quality initial teacher education, effective induction into the profession, and have opportunities for high-quality professional development to hone their skills throughout their careers. And they must demonstrate to the public that teaching is a valued profession by providing decent salaries and improving working conditions for educators at all levels of education. We appeal to our partners in governments and across the education and private sectors to commit to building a highly skilled, valued and empowered education workforce.
        Since the first international standard-setting instrument on teachers — the landmark 1966 UNESCO/ILO Recommendation concerning the Status of Teachers, was worked out, we have made tremendous progress in elevating the status of teachers — but far more work remains to be done. On this World Teachers’ Day, as we celebrate teachers’ important contributions to improving the lives of children and youth around the world, we reaffirm our commitment to increasing the global supply of qualified teachers. We urge all governments and the international community to join us in this endeavor, so that all children and young people, no matter their circumstances, can secure their right to quality education and a better future. This is our commitment and also, our responsibility.

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答案         教育是一项基本人权,也是一项公益事业。教育通过推动经济和社会发展来改变生活。教育促进和平、宽容和社会包容,在消除贫困工作中发挥着关键作用。教育有助于儿童和青年发挥自己的潜力。然而,由于全球缺乏有经验的合格教师,并且低收入国家尤其缺乏女教师,许多地方的儿童被剥夺了受教育的权利。尽管受教育机会总体呈上升趋势,但全世界仍有超过2.63亿的失学儿童和青年。6.17亿儿童和青少年,即全球近60%的儿童和青少年未掌握基本的识字或计算技能,这个数字令人震惊。最贫困、最边缘化的儿童,包括生活在受冲突影响地区的儿童,最有可能失学,或者虽然有学可上,但所学甚少。
        国际社会致力于落实的《2030 年议程》要求普及幼儿教育和中小学教育。为了实现这一目标,我们必须扩大每名儿童和青年获得优质教育的机会;在教育系统的各个层面终结歧视现象;大幅改善教育质量和学习成果。70年前通过的《世界人权宣言》承认教育是一项基本权利。今天,我们提醒各国政府和国际社会,重要的是通过投资于一支强大的教师队伍来维护这项权利。为了确保所有儿童为自己的学业以及在社会上立足做好准备,教师必须获得有效培训和支持以便能够应对所有学生包括最边缘化的学生的需求。
        但师资短缺正在阻碍为实现公平、包容、优质的全民教育而付出的努力,尤其是在普遍受贫困和长期危机困扰的国家,以及青年人口迅猛增长的地区。为了满足对新教师的需求,教育当局经常雇用几乎没有或者根本没有接受过培训的人,或者降低资格要求。在低收入国家,解决师资短缺的问题意味着急剧扩大班级规模,这对教育质量和教师工作量具有灾难性影响。其结果是最边缘化的和遭受排斥的儿童往往受教于最缺乏经验的教师,这些教师可能是临时工,并且可能没有接受过职前培训或在职培训。能够在紧急情况或危机背景下,上岗工作的教师可能没有受过相关培训,无法应对因为武装冲突、暴力或自然灾害而被迫逃离家园的弱势儿童尤其是女童的复杂需求。
        尽管教师是实现全民优质教育之关键已是共识,但教书仍然不被普遍视为一份受尊重的职业。职业声望低有碍于为聘用和留住教师做出的努力,不论是在富裕国家还是贫困国家都是如此。作为回应,政府和教育伙伴必须采取大胆的行动,提高新教师和实习教师的培训质量。教师必须获得优质的职前教育,在加入教师队伍过程中获得有效引导,并在整个职业生涯中有机会获得高质量的专业发展以提高技能。为了向公众证明教书是一份受尊重的职业,必须确保教师获得体面的薪酬,并在各级教育中改善教育工作者的工作条件。我们呼吁政府、教育部门以及私营部门的合作伙伴致力于建设一支高技能、受重视和有权能的教育工作者队伍。
        自第一个关于教师的国际准则性文件——标志性的1966年教科文组织和国际劳工组织《关于教师地位的建议书》问世,我们在提高教师地位方面取得了巨大的进步,但还有更多的工作有待完成。值此世界教师日之际,在颂扬教师为改善全世界儿童和青年生活做出的重大贡献时,我们重申对在全球提供更多合格教师的承诺。我们促请各国政府和国际社会与我们一道努力,让所有儿童和青年,无论其处境如何,都可以有权利享有优质教育以及更加美好的未来。这是我们的承诺,也是我们的责任。

解析         本文节选自联合国教科文组织阿祖菜总干事在世界教师日的致辞,主要观点为“培训合格教师有助于推动实现广泛的受教育权”。全文词数与真题贴近,各段词数分布也比较均匀。但文章各段信息比较密集,部分词汇与表达比较书面,比较考验译员的理解能力、记忆能力以及平日的积累。但整体而言,本文逻辑清晰,结构也比较明晰,适合用作练习材料。
        (1)第一段通过数据及事实说明,在全球范围内,儿童及青少年的受教育权并未得到充分保证。本段信息比较密集,但是基本都是简单句,听辨难度并不高,主要考验译员的笔记及记忆力。在翻译本段时,基本可采用“顺句驱动”的方法。
        (2)第二段的主要内容为国际社会通过的宣言或议程,以保障儿童及青少年的受教育权。Universal Declaration of Human Rights译作“《世界人权宜言》”。1948年12月10日,联合国大会颁布《世界人权宣言》。这一具有历史意义的《宣言》颁布后,大会要求所有会员国广为宣传。作为第一个关于人权问题的国际文件,《世界人权宣言》为国际人权领域的实践奠定了基础,对后来世界人民争取、维护、改善和发展自己的人权产生了深远影响。
        (3)第三段的主要内容为教师数量短缺或质量不高造成的负面影响。But teacher shortages are hampering efforts to achieve equitable, inclusive, quality education for all- particularly in countries beset by widespread poverty and protracted crises, and in regions where the youth population is growing rapidly.这是本段的长难句,在听辨时,可按照意群对句子进行理解和翻译,译作“但师资短缺正在阻碍为实现公平、包容、优质的全民教育而付出的努力,尤其是在普遍受贫困和长期危机困扰的国家,以及青年人口迅猛增长的地区”。在口译实践中,译员应当避免逐字对应的翻译,应当输出符合译语表达习惯的译文。
        (4)第四段的主要内容为提升教师地位,增强对教师的培训。Its low prestige impedes efforts to recruit and retain teachers in rich and poor countries alike,可译作“职业声望低有碍于为聘用和留住教师做出的努力,不论是在富裕国家还是贫困国家都是如此。”本句译文采用了“拆句法”,即原句在“顺句驱动”的情况下无法在一句话内译完时,可以在中间恰当的位置断开,另起一句话,保证译文意思完整,使表达符合译语使用习惯。
        (5)第五段呼吁培养更多合格教师,为儿童和青年提供优质教育。UNESCO的全称是United Nations Educational, Scientific and Cultural Organization, 官方中文名称为“联合国教育、科学及文化组织”,简称“联合国教科文组织”,于1946年11月正式成立,总部设在法国首都巴黎,现有195个成员,是联合国在国际教育、科学和文化领域成员最多的专门机构。该组织旨在通过教育、科学和文化促进各国合作,对世界和平和安全做出贡献。ILO的全称是International Labour Organization,即“国际劳工组织”。1919 年,国际劳工组织根据《凡尔赛和约》,作为国际联盟的附属机构成立。该组织宗旨是:促进充分就业和提高生活水平;促进劳资双方合作;扩大社会保障措施;保护工人生活与健康;主张通过劳工立法来改善劳工状况,进而获得世界持久和平,建立社会正义。考生在备考中应当积累国际组织的名称及其背景知识,对于信息理解非常重要。
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