A new approach that builds relevant marketplace, entrepreneurship, and healthcare skills is needed.
建立相关市场、创业、医疗技术的新方法，是急需的。
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来源： 公众号“清晨朗读会”
http://ssir.org/articles/entry/redefining_education_in_the_developing_world
Redefining Education in the Developing World
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
大多数发展中国家，只有少部分的孩子能从中学毕业，有许多甚至连小学都上不完。例如加纳，只有50%的孩子读完了小学5年级，其中，只有不到一半的人能够理解一段简单的文字。联合国教科文组织定下的全民教育计划，是千年发展计划的一部分，旨在提供免费的、普及的初等教育，这项计划已经成功的让更多人上学了了，成效显著。但是根据年度全民教育报告，许多孩子在毕业前就辍学了。为什么他们不继续学习呢？
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger—while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
原因多种多样，其中包括上学路途困难、学校花费大。即使不收学费，也总会有午餐、校服和考试的费用。而且由于教学质量低下，父母被迫额外花钱给孩子补习，让孩子通过考试。机会成本的因素更加重要——要是在学校上学的话，孩子们就相当于放弃了获得收入的机会，不能在家庭农场干活或者在市场售卖了。所以，当教育投资不能产生足够的学习效果，甚至基本的读写能力和算数能力都学不到的时候，家长不让孩子在学校上学，这样的结果一点也不让人惊讶。
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
就算学习的好处多多的，也极少有学生继续中学的课程。发展中国家大多数人的就业前景堪忧，即使在小学上完5年级，或者甚至都上到了10年级，也不会带来特别大的改变。在贫困地区，大多数人都没有正式工作，靠着种地和买卖维持着生计。这些地区人民的健康状况也惨不忍睹。数百万的儿童每年都死于腹泻、呼吸道感染和疟疾，这些病其实都是可控的。
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement—topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels of schooling or professional job opportunities awaiting most of these children; they will likely end up working on family or neighborhood farms or starting their own small enterprises.
教育计划通常采用传统的西方教育模式，重点关注数学、科学、语言和社会研究方面。这些计划把本来就不多的教育资源放在了希腊神话、质数、板块漂移学说上面，这些主题可能会刺激孩子们的智力，但是跟提升孩子们贫穷的生活却没什么太大的联系。表现优异的孩子在不发达地区要比那些来自较富裕地区的优秀学生面临着更加严峻的未来。等待他们的，没有更高等的教育，也没有专业的工作机会；他们很可能最终在家里做工，要么在邻家的农场干活，要么就开始自己做点小生意。
http://ssir.org/articles/entry/redefining_education_in_the_developing_world
By Mark J. Epstein & Kristi Yuthas
