英国教育部长谈英格兰的教育改革

英国教育部长谈英格兰的教育改革

说明：

本文是2017年4月11日英国教育部长Nick Gibb在悉尼独立研究中心做的发言，主要介绍了英格兰正在进行的教育改革。研读他的讲话，可以感受到英格兰教育改革的脉搏，英格兰国家课程体系（GCSE、A Level）正在进行着积极的变化，应该引起我们的关注和跟踪。

 

教育的卓越不仅体现在课程内容的改善，更体现在学校获得了自主权之后所带来的变化：教师对教学充满了热情，学生的努力源于对知识的热爱，成绩仅仅是努力的副产品。但愿，学校能够成为教师热情幸福、学生积极快乐、家长和社会满意的伊甸园，这其实这也是我心中美好的乌托邦。

 

Nick Gibb部长这样说：

“学生，无论他们出生在哪里，或他们的父母有多少钱，都应该接受“已经被认为和宣布是最好”的教育。在他们的国家和世界的历史中，所有人都应该有一个基础，对科学的深入理解和丰富的艺术教育，使他们对文化有更深刻的了解。为了真正的社会公正和为了社会流动的发生，所有的学生都必须获得严格的课程，那是我们世界著名的独立学校的特点。”

希望此文对关心教育的人士有用，翻译不当之处请指正！

 

张铁光教授、剑桥大学博士

上海金苹果学校国际部名誉校长

剑桥国际课程发展中心主席

2017/4/25

 

Nick Gibb: England’s education reforms

Nick Gibb：英格兰的教育改革

From:            Department for Education and The Rt Hon Nick Gibb MP

Part of:           School and college qualifications and curriculum

First published:    11 April 2017

Delivered on:      11 April 2017

 

Nick Gibb speaking at the Centre for Independent Studies.

 

 

Nick Gibb was appointed Minister of State at the Department for Education on 15 July 2014. He was elected Conservative MP for Bognor Regis and Littlehampton in 1997.

Nick Gibb于2014年7月被任命教育部部长，他在1997当选为Bognor Regis及Littlehampton地区的保守党议员。

 

I am delighted to be here in Sydney. Thank you to New South Wales Education Minister Rob Stokes, Mark Scott the head of the New South Wales Education Department, and Dr Jennifer Buckingham of the Centre for Independent Studies for hosting this event and inviting me to speak. I hope hearing about England’s recent education reforms will help to inform education policy in New South Wales.

我很高兴来到悉尼。感谢新南威尔士教育部长Rob Stokes、新南威尔士教育部门的负责人Mark Scott，感谢独立研究中心Jennifer Buckingham博士主办这次会议，并邀请我发言。我希望英国最近教育改革的信息，将有助于新南威尔士的教育政策。

In 2009, Michael Gove, soon-to-be Secretary of State for Education, explained how the British people’s common sense aligned with the soon-to-be government’s belief in what education is for:

2009年，Michael Gove，后来上任为英国教育大臣，解释英国人民的常识与即将上任政府的教育信仰是：

The British people’s common sense inclines them towards schools in which the principal activity is teaching and learning, the principal goal is academic attainment, the principle guiding every action is the wider spread of excellence, the initiation of new generations into the amazing achievements of humankind.

英国人民的常识倾向于在学校中的主要活动是教和学，其首要的目标是学术素养，每一个行动的指导原则都是卓越的广泛传播，启动新一代进入人类达到的惊人成就。

Since 2010, the government has stuck to this evidence-based, common-sense approach:

自2010年以来，政府一直坚持这种以证据为基础的常识：

·         greater autonomy was given to head teachers – those best placed to implement evidence-based improvements to education – to innovate and improve their schools

校长们被给予了更大的自主权——那些最好地实施教育的以证据为基础的改进——创新和改善他们的学校

·         increased autonomy was twinned with intelligent accountability that supported best practice in schools

增加了自主性和支持学校最佳实践的智能化问责

·         a culture of innovation in schools coincided with the growth of online communities of teachers determined to spread evidence-informed teaching practice

学校的创新文化正好与教师决定的传播循证教学实践网上社区的成长同步

·         the government overhauled a curriculum that was denying pupils the core academic knowledge and reformed the examination system, breathing confidence back into national qualifications

政府整顿了剥夺了学生核心学术知识的课程，改革了考试制度，使学生们重新获得对国家资格证书的信心

·         and as improvements have been seen across the country, the government is now focusing its attention on driving social mobility in remaining cold-spots that need further support

随着全国范围内的改善，政府现在将注意力集中在推动其它需要进一步支持的冷酷地区的社会流动性方面来

The previous government had been swept to power on the echoes of ‘education, education, education’ in 1997. Despite the best intentions and huge investment, England’s foremost education academic, Rob Coe, concluded the following:

上一届政府在1997年“教育、教育、教育”的呼应下被送上了政权。尽管有最好的意图和巨大的投资，以及英国一流教育的大学，Rob Coe，总结如下：

 

“The best I think we can say is that overall there probably has not been much change.”

“我认为我们能说的最好的是，总体上可能没有太大的变化。”

A change in direction was badly needed. In 2010:

急需改变方向。在2010年：

·         schools were shepherding pupils – disproportionately from disadvantaged backgrounds – into taking so-called ‘equivalent qualifications’ to inflate the school’s ranking in the league tables

学校带领着——不成比例地来自弱势背景的——学生，采取了所谓的“同等资格”评价夸大了学校在排名表上的排名

·         the growth of ‘equivalents’ coincided with a sharp decline in the take up of some highly valued academic subjects, including modern foreign languages

“等值”的增长正好伴随这高价值学术科目急剧下降，包括现代外语

·         grade inflation was rife, undermining national confidence in our national public qualifications

评分等级膨胀盛行，破坏了对我们国家公共资格证书的信心

·         and – despite the birth of the academies programme – the freedoms associated with the academy programme were only being enjoyed by a few hundred schools.

并且——尽管专科学校项目的诞生——与专科学校项目相关的自由只被几百所学校所享用。

Whilst academies were first introduced by the previous government – under the stewardship of Lord Adonis – their roots hark back to reforms by Lord Baker in the 1980s, demonstrating that politicians on both sides of the political divide recognised the importance of empowering teachers to deliver improvements in education.

同时，专科学校最初由前政府——在Adonis勋爵的管理下——追溯到由Baker勋爵在1980年代领导的改革，表明政治家在政治分歧双方确认的对授权与教师对改善教育的重要性。

Academies are former local-authority maintained schools now run by charitable trusts instead of the local authority and fully funded by central government. With this new structure comes greater freedom over such things as the curriculum and administration of the school. Similarly, free schools – which are newly established schools that benefit from the same freedoms as academies – provide groups of teachers, parents or charities with the opportunity to shape the next generation of England’s schools, promoting diversity and innovation.

专科学校是前地方当局维持的学校，现在由慈善信托代替地方当局，全部资助来自中央政府。有了这种新结构，学校和课程管理就变得更自由了。类似的，自由学校——这是新成立的学校，受益于与专科学校同样的自由——提供教师、家长或慈善团体以塑造下一代英国学校的机会，促进多样性和创新。

Academies now make up over 3 in 5 secondary schools in England and around 1 in 5 primary schools. Strong schools that chose to become academies – known as converter academies – continue to outperform local-authority maintained schools. And struggling schools that were taken on by a sponsoring multi-academy trust with a track record of success - known as sponsor academies – are improving outcomes for pupils at the fastest rates.

在英格兰的5所中学中，专科学校占了超过3所，在5所小学中大约有1所。强大的学校选择成为专科学校——被称为转换学校——继续超越地方当局的维护学校。奋争的学校由一个有着赞助多所学校成功记录的信任机构赞助——被称为赞助学校——正在以最快的速度提高学生的学习成绩。

But the government was determined that all teachers had the burden of bureaucracy lifted from their shoulders. Alongside the greater freedoms made available to teachers in free schools and academies, the government scrapped 20,000 pages of unnecessary central guidance, freeing teachers to focus on teaching.

但是政府决定，所有的教师都要摆脱官僚主义的负担。除了为自由学校和专科学校的教师们提供更大的自由之外，政府还废除了20000页不必要的中央指导，使教师们能够专注于教学。

And the government also wanted to empower all teachers to tackle poor behaviour. Clearer powers were given to teachers and head teachers to deal with poor behaviour and, importantly, the government granted teachers anonymity if they faced allegations from parents or pupils.

政府还希望授予所有教师以处理不良行为的权利。给予教师和校长处理不良行为的更清晰的权力，重要的是政府授予教师匿名权，如果他们面临来自父母或学生的指控。

Whilst there is plenty of data to demonstrate the success of the academies and free schools programme, the most compelling evidence for providing teachers and schools with greater freedom comes from visiting some of the highest performing academies and free schools in England.

虽然有大量的数据来证明专科学校和自由学校计划的成功，为教师和学校提供的更大自由的最有说服力的证据是访问某些英格兰表现最佳的专科学校和自由学校。

Whether you look at Reach Academy Feltham, Michaela Community School, City Academy Hackney, King Solomon Academy or Harris Academy Battersea, there are some obvious similarities.

你是否看到过Reach Academy Feltham、Michaela Community School、City Academy Hackney、 King Solomon Academy 或者 Harris Academy Battersea，有一些明显的相似性。

All of these schools teach a stretching, knowledge-rich curriculum. Each has a strong approach to behaviour management, so teachers can teach uninterrupted. And all of these schools serve disadvantaged communities, demonstrating that high academic and behavioural standards are not – and must not – be the preserve of wealthy pupils in independent schools.

所有这些学校都教授扩展而且知识丰富的课程。每个都有很强的行为管理方法，所有老师可以不受干扰地进行教学。所有这些学校都为弱势群体提供服务，表明高的学术和行为标准不是——也不能——仅仅是为了私立学校富裕学生的。

And the government is keen to see behaviour standards rise further still. Last month, Tom Bennett released Creating a Culture, an independent report commissioned by the Department for Education to spread best practice in schools. The government understands that good behaviour is the bedrock of excellent results in schools.

政府希望看到行为标准的进一步提高。上个月，Tom Bennett发布了教育部委托的在学校推广最佳实践的独立报告“创建文化”。政府明白良好的行为是学校取得优异成绩的基础。

Michaela Community School is arguably using the academy freedoms more radically than any other in the country, particularly with regard to behaviour and the curriculum. A month ago, I was fortunate to visit this remarkable school.

Michaela社区学校可以说是这个国家比其它学校学术自由更彻底的，特别是关于行为和课程。一个月前，我有幸访问了这所卓越的学校。

Marking is kept to a minimum; behaviour is immaculate; children move briskly and silently between lessons, cordially greeting teachers as they go; children have a voracious appetite for reading; months after arriving at Michaela, pupils can converse in French, effortlessly using the subjunctive; teaching is done from the front of the classroom, with frequent whole-class response to check understanding; the curriculum is knowledge-rich; and the results are extraordinary. I have never been to a school quite like it.

批改保持在最低限度；行为是完美的；孩子们轻快地亲切地走课，他们离开时亲切地问候老师；孩子们如饥似渴地阅读；到Michaela学校数月以后，学生可以毫不费力地使用虚拟语气用法语交谈；教学从教室的前面进行，频繁的全班的响应以检查学生的理解；课程知识丰富；结果是非凡的。我从来没有去过像它这样的学校。

Michaela’s pupils are fiercely knowledgeable and proud of it. And they are some of the happiest pupils you could hope to meet.

Michaela的学生非常博学和自豪，他们是你最希望见到的最快乐的学生。

Homework consists of pupils self-quizzing. And pupils are rewarded not for their attainment, but for the effort they put in. Whatever a pupil’s ability, prior attainment or background, Michaela believes there is nothing preventing pupils trying their best. And pupils strive to work as hard as they can. Teachers at Michaela do not focus on engaging pupils. Effort is expected and it becomes a habit and part of every pupil’s character. Engagement is a by-product of pupils yearning to reach these high expectations.

作业包括学生自我提问。学生受到的奖励不是因为他们的成就，而是因为他们付出的努力。无论一个学生的能力、以前的程度或背景如何，Michaela认为没有什么阻止学生尽力而为。学生尽其所能地努力工作。Michaela教师不专注学生的约定。努力是预期的，它成为一种习惯和每个学生性格的一部分。约定是学生渴望达到这些高期望的副产品。

Michaela Community School shows what it is possible to achieve. It is a challenge to everyone’s expectations of pupils.

Michaela社区学校展示什么是可能实现的。这是每个人对学生期望的挑战。

The greater autonomy enjoyed by schools was twinned with a measured accountability framework, designed to ensure all pupils received a high-quality, academic education.

学校享有更大的自主权是测评问责框架的孪生子，旨在确保所有学生接受高质量的学术教育。

The government responded quickly to restore faith in national examinations. For over a decade, exam results rose year on year as the achievements of pupils were inflated so much that the public and media greeted every national results day with increased incredulity – quite rightly.

政府对恢复国家考试信心作出迅速反应。十多年来，考试结果逐年上升，学生的成绩被夸大了这么多，公众和媒体以日益增加的怀疑态度来迎接国家结果日——理所当然。

Grade inflation was not the only thing to shake public confidence in the examination system. The scourge of so-called ‘equivalent’ qualifications, disproportionately taken by pupils from disadvantaged backgrounds, meant that league tables were gamed by schools at the expense of pupils taking the most valuable qualifications for their futures. In all, 96% of non-GCSE and iGCSE qualifications have been removed from the school performance tables since 2010.

成绩通胀并不是动摇公众对考试制度信心唯一的事情。所谓“等效”资格的祸害，由来自弱势背景学生不成比例地参与，意味着排名表由以学生参加对他们未来最有价值资格证书为代价的学校进行赌注。总之，自2010年起，96%的非GCSE和IGCSE资格已被从学校表现表中删除。

To support our ambition to ensure pupils get the best, the government is in the process of phasing in new GCSE qualifications that will put England’s qualifications on a par with those in the highest performing countries in the world.

为了支持我们确保学生得到最好的雄心，政府在调整新的GCSE资格证书，这将使英国的资格证书与那些世界上最高表现国家的看齐。

But the real success of the school accountability system has been the refinement and improvement of the accountability measures, removing perverse incentives for schools to enter pupils into low-value qualifications and instead rewarding schools to providing all pupils with a stretching academic curriculum.

但是，学校问责制的真正成功是对问责措施额细化和改善，消除学校让学生进入低值资格证书课程的不正当动机，代之以奖励学校为全体学生提供延展的学术课程。

Two secondary school accountability measures have had a significant impact on the approach schools took to the curriculum.

两个中学的问责措施对学校采取的课程方式产生了重大影响。

In order to encourage schools to enter more pupils into rigorous academic GCSEs, the government introduced the English Baccalaureate, a combination of academic subjects:

为了鼓励更多的学校让学生学习严谨的GCSE学术证书，政府推出了English Baccalaureate，学术学科的一个结合：

·         maths                                 数学

·         English                                英语

·         at least 2 sciences                      至少2门科学

·         a humanity (either history or geography)   人文（历史或地理）

·         a language                             语言

This combination of subjects provides pupils with a broad academic core of knowledge and provides pupils with the best opportunity of being admitted to the UK’s most prestigious universities.

这种科目的组合为学生提供了广泛的学术核心知识，并为学生提供被英国最负盛名大学录取的最好机会。

The percentage of pupils taking each of these subjects and the percentage of pupils passing this combination of subjects is published each year. Since the introduction of this policy, the proportion of pupils sitting examinations at 16 in this combination of academic subjects has increased from just over one-fifth to just under two-fifths.

每年公布学习每个科目学生的百分比和通过这种组合科目学生的百分比。自从这项政策出台以来，16岁学生参加学科组合的比例从刚过五分之一增加到刚刚低于五分之二。

This policy is helping to reverse the drift away from academic subjects that took place in previous years, providing more pupils with the solid academic grounding they need.

这一政策有助于扭转过去几年发生的从学术科目漂移的现象，为更多的学生提供他们需要的坚实学术基础。

Secondly, the government introduced Progress 8 – a measure of school performance based on the amount of progress pupils make at secondary school. Previously, schools had been judged based on the proportion of pupils reaching a threshold, leading to a number of perverse incentives. Schools were not incentivised to stretch their most able or their least able pupils. Instead, schools were encouraged to focus disproportionately on pupils with a chance of moving from a D-grade to a C-grade.

第二，政府根据学生在中学取得的进展量，引进衡量学校表现8个进度等级。此前是根据学生达到门槛的比例对学校进行判断，导致了一些不正当的激励措施。学校没有动力延展他们最能干的或能力最差的学生。相反，鼓励学校不成比例地关注从D级移动到C级的学生。

Thanks to Progress 8, schools are now incentivised to provide a broad, balanced and stretching curriculum to all of their pupils.

由于8级进度，激励学校为全体学生提供广阔的、平衡和伸展性的课程。

In primary schools, reforms are still underway, but one low-stakes test has had a dramatic improvement on standards.

在小学，改革仍在进行，但一项低风险的测试在标准上有了显著的改善。

There is a substantial body of evidence that demonstrates that systematic synthetic phonics is the most effective way of teaching children to read. Yet, previous governments moved too slowly to ensure all pupils were being taught to read using this method.

有大量的证据表明，系统综合语音学是教孩子阅读的最有效的方法。然而，在确保教导所有学生使用这种方法阅读方面，以前的政府行动太慢。

As well as mandating early phonics instruction in the national curriculum, the government introduced the phonics screening check – a teacher-led assessment of year 1 pupils’ ability to decode simple words.

同时，在国家课程中强制要求早期的语音教学，政府出台的拼音检查——对一年级学生简单词汇解码能力的老师带领测评。

In 2012, just 58% of England’s 6-year-olds met the expected standard in the phonics screening check. By 2016, thanks to the hard work of teachers and the use of phonics, this rose to 81%. This amounts to 147,000 more 6-year-olds on track to become fluent readers than in 2012.

2012年，只有58%英格兰6岁的孩子达到拼音检查的预期标准。到了2016，由于老师的辛勤工作和拼音的使用，这上升到81%。这相当于与2012年相比较，有147000多个6岁的孩子会成为流利的读者。

There are few – if any – more important policies for improving social mobility than ensuring all pupils are taught to read effectively. Literacy is the foundation of a high-quality, knowledge-rich education. Those opposed to the use of systematic synthetic phonics are standing between pupils and the education they deserve.

很少有，如果有的话——提高社会流动性是比确保教导所有学生有效阅读更重要的政策。识字是高质量知识丰富教育的基础。反对使用系统综合语音学的那些人是站到了学生和他们应得教育之间。

By combining autonomy, intelligent accountability and the best teaching methods, dramatic improvements have occurred in England’s schools. However, possibly the most important component of the reforms in the last Parliament was raising expectations for all pupils.

结合自主性、智能问责和最佳教学方法，英格兰的学校发生了巨大的进步。然而，上一届议会改革中最重要的部分可能是提高所有学生的期望值。

The government inherited a national curriculum stripped of knowledge and we were determined to tackle this injustice. Pupils, regardless of where they are born or how much money their parents have, deserve an education in ‘the best that has been thought and said’. All deserve a grounding in the history of their country and the world, a deep and broad understanding of science and a rich arts education that gives them a deeper appreciation of their culture. For real social justice and for social mobility to occur, all pupils must have access to the rigorous curricula that characterise our world-renowned independent schools.

政府承继了剥夺知识的国家课程，我们决心解决这个不公正的问题。学生，无论他们出生在哪里，或他们的父母有多少钱，都应该接受“已经被认为和宣布是最好”的教育。在他们国家和世界的历史中，所有人都应该有一个基础，对科学的深刻理解和丰富的艺术教育，使他们对文化有更深刻的了解。为了真正的社会公正和为了社会流动的发生，所有的学生都必须获得严格的课程，那是我们世界著名的独立学校的特点。

Prior to 2010, this was not a widely held view within the education establishment in England. It was widely believed that the curriculum should focus on generic skills such as problem solving and critical thinking. But greater diversity in the school system coincided with the beginnings of a great debate in the profession.

在2010年之前，这在英国的教育机构中并不是一个被广泛持有的观点。人们普遍认为，课程应侧重于通用技能，例如解决问题和批判性思维。但是，学校制度方面的更大的多样性恰逢该行业大辩论的开始。

With the growth of social media, teachers have been more able to discuss the evidence that informs their practice with fellow professionals beyond the staff room in their school.

随着社会化媒体的发展，教师们已经能够与学校人员以外的其他专业人士进行深入地讨论，告知他们实践的证据。

Ben Newmark, a history teacher and blogger, exemplified the importance of this debate in a recent blog post:

Ben Newmark，一位历史老师和博客作者，在最近的一篇博客文章中阐述了这场辩论的重要性：

Twitter was a revelation. It wasn’t long before I realised that there were successful teachers who not only taught like me but were proud to do so. Of course not all the people I came to admire agreed with each other about everything but none seemed to share my ideological shame. I read Hirsch (who I’d heard of but saw as some mysterious, childhood-devouring American ogre), Willingham, Didau and Christodoulou. I was helped tremendously by people who disagreed with what I was reading but were able to articulate ideas and draw on a store of knowledge to defend their views I just didn’t have. Put most simply, I’d been plugged in and found myself learning and thinking about pedagogy, and specifically the pedagogy of history teaching, in a way I’d never done before, because I’d realised that debate and disagreement existed and were allowed.

Twitter是一个启示。没过多久，我才意识到有些成功的老师不仅像我那样教书，而且很自豪地这样做。当然，并不是所有我仰慕的人对彼此都很赞同，但似乎没有人能分享我思想的耻辱。我读了Hirsch（我听说过，但看做是神秘的美国吞噬童年食人魔），Willingham、Didau and Christodoulou。我得到了不同意我所读的人的极大帮助，但是他们能够借鉴知识储备来表达想法和捍卫他们的意见，这刚好是我没有的。最简单地说，我被插上了门，发现自己在学习和思考教育学，特别是历史教学法，我以前从未这样做过，因为我意识到辩论和分歧是存在的，并且是被允许的。

There is now a vibrant online community of teachers who are challenging education’s prevailing orthodoxy. Classroom teachers are taking to the internet to contribute and lead the education debate. And thanks to this online community, teacher-led research conferences have sprung up around the country.

现在有一个充满活力的在线教师社区，正在挑战流行的正统教育。课堂教师正在通过互联网做贡献和引领教育辩论。多亏了这个在线社区，以教师为主导的研究会议在全国各地兴起。

The past 2 years, I have spoken at the ResearchED annual conference. I have been struck by the quality of debate at these conferences and the drive from teachers to interrogate and discuss evidence. These conferences – which now take place across the globe, including here in Australia – demonstrate that education research can no longer be dislocated from classroom practice, as it has been too often in the past. Instead, teachers are demanding practical research that is relevant to their teaching practice.

在过去的2年里，我曾在研究年会上发言。我被这些会议的辩论质量和老师的提问和讨论的证据所打动。这些会议现在正在全球范围内进行，包括在澳大利亚，这表明教育研究不能再脱离课堂实践，因为过去常常如此。相反，教师要求与相关教学实践的实际研究。

And bloggers from Australia play an important part in the online debate. Greg Ashman, who is here tonight, is a prolific writer, as well as a researcher and classroom teacher. His blogs dissect constructivist and so-called ‘child-centred’ teaching approaches with robust research and he advocates powerfully for evidence-led practice in schools. His blog site, ‘Filling the pail’, is a must-read for anyone following the education debate.

来自澳大利亚的博主在网上辩论中扮演着重要角色。Greg Ashman，今晚她就在这里，是一位多产的作家，也是一个研究者和教师。她的博客剖析建构主义和所谓的“以儿童为中心”的教学方法，结合稳健的研究和在学校里主张有力证据为导向的实践。她的博客网站‘灌装桶’是参与教育辩论的任何人所必读的。

In England, this debate has coincided with dramatic improvements across the country. There are 1.8 million more children being taught in good or outstanding schools than in August 2010, with that number rising by 38,000 in just 4 months, but nearly 1 million children are still taught in schools which are less than good. Disproportionately, these children are from disadvantaged backgrounds.

在英国，这场辩论正好与全国范围内的巨大进步相吻合。与2010年8月相比，有180万名儿童在良好或优秀的学校接受教育，在短短的4个月这个数字上升了38000，但是仍然有近100万名儿童受教于不够良好的学校。不成比例地，这些孩子都来自于不利的背景。

The Secretary of State has described social mobility as our defining challenge – by levelling up opportunity and making sure that all pupils get every chance to go as far as their talents will take them.

国务大臣已经把社会流动描述为我们决定性的挑战——通过提高机会，确保所有的学生都有机会尽可能地发挥他们的才能。

To support this aim, the Secretary of State recently announced 12 ‘opportunity areas’. The government will invest up to £72 million to support local education providers and communities to drive up social mobility and provide greater opportunities for pupils living in these areas. We will further develop an evidence base for what works to tackle the root causes of educational inequality and we will spread excellence to all parts of the country, to the benefit of all pupils.

为了支持这一目标，国务大臣最近宣布了12个“机会领域”。政府将投资高达7200万英镑，以支持当地教育机构和社区来促进社会流动性，并为生活在这些区域的学生提供更大的机会。我们将进一步发展为解决教育不平等根本原因而努力的证据基础，我们将把卓越传播到全国各地，造福全体学生。

The reforms that the government has enacted since 2010 demonstrate what it is possible to achieve when you provide teachers and head teachers with the autonomy, within the right framework of incentives, to drive improvement. By setting teachers free to innovate, spreading what works in these innovative schools and cultivating a culture in the profession that is prepared to challenge and engage with research, education will flourish.

自2010以来政府所作的改革，证明了当你为教师和校长提供自主权，在激励的适当框架内来推动改善，什么是可能实现的。通过设置教师自由创新，传播这些创新学校的工作和培养专业文化，这些为挑战和从事研究做好准备，教育将蓬勃发展。