社论翻译选段 School Directors in Latina America: The Forgotten Stakeholder

jale May 4, 2019, 10:34 p.m.

Translation exercises


原文地址:https://www.thedialogue.org/blogs/2018/05/70401/

May 8 2018 PREAL Blog

This 180-hour training program has two main training mechanisms, both of which have proven effective around the world.
这一历时180小时的培训项目具有两种主要的培训机制,这两种机制在全球范围内的有效性都已得到证明。

First, the program requires principals to work in groups to discuss topics and share experiences, following the “quality circles”* methodology, frequently used in teacher training.
第一种机制是:要求校长们采用教师培训中常用的“质量研讨会”的方法分组讨论不同的话题、分享经验。

Second, it requires principals to develop and implement a School Innovation Project (PIE) as part of their training. During the six-week training, principals, together with their school pedagogical adviser, must design a PIE that addresses a major challenge within the school, presents a possible solution with clear objectives, and puts forth a plan of action to be implemented once they complete the in-person phase of the training program.
第二种机制是,要求校长们创立并实施“学校创新工程(PIE)”,作为其培训的一部分。在为期六周的培训期间,校长须与教学顾问合作,制定PIE,应对校内重大挑战,提出目标清晰的可行性解决方案,并策划行动计划。一旦完成培训项目中的个体培训阶段,该行动计划应立即执行。

In 2017, 2,112 Argentine principals were trained through this program. In 2018, the objective is to train about 4,500 in the provinces of Buenos Aires, Corrientes, Jujuy, Mendoza and Salta, with a goal of adding more provinces in the future.
2017年2月,阿根廷112名校长参与该项目,并接受培训。2018年,该项目拟培训约4500名校长,涉及省份包括布宜诺斯艾利斯、科连特斯、圣萨尔瓦多-德胡胡伊、门多萨和萨尔塔。未来,该培训将涵盖更多省份。

Peru and Colombia have also devoted increased attention to training principals following similar programs.
秘鲁与哥伦比亚亦执行类似项目,致力于校长培训。

Under the guidance of the Empresarios por la Educación Foundation, Colombia launched an initiative in 2010 to train principals with the goal of improving the quality of educational institutions.
在教育基金会的企业家的指导下,哥伦比亚于2010年发起校长培训倡议,借以提升教育机构质量。

This public-private partnership created the Rectores Líderes Transformadores program, that has trained around 500 principals in eight regions in Colombia. Based on initial monitoring results, all these programs seem promising.
由公私部门合作发起的校长领导改革项目已经为哥伦比亚八大区内的约500名校长提供培训。初期监测结果表明,这些项目前景良好。

Many stakeholders, including academics, policy makers and practitioners, are recognizing the importance of school director training. (Even the World Bank is including it as an additional topic to its SABER instrument, as a part of education system management).
众多利益相关者,包括学者、决策者以及从业者,皆认可校长培训的重要性。(世界银行甚至将其纳入SABER工具的附加议题,把它视为教育体制管理的一部分。)

We agree with this position and believe in the importance of principals as key stakeholders responsible for the success or failure of their schools. What Argentina, Jamaica, Peru, Colombia and others are doing should be monitored and evaluated closely to learn more about how to empower principals as a way to improve the quality of the education systems in Latin America.
我们认同校长这一职位,并坚信校长作为负责学校教育成败的关键人物,扮演着举足轻重的角色。我们应当密切监测并评估阿根廷、牙买加、秘鲁、哥伦比亚和其它国家开展的项目,进一步了解提高校长能力的方法,以此提升拉美教育体制的质量。

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