教育赢得未来Education Keeps Pace in a Rapidly Changing World

在诺德安达，我们相信，学校已经从知识的传授者，转变为学生未来所需技能和素质的培养者，从而帮助学生适应快速变化的世界。

At Nord Anglia Educatiom, schools have shifted from being transmitters of knowledge to becoming environments for students to develop the skills and qualities needed to thrive in the future, and keep pace in a rapidly changing world.  

坦桑尼亚阿鲁沙地区是诺德安达全球探险活动的目的地之一。

早在2014年，17岁的Chenoa和Sierra就前往了坦桑尼亚，拜访当地村民。然而眼前的景象让她们很难过，日积月累大量燃烧木材的灰烬，把房顶层层包裹；由于当地使用的燃料效能极低，为了一日三餐，当地的妇女只困在家里的方寸之地，没有获得教育的机会，更无法出去找工作。

为了提高当地村民生活水平，降低由于过度使用木材而导致的周边地区居高不下的森林砍伐率，诺德安达的北京英国学校顺义校区(BSB Shunyi)的学生为此成立了项目小组寻求解决方案。

同学们群策群力提出了无烟炉灶的巧妙设计，并且自费回到坦桑尼亚，为当地几户村民家里安装了他们的创新产品。

In 2014, while in Tanzania’s Arusha region as part of NAE’s global expeditions programme, Chenoa and Sierra (both aged 17) visited the homes of village residents and were dismayed to discover the ceiling in their homes smeared with a thick layer of ash from burning fuel or excessive amounts of wood daily. Women from these families would be stuck at home, forced to cook using an inefficient and wasteful fuel-burning method for preparing meals that would take the entire day, preventing them from the chance to seek paid work or an education.

Confronted with the challenge of improving the standard of living for these village residents and slowing down the rate of deforestation in the surrounding area from the excessive wood being used, students from NAE’s the British School of Beijing (BSB), Shunyi, led a group project in search of a solution.

The students collaborated with their peers to come up with an ingenious design for smoke-less fuel burners and returned at their own expense to build and instal their innovative product in a few village homes. 

第二年，又一批诺德安达的学生到坦桑尼亚，运用这个设计为更多居民安装了第二批无烟炉灶。

从2014年开始，通过我们各校区学生在坦桑尼亚的长期努力，为当地居民陆续安装了300个无烟炉灶，大大改善了当地村民的生活水平，特别是那些家务负担沉重的家庭。

Next year’s batch of Nord Anglia students to Tanzania used the design to instal a second production run of smoke-less burners for more residents. Through NAE’s long-term commitment to Tanzania, the work has continued with the installation of 300 smoke-less burners since 2014, resulting in a significant shift in the standard of living of village residents, particularly those responsible for the greatest burden of domestic chores within the home.

每年的夏天，我们的学生都会代表学校参加在联合国高级别政治论坛（HLPF）举行的联合国-诺德安达学生峰会。

峰会与联合国儿童基金会合作，专为诺德安达教育集团的学生开放。学生在这里讨论如何消除饥饿、让不同年龄段的人过上健康的生活以及提升幸福感等世界上的重大问题。我们的学生直接向世界各国领导人表达了对全球问题的关注，他们很幸运有机会在世界舞台上发声，并参与到世界的变革之中。

上面所提到学生的经历不仅是诺德安达校友的美好回忆，其中还隐含了教育的巨大变化：在实践中学习——即把每位学生的课堂学习拓展到现实生活之中，这种拓展是个性化学习的核心部分，帮助学生把理论和实践结合起来。

Students from Nord Anglia Education, represent the school at the United Nations NAE Student Summit which takes place at the UN High Level Political Forum (HLPF); a pinnacle event, exclusive to NAE through our collaboration with UNICEF. Here, over 70 NAE students debated solutions to some of the world’s biggest challenges surrounding ending world hunger and ensuring healthy lives and promoting wellbeing for all, at all ages. By presenting their concerns regarding some of the most difficult global issues we face directly to world leaders, our students were fortunate to be given a voice on the world stage to lobby for and influence change. 

Looking back on these experiences, the above stories aren’t just fond memories of Nord Anglia Alumni. They represent a major shift taking place in Education, where experiential learning, i.e. real-life, authentic experiences which extend classroom learning for every student, are a core part of a personalised learning process for our students and help them to bridge the gap between theory and practice.

素质教育往往只用考试成绩衡量学生。我们的学校教授全球广泛认可的优质课程，而且学生每年都能取得优异的成绩。我们学校的IB考试通过率达94%，比全球平均通过率高15%，超过三分之一的毕业生进入世界顶级学府继续深造。尽管考试成绩很重要，但是仅仅把它作为素质教育的衡量标准已经不适应时代发展了。

Too often, a quality education is evaluated only using a school’s examination outcomes. Our schools do teach globally respected curricula and consistently deliver excellent academic outcomes year after year. Our schools have achieved a pass rate of 94.1% percent in the IB diploma, 15 percentage points above the world average, and over a third of our students go on to attend the world’s top universities. But simply using academic or examination outcomes, as important as they are, as the key metric for a quality education is outdated.

随着科技的迅猛发展，我们正在迈向智能时代。尽管这个时代会在很多方面让我们受益，但却会在就业问题上带来非同寻常的挑战，因为未来的工作会与现在的迥然不同。孩子从小开始就应该为这样的变化做准备，培养未来所需的各项技能。

科技的进步让世界更加全球化和互联互通。这增加了人才的流动性，让国际社会中具有不同社会、文化及种族背景的人大大增多。此外，发展中国家不断壮大的中产阶级有强烈的需求，希望孩子能够接受世界一流的国际教育。

把这些因素结合在一起，意味着我们的学生必须准备好与世界各地的学生合作和竞争。他们要不断加强自己的适应性和韧性，并且能够在多元文化和多种语言的环境中不断成长。我们应该从小培养他们世界公民的意识。那么，今天的教育工作者如何帮助学生应对未来的挑战呢？

诺德安达采用在国际上行之有效的教育方法，为学生提供个性化的教学。老师根据每位学生的需求调整教学方法，不仅让学生取得优异的学习成绩，而且还培养学生的认知能力，让他们适应未来的社会。这意味着硬技能和软技能都很重要，不仅要重视培养学生编码和解读大数据的能力，还要关注他们的文化能力、同理心、相互合作以及自信交流的能力。

With massive, and rapid strides taking place in technology, we are heading into a world of intelligent automation. This new world will not only benefit us in many ways, it will also open up unusual challenges of how people gain employment, because the jobs of tomorrow will be very different to the ones we have today. Preparing for this change has to begin during a child’s early years in order to ingrain the competencies needed for jobs of the future.

Strides in technology have also led to a more globalised, interconnected world. This has brought about an increase in migration and as a result, the growth of larger international communities of people from different social, cultural and racial backgrounds. Additionally, a growing middle class in several developing countries is driving a strong demand from families who wish their children to benefit from a world-class international education.

Combined, these scenarios mean our students must be prepared to collaborate and compete with peers globally. They must develop flexibility, resilience and the ability to thrive in a multicultural, multilingual setting and they must see themselves as global citizens from an early age. So how can educators today prepare students for what tomorrow will bring? 

At Nord Anglia Education, we share international best practice across our schools to provide personalised learning experiences for all our students. Teachers tailor their approach to suit the needs of each individual child, enabling them to not only excel academically, but guide them to develop cognitive abilities that will make them fit for the future. This means the cultivation of both hard and soft skill sets ranging from coding and interpreting big data, to cultural competence, empathy, collaboration and the ability to communicate confidently.

我们NAE的学校大家庭共有66所学校，66000多名学生，遍布全球29个国家，是一个真正国际化的教育集团。我们的国际声誉让我们能够通过与世界一流的机构组织合作，不断深化我们的课程，为学生提供高质量、有创意和真正现代化的学习体验。

As a family of schools comprising over 50,000 students from 56 schools in 26 countries, NAE represents a truly globalised student body. Our unique position has enabled us to enhance the globally-respected curricula we offer through collaborations with some of the world’s best organisations, exposing students to extraordinary, creative and truly cutting-edge learning experiences and opportunities.

我们与享有盛誉的茱莉亚学院的合作，提高学生的文化能力、创造性解决问题和自信交流的能力。现代化的键盘室和茱莉亚艺术家精彩的现场表演丰富了学生的学习体验，让学生对艺术产生浓厚的兴趣，引导他们的情感，让他们在生活的方方面面都能真实自信地表达自我。

我们与QS世界大学排名第一的麻省理工学院(MIT)合作，彻底改变STEAM的学习方式，让学生更加清楚地认识周围的世界，并激发他们的好奇心，然后寻找创造性解决真实世界问题的方法。MIT的校训是“心手合一”（mens et manus ），这让他们摆脱单一学科教学的局限，学生可以接触到世界最前沿的思想，在日益激烈的竞争中，学习实践，不断突破自我，取得成功。我们把这种学习理念融入到学校的整合学习之中。

我们与联合国儿童基金会的合作和全球探险活动在很大程度上帮助学生展现出他们成熟和全球化的思维模式，并让他们真正做出改变。更重要的是，我们希望学生成为一个社会责任感的人，我们培养他们的同情心并且让他们学会关心周围的人和事。

Through our collaboration with The Juilliard School, one of the world’s most renowned performing arts conservatories, we have responded to a call for greater cultural competency, creative problem-solving skills and the ability to communicate confidently. By delivering an enriched learning experience through state-of-the-art keyboard labs and inspirational live performances from visiting Juilliard artist faculty to our schools, we help students to fall in love with the arts, and channel their emotions to express themselves authentically and confidently in all aspects of life.

Through our collaboration with the Massachusetts Institute of Technology (MIT), the world’s number one university according to QS Rankings, we revolutionised our approach to STEAM learning to encourage our students to be acutely aware and curious about the world around them and seek new and innovative ways to solve real world problems. MIT’s mens et manus (mind and hand) motto moves their provision of learning away from the artificial silos of single subject teaching. Instead, students are exposed and influenced by the world’s top minds where they can learn to experiment and push their boundaries to succeed in an increasingly competitive environment — a learning philosophy which we incorporate into our approach to integrated learning in our schools. 

Our collaboration with UNICEF and our global expeditions programme go a long way to bolster and empower our students to manifest a mature, globalised mind-set and to actually make a difference in their world. More than anything, we want our students to be socially conscious human beings, to develop compassion and care about the world around them and the people in it.

古希腊哲学家亚里士多德说：“对于那些先学习才能付诸实践的事，我们要通过实践进行学习。”我一直认为这样学习得来的经验和技能才能让学生最终赢得未来，让他们逐渐树立起信念，相信自己能够取得超出他们想象的成就。

The Greek philosopher Aristotle said: “The things we have to learn before we do them, we learn by doing them”. I can’t help but think it’s the experience and skills gained in moments like these that will ultimately shape our students for a bright future, and instil the belief they can achieve more than they ever thought possible.