露西·阿什曼　晉旭生

Nearly a year ago， I met Tarun Cherukuri at Indus Actions head office in New Delhi， India. The office was in an apartment building nestled away in a quiet， residential corner of the city. When I arrived at 9 a.m.， it was already jam-packed with community volunteers chattering away on phones， going about the daily business of empowering parents to take advantage of government policies designed to increase education equity across India.

Tarun is an alumnus of Teach For India who founded Indus Action during his final semester at graduate school， immediately after completing the two-year teaching fellowship. As a classroom teacher， he realized that many families of the children he taught simply werent aware of their rights under the Right to Education Act in India， which reserves 25 percent of private school seats for children from the countrys most under-resourced communities. Witnessing firsthand the gap between this progressive policy and its implementation， Tarun was inspired to turn his teaching experience into entrepreneurial action. Indus Action mobilizes volunteers， community champions， and like-minded organizations， to work together to inform parents of their rights and how they can apply for school seats. Since 2013， Indus Action has directly enrolled nearly 20，000 children into schools in New Delhi and enabled over 30，000 families to access this legislated right across five states in India.

Tarun is one of about 600 current and former teachers of partner organizations in the Teach For All global network who are starting and scaling solutions to problems they encountered in their classrooms. Known as “teacherpreneurs”， they include people like Tom Ravenscroft， who founded Enabling Enterprise， an award-winning organization in the U.K. that prepares students for the future labor market; and Florencia Mingo， co-founder of one of Chiles leading teacher development initiatives， Impulso Docente.

None of these young innovators started teaching with the intention of becoming a social entrepreneur. Like most alumni of Teach For All network partners， teaching was a profound and transformative experience for each of them， instilling a firm belief in student potential， working with families and understanding the complexity of issues at a community level. The classroom also provided the inspiration and launch pad for the fully-grown social enterprises that they lead today.

Teachers like Tarun， Tom， and Florencia are set apart from others who seek solutions to the global education crisis because they deeply understand the reality， complexity， and scale of the problem daily from serving on the front line in under-resourced classrooms around the world. Coupled with the natural creativity that comes from being a teacher， they are ideally positioned to develop solutions in new and innovative ways. Therefore， an important strategy for addressing the global education crisis will come from identifying and fostering teacherpreneurs.

As a Business Studies teacher for the Teach First program， Tom realized that the curriculum he was teaching was hugely disconnected from the labor market and thus failing to equip his students for success. To Tom， it was clear that enterprise skills should not be considered a “nice-to-have，” but rather a core component of learning， alongside literacy and numeracy. With Enabling Enterprise， he created a curriculum and measurement system that teaches these skills across all age ranges， preparing students for a 21st century workforce. Today， the organization works with more than 85，000 students across the U.K.

During her two years as an Ense?a Chile teaching participant， Florencia realized that while she was receiving regular professional development support from the program， the traditionally-trained teachers at her placement school received no on-going support after completing their initial teacher training. Recognizing this gap， she developed a small pilot of high-quality teacher training sessions which were led by the schools leading practitioners. The sessions were enhanced with coaching to turn the theory into bite-sized teacher actions， which the teachers practiced and reflected on weekly within the group. The teachers who took part saw an improvement in their practice which was observed weekly， and also in their motivation and morale， from receiving dedicated professional support and belonging to a peer cohort. Today Impulso Docente works with nearly 2，500 teachers across five regions of Chile.

To kick-start the journeys of this growing number of teacherpreneurs， Teach For All network partners like Teach For India， Teach First， and Ense?a Chile are providing local start-up support to help them turn their ideas into action. Teach For India recently launched InnovatED， an education incubator to support alumni like Tarun. Florencia and her co-founders were awarded start-up funding by Ense?a Chiles Alumni Innovation Challenge， and Teach First established an Innovation Unit that supports alumni like Tom to launch and scale their ideas.

At an international level， Teach For Alls Global Innovation Hub （iHub） was recently listed as one of 15 innovation spotters by the Center for Universal Education at Brookings. Charged with cataloging and connecting this global community of teacherpreneurs， Teach For All is creating space for them to share solutions and troubleshoot challenges， accelerating their collective leadership to help leapfrog progress in education so that all children can fulfill their potential.

近一年前，我在印度新德里“印度行動”項目總部遇到塔倫· 切魯庫里。該總部設(shè)在新德里一個安靜住宅區(qū)的一幢公寓樓內(nèi)。我早上9點到達(dá)時，那里已經(jīng)擠滿了開始一天日常工作的社區(qū)志愿者。他們不停地接打電話，為家長提供援助，使其能夠享受印度政府為加強(qiáng)教育平等而制定的各項政策所帶來的好處。

塔倫曾是 “印度教育行動”項目的成員，結(jié)束為期兩年的支教實踐后，他隨即在讀研的最后一學(xué)期創(chuàng)立了“印度行動”項目。作為一名一線教師，他意識到班里許多孩子的家人根本不知道印度《教育權(quán)利法案》所賦予他們的權(quán)利。此法規(guī)定，私立學(xué)校應(yīng)把25%的入學(xué)名額留給教育資源最為匱乏的社區(qū)的孩子?？吹竭@項先進(jìn)政策與其實施效果之間的巨大差距，塔倫有了將自己的教育工作經(jīng)驗轉(zhuǎn)化為創(chuàng)業(yè)行動的想法?！坝《刃袆印眲訂T志愿者、社區(qū)領(lǐng)導(dǎo)，以及志趣相投的社會組織，共同努力向全印度的父母普及孩子所享有的受教育權(quán)利，告訴他們?nèi)绾螢楹⒆由暾埶搅W(xué)校入學(xué)名額。自2013年以來，“印度行動”已直接幫助近2萬名兒童就讀新德里的學(xué)校，讓印度5個邦的3萬多個家庭享受到了這項法定權(quán)利。

塔倫是“全球教育行動”網(wǎng)絡(luò)合作組織約600名前/現(xiàn)任教師中的一員，他們正采取各種方法解決教學(xué)中遇到的問題。這些人被稱為“教師企業(yè)家”，其中包括湯姆·雷文斯克羅夫特，他創(chuàng)立的“為你賦能”（Enabling Enterprise）組織旨在培養(yǎng)學(xué)生適應(yīng)未來的勞動力市場，并在英國獲得了表彰;還有弗洛倫西亞·明戈，她是智利教師發(fā)展領(lǐng)軍項目之一Impulso Docente的聯(lián)合創(chuàng)始人。

這些年輕的改革者在開始從教前都沒有要成為社會企業(yè)家的想法。同“全球教育行動”網(wǎng)絡(luò)合作組織的大多數(shù)成員一樣，他們認(rèn)為教育對他們每個人來說都具有深刻的變革意義，在那段經(jīng)歷中，他們要讓學(xué)生逐漸建立起自信，要與學(xué)生家庭合作，還要理解社區(qū)中教育問題的復(fù)雜性。此外，課堂教學(xué)也為他們所領(lǐng)導(dǎo)的、如今已發(fā)展成熟的社會企業(yè)提供了靈感和騰飛平臺。

塔倫、湯姆和弗洛倫西亞這樣的教師顯然不同于其他尋求辦法解決全球教育危機(jī)的教師，因為在全球資源匱乏地區(qū)的一線教學(xué)經(jīng)歷使他們更深刻地理解日常教學(xué)問題的現(xiàn)實性、復(fù)雜性和嚴(yán)重性。任教過程中所激發(fā)的創(chuàng)造力也讓他們成為用創(chuàng)新與變革的方式探尋思路以解決教育問題的理想人選。因此，要解決全球教育危機(jī)，一個重要的舉措就是發(fā)現(xiàn)并培養(yǎng)教師企業(yè)家。

湯姆在“教育優(yōu)先”項目中講授商業(yè)研究，他意識到所教授的課程與勞動力市場嚴(yán)重脫節(jié)，因此不能幫助學(xué)生成功就業(yè)。在他看來，工作技能顯然不應(yīng)只被看成 “擁有即好”，而應(yīng)該同讀寫能力和計算能力一起成為學(xué)習(xí)的核心組成部分。他在Enabling Enterprise組織中，創(chuàng)立了一套適合各年齡段的課程與評價體系，用以教授學(xué)生上述技能，為他們進(jìn)入21世紀(jì)的勞動力市場做準(zhǔn)備。如今，全英國參與該組織的學(xué)生超過了8.5萬人。

弗洛倫西亞作為Ense?a Chile項目成員支教過兩年，在此期間，她意識到她會定期得到該項目的職業(yè)發(fā)展支持，而她所在學(xué)校的那些接受傳統(tǒng)培訓(xùn)的教師，在完成最初的教師培訓(xùn)后，便再沒有得到任何后續(xù)職業(yè)支持。認(rèn)識到這種差距后，弗洛倫西亞發(fā)起了由學(xué)校優(yōu)秀教師帶領(lǐng)的小規(guī)模實驗性高質(zhì)量教師培訓(xùn)課程。這些課程結(jié)合實踐指導(dǎo)，將理論轉(zhuǎn)化成多個小型教師活動，參加培訓(xùn)的教師每周以小組為單位進(jìn)行實踐并展開反思。由于有了熱忱的專業(yè)支持并加入了同伴團(tuán)隊，這些教師在每周的教學(xué)觀測中，不僅看到自己在課堂教學(xué)上的進(jìn)步，而且其積極性和精神面貌都有所改善。如今，Impulso Docente已經(jīng)與智利5個地區(qū)的近2500名教師建立了合作關(guān)系。

教師企業(yè)家人數(shù)不斷增多，為了激勵他們前進(jìn)，“全球教育行動”的合作伙伴，如“印度教育行動”“教育優(yōu)先”以及 Ense?a Chile等項目，正向當(dāng)?shù)亟處熖峁﹦?chuàng)業(yè)支持，幫助他們將理念付諸行動?！坝《冉逃袆印苯趩恿嗣麨镮nnovatED的教育孵化項目，以幫助像塔倫這樣的成員。此外，Ense?a Chile的“成員創(chuàng)新挑戰(zhàn)”項目已向弗洛倫西亞和她的聯(lián)合創(chuàng)始人提供了啟動資金?！敖逃齼?yōu)先”項目也設(shè)立了創(chuàng)新部評估湯姆這類成員的想法并助其實現(xiàn)。

在國際上，“全球教育行動”的全球創(chuàng)新中心最近被布魯金斯學(xué)會全民教育中心列為15個創(chuàng)新發(fā)掘者之一。以搭建教師企業(yè)家全球社區(qū)為己任，“全球教育行動”正為教師企業(yè)家創(chuàng)造空間，以便他們分享問題解決辦法、共同應(yīng)對挑戰(zhàn)、提升集體領(lǐng)導(dǎo)能力以取得教育上的巨大進(jìn)步，最終讓每個孩子都能實現(xiàn)自身潛能。

（譯者為“《英語世界》杯”翻譯大賽獲獎?wù)撸?/p>