MOST EXCITING IDEA UNITING 100 UNIVERSITIES STUDENT UNIONS TO SUSTAIN HUMANS MACHINES & MOTHER NATURE Fortunately the worlds great educator sir fazle abed was already making 100 open universities of sustainable his 5th and final decade long mega-project in an extraordinary attempt to marry the women economics maps of ending povert with expanding middle clases with leapfrog tech partnerships that most empower worldwide youth to advance humanity.In 1984 co-authors of The 2025 Report included The Economist's Deputy Editor Norman Macrae. Our purpose to explore the Keynesian logic of why millennials with a trillion times moore tech than the moonshot generation - and urgently needing to be the first sustainability generation - would need a transformation in which education not economics is valued by all as the communal system which advances humanity.In the intervening 37 years, our friends have seen this view become exponentially more urgent - with covid just the most recent signal that humans have not yet applied remarkable technology leaps by von neumann and others in a way that values all lives matter. We do not see the UN's 2020s sdgs decade as just another media game but humanity's last call. Who's purposes with education give us hope in the 2020s of living up to neumanns (to 1957) and kennedy's (to 1963) valuation of youth. Examples:sir fazle abed to 2019 --- continuing fei-fei li in association with economistdiary.com we aim to profile the events to link in your millennials be that by zoom or for real:eg yidan dec 2021

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Growth depends on never letting politicians spend more than one quarter of GDP, May 1996

For the Motion: Mr Norman Macrae (aka The Economist's Unacknowledged Giant) : references 1

"Mr President, Sir,

On the night I was conceived in 1922, by a then junior British diplomat in New York, the lucky Americans similarly enjoying themselves around him had only 8% of their GPs spent by politicians. So Americans in that decade brought the world's cleanest environment revolution, as they triumphed over that pollutant vehicle the horse, put mankind on motor cars' wheels, and built sudden industrial strength which alone meant that Hitler, who by my 18th Christmas in 1941 held Europe from Atlantic to 20 miles from Moscow, was not quite strong enough to shove into gas ovens tiresomely argumentative people like me - and it would later, sir, have been you and all those so happily arguing still in this House.

After the war, we dinosaurs doddered. As I think the second oldest speaker tonight, I am properly desolate, sir, that we hand on to you of my granddaughters' generation an advanced world, at present divided into what comprehensive schoolteachers would call three halves.

In the 15 countries of our west European home, politicians spend between 42% and 63% of our GDPs, in deadening ways so job-losing and so sclerotic that - has old Oxford not noticed this, or does its brain hurt? - unemployment, especially for those whose European youth has been less gilded than yours, rises at each comparable stage of each successive trade cycle, and must thus continue until you see why.

Growth depends on never letting politicians spend more than one quarter of GDP

Oxford Union Debate of 30 May 1996

For the motion : Norman Macrae (CBE and Japanese Order of the Rising Sun), economist, market futurologist, writer of over 2000 editorials, mainly retired after 5 decades of journalism at The Economist and The Sunday Times

Against the motion: Rt Honourable Michael Foot, UK Member of Parliament for Plymouth (1945-1955), Ebbw Vale (1960-1983), Leader of the Labour Party (1980-1983) and succeeded by Rt Hon Neil Kinnock (1983-1992

Politicians' spend of GDP dwindles to "only" 35% in Europe's next two clear competitor countries. In America and in Japan which I briefly economically advised 35 years ago when its real GDP at yen exchange rate was one eighth of what it is now. The surge after 1950 by Hiroshimaed Japan in (eg) life expectancy (49 years for a Japanese in 1950, way over our 79 for its old ladies now) - plus its leapfrog beyond us in living standards, in education for its humblest inter-city children circa six times better than ours, in lower crime - was to us who tended it then by far the most exciting sudden forward leap in all the economic history of the world. Do note that it started, and had its main impetus, when its politicians spent only 24% of its GDP. In both Japan and America state spending has been subjected to an upward creep - a good soubriquet, that, for Clinton and Blair and Hashimoto - but since politicians' GDP pinch is still curbed to only 35%, both still exceed Europe in faster innovation and thus fuller employment.

The 1950s-1960s role of Japan is now carried forward by the third group of competitors poised to pinch our patrimony. The Hong Kongs and Singapores, which were coolie countries when I first saw them, have duly passed Britain in living standards, in inner city non-yobdom, in far better education than ours for the mass of their 17 year olds - even though, no sir, because their politicians spend, by IMF valuation, only 18% of their GDPs.

Has the penny really not dropped among Oxford's dreaming spires? When technology surges forward as in this computer age, the new wealth of nations springs from three main manifestations of human wit. One, a relentless daily search among a million competing profit centres on how best next to improve use of that technology next morning. Second, maximum competition in forecasting and guessing and experimenting with what the future may bring. Never allow politicians' monopoly in that. Third, I am sorry if this offends, avoid yesterday-cuddling trade unionisation of who does which, when, at what fixed price, and traditionally how. In our lifetime, it has been proven (a) that free markets bring forth those three qualities circa six times more efficaciously than when politicians say "let's appoint a monopoly organisation to produce some bright wheeze like a channel tunnel", ooh; and proven (b) that international institutions and politicians (of all parties) fib incredibly about the statistical results of this.

When Brussels said that communist East Germany had surpassed Harold Wilson's Britain in prosperity, and Ted Heath and a credulous BBC trilled agreement, I went to East Germany. Anybody who noticed a Trabant was not worth a Mercedes, could see East Germany outproduced even Wilson's Britain only in pollution and steroid-drugged lady shot-putters. In its most showpiece factories I assessed productivity at some one-sixth of Wilson's Britain's factories per man and per almost every other unit of input. When the Berlin Wall came down, my assessment proved to have been a little too kind to socialism as usual. If you compared the state factories of North Korea with the private factories of South Korea, you'd get the more dramatic figures typical of Asia. In the early 1990s the nationalised telephone utility of India had 40 times more employees than the privatised telephone utility of Thailand, although little Thailand was then just passing mighty India in the number of telephones actually working.

In Europe, we have the usual figures which might seem rude to the right honourable ex-member of Ebbw Vale. In the dozen years since British steel was privatised, its productivity per man has risen six times. If he says this is because of wicked sackings and shuttings, remember that Oxford's Attlee in 1947 told Britain's then 367,000 coalminers that coming public ownership would ensure nobody producing such valuable stuff as coal would lose his job this century. It is only the long overdue privatisation that can save even 12,000 of those jobs now, but don't let me claw at scabs of old wounds.

The question for your generation, sir, is whether you are going to drive ever more underclass Britons into unemployment by allowing five vital industries (accounting for three quarters of public expenditure) to be run by politicians at circa one sixth the efficiency that freer markets would bring. These are (1) social security insurance; (2) education; (3) health insurance; (4) a regulatory bureaucracy now five times larger than in Kaiser Wilhelm's Prussia; (5) crime non-prevention.

In education you will have to move to competitive vouchers, with payments highest for those who set up competitive schools in the worst inner cities, where state teaching of both facts and behaviour has incredibly declined in the past 50 years, while private industry has spread once unimaginable durables like colour tvs from 0 to 98% of households. One part of education (assessing by computer a particular child's learning pattern, seizing from that the next questions or facts to impart) will become telecommunicable from far countries. Bovine politicians don't see the same is true of social security insurance (if clients choose to stick to behaviourial norms like staying in married families, you can insure them and theirs far more cheaply against most social ills), and in health insurance (where doctors from Singapore will diagnose the right medical and diet regimes for the tummy from Wigan just X-rayed down their screens). The world's greatest experts on these three and other telecommutable subjects will congregate in the lands with lowest taxation, and all of you voting against tonight's motion will just be brutalising, ruining and killing poorer people if you say that's jolly unfair to British politicians' monopoly welfare state.

Crime rates will depend on whether you elect over-arrogant politicians. In the first decade of my life America produced gangsterdom as well as boom, because its politicians (in a folly my dad said would never be repeated) decreed alcohol could only be sold by Capone's vicious criminals. In this last decade of my life two-thirds of British crime is drug-related, because politicians decree sales of other drugs must be profitably reserved only for criminals. Under any sensible tax plus licensing regime such as we now have for alcohol, you don't get 15-year olds hooked on a wild and muggery-necessitating £200 a day alcohol mania, because a pub, fearing a loss of licence, would refer any such client for special treatment. In crime prevention we will also have to move to the methods of Japan, which has one seventh as many lawyers as we, a court system based on "did he do it, and how most cheaply to stop him doing it again?" which does not include stuffing hordes into expensive British prisons which statistically make inmates more likely to reoffend.

Can you see any other trade apart from heavily trade unionised British prison screws who have actual negative gross production? Yes, a few feet away. A chart from that Swedish Royal Commission chaired by the profs who award the Nobel prize in economics showed that the most effective number of members of parliament for a country of Britain's size would be 90-something. We have 651, and for the imminent general election they have pushed it up to 659 jobs for the boys.

I'd like to end on a more kindly note. If I'd been told in youth that politicians would spend 42% of Britain's GDP, which is more than Hitler spent of Germany's GDP in 1937, I'd have assumed we would by now be living under a monstrous tyranny. After 50 years of reporting on parliament, let me end with my favourite story which shows it just as an elephant's joke. The story is denied by the two self-credulous politicians concerned, but confirmed by the Americans who observed it. One day in the mid-80s, a party of American tourists was as usual being shown reverently around the palace of Westminster. The Lord Chancellor of England appeared in full gig on a staircase above them, and he needed to talk, on some matter of altering a timetable, to the Right Hon gent's successor as Labour leader who was disappearing down a corridor the other way. so Lord Chancellor Hailsham, in full-bottomed wig and black and gold robe, called to the other by his Christian name. Over the heads of the American tourists, he bellowed "Neil".

Instantly, and without hesitation, all the American tourists in the middle fell fully to their knees. A similar obsequiousness is not required to all the forecasts I have shouted at you this evening. A small genuflection will suffice to the simple rule by which your generation could octuple Britain's real national income during the 40 years of marvellously increasing computer technology which will be your working lives. That rule, sir, is never, never, allow politicians to pinch and spend more than a quarter of GDP. Everything will be so easy for the poorest of your contemporaries if only you understand that."

Source:

Growth depends on never letting politicians spend more than one quarter of GDP

Oxford Union Debate of 30 May 1996

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xxafrica's largest company the tech network naspers has invested in south african the student hub which aims to put afr9icamn college edu on line- see davos agenda 2021

IS THIS DEC 2020 THE BEST NEWS THE UNITED NATIONS HAS EVER SHARED WITH PARENTS AND YOUTH:Background A world of hope and change with increasing complexity, uncertainty and fragility We live in a world of hope and change with increasing complexity, uncertainty, and fragility. The scale of climate change and its implications are worse than what had been imagined even five years ago when the 2030 Sustainable Development Goals were adopted. Persistent inequalities, social fragmentation, and political extremism continue to undermine social cohesion. Advances in digital communications, artificial intelligence, and biotechnology are fundamentally transforming the way we live, work, communicate, process knowledge and learn. While these technological disruptions hold great promise for improving human welfare, they also raise ethical, social and legal concerns. The economic and social disruption caused by the COVID-19 pandemic has further heightened this complexity, uncertainty, and fragility. The disruption resulting from the pandemic has exposed the vulnerabilities of our societies and our education systems and is further exacerbating the pre-existing learning crisis. Although all countries have adopted some modality of remote learning in their national education response in the form of online platforms, TV and radio programmes and take-home packages, the coverage has been extremely uneven and millions of learners have been left without any continuity of learning. Recentsurvey data clearly indicatesthatlearning loss has been more acute in low- and lowerInternational Forum AI and the Futures of Education Developing Competencies for the AI Era 7-8 December 2020 © Metamorworks/Shutterstock.com Concept Note 2 International Forum on AI and the Futures of Education middle-income countries than in high-income countries (UNESCO, UNICEF and the World Bank October 2020). Disengagement and the risk of drop out is highest for the most vulnerable, with the number of children out of school likely to increase by at least 24 million as a result of the pandemic. In response, UNESCO has taken a holistic approach to strengthening international cooperation to support Member States to enhance distance learning solutions, support the safe reopening of schools and to reimagine more resilient learning systems for the future. The Futures of Education initiative The current crisis also highlights the urgency of charting the possible futures of education. Recognizing that knowledge and learning are humanity’s greatest renewable resources for responding to challenges and inventing alternatives, UNESCO launched a Futures of Education Initiative in late 2019 before the outbreak of the Covid-19 pandemic. The Initiative aims to rethink the role of education, learning and knowledge in light of the tremendous challenges and opportunities of futures. Such re-visioning of knowledge, education and learning is more relevant than ever. Indeed, accelerated technology transformations over recent years, in particular in the field of Artificial Intelligence (AI), and their rapid deployment in work, life and learning have profound implications for the future of education. AI is largely believed to hold transformative powers in reshaping human society and life, and will likely bring human history to a new era where we need to live and work together with AI. These transformations represent both challenges and opportunities that need to be carefully examined. The Beijing Consensus on Artificial Intelligence and Education To support education policy and planning in the era of AI, UNESCO, the Ministry of Education of the People’s Republic of China, and the National Commission of the People’s Republic of China for UNESCO co-organized the first International Conference on AI and Education (Beijing, May 2019). The conference resulted in the first international consensus on AI and education, the Beijing Consensus. Through the Beijing Consensus, guiding principles and concrete recommendations were provided in response to three fundamental questions: (1) How can education systems ensure the ethical, inclusive and equitable use of AI in education? (2) How can education prepare humans to live and work with AI? (3) How can AI be leveraged to enhance or reinvent education? The Beijing Consensus recognizes the distinctive features of human intelligence. It reaffirms UNESCO’s humanistic and ethical approach to the use of AI with a view to protecting human rights and preparing all people with the appropriate competencies(knowledge,skills and values) needed for effective human– machine collaboration in life, learning and work, and forsustainable development. The Beijing Consensus affirms that while AI provides opportunities to support teachers in their educational and pedagogical responsibilities, human interaction and collaboration between teachers and learners must remain at the core of the educational process. It reaffirms that teachers cannot be displaced by machines. While we should be cognizant of trendsregarding the potential of AI to support and transform learning and learning assessments, it is important to note that evidence on the impact of AI in improving learning outcomes of subject-specific learning and the development of interdisciplinary competencies remains scarce. Curriculum review to promote the in-depth integration of AI and transformation of learning and the Concept Note 3 International Forum on AI and the Futures of Education development of AI tools for education should be centred on teachers and students. The deployment of AI in classrooms and beyond should be in the service of people to enhance human capacities. The Beijing Consensusrecommendsthat governments and otherstakeholders among UNESCO’s Member States consider implementing system-wide actions in response to the education-related opportunities and challenges presented by AI. More specifically, it highlights the emergence of a set of AI literacy skills required for effective human–machine collaboration atthe AI era. One and a half years afterthe adoption of the Beijing Consensus and during the aftermath of the COVID-19 education disruption, it is imperative to examine what institutional actions have been taken in defining the competencies needed for the AI era, and how future education systems can develop them as an integral part or core sets of skills for all. Aim It is in this context that UNESCO, the Ministry of Education of the People’s Republic of China, and the National Commission of the People’s Republic of China for UNESCO will co-organize an online edition of the International Forum on Artificial Intelligence and the Futures of Education from 7 to 8 December 2020 under the theme Developing Competencies for the AI Era. The Forum will follow up on the implementation of the Beijing Consensus. The Beijing Consensus recommends that UNESCO reinforce the leading role of AI in education across concerned sectors and mobilize the Organization’s institutes and networks with a specific focus on the integration of AI skills into ICT competency frameworks. It also recommends UNESCO to further expand its cooperation in the field of AI in education with relevant partners. Devoted to the theme of Developing Competencies for the AI Era, the online Forum will share policies and practices in defining the competencies required in the AI era, and examine the strategies to prepare all people to live and work with AI effectively. Subthemes The Forum will be structured under the following sub-themes: 1. The future of education in light of challenges and opportunities of AI – Convene a debate on how AI will shape the future of humanity and education, and review the implications of AI for the inclusion, equity, and quality of learning. 2. Core competencies required for living and working with AI – Anticipate the competencies required for living and working effectively with AI, define AI skill frameworks with a focus on K12 schools, share best practices in developing AI curricula and teaching resources as well as in preparing teachers to teach AI. 3. Curriculum development in the AI era - Focus on the transformation of curriculum and textbooks in all disciplines at all levels to meet the needs of students’ key competencies development in the AI era. Concept Note 4 International Forum on AI and the Futures of Education 4. Ethical and effective use of AI in learning and teaching – Share evidence-informed effective models of using AI in learning and teaching, reveal ethical issues and share coping strategies. Target Participants The Forum mainly targets invited participants. It is expecting around 200 participants with about 100 international representatives. The participants will include Ministers of Education and/or ICT, senior policy-makers, experts from international organizations, representatives of private sector partners and civil society organizations, prominent academic researchers, and managers of selected AI in education projects. Co-organizers The Forum is co-organized by: • United Nations Educational, Scientific and Cultural Organization • Ministry of Education of the People’s Republic of China • National Commission of the People’s Republic of China for UNESCO The following institutes provide support in hosting the Forum: • UNESCO International Bureau of Education • UNESCO Institute for Information Technologies in Education • Beijing Normal University Financial support has been provided by: • The Tomorrow Advancing Life Education Group • The WeiDong Education Cloud Working Languages Interpretation services will be provided in English, French and Chinese. Concept Note 5 International Forum on AI and the Futures of Education Provisional Programme Structure [China Standard Time (CST), UTC+8] Day 1 (7 December) Day 2 (8 December) 17:00-18:30 Opening Session and High-level Panel 1 Sign in 15:00-16:30 Special Session Consultation on the Futures of Education Sign in 16:30-17:00 Break 17:00-18:30 Parallel Session 1 Curriculum and textbooks in the AI era Sign in Parallel Session 2 Effective and ethical use of AI in learning and teaching Sign in Parallel Session 3 Supporting African countries’ education development for the coming AI Era Sign in 18:30-18:40 Break 18:30-18:40 Break 18:40-20:10 Plenary Session Defining and developing AI competencies in the context of the futures of education Sign in 18:40-19:50 High-level Panel 2 Empowering Women and Youth Sign in 20:10-20:40 Plenary Session (continued without interpretation) Defining and developing AI competencies in the context of the futures of education Sign in 19:50-20:10 Closing Session Sign in High-level Panel 1 is scheduled back to back with the Opening Session, and presents speeches of ministers of education on national strategies for promoting the use of AI to enhance education and to build the futures of learning. Plenary Session convenes discussions on how AI will shape the future of humanity and education, and review the implications of AI to reimagine knowledge and education guided by the principle of inclusion and equity in access to quality learning opportunities, and is composed of experts in the field of AI skills Concept Note 6 International Forum on AI and the Futures of Education development to allow participants from around the world to share experiences, demonstrate innovative examples, and plan joint actions in defining the competencies required by living, working and learning with AI. The Special Session will invite Chinese scholars, policy-makers and educators to share their perspectives on the Futures of Education in order to enrich the deliberations of the International Commission on this initiative. Parallel Session 1 aims to inspire participants to think deeply about the reconstruction of education systems, especially the development of curriculum and textbooks to unleash the potential of AI in developing human competencies in a changing context. Parallel Session 2 promotes the ethical application of trusted AI technology for education, and the sharing of evidence-informed effective practices in using AI in learning, teaching, monitoring and evaluation, and management of education. It also aims to examine ethical issues related to the use of AI in different learning settings and reviews effective mitigation strategies. Parallel Session 3 focuses on supporting African countries in the development of strategic foresight and operational capacities in response to the emerging challenges and opportunities of the Fourth Industrial Revolution, with a focus on teaching and leveraging AI to enhance education. It is guided by the principle that the new technologies should be leveraged, through South-South dialogue and cooperation, to accelerate the development of education in Africa and ensure that the continent benefit from the AI era together with the other regions. The session will also serve as a follow-up action to other initiatives set out within the framework of UNESCO’s Global Priority Africa, in particular (1) the 2018 Benguerir Outcome Statement adopted at UNESCO’s First Forum on Artificial Intelligence in Africa; and (2) the UNESCO/OCP Foundation Project entitled Imagining Africa’s Futures, which aims at developing foresight skills in Africa among young talents and high-level decision makers to contribute more effectively to positive social transformations on the continent, including in areas such as education and AI. High-level Panel 2 will present possible ways forward for key international partners on promoting equitable and ethical use of AI in education with a focus on gender equality in designing and using AI, and share strategies for developing AI competencies for women and youth. Technical specifications The event uses Zoom applications to support the live sessions, and use an online conferencing website to support the registration, the update of live sessions, and networking among participants. Live streaming platforms will be used to expand real-time participation. Concept Note 7 International Forum on AI and the Futures of Education Stay in touch aied@unesco.org; literacy@moe.edu.cn https://on.unesco.org/AIEDforum2020 @UNESCOICTs @UNESCO @UNESCOICTinEducation @UNESCO
.education's 7 ways to misvalue youth

............................................................................

back in 2015 nations committed to uniting around sustainability goals - the greatest collaboration race ever

poverty tedx and

After 25 years as one of the west's3 great living servant public and global health, JIm Kim's inaugural year at world bank saw the creation of curriculum #2030now demanding young professionals transform any systemic non-sustainable monopolies embedded in
old professions of global 1.0; by year end pope francis and jim kim were announcing the count on me partnership

HAPPY 2015 Jim Kim 2030nowjimkim2transcripts.doc,

how did so many nations media and political egos drop the ball

students of the class of 2020 have a right to ask a lot better from elders - not just because sports have seen their finals abandoned - we have not been uniting medicine -and professions - beyond borders -to prevent risks, we haven't used online education to app live critical knowhow across communities,

universityofstarsgaran

yunuscentre

•

112 views6 years ago

Astronaut Ron Garan poses massive collaboration challenge

we are decade or more off course from 1984 timelines if we wanted millennials to be the first sdg generation

educators & economists & parents who havent read what adam smith said about the empire's education systems can't help youth be the sustainability generation- here are 7 biggest ways education misvalues youth's need to be the futures parents want

*missing curricula -eg coding, entrepreneurial literacy -source mandela extranet

*missing loveq = source jack ma

*missing celebrations of youth- source value chains such as sports, arts, pop stars

*missing cooperation spaces/hubs to apprentice at renewing community or integrating hi-trust networks in cities and villages and at borders- sources include most usa inner cities

*missing cultural translation dynamics especially as applied to either the disadvantaged or the super-intellects

*missing economic valuation of both youth and motherhood which makes societies value women 10 times less than men- *sources include most women we have interviewed

*missing timing at each revolution in tech or media- sources include last 33 years of valuing every youth as lifelong teacher and student

how could girls help guide an AI robot sustainably round 13 worldwide trade route

0 china &

1 & East of China where most AI will be humanised

2 & South of China where most people live

3 & Russia (N and NW of China where most old world land & ice is)

4 , 5 east and west euro
6 Americas N

7 Mid East aka W Asia and Stans
8 Med sea belt nations across old world 3 continents

9 Africa

10 Latin Am

11 Arctic Circle

https://aiedforum.org/#/home wow have you seen: International Forum on AI

and the Futures of Education

Developing Competencies for the AI Era

"First, the development of online education contributes to the promotion of fairer and better-quality education," Bai said that at the beginning of the year, the COVID-19 outbreak left more than 1.4 billion students and youths around the world facing the interruption of education. As a response, TAL Education Group quickly launched online public welfare free classes, sending the whole subject and a large number of quality-oriented education courses to thousands of households through online live broadcast technology, with more than 60 million daily hits on the live stream lessons.

Meanwhile, TAL Education Group also completed the free deployment of the live broadcast teaching system for 595 public schools, benefiting more than 30,000 teachers, he added.

A research of the Education Research Institute of TAL Education Group and the Beijing Normal University has showed that online education could make up for the scarcity of educational resources in underdeveloped areas and effectively promote educational fairness, said the chairman.

He added that through the cooperation with China Foundation for Poverty Alleviation and the "Xiwang.com" platform for public welfare educational resources, TAL Education Group has delivered teaching resources to remote mountainous areas in the scarcity of educational resources.

"At present, 40 counties and districts in 18 provinces have been covered, benefiting more than 100,000 teachers and students."

In Sichuan Province's Liangshan Yi Autonomous Prefecture, TAL Education Group customized Yi-Mandarin bilingual learning module for preschool children, said Bai. "It integrates speech recognition, semantic evaluation and other technologies and loved by children."

He added that United Nations Educational, Scientific and Cultural Organization (UNESCO) awarded the Certificate for the 2020 Demonstration Project on AI and Inclusive Innovation to the Project, recognizing the contribution of the project to the protection of minority languages and the promotion of fairness and inclusion.

Also on Monday, UNESCO Assistant Director-General for Education Stefania Giannini signed a strategic cooperation agreement with Wan Yiting, Executive President of TAL Education Group. The two parties will establish Internet and AI-based online study systems that are capable of withstanding crises on a global scale.

"Second, the development of AI is promoting the educational reform and innovation, with the future prospect turning up," Bai saidan Ministers of Education Organization (SEAMEO) Secretariat
Thailand

UNESCO SUMMIT EDUCATION AI PARTNERS

Co-organizers CHINA MIN ED UNESCO CHINA UNESCO
Supporters BEIJING NORMAL UNESCO EDTECH INTL BUREAU OF EDU
Financial Supporters TAL WDECLOUD

SPEAKERS Ms Stefania Giannini Assistant Director-General for Education UNESCO H.E. Mr Agapito Mba Mokuy Chairperson of the Executive Board UNESCO Mr Firmin Matoko Assistant Director-general, Africa Department UNESCO Ms Gabriela Ramos Assistant Director-General for Social and Human Sciences UNESCO H.E. Mr CHEN Baosheng Minister of Education People’s Republic of China Mr Chen Qun Vice Mayor of Shanghai Municipal People's Government China Ms Simona Kustec Minister of Education, Science and Sport Slovenia Mr Saaid Amzazi Minister of National Education, Vocational Training, Higher Education and Scientific Research Morocco Mr Hussein bin Ibrahim Al HammadiMinister of EducationThe United Arab Emirates H.E Dr. Ibrahim Bin Saleh Al-Naimi Undersecretary of the Ministry of Education and Higher Education Qatar H.E. Mr Gabriel Changson Chang Minister of Higher Education, Science and Technology South Sudan H.E. Mr TIAN Xuejun Vice Minister of Education Chairperson of Chinese National Commission for UNESCO People’s Republic of China H.E. Mr ZHENG FuzhiVice Minister of Education People’s Republic of China Mr Dong Qi President of Beijing Normal University China Mr Vincent Adul Ministry of ICT, Innovation and Youth Affairs Kenya H.E. Dr. Engineer Getahun Mekuria Minister of Education Ethiopia Ms Ivana Franić State Secretary, Ministry of Science and Education Croatia H.E. Mr Sann Vathana Under Secretary of State Ministry of Education, Youth and Sport Cambodia Mr Yang Jin Ambassador and Permanent Delegate of the People's Republic of China to UNESCO H.E. Mr Nasser Al-Aqeeli Deputy Minister for research and innovation, Ministry of Education of the Kingdom of Saudi Arabia Saudi Arabia Mr LEI Chaozi Director-General, Department for Science and Technology Ministry of Education China Mr Anass Bennani Director of Cooperation and Partnership at the Ministry of National Education, Vocational Training, Higher Education and Scientific Research. Morocco Mr QIN Changwei Secretary General, National Commission of China for UNESCO Mr N'golo Soro Secretary-General National Commission of Cote d’Ivoire for UNESCO Cote d’Ivoire Mr Bai Yunfeng Co-Founder, Chairman of Board of Directors and President TAL Education Group Mr Sobhi Tawil Director, Future of Learning and Innovation UNESCO Mr DU Yue Director, Priority Africa Coordination Division UNESCO Mr Yao Ydo Director, a.i. UNESCO International Bureau of Education (IBE-UNESCO) Ms Inge Molenaar Assistant professor Behavioural Science Institute at Radboud University Netherlands Ms Juliet Waters Chief Knowledge Officer Kids Code Jeunesse Mr Wayne Holmes Former Principal Researcher (Education) Nesta United Kingdom Mr John Shawe-Taylor Professor of Computational Statistics and Machine Learning University College London United Kingdom Mr ZHAN Tao Director Institute for Information Technologies in Education, UNESCO Mr MIAO Fengchun Chief, Unit for Technology and AI in Education UNESCO Mr HUANG Ronghuai Co-Dean Smart Learning Institute of Beijing Normal University China Ms Trine Jensen Technology and Higher Education International Association of Universities (IAU) Mr Isak Froumin Director, Institute of Education National Research University, Higher School of Economics Russia Ms Bridget Bannerman Multidisciplinary research scientist and a Director of Studies in Chemistry Cavendish College, University of Cambridge Sierra Leone Mr Marco Antonio Martínez Pérez Kumoontun Mexico Mr Abdoulaye Ibrahim Chief, Contextual Analysis and Foresight Unit, Priority Africa and External Relations Sector UNESCO Mr Renato Opertti Senior Curriculum Specialist IBE-UNESCO Mr Philippe Jonnaert BACSE International – Bureau d’appui curriculaire aux systèmes éducatifs Canada Mr Aliou Sow Education / Textbooks specialist Guinea Ms Mariana Montaldo Plan Ceibal Uruguay Mr Venkataraman Balaji Vice President Commonwealth of Learning Mr Jeremy Roschelle Executive Director, Learning Sciences Digital Promise USA Mr Chen Yunlong Vice Director National Institute for Curriculum and Textbook Research, Ministry of Education China Ms Toyosi Akerele-Ogunsiji Social Entrepreneur in Data Science and Artificial Intelligence Education Nigeria Ms Raïssa Malu Director Investing in People D.R. Congo Mr Emiliano Pereiro Plan Ceibal Uruguay Mr Yunhuo Cui Professor, Institute of Curriculum and Instruction East China Normal University China Mr Luis Junqueira Co-founder Letrus Brazil Mr LIN Yifu Honorary Dean, National School of Development Peking University China Ms JIANG Xiaojuan Dean, School of Public Policy and Management Tsinghua University China Mr ZHU Yongxin Vice President, the Central Committee of the China Association for Promoting Democracy Mr GONG Ke Executive Director, Chinese Institute of New Generation Artificial Intelligence Development Strategies (President of World Federation of Engineering Organizations） Mr LIU Changya Director General, Department of Development and Planning Ministry of Education of the People’s Republic of China China Mr REN Youqun Director General, Department of Teacher Education Ministry of Education of the People’s Republic of China China Mr LIU Yuhui Director General Beijing Municipal Education Commission China Mr LIU Qingfeng Chairman and President iFLYTEK China Mr CHEN Feng Director General National Center for Schooling Development Programme Mr YANG Zongkai President XIDIAN University China Mr YANG Xinbin President SHENZHEN Polytechnic China Mr LI Xiaohui Principal The Experimental High School Attached to Beijing Normal University Ms LU Yongli Principal Beijing No.2 Experimental Primary School Ms LI Zhisheng Ph.D. Student, Faculty of Education Beijing Normal University Mr Philippe Durance Senior Consultant, Priority Africa and External Relations Sector, UNESCO, and Professor and Chair of Foresight and Sustainable Development, Conservatoire national des arts et métiers (CNAM) France Mr Hicham El Habti President Mohammed VI Polytechnic University Morocco Mr Oluwatoyin Ogundipe Vice Chancellor University of Lagos Nigeria Ms Marie Luce Akossiwoa Quashie Mensah Attoh, General Secretary University of Lomé Togo Mr LI Ming Director-General UNESCO International Centre for Higher Education Innovation (ICHEI) Mr Diego Golombek Executive Director The National Institute of Technological Education (INET) Argentina Ms Phyllis Kandie Ambassador and Permanent Delegate of the Republic of Kenya to UNESCO and Chairperson of the Africa Group Mr Ignace Gatare Principal of the College of Science and Technology University of Rwanda Rwanda Ms Dorothy Gordon Chair of the Intergovernmental Council for the Information for All Programme UNESCO Mr Ki-Sang Song Professor of Korea National University of Education, Dean of Graduate School of Korea National University of Education Mr Wang Duanrui Chairman Weidong Cloud Education Group China Mr Ivan Karlov Head of the Laboratory for Digital Transformation of Education Russia Ms Iaroslava Kharkova Associate Project Officer, Unit for Technology and AI in Education UNESCO Ms Michela Pagano Associate Project Officer, Unit for Technology and AI in Education UNESCO Ms Maïmouna Sissoko-Touré Program specialist Institut de la Francophonie pour l’éducation et la formation Sénégal Ms Ethel Agnes Pascua-Valenzuela Director Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat Thailand......

On July 28, the "2020 China High-growth Enterprise Development Forum& China Unicorn Enterprise Research Report Release Conference" was held in Tianjin, and Weidong Cloud Education Group was once again selected as the "Chinese Unicorn Enterprise".

Photo: Weidong Cloud Education was selected as the "2019 China Unicorn Enterprises" list

Global Education Layout of "One Body and Two Wings"

Innovation is the soul of a nation’s progress, and education is the cornerstone of social progress. Everyone has the right to equitably enjoy education, and "sharing educational resources and inheriting human civilization" is the unique corporate sentiment of Weidong Cloud Education. Since its inception, Weidong Cloud Education has been advancing towards its position as a “Global Internet Education Platform Operator”, and strives to build a lifelong education ecosystem that benefits the world by creating a global education layout of “one body and two wings”.

At present, Weidong Cloud Education relies on its unique position in the field of international Internet education, using domestic high-quality education platform applications as the "main body" to build an open PaaS cloud platform. With the "Europe and America + Asia and Africa" dual route pattern as the "two wings" to comprehensively promote the internationalization strategy.

In China, on the one hand, Weidong Cloud Education strives to build a middleground education field that meets the national conditions. With the help of international resource advantages, the coordinated development at home and abroad provides the country with high-end talents and a large number of employment opportunities. Business cover 24 provinces and 169 cities in urban areas and counties. On the other hand, Weidong Cloud Education will make full use of Qingdao International Vocational Education City built by the group to build an "Artificial Intelligence + Internet Education + Education Equipment Manufacturing" 100 billion-level industrial cluster, and strive to build a vocational education innovation development demonstration zone and vocational education institution gathering area, industry-education integration pioneer area, and "Belt and Road" international vocational education platform.

In the direction of Europe and the United States, Weidong Cloud Education gives priority to the output of education content, provides training services for the world's top 500 enterprises through the acquisition of demos, the second largest vocational education and training group in Europe. It also provides high-quality resources for the development of domestic higher education through the acquisition of Brest business school in France. In the direction of Asia and Africa, Weidong Cloud Education prioritizes the layout of the education market. Through cooperation with the UNESCO ICHEI, it has successively deployed “Weidong Smart Classroom” in Pakistan, Cambodia, Egypt, Djibouti and other countries along the “Belt and Road” to provide local universities with smart teaching tools and distance learning platforms. Through cooperation with the UNESCO IITE, both sides will jointly promote the construction of "Future Schools" in six countries: Mauritius, Namibia, Nigeria, Uzbekistan, Kazakhstan, and Kyrgyzstan.

Unique advantages in international society resources

Weidong Cloud Education has a strong international social resource advantage. It has signed strategic cooperation with UNESCO and Shanghai Cooperation Organization respectively, and has extensive cooperation with relevant member countries in the fields of education, culture, science and technology. In March 2020, as the only Chinese internet education company, Weidong has co-sponsored the establishment of the "Global Education Alliance" with international leading companies such as Microsoft, Google, Amazon, Facebook, Zoom, etc., to provide internet education platform services to countries around the world and improve education gaps between countries and regions to build a global lifelong education ecology.

SPEAKERS Ms Stefania Giannini
Assistant Director-General for Education
UNESCO
H.E. Mr Agapito Mba Mokuy
Chairperson of the Executive Board
UNESCO
Mr Firmin Matoko
Assistant Director-general, Africa Department
UNESCO
Ms Gabriela Ramos
Assistant Director-General for Social and Human Sciences
UNESCO
H.E. Mr CHEN Baosheng
Minister of Education
People’s Republic of China
Mr Chen Qun
Vice Mayor of Shanghai Municipal People's Government
China
Ms Simona Kustec
Minister of Education, Science and Sport
Slovenia
Mr Saaid Amzazi
Minister of National Education, Vocational Training, Higher Education and Scientific Research
Morocco
Mr Hussein bin Ibrahim Al HammadiMinister of EducationThe United Arab Emirates
H.E Dr. Ibrahim Bin Saleh Al-Naimi
Undersecretary of the Ministry of Education and Higher Education
Qatar
H.E. Mr Gabriel Changson Chang
Minister of Higher Education, Science and Technology
South Sudan
H.E. Mr TIAN Xuejun
Vice Minister of Education Chairperson of Chinese National Commission for UNESCO
People’s Republic of China
H.E. Mr ZHENG FuzhiVice Minister of Education
People’s Republic of China
Mr Dong Qi
President of Beijing Normal University
China
Mr Vincent Adul
Ministry of ICT, Innovation and Youth Affairs
Kenya
H.E. Dr. Engineer Getahun Mekuria
Minister of Education
Ethiopia
Ms Ivana Franić
State Secretary, Ministry of Science and Education
Croatia
H.E. Mr Sann Vathana
Under Secretary of State
Ministry of Education, Youth and Sport
Cambodia
Mr Yang Jin
Ambassador and Permanent Delegate of the People's Republic of China to UNESCO
H.E. Mr Nasser Al-Aqeeli
Deputy Minister for research and innovation, Ministry of Education of the Kingdom of Saudi Arabia
Saudi Arabia
Mr LEI Chaozi
Director-General, Department for Science and Technology
Ministry of Education
China
Mr Anass Bennani
Director of Cooperation and Partnership at the Ministry of National Education, Vocational Training, Higher Education and Scientific Research.
Morocco
Mr QIN Changwei
Secretary General, National Commission of China for UNESCO
Mr N'golo Soro
Secretary-General
National Commission of Cote d’Ivoire for UNESCO
Cote d’Ivoire
Mr Bai Yunfeng
Co-Founder, Chairman of Board of Directors and President
TAL Education Group
Mr Sobhi Tawil
Director, Future of Learning and Innovation
UNESCO
Mr DU Yue
Director, Priority Africa Coordination Division
UNESCO
Mr Yao Ydo
Director, a.i.
UNESCO International Bureau of Education (IBE-UNESCO)
Ms Inge Molenaar
Assistant professor
Behavioural Science Institute at Radboud University
Netherlands
Ms Juliet Waters
Chief Knowledge Officer
Kids Code Jeunesse
Mr Wayne Holmes
Former Principal Researcher (Education)
Nesta
United Kingdom
Mr John Shawe-Taylor
Professor of Computational Statistics and Machine Learning
University College London
United Kingdom
Mr ZHAN Tao
Director
Institute for Information Technologies in Education, UNESCO
Mr MIAO Fengchun
Chief, Unit for Technology and AI in Education
UNESCO
Mr HUANG Ronghuai
Co-Dean
Smart Learning Institute of Beijing Normal University
China
Ms Trine Jensen
Technology and Higher Education
International Association of Universities (IAU)
Mr Isak Froumin
Director, Institute of Education
National Research University, Higher School of Economics
Russia
Ms Bridget Bannerman
Multidisciplinary research scientist and a Director of Studies in Chemistry
Cavendish College, University of Cambridge
Sierra Leone
Mr Marco Antonio Martínez Pérez
Kumoontun
Mexico
Mr Abdoulaye Ibrahim
Chief, Contextual Analysis and Foresight Unit, Priority Africa and External Relations Sector
UNESCO
Mr Renato Opertti
Senior Curriculum Specialist
IBE-UNESCO
Mr Philippe Jonnaert
BACSE International – Bureau d’appui curriculaire aux systèmes éducatifs
Canada
Mr Aliou Sow
Education / Textbooks specialist
Guinea
Ms Mariana Montaldo
Plan Ceibal
Uruguay
Mr Venkataraman Balaji
Vice President
Commonwealth of Learning
Mr Jeremy Roschelle
Executive Director, Learning Sciences
Digital Promise
USA
Mr Chen Yunlong
Vice Director
National Institute for Curriculum and Textbook Research, Ministry of Education
China
Ms Toyosi Akerele-Ogunsiji
Social Entrepreneur in Data Science and Artificial Intelligence Education
Nigeria
Ms Raïssa Malu
Director
Investing in People
D.R. Congo
Mr Emiliano Pereiro
Plan Ceibal
Uruguay
Mr Yunhuo Cui
Professor, Institute of Curriculum and Instruction
East China Normal University
China
Mr Luis Junqueira
Co-founder
Letrus
Brazil
Mr LIN Yifu
Honorary Dean, National School of Development
Peking University
China
Ms JIANG Xiaojuan
Dean, School of Public Policy and Management
Tsinghua University
China
Mr ZHU Yongxin
Vice President, the Central Committee of the China Association for Promoting Democracy
Mr GONG Ke
Executive Director, Chinese Institute of New Generation Artificial Intelligence Development Strategies (President of World Federation of Engineering Organizations）
Mr LIU Changya
Director General, Department of Development and Planning
Ministry of Education of the People’s Republic of China
China
Mr REN Youqun
Director General, Department of Teacher Education
Ministry of Education of the People’s Republic of China
China
Mr LIU Yuhui
Director General
Beijing Municipal Education Commission
China
Mr LIU Qingfeng
Chairman and President
iFLYTEK
China
Mr CHEN Feng
Director General
National Center for Schooling Development Programme
Mr YANG Zongkai
President
XIDIAN University
China
Mr YANG Xinbin
President
SHENZHEN Polytechnic
China
Mr LI Xiaohui
Principal
The Experimental High School Attached to Beijing Normal University
Ms LU Yongli
Principal
Beijing No.2 Experimental Primary School
Ms LI Zhisheng
Ph.D. Student, Faculty of Education
Beijing Normal University
Mr Philippe Durance
Senior Consultant, Priority Africa and External Relations Sector, UNESCO, and Professor and Chair of Foresight and Sustainable Development, Conservatoire national des arts et métiers (CNAM)
France
Mr Hicham El Habti
President
Mohammed VI Polytechnic University
Morocco
Mr Oluwatoyin Ogundipe
Vice Chancellor
University of Lagos
Nigeria
Ms Marie Luce Akossiwoa Quashie
Mensah Attoh, General Secretary
University of Lomé
Togo
Mr LI Ming
Director-General
UNESCO International Centre for Higher Education Innovation (ICHEI)
Mr Diego Golombek
Executive Director
The National Institute of Technological Education (INET)
Argentina
Ms Phyllis Kandie
Ambassador and Permanent Delegate of the Republic of Kenya to UNESCO and Chairperson of the Africa Group
Mr Ignace Gatare
Principal of the College of Science and Technology
University of Rwanda
Rwanda
Ms Dorothy Gordon
Chair of the Intergovernmental Council for the Information for All Programme
UNESCO
Mr Ki-Sang Song
Professor of Korea National University of Education, Dean of Graduate School of Korea National University of Education
Mr Wang Duanrui
Chairman
Weidong Cloud Education Group
China
Mr Ivan Karlov
Head of the Laboratory for Digital Transformation of Education
Russia
Ms Iaroslava Kharkova
Associate Project Officer, Unit for Technology and AI in Education
UNESCO
Ms Michela Pagano
Associate Project Officer, Unit for Technology and AI in Education
UNESCO
Ms Maïmouna Sissoko-Touré
Program specialist
Institut de la Francophonie pour l’éducation et la formation
Sénégal
Ms Ethel Agnes Pascua-Valenzuela
Director
Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat
Thailand

PARTNERS

...

.....soros supported zooms- brooklyn microcollege - great open debate;; inet usually administered in narrowest way -pity as has access to transformative economist ;

0 brookings 1 varies
- interesting city series via pipa - eg how different places varies on corona

.....legatum-mit events - interesting but frequency unclear - other mit still searching

.. startupgrind potentially cool with up t0 800 city hosts ..hope that wise will do bimonthly large summits- will next on take place in june................

loveq education-IQ,EQ,LQ Ma's 3 metrics of Industrial Rev 1,2,leap 4

World Record Jobs Creators Game of Fives.

Xi Jinping _

ABOUT chris.macrae@yahoo.co.uk Linkedin Unwomens Washington DC

My father (Norman Macrae The Economist www.normanmacrae.net) and I have written and researched future livelihood and sustainability impacts of education since our 1984 book The 2025 Report. Research in over 40 countries suggests the West's rich nations are not going to lead the changes under 30s need to be the sustainable generation. Instead China and the peoples of the South Asian coast will play a defining role in what's possible as they value half of human beings digital as well as real cooperation Since the time of the moon landing all my father's journalism at The Economist and elsewhere was based on the hypothesis that the 2020s would mobilise over 2000-4000 times more communications tech than 1946. Through such unprecedented change, Sustainability would depend on education not media applications of this tech. GDP macroeconomics completely misvalues parenting and many values women love most about life. I am currently updating The 2025 Report and would particularly enjoy interviewing anyone who believes the next few years will be make or break for leapfroging with edutech. even more than fintech For example as artificial intelligence enters the classroom what will happen if we don't value education's social consequences in every community more than western big finance currently does? How will we ever be in time to tear up old non-sustainable curricula if AI is unable to value recursion as much as human creativity and emotional intelligence can?

China Belt Roads www & Girls lift ub Half world		Antonio Guterres- Mediator of goals timelines –eg at most urgent borders
	Sir Fazle Abed- practice connector pre- to post- digital of poorest girls 7 most vital dev markets united by jobs-led education – see 80^th birthday BRAC birthday card
Jack Ma Loveq tech and SME-designed global markets		Pope Francis – cultural translator of sustainability’s servant leaders networks including POP and PYP

......

How China chose to come out to the world after Nixon’s 1972 visit to China based on the groundwork by Henry Kissinger

Bangladesh how the world’s poorest village women developed this 100+ million nation from the second year of its birth - more at womenuni.com socialbusiness.tv QuarterBillionGirls.com

Timelines system transformation valuing first 40 years of worldwide web generation - launched & updated 1972 @ The Economist curriculum of Entrepreneurial Revolution

2017 saw the launch by china and the UN of global 2.0 -
can we make sure we never forget worst examples of global 1.0
as we unite youth opportunities
to be the sustainability generation?

no more andersen accounting.............

no more news of the world

no more hollywood for male predators

no more
enron
worldcom..........

no more lehmans and subprime banking

no more,
madoff...........

no more maxwell, parmalat, ...
no more fifa house of red cards...........

welcome to #learninggeneration a way above zero sum game- lets celebrate wherever solutions come from as long as they help celebrate improvement in jobs led education - in 2007 i spent xmas in bangladesh -the first of 12 visits to interview muhammad yunus; i didnt expect to spend the next decade fi

STORY OF GREEN BIG BANG CLUB

picture this amy and pro-youth/girls mediators

go to a summit on a korean island

hosted by 10 investment banking people jinping has chosen including 1 brit who have been ordered to find (host annual open space directed toward attracting) tens of trillion dollars of mi

dear amy/pres ira (physicians IGC Internet -- The Progressive Community ) / friends of peaceful economies

STORY OF GREN BIG BANG CLUB

picture this amy and pro-youth/girls mediators

go to a summit on a korean island

hosted by 10 investment banking people jinping has chosen including 1 brit who h

Brics Networked University - China declaration 2017; news global summit 1 2 // sco nu

exxon?..mad avenue? teachers union usa 1 versus 2

online library of norman macrae--.

quarterbilliongirls

global brands will fall @FIFA house of red cards. Tipping next? Mobile pay

help us profile what to search from :

education summits valuing youth most

wise qatar; beijing; madrid -unique WISE networks:

Accelerators

conference communities

educationcommission

milliondollarteacherprize

brookings- annual scaling; annual girls edu; annual debrief goal 4 with unesco 15 report series

and world record job creators interactions with education

jack ma

sir fazle abed

gandhi family and loveq schools

shannon may and loveq open online learning

some ma videos

Youth Intelligence Net: YIN on Jack MA

UNlearn9/16ChinaCo-MissionMa,and 30 national leaders launch greatest #LearningGeneration

G20 Summit 2016: What Jack Ma(Ma Yun) Say About Host City Hangzhou

search history of Jack Ma in Ali Baba's newly acquired South China Morning Post 2/17 alibabauni partner upd: Ma & Morley Scholarship Program / The University of Newcastle, Australia

11/16 video of Obama interviewing Jack Ma

1/17 video of Jack Ma commitment of 1 million USA jobs mainly (mid-West) SME Pres-Elect Trump

1/17 video of world economics F interviewing Jack Ma

../16 video jack ma on 20 years of innovating english language education and social world trade

Understanding exponential reporting needed for development economics and banking for the poorest (see 20th c validations of this analysis type at archives of The Economist's Norman Macrae or blog with us economistuniversity.com on why ChinaCapitalism is the only one left linkin in global under 30s to achieving sustainability). Actually the heroes of China Capitalism are people like Jack Ma and human technolgues like BlockChain who have worked out that China cannot sustain development of its people with sustaining development of all global youth so lets celebrate how freedom and happiness for all 7.5 billion peoples are have passed tipping point of being connected not geographically separated -did you notice climate agreement was signed Hangzhou 2016 -now it needs to be blochchained

1 IN SEARCH OF LOVEQ EDUCATION What thrives today out of The Union West Baltimore appears to have scaled in 20th century first around

Gandhi-Montessori - 25 years lof redesigning schooling systems ultimately convinced my granddad that he better write up legalese of india's independence with gandhi; anyway go to the biggest school in the world city montessori lucknow to verify

;

ideas for loveq education then surfaced in 1960s latin america around paulo freire- sadly that never scaled much in the americas but

..was adopted by BRAC to empower poorest village women to build (from 1971) Bangladesh

a radical student duo at harvard then started building loveq medical exchanges with haiti and peru - today farmer leads PIH and Kim leads world bank

; in south africa where gandhi worked for 2 decades friends of mandela extranet have linkedin a loveq nearly free university coordinated by Taddy Blecher and valuing Maharishi version of oriental spirit (also try studying tao, zen, or confucian ways)

- rsvp if you see loveq world record job creatrs blossoming near you (or any of the other top 10 WRJC)

Collaboration students and leaders of job creation for net generation can enjoy linking in to 2 greatest learning spaces -

china (6

Jack Ma , 7 Jinping)

bangladesh (5 sir fazle, 4 Yunus) ...

lessons accelerate through four industrial revolutions made visible by 9 Tim Berners Lee worldwide web..

old rich countries drowning in diusmal media most need help celebrating job creation with East which 8 Jim Kim and 3 George Soros are wonderful mediators of;

the revolutions critical for net generation to sustain planet and our species future move away from just consuming things to growing people; this requires transforamtion of education that professional monopolies are blocking- 3 types of ways beyond this:

10 LOVEQ studying schools that love children enough to take on every change;

1 open spacing 5000 people communities at a time

2 celebrating those scaling open source learning

-------------------------------------------
recent additions at UNION Cybercentre W Baltimore"

a 3d printing lab with friends like the inventor of etextiles

Exponential Entrepreneurs use 7 year "back from future" goal analysis- because when it comes to systemic impacts of change- more innovation always happens than conventional professions can model in 7 years; whereas less often happens in 3 years

example

1982	concept proof-testing of brac and grameen microfrachises and microfinance nearly proven
1989...	...banagladeshi microfinance scaling fast and bbest rural social networking bank ever- grameen starts to offer international advice however its not grounded in same micr-infrastructures as bangladeshi microcredit- worldwide webs begins
1996...	non-smart mobile phones first tested in vilages for leapfrog potential ; in usa ecommerce main case amazon then ebay- jack ma's visiit to west conast plats much more revolutionary job creating idea ofwww to take bank to china
2003...	yunus experiments with microsolar great - hand in hand with village telephone ladies (sort of mobile yellow pages); over next 7 yeras bangladesh misses mpesa style revolution; china starts to scale www as gteatest job craeting platform with ali baba ecommerce and other 2 big internet companies-msart phiones start to emerge
2010...	bangladesh's brac adpats mpesa and becomes development world's largest cashless bank; however alibaba is now developing alipay and forming blochian coding partensrships for the poorest- wherever smartphones are a populations universal connect, ali baba systems are becncmark for ending poverty and job creating value chains
2017	jim kim starts his second 5 years term at world bank- anyone who deosnt unerstand ali baba model and tech of ending poverty is unlikely to help youth race to sustainability goals - don tapscot video 2016-blockchain gives us anopther kick at the chain of value or transcript - unrivalled by anything since the internet itself began (2012 transcript value open)

diary: hackathons
In 1977 only a few months after the fall of the gang of four, The Economist's Norman Macrae wrote - what was in store for China was an end to boring ideology and a drive for economic growth. It did not make any difference whether the man carrying out this policy was Ping or Pong or Deng. The same is true in 1995. In recent interviews Singapore's Lee Kuan ew shared this view:

The Chinese are not ordinary people you know. They are the products of a very self-conscious civiliisation. self-conscious because they know they once did it (led the world) and now they are out of the race, they must get back into the race

2016 Diary of Millennial Sustainability Exchanges - add one isabella@unacknowledgedgiant.com

Brooklyn: & Moores Million youth social solutions world January; & Kenya 28 January; Brooklyn & Baltimore & Boston & Berkeley NY quarter 1; Brooklyn, Vatican and Chile (year round)

Baltimore and DC

Dhaka and Beijing

join our co-editors at http://openspacetech.blogspot.com if you wish to celebrate sustainability goals empowered by youthful community builders

download practice of peace chaps 1,2 by harrison owen found open space

bio sources include 1

=====================

Can Your 3 Generations help sustain the planet- about ours?

1972 as i postgraduated in statistics specialised in global village communications after a 4 year experiment: UK's predecessor to khan academy ; & dad, Norman Macrae, The Economist's end-poverty mediator, started to quiz every leader under the sun on how to invest in entrepreneurial revolution needed for millennials to sustain planet and every community's peoples..J.W.C.B....Af....Am..Y.P........DaughtersDay.....our storyline valuing youth assumes sustainability goals depend on changing every teacher's curriculum.Join us starting outside white house independence week 2015 ..more at amychina.net june30 worldscreative children=; worldbank-Aug 12 open tech wizards>; 23 sept pope francis- withlima oct5-11

celebrating heroes of creative children at linkin

xCoursera Children Women water sustainability africandiaspora



				"norman macrae" - Google Search Searchs Norman Macrae - Wikipedia, the...

				View on www.google.com	Preview by Yahoo

June 5, 2015
Time for nobel peace curricula not summits
Vie

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First 4 doublings of global commns tech age

	China Joy	Worldwide Joy
46 X2		Japan starts up far east rising
53 X4		S Korea joins in eastern development
60 X8	ChinaDiaspora:East's Superports -HK, Taiwan, Singapore...
67 X16	Continental agrarian keynsianism Diaspora 3rd richest;	Moon landing intel starts up 68 moores-law doubling of chip capacity every 2 years Satellite age lifts off

Norman Macrae Foundation integrates 4 collaboration economies -search year 44 started The Economist 1972 rsvp isabella@unacnowledgedgiant.com

Human knowhow exchanges between chinese female and worldwide millennials
Ending gap between certificate-based education and livelihood training
World social family trade app'd around replicating 30000 community franchiess where value served remains mainly in locality
Brand and leadership patnerships valued round boderless sustainabulity goals and exponentials

Tools include open space , grounded theory , hoshin planning, hackathons, MOOCs and elearning satellites , systemic youth collaboration entrepreneur competitions, valuetrue exponential audits empowering way above zero-sum impacts, young professional goodwill networks such as journalists for humanity and university of stars

EXTRACTS FROM 44th Year of CURRICULUM OF ENTREPRENEURIAL REVOLUTION STARTED THE ECONOMIST 1972
Pattern rules of economics designed to develop all of places' peoples

0 Pattern rules emerged in architecture as practical open system findings that have been seen so often that it is best to design them into a building's blueprint unless in a specific cases a transparent reason for overruling the pattern is signed by the architect. For example people thrive in buildings which optimise access to windows and natural light.

1 Economists rule over what future is possible for a places peoples
2 What you measure isnt only what you behaviorally get but what exponentially compounds (goodwill or badwill of a culture both within its territory of origin and across borders)
2 There are 2 segments of economists: those whose goal is to exponentially sustain next generation's livelihoods and those with another goal
3 You can tell who's economics who by whether an economist accepts the hippocratic oath of ending poverty - that is relentlessly searching to end systems that contain traps of a segment of the populace from birth into next to no chance of healthy livelihood development
4 To be socially true to most parent's commitment to seeing their next generation freed by more opportunities than their own generation, capital needs to be structured so that family's savings sustain this bottom-up design rule out of every community

Pro-youth Pattern rule 4 would need to be core of the human quest for transforming economics very foundations as the post-industrial revolution started up in 1946, This era of unprecedented innovation is characterised by a doubling budget on global village communications infrastructures every 7 years. To navigate this greatest of all communications revolutions in human productivity The Economist coined the curriculum of entrepreneurial revolution from 1972 - a time when the preceding 7 years first in the world - eg moon landing, satellites, silicon chips and open learning network experiments -made it clear that spends on death of distance infrastructures would conitnue doubling to 2030. The 64 trillion dolar question of ER emerged : Would pro-youth economists peacefully and sustainably mediate the world while this biggest ever gamble of 4000 times more spent on open system transformation exponentially rushed forward around the human race

...

homework for peru october 2015

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help www.youthmarkets.com with ABC of pro-youth markets - eg HEALTH
we recommend pro-youth investors value health marets ofpartners in Health - model POP
BRAC mostexcitingcurricula.doc, 446 KB - model bottom-up economics and W4E

POP and Pro-Youth Collaboration Blogs

YouthWorldBank.org

Women4Empowerment.net

PovertyUni.com

favorite video collection -world bank tedx

My Network Collaboration knowhow Rankings

1 family

2 empowering local friend

eg NC 20 yearsconnections of most oyful partners in mobile womens empowernment

3 powerful virtual connection email permnissions

4 powerful virtual connection lesser permiossion eg linkedin or local partner able to bvisit head office eg Sir Fazle Abed

5 my greatest heroes - dream that I could know secretariat eg im im, paul farmer, george soros

6 other friends of pro-youth futures

Why our family's purpose explores impacts of open bottom-up systems versus top-down closed systems?

YOUTHCAPITALISM -whose future purposes will your free?

Whole truth capitalism compounds intergenerational growth in productivity out of vibrant communities; phony capitalism's destroys next generation's productive purpose

FOUNDING FAMILY CHARACTERS

Maternal grandad came from 3 generations of medics and lawyers in Raj. He spent 25 years mediating change around Mahatma Gandhi- his last project writing up legalese for India's Independence

Paternal grandad - British consul after world war 1. Tried to help free peoples from the 1930's worst top-down systems including Stalin's Moscow and Hitler's Europe. His grandad helped the majority of Scots whose entrepreneurial capacity (and Diaspora freedom to be happily productive) required emigration after the hostile takeover of Scotland by England due to an international banking scam in early 1700s

Dad (Norman Macrae) mediated pro-youth economics at The Economist for 4 decades after world war 2, after spending his last days as a teenager navigating planes in world war 2 over modern-day Bangladesh and Myanmar. @Cambridge 1945: Was taught by Keynes (see conclusions to general Theory and Essays on Persuasion) that economists who do transparently integrate next generation futures into their analysis, subconsciously or consciously, destroy sustainability of future generations. Dad was dismayed that commercial tv spun the most anti-youth media man has ever ruled over. Then in 1972 he saw students experimenting with early digital learning networks. From then on he championed Entrepreneurial Revolution as humanity's great escape from top-down closed to bottom-up open collaborative system valuation. The ER genre was translated across Europe in 1976 with luminaries like Romano Prodi and later George Soros whose philanthropic side blossomed after late 1970s interventions for South African youth (refer 1 2 3). In 1984, dad and my book on future of net generation offered the bottom-up alternative to Orwell's Big Brotherdom systems. We mapped how many of the next 3 billion jobs would need to regenerate communities and celebrate open global village networking. Unlike the industrial age's zero-sum consumption of things, actionable knowhow can multiply value in use when humanly and virtually networked as cost of planet-wide distance comes down to nearly zero in mobilising youth around any open sourced app.

Can you urgently help MOOC dad's YouthCapitalism? If you can, you may want to start by reviewing why dad's last articles in 2008 celebrated the Bangladeshi heroes Sir Fazle Abed and Muhammad Yunus. You might enjoy helping your place co-host a Macrae Remembrance Party. 4 main ones to date: 1) The Economist Bpardroom; with 2) South Africa million jobs creator and free education partners linked in round Taddy Blecher; 3) with Japan Ambassador in Dhaka celebrating youth technolgy wizards freed by microeconomic leaders; 4) 6 December 2013 with Principal of Glasgow University - the 255 year home of Adam Smith alumn of hi-trust community-futurising economics

Net Generation can ne worldwide youth;s most productive time if you linkin these people

story of open space- in 1984 after hosting 2 worldwide summits of system transformation creative people, Harrison Owen developed best facilitation process of making most live of up to 5000 brains over 3 day period- on explaining this to us heads of business schools he was told go away if you are right every way we teach is wrong

so in 2015 if you could invite 100 human brains to open space who would you choose- remember in open space invitation is critical- people may be at war at each other but you are inviting them round going beyond one challenge that connects them all- my amateur passion is job creating education crisis -so my choice (keeping to people i have had serious conversation with) will appear here by june 30 -starting with such heoines and heroes as

derar ashfaq and friends - my current connections with these people are somewhat tentative though i think it could be huge to try reunite them round something as joyous as world's greatest child creativity collaboration space ICAF

astronaut ron garan i met him twice as judge at yunus youth entrepreneur competitions- at that time he was still at NASA Space; he has supported yunus all over the world and made videos taking nasa footage asking why do we peoples find it so hard to celebrate around this beautiful planet- you would think a short video of that sort ought be prime time on yazmi's ad channel of what edu could doas well as eg student painting competitions- the trouble is he is based in texas; left nasa about 18 months ago; his old emails seem no longer to work- so i think I am down to the linkedin contact

in navneet's case- naila speaks to him regularly- he's mostly abroad at one of 5 or so orphanages he's founded; however he is resident of atlanta- therefore if we were ever to find someone who could sort out all the lost relationships of yunus, peace laureates, jimmy carter, king family, ted turner family - i would have thought he would need to be our resident link; he's also extremely keen on cross-cultural curricula- when naila he and i judged a competition out of (university founded by ex slave booker t washington ) tuskegee alabama thats one of the project areas he valued most- naila could tell us a lot more about him- also at tuskegee was katie brennan then of auburn a graduate mad about community health care in haiti and wherever most desperately needed; if naila and navneet were to make a list of 10 most energetic students at yunus competitions ryan would be in top 10 winner or north carolina and the only of 2 students i have met in 6 yunus state competitions with truly wacky community funding/banking ideas

stefanos is usually dc based but he's spent 6 of 8 weeks in addis abba helping his brother start up an incubator hub among youth technologists; he also has various ideas on how to share most valuable education content on both wifi and satellite instead of seeing these as comoeting channels; i think naila and stefanos have some common ideas of how to innovate beyond the very tech team that noah samara is dependent on

modjtaba is a most frustrating relationship for me; i have known him well for 12 years- the first 9 of which was great but then he went from london to melbourne and hasnt replied to me much at all; modjtaba has more intercultural understanding than anyone i have spent a lot of time with; born in iran educated in sorbonne; spent tine in canada and china before a long time in japan and then in london at aga khan university; he was my senior contact pojnt in london for first 2 years of interviewing yunus 2007-2009; anyhow in australia he works with one of youth's 10 greatest medical and volunteer reconciliation's heroes paul komesaroff -if anyone can find a way to reignite conversation with either of them it will have a lot of long term value but maybe not immediate child art applicability

richard seline who lived near me in bethesda (and advised previous texas adminstrations on youth) is very well connected in places i am not including 1776 hub and a california network which claims to be youths largest jobs agency run by and for youth

meillssa and carrie are dc/md based - carrie runs the global good fund and has so far met stefanos but not naila; 2008 melissa inaugurated global social value subschool of robert h smaith school at UMD but now does some special advisor role i think - the dean who asked her to animate global social value has now gone off to head imperial college which we were discussing at least 3 hour meeting between you me and naila

==============================

notes coming soon on how to play the game of top 12 world record job creatprs

choices by wholeplanet.tv and youthcapitalism:

soros, gorbachev, farmer, jim kim, sir fazle abes

taddy blecher,

monica yunus

khan academy

jack ma

berners lee

your votes welcome - chris macrae

chris.macrae@yahoo.co.uk washington dc 1 301 881 1655

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if 100 alumni monopolies open sourced youth's 1st www sustainabiliy races eonomistuniversity.com

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