BRAC net, world youth community and Open Learning Campus

Sir Fazle Abed -top 70 alumni networks & 5 scots curious about hi-trust hi-tech

STARSteacher who's who valuing future of 2020s sdgs youth most

mahbubani curriculum

yidanfree.pptx

please tell us of who is creating space to discuss 37th annual alumni debates of 1984, The 2025 report explored the hypothesis that sustainability depended more on the connection of radical changes in technology with innovation by educators than any other skill set

==================year 36 let's learn to do better than 2020- 7.5 billion brains can ...

as 2020 closes - one ray of hope: two thirds of world who are asian now celebrate round education commission asia and then nov 2020 global leaders forum hosted by korea, keynote by gordon brown

rough transcript gordon brown - korea global leaders forum

00:01 i'm delighted to join you at this eighth global leadership forum and i congratulate you on choosing as this year's theme the biggest question of our time
00:12 what will our post-covid world look like?
 
 and i want to start by thanking all those who contributed to the organization of this  important event and in particular the leader who asked me to speak to you my friend professor lee whose distinguished career has included his great success in reforming education in the republic of korea as minister of education science and technology and his path-breaking work on the global and korean education commissions that i had the privilege to chair

00:37 and who as an academic and writer is recognized and admired for his innovative research and insights especially in HTHT: High-Tech High-Touch education, admired not just in this continent but in every continent --now this conference meets at the right time because we're indeed at an inflection point

 
00:53 covid 19 this microscopic parasite 10000 times smaller than a grain of salt has not only infected 50 million people( ed some models of asymptomatics figure nearer 500 million) 
-and destroyed more than a million lives, but it has made us as individuals come face to face with our own vulnerability- and indeed our mortality

01:10 and it has brought more economic havoc, disrupted more trade, killed off more jobs, led to more lost production, caused more company closures than has any modern recession

01:20 And it has not only  undermined the cultural and social foundations of our lives but it is making us rethink the way we live, the way we work, the way we travel. the way we learn the way we study

01:31 in some cases it is accelerating already underway changes: like the online economy…in other cases exposing age-old problems like poverty and deprivation which have come to the surface and in other cases making what previously seemed impossible 
-- work is changing as more people work from home and  communicate online the consumer economy is changing as retail moves online
 
01:55 public services are changing as we see online education and online health dramatically expand
 
02:01 the social contract is changing as we reframe the rights and responsibilities of individuals and governments 
 
our ideas of fairness are changing as we recognize we will have to do more to value and reward all those who have been underpaid and under recognized ;especially those running personal one-to-one face-to-face
services like social care where some of the lowest paid workers in the world have had to take some of the biggest risks and the jobs we do are changing as IT , logistics, the digital economy as well as social care have to expand to meet new needs- 
 
our ideas of what is acceptable are changing as workers who have been prepared to  be self-employed (without job/health/pension contracts) now seek greater security- 
our idea of society is changing but people have been isolated now more than ever that being part of a community matters more to them than ever it did
 
 02.58 and so each country will have to find its own way forward as it rebalances the relationships 
  • between individuals and communities 
  • between markets and states, 
  • between risk and security, 
  • between freedom and control; .
  • between the very rich and the rest and of course between man and nature

03:08

and education is changing; and this is where i want to focus the rest of my remarks
indeed i want to suggest today that because we are now more aware than ever of inequality of families and children denied opportunity- of the vast gap between the world's education rich and the education poor, 
 
there is now no route to the future that does not have education at its center, no route to greater equality of opportunity that does not involve education
03:35 no route to more prosperous economies, stronger communities and fairer societies without investing in education, no route to rebuilding our countries too -
03:44 no route to building back better without the contribution of education of teachers, trainers, researchers, academics to the common good
 
04.00  -so for all these reasons, i have to say to you that the pandemic has robbed millions of children of the future

because the education they once enjoyed has been interrupted- many of whom may never return to school, or even if they do they may never catch up on their learning

04:08 you know at the height of the pandemic 1.6 billion children and young people- 90 percent of the world's pupils and students had their education disrupted-nearly a billion students are still shut out from schools today

and the risk is that short-term school closures will lead to long-term reversals in educational attainment with the opportunities available to the world's poorest and most marginalised children already diminished and hit even more
 
04:34 before the pandemic
 let us remember 260 million school-age children did not go to school, 
400 million children left education at 11 or 12 never to return, 
800 million half the developing world's children left  education without any usable qualifications for the workplace
 
 and that while the numbers of graduates (from high school) has increased from 100 million 50 years ago to 400 million in 2 000 to 700 million now ..even in the 2040s when children born today will first come of age 70% of all the adult population of the world will never have the secondary nor college nor university qualifications needed for the well-paying jobs the world can offer
 
 05:20 in low-income countries today a staggering 90 percent of children are in learning poverty which means they cannot read a basic text by the age of 10;now in the last financial crisis the typical child fell six months behind in their educational attainments . but children who are out of school for more than a year are even more unlikely even to return, 
 
and in crisis settings,
girls are two and a half times more likely to drop out of school than boys; but missing out on school means millions of children also go hungry; indeed during this pandemic 370 million children have been missing out on free or subsidized school meals which have often been their only regular source of nourishment

06:01 and with families under extreme financial pressure millions of boys and girls may soon join the 152 million children already forced into child labour

06:11 and many girls will join the 12 million girls a year who are forced into becoming child brides

06.21 with one estimate suggesting this illiteracy could lose us as a society as much as 10 Trillion dollars per year in future earnings we are standing by doing too little as havoc is reaped by one of the biggest forces accelerating inequality in our generation

 06:35 quality education is vital to lift people out of poverty; to ensure healthier families advance racial and gender equality, unlock job opportunities increase security

06:45 and create a more just peaceful and sustainable world- and girls education is a proven link to lowering fertility rates and reducing population growth which itself is one of the key drivers of climate change

06:56 education especially of girls leads to better health- a child whose mother can read is

·          fifty percent more likely to live past the age of five

·         fifty percent more likely to be immunized twice as likely to attend school

07:09

and so this is why we must come together as a global community and save the future of our children in response to this crisis

07:18

the education commission in partnership with an unprecedented global coalition of international organizations launched save our future to call for urgent investigation in education to prevent what we call the generational catastrophe

07:33

three actions are urgently needed

·         first we must reopen schools but make sure they are safe schools

·          second we must prevent what the world bank and unesco estimate could be a funding gap of 200 billions in education budgets in the next year as countries reallocate resources to health and social welfare and

·         third to use available resources to greatest effect we must be innovative

by creating the international finance facility for education securing 500 million of grants and government guarantees that could unlock two billion dollars of educational investment to be made through the asian development bank and other development banks

08:13 and i urge the korean government to join  as a funding donor of the development banks and we must use this crisis as an opportunity to transform education

 8.25 you see if you think of the monumental changes we have seen in the way we organize our factories, our homes, our hospitals and our travel,

08:30 and then think of how little education has changed with until recently so little online and how little the school itself has changed from the setting of world classrooms with the teacher as the sage on the stage and the pupils sitting in rows of desks

08:44 think of the educational revolution we need as we meet the demand for ever-changing skills: continuous learning and try to harness technology to support those most left behind

08:55 a study published just last year revealed how disparities in learning achievements have not diminished over the last 50 years; the most disadvantaged still perform at levels that are three to four years behind the most affluent and we must change this

09:09 online learning became a necessity almost overnight but yet close to half of the world's pupils and students don't have access to the internet

09:17 across the world more than 460 million- almost one third of school-aged children had not been reached by remote learning at all -so this could be the moment for us to transform education, to create individualized adaptive learning which meets children where they are with personalized learning, at scale for every student not just the lucky few

09:39 https://educationcommission.org/about/commission-leadership/

this is why the education commission and its hub in asia under the leadership of korea’s ju-ho lee are spearheading the high tech high touch for all initiative: combining the power of human touch and interaction from teachers with the power of adaptive learning and technology such as artificial intelligence. the high-tech refers to an adaptive technology that can help deliver personalized learning. it identifies prior knowledge and tailors instruction to diverse learning

needs allowing students to be stimulated and nurtured as they progress at their own pace. this can also be done initially in low-tech ways but artificial intelligence can allow us to track a child's

experience with software informed data and gear every child's learning to their aptitude is one way forward. the high touch element is the indispensable human connection provided by teachers. with the use of high tech teachers, can give more personalized guidance.no longer just the lecturer who's the sage on the stage but also the tutor and mentor who is the guide by the side.

10:38

we've already seen the promise of this approach in asia in vietnam as well as in india-and here in korea the HTHT university consortium which includes 16 member institutions provides support to korean universities that use the HTHT approach in their curricula and the k-12 consortium targets low-income students across multiple cities 
TODAY. i'm glad to announce the launch of HTHT for all a global consortium across governments, ed tech innovators, industry providers and educators that will develop a rigorous evidence base and create a collaborative network to support bold ways to address the digital divide so let us be the first generation where every child not only goes to school and learns but feels able to bridge the gap between what they are and what they have in themselves to become and let us be the first generation where instead of developing only some of the talents of some of our children in someof the world's countries we develop all of the talents of all children in all countries
11:40 thank you very much
 
TRANSCRIBED FROM

with approaching two thirds of the world's youth asian hubs were also led by korea's Ju-Hu Lee, and jack ma and japan's koike and india's Kailash Satyarthi and uae's Sheikha Lubna Al Qasimi and Baela Raza Jamil from pakistan as well as the support of korean-american and then world bank leader jim kim

further support for africa came from tanzania's then president Jakaya Kikwete, tunisia's then minister of tourism Amel Karboul, nigerian billionnaire dangote, zimbabwe's london based billionate technologist and philanthropist Strive Masiyiwa, south africa's machel, ghanian- brit Theo Sowa,nigeria's and vaccine ngo gavi's Ngozi Okonjo-Iweala, uganda's teacher union's Teopista Birungi Mayanja, 

for america south: mexico's former president Felipe Calderón, colombian superstar Shakira Mebarak, Fundacion Chile's Patricio Meller and for america north came from former unicef director general anthony  lake , economist larry summers, philosopher sen, harvard edx edutech's argawal,liesbet steer

for europe from former eu supremo portugal's baroso, former denmark president and save the children's Helle Thorning-Schmidt, former norwegian minister of education clernet

for australia, former prime minister gillard

 in this 38th year of linking action to 1984's 2025 report we search for nominations of people whose contributions will be as important to youth if their solutions are scaled

In this year’s edition of the Yidan Prize Summit -edu foundation of china's largest digital space inventor of wechat/whatsap-, held virtually in Hong Kong dec 2020, 16 academics have been named to the Council of Luminaries.

They are
Sir Fazle Hasan Abed, Founder, BRAC (posthumous); bangladesh and world's largest ngo partnership
Anant Agarwal, CEO and Founder, edX and Professor of Electrical Engineering and Computer Science, Massachusetts Institute of Technology;
Kamal Ahmad, Founder, Asian University for Women;
Vicky Colbert, Founder and Executive Director, Fundación Escuela Nueva;
Carol Dweck, Lewis and Virginia Eaton Professor of Psychology, Stanford University;
Usha Goswami, Director, Center for Neuroscience in Education, University of Cambridge;
Eric Hanushek, Paul and Jean Hanna Senior Fellow and Professor, Stanford University and Hoover Institution;

Larry Hedges, Chairman, Department of Statistics, Northwestern University.
Thomas Kane, Walter H. Gale Professor of Education and Economics, Harvard Graduate School of Education, Harvard University;
Salman Khan, Founder and CEO, Khan Academy;
Wendy Kopp, CEO and Co-founder of Teach For All;
Patricia Kuhl, Professor, Speech and Hearing Sciences, Co-Director, University of Washington Institute for Learning & Brain Sciences;
Lucy Lake, CEO, CAMFED; Angeline Murimirwa, Executive Director-Africa, CAMFED;
Carl Wieman, DRC Professor in the School of Engineering and Professor of Physics and of Education, Stanford University;
Zhu Yong-xin, Founder, New Education Experiment.

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.HESI Special Event: Where Next? Reimagining Further Education for the Future

The SDG Academy
On July 8, 2020, the Higher Education Sustainability Initiative (HESI) hosted this special event alongside the United Nations ... 
 
transcript starting in 81st minute  extract 80.40  president arizona state uni, with covid and other www community crises, we are where we are, not only because of politics and capitalism, but at the root of it all is us the universities- we are universally inadequate to what lies ahead in terms of the future of our species and our relationship to our beautiful planet which we are all dependent on -let me outline 5 inadequacies
 
1 we are inadequate in terms of our self-awareness- institutions of higher edu nof the net outcome of our design – why do we have business schools that are teaching economic models that are working against our own in sustainability, why do we have a lack of communication between chemists and biologists and economists and engineers and philosophers and historians and everyone else -82:33
inadequate. We are wholly, universally inadequate to
82:38 what lies ahead in terms of the future of our species and our relationship with 82:42
this beautiful planet that we're all dependent on it. Let me outline five
82:47 arguments for that. First, I think that we're inadequate in terms of our
82:52 self-awareness, as an institution of higher education or as institutions of 82:56 higher education, of the net outcome of our design. Why do we have business 83:00 schools teaching economic models that are in fact working against our own 83:06 sustainability? Why do we have a lack of communication between chemists 83:13and biologists and economists and engineers and philosophers and 83:18 historians and everyone else who sit inside university environments arguing 83:24 with each other in ways that are not just about intellectual development but 83:28 are in some ways inane? And so we have never thought ourselves, 83:35 we've never been adequately focused on our own self-awareness to understand 83:41
that in fact our highly disciplinary design, as Jeff Sachs indicated, our
83:46 highly structured way of doing things, our way in which theories evolve, our 83:50 ways in which faculty are recognized, the ways in which knowledge is advanced, the 83:55 net outcome of all of that is exactly where we are in terms of a non- sustainable trajectory,83:59 the non-sustainable trajectory that we're on is 84:03 a product of us. Point number one. Point number two: that same university 84:10 enterprise, that same higher education enterprise, is inadequate in terms 84:15 of its production of systems-level tools. We're an observer. We're obsessed with 84:22
reductionism. We're obsessed with the belief that somehow if we can only
84:26 understand everything down to the atomic scale, if we could only understand 84:31 everything at the genetic and sub-genetic mechanism, that somehow we would 84:37 be able to find the solution to all things. And so the answer is, no,84:41 reductionism is not the method by which we will gain an understanding of the 84:46 interconnectedness of the systems of the planet and the role of humans. It's only 84:50 through our ability to emerge systems-level thinking of equal 84:55 intellectual stature and of equal intellectual value. Third, our 85:01 universities and our higher education systems in the United States and in 85:05 other parts of the world are completely inadequate in terms of their 85:08 intellectual diversification, their cultural diversification, their socioeconomic diversification,85:13 their lack of recognition of indigenous cultures and
85:18 indigenous knowledge, the dismissal of entire cultural paradigms, all around 85:26 this notion of somehow there being one path and one trajectory and one route 85:31 forward. Well, there isn't. And this lack of diversification, lack of women in 85:37 science, technology, engineering, and math, lack of cultural diversification at 85:43 universities which actually is accelerating not decelerating. That 85:47 lack of diversification is accelerating if you look around the world, is in fact 85:52 limiting our overall intellectual contribution. We have a narrower and 85:57
narrower intellectual contribution ,not a broader and broader intellectual
86:01 contribution. So that's the third factor that I think is a key part of the design 86:06 limits. I think forth, and I would probably rank 86:10 this actually first, universities really don't care as institutions about much of
86:14 anything. They care about bringing in faculty. They care about hiring faculty.86:19They care about having students. They care about their budgets. They care about 86:23 arguing with the government to get more money. But they don't really care 86:26 about sustainable outcomes as an institution. They do not take activist 86:32 positions, intellectual activist positions, as Jeff has built his career 86:36 around, and some of the rest of us have been fighting for decades. We just 86:40 sit back and say, "Well, we did what we could do. We educated the people we could 86:43 educate. We put out the theories that we could put out, and
86:46 we're really sorry that the politicians are too stupid or or too 86:51
lazy or businesses are too greedy or too selfish." And so this notion of not taking 86:57 some sense of responsibility, we don't realize that it is in fact our own lack 87:03 of transdisciplinary capability, our own lack of adequate, our own lack of 87:09 diversification. It's our own lack of systems-level thinking, it's our own 87:13 obsession with reductionism that actually has brought us to this point. So 87:18 when we look out and we're concerned about rapidly rising CO2 levels or we're 87:21 concerned about the overwhelming human consumption, and a manifestly negative
87:28 overwhelming consumption of fresh water, or the elimination of the entire fishing 87:33 stock or conservation disruptions on a global 87:37
scale of geological time, we don't realize that that we're responsible for
87:43 that. If you take response⁠—if you know you've contributed to something and it's not87:47going well, if you're a responsible person or a responsible institution, you 87:51 change what you're doing. We don't have much change in what we're doing.87:54 Fifth on my list is, universities are archaic, at least in the European model, 88:01 archaic, slow, non-adaptable, non-technologically sophisticated 88:05 institutions. We're not moving at the speed of climate change. We're not moving
88:11at the speed of complexity, of complexification. We're too slow. We have 88:17no sense of time. We might argue about something for 15 years and in the same 88:22 15 years the Ross Ice Shelf cracked off of Antarctica and led to some 88:27 massive change in the in the ocean circulation cycle and thus impacting 88:34 climate etcetera, etcetera. So the five points here: inadequate self-awareness,88:38 inadequate emergence of systems-level thinking, wholly inadequate 88:42 diversification of the university itself, no sense of moral duty or moral 88:46responsibility as institutions, and inadequate speed and adaptability. If we 88:51 don't change those things, there's not going to be any climate adaptation or 88:55 climate change. There's not going to be movement back towards a sustainable 88:59
trajectory because we're not producing the people, the ideas, the tools, the
89:04 mechanisms, the devices, the theories, the assumptions⁠—the young students who 89:08 are just presenting, they get this. They understand that they enter a university 89:12 which is in fact an archaic institution,incapable of having self-awareness 89:17 relative to where we're headed. So what are we doing at my institution arizona state, we've 89:22 done everything and then some, and still it's a slow slog. We've built the Global 89:28
Futures Laboratory, the Global Institute of Sustainability. We're
89:31 dramatically lowering our carbon footprint. We have thousands and
89:34 thousands of students. We change the design of engineering. We changed parts 89:38 of the design of our business schools. We built a new school on the Future of 89:41 Innovation and Society, a new School of Sustainability, and we're still moving 89:47 too slow. And so I think the point I'd like to make to 89:50 the audience here is, let's listen to these students. They have a sense, they 89:54 have an awareness, and they are able to see immediately upon entry into our
89:59 bureaucratic institutions that we're inadequate to the assignment and we 90:06 ought to take that as a serious, serious criticism. Now let me tell you 90:09
what's happening right now. So right now, and COVID sort of expresses this, we are 90:14 largely as colleges and universities place-based institutions, driven where we 90:21think that excellence is a function of who we exclude, and this is true all over 90:24 the world, where our structure, our technology, our flexibility, our 90:29
adaptability are completely inadequate. So my message to ministers, to UN leaders,90:35 to SDSN leaders, to higher education leaders, to students, to faculty, is that 90:40 let's shake it up. It is time to shake the foundation of the universities and 90:45 have them raise their hand and say, "Yes. We want to be responsible for the 90:50 climate outcome of our planet, for our species outcome, for the 90:56 sustainability of our species." And to do that we're going to have to change 91:00 everything down to the root. So I think that's about 12 minutes and I'll 91:05 stop there.91:13
 
Ok. Thank you, President Crow. I like the way you framed it because

some early nominations

botstein - as early as 1990s botstein -author jeffersons children-  was arguing for a revolution in bridge between high school and college- in particular the end of education designed as a linear age process rather than everyone's potential as lifelong learner and coach- as well as his concern for changinn teen education, as a musician he had designed a new york ihilharmonic, and he had become the youngest ever vice chancelolr starting before the age of 25 at bard college an institution he has networked for over 40 years as a bencmark for 21st c liberal arts

learning curve journey - 2009 2010

of course with a vision like botstein its fascinating to see who he has chosen as equally concerned for new education- i dont yet know who is top 10 are but i see they include

soros central european university and open society and new economics networks

president crow - arizona state has the highest raking of all universities in goal 1 end poverty -and frees youth to explore radical opportunities of tech for sdgs

patrick awuah who founded ashesi university in ghana as a graduate thesis ar berkeley about 17 years ago because he believed in a platform debating future of education on a continent expecting to double population from one billion to 2 billion- and his career at microsoft had impressed on him that tech would change every element of how education spends african peoples time

there are up to 50 education institutes soros and botstein are linkinng in - sometimes asking of an institute who is its most innovative futurist isnt easy but its a qiestion 2025 associates have been surveying since 1984 wherever that freedom of debate is permitted

anothervradical network is schwarzman - there it is clear who signed up from mit, tsingus, oxford to valuing global scolars in a way never done before but since two of the three coleges are only just opening their schwarman branch i dontwant to prejudge who they chooseas coordinator of practicing education collaboration /exploration of ai's 2020s

there are countries that already valuechildren very differently - singapore, several nordica nations clearly so as do those places who dare to join jack ma's hunt at the united nations- back in 2016 30 nations education leaders started this debate but its not yet ready to publish its league tables becuae all 6 primary sdgs need to be interfaced not education as separate from g=finance hunger health , lives matter, infrastructures

survey who is bridging the futures of the most human educators and the most human ai connectors - i like fei-fei li but i dont know which club of world class educators welcomes her connections

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This year’s Yidan Prize Awards Presentation Ceremony and Summit was successfully held virtually on 7 December. Our three laureates, Professor Carl Wieman, Ms Lucy Lake and Ms Angeline Murimirwa, received their awards from the officiating guest, The Honourable Mrs Carrie Lam Cheng Yuet-ngor, GBM, GBS, Chief Executive of the Hong Kong Special Administrative Region. We were delighted to have our Board Director, HRH Princess Laurentien of the Netherlands, and former Australian Prime Minister, Ms Julia Gillard as our keynote speakers at the Summit. We also announced the formation of the Yidan Council of Luminaries – a transformational force and support closer collaboration among the world’s most distinguished educational leaders, to amplify their collective voice and take practical action in educational policy and reform.11:34

dr charles chen yidan

11:41

dr chen :the honorable  chief executive of hong kong .royal highness princess laurentien of the netherlands the honourable miss julia gillard

it's my great pleasure to welcome you; this is an unusual year which has seen over 90

of the world's students affected by school closures due to the pandemic

12:47

students teachers and parents are all coming to terms with a different

form of teaching and learning- no one could have predicted education systems globally we've faced sustained disruption of this scale

people are feeling anxious because no one can be sure what lies ahead

13:22

the worsening inequality must be adjusted and we will have to find solutions

 

13:50

While some of these students have seen able to switch on their laptops and walk to virtual classrooms with relative ease that experience is a far from universal

14:06

only half of the world's children have access to the internet; it's

15.02 my greatest hope is that this crisis has given us time for self-reflection on what we have

Learned about education and how we can ensure it's fairly distributed in the future

faced with the challenges we must work together if we are going to create a better education

15:28

we must collaborate education experts across all fields must come together to share their ideas top quality research must drive real life learning which in turn can give us the

basis for more education research that is why the yidan price foundation has a call

for international experts to work together and build a better world through education

17:45

the world bank recently launched a global education evidence advisory panel leaders are looking to understand not only what is effective in getting more children into school but also how to improve learning outcomes once they are there; given the scale of the challenge, resources

need to be directed to the most cost effective and impactful approaches now only

19:34

the yidan price foundation joined the unesco global education coalition earlier this

year with a commitment to strengthen learning systems we are partnering with

OECD to empower teachers and student,s we believe the rules of students and teachers will

Change ,we believe schooling and learning will take a new form in the future

20:10

innovation and inspiration  we are actively taking many new steps

because we care very deeply about our future generation-it will be the choices they make that

determine their future ;we are here to offer them the right tools to bring on this journey

of discovery and exploration; we are also offering inspiring stories of passionate actors

on this international platform their work has brought about hugely positive changes

to communities all around the world they have made transformation possible in innovative sustainable ways

our independent judging committee has selected a new batch of highly impressive educators

who have transformed the way science is taught in major universities and how

girls and young women are educated in africa

21:36

professor carl wyman professor of physics and graduate school of education and drc chair at Stanford university was awarded the 2020 yidan prize for education research his work prepares the next generation of students to make sound decisions based on scientific measures he created tools to encourage active learning the physics education technology - this

has delivered more than 700 million simulations in languages in physics chemistry math earth science and biology professor wyman we thank you for making this possible-go to minute 30

 

22:57

miss lucy lake chief executive officer and miss angeline

marimo executive director of africa of the campaign

for female education or camfed for short -were awarded the prize for providing a

scalable approach to recognize the untapped potential of education young women to drive

change across Africa their programs have a chance for four million lives thus far

it's most interesting to know that angie

23:58

was among the first girls to benefit from camfed  program some 27 years ago – go to minute 41 of video for more on camfed

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

quiz if you are touring asia where to stop off fist to see education transformation city by city

-nominations welcome chris.macrae@yahoo.co.uk

hong kong - yidan prze hub

korea - eg 

Mr Ki-Sang Song

Professor of Korea National University of Education, Dean of Graduate School of Korea National University of Education

My name is Ki-Sang Song, and I am a Professor of Computer Education of Korea National University of Education, and the director of the Global Education Cooperation Center at the Korea National University of Education (KNUE).

I served as an international consultant for enlarging the education opportunities and improving education system through information technologies with the cooperation of World Bank, IDB, KOICA, IACE, and KEFA. I directed international teacher training programs in several countries including 11 years in Indonesia, Uzbekistan, Paraguay, Lao People’s Democratic Republic, and Myanmar.

My research concentrates on the area of ICT application in education and Learning Science. Currently I am doing research on the development of Intelligent Tutoring System using Machine Learning for software education. Also, I am directing the in-service teachers training program for empowering AI teaching competencies at KNUE.

260 years of failing adam smiths recommendations on era of humans and machines suggest 2020s really may be the last decade for choice between

  • spiralling towards sustaiability or
  • death of our species

those who know a lot about human and machine intel - see the membership at www.futureoflife.org say that technology has reached the stage where all life could thrive like never before of self-destruct

firstly that means the 2020s are the most exciting time to be alive - what a shared responsibility across generation:  youth, parents and grandparents to trust in each others actions and learnings

secondly there is a mathematical construct which makes understanding exponential opportunities and threats to our future real and in this case urgent

by definition : system = connected relationships all of which are spiraling one of two opposite waus: sustainably up or collapsing down until the system is lifeless- the trajectory of spirally involves exponential acceleration- this the opposite of linear though exponential curves are tricky- often they look flat or linear until they pass a tipping point - after that sage it will be far more costly to turn round than the extra costs caring for the system in the first place

- the operand of systems is multiplicative - this has strange consequences : if two systems spiralling in the same direct multiply the exponential gets much steeper; sadly there are many multiplier of cliate going the wrong way- climate risk is vastly under-estimated by most linear minded scientists

when a negative spiral connects with a positive one it is usually the case that the negative one takes over- this is bit like the problem the body has with healthy and cancerous cells; usually the cancerius cells take over

here are the 4 most critical stories adam smith wrote about- admittedly we apply the lens of what its like to be trapped as some other country's colony or sponsored dictatorship

1 like newton and true maths/systems people, smith respected natures systems -in particular health, green, cultures and languages
in this he admired scottish missionaries who adapted the code of franciscans- wherever women network abroad they bring maternal and infant health care - i met the vatican lawyer who is still responsible for funding the clares which is the network name of female followers of francis
wherever franciscan men networked or marco polo mapped abroad they should value nature - anthropological skills help- when you meet a new culture or language you learn how to behave within its codes not just word of mouth it
there was a good reason for this system respect - the black death -island nations were the must vulnerable to pandemics brought in by seafarers- the main connectivity of the day- oddly though the french like to claim they ended the extreme greed of euro-kings first- the black death redesigned london in time to be the largest warfaring capital of the imperial era-  so that the king and his west end were indebt to the city's merchant bankers- it was a pity the pound was always a currency designed to benefit the biggest not to serve all peoples- its global rise becae ever leess secure from silver to gold to the queens promise on a bit of paper abused by rival political parties the less they served lives matters peoples- how the bbc failed to be the publics servant is where any transparency in english speaking media died- i have known the attenboroughs intermittently for 60 years so unless i can find a gandhian to write to them or unless muscatelli personally invites them i very much doubt  they will turn up on nov 6- of course delighted to be proved wrong
2 in the 1750s moral sentiments said the exact opposite of all man made markets are free- 
smith defined a transparent market like a community market where enough of all the buyers, sellers, suppliers knew the costs, the quality, the safety so that the invisible hand multiplying purposeful goodwill sustained rising not collapsing impacts by and for the peoples of the community- smith had an urgent motivation to talk of moral intel/sentiments - scotland became a coly of england/london's slavemakers etc in the 1700s- it was already evident that london was quarterly sucking out of scottish communities -by the 1800s it was called thinning- and thats why we are mainly a worldwide diaspora nation -  what had previously sustained them- ok scotland does not have the same agricultural climate of england- no large farms 
3 can you imagine just having written moral sentiments when the professor in the class next to you shows you the first steam engine- abed learnt a lot from being in 200th class of humans and machines
smith spent the rest of his life writing why the age of man and machines should not be marketed by londons slavemakers and colonisers of the old world; he is very explicit scotland and ireland should join in the united states of english speaking world to the west but on one condition- not just law repealing slavery- everywhere down the west coast of usa up the louisana purchase across the west that man introduced machines those operating a business mode where lives were not valued should be bought out at a fair price
4 actually smith as soon as he saw machines meant most of his 1760s tutoring a wealthy family's son through oxford university as well as a few visits to scots old entrepreneurial ally the french
 
there he wrote the famous paper on how empire's higher edu system had nothing to do with valuing innovations youth needed to sustain- fortunately the irish-scottish female vice chancellor of oxford promised schwarzman she understood this when he asked if oxford would like half a billion to mediate the ethical fusion of tech wizards at mit boston and tsinghua beijing- tsinghua is a very respectful place in cultivating students -i have done 8 walking tours of the campus -much happier to be an engineer at than oxbridge both of which i know well - tsinghua was founded by money from roosevelt- the roosevelt family are the closest partner to bard and soros living about half way between their homes
sadly for our species the way we code data is on an even faster exponential than climate so somehow we need to animate humans artificial intel as well as climate arguments as well as free kids to explore moon races on earth not be examined by old lawyers rules
the interesting thing if we go back to bottom up moral sentiments is both aged and soros demand its practice wherever people truly follow open society and seek to remedy the great failings of the last 20 years:
not applying ai to viruses first even though people as different as bush gates soros kim abed brilliant were calling for that in 2005
not refinancing the opposite of subprime which is what digital cash could do as abed's team facilitated at the 2nd japanese embassy in dhaka event in memory of my father
the most exciting briefing i have ever witnessed - remembrance party to dad where sir fazle chaired debate on the new sdg university coalition- actually every ambassador who spoke to abed since 2011 will confirm coalition university and so total change of edu systems was his favorite story of 2010s just as starting up brac university was his idea of the 2000s- as you well know abed never spent money granted for one purpose on another - so the university had to find its own funds- but since it began as the epicentre of tbe virus last mile health workers and worlds number 1 in end cholera/diarrhea its seed was the same as stanford founded after the 5th governor of california's teen son died of virus while traveling - the same story befell john bard founder of bard; the story of being a single parent of a 7 year old girl and a son whose birth killed mrs abed is ultimately the reason why i really dot want to meet anyone in scotland who hasnt heard this tales on the roads to and from glasgow cop24
when bush and blair went to war against saddam they did the two most evil things i have seen westerners do in my lifetime:
they lied about why attack hussein
they didnt have a culturally renewable plan
the cost is border chaos all across europe from brexit to the lost of soros and neumann's home country as a tolerant place that grows the greatest statistical minds to the chaos of failed nation in africa and south west asia- ever more terror
it was bangladesh's great good fortune that their teen went to glasgow to study engineering unlike gandhi who about three quarters of a century wen to the bar of london studying law and spent most of his last 25 years debating english constitution with my grandfather sir kenneth kemp who wrote up india's independence on a type writer in london at end of ww2 under the assumption that the whole of the british raj was being launched as one nation not the messiest scenario of all - making bangladesh a colony of west pakistan

Dear Chris Lovely to hear from you. I've been in the peace movement now for over 35 years, and initiated a global conference called conference Earth at University of Melbourne in 1995, which had international and national coverage. Since then, I've maintained. The Global Peace Center. http://www.globalpeacecentre.org and also am the President of the club of Budapest Australia https://www.clubofbudapestaustralia.com and work with Ervin Laszlo who is the founder of the International club of Budapest which has that has organizations all over the world. I'm also with global peace, harmony, organization. GHA Ambassador of Peace and Disarmament from Harmony in Australia https://peacefromharmony.org Personal page: http://peacefromharmony.org/?cat=en_c&ke I am on the board of IAEWP-FELLOW of the Advisory Board 2020 - 2024 ( International Executive Secretariat ) http://iaewp-org.blogspot.com/p/advisory-board.html   I also work with World Unity & Peace EducationDepartment City Montessori School, Lucknow, India  http://www.cmseducation.org I have many connections and I've always wanted to create an effective means of communication which could lead to an understanding of a new paradigm for global peace. I have convened many conferences in universities in Melbourne and a global seminar interviewing key authorities in . So far I don't feel my message has really come across. In 2002, I produced with a Pavel Kasyanov a paper Transition to a Sustainable Civilisation  PROPOSAL TO THE UNITED NATIONS preserved at THE WORLD SUMMIT FOR SUSTAINABLE DEVELOPMENT 2002 - see below -which I feel is an excellent concept of what kind of society we should be creating globally now. This is a society which looks at consciousness as the basic cause of life and understands the nature of consciousness as a new science. There is enough information now in terms of empirical evidence as well as theory to create new science which is based not on the second law of thermodynamics where we have a heat death of the universe but on a syntropic creative universe which is alive and functioning in a coherent and interconnected way. , if you have any ideas of how I can get my message across I would love to hear from you. Transition to a Sustainable Civilisation  PROPOSAL TO THE UNITED NATIONS  PROPOSAL TO THE WORLD SUMMIT FOR SUSTAINABLE DEVELOPMENT 2002  Dr. Michael Ellis and Dr. Pavel Kasyanov  We, representatives of non governmental, national and international organisations and men and women of goodwill devoted to peace and the prevention of global ecological catastrophe appeal to the distinguished participants of the Johannesburg Summit and the rest of humankind with the following declaration and concerns. http://www.centreforchange.org/WSSD_PROPOSAL_final.htm

 "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

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

Weidong is continuously ranked as China's Unicorn Enterprise

  • Source: Weidong Cloud Education
  • 29-Jul-2020

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 Hammadi Minister of Education The 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 Fuzhi Vice 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

Language: English

HOME ABOUT MOE NEWS FEATURES COOPERATION & EXCHANGES DOCUMENTS 

panel 1 H.E. Mr TIAN Xuejun

Vice Minister of Education, Chairperson of Chinese National Commission for UNESCO
People’s Republic of China

His Excellency Mr Tian Xuejun was appointed as Vice Minister of Education at 2017. He is also the Member of CPC Leading Group of Ministry of Education, Chairman of National Language Commission, Chairperson of Chinese National Commission for UNESCO, and Secretary of CPC Committee of Ministry of Education He hold double Bachelor Degrees from Shandong University and China Foreign Affairs University.

He has very rich diplomatic experiences. He has served as diplomatic officers of the Embassies of the People's Republic of China to Kuwait and Republic of Bangladesh. He was appointed as Ambassador Extraordinary and Plenipotentiary of the People's Republic of China to the Hellenic Republic and served as Director General of the Department of Personnel, Ministry of Foreign Affairs of the People's Republic of China. Before he was appointed as Vice Minister of Education, he was Ambassador Extraordinary and Plenipotentiary of the People's Republic of China to South Africa.

Mr Bai Yunfeng

Co-Founder, Chairman of Board of Directors and President
TAL Education Group
Bai Yunfeng is the Co-Founder,Chairman of Board of Directors and President of TAL Education Group. In 2003, graduating from Beihang University, Mr. Bai started to blaze the trail for TAL with his partners. In 2010, TAL was listed in the main board of New York Stock Exchange, making his team the youngest one ever to ring the bell at NYSE. In 2010-2012, he studied for EMBA at China Europe International Business School. From 2017, he began to study for his doctorate at the Guanghua School of Management, Peking University. Equipped with ample experience in strategic management, R&D of teaching and faculty training, Mr. Bai Yunfeng has a keen eye to observe and analyze the industry. He has received the honor of “New Champion of Education” by China’s New Champions Forum for 3 consecutive years. In December 2018, Mr. Bai became one of the first 40 “Zhongguancun Innovative Partners” in creating a new era in Beijing.

Mr  

John  

Shawe-Taylor

Professor of Computational Statistics and Machine Learning
University College London
United Kingdom

John Shawe-Taylor is professor of Computational Statistics and Machine Learning at University College London and Director of the International Research Centre on Artificial Intelligence (IRCAI) under the auspices of UNESCO at the Jozef Stefan Institute in Slovenia. He has helped to drive a fundamental rebirth in the field of machine learning, with applications in novel domains including computer vision, document classification, and applications in biology and medicine focussed on brain scan, immunity and proteome analysis. He has published over 250 papers and two books that have attracted over 70000 citations.

He has assembled a series of influential European Networks of Excellence. The scientific coordination of these projects has influenced a generation of researchers and promoted the widespread uptake of machine learning in both science and industry that we are currently witnessing. More recently he coordinated the X5gon (x5gon.org) European project developing infrastructure and portals for AI enhanced delivery of educational materials.

He was appointed UNESCO Chair of Artificial Intelligence in November 2018 and is the leading trustee of the UK Charity, Knowledge 4 All Foundation, championing the cause of open education and also helping to establish a network of AI researchers and practitioners in sub-Saharan Africa.

Ms Stefania Giannini

Assistant Director-General for Education UNESCO

Ms Stefania Giannini was appointed UNESCO Assistant Director-General for Education in May 2018, becoming the top UN official in the field. In this position, she provides strategic vision and leadership for UNESCO in coordinating and monitoring the implementation of the Education 2030 Agenda, encapsulated in Sustainable Development Goal 4.

With an academic background in the Humanities, Ms Giannini has served as Rector of the University for Foreigners of Perugia (2004 – 2012), being one of the first and youngest women to hold this position in Italy. As Senator of the Republic of Italy (2013 – 2018) and Minister of Education, Universities and Research (2014 – 2016), she developed and implemented a structural reform of the Italian education system, centred on social inclusion and cultural awareness. She has also been closely involved in an advisory capacity with the European Commissioner for Research and Innovation.

H.E. Mr Agapito Mba Mokuy

Chairperson of the Executive Board
UNESCO
==========================

H.E. Mr  CHEN  Baosheng Minister of Education

People’s Republic of China

His Excellency Mr Chen Baosheng was appointed as the Party Secretary and Minister of Education, Ministry of Education, China in 2016. He was elected as the Candidate Member of the 17th CPC Central Committee Member of the 18th and the 19th CPC Central Committee.

He holds a Bachelor Degree from Beijing University, and Master Degree in Politics. Before being appointed as Minister, he was the Vice President of the Central Communist Party College. He has very rich experiences of working at local governments especially in the under-developed region. He served as Member of Standing Committee of the CPC Gansu Provincial Committee, Lanzhou Party Secretary, Director General of Standing Committee of Municipal People’s Congress, and Chairman of Provincial Union of Social Sciences circles. And had served as directors in varied local governmental agencies in Gansu Province.

H.E. Mr ZHENG Fuzhi

Vice Minister of Education People’s Republic of China

His Excellency Mr Zheng Fuzhi was appointed as Vice Minister of Education at 2019. He is alsod a Member of CPC Leading Group of Ministry of Education and the National Chief Inspector of Ministry of Education.

He holds a Bachelor of Planning and Statistics. He has been serving as the Director General, Department of National Textbook, Ministry of Education. His experiences also include working as the Director, Division of Statistics, Department of Planning and Construction, State Education Commission; Deputy Director General, Department of Development and Planning, Ministry of Education; Director General, Department of Basic Education , Ministry of Education.

Mr Sobhi Tawil

Director, Future of Learning and Innovation UNESCO

Sobhi Tawil is the Director of Future of Learning and Innovation at UNESCO headquarters in Paris where he currently leads the Futures of Education initiative. He has some 30 years of experience in teaching, education policy analysis, research and program management with diverse institutions and organizations, including the International Committee of the Red Cross (ICRC), the Graduate Institute for International and Development Studies (Geneva), the Network for Education Policy Research Review (NORRAG), the International Institute for Higher Education (Rabat), as well as UNESCO. Since joining UNESCO in 2002, Sobhi Tawil first headed the Capacity Building Program for Curriculum Development at the International Bureau of Education, before leading the Education Program for the Maghreb countries at the Rabat Cluster Office. Since 2011, he has been leading the Education Research and Foresight programme. Sobhi Tawil holds a PhD in Education and Development from the Graduate Institute for International and Development Studies in Geneva.

probably the only time americans' communities have fully valued youth from coast to coast happened in the mid 19th century when 2 wealthy families' teenager sons died of viruses 

john bard's family founded bard university in new york state and linked it in to columbia u where they added a medical college and nyu- at the start of the 1980s botstein became the youngest and longest serving us vice chancellor -to launch the future of universities in 2020s soros asked him to be the chancellor of OSUN 1 2 a-50 college+ coalition celebrating the sdg generation-  below we transcribe a tv interview of botstein in 2010 over in california the 5th governors teen son died - the family declared henceforth all ca children are our children and founded stanford university to advance this promise

botstein transcript 2010 

i',m richard Heffner your host on the open mind and for many years now I've tried to think of a special occasion
involving my guests today one on which I could firmly peg an invitation to join me here for one of our weekly
conversations but seizing upon any one of those many occasions in which he has been in the public eye just seemed beyond me as when he became president of Franconia College in New Hampshire in his early 20s as when not yet 30 he became president of Bard College in New York remaining so to this day as when he became music director of the American Symphony Orchestra than music director of the Jerusalem Symphony Orchestra as well as when he won many honorary doctorates, served on many boards, guest conducted many orchestras as when he wrote books reviews articles galore many having to do with importantly innovative and challenging thoughts about teaching and learning such as his new high school and early college ideas which he has
gone on to put very much into practice and of course as when Leon Botstein my distinguished guest today received the Carnegie corporations $500,000 academic Leadership Award described by carnegie president Vartan Gregorian as: designed for educational leaders who see the university as an integral part of their communities and view the health of K to 12 education as central to the future of higher education
indeed today I would first ask my guest just how go his new high school and early college ideas
which he and bard have now made important realities for so very many youngsters
botstein 
03:09
thank they are doing very well; we have two public high school early colleges here in new york and we
we have Simon's rock in MA which has been around  for a long time - it is is more of a residential
private institution and we're applying to the federal government - believe it or not to make this a national program- we were very pleased when the president obama a year ago during the summersingled us out is something that is worth looking at as a model in his speech for the NAACP hundredth anniversary so these high
schools here in the public sector- they're not charter schools they're really public schools, they do very well
and on the basis of that performance we feel it could be really a national model..it could be replicated around the country
heffner:you know I I wonder that I was going to say this I was amused in reading back on edu in the last century one of your many writings something that you wrote in the New York Times  I wondered whether this was basic to your let's get rid of that last year in high school let's start them in college early idea
...
you wrote adults should face the fact that they don't like adolescence and that they have used high school to
isolate the pubescent and hormonal adolescent away from both the picture book idealized innocence of
childhood and the more accountable world of adulthood 
botstein: oh absolutely-I mean I think we live in a very hypocritical and puritanical environment
in which first of all no parent tells the truth about his or her adolescence to their children which is a basic form
of mistrust-- we don't have any parents who'll tell an 18 or 17 or 16 or 14
year old really what they did when they were 14 15 16 17 18--- I'm not suggesting they should but it's a basic recipe for mistrust -and then we have old people who do not like the culture of getting old-and so they resente the flower of youth
05:15
 we love to segment childhood-this happens in the nineteenth century into sort of the Lewis Carroll
Peter Pan generation where children were innocent then Freud came along and said well
they're not so innocent - as part of human development, there is kind of a sexual motor if you
will . people are horrified scandalized by this idea whether it's true or not, I don't know I'm not a psychologist but we would love to keep that innocent  wonderful problem free little child all by itself so we put it in elementary school but we've developed a middle school which takes the cusp of puberty out of any danger of
contaminating these wonderful beautiful innocent little children and then we segregate them into the middle school; junior high school which is a complete catastrophe then we a segregate the high school student and we make a wall between them and adult responsibility-something which was unknown in the 18th
century the 18th century people wheb 14 15 year oldsapprenticed they got real employment and
real skills
they took responsibility for families -father died mother died they really were adults and very good adults \
people went to college at 15-the great composer Roger sessions was 15 in college- this was not that unusual
in the upper classes people who'd go to school at all they just started
University at an age which was reasonably appropriate
what we've done is we've so pushed the adolescent out of view, we don't know what to do with them
one day they're an adult one day their child they make us uncomfortable they
remind us of our world
07:00
so we segregate them into this terrible thing called the American High School which is
a total failure and has ruined the ambition and capacity of many young people so in a way we've created a
school system which shields us from the responsibility of doing something intelligent with the adolescent 
hefner: and your solution?
07:21
botstein -it is onesolution to the problem- it is to get the young person early to realize that
learning is enjoyable, that's part of their self definition ;it  can really make them powerful and important people
...that what happens in this country is that the adolescent is totally consumed by popular culture
but everything that is vulgar this cuts across race and class is not only poor that are disadvantaged by what we do but the rich as well and so even though the consumer industry knows that the adolescent is an important factor in fashion in entertainment and lots of things in education we treat them like
large children
they need to be exposed to people who really love subjects, who are really engaged in learning we do this in
music regularly you know a young kid who is 12 can play well sits next to someone who's 25 -- no one cares how old she or he is- they only care how well they play they
08:20
get a sense of real competence we do in sports to some extent to their we do give young people responsibility it's one of the things we do well get a young sports team in high school and train them and they do well that's great
08:31
 but why don't we do this in in science, or we could do that in all the areas of learning and study that are
important to the economy and to the nation- young people deserve to be taught at age 14 and 15 by real professionals, real physicists real mathematicians real biologists real writers real historians
08:51
not people who went through an ed school program or in the business of managing an age group
and in classes why not get rid of the age segregation nothing would do a 14 year old more good than being together with a 30 year old who's lost his or her job is going back to school with someone who
really understands the value of education --we used to have that when we had very large families with the older
children took care of the younger children and they had responsibilities- we don't do that anymore
09:18
heffner- have you've got a tinker's chance in the hell of putting that into practice beyond the schools you had  have established
botstein :I believe so because I would never have given it a bats chance in hell as the phrase goes to do it in the
public sector I was so amazed when Harold levy and Mayor Giuliani asked us: I was so amazed when Chancellor Klein and Mayor Bloomberg asked us to do a second one these are not charter schools
09:44
 they came forward
09:48
the idea: can you do a public high school early college, can you make it work? ... we've shown it can work in the
largest urban school system in the United States--- so it can work all over the country and there are a lot of
programs beginning now that do something like it- I think we have the best model because we give the young people two degrees so the young people actually save the society a lot of money.. the kids have graduated our school at the end of the twelfth grade with a junior college degree and that means they can
cut two years out of their schooling and most of them go to public institutions
10:22
both high school and in college so it's a very efficient response-- you know the right wing always wants us to know that you can solve social problems throwing money at them -well this is one case where they may be
right the number of years of public schooling we do too little for too long
we could make them shorter and more effective

unesco ai k-12

Mr Wayne Holmes

Former Principal Researcher (Education) Nesta
United Kingdom
Wayne Holmes (PhD, University of Oxford) is a learning sciences and innovation researcher. For almost a decade, he has focused on the application of Artificial Intelligence (AI) to both enhance and further understand learning, and its ethical and social implications. He has co-authored three books about AI and education: “Artificial Intelligence in Education. Promise and Implications for Teaching and Learning”(Holmes et al., 2019), “Technology-enhanced Personalised Learning: Untangling the Evidence” (Holmes et al., 2018), and “Intelligence Unleashed: An Argument for Artificial Intelligence in Education” (Luckin, Holmes et al., 2016). He also advises the UK’s All Party Parliamentary Group on AI (Education Taskforce) and UNESCO on the pedagogical, ethical and social implications of AI in education (including co-leading UNESCO’s ‘AI in Education: Guidance for Policymakers’ and ‘Teaching AI for K12’ portal). Previously, he was a researcher at Nesta (the UK’s leading innovation foundation), University College London, and The Open University; and he has taught at the Universities of Bristol and Oxford. He has given invited talks about AI and education in Brazil, China, Croatia, Germany, Greece, India, Japan, Korea, Oman, Spain, and the US.

Mr MIAO Fengchun

Chief, Unit for Technology and AI in Education UNESCO

Dr. Fengchun Miao is the Chief of the Unit for Technology and Artificial Intelligence in Education at UNESCO, Education Sector, Headquarters in Paris. He is leading programmes in areas of ICT in education policy development, AI and education, digital skills development for teachers and students, Open Educational Resources (OER), mobile learning, and future e-schools. He is also in charge of UNESCO Prize for the Use of ICTs in Education. Highlights of his achievements include the launch and continuous organization of Mobile Learning Week for 8 years, the development and adoption of Qingdao Declaration on leveraging ICT to achieve SDG 4 and Beijing Consensus on AI and Education. He brings with his experiences of supporting more than 60 countries directly for the development of national ICT in education policies and OER policies.

Before joining UNESCO, Dr. Miao was the Director-General of the National Research Centre for Computer Education, Ministry of Education, China. In that capacity, he was responsible for the development of national ICT in education policies and ICT curriculum standards for students, and managing the National Association for the Use of ICT in K-12 Schools of China.

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

Mr Diego Golombek

Executive Director The National Institute of Technological Education (INET) Argentina
Ph.D. in Biology (University of Buenos Aires). Full Professor at the National University of Quilmes and Superior Investigator of the National Research Council. Former director of the National Program for Science Popularization (Ministry of Science and Technology) and current director of the National Institute of Technological Education (Ministry of Education). Kalinga prize and chair, UNESCO.

Ms Ivana Franić

State Secretary, Ministry of Science and Education Croatia

Prof. Ivana Franić became State Secretary at the Croatian Ministry of Science and Education in 2020. Before her post at the Ministry, Prof. Ivana Franić was Junior Researcher at the Insitute of the Croatian Language and Linguistics, Associate Professor at the Department of Romance Studies, University of Zagreb, Faculty of Humanities and Social Studies and Vice-dean in charge of Study Programmes at the University of Zagreb, Faculty of Humanities and Social Studies. She received her PhD with a topic in historical lexicography “The place of two manuscript dictionaries from the 18th century within the Croatian Lexicography: Dictionarium Latino-Illiricum de Giorgio Mattei et Vocabolario italiano-illirico de Lovro Cekinic.

She has participated in several scientific projects: Dictionary of the Croatian Language, Dictionary of the Croatian Kajkavian Literary Language and Developing Student Independence with the Help of the European Language Portfolio. She has participated in several scientific conferences with topics from French syntax, lexicography and glottodidactics. She is a member of the editorial board of the journal Chroniques slaves (Université Stendhal Grenoble) and the journal Vestnik za tuje jezike (Faculty of Arts, University of Ljubljana).

Ms Simona Kustec

Minister of Education, Science and Sport Slovenia

Dr. Simona Kustec, born on 19 June 1976, was a full professor at the Faculty of Social Sciences in the Department of Political Science, Chair of Policy Analysis and Public Administration. In the 2019/20 academic year, she also lectured at the Venice International University. Prof. dr. Kustec Lipicer taught subjects on policy analysis, human rights policy and global governance. She is the author of over 400 scholarly works on a variety of issues, published by leading Slovenian and international academic publishers.

Prof. dr. Kustec Lipicer was also a researcher with a rich and diverse body of work. She was involved in several research project groups in Slovenia and abroad. The common thread of her research was the study of elections and electoral behaviour, democracy and various public policies, including sports policy. She was an established name in numerous professional scientific networks and associations and a respected member of the academic and research community.

In the 2014–2018 term, she was head of the Party of Modern Centre Deputy Group (SMC). In addition to leading the largest deputy group in the history of the Slovenian Parliament, she also coordinated the work between coalition members in the National Assembly.

Throughout the 2014–2018 period, she was Vice-President of the SMC and a member of the party's executive committee. During preparations for the European Parliament elections, the Alliance of Liberals and Democrats for Europe (ALDE) invited her to participate in the expert group drafting the programme document for the 2019 elections.

Ms Gabriela Ramos
Assistant Director-General for Social and Human Sciences UNESCO

Gabriela Ramos is the Assistant Director-General for the Social and Human Sciences of UNESCO, where she oversees the contributions of the institution to build inclusive and peaceful societies. Her agenda includes the achievement of social inclusion and gender equality, advancing youth development; promotion of values through sports; anti-racism and antidiscriminatory agenda and ethics of artificial inteligence. Her appointment at UNESCO allows her to continue supporting an agenda of inclusive growth, and the respect of human rights and human dignity.

Prior to this position, Ms. Ramos served as the Chief of Staff and Sherpa to the G20/G7/APEC in the OECD, contributing to the global agenda as well as leading the OECD's New Approaches to Economic Challenges, Inclusive Growth Initiative, Gender Strategy and the work on well-being and children. In 2019, she launched the Business for Inclusive Growth (B4IG) platform, bringing together 40 major multinational companies committed to reducing inequalities. Previously, she was Director of the OECD Office in Mexico and Latin America and a member of the Mexican foreign service.

In 2013, she was decorated with the Ordre du Merit by the President of France. Her work to promote gender equality earned her the 2017 and 2018 Forbes Excellence award as well as being included as part of Apolitical’s 100 Most Influential People in Gender Policy in both 2018 and 2019. A Fulbright and Ford McArthur fellow, she is member of the board of the Paris Peace Forum, UNICEF Advisory Board, Steering Group of the International Gender Champions Paris Hub, Multi-Stakeholder Council to the Global Solutions Initiative, Lancet Commission on Gender-Based Violence and Maltreatment of Young People, and Lancet Commission on COVID-19.

Mr Firmin Matoko
Assistant Director-general, Africa Department UNESCO

Holder of a diploma in Political Sciences and International Relations from the University Cesare Alfieri (Florence, Italy) and a diploma in Hautes Etudes internationales from the Centre d’Etudes stratégiques et diplomatiques de Paris, Mr. Matoko currently is the Assistant Director-general of the Africa Department of UNESCO.

Prior, he was Director of the UNESCO Liaison Office with the African Union (AU) and the United Nations Economic Commission for Africa (UNECA), as well as UNESCO Representative to Ethiopia. He served as Director in Quito and Bamako UNESCO Cluster Offices and as Chief of the Education for peace, human rights and democracy Section, in the Division for the Promotion of Quality education of the Education Sector as well as Senior Programme Specialist of the Culture of peace National Programmes Unit in UNESCO’s Paris headquarters.

He speaks French, English, Spanish, Italian and Portuguese.

H.E. Mr  

Gabriel  

Changson Chang

Minister of Higher Education, Science and Technology
South Sudan

Hon. Gabriel Changson Chang is a competent economist and a banker with vast professional and general experience in economic planning. He has extensive hands-on knowledge and experience in governance and civil service practice, with excellent leadership skills. He has a Master Degree in economics from Duke University, Durham, North Carolina, USA in 1986. He served in the Central Bank of Sudan from 1979 to 2004 and Ivory Bank on secondment from Central Bank in 1994 to 1998. He served as the Chairman of the Ivory Bank’s Board of Directors from 2007 to 2013.

Hon. Gabriel Changson has served in various ministerial positions in Sudan and South Sudan: Finance & Economic Planning, Coordinating Council for Southern States (Sudan) 2003 to 2005, Parliamentary Affairs in the Government of Southern Sudan (GOSS- 2006 to 2007), Caretaker Minister of Finance & Economic Planning, Information & Broadcasting (GOSS- 2007 to 2009), Culture, Youth & Sport (GOSS - 2009 to 2010), Culture & Heritage (GOSS - 2010 to 2011),Wildlife Conservation & Tourism (Republic of South Sudan – 2011 to 2013), and currently Higher Education, Science and Technology (2020 to date) and the Chairman of Federal Democratic Party – member of SSOA group.

Mr  Hussein bin Ibrahim  Al Hammadi

Minister of Education
The United Arab Emirates

His Excellency / Hussein Ibrahim Al Hammadi was appointed UAE Minister of Education on July 4, 2014, and worked for 14 years in technical and vocational education, and for 20 years in the armed forces, in addition to his assumption of several positions in the educational field, he serves as the Chairman of the Board of Trustees of the Hamdan Bin Rashid Foundation for Excellence in Educational Performance, Chairman of the Higher Committee of Mohammed Bin Rashid Smart Learning Program, Chairman of the Board of the Abu Dhabi Vocational Education and Training Institute (ADVETI), Chairman of the Board of Trustees of the Institute of Applied Technology (IAT), Chairman of the Board of Directors of the National Qualifications Authority, Chairman of the Board of Directors of Emirates Transport and Deputy Board Chairman Khalifa University of Science and Technology, and a member of the Board of Trustees of the Khalifa Award for Education.

His Excellency holds a Bachelor's degree in Aviation Engineering, Embry-Riddle University, USA. During his career, His Excellency gained several specialized experiences, enabling him to manage his various responsibilities as required and with remarkable efficiency. His initiatives also had a great impact in achieving important and distinguished achievements in terms of enhancing the status of technical and vocational education and training and documenting the relevance of this important type of education and its system to the state's development needs and future aspirations, which directly contributed to laying the cornerstone in empowering the UAE workforce.

H.E. Dr. Engineer Getahun Mekuria

Minister of Education Ethiopia

Mr  

Chen  

Qun

Vice Mayor of Shanghai Municipal People's Government
China

Chen Qun, born in Yixing of Jiangsu Province in April 1964, holds a doctoral degree of science and the title of researcher. He now serves as a member of the Standing Committee of the CPPCC National Committee, Vice Chairman of the China Democratic League Central Committee, Chairman of the China Democratic League Shanghai Committee and Vice Mayor of Shanghai.

Chen began his career in August 1991 and served successively as Director of the Analytical Center, Assistant President, Vice President and President of East China Normal University (ECNU) and Vice Chairman of the China Democratic League Shanghai Committee.

As Vice Mayor of Shanghai, Chen is in charge of work related to sports, tourism, intellectual property rights, culture and history, government counsellors and archives.

EDUCATION & WORK EXPERIENCE

Chen received his bachelor’s degree and master’s degree in chemistry at Nanjing University in 1984 and 1987 respectively. After receiving his Ph.D. in radio physics at ECNU, he began his career as a teacher in the university in August 1991. While he was a Ph.D. candidate, he studied at Tokyo Institute of Technology, as part of its joint Ph.D. program with ECNU, from 1990 to 1991. He was promoted to associate professor in 1992 and professor in 1996. He became a Ph.D. supervisor in radio physics in 1997. He worked as Assistant President of ECNU in 2002 and became Vice President of ECNU in 2003. From 2005 to 2012, he concurrently served as Dean of the Graduate School of ECNU. In July 2012, he became President of ECNU. In July 2017, he was appointed Vice Mayor of Shanghai.

ACADEMIC RESEARCH AREA AND ACHIEVEMENTS

Dr. Chen has been engaged in magnetic resonance and polymer physics for years and published more than 130 academic papers, over 100 of which are SCI papers. As an accomplished young scientist, Dr. Chen has been awarded the Ministry of Education’s Trans-Century Talents Fund and 1st National Prize for Excellent Young College and University Teachers and Scholars. With extraordinary academic achievements, he has been receiving financial grants from the Shanghai Daybreak Project, Shanghai’s Science and Technology Morning Star Project, Excellent Academic Leaders Project, etc. His major concurrent academic jobs include Vice Chairman of the Magnetic Resonance Chapter of the Chinese Society of Physics, Deputy Editor-in-chief of the Chinese Journal of Magnetic Resonance, and Vice President of the Shanghai Society of Physics.

Ms  

Juliet  

Waters

Chief Knowledge Officer
Kids Code Jeunesse

Juliet Waters is Chief Knowledge Officer for Kids Code Jeunesse. She brings over twenty years of journalism experience to her passion for learning and teaching computational thinking across the generations and has written about her own experience learning to code for The New York Times. She has introduced code to teachers from every province and territory as part of CanCode a program under the Canadian Ministry of Science, Innovation and Economic Development. She has helped teachers and students conceptualize artificial intelligence, its impact and ethical issues through The Algorithm Literacy Project, a public awareness campaign in partnership with the Canadian Commission of UNESCO. She is author of the Canadian Primer to Computational Thinking and Code: A Kids Code Jeunesse Introduction to Algorithm Literacy. She has worked on policy and curriculum recommendations with researchers from around the world and is a co-author on the article “Machine Learning for Human Learners: Opportunities, Issues, Tensions and Threats,” Educational Technology Research and Development (2020).

Ms Trine Jensen
Technology and Higher Education
International Association of Universities (IAU)

Trine Jensen leads the work on Technology and Higher Education at the International Association of Universities (IAU) - an international NGO housed by UNESCO. She is the author of the IAU Global Report on ‘Higher Education in the digital era: the current state of transformation around the world’ (2019). She is also leading the work on the development of a IAU Policy Statement “Transformation of higher education in a digital world” in close collaboration of the dedicated Expert Advisory Group with members from different parts of the world. In 2019, she launched a new IAU programme entitled: “Institutional site visits” with the aim of fostering international peer-to-peer learning in relation to digital transformation of higher education, by bringing together representatives from all regions of the world to visit universities particularly innovative in leveraging the potential of technologies in higher education.

Ms Inge Molenaar
Assistant professor
Behavioural Science Institute at Radboud University
Netherlands

Inge Molenaar is assistant professor at the Behavioural Science Institute at Radboud University in the Netherlands. She has over 20 years of experience in the field of technology enhanced learning taking multiple roles from entrepreneur to academic. Her research in the Adaptive Learning Lab focusses on technology empowered innovation to optimize students’ learning. The application of data from online learning environments, apps and games in understanding how learning unfolds over time is central in her work. Artificial Intelligence offers a powerful way to make new steps towards measuring, understanding and designing innovative learning scenarios. Dr Molenaar envisions Hybrid Human-Systems that augment human intelligence with artificial intelligence to empower learners and teachers in their quest to make education more efficient, effective and responsive. In this endeavor collaboration between governments, schools, research and industry is essential to develop the next generation educational systems. Dr Molenaar has just received an ERC Starting Grant to develop the first Hybrid Human-AI Regulation system to train young learners’ Self-regulated learning skills with the help of AI and she also recently became a Jacobs Foundation Fellow.

Dr Molenaar holds Master’s degrees in Cognitive Psychology and International Business studies and a PhD inEducational Sciences (University of Amsterdam).

Ms  

Maïmouna  

Sissoko-Touré

Program specialist
Institut de la Francophonie pour l’éducation et la formation
Sénégal
Dr. Maïmouna Sissoko Touré is a program specialist at the Institut de la Francophonie pour l'éducation et la formation (Organisation internationale de la Francophonie). She works more specifically on issues related to educational innovations and reforms and has a rich experience in the field of educational technologies. In her activities, Dr. Sissoko-Touré has collaborated with the Ministries of Education of the member countries of the Francophonie as well as with the different actors of the sector, in order to accompany innovations that bring about qualitative changes in education systems.

hypothesis if younger half of world are ever to be sustainable we need transformation and massive collaboration in education

in population terms the greatest changemaker i have ever met died dec 2019- sir fazle abed- out of bangladesh but across all poorest asian village women- he connected education , village food, health, banking and more - he also became the world's largest partnership network- after 13 years of studying i roughly know who his innovators and he trusted most including legatum bank in dubai, indirectly the toyota foundation abdul latif in middle east hq saudi, bill gates and george soros but in all cases they invested in tech he specified - over his last decade he started connecting colleges - we're still working on some of his favorite tech colleges in eg singapore korea, japan hong kong

in 2020 we are interested in connecting my family tree home town glasgow cop26 first 2 weeks november and dubai's expo-education networks december and beijing winter olympics 2022 where we still hope that lots of coonections eg alibaba jack ma had planned to link between s korea tokyo and beijing will continue in spite of covid ruing japans investments 

on nov 6 we will be hiring the glasgow university union building capacity 750 people to link every positive youth/education livelihoods netwrk we can - both with green cop26 solutions and all sdg solutions - we hope to start something a bit like ednburgs fringe festival which has more massive connectivity than the formal cop26

scotland has one big connector in education namely gordon and sarah brown- they are the main un envoy in education but 1 have changed many relationships on refugee education from qatar to dubai, and they are weak on choosing edutech especially if china and far east

here is list of middle east people who seem to me to be connecting massive changes in edu and tech -do you know how to connect with any of their leadership goals

DUBAI and uae expo (abu dhabi)

REWIRED new this year promising biggest edu summit ever dec 2021- main organisers seem to be 

  • H.E. Dr. Tariq Al Gurg, Chief Executive Officer and Member of Board of Directors, Dubai Cares  Beyond the Crisis: Reinventing Post-Secondary Education in the Arab Region
  • H.E. Reem Al Hashimy, UAE Minister of State for International Cooperation, Director General Expo2020 Dubai

@DubaiCares  and Expo 2020 Dubai, in close coordination with the UAE Ministry of Foreign Affairs and International Cooperation (MoFAIC), RewirEd aims to be a catalyst in redefining education to ensure a future that is prosperous, sustainable, innovative and accessible to all. 2020 summit rehearsal at https://www.rewired2021.com/agenda-x/ bios at https://www.rewired2021.com/speakers-x/

gordon brown https://educationenvoy.org/what-we-do/ -former uk pm and leading scot  family have connected 2 mainly refugee networks www.educatiocannotwait.org and  https://theirworld.org/about/theirworld  across all UN PARTNERS - SEPTEMBER THEY FEATURED Tariq AL Gurg as their main middle east connection - the coordination of these networks relies very heavily on yasmine sherif- in september 2020 she was one of few people actually still linking in out of ny headquarters - the range of her connections can be seen from these 2 bookmarks 1 2

=======================global teachers prize and

varkey an indian expat whose parents emigrated to dubai in 1959 became a billionnaire by operating one of the largest number of private high performing schools -GEMS which seem to be headquartered in surrey uk - before rewired - varkey's million dollar teachers prize has been dubai's largest hub for the future of education- launched in 2014 (after philanthropy foundation founded 2010) - the dubai annual summit   - see 2019 as most recent event -  has combined 2 major threads- celebrating 50 newly discovered inspiring teachers around the world including one million dollar prize winner; inviting influencers to clarify how urgently education and tech are changing each other and where this s happening- 7 years of continuous progress has also helped dubai become a world leading space for new education- analysis is needed to see which uae universities have seized this opportunity  -youtube

varkey forum in dubai may have peaked 2017-2019 during which it claimed  to be seen as the ‘Davos of Education’
Held under the patronage of HH Sheikh Mohammed bin Rashid Al Maktoum,
Partners including Unesco, Harvard Graduate School
of Education, Inter-American Development Bank and
Education International

==========dubai also lead partner on 4 yearly summits of un itu - telecoms standars and world  leaders- uae tech expert . Majed Al Mesmar, Deputy Director General for the Telecommunication Sector, TRA UAE 

another part of itu is leading in artificial intel  #aiforgood https://aiforgood.itu.int/

the convergence of edutech and AI EDUCATION may be the greatest hope youth have in 2020s

would like to know more about leading ai hubs in uae eg Mohamed bin Zayed University of Artificial Intelligence | MBZUAI mbzuai.ac.ae  abu dhabi

 MBZUAI seeks to empower a new generation of AI leaders through exceptional education and a unique model of academia. 
december 2020 unesco's first summit on education ai: uae participants included:

Hussein bin Ibrahim Al Hammadi,Minister of Education The United Arab Emirates

His Excellency / Hussein Ibrahim Al Hammadi was appointed UAE Minister of Education on July 4, 2014, and worked for 14 years in technical and vocational education, and for 20 years in the armed forces, in addition to his assumption of several positions in the educational field, he serves as the Chairman of the Board of Trustees of the Hamdan Bin Rashid Foundation for Excellence in Educational Performance, Chairman of the Higher Committee of Mohammed Bin Rashid Smart Learning Program, Chairman of the Board of the Abu Dhabi Vocational Education and Training Institute (ADVETI), Chairman of the Board of Trustees of the Institute of Applied Technology (IAT), Chairman of the Board of Directors of the National Qualifications Authority, Chairman of the Board of Directors of Emirates Transport and Deputy Board Chairman Khalifa University of Science and Technology, and a member of the Board of Trustees of the Khalifa Award for Education.

one of the pioneers in computer science in uae Sheikha Lubna Al Qasimi (United Arab Emirates), 1 (born 4 February 1962) is an Emirati politician and member of the ruling family of Sharjah and the niece to Sheikh Sultan bin Muhammad Al-Qasimi. -when gordon brown convened education commission event at united nationssept 2016 she sat next to jack ma and jim kim then world bank leader

qatar

led by first lady sheikha moza , a main un sdg advocate  - qatar foundation, education city including female percent of engineering students double that of usa- campus includes main world trade conference centre- american college partnerships include carnegie melon,  brookings doha..

WISE 1  2 the first education laureates summit 2012 inaugural laureate sir fazle abed 

laureates initially annual - from 2016 -even years on tour - eg beijing, madrid, new york, ghana; odd years laureates; 2020 3 virtual summits main sponsor salzburg global

originally biggest refugee education partnership www.educationaboveall.org

wise education summit has a twin  WISH health summit

sheikha moza closely advised by mahbubani coordinator of singapore universities for lee kuan yew

qatar's main connector at unesco ai education summit seems to have been 

H.E Dr. Ibrahim Bin Saleh Al-Naimi Undersecretary of the Ministry of Education and Higher Education Qatar

saudi

 dont follow saudi much but the toyota middle east foundation abdul latif hq saudi has sponsored amazing tech labs ending poverty and  very interested to know more about connecting Dr. Haifa Jamal Al-Lail 

https://www.uopeople.edu/about/leadership/presidents-council/presid...

main saudi speaker at rewired 2020 seems to have been 

  • H.E. Dr. Mohammed Ahmed Alsudairy, Vice Minister of Education for Universities, Research and Innovation Saudi Arabia

since september 2019 jack ma has returned full time to education- havent yet found much about how he connects middle east

JORDAN jack ma has given grants to education foundation of queen rania

also interesting in jordan is 

  • Dr. Sonia Ben Jaafar, Chief Executive Officer, Abdulla Al Ghurair Foundation for Education

israel was one of first 7 world hubs of ma's 15 billion dollar r&d network on artificial intel damo-

https://damo.alibaba.com/labs/ ;

israel has a brilliant tech scene- interesting to see if reported new friendship with uae connects education leaps

aga khan - pakistan, afghanistan and 8 more countries schools2030.org Dr. Bronwen Magrath , Global Programme Manager Schools2030, Aga Khan Foundation - spoke at rewired 2020 -10 nations include Tajikistan, Kyrgyzstan, portugal, brazil

UAE INFLUENCERS AT REWIRED

  • H.E. Dr. Mohammed Ahmed Alsudairy, Vice Minister of Education for Universities, Research and Innovation Saudi Arabia
  •  H.E. Ms. Jameela Al Muhairi, Minister of State for Public Education, UAE

UAE INFLUENCERS AT VARKEY 2019 included:

  • UAE ABDULLA AL KARAM

    CHAIRMAN OF THE BOARD OF DIRECTORS & DIRECTOR GENERAL

    KNOWLEDGE & HUMAN DEVELOPMENT AUTHORITY

    uaE- Dr Abdulla Al Karam is an engineer by trade, a leader by profession, and an educator at heart. He is responsible for the quality and growth of an education sector unlike any other in the world. More than 85 per cent of all education takes place in the private sector while 58 per cent of Emirati parents, who have the option of sending their children to government schools, choose private schools. The question Dr Al Karam and his team seek is to answer is how a government authority can make the most of this diversity to transform education for all students. He has applied a partnership and collaboration-driven strategy to Dubaiês private schools sector, resulting in improved student outcomes in international assessments such as PISA, TIMSS and PIRLS. The What Works initiative challenges the notion that competitors cannot collaborate, and is a unique model regional governments could consider to work with private sector operators to ensure high-quality education for all students.

UAE SHEIKH NAHAYAN MABARAK AL NAHAYAN

CABINET MEMBER AND MINISTER OF TOLERANCE

GOVERNMENT OF UAE

His Excellency Sheikh Nahayan Mabarak Al Nahayan is the Minister of Tolerance in the new Cabinet announced in October 2017. His Excellency Sheikh Nahayan Mabarak joined the Federal Government in 1992 and held a number of government portfolios including Minister of Higher Education and Scientific Research, and held the position of Minister of Education, and Minister of Culture and Knowledge Development. His Excellency Sheikh Nahayan Mabarak was also Chancellor of United Arab Emirates University from 1983 to 2013; Chancellor of Higher Colleges of Technology from 1988 to 2013; and President of Zayed University from 1998 to 2013. His Excellency Sheikh Nahayan Mabarak Al Nahayan received his education from the British Millfield School until the high secondary level before joining Magdalen College at Oxford University-UK.

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

more on lubna

She was previously the Minister of State for Tolerance, Minister of State for International Cooperation, and Minister of Economic and Planning of the United Arab Emirates (UAE). She was the first woman to hold a ministerial post in the United Arab Emirates. Lubna graduated from the California State University, Chico with a bachelor's degree in Computer Science, and has an Executive MBA from the American University of Sharjah. Lubna received an honorary doctorate of science from California State University, Chico. In March 2014, she was appointed President of Zayed University.[1] – she explained that her computer science degree helped drive smart port logistics from the beginning

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KERRY GLASGOWIS HUMANITY'S LAST BEST CHANCE - Join search for Sustainaabilty's Curricula

Dear Robert - you kindly asked for a short email so that you could see if there is a CGTN anchor in east coast who might confidentially share views with my expectation of how only Asian young women cultural movements (parenting and community depth but amplified by transparent tech in life shaping markets eg health, food, nature..) can return sustainability to all of us
three of my father's main surveys in The Economist 1962-1977 explain imo where future history will take us (and so why younger half of world need friendship/sustainable adaptation with Chinese youth -both on mainland and diaspora)
 1962 consider japan approved by JF Kennedy: argued good news - 2 new economic models were emerging through japan korea south and taiwan relevant to all Asia Rising (nrxt to link the whole trading/supply chains of the far east coast down through hong kong and cross-seas at singapore)
1 rural keynsianism ie 100% productivity in village first of all food security- borlaug alumni ending starvation
2 supercity costal trade models which designed hi-tech borderless sme value chains- to build a 20 million person capital or an 8 million person superport you needed the same advances in engineering - partly why this second economic model was win-win for first time since engines begun Glasgow 1760 ; potentially able to leverage tech giant leaps 100 times ahead; the big opportunity von neumann had gifted us - knowhow action networking multiply value application unlike consuming up things
1976 entrepreneurial revolution -translated into italian by prodi - argued that future globalisation big politics big corporate would need to be triangularised by community scaled sme networks- this was both how innovation advancing human lot begins and also the only way to end poverty in the sense of 21st C being such that next girl born can thrive because every community taps in diversity/safety/ valuing child and health as conditions out of which intergenerational economic growth can spring
in 1977 fathers survey of china - argued that there was now great hope that china had found the system designs that would empower a billion people to escape from extreme poverty but ultimately education of the one child generation (its tech for human capabilities) would be pivotal ( parallel 1977 survey looked at the futures of half the world's people ie east of iran)
best chris macrae + 1 240 316 8157 washington DC
IN MORE DETAIL TECH HUMAN EXPONENTIALS LAST CHANCE DECADE? 
 - we are in midst of unprecedented exponential change (dad from 1960s called death of distance) the  tech legacy of von neumann (dad was his biographer due to luckily meeting him in his final years including neumann's scoping of brain science (ie ai and human i) research which he asked yale to continue in his last lecture series). Exponential risks of extinction track to  mainly western top-down errors at crossroads of tech  over last 60 years (as well as non transparent geonomic mapping of how to reconcile what mainly 10 white empires had monopoly done with machines 1760-1945 and embedded in finance - see eg keynes last chapter of general theory of money); so our 2020s destiny is conditioned by quite simple local time-stamped details but ones that have compounded so that root cause and consequence need exact opposite of academic silos- so I hope there are some simple mapping points we can agree sustainability and chinese anchors in particular are now urgently in the middle of
Both my father www.normanmacrae.net at the economist and I (eg co-authoring 1984 book 2025 report, retranslated to 1993 sweden's new vikings) have argued sustainability in early 21st c will depend mostly on how asians as 65% of humans advance and how von neumann (or moores law) 100 times more tech every decade from 1960s is valued by society and business.
My father (awarded Japan's Order of Rising Sun and one time scriptwriter for Prince Charles trips to Japan) had served as teen allied bomber command burma campaign - he therefore had google maps in his head 50 years ahead of most media people, and also believed the world needed peace (dad was only journalist at messina birth of EU ) ; from 1960 his Asian inclusion arguments were almost coincidental to Ezra Vogel who knew much more about Japan=China last 2000 years ( additionally  cultural consciousness of silk road's eastern dynamics not golden rule of Western Whites) and peter drucker's view of organisational systems
(none of the 10 people at the economist my father had mentored continued his work past 1993- 2 key friends died early; then the web turned against education-journalism when west coast ventures got taken over by advertising/commerce instead of permitting 2 webs - one hi-trust educational; the other blah blah. sell sell .sex sell. viral trivial and hate politicking)
although i had worked mainly in the far east eg with unilever because of family responsibilities I never got to china until i started bumping into chinese female graduates at un launch of sdgs in 2015- I got in 8 visits to beijing -guided by them around tsinghua, china centre of globalisation, a chinese elder Ying Lowrey who had worked on smes in usa for 25 years but was not jack ma's biographer in 2015 just as his fintech models (taobao not alibaba) were empowering villagers integration into supply chains; there was a fantastic global edutech conference dec 2016 in Tsinghua region (also 3 briefings by Romano Prodi to students) that I attended connected with  great womens education hero bangladesh's fazle abed;  Abed spent much of hs last decade hosting events with chinese and other asian ambassadors; unite university graduates around sdg projects the world needed in every community but which had first been massively demonstrated in asia - if you like a version of schwarzman scholars but inclusive of places linking all deepest sustainability goals challenges 
and i personally feel learnt a lot from 3 people broadcasting from cgtn you and the 2 ladies liu xin and  tian wei (they always seemed to do balanced interviews even in the middle of trump's hatred campaigns), through them I also became a fan of father and daughter Jin at AIIB ; i attended korea's annual general meet 2017 of aiib; it was fascinating watching bankers for 60 countries each coming up with excuses as to why they would not lead on infrastructure investments (even though the supercity economic model depends on that)
Being a diaspora scot and a mathematician borders (managers who maximise externalisation of risks) scare me; especially rise of nationalist ones ;   it is pretty clear historically that london trapped most of asia in colomisdation ; then bankrupted by world war 2 rushed to independence without the un or anyone helping redesign top-down systems ; this all crashed into bangladesh the first bottom up collaboration women lab ; ironically on health, food security, education bangladesh and chinese village women empowerment depended on sharing almost every village microfranchise between 1972 and 2000 especially on last mile health networking
in dads editing of 2025 from 1984 he had called for massive human awareness by 2001 of mans biggest risk being discrepancies in incomes and expectations of rich and poor nations; he suggested that eg public broadcast media could host a reality tv end poverty entrepreneur competition just as digital media was scaling to be as impactful as mass media
that didnt happen and pretty much every mess - reactions to 9/11, failure to do ai of epidemics as priority from 2005 instead of autonomous cars, failure to end long-term carbon investments, subprime has been rooted in the west not having either government nor big corporate systems necessary to collaboratively value Asian SDG innovations especially with 5g
I am not smart enough to understand how to thread all the politics now going on but in the event that any cgtn journalist wants to chat especially in dc where we could meet I do not see humans preventing extinction without maximising chinese youth (particularly womens dreams); due to covid we lost plans japan had to relaunch value of female athletes - so this and other ways japan and china and korea might have regained joint consciousness look as if they are being lost- in other words both cultural and education networks (not correctly valued by gdp news headlines) may still be our best chance at asian women empowerment saving us all from extinction but that needs off the record brainstorming as I have no idea what a cgtn journalist is free to cover now that trump has turned 75% of americans into seeing china as the enemy instead of looking at what asian policies of usa hurt humans (eg afghanistan is surely a human wrong caused mostly by usa); a; being a diaspora scot i have this naive idea that we need to celebrate happiness of all peoples an stop using media to spiral hatred across nations but I expect that isnt something an anchor can host generally but for example if an anchor really loves ending covid everywhere then at least in that market she needs to want to help united peoples, transparency of deep data etc

2021 afore ye go to glasgow cop26-

please map how and why - more than 3 in 4 scots earn their livelihoods worldwide not in our homeland- that requires hi-trust as well as hi-tech to try to love all cultures and nature's diversity- until mcdonalds you could use MAC OR MC TO identify our community engaging networks THAT SCALED ROUND STARTING UP THE AGE OF HUMANS AND MACHINES OF GKASGOW UNI 1760 1 2 3 - and the microfranchises they aimed to sustain  locally around each next child born - these days scots hall of fame started in 1760s around   adam smith and james watt and 195 years later glasgow engineering BA fazle abed - we hope biden unites his irish community building though cop26 -ditto we hope kamalA values gandhi- public service - but understand if he or she is too busy iN DC 2021 with covid or finding which democrats or republicans or american people speak bottom-up sustainable goals teachers and enrrepreneurs -zoom with chris.macrae@yahoo.co.uk if you are curious - fanily foundation of the economist's norman macrae- explorer of whether 100 times more tehc every decade since 1945 would end poverty or prove orwell's-big brother trumps -fears correct 2025report.com est1984 or the economist's entreprenerialrevolutionstarted up 1976 with italy/franciscan romano prodi

help assemble worldrecordjobs.com card pack 1in time for games at cop26 glasgow nov 2021 - 260th year of machines and humans started up by smith and watt- chris.macrae@yahoo.co.uk- co-author 2025report.com, networker foundation of The Economist's Norman Macrae - 60s curricula telecommuting andjapan's capitalist belt roaders; 70s curricula entreprenurial revolution and poverty-ending rural keynesianism - library of 40 annual surveys loving win-wins between nations youth biographer john von neumann


http://plunkettlakepress.com/jvn.html

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