Sir Fazle Abed -top 70 alumni networks & 5 scots curious about hi-trust hi-tech
jargon watch - sdgs; jargon search - teachers universityofstars.com launched delhi 2004
please tell us of who is creating space to discuss this -back in 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
2015, the 32nd year of the 2025 report appeared as then the most exciting for 360 degree transformation education , also the first years of the sdgs- the education commissionwas assembled by norway's president solberg, indonesia's president widodo, malawi's president mutharika, chile's then president bachelet, unesco's then director general bokova with overall chairmanship by scotland's gordon brown
as 2020 closes -my 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
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
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
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
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
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
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
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
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.
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.
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.
varkey twitter lists include
varkey 2020 global teacher prize winner r disale from india
some older twitter lists of prize teachers
speakers at 2019 most recent varkey dubai global education series summit
* BIO IN NEXT POST
THREEFOLD TRIGGER MARKETING
ARGENTINA VARKEY COUNTRY DIRECTOR - Agustin is an experienced Education and Public Policy professional with successful achievements in the development of innovative approaches to education and the development of creative solutions to solve challenges around education. Entrepreneurial minded with the ability to quickly adapt to changing markets, Agustin has worked for many years in the public sector in Argentina as an official at the Ministry of Education of the City of Buenos Aires and the Agency of Social Security; leading the Education Policy area at Fundacion Contemporanea. Before joining the Varkey Foundation as Country Manager to Argentina, Agustin was the Executive Director at FormarHub Foundation, a non-profit organization that supports innovative approaches to education between Latin America and the United States. Agustin has Master Degree in Public Policy with specialization in education from the McCourt School of Public Policy in Georgetown University, Washington D.C. He has postgraduate degree in Politics, Government and Administration at the Catholic University of Argentina with a teacher certification in Philosophy.
NEW ORIENTAL EDUCATION AND TECHNOLOGY GROUP
CHAIRMAN OF THE BOARD OF DIRECTORS & DIRECTOR GENERAL
KNOWLEDGE & HUMAN DEVELOPMENT AUTHORITY
UAE SHEIKH NAHAYAN MABARAK AL NAHAYAN
CABINET MEMBER AND MINISTER OF TOLERANCE
GOVERNMENT OF UAE
CANADA BANGLADESH AHMED ULLAH
CANADIAN ROHINGYA DEVELOPMENT INITIATIVE
INDIA AMBARISH RAI
RIGHT TO EDUCATION (RTE) FORUM
AMINI KAJUNJU WEST AFRICA NEW UNI COTE D'IVOIRE IUDB
AMY OGAN USA CARNEGIE MELON EDUTECH
CARNEGIE MELLON UNIVERSITY
ANA GABRIELA PESSOA GLOBAL
VP OF STRATEGIC PARTNERSHIPS
NDREAS SCHLEICHER GLOBAL
DIRECTOR FOR THE DIRECTORATE OF EDUCATION AND SKILLS
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD)
ANDREW MOFFAT UK DIVRERSITY
ASSISTANT HEAD TEACHER
PARKFIELD COMMUNITY SCHOOL
“High Touch High Tech (HTHT) for All”:
A call to action for a global consortium
COVID-19, for all its devastation and havoc wreaked, is a brutal and much needed wake-up call. It is a wake-up call that has revealed, very prominently, the limitations of our traditional brick-and-mortar modus operandi. It is also a wake-up call that has inevitably incited a newfound reliance on technology-driven digital and online solutions—and simultaneously exposed our lack of preparation in leveraging their potential.
That the education sector has been especially hard hit is well recognized. At the pandemic’s peak in April, 91% of the student population worldwide—almost 1.6 billion students—experienced the closing of their schools. While the wake-up call most apparently illuminates the current educational challenges engendered by COVID-19, it signals and signifies the gravity of a long-standing learning crisis that predates the pandemic. Projections by the Education Commission already revealed the concerning reality that 825 million students in low- and middle-income countries would not be on course to gaining basic secondary-level skills necessary for the labor market. The advent of the Fourth Industrial Revolution (4IR) adds a further dimension of urgency with 65% of current primary school students expected to have jobs that do not yet even exist today.
As the first act of the Fourth Industrial Revolution commences, it is necessitating a fundamental shift in what we learn and how we teach. Yet, if the COVID-19 response is any indication of our preparedness in adapting to the rapidly advancing 4IR landscape, prospects are grim. Evidenced by the often haphazard and disarrayed infusion of technology in remote learning schemes, a copy-paste type approach will neither suffice nor succeed; the offline content cannot simply be re-uploaded online. Rather, there is a need to meaningfully reconfigure and realign anew to the 4IR approach of acquiring, processing, and constructing information. Obfuscating the boundaries of the physical and digital, and even the biological, 4IR and the skills it demands are profoundly more complex, more creative, and more collaborative. Education must, therefore, also follow suit.
High Touch High Tech (HTHT)
Embodying these elements—conceptually, operationally, and relationally—is the High Touch High Tech (HTHT) learning approach. Like its name suggests, this approach is comprised of two distinct components and aims. High Tech refers to the advanced technology, and an adaptive learning technology that harnesses the power of artificial intelligence (AI), in particular. It boasts a diagnostic feature that identifies prior knowledge, and an adaptive facility that tailors instruction to diverse learning levels and needs—allowing students to be stimulated and nurtured as they progress at their own pace. Directly complementing the High Tech component is the equally critical High Touch element provided by teachers. With the inclusion of adaptive learning technology, teachers are afforded the capacity to supply more personalized guidance through software-informed data. Teachers are also granted more time to supervise active, interactive, and collaborative learning experiences, such as project-based learning, that foster higher-order and soft skills. Recognizing the importance of human touch and connection, mentoring that emphasizes socio-emotional development also constitutes a key aspect of the comprehensive High Touch learning schemes.
Spearheading this approach is the Education Commission and its recently established Asia hub, Education Commission Asia (ECA) based in Seoul, Korea. In the fall of 2019, the Education Commission, with support from the UK’s Department for International Development, the Vietnamese Ministry of Education and Training, and Arizona State University, launched the first HTHT prototype project in Vietnam. Implemented across a seventh grade math curriculum, the HTHT approach demonstrated a positive impact of 0.436 standard deviations—equivalent to two years of learning. Encouraged by these promising results, preparations are in development to conduct a feasibility study ahead of a scale-up to 40 schools throughout the country. With the primary mission of furthering HTHT’s reach, ECA has also made efforts to build a robust HTHT portfolio since its inception last year. Globally, projects are underway in Uruguay, where the HTHT approach will be implemented for math and computational thinking, in partnership with Plan Ceibal, and Indonesia, on course to begin next year. Progress has also been made on the domestic front: the HTHT University Consortium (which now includes 16 member institutions) provides support to Korean universities incorporating the HTHT approach in their curricula and the HTHT K-12 Consortium targets low-income students across multiple cities, children of North Korean defectors, and multi-ethnic Korean youth.
Even with the initial favorable results of the HTHT approach, however, its scalability holds the keys to its ultimate impact. HTHT must show promise not only as an approach that is adaptive to individual students, but as one that is ultimately adaptable to a variety of contexts. Without doubt, the most apparent and ubiquitous bottleneck in scaling HTHT is the infrastructural diversity in accessibility to networks and devices—and the accompanying variations in digital literacy. Unhindered by offline limitations, technology—and the digital devices, digital content, and online platforms it encompasses—inherently boasts the potential to enhance connections and foster exchange in learning. Yet, our evident lack of readiness in meeting the challenges of the current pandemic, and the greater 4IR era, has resulted in a failure to not only optimally capitalize on this potential but to prevent an exacerbation of the digital divide—further inhibiting learning for many students. With 43% of all students worldwide (about 706 million) lacking home internet access and an even greater proportion (about 826 million) with no household computer to use, technology-dependent remote learning schemes are proving more divisive than inclusive.
“HTHT for All”
Amid the chaos of COVID-19, education has been presented with an unprecedented opportunity to reorient its focus in light of the Fourth Industrial Revolution, and redefine its scope to impact far more students than it does now. It is an opportunity, and simultaneously, a responsibility, that demands the attention and the proactive efforts of the global community. Heeding this call, the Education Commission and Education Commission Asia have launched a global initiative with the vision of sharing “HTHT for All.”
Just as the prospects of 4IR rest on our capacity to collaborate effectively across sectors and disciplines, so too will the “HTHT for All” initiative be determined by its success as a multi-sectoral and multidisciplinary pursuit. The prolonged devastation of the pandemic and its relentless penetration of all industries has also reaffirmed that no sector has been spared—and a collaboration across them is imperative in rebuilding and building anew. Channeling the momentum garnered from the crisis, this initiative, therefore, invites and urges relevant actors from all segments of the ecosystem to forge a synergistic alliance so that “HTHT for All”—true to its name and mission—can be realized for all students.
Integral in this collaborative endeavor are diverse actors fulfilling unique and complementary roles: educators sharing the content knowledge; government officials across various ministries advancing policy and securing funding; edtech innovators supplying the technology; network providers and industry partners constructing the infrastructural foundation; and non-governmental coalitions generating awareness and advocacy. Notably, even within a robust and supportive ecosystem, a passive coalescing of factors will not suffice; leaders and pioneers must make conscientious strides to forge partnerships and consensus.
Within the policy arena, a reliable system of cross-ministerial communication must be in place to ensure an overarching vision supported by durable funding streams, and proper oversight without duplication of efforts. Public-private partnerships between edtech providers and schools also comprise an essential feature of the ecosystem: the former must cooperate to distribute the technological hard- and software at subsidized rates, as the latter functions as a testing ground or testbed for the technology. Moreover, bolstering the legal framework to enhance the availability, accessibility, and applicability of data would serve to benefit researchers, instructors, and edtech providers alike. In the case of Korea, for instance, education data constitutes but a mere 5% of the total public database—only 9% of which is standardized and suitable for further analysis. It is only when these foundational elements take hold that an effective quadripartite collaboration across the government, academia, edtech industry, and NGOs will emerge—propelling the innovation, investment, and research necessary for an effective and equitable expansion of HTHT.
“HTHT for All” Global Consortium
For the vision conceived to become a vision actualized, the pursuit of “HTHT for All” must be advanced strategically, swiftly, and with great intentionality. Against the reality of competing interests and priorities, however, the ecosystem—and the actors that comprise it—will naturally remain scattered in their disparate domains unless otherwise prompted. To this end, the Education Commission and Education Commission Asia have joined forces to establish a multisided “HTHT for All” Global Consortium to anchor and unify the ecosystem in scaling the HTHT approach—and addressing the existing bottlenecks that prevent its proliferation. Inspired in large part by the success of the ECA-led University and K-12 Consortia in Korea, the Global Consortium stands to benefit from further leveraging the lessons emerging from the experiences of the two consortia.
Despite its relative nascency, ECA’s HTHT University Consortium has revealed that, with proper facilitation, scalability of the HTHT approach is indeed achievable. Without doubt, the rapid expansion of the Consortium can be attributed to the sudden onset of the pandemic—leaving cities, universities, and schools desperate and eager to embrace new ways of teaching and learning. The progress made is noteworthy, nevertheless. Highlighting the advantage of an evident network effect, or economies of scale, the Consortium has grown to enjoy the participation of 16 universities, eight edtech companies, five cities, four schools, and two foundations in a span of less than 10 months following its launch. Beginning with just six universities and one vendor, the Consortium’s incorporation of three new global vendors, shortly thereafter, resulted in garnering the interest of more institutions—some of which requested for adaptive learning platforms in Korean. The introduction of four domestic vendors and the increased courseware options in Korean then further heightened the appeal for prospective institutions, leading the Consortium to extend its membership to 10 additional universities and colleges.
The experience of the HTHT K-12 Consortium also provides a valuable perspective in the establishment of the proposed Global Consortium. Following the lead of its higher education counterparts, the K-12 Consortium’s first venture began in April of 2020 with the Seocho district of Seoul—part of the affluent Gangnam area yet replete with many students in disadvantaged and vulnerable contexts, particularly those low-income. Realizing the merit of personalized and adaptive modes of learning especially for these students, community youth centers in the district were keen to integrate the HTHT approach utilizing a Korean adaptive learning platform into their mentoring programs. In expanding the K-12 Consortium to other cities and regions, however, it quickly became evident that the participation of more and varied actors would be imperative. In contrast to universities with the capacity to pay access and usage fees, programs serving vulnerable or disadvantaged youth often rely on financial support from external organizations; hiring competent and trained personnel is also a prevailing challenge. As the convener and facilitator of the Consortium, ECA, therefore, initiated relationships with foundations and NGOs to secure funding, as well as with colleges to supply student mentors for these programs. Alongside enlarging its geographic presence, the K-12 Consortium has actively pursued partnerships with schools and centers for children of North Korean defectors and multi-ethnic Korean youth so as to extend its reach to more diverse populations. A promising partnership with a middle and high school for children of North Korean defectors has been particularly instructive in functioning as a model case for other nontraditional, alternative schools seeking to join the Consortium.
Notwithstanding HTHT’s relative newcomer status on the block of learning modalities, its diffusion has been remarkably proactive and purposeful. Insights from Arizona State University’s experience in implementing adaptive learning approaches have contributed to shaping the Vietnam prototype; the lessons learned from the Vietnam prototype, then, in turn, have motivated and catalyzed the operations of both the University and K-12 Consortia in Korea. Against this backdrop, the Education Commission and Education Commission Asia’s proposed “HTHT for All” Global Consortium is uniquely situated to even further accelerate the testing of the HTHT approach in more varied contexts and subsequently strengthen the robustness of its evidence base. Through the preceding examples, the lesson most prominently brought to the fore is that of the need for all the relevant actors of the HTHT ecosystem (e.g., schools, universities, vendors, NGOs, foundations) to be appropriately represented in the Consortium. Notably, the Global Consortium’s added capacity to invite the participation of multilateral development banks and organizations, as well as global companies in network and energy, will serve to reinforce and galvanize the ecosystem in overcoming the digital divide to deliver HTHT to all.
“HTHT for All” is a call to action. It is a call to action for a collective mobilization of efforts, talents, and funds from all facets of the ecosystem. At the same time, it is a response—and a responsibility—to redress the global community’s inaction, as yet, to produce a concerted plan and way forward that will adequately equip students far beyond the pandemic.
No longer can we afford to dismiss the learning crisis as simply an educational issue; no longer can we continue to address it as a purely educational endeavor. Given the known effects of education on individual and societal outcomes, the learning crisis—albeit most pressing and prominent as an educational issue today—will eventually resurface as a workforce issue, and ultimately, as an enduring challenge that impairs the overall economy. It is only a matter of time.
The wake-up call may be loud and commanding now, but it will not resound forever. The aftermath of failing to recognize it, however, will persist into the decades ahead—long after COVID-19 has abated. The anticipation of a return to normalcy cannot justify our present neglect and complacency.
While the attention to the learning crisis is long overdue, the opportunity is now. How—and how thoughtfully—we harness it will determine the strength and sustainability of its impact. As a global initiative that addresses the wake-up call—and the corresponding opportunity, “HTHT for All,” strives to be as inclusive as it is innovative—for true impact is realized only when the innovation is accessible and enjoyed by more than a privileged few.
Today, “HTHT for All” is an initial call to action, but through our collective vision, drive, and resolution, it can inspire a transformation of learning altogether for students and societies today, tomorrow, and for generations to come.
 Ju-Ho Lee, Chairperson of Education Commission Asia
 Liesbet Steer, Director of the Education Commission
 Joy Nam, Consultant at Education Commission Asia
education commission asia part 1
Board of Directors
Professor, KDI School of Public Policy and Management
Commissioner, International Commission on Financing Global Education Opportunity
Former) Minister of Education, Science and Technology, Republic of Korea
Chairperson, Ulsan Industrial Education Foundation
Former) President, Pohang University of Science and Technology
Former) Minister of Education, Science and Technology, Republic of Korea
Director of HTHT Education Committee
President, Korean Institue for Future Education
Former) President, Korean Educational Development Institute
Director of Edutech Ecosystem Committee
CEO, Time Education
President, Korea Edutech Industry Association
Director of Primary and Secondary Education Innovation Committee
Chief Director, SEED CO-OP
Former) Chief of the Founding Committee, University Student Donation for Education
CEO, Yeolmae Company
Former) KPMG SIA
Attorney, S&L Partners
Former) Director, Korea Work Life Balance Foundation
Former) Director, Work and Family
Commissioner, International Commission on Financing Global Education Opportunity
CEO, Idara-e Taleemo-o
Brookings Institute Senior Fellow
Former) Director of Education &
Acting Vice President, World Bank
21st Member of the National Assembly
Professor, KDI School of Public Policy and Management
Former) Advisor, National Economic Advisory Council
21st Member of the National Assembly
Former) Chief Director, Future Consensus Institute
Former) 35th Governor of Gangwon-do
CEO, J Campus
Former) President, The Seoul Forum for International Affairs
Former) President, Samsung Economic Research Institute
President, The Korean Educational Research Association
Former) Vice President, Kyungnam University
Former) President, Korea Institute for Curriculum and Evaluation
President, Halla University
Former) The 1st Vice Minister of Education, Science and Technology, Republic of Korea
Former) President, Woosuk University
CEO, Mason Intelligence
Former) CIO, Benetton Korea
Former) Managing Director, IBM Korea Cloud SW Business Dept
President, Dosan Academy
Former) President, Korea Education and Research Information Service
Former) Presidential Secretary for New Media at the Blue House
Chairman, The Korean Educational Administration Society
Former) President, Gwangju National University of Education
Former) Chairman, The Journal of Law of Education
Director of Digital Communication
Communication Director, SEED CO-OP
Former) Communication Specialist, Compassion Korea
Former) Professor, Ewha University
Former) President, Korea Institute for Curriculum and Evaluation
Former) Secretary General, Korean Council for University Education
Global Center on Adaptation, Strategy & Partnerships
Former) World Bank Senior Advisor, Director
Professor, Chungnam National University
Former) President, Smart Education Society
Former) President, Korea Education and Research Information Service
President, Agricultural Cooperative University
Former) 1st Vice Minister of Economy and Finance
Former) Secretary to the President for Economic and Financial Affairs
Advisor, Center for Strategic and Cultural Studies, Korea
Former) Korean Ambassador, European Union
Former) Korean Ambassador, Indonesia
education commission asia part 2
President of K-Edu Lab
Director of International Cooperation, Seojeong University
MBA, The University of Chicago (Booth School of Business)
President of University Innovation Lab
Research Fellow, Korean Educational Development Institute
Former) Assistant Secretary to the President for Education at the Blue House
Ph.D. in Law, Korea University
President of Global Innovative Education Lab
Director of Global Partnership, Education Commission Asia
Professor, Yonsei University
Vice President of Global Innovative Education Lab
Invited Professor, Dept. of Agricultural Economics and Rural Development, Seoul National University
Executive Member, Technical Advisory Committee Food and Fertilizer Technology Center, Taipei, Taiwan
Former) President, Korea Rural Economic Institute
Professor, Seoul National University
Former) Professor, KDI School of Public Policy and Management
Ph.D. in Sustainable Development, Columbia University
Researcher, Cambridge University
Former) Consultant, World Bank and OECD
Ph.D. in Education, The University of Cambridge
Academic-Industrial Cooperation Professor, Medical Big Data Research Center at Seoul National University College of Medicine
Former) Research Professor, Yonsei University
Former) Chair, Study Group on Collaborative and Deliberative Governance, Asian Association for Public Administration
Professor, Ajou University
Ph.D. in Educational Technology, Hanyang University, Korea
CEO, Inno D-Lab
Former) Fellow, Korea Development Institute
Ph.D. in Policy Analysis, Pardee RAND Graduate School
Professor, Kyonggi University
Ph.D. in Educational Technology, Seoul National University
Professor, Graduate School of Energy and Environment of Korea University
Ph.D. in Energy and Environmental Policy, University of Delaware
Professor, KDI School of Public Policy and Management
Vice President, Korea Development Institute
Ph.D in Economics, Stanford University
Professor, Department of Economics, Korea University
President Institute of Sustainable Development, Korea University
Handling editor, Singapore Economic Review
Professor, Division of Environmental Science and Ecological Engineering, Korea University
Director, OJeong REsilience Institute, Korea University
Director of Institute for Climate Change Action
<spanProfessor, College of Business, Korea Advanced Institute of Science and Technology
Ph.D. in Economics, The University of Chicago
Assistant Professor, Underwood International College, Yonsei University
Ph.D, in Sustainable Development, Columbia University
Assistant Professor, University of Illinois at Chicago
Former) Research Assistant, Pierre-André Chiappori and Bernard Salanié
Former) Intern, Korean Women’s Development Institute
Associate Professor, School of Economics, Yonsei Unviersity
Former) Assistant Professor, School of Economics, Yonsei University
Lecturer (tenured), Dept. of Economics, Monash University, Australia
Professor, Department of Economic, Yonsei University
Consultant, World Bank
Research Fellow, Institute for Global Engagement and Empowerment
Manager,Higher Vocational Research Institute, Korean Council For College University Education
Former) Director of Induk University’s Educational Innovation Institute
education commission asia part 3
Former) Secretary General, Korea Council for University College Education
Former) Secretary General, Hanbat National University
Former) Secretary General, Korea National Sport University
Former) Secretary General, Gyeongin National University of Education
Former) Director of General Affairs at Korea National Sport University
Former) Director of General Affairs at Andong National University
Former) Consultant, World Bank
Ph.D. Candidate of Education Policy, Columbia University
Former) Global Marketing Manager, Hyundai Motor Company, Seoul Headquarters
Master of Higher Education and Student Development, Wheaton College, USA
Former) Researcher, Architecture & Urban Research Institute
Former) Researcher, National Democratic Institute Myanmar
Master of Public Policy, Oxford University
Youth advisory group, Presidential Education Council
Former) Intern, Resto du Coeur
Master’s Candidate of International Affairs, Institut d’Études Politiques de Paris
Learning Revolution Forum
Research fellow, Electronics and Telecommunications Research Institute
Board member, Chairperson of Steering Committee, Director, Platform of Scientists, Entrepreneurs and People
CEO, Linus Vietnam
Committee Member, Hanyang University, Graduate School of Management of Technology and Innovation
Former) Deputy Secretary to the President for Civil Service at the Presidential Office
Vice President, Korean Association of Private Secondary School Principals
President, Daegu Association of Private Secondary School Principals
President, Korean Institute for Future Education
Teacher, Yongi Elementary School
Former) Adjunct Professor, KyungHee University
Ph.D. in Education, KyungHee University
Director General, Institute for Education and Innovation
Former) Assistant Research Professor, Center for Teaching and Learning, Seoul National University, Korea
Former) Specially Appointed Associate Professor, Center for Research and Development in Higher Education, Hokkaido University, Japan
Senior Research Engineer, Korea Foundation for the Advancement of Science & Creativity
Former) Senior Research Engineer, Samsung Advanced Institute of Technology
Ph.D. in Physics, Korea Advanced Institute of Science and Technology
Educational Innovation Director, Central Christian Academy
Online Teacher Support Group, Ministry of Education
Capacity Development for ICT, KOICA Rwanda 2019
Chief Director, Korea Youth Policy Academy
Advisory Committee Member, National Assembly Future Institute
A warm welcome to everyone. These days, I often find myself fumbling for the right words when I greet a diverse group of webinar participants like yourselves coming from different time zones. The simple ‘Good mornings’ or ‘Good afternoons’ just don’t work anymore for obvious reasons. The timing of the gathering may be a bit uncivilised for some of you, but we are delighted that you can join us, and we are grateful that technology has brought us together. First of all, a big thank you to Cyberport, our co-creator, the many local and international partners and the distinguished speakers of our Summit today.
The Edventures Global Business Acceleration Program was actually conceived over two years ago at the founding of Esperanza. Little did we know at the time that an unknown virus would trigger in a matter of weeks a revolution that would change everything we have taken for granted, especially in the way we teach and learn all over the world. This new normal has become an integrated part of our daily living in the 21st Century.
We have inherited an education system that has remained largely unchanged since the 19th Century. The Brookings Institution predicted in a recent study that if the education sector were to stay on its current trajectory, in a decade’s time, that is, by 2030, half of our young population would lack the basic skills needed to thrive in the 21st Century. To alter this dire destiny, we must make rapid, non-linear progress, what Brookings calls leapfrogging, with the aid of technology acting as catalyst and change agent.
Learning is most effective when it is enjoyable for all concerned. Technology can make learning fun for learners using interesting and effective methods and materials. Technology can also help unburden teachers from administrative minutiae leaving them time to attend to individual students and prepare relevant instructional materials and supplements.
Through the use of AI and data analytics, technology can help formulate individualised education plans, track progress to suit the needs of students learning at different paces and evaluate the impact of learning on a continuous basis. As we seek to nurture a new generation of global citizens, technology can also enable students to collaborate and learn with peers in different parts of the world in real time.
Technology can also assist students with physical or developmental disabilities to learn in more meaningful and effective ways. While the concern about digital divide is real and has to be tackled as a matter of priority, there is no denying that technology can make quality learning more accessible to remote or otherwise difficult-to-reach students with little economic means.
There is a common perception that edtech is used primarily to develop digital literacy. Not so. According to the same Brookings study, literacy, numeracy and 21st Century skills are the top three areas that edtech innovations can address. We should also be mindful that edtech applications should not be just about the replication of traditional classroom instructions on digital platforms. We should also avoid relying on technology as an extra layer of reinforcement, for example, in the form of additional online after school classes, duplicating efforts in the physical world and aggravating further the problems of existing systems.
Successful edtech innovations can modify and augment the learning experience from a student-centred perspective. Edtech applications can redefine what, how, when, where and with whom we should learn. This demands a fundamental change in the mindsets of educators, parents and the community at large. It also requires effective collaboration among a complex and interconnected web of stakeholders outside the classroom, from policy-makers, education technology providers, NGOs to funders, investors and the business community. The Brookings study pointed out that 46% of edtech innovations have been implemented by NGOs, with the private sector as the second largest at 40%, while governments have contributed only 11%.
The Edventures Global Business Acceleration Program is part of Esperanza’s Reimagine Education Initiative that was launched last year. Our startup NGO advocates new ways to live, learn and work in the 21st Century and channels community resources to support change makers from Hong Kong and around the world. We believe that we can learn from and collaborate with one another in developing effective solutions with global significance.
With this objective in mind, Esperanza initiated, together with Cyberport and a wide array of partners, the inaugural Edventures GBA Fellowship. The program aims to identify fast growing edtech ventures, connect them with like-minded people and organisations to help them realise their global ambitions.
In a few hours’ time, the ten finalists of the Fellowship will present their work and look for partnership opportunities. They are also exhibiting at a virtual expo until 22 November. You may wish to visit them after their pitches to understand more about their work and meet with them to discuss how you may work together.
Our expert speakers will share shortly their insights on the edtech development trends globally and in China, the largest and fastest growing edtech market in the world today. The acronym “GBA” also stands for the Greater Bay Area, the region that comprises the two Special Administrative Regions of Hong Kong and Macao, and nine cities in the Guangdong Province of China.
The GBA has a population of over 70 million people and a GDP of USD1.5 trillion, which is equivalent to the world’s 11th largest economy, somewhere between Russia and Canada. This region has the largest port and airport groups in the world, and the commercial entities operating in this area finance, manufacture and transport more products to all corners of the earth than any other place. For those of you who are interested to learn about the potential of the GBA as an edtech innovation hub, do join us later in the Summit for the release of the GBA edtech market study conducted by Supercharger Ventures.
Ladies and gentlemen, renowned educator John Dewey said that “If we teach today as we taught yesterday, we rob our children of tomorrow”.
Education is, indeed, too important a subject to be left only to education professionals. It is a matter for all of us. Together we can make the necessary changes to meet the challenges of the 21st Century for ourselves and our future generations. This Summit brings together a microcosm of our society with edtech experts, educators, parents, startups, investors, talent development and other business professionals. So, let us join forces now to reimagine the future for our children.
Patrick Brothers, Founder, HolonIQ (moderator)
Richard Culatta, CEO, International Society for Technology in Education
Kamran Elahian, Chairman and Founder, Global Innovation Catalyst
Elliott Masie, Chairman, The Learning Consortium
The panel moderated by Patrick Brothers, Founder, HolonIQ takes a deep dive into education technology from a global perspective and investigates the demand, trends, and opportunities.
Brothers sets the scene by pushing the audience to expand the definition of education technology as we currently see it – from traditional models to new ways of thinking about school.
“Education technology is new ways of finding knowledge, content, and access to resources as learners. It is about helping schools, universities and institutions be more efficient and reach their students and parents more effectively.
A lot of the technology is enabling and supporting the globalization of education today – whether that’s language learning or accessing education across different countries and different regions of the world.”
He shares that education is a $6T business but only $200B is invested in education technology. And $10 billion is invested into ed tech startups and organizations.
“The three really big powerhouses are China, India, and the US, who are leading global investment around the world.”
Richard Culatta, CEO of International Society for Technology in Education (ISTE) begins with stating the use of technology to close long standing equity gaps, personalize learning and empower students to use technology to design the learning themselves.
He speaks about the “positive” disruption that COVID-19 has brought to the ed tech industry. “I hate that it took a pandemic for that to happen, but we are actually in a place that is very exciting because we have finally had the chance to overcome some of these basic infrastructure issues.”
Culatta highlights two areas that need solutions. First, technology that supports authentic assessment. Second, tools that help teachers manage a more personalized learning experience.
He adds that the future of ed tech needs to blur the lines between education technology and learning science.
“It’s no longer okay to have a company that’s building ed tech if you don’t have somebody who is a learning science researcher, or somebody to advise on it.”
Our next panelist, Elliott Masie, Chairman of The Learning Consortium speaks of his experience in e-learning in the context of work.
“Don’t try to replicate school!”, he begins to state.
“The number one thing that we hear from employees is that they don’t care about going back to school. What they want is to get the skill to do today and tomorrow’s job. They want to figure out how to do something quickly and rapidly.”
To get great learning experience, he iterates that we have to do more behavioral design. He adds that technology should not build addictive but design “exploratory, creative and collaborative behavior:.
Elliott also emphasizes the need for a shift from selling to understanding the market. “It’s a great investment moment, but don’t think it’s about selling learning because a very large percentage of EdTech companies go bankrupt because they haven’t mapped their idea to really where the market is going to be.”
He finishes his talk by saying, “We, together as individuals, schools, the government, communities and religions have to build an ecosystem and an ecology around learning.”
Kamran Elahian, Chairman and Founder of Global Innovation Catalyst, who has vast experience in innovation and entrepreneurship, sheds light on how education and technology are rapidly changing in today’s time.
Elahian says “we are in a very interesting inflection point in evolution of our species that has a profound impact on the integration of technology as a leverage for education and the future of the world.”
He points out that broadband ushers the innovation economy. “Patents, IP, a lot of the knowledge, the way we value that has lost its value because the innovation economy is about disruption, implementation and execution.”
Elahian pinpoints that the future of education is different because it is all about algorithmic content now. ”Today there are gazillion pieces of knowledge and information available to us. You don’t need a teacher to come and teach you something, but instead a coach or a mentor who can help you find your way. “
He concludes by saying that in the innovation economy, it’s the youth that have the ability, the upper hand. “I say it’s good business, anybody who understands innovation economy, to invest in education and experiential learning of youth, especially women.”
Before concluding the panel, the three experts underscore the importance of “adding failure” in the learning process.
“We have incentivized the wrong skill. We’ve incentivized a one-shot, whereas the skill that you actually need to be successful in a highly-connected virtual world is the skill of trying again, and again, and again, with new and different collaborators until you get it right,” says Culatta.
Elahian adds that “technology allows you to go and take a chance, try something new, be creative and make mistakes … in a safe place by simulation”.
Masie points out the need to create a home learning environment. He offers his piece of advice to parents, “let’s get rid of tiger moms and dads.”
Rebecca Fannin, Founder, Silicon Dragon (Moderator)
Dr Steven Gang Li, Chief Analyst and Director of Industrial Economics Research Center, Tencent, Research Institute
Julian Fisher, Co-Chair, Education Forum, British Chamber of Commerce (China)
Dr Simon Leung, Vice Chairman, NetDragon Websoft Holdings Ltd.
“Out of 14 ed tech unicorns worldwide, eight are from China!” begins Rebecca Fannin of Silicon Dragon as she introduces the panel on ed tech developments and market opportunities in China.
Our first panelist, Dr. Steven Li Chief Analyst and Director of Industrial Economics Research Center at Tencent Research Institute gives an overview of the China market landscape.
He says the Tencent Research Institute has constructed the digital GDP index to measure the developments of the digitalization trends in all sectors in China. The index measuring the education digitalization has grown about threefold in the past five years. And most of the developments are taking place in the ‘off-school’ edtech sector.
Dr Li explains that we can break the edtech market into the ed and the tech parts.
“Startups often provide innovative digitized education content to be consumed in schools and off-schools. And there are bigger companies providing the technology solutions to the content providers.”
Dr Simon Leung, Vice Chairman, NetDragon Websoft Holdings Ltd. gives us a snapshot of the future of learning and the opportunities in the China market.
“Our company is very excited about technology because it can help address the education equality or inequality issue,” he says. The other thing is through big data and AI, we can learn at our own pace with personalised curriculum. The trend is towards blended learning and the Chinese government is spending a lot of money to provide the infrastructure support.
He thinks there are tremendous opportunities for people coming in from the outside, even in the tier three, four, five cities. The people out in remote areas have increased spending power and are also a lot more knowledgeable about and will have access to technology especially with 5G. He pinpoints that the key is to localize the offering for China.
“It’s important to segment the China market and map it out, because each one requires a different strategy. And then you convince the right stakeholders to embrace the right kind of technology.”
Dr Leung points out that one of the few areas that is encouraged for foreign players to come in is vocational education. Increasingly Chinese parents also want their children to learn soft skills and additional languages.
Whilst incremental change is one direction, he underscores the opportunity to change fundamentally the way we learn, by bringing quality education to more people.
Relena Sei (CEO of JumpStart Media) facilitated this panel with two edtech specialist VCs:
Nature of Edtech Investment: Greenfield and Ning highlights the importance of government regulations in the ed tech arena. Ning points out that good education companies are labour intensive businesses and therefore growth would be slower than a typical tech venture. Investors have to be more patient. Both speakers emphasize that founders of edtech businesses should have strong vision and values. Matt reckons that edtech investors have to start with what their values are. Rethink Education only invests in edtech ventures that could make a difference and narrow the gap between the vulnerable and the privileged. They have elaborate requirements and rubrics on the beneficiaries, the benefits and the theory of change.
Strategy for Novice: For investors with no prior experience, Greenfield suggests that they piggyback on the experienced ones. It is essential to understand the customer needs to get the product-market-fit. Successful startups are often those with a social mission working on a peripheral innovation to solve a problem that no one is working on. The social mission could also help attract talents.
Co-investment Consideration: Ning remarks that great content, talent and time are in short supply. They look for co-investment partners that could bring good content, resources and connections to entrepreneurs. Rethink Education likes to work with family offices and foundations that have a different time horizon. They have the legacy consideration and will not panic easily if something goes wrong. Whilst the return takes longer to realise, the loss ratio is also lower. For Rethink Education, only one out of 20 investments flopped.
China Market: Ning shares the phenomenal growth of edtech in the Chinese Mainland market. Education is an RMB $7 trillion business, at 6-7% of China’s GDP. Families are willing to spend a lot on after school tutoring. There is also a great deal of money flowing into edtech with 4-5 unicorns, attracting talents (engineers, designers and educators) into the sector. Whilst the current focus is on K12 , he envisages that the market would shift from K12 to Y12, including universities, vocational training and distance learning. The digital content market will be big, fueled by the development of AR and VR.
Role of Hong Kong: Ning believes Hong Kong and other Greater Bay Area cities are well placed to develop education technology in the next 10 years. The region has an abundant supply of talents, the hardware/manufacturing supply chain and strong government support to education. Hong Kong could play an important role with an international talent pool and a good education system. There is a lot that the rest of the GBA can learn from Hong Kong. Greenfield reckons that Hong Kong could play the role of “translating’ languages, culture and legal systems. There is also abundant capital in Hong Kong that could be recycled from successful entrepreneurs to ‘missionary’ ventures.
Julian Fisher, Co-Chair, Education Forum at British Chamber of Commerce (Beijing) shares his experience of helping small UK businesses and startups enter the China market.
He begins by introducing the market opportunities for foreign players. “Early years, zero to three is a huge space. Teacher training is probably the biggest thing that we hear on a daily basis. Homework has a lot of local players but it’s still an area of opportunity. And then also mental health.”
“But a broader trend is that of research-backed ed tech … because parents, institutions, and local governments, all want results – and to see that this is education based on research.”
Fisher stresses that foreign companies have to offer added value and like what Dr Leung says, it has to be a blended experience with both online and offline learning. He puts forward some key questions that startups should be able to answer when entering China:
“I worked with a lot of SMEs. They often want to come to China, spend no money and make huge amounts of money. And the truth is, that’s never going to work.”
He echoes the importance of getting a local partner and localising the offering. “You’ve got to be super adaptable to the Chinese market … you’d need to get a foothold working with a school group or working with one university testing, iterating, getting a feedback loop.”
He highlights the need for a shift in mindset. “You’re not just changing the way that things are taught, but also the teaching approach and eventually changing pedagogy.”
Dr Li concludes by saying that “good quality content is in short supply in China. Hong Kong has a lot of good contents to offer because of the concentration of good schools and universities, which is enviable for most of the cities in China.”
interestng debate staged nov 2020 with sponsorship from singulaity uni