BRAC net, world youth community and Open Learning Campus

fan 2013 year of MOOC & microeducationsummit & 170th birthday of The Economist

Below from Rockefeller South American correspondnts - tell us who else http://moocyunus.blogspot.com  

Massive Open Online Courses (MOOCs): Challenging traditional learning
By: Nina Augustsson
As economies grow, they require new skills to become more competitive. Traditional learning is still
beyond the means of the majority of workers in our region, let alone acquiring education from top
universities or institutes abroad. This is where MOOCs are becoming the next disruptive education
innovation to help South American workers catching up with developed country workers’ productivity.
A 2012 study from the World Bank4 highlighted the growing gap between what the education system
offer and the skills that are valued in the labor market in the Latin America and the Caribbean region.
Moreover, the current stock of skilled workers may
not be enough to sustain economic growth and
increase the productivity of the economy.
Figure 1 shows one side of this: skilled workers are
becoming scarce and difficult to hire compared to
other regions. The other side of the story is that
incentives to acquire more skills are not well placed
since earning premiums of higher education have
been declining for several years.
The education system may be partly responsible for
not providing the required skills to sustain future
economic growth. This is where Massive Open
Online Courses (MOOCs) could add pressure for a
complete overhaul of the way the education system offers a particular set of skills that are valuable in the
market. The term MOOC was ‘coined in 2008 by a group of Canadian academics to describe the
phenomenon of gathering people to discuss a topic online in a structured way. MOOCs have since then
migrated to Silicon Valley through prestigious universities and private sector initiatives.
The New York Times coined 2012 as “the Year of the MOOC.” Their promoters consider that “nothing
has more potential to lift people out of poverty –by providing them with a free education to get a job or
improve in the job they have.” Others discard MOOC as just “re-institutionalizing higher education [in
the US] in an era of budget cuts, sky-rocketing tuition, and unemployed college graduates burdened by
student debt.” Today the major MOOC platforms are based in the US: EdX started as a non-profit
consortium between Harvard and MIT but now include a dozen universities; Coursera is an equity
investment from Caltech and UPenn; and Udacity is a company founded by Sebastian Thrun of Stanford.
They have been around since 2011-2012 and enroll millions per year. Anyone can register and participate.
Most courses attract tens of thousands of students, which is an irresistible draw for many professors.5
Now one can usually chose to audit the course for free and open to the public, or, for a fee, take it for
credit/certificate of completion, although often criticized of not being very good at accreditation —“a
MOOC is almost designed to make cheating even easier that ever before.” 6
Though MOOCs originated in North America, two-thirds of their users are from around the world.
International users are adapting the courses offered at Harvard, MIT and Stanford to fit their local
communities. While the debate about MOOCs in North America has been going on for a few years, the
4 C. Aedo and I. Walker (2012), Skills for the 21st Century in Latin America and the Caribbean, Washington D.C.,World Bank.
5 Audreay Watters wrote a piece in Inside Higher Education about college credentials, wondering whether students will choose to follow a star
professor’s individual brand outside the walls of the university.
6 It is unable of playing the role of the gate-keeper, which is one of the things universities do. Udacity recently announced plans to have students
pay $80 to take exams at testing centers operated around the world by Pearson, a global education company.
FIGURE 1. Average time in weeks to fill a job vacancy,
by regions of the world
Source: Almeida, R. and J.J. Filho (2011), “Demand for skills and the
degree of mismatches: Evidence from job vacancies in the developing
world”, unpublished, quoted in Aedo, C. and I. Walker (2012).
5
debate is just beginning in many places around the world. Sixty eight percent of Coursera’s users come
from outside the US, with Brazil, India, China and Mexico on the top-ten list.
In Rwanda, for example, Kepler University has organized seminar classes, using the resources and
accredited by US universities and online learning will be combined with intensive seminar style learning
on campus. Also, University El Salvador has begun teaching a class on electrical engineering, using
MIT’s edX class and students at the Catholic University in La Paz are showing ways of combining
individual online time with in-person group discussions with peers and mentors. Professors say their inclass
students benefit from the online materials. Some have rearranged their courses so that students do
the online lesson first, then come to class for interactive projects and help with problem areas.
The international aid and academic community is also making use of recent empirical knowledge and
research to position them in the MOOC debate. The IFC made a symbolic equity investment in Coursera
in 2013 to promote education in emerging markets, and the World Bank has signed an agreement with
Coursera to “meet the demand for practical solutions-oriented learning on pressing issues in developing
countries.” Furthermore, the US government takes the official role of promoting the use of MOOCs as
public diplomacy. US embassies in over 40 countries are hosting “MOOC camp” sessions.
Most of the debate of MOOCs’ potential for developing countries, is still mostly taking place in Western
news outlets “exporting” MOOCs. However, news such as the full computer science Master’s Degree
program offered by Georgia Tech via MOOCs at a reduced price, has spread to computer science faculties
in developing countries. This trend will continue since MOOC platforms are opening up throughout the
world: Spain (UniMOOC), Germany (iVersity), Australia (Open2Study), Brazil (Veduca), China
(XuetangX, Ewant), and Rwanda (GenerationRwanda).
The emergence of educational degree alternatives based on free online resources might just be the
“leapfrog” solution that allows countries full of undereducated youth to move into the middle classes. But
the main challenges remain to figure out how MOOCs can enhance local education in developing
countries, instead of competing with national education systems, possibly undermining them, washing
over cultural norms and educational traditions. Additionally most classes are also offered in English still.
Other critics fear a potential two-tier system of global higher education, with a small number of elites able
to participate in traditional university educational environments —benefitting from small, face-to-face
groups in close physical contact with their professors, while the vast majority of students, especially those
in developing countries, have to make do with participating in a watered down educational experience
delivered through MOOCs. Furthermore, most people that complete MOOC courses are college educated.
This is already true in North America. However, just because new technological innovations now benefit
a small privileged group, does not mean that this will always be the case.
The capacity critique questions how local initiatives will be able to develop their proper education
systems, educate qualified teachers, improve the quality of existing faculty members by merely adopting
technologies, developed and maintained by others. The MOOCs might not be the messianic panacea, nor
the death higher education as we know it, but there are two ways for policymakers to view opportunities
in MOOCs —they can passively participate in the MOOC wave, as consumers of an imported product, or
they can it as a strategic opportunity to help develop related local capacities.
More generally, the question is about finding a balance —MOOCs can offer vast resources, while putting
to test traditional forms of learning (or schooling) and when it comes to developing your proper digital
identity, MOOCs are great alternatives to traditional ways. The open online courses simply should not
intend to do the things traditional teaching does, but in terms of resources, the technology is invaluable.
We will hear more news like this in the next years: the Inter-American Development Bank will soon start
to offer online courses, after signing an agreement with EdX platform in February 2014. These are good
news for MOOCs in the region.
6
Revaluing

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Join search for Sustainainabilty;s Curricula

..

stories of cities

BRI.school surprising Belt Road Cities

BR2 Dhaka where to go to with jack ma to see banking for billion poorest girls and more

BR2  home of nilekani - the billion person id an

BR6 Luxembourg hub of aiib2019

BR0 beijing - binnaul home of BRI weher 100 most trsetd national eladers of sustainable youth likon: home of tsinghua- universitiues that dont have partnerships with tsinghua will end up failing over 505 of their stidents livelihoods

BR0 Hangzhou - home of jack ma alumni

BR0 hongkong-shenzen - one of the world's 7 most wonderful bridges - china owes more to hongkong than it recognises with a new twist - all the best manufacturing jobs died before 2015-

25:55

Shenzhen: City of the Future. 

can shenzhen show how smart manufacturing jobs dont compete with sustainable communities they collaborate with them -can hpng kong arrange daytrips to the mainland for financial mivestors to understand the future of sdg economic zones

7:41

1 Investing in Girls Sustainability Goals
1.1 BRAC -how to build 100 million person rural health service with a 20 million dollar loan and girl empowerment other most amazing stories of the world's largest NGO- join the week long celebration between academic alumni of jack ma and girl empowerment epicenttre BRAC 30 sept 2018 - queries chris.macrae@yahoo.co.uk 


1.2 BKASH 3 since april jack ma has taken 20% partnership 
1.3 China Capitalism (CC)
1.4 Project Everyone
2 ValuingYouth
2.1 partners of 7 billion peoples' S-goals-Goal 17
2.2 end poverty -Goal 1
2.3 end hunger - Goal 2
2.4 healthy, lives - Goal 3
2.5 Quality Education - Goal 4
2.6 Gender Equality -Goal 5

please make sure our future events diaries are win-win www.economistdairy.com

youthbrac1.doc youthbrac1.doc, 693 KB

Entrepreneurial Revolution - an investigation started at The Economist in the 1970s as to whether intergenerational investments in future systems would empower the net generation to be exponentially sustainable. Surveys of the next 40 years asked questions of 2015-2025 such as:

Would the global financial system be designed to sustain or collapse local communities?

Would 2015-2025 be the under 30s most exciting and productive time to be alive as they linked in sustainability of the human race.  Would the parts of the Western hemisphere that advanced the industrial revolution's empires demand that its politicians, professions and academics "happily get out of the way of the sustainability generation being led by the half of youth living within 3000 miles of Beijing"?

POP -Preferential Option Poor

Would every community's most trusted practitioners be educator, health servant and banker.

What would be the top 50 MOOCS that freed access  of action learning of sustainability goals as worldwide youth's most joyful collaboration through way above zero-sum models of wporldsocialtrade? This web makes the cases that the Abed family needs to be youth's number 1 hero to MOOC with - we always love to hear who your vote for number 1 MOOC is -text usa 240 316 8157 family of unacknowledged giant

 

100 links to BRAC

wanted - ideas on how anywhere could unite in celebrating good news of collaborating with brac

tools worth a look https://learning.accredible.com/

help worldwide youth  networks action learn how curriculum of BRAC makes one of top 10 networks for womens livelihoods

defining question of our life and times-can online education end youth unemployment for ever ? yes but only if you help map how!

youth world of 2013 most exciting curriculum??

 

top 30 twelve minutes presentations

 

1 the billion girl club - how the first billion teenage girls of the 21st century mentored each other in learning a living, and regenerating all 4 hemispheres

2 how open technologists helped nursing to become the most trusted grassroots information networkof the 21st century, and saved the affordability of healthcare and nutritition for everyone

3 how community clean energy microfranchises became the number 1 educational curriculum that the chinese authorities invited the world to co-blog

more coming soon

4 cashless bank-a-billion -a project of the global banks with values network

5 orphanage networks as the world's most inspired jobs agency network and home of financial literacy mooc

6 bottom-up EAgri: designing a collaboration portal on the top 30 crops that need to be mobilised by local value chain maps so that hard working nutrition workers are sustainable however small their farming assets and however variable a particular season's climate

7 what do BRAC's barefoot professionals linkin so that village organisations are collaboratively resilient whatever nature-made or man-made disasters popup

 

Special child health, nutrition, family and educational development series:

*The First 1000 Days

*Pre-Primary

*Primary

*Choices to make the first 2 years after primary

BRAC has more staff grounded round the child and parent-eye view of these challenges in the poorest communities than anyone else. Their collaboration knowhow is as valuable as body of knowhow that I have come across in studying societies' value multiplying needs in over 40 countries


Ideas on freeing media to cenebrate the pro-youth economic models which richest need to learn from poorest to genenerate the:

  • next billion green jobs
  • next billion family/community sustaining jobs
  • next billion open technology jobs most worthy of our borderless and interconnected futures

 

contribute to survey of world's other favorite moocs-40th annual top 10 league table

  • 1) e-ME
  • 2) 6 week tour of grameen curriculum and uniting human race to poverty museums
  • 3) 6 week tour of brac curriculum and mapping microeducation summit for post 2015 milennium goals

send votes to chris.macrae@yahoo.co.uk , Macrae Foundation

  • 4) 6 week tour of africa's free university and entrepreneurial slums
  • 5 what to do now for green energy to save the world in time
  • 6 nurses as 21st world's favorite information grassroots networkers and most economical cheerleaders more

 

 

  • 7 how food security as a mising curricululum of middle schools can co-create more jobs than any nation can dream of
  • 8 pro-youth economics and public servants
  • 9 celebrating china as number 1 creditor nation
  • 10 questions worldwide youth are asking about what was true last decade but false this decade because that's what living in the most innovative era means chris.macrae@yahoo.co.uk

 

jan13

at 301 881 1655 love to hear from marylanders who can contribute to MOOC valuing net generation as age of conscious capitalism

Financial literacy education links:

BRAC's partner aflatoun

uk's www.mybnk.org face

oz's www.10thousandgirl.com


 

 

Number 1 in Economics for Youth


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