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Topic: moocwho where: mies grow, they require new skills to become more competitive. Traditional learning is stillbeyond the means of the majority of workers in our region, let alone acquiring education from topuniversities or institutes abroad. This is where MOOCs are becoming the next disruptive educationinnovation 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 systemoffer 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 maynot be enough to sustain economic growth andincrease the productivity of the economy.Figure 1 shows one side of this: skilled workers arebecoming scarce and difficult to hire compared toother regions. The other side of the story is thatincentives to acquire more skills are not well placedsince earning premiums of higher education havebeen declining for several years.The education system may be partly responsible fornot providing the required skills to sustain futureeconomic growth. This is where Massive OpenOnline Courses (MOOCs) could add pressure for acomplete overhaul of the way the education system offers a particular set of skills that are valuable in themarket. The term MOOC was ‘coined in 2008 by a group of Canadian academics to describe thephenomenon of gathering people to discuss a topic online in a structured way. MOOCs have since thenmigrated 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 “nothinghas more potential to lift people out of poverty –by providing them with a free education to get a job orimprove in the job they have.” Others discard MOOC as just “re-institutionalizing higher education [inthe US] in an era of budget cuts, sky-rocketing tuition, and unemployed college graduates burdened bystudent debt.” Today the major MOOC platforms are based in the US: EdX started as a non-profitconsortium between Harvard and MIT but now include a dozen universities; Coursera is an equityinvestment 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.5Now one can usually chose to audit the course for free and open to the public, or, for a fee, take it forcredit/certificate of completion, although often criticized of not being very good at accreditation —“aMOOC is almost designed to make cheating even easier that ever before.” 6Though 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 localcommunities. While the debate about MOOCs in North America has been going on for a few years, the4 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 starprofessor’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 studentspay $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 worldSource: Almeida, R. and J.J. Filho (2011), “Demand for skills and thedegree of mismatches: Evidence from job vacancies in the developingworld”, unpublished, quoted in Aedo, C. and I. Walker (2012).5debate is just beginning in many places around the world. Sixty eight percent of Coursera’s users comefrom 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 andaccredited by US universities and online learning will be combined with intensive seminar style learningon campus. Also, University El Salvador has begun teaching a class on electrical engineering, usingMIT’s edX class and students at the Catholic University in La Paz are showing ways of combiningindividual online time with in-person group discussions with peers and mentors. Professors say their inclassstudents benefit from the online materials. Some have rearranged their courses so that students dothe 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 andresearch to position them in the MOOC debate. The IFC made a symbolic equity investment in Courserain 2013 to promote education in emerging markets, and the World Bank has signed an agreement withCoursera to “meet the demand for practical solutions-oriented learning on pressing issues in developingcountries.” Furthermore, the US government takes the official role of promoting the use of MOOCs aspublic 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 Westernnews outlets “exporting” MOOCs. However, news such as the full computer science Master’s Degreeprogram offered by Georgia Tech via MOOCs at a reduced price, has spread to computer science facultiesin developing countries. This trend will continue since MOOC platforms are opening up throughout theworld: 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. Butthe main challenges remain to figure out how MOOCs can enhance local education in developingcountries, instead of competing with national education systems, possibly undermining them, washingover 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 ableto participate in traditional university educational environments —benefitting from small, face-to-facegroups in close physical contact with their professors, while the vast majority of students, especially thosein developing countries, have to make do with participating in a watered down educational experiencedelivered 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 benefita 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 educationsystems, educate qualified teachers, improve the quality of existing faculty members by merely adoptingtechnologies, developed and maintained by others. The MOOCs might not be the messianic panacea, northe death higher education as we know it, but there are two ways for policymakers to view opportunitiesin MOOCs —they can passively participate in the MOOC wave, as consumers of an imported product, orthey 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 puttingto test traditional forms of learning (or schooling) and when it comes to developing your proper digitalidentity, MOOCs are great alternatives to traditional ways. The open online courses simply should notintend 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 startto offer online courses, after signing an agreement with EdX platform in February 2014. These are goodnews for MOOCs in the region.6Revaluing…; Added by chris macrae at 1:45pm on May 22, 2014

Topic: what is a MOOC: ng way above zero sum worldsocialtrade since knowhow multiplies value in use unlike consuming up things in non-renewable and in scarcity's scaring planet full of wars, and risks externalised to whomever's community/society is least connected with the origin of greedy exploitation MOOC celebrates woth youth Massive! Open!! Online!!! There is less consensus on whether C is for Course, Curricuum , or Colaboration This matters because those who see MOOC's endgame as ending in a paper certificate are destroying the original idea of MOOC to help communities of peers develop their livelihoods with [practical skills and shared sustainability challenges SUSTAINABILTY GOALS MOST VALUABLE MOOC ALUMNI in effect the whole truth MOOC is a friend of movements concerned with transforning broken education systems wherever they put students into debt instead of into jobs or entrepreneurial livelihoods if your piurspoe with a MOOC is to chain students to closed learning, expert silos, all the worst consequences of believing education's endgame is a paper certificate, then this web is not for you…; Added by chris macrae at 9:16am on March 27, 2016

Topic: Which moocs will scale and maximise the human possibilites of the net generation: p of 9 minute audio training modules so that www.wholeplanet.tv 2010s can be worlkdwide youth's most productive time Since 1972 when dad at The Economist and I first observed student experiments with early digital networks, we have been interested in Entrepreneurial Revolution - linking leaders who believe net generation can use collaboration tech to be most productive, heroic and sustainable time for worldwide youth. There are lots of debates over MOOC designs and origins but from our perspective it helps to take a general summary such as the extract from Wikipedia left and add in notes on what designs are scaling to help net generation meet the entrepreneurial revolution goals of the sorts of ER leaders we track at www.wholeplanet.tv .]. External video TED talks[19] Shimon Schocken, The self-organizing computer course, October 2012 Daphne Koller, What we're learning from online education, June 2012 Peter Norvig, The 100,000-student classroom February 2012 Salman Khan Let's use video to reinvent education, March 2011 "The New York Times dubbed 2012 'The Year of the MOOC,' and it has since become one of the hottest topics in education. Time magazine said that free MOOCs open the door to the 'Ivy League for the Masses.'”.[20] This has been primarily due to the emergence of several well-financed providers, associated with top universities, including Udacity, Coursera, and edX.[21] In the fall of 2011 Stanford University launched three courses, each of which had an enrollment of about 100,000.[22] The first of those courses, Introduction Into AI, was launched by Sebastian Thrun and Peter Norvig, with the enrollment quickly reaching approximately 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Sebastian Thrun launched Udacity and Daphne Koller and Andrew Ng launched Coursera, both for-profit companies. Coursera subsequently announced partnerships with several other universities, including the University of Pennsylvania, Princeton University, Stanford University, and The University of Michigan. Concerned about the commercialization of online education, MIT launched the MITx not-for-profit later in the fall, an effort to develop a free and open online platform. The inaugural course, 6.002x, launched in March 2012. Harvard joined the initiative, renamed edX, that spring, and University of California, Berkeley joined in the summer. The edX initiative now also includes the University of Texas System, Wellesley College and the Georgetown University. In November 2012, the first high school MOOC was launched by the University of Miami Global Academy, UM's online high school. The course became available for high school students preparing for the SAT Subject Test in biology, providing access for students from any high school. About the same time Wedubox, first big MOOC in Spanish, started with the beta course including 1,000 professors.[23] In January 2013, Udacity launched MOOCs-for-credit, in collaboration with San Jose State University. This was followed in May 2013 by the announcement of the first-ever entirely MOOC-based Master's Degree, a collaboration between Udacity, AT&T and the Georgia Institute of Technology, costing $7,000.[31] During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business, and 6% in mathematics.[32] Udacity offered 26 courses. Udacity's CS101, with an enrollment of over 300,000 students, is the largest MOOC to date. In Brazil, the startup Veduca launched the first MOOCs in Latin America, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Professor Vanderlei Salvador Bagnato, and Probability and Statistics, taght by Professors Melvin Cymbalista and André Leme Fleury.[33] In the first two weeks since the launching event, that took place at Polytechnic School of the University of São Paulo in June 12, 2013, more than 10,000 students have enrolled in the courses.[34] There are few standard practices or definitions in the field yet. A number of other organisations such as Khan Academy, Peer-to-Peer University (P2PU) and Udemy are viewed as being similar to MOOCs, but differ in that they work outside the university system or mainly provide individual lessons that students may take at their own pace, rather than having a massive number of students all working on the same course schedule.[35][36][37] Note, however, that Udacity differs from Coursera and edX in that it does not have a calendar-based schedule (asynchronous); students may start a course at any time. While some MOOCs such as Coursera present lectures online, typical to those of traditional classrooms, others such as Udacity offer interactive lessons with activities, quizzes and exercises interspersed between short videos and talks. Instructional design approaches[edit] External video 10 Steps to Developing an Online Course: Walter Sinnott-Armstrong, Duke University[41] Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University[42] According to Sebastian Thrun's testimony before The President’s Council of Advisors on Science and Technology (PCAST) on November 26, 2012, MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".[20] Because of the massive scale of learners, and the likelihood of a high student-teacher ratio, MOOCs require instructional design that facilitates large-scale feedback and interaction. There are two basic approaches: Crowd-sourced interaction and feedback by leveraging the MOOC network, e.g. for peer-review, group collaboration Automated feedback through objective, online assessments, e.g. quizzes and exams Connectivist MOOCs rely on the former approach; broadcast MOOCs such as those offered by Coursera or Udacity rely more on the latter.[43] Because a MOOC provides a way of connecting distributed instructors and learners across a common topic or field of discourse,[44] some instructional design approaches to MOOCs attempt to maximize the opportunity of connected learners who may or may not know each other already, through their network. This may include emphasizing collaborative development of the MOOC itself, or of learning paths for individual participants. The evolution of MOOCs has also seen innovation in instructional materials. An emerging trend in MOOCs is the use of nontraditional textbooks such as graphic novels to improve students' knowledge retention.[45] Others view the possibility of the videos and other material produced by the MOOC as becoming the modern form of the textbook. "MOOC is the new textbook," according to David Finegold of Rutgers University.[46] Instructional cost of MOOC delivery[edit] In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation," though some instructors' pre-class preparation was "a few dozen hours." The professors then spent 8–10 hours per week on the course, including participation in discussion forums, where they posted once or twice a week.[47] The medians were: 33,000 students enrolled in a class; 2,600 receiving a passing grade; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos in the course, 75% used open educational resources, and 27% used other resources. 9% of the classes required the purchase of a physical textbook, and 5% required the purchase of an e-book.[47][48] In May 2013 Coursera announced that it would be offering the free use of e-textbooks for some courses in partnership with Chegg, an online textbook-rental company. Students would need to use Chegg's e-reader which limits copying and printing and could only use a textbook while enrolled in the class.[49] As MOOCs have evolved, there appear to be two distinct types: those that emphasize the connectivist philosophy, and those that resemble more traditional and well-financed courses, such as those offered by Coursera and edX. To distinguish between the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC".[52] Connectivist MOOCs are based on several principles stemming from connectivist pedagogy.[53][54][55][56] The principles include: Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time. The second principle is remixing, that is, associating materials created within the course with each other and with materials elsewhere. Re-purposing of aggregated and remixed materials to suit the goals of each participant. Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world. The term MOOC was coined in 2008 during a course called "Connectivism and Connective Knowledge" that was presented to 25 tuition-paying students in Extended Education at the University of Manitoba in addition to 2,300 other students from the general public who took the online class free of charge. All course content was available through RSS feeds, and learners could participate with their choice of tools: threaded discussions in Moodle, blog posts, Second Life, and synchronous online meetings. The term was coined by Dave Cormier of the University of Prince Edward Island, and Senior Research Fellow Bryan Alexander of the National Institute for Technology in Liberal Education in response to the course designed and led by George Siemens of Athabasca University and Stephen Downes of the National Research Council (Canada).[16 .. .We are interested in how to scale training to millions of youth that can be used to job create or collaborate around heroic goals which were unimaginable before the internet as the greatest communications revolution ever (1984 book Norman Macrae summarizing 10 year of Entrepreneurial Revolution Dialogue in The Economist). What has happened in 2012 is scale has been reached by 2 opposite types of MOO content - coursera partners typically announce any specific (world best) course as a once a year evente so if you want that course you better sign up simultaneously with large (eg 100000) crowds. A coursera course typically runs 8 weeks with about 60 to 90 minute of content organsied in maximum 9 minute online modules and about 5 hours of associated activities per week including assigmnents, testing, peer group discussion Khan academy also uses 9 minute training modules but over time as in khan's maths course - these become a definitive always online resource. So while Khan Academy doesn't simultaneoulsy connect large crowds of students to each other - over time it impacts more students. While Khan alumni may need to do more work to find each other, we posit that khan type labs can be networked out of any extraordinary information source youth need to collaborative act on. Ultimately the coursera model of content disappearing 44 weeks in a year is a weakness. Interestingly because founders of both cousrera an khan academy agree max 9 minute mainly audio training modules are key - there is no reason why best for world content of this sort shouldn't be shared in both types of platform. Please note having said that 9 minute training modules are key- so are other features but which these are does depend on whether you have 100000 simulateanous audience or a 24.7 audience that initially studies content 1 by 1 A lot of the other defintions of origins of mooc in wikpedia are interesting to record but they do not address the issue of now we know a core module needed to scale- Taking 9 minute modules as core -what other features segment how scaling and types of youth interaction impacts evolve? There are many additional possibiliities to those khan and coursear are currently featuring - eg why not integrate a youth entrepreneur completion into an innovation course; how does the whole world of ebooks and hyperlinking interface mooc? Have we designed features and platform that minimize bandwidth so minimising exclusion of on any online person on planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .We would be extremely surprised if a best for world course took less than 100 hours to assemble however we are looking for people who want to do this with the margins of their time and because they are passionate about sharing with youth actions that create jobs etc. This wikipedia extract's implication that a MOOC is costly to produce is biased in the sense that traditional books take far longer than 100 hours but historically few people have claimed that as a reason from not authoring a book . . . . . .. . . .. . . . . . . . . . .. . . . . . .. . . We happily accept 2008 as where the acronym MOOC was coined partly because as co-Rheingold Associates we worked virtually with Btian Alexander around 2000 and know him to value the original dynamics of the web intended by Berners Lee, …; Added by chris macrae at 2:22pm on July 8, 2013

Comment on: Topic 'News on Collaboratory and MOOC camp etc': s, American Spaces, and other public spaces around the world. Facilitated discussions are led by alumni who have participated in U.S. government exchange programs, such as the Fulbright program, and U.S. Embassy staff, who are familiar with the course materials and volunteer their time. U.S. Embassies and Consulates in more than 60 countries are currently participating, in subjects ranging from entrepreneurship and college writing to science and technology. Course content is drawn from major MOOC providers, including Coursera, edX, and Udacity, as well as from multiple Open CourseWare providers. The Department of State is committed to identifying new models that offer broad learning opportunities, help meet the aspirations of young people around the world, and offer skills and knowledge that they can use to succeed in life. MOOC Camps do exactly that – all the while offering students a chance to test-drive a U.S. higher education experience. Program participants will also be able to learn more about opportunities to study in the United States through EducationUSA, a network of hundreds of student advising centers around the world that the State Department supports. Participation in the program is free and open to the public. Interested in volunteering to host a MOOC Camp or in partnering with us? Contact the nearest U.S. Embassy or Consulate. Facilitators of MOOC Camps can access the first version of our Guide for Facilitators online. One of the goals of the program is to learn about what works in blending MOOCs with in-person learning experiences. The practices in the guide are drawn from recommendations by facilitators, staff from our Embassies and Consulates, course professors, and MOOC providers. We are sharing this document publicly so that others can draw from past experiences and so that others can contribute recommendations where there are currently gaps. If you have a good practice you would like to share, send it to MOOC-WG@state.gov. MOOC Camp, One Year Later The MOOC Camp initiative was launched in August 2013 and formally announced in October 2013. After one year, we are excited to share some of the result of the program over the last year. Embassies, Consulates, and partner institutions hosted more than 200 total courses in more than 60 countries. In our first year, over 4000 students participated in the program. On average, between 40 and 60 percent of participants completed their courses. Camps in Kolkata, Kinshasa, Jakarta, and many other locations had more than 80 percent of their participants complete their courses. In Spring 2014, the most popular subjects were English Language learning and teaching (60% of courses) and entrepreneurship and business (20% of courses). In September 2014, we published the first version of our Guide for Facilitators Courses Below are locations that are hosting MOOC Camps. This list is updated regularly as new locations are added. MOOC Camp Courses Upcoming Courses MOOC Camp Courses Upcoming Courses Past Courses -Armenia Course: To Be DeterminedDiscussion Location: YerevanContact: webmasteryerevan@state.gov -Madagascar Course: Introduction to Business EnglishDiscussion Location: AntananarivoStart Date: TBDEnd Date: TBDContact: PAOAntananarivo@state.gov -Peru Course: Introduction to SustainabilityDiscussion Location: LimaStart Date: To Be DeterminedContact: lima_webmaster@state.gov -Uruguay Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MontevideoStart Date: TBDEnd Date: TBDContact: ircmvd@state.gov - See more at: http://eca.state.gov/programs-initiatives/mooc-camp#sthash.yPkoLuxZ... Past Courses ArmeniaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: YerevanStart Date: January 23, 2014End Date: February 28, 2014Contact: educationusa@americancouncils.am BeninCourse: Grow to Greatness: Smart Growth for Private Businesses, Part 1Discussion Location: CotonouStart Date: January 20, 2014End Date: February 28, 2014Contact: IRCCotonou@state.gov BermudaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: HamiltonStart Date: March 18, 2014End Date: May 2, 2014Contact: HmlAmConGen@state.gov MITx 15.390x Entrepreneurship 101: Who is your customer? Final course details are being wrapped up at this time. Your final standing will be available shortly. View Archived CourseUnregisterEmail Settings Enrolled as:HONOR CODE Course Completed - Apr 08, 2014 ChinaCourse: Introduction to Public SpeakingDiscussion Location: ShenyangStart Date: March 31, 2014End Date: June 6, 2014Contact: xiaob@state.gov Czech RepublicCourse: Understanding Terrorism and the Terrorist ThreatDiscussion Location: PragueStart Date: January 27, 2014End Date: March 21, 2014Contact: acprague@state.gov EgyptCourse: Introduction to Public SpeakingDiscussion Location: CairoStart Date: March 31, 2014End Date: June 6, 2014Contact: cairoculture@state.gov Course: Developing Innovative Ideas for New Companies: The First Step in EntrepreneurshipDiscussion Location: CairoStart Date: February 3, 2014End Date: March 21, 2014Contact: cairoculture@state.gov IndiaCourse: Entrepreneurship 101: Who Is Your Customer?Post Location: KolkataStart Date: March 18, 2014End Date: May 2, 2014Contact: KolkataMOOC@state.gov Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: New DelhiStart Date: January 23, 2014End Date: February 28, 2014Contact: AmCenterND@state.gov Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MumbaiStart Date: January 23, 2014End Date: February 28, 2014Contact: libref@state.gov IndonesiaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: JakartaStart Date: January 23, 2014End Date: February 28, 2014Contact: jakartasocnetwork@state.gov IraqCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: BaghdadStart Date: January 23, 2014End Date: February 28, 2014Contact: BaghdadEnglishLanguageOffice@state.gov Course: Grow to Greatness: Smart Growth for Private Businesses, Part IDiscussion Location: BaghdadStart Date: January 20, 2014February 28, 2014Contact: BaghdadEnglishLanguageOffice@state.gov KenyaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: NairobiStart Date: March 18, 2014End Date: May 2, 2014Contact: ircnairobi@state.gov LithuaniaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: VilniusStart Date: January 23, 2014End Date: February 28, 2014Contact: WebEmailVilnius@state.gov MacedoniaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: SkopjeStart Date: January 23, 2014End Date: February 28, 2014Contact: EmbSkoWebM@t-home.mk MadagascarCourse: Grow to Greatness: Smart Growth for Private Businesses, Part 1Discussion Location: AntananarivoStart Date: January 20, 2014End Date: February 28, 2014Contact: PAOAntananarivo@state.gov Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: AntananarivoStart Date: January 23, 2014End Date: February 28, 2014Contact: PAOAntananarivo@state.gov Course: Entrepreneurship 101: Who Is Your Customer?Discussion Location: AntananarivoStart Date: March 18, 2014End Date: May 2, 2014Contact: PAOAntananarivo@state.gov MexicoCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: Mexico CityStart Date: January 23, 2014End Date: February 28, 2014Contact: Emb.eua.mex@state.gov NigeriaCourse: Introduction to Public SpeakingDiscussion Location: LagosStart Date: March 31, 2014End Date: June 6, 2014Contact: culturallagos@state.gov PeruCourse: E-Teacher: TESOL Methods for Teachers of EnglishDiscussion Location: LimaStart Date: March 31, 2014End Date: May 2, 2014Contact: lima_webmaster@state.gov Course: Entrepreneurship 101: Who Is Your Customer?Discussion Location: LimaStart Date: March 18, 2014End Date: May 2, 2014Contact: lima_webmaster@state.gov RussiaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MoscowStart Date: January 23, 2014End Date: February 28, 2014Contact: moscowirc@state.gov Course: Introduction to Public SpeakingDiscussion Location: MoscowStart Date: March 31, 2014End Date: June 6, 2014Contact: moscowirc@state.gov Course: Beyond Silicon Valley: Growing Entrepreneurship in Transitioning Ec...Discussion Location: MoscowStart Date: April 28, 2014End Date: June 13, 2014Contact: moscowirc@state.gov SloveniaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: LjubljanaStart Date: March 18, 2014End Date: May 2, 2014Contact: USEmbassyLjubljana@state.gov SpainCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MadridStart Date: January 23, 2014End Date: February 28, 2014 Course: E-Teacher: TESOL Methods for Teachers of EnglishDiscussion Location: MadridStart Date: March 31, 2014End Date: May 2, 2014 Course: Introduction to Public SpeakingDiscussion Location: MadridStart Date: March 31, 2014End Date: June 6, 2014 TanzaniaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: Dar es SalaamStart Date: March 18, 2014End Date: May 2, 2014Contact: paodar@state.gov - See more at: http://eca.state.gov/programs-initiatives/mooc-camp#sthash.yPkoLuxZ...…; Added by chris macrae at 11:21am on October 18, 2014

Topic: pivotal artcicle on mooc - youth's freedom and happiness: vely open online courses to use their knowledge—and numbers—for good. SHARE PRINT COMMENT RELATED STORIES By Nabeel Gillani | 2 | Mar. 11, 2013 Everyone’s talking about massively open online courses (MOOCs) these days. Just before the New York Times named 2012 the year of the MOOC, Time magazine dedicated its October Issue, titled “Reinventing College,” to an analysis of the role that MOOCs could play in repairing our higher education system—a system that is becoming more expensive while failing to prepare a growing pool of students to succeed in the workforce. To me, the most compelling part of the issue’s feature article was the story of an 11-year-old girl from Pakistan named Khadijah Niazi. She started a challenging college-level physics course on Udacity in late 2012 when the Pakistani government decided to block access to YouTube. However, her peers—other students from around the world—were determined to help her succeed. They banded together to ensure that Khadijah could access course lectures and assignments by sending her links to materials posted on private servers. She eventually finished the course with the highest distinction. An article in early November in the Guardian told another story, this one about a Mongolian boy, Batthushig, who received a perfect score in edX’s offering of Circuits and Electronics through MIT. For some, this was no surprise. Looking back to the Fall 2011 Stanford artificial intelligence course that launched the MOOC revolution, the instructors found that the top 400 performers in the course weren’t Stanford students. These stories reveal the most powerful attribute of MOOCs: their ability to open up channels to some of the most intelligent, motivated people around the world in the name of knowledge dissemination. But while using these channels simply to help spread knowledge is exciting, using them to facilitate new content creation could be revolutionary. How can we engage the talented, passionate, and often educationally disenfranchised students in MOOCs to help solve real-world problems? The notion of connecting with large bodies of people to address outstanding challenges is not without precedent. Crowdsourcing has gained popularity over the past decade as a means of leveraging access to millions of people with diverse backgrounds to solve real-world problems. Platforms such as Innocentive,ChallengePost, and Kaggle, to name a few, have used crowdsourcing models to address problems across disciplines, in both industry and academia. But MOOCs are particularly well positioned to encourage and benefit from crowdsourced problem-solving. In fact, educational theories highlight numerous benefits to real-world collaborations. Social constructivism emphasizes the importance of student interaction with peers to maximize learning outcomes. Activity theory supports the notion that students from different cultures may look at the same problem and come up with different solutions, each valid in its own right. Situated cognition argues that for educational content to truly sink in, it cannot be separated from its domain of application. Using MOOCs to facilitate real-world problem solving offers benefits to organizations that have problems; it can also help learners gain the skills and confidence they need to be productive members of society. Stanford’s Venture Lab is already bringing together teams of students from different countries to envision new products. But there’s something to be said about integrating students into a web of existing challenges and asking them to innovate. We could enable students in a data science MOOC to share insights into how a resource-strapped nonprofit could improve its services, or empower those taking an artistic programming course to create infographics that help NGOs communicate their social impact to donors. The possibilities are endless. There’s no telling what motivated, passionate students with unique cultural perspectives can accomplish if they believe that what they create can change the world. I’m excited to explore real-world problem solving in MOOCs through my master’s dissertation this year. Professor Michael Lenox at the University of Virginia and I are piloting this idea to see how students in his business strategy MOOC may provide recommendations to small-enterprises and nonprofits on their strategic direction. Over the next few months, I’ll be working on a team to scale this approach through the development of Coursolve, a platform that connects organizations with courses to empower students to solve real-world problems. In a world where resources are scarce and education systems often struggle to prepare students for the future, it makes sense to empower students to address real challenges. Let’s use MOOCs to promote learning from the world, for the world. Nabeel Gillani is currently pursuing a Master’s in Learning and Technology at the University of Oxford’s Department of Education and is also co-founder of Coursolve.org. He finished his undergraduate education in Applied Mathematics and Computer Science at Brown University in 2012. …; Added by chris macrae at 9:11am on March 17, 2013

Topic: can MOOC make 2013 greatest change year ever -part 2 february: year d-lab mit- desperately trying to retrospectively linkin to a minimum critical mass of delegates - mail me if you intended to be an alumni of the gteatest development conference that never was ===================================== chris.macrae@yahoo.co.uk microeducationsummit.com and wholeplanet.tv remembrance leadership projects of The Economist's Norman Macrae =====================================FEB NEXT CONNECTIONS IN FREE YOUTH ECONOMICS WORLD WITH MOOCS 40 years after dad at The Economist and I first started experiments with online youth at UK National Development Project for computer assisted learning, these things are almost certain to me about moocs http://planetmooc.com (though I welcome comparing "almost certainties") -incidentally on feb 24 I am flying half way round the world to discuss them with the person (sir fazle abed winner of first wise oscars of education) I rate number 1 in changing education (though delighted to try and linkin others nomination of who can change edu most with your help) 2013 will see a war over moocs between those who want to keep the cost and power over education as per norrnal and those who want to free job creating education to be up to to 10 times more economic for net generation while a mooc links in many ways that peer to peer students can learn virtually with each other, you only need 2 things to be a mooc content contributor a 12 minute viral slide show that millions of youth needs to know exists and question how to collaboratively action all at the same time a friendly university that will let your 12 minute module be included in a course that they want to be a first million youth course so the partners I am trying to converge are firstly one of 3 types: believers net gen can be 10 times more employed with this million times more collab and open tech (this includes those epicentral to making millennium goals happen) university leaders who dare join in as above people with a 12 minute slide show that they want to connect with up to a million youth's actions and social networking of course there are many other things to bring especially for tech wizards but its the above combination I need to use my dad's youth economics friends branding and mediation competences to unite if this is your sort of thing please reply to all here or to me at chris.macrae@yahoo.co.uk many thanks chris macrae washington dc 301 881 1655…; Added by chris macrae at 5:28am on February 11, 2013

Topic: What other reasons for assembling millions of youth online than certifying them: uences than students getting individually certified as having a theoretical expertise 1 Microeducationsummit replace 5000-citizen Microcreditsummits (97-13, 09-15) ? SO will the greatest millennium goal-action summits of the future blend summit and mooc - the first case of a summit and mooc blending appeared during the first week of the UN year 2013-2014 agenda of first summit-mooc…; Added by chris macrae at 7:30am on September 25, 2013

Blog Post: can we map how MOOCING free university will make even man's moon races look like small scale collaboration

3rd quarter plan 2013

Dear Searchers in Dhaka and everywhere youth job creation and community…

Added by chris macrae at 6:42am on July 8, 2013

Comment on: Topic 'E3 OPen Learning 1 effective, 2 efficient, 3 expansionary (is ecalable)': o do, and even better, those who actually engage in face to face conversations about the content of their MOOC courses, do much better on the tests than those who do not: http://chronicle.com/blogs/wiredcampus/mooc-students-who-got-offline-hel... This is great news for all of us who believe in connected learning, where participation is important. It reminds everyone that participation is not "natural" or "easy" (even face to face) but that it matters. What I like best about MOOCs is how much the reassert (I know this seems counterintuitive so bear with me) the importance of higher education. The last three decades has seen not only progressive defunding of higher ed but a rhetoric that we don't need it....it turns out that the world is (a) clamoring for an opportunity to learn (b) that face to face learning still matters and that (c ) the majority of us online are lurkers and that is ALSO true of the majority, the research shows, in a classroom. So a great face to face teacher also must learn from this to find ways for ENGAGED individual and peer-to-peer participation, as true for our classrooms as it is for online learning.... - See more at: http://edf.stanford.edu/readings/mooc-research-underscores-importance-engaged-participation#sthash.i3JeVwrw.dpuf…; Added by chris macrae at 9:06am on July 8, 2013

Topic: moocs and jobs: on edx? (Let us call everyone students irrespective of whether they are in college, school or working since we are all here to learn). We can view it from two different lenses – we are here to learn, or we are here to equip ourselves with skills needed for brighter career prospects. I’m confident many of you would agree with me when I say “the process of learning comes full circle with a job”. Now that we all are in agreement (I hope we are) that we want to learn and at the same time equip ourselves with skills that would propel our careers forward, how do we plan to make ourselves accessible to corporations? How do corporations know if we actually learned something from the MOOC courses we enrolled for? Did we acquire the skills that they are looking for? I, as a MOOC learner, would definitely want answers to these questions. We, at Aspiring Minds, decided to take the first initiative to connect MOOC-takers with jobs by doing a partnership with edX. As part of an experiment, we asked edX’s Indian learners (second largest population for edX) to opt-in to register on Aspiring Minds’ platform to get job opportunities. A large number of learners registered for this. Our team started working on making these students accessible to corporations who are currently hiring. We are pleased to report that our first student among this group got a job last week. The student is in the final year of his computer engineering in the state of Rajasthan in India. His campus does not have a good placement record with 60-70% percentage students being without a job. India has more than 3000 engineering colleges, and companies hire from the top 20% most of the time. This student got to know about edX from the Internet and took the course, “Introduction to Computer Science and Programming” among three others. Once, he shared his profile with us, he went through a test and the recruitment process of a subsidiary of a US-based software company with an office in Rajasthan. After the interview, he was offered the job of a Software trainee, to be promoted to iOS developer or PHP developer after the training period. This first example is encouraging, and it demonstrates how committed MOOC learners, even those with limited job opportunities, can be connected to employers. This is a first step in achieving the vision of an ideal education-employment ecosystem through MOOCs and we look forward to learning a lot more from this experiment in the next 3-6 months. Varun Aggarwal is currently the CTO and COO at Aspiring Minds. Apart from leading delivery and operations, Varun specifically looks after product design, research and new initiatives.…; Added by chris macrae at 2:27pm on May 22, 2014

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Join search for Sustainainabilty;s Curricula

Bangladesh Fazle Abed&

Hong Kong Ka-Shing TenCent co-founder Beijing

Hangzhou Jack Ma

Shenzen Pony Ma, Ren Z

UN Guterres &

Scotland, Oxbridge Attenborough

Turkey

Japan Masa Son, founder uniqlo

Ghana

India founder Tata

New York -schwarzman &

UAE

Geneva

Chile

Ghana

Rwanda

Indonesia Widodo

Duisburg turns into world's largest dryport - thanks to the 26 nations Rail across Eurasia Belt Road

Italy becomes west europe leader of belt riad mapping - with 10 yeras of studnet-friendly research by italian michele geraci

Help us question UN report on DIgital Cooperation 1 2 due summer 2019 with all star expert panel led by melinda gates and jack ma- both partners in celebrating brac's bkash.com as world elader in digotal banking for the poor

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

Funds challenge set by Head

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 1 2 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, 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??

Number 1 in Economics for Youth

online library of norman macrae - The Economist's Unacknowledged Giant -

videos 1 2 -fansweb NMFoundation- youth projects - include yunuschoolusa

xxx

Economistgirls.com - dedicated to girls and boys who survived wars (worldwide or region's Belt Roads)

Top 10 Right Old Muddles

I was tidying up my father's office when I came across a little black book. It was a diary. Many pages were headed Another Right Old Muddle. There in not much more text than a twitter profile of a young man. The bottom line was replicated on every page . XXX YYY flew off at 8am and did not return

Dad was one of the luckiest ones. He survived world war 2. While spending his last days as a teenager navigating arirplanes over mkodernday Myanmar and Bang;ades he had a lot pf down time. He had 3 books with him - from adam smit, maynard keynes, and a biography of gandhi. From war he went to Corpoius Chrfiost Cambrodge where he was one of the last to be mentired by none other than Keynes - theleading end poverty systems journalist of his era. In late 1947 dad started righting 45 yeras of leaders for The Economist. Here then are 10 right old muddles we will need to help giorls and boys livelihoods mediate now if our species is to sustain another century let alone a milleenium

leap beyond 10 old muddles

1 value girls - eg brac girls or the most couargeous and loving under 30s gorls entrpreneurs - eg AC Ori YC - have you met a woman under 30 who you'd vote for as matching these extraordinary multipliers of goodwill and action? Or an elder they all wish to be an alumni of - eg sir fazle abed

2 value girls, boys, those born poorest - three ha;ves of the world youth, women, poor- all have less than 10 per cent share of voice in the future of their generation - if your born into all 3 of these categories you used to have less than zero positiuve say- until from 1972 sir fazle abed started to empower vilage girls to buuild a nation - and along the way he interescted 3 times with china who had also gone through the cutiral revolution of girls hold up half the sky. This was good news because the peoples connected by the south and east asian coatsal belts number half the world's population- thio9se that had been most victiomised by Britannia- thise that the books of adam smith, keynes and gandhi provide suffiecnt slues to know how to value sustainability and action networks sdgs - should that be a job worthy of all of us alive tioday.

3 understand that the root cause of world wars was need to end colonisation -whiuch inkconevneintly was how large countriues developed between 1500 and 1946

4 Celbrate belt road trading models that go beyiond colonisation with win-win tyrades

5 First learn from any period in history when positive currencies or other mechnaisms permitted win-win trading to be mapped- identify the expoemtial balance rising or crashing that history revolved round

6 Clarify the unprecdented chnage that is defing life of the 3 generations mainly responsible for 1946-2030- technolgy's moore law in any forms that grand parent parents and youth could be educating each other one

7 Correct the desin ofault in empire education Adam Smith was forst to clarify- it was never to desinged to avlue youth , their livelihhods, innovation forces

8 Agree that as well as coms tech (digital and real world, human and artifician intelligence) compounding round us - we needed to celebrate chnaging machine and huiman sources of energy to be renewable amd to keep commons resources like wagter and air clean

9 Understand that the west's 3 main corporate forms and their lawyers needed transfromation if all peoples places are to be sustainable. MOre than that we need to freinds each other helping each other nations out of hostory's system traps. Any media that doesnt do that is fame media'

10 Wherever politicians or their academkic hacks tell you there isnt enough work for youth to do- something is desperatly wriong with the education, economics and valuation metrics being siued. THere is so much work to be done if we are to lap beyong systesm that are expoebntaoly crashing towards extinction. These are the most exciting tiemns to be alive- our family trees of grandparent parents youth are detemining whether tere will be any moore tres

map first 10 places of www.supercityuni.com and alumnisat.combr /> no particular order - tokyo from 64 and 2020
beijing tsinghua from 1984 -uni or rural little sisters
hangzhou to 1500 and from 2008

hong kong under chiense british and chiense rule
singapore under 3 rules
dubai under 3 rules
glasgiw when adam smith or fazle abed were there
america's south while martin luther king and muhammad yunus were there

BRAC quiz -help us compile the most exciting quiz of sustainable world

Q did brac create 100 million rural health service with 20 million dollar loan A

Q is brac helping jack ma bank for the billion poorest women?

Q did brac help the UN understand that the 300 trillion dollars of most liquid finance is barred from investing in sustainability development goals as an asset class?

Q before Jack Ma's partnership with one of brac's networks can you name 5 of brac's partners in being the world's largest NGO?

Q before Jack Ma's partnership had brac's educators assisted with livelihoods of over 150 million people

Q True or false: China and Bangladesh are the 2 most populous nations whose economies are sustained by girls as much as boys

top partners making brac worlds larfest ngo at brac.tv

Chris Macrae posted this

what if only educators technologists and youth can sustain our species?

infrastructure banking most exciting cases

EconomistGIRLS.com Keynes alumni Schumacher is famous for saying the greatest economic miracle of all would be ending poverty in millions of villages-- observe how 1960s climaxed with one network of adew thousand americans racing to the moon while over a third of worlds people still had no elecrtricity. What happened next is truly miracolous -its the tale of 2 regions coastal bangladesh and mainland china separated by some land partitoned for India when (grandad) Sir Kenneth Kemp was ordered to hastily write up legalese of India's Independence. For the history search mediation between Gandhi and Mumbai Chief Justice Kemp 1925-1946. For Do Now futures linkin AIIB2018 Mumbai June - for the greatest education revolutions study 1972-2015 in Bangladesh's BRAC eg at this Ning and with over half a billion chinese women. For next education steps in valuing girls livelihoods linkin WISE@Accra May 2018, at United Nations sept 2018, at Paris Mar2019 or more at ERworld.tv and Economistdiary.com

fan webs:brac.tv and fazleabed.com

brac turned aid into sustainable business franchises run by village

our dream - fav bookmark on www = free lessons on working to unite all 17 sustainability goals

4 Goal Edu &

Rice science – most valuable lesson

Half of life saving health services are free

A nation without locally owned banks for the poor cannot sustain girls nor entrepreneurs of jobs sustainability generation needs to celebrate

Happy 80th birthday by 100000 people of BRAC to Sir Fazle Abed

1 RESILIENCE NOT JUST RELIEF –INNOVATION’s CORE OF BOTTOM-UP DEVELOPMENT ECONOMICS

The seeds of BRAC were planted in the efforts of Sir Fazle and friends to assist families affected by the Bhola cyclone in 1970. BRAC was then officially established after independence, supporting refugees to rebuild their lives. At a critical early juncture , we abandoned our focus on relief and adopted a longer-term objective of development, opting to work side by side with community members for decades to come.

We do not ignore emergencies and their impact on people living in poverty. We build community preparedness and grassroots platforms that activate in natural disasters to minimize damage and to channel relief. Our goal is to help households bounce back better.

Better often means changes such as stronger infrastructure or new livelihoods for families that depend on agriculture, for example, and are therefore increasingly vulnerable to climate change.

As Bangladesh urbanizes, we have expanded our focus to include manmade disasters like fires and building collapses, most recently Rana Plaza in 2013.

Massive natural disasters internationally have triggered us to expand into new countries like Haiti and Nepal to support national recovery the way we did in Bangladesh so many years ago

2 Healthy Lives and healthy futures

Doctors and hospitals were scarce in Bangladesh’s early days. We created an army of community-based entrepreneurs to bring medicine to every doorstep. Over time, the army became all female, challenging social norms and enabling women to access important products and information

mothers -and this redesgned whole market value chains to be lew in trist for poorest and where necessary eg kids education invented conditioanla cash transfre - ie where donation is given to specific identifiable task - eg scolarships for thise secoindary chikdren who had best results in brac primnary schools

main links to brac - chris will update by saturday 10 feb

17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Last Call India Appreciation Tour of BRAC and Bangladesh Girl Developed Economies

Mary, and friends: after leaving qatar mid novmenber, where 3 of top 10 sustainability summits of next 15 months prior to beijing belt road 2.0 may 2019 were announced on behalf of wise education laureates and with the blessing of antonio guterres...this brac tour has been my main focus- all errors are therefore mine; good parts javeed's amy's mostofa's ..

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YouthGlobalAffairs.com - can you help with new york agency for global2.0...

Peter – I don’t know where education fits with everything you audit but any errors in following review of all the neighbors of china’s belt roads are mine alone

Mary my main question– do you know anyone in Indias, China, Bangladesh or elsewhere who loves touring BRAC and girls empowered solutions to ultra sustainability chalenges. If so, please could you introduce them to one or three of A) Javeed, B) Mostofa, C) Amy whose facilitation/personal networking roles are as follows:

Tour connectors WISE:INDIA-BRAC-CHINA-NY

Javeed after a business and education career as part of the India Diaspora in New York, whom I met at wise and jointly interviewed everyone we could reach at Qatar Foundation , is dedicated to sharing everything he can find with India educators; mostofa who grew up in Bangladeshi villages is our organizing guide of brac; of 10 trips he has organised since 2007, the last one took chinese graduates like amy to sir fazle’s 80^th birthday party- attached is brac’s own birthday history of sir fazle’s 45 years. Amy who grew up in Hunan villages is currently post graduating at columbia’s earth institute in new york while her fellow companion yuxuan is Rhodes scholar in Oxford and daughter of public servants in china’s province bordering North Korea,. Sir Fazle’s daughter is a Columbia Alumn

RECAP OF LAST TOUR

Happy 80th birthday by 100000 people of BRAC to Sir Fazle Abed

1 RESILIENCE NOT JUST RELIEF –INNOVATION’s CORE OF BOTTOM-UP DEVELOPMENT ECONOMICS

Better often means changes such as stronger infrastructure or new livelihoods for families that depend on agriculture, for example, and are therefore increasingly vulnerable to climate change.

As Bangladesh urbanizes, we have expanded our focus to include manmade disasters like fires and building collapses, most recently Rana Plaza in 2013.

Massive natural disasters internationally have triggered us to expand into new countries like Haiti and Nepal to support national recovery the way we did in Bangladesh so many years ago

2 Healthy Lives and healthy futures

We challenged the global health community by putting the life saving treatment for diarrheal disease in the “unqualified” hands of mothers, and generated evidence that they could use it effectively. We created a community-based tuberculosis control model, expanding over time to become the government’s largest partner in combating the disease.

The growing numbers of people living in poverty in urban areas face serious health risks, including maternal and infant mortality. Our network of healthcare entrepreneurs continues to ensure that women can access care safely, quickly, and with dignity.

Recent breakthroughs in cognitive science have shown that focusing on early childhood development has transformative effects over a lifetime. Pilot programmes are putting this research into action at the grassroots level

The primary challenge of healthcare now is less about access and more about quality. We are building financial tools to continuously ensure more people can access services that meet their evolving health needs.

3 EDUCATION FROM LITERACY TO LEADERSHIP

We started by teaching basic literacy to adults, then realised we needed to start from the start. We changed our nor-formal primary schools as “second chances’ for people living in poverty especially girls. Our pedagogy focused on joyful learning, incorporating the best practices from around the world.

As students graduated from our schools. We felt a need for creative ways to continue learning beyond the classroom. Libraries offered reading materials, and adolescent clubs created safe spaces and opportunities to teach life skills.

Our focus moved towards quality, with universal access towards education in sight, through strategies such as teacher training and increased use of technology. We proactively recruited students with special needs and expanded our curriculum into multiple ethnic languages to ensure that our schools were successful to all children.

Our ultiimate goal is to build a nation, and for that we need leaders. That is where our focus is now – creating opportunities for youth to take responsibilities in programmes, as mentors, and as teachers themselves. Our university creates even more opportunities to contribute on a global scale.

4 Financial Inclusion

We started by bringing people living in poverty together. We quickly learnt that what they needed most urgently was access to economic opportunities and financial services.

We brought women together into village organizations to organize credit and savings arrangements, and then used these meetings as a platform by delivering a wider range of services.

Over time, we expanded our reach to unserved populations, such as the “missing middle” (enterprises that were too large for the loans offered by microfinance but excluded from commercial banks) and a comprehensive grants based programme for people living with poverty, who could not benefit from microfinance.

We are now building a broader set of financial products, including insurance and pensions, and leveraging the growing ownership of mobile phones to use digital channels for financial services.

5 Market Solutions for the Poor

A fundamental driver is a lack of power – at the individual, household and community level alike... Power dynamics need to change in order for people living in poverty to realize their potential , and they only change when people do it themselves.

We promoted consciousness raising and empowerment from our earliest interactions with communities, inspired by teachings on social movements. We underestimated the complexity of power dynamics though and learned the hard way that we needed to create new organisations, where women could come together in solidarity. These community action groups became important social platforms; for example, supporting health workers who faced harassment for their services.

We widened our work over time to help people living in poverty to participate in formal government structures and leverage public services. We also increased our engagement with public official and village leaders to build wider support for women’s empowerment. These discussions have risen to the national level, where we advocate policies that support gender equality and human rights. Internally we have worked to build a female-friendly work environment and actively strive to recruit women.

Gender equality remains one of the greatest unfinished works of our generation, and an area in which we have to continue changing power dynamics. We still see that child marriage is the norm, sexual violence is pervasive, and women are under-represented in the workforce.

6 Changing Power Dynamics

As we began to provide financial services to people living in poverty, we noticed that many rural communities did not have access to markets

We started building value chains, connecting thousands of farmers and artisans to national markets. We focused on silk, poultry, clothing and retail, in many cases the viability of new sectors in Bangladesh. The successful scaling up of one value chain often spawned new livelihood opportunities, from poultry vaccinations to artificial insemination for dairy cows.

Entrepreneurship is also a long standing part of our development approach. Over time we have built a national cadre of local change agents, usually women, who receive training and support from us, but are paid for their services by their neighbours. These grassroots entrepreneurs distribute a wide variety of products and services, from sanitary napkins to high quality seeds.

As local and global labor markets offer new opportunities. We are supporting migrants to seek and finance work abroad safely, and equip youth with in-demand skills

7 BRAC INTERNATIONAL

By 2002 we had over 30 years experience of piloting and perfecting programs, and scaling them to reach millions. The time had come to bring what we had learnt in Bangladesh to the rest of the world.

Relief and rehabilitation were immediate needs after war and natural disasters plunged millions into poverty in Afghanistan and Sri Lanka. We focused on peace and building stability through jobs, education and financial inclusion, continuing to put girls and women at the centre of opportunities.

We expanded into Africa four years later, starting development programs in Tanzania and Uganda. We continued to pilot, perfect and scale rapidly never losing focus on contextualising every opportunity created

Opening now in 12 countries gives us a rich knowledge base to further our work in Bangladesh, while providing us with a global network in which to pilot new solutions for the world’s problems. In 2016, we create opportunities for one in every 50 people in the world...

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

CONTEXT FOR 2018 TOUR

NB INDIA BIGGER PEOPLEWISE THAN ALL OF CHINAS OTHER NEIGHBORS

Before a tour guide to brac/bangladesh- here’s a brief review of all of China’s neighbors and why the old English Raj is in population terms the biggest of china’s belt road tours and new development searches. Brett’s x times great grand father JAMES WILSON started this tour with Queen Victoria – after founding The Economist to help her debate what was London doing to Ireland (see current pbs episode of Victoria) he was dispatched to Calcutta started standard bank, died 1860 of diarrhea 9 months into the project. His son-in-law Walter Bagehot refocused on English constitution and pound sterling as commonwealth reserve currency with Victoria.

Accidentally the next time The Economist had a sub-editor with east west experience was my dad who waa a teenage navigator over modernday Myanmar in world war2 , who married the daughter of sir Kenneth Kemp whose 25 years as Mumbai chief justice mediating Gandhi ended up writing up legalese of india’s independence; most of dad’s first 20 years The Economist celebrated the East’s post colonial win-win economies ie japan s korea Chinese diaspora superports (archives) and by 1976 asked americans to celebrate asian pacific china global century as much as their own third century.

online library of norman macrae--

At the time of moon landing dad started his other main dialogue of the 20th C world’s favorite viewspapre – Entrepreneurial Revolution – assuming the world was in 1968 destined to spend 1000 times more on commons tech in 2016 versus 1946 would we transform education to sustain all millenials livelihoods or the opposite?

ANTICLOCKWISE REVIEW OF CHINA’S NEIGHBOURS, STARTING AT ITS EAST COAST:

1 China’s east coast supercity connection are great : every positive win-win trading future can be dreamed with them : the superports and trains are ready to connect more than half the world’s economy which is how sustainability mapmaking should be with half the world’s people living within 3000 miles of Beijing but crowded in to less than 10% of the earth’s land

2 china’s border with asean looks pretty good ( asean with singpaore as its cultural soul is in top 6 development miracles with china mainland , china superports diaspora, s korea , japan , Bangladesh girls)

3 Now we come to the crucial corridor Myanmar Bangladesh India Pakistan – all old British Raj; what important to bring 2020 vision to first

Bangladesh is a key coastline – if it had a superport that united all trade interest on china India Bangladesh Myanmar that would change more girls lives than any single superport anywhere

The miracles of Bangladesh and mainland china both started at beginning of 1970s. In fact to start with japan shared rice science in a partnership with brac and china that was number 1 solution in ending famine. However china developed with the diaspora (the 3^rd greatest financial power by the 1970s) inward investing in superb infrastructure; bangladesh girls had to build their nation with what aid they could turn into sustainable social business (the invention many people believe muhammad yunus designed but actually brac did. See The Economist article it wasn’t microcredit it was BRAC)

4 Next we come to Pakistan corridor to united arab emirates and thence djibouti to Africa, up the suez and through the Mediterranean sea- the brilliant new maritimne silk road

5 As you continue tour of landlocked neighbors, its impossible for china to make anything much better without mediating Russia’s goodwill. Even the ovetland Chinese Express to west Europe passes through the Shanghai Cooperation neighbours of which Russia is a core dynamic , and which India joins for the first time as full member this year (2 incredible summits in june aiib Mumbai and SCO qingdao)

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EconomistDiary.com thanks AmyChina QuarterBillionGirls

6.1 You then have 4 trajectories through Russia but which you can also call the artic belt road. One is direct trade route to Nordica via st Petersburg which organisies a major annual economic summit- here the articuniversity.com shared by 8 countries and pivoting out of finland is the best news of all new universities of 2018 following damo as best news of 2017

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futureofgirls.com and damocity.net welcomes all open technology heroines...

6.2 Direct route to Moscow – essentially what is the strategic future of Russian and East Europe people the west (EU) had first chance to mediate if the fall of the berlin wall had been about more than reuniting Germany

6.3 Direct north through mongolia – quite an unpopulated region but potentially renewable as pivotal natural space

6.4 north east where the dream has always been a runnel across Bering Strait so that north east Eurasia Alaska Canada West Coast usa van all be one supertrain corridor as well people spaces that are totally complementary as sustainable economies if 20^th c borders hadn’t been erected primarily by stalin

6.5 Of course the last border challenge: as neighbors turn full circle is north korea- here we have 30 million underdeveloped people ; they too need one superport; this solution can really only come about if russia china japan and south jorea start to trust each other

I welcome being told what stories youth should map differently than above; if I have over-simplified or got them wrong please don’t throw out the brac and bangaldesh superport challenge without looking at it in more detail.

First if you put a straight railway line from Beijing to xi’an to chengdu to the coast you would almost hit the Myanmar-bangladesh border- at cox’s bazzar which yunus and my father discussed as needing to be a superport with 50 people at the royal automobile club london in feb 2008! Second if you did a railway from chengdu to Gwadar you would almost pass through new delhi thus opening up all the route to emirates : Oman , Djibouti and Adrican silk road, suez and med sea silk road. But third if you review every sustainability goal in terms of which communities face the hardest entrepreneurial challenges you would come back to bangaldeshi girls as still being the SDG17 world's most vital youth partners. If climate goes wrong there will be more initial flooding of peoples along bangladesh coastline than anywhere. Brac has designed an economy where communities and girls networks maximizing their own capacities to build the future. This is the story that all of sheihka moza’s wise partmers can honor as brac was their first educational laureate and now that guterres has asked them to stage the girls and refugee learning summits at the UNGA Sept 2018.

Key people in choosing what goes on at this summit are thes ame UN eminent sdg goals panel as aiib is reporting on both at aiib Mumbai 2018 and argentina g20 july 2018. All of brac’s organisational dna is francsican (Paulo Freire) as is all of jim kim’s prior work at partners in health with paul farmer amd george soros. You cant do global last mile health services without brac style networking. Fortunatley jim kim’s last job before he joined the world bank was to make pih’s lab in africa in rwanda with kagame who now chairs the african union. .

So it is that goodwill with china’s immediate neigbors connects through to goodwill in middle esst, Africa, med sea nations (the happiest in the old silk road before 1500 but today the refugee and isis crisis hotspots), and ultimately brac and girls are at the crossro9ads of a muslim francsican coinfucian fusion of families build healthy economies across generations not vice versa

The G7’s win-lose macroeconomics computes big data big; this is not mathematically correct let alone exponentially sustainable if you refer to Einstein and von Neumann., and it will not produce the human ai (or the truth media) we now despearately need to celebrate if little sister sustainability world is to be the end game instead of orwallian big brother. These are the most excitiing tiness to be alive. What we do with tech of banking and education over the next few years determines species sustainability.

TOURING BRAC AS INTEGRAL TO 2018 teachers Game of Fives and World Record Jobs Creators

Publishers of the sino-english world record book of jobs creation demand that any educator responsible for youth future livelihoods understands teachings of these 5 peoples alumni network if they are to help with sustainability rising out of every community

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World Record Book of Job Creation

1 Xi Jiping (worldwide sustainability investment maps –both china end poverty 2020, and benchmark ecological cib=vilisation 2050)

2 Sir Fazle Abed (girls futures)

3 Antonio Guterres (worldwide borders reconciliation, and 17 SDGoald local deadlines )

4 Pope Francis (missing connector of all major goodwill spirits – what jack ma calls curriculum of LoveQ)

5 Jack Ma (tech futures humanized; big data small enough for every child to code –china’s work on robot teaching assistants appear to be where education unicorns are at; remember 2018 is year of 5 million china startups- which of these do 5^th grade girls need to know about for sdgoal to be their realities not just dreams

In 1972 BRAC began as a training network in an area where 1 million people had be killed by a cyclone and there was no infrastructure left- who could reconstuct what; it was always building community self capacity – home and safety (to this day brac employs more barefoot lawyers than bangladesh has police stations), local food security, local helath security, a jobs-led education system, and villagers own value chains and finance. starting in villages with no electricity and illiteracy; its first primary schools trained women; who then became teachers. The newly indepenentent national government didnt have enough taxes to develop the cities so it let brac be the public self-service of villages. BRAC is the ultimate Paulo Freire action learning network; it scaled across villages person to person to 1996. Then the parallel network yunus started 11 years after brac was first to test mobile and microsolar connectivity. However at its height yunus only owned one third of grammen phone. Brac maintained total ownership of its digitalization – today it connects the largest cashless banking sstem in the workl www.bkash.com – the coding superstars from this are the same bangladeshi americans who started with yunus but now linking mit dubai legatum and Nick Hughes the original coders of mpesa- bill gates networks comes to brac to study how to try to do cashless banking elsewhere. However in bangladesh bkash connects with every network as does brac education. In africa and afghanistan where one major partner per country asked brac to join in, adolesecent girls clubs are the main hub for educational networking ( only one of 10 main moving parts of brac back in bangladesh). Bangladeshi girls empower a fusion of edutech and fintech in ways that every poorest nation needs to benchmark before its has a chance to get to the superhighways of development that China is. So as in a 2006 bangaldesh dialogue paper put it – three giants need to grow up together China India and Bangladesh if you search to achieve the deepest sustainability goals and not to leave the bottom 20% out of the sustainability goals era.

Since 1999 Brac formed a university - its signature course is the James Grant School for public health servants - the first lesson module brac ever scaled across the village mothers network was oral rehydration which saved a quarter of infants lives; james then head of unicef took to having a pack of the sugar-salt mix in his suit and demonstrating it at every royal dinner table he graced...

EXCITING YOUTH ECONOMIES

Our favorite is the new economy of valuing world's poorest girls- brac, founder Sir Fazle Abed, is the world's most knowledgable network in empowering girls sustainability- started in bangladesh in 1972 its first 25 years of grassroots networking was entirely face to face as bangladeshi girl villagers had no electricity so no telecoms nor other ways of being connected beyond the village;

leapfrog models - when mobile is your first telecom; when solar is your first elecetricuty ; when cashless is your first bank ...

bangladesh was one of the first nations to test how to use mobile with world poorest womens networks; most leapfrog market models can benchmark an ultra goals version that brac has helped linkin - start with www.bkash.com the developing worlds largest cashless bank using mp3 tech

related references from the sino-english first edition of world record jobs creators

Index of WRJC (version 1 to 2020)

E1 Xi Jinping (Rejuvenation global2.0; world's most transparent maps on win-win trade for all) E99 Lee Kuan Yew E2 Sir Fazle Abed (world's favorite educator eg empowered girls to resolve poverty's greatest challenges, BRAC & Bkash)
E3 Jack Ma leapfrog tech (big data small), ecommerce curriculum as one of china's 4 greatest inventions 1 -IR4 can develop 10 times bigger people-centred economics) E98 Gandhi & Montessori & Mandela, E4 Nilekani (bridges to English as 2nd most valuable language in world Modi, Kalam, Singh) W1 Tim Berners Lee (the www , we havent seen it yet- human collaboration can be so much bigger, bridge to any mit lab with human app) W2 Jim Kim being healthcare most courageous public servant lads to being the sanest western voice in world banking and most peace-loving North Korean American; ; W3 Pope Francis and W99 Pope John Paul; W4 Justin Trudeau , W5 Michael Palin, W6 Henry Kissinger -superpower mediator extraordinaire; E5 Yo-Yo Ma, IM pei.. Chengl Li Cultural leadsers sans frontieres; W7 George Soros; W8 Larouche family; W18 Paul Polak, E12 Pony Ma, E13 Rhen Zhengfei (Huawei), E14 Guo Guangchang (fosun) E15 Liu Chuanzhi (lenovo), E16 Feng Lun (vanton), E17 Yuriko Koike and Abe, e18 Li Ka-shing founder ckgsb e19 moreno, blum and perini, E20 robin li W19 Thorkil Sonne,

help edit presentations of sir fazle abed and xi jinping and jack ma as #1 world record job creators and search out youth economies with special thanks to youth mediators www.economistchina.net

here's a doc and global youth fast changing urgent intelligence debate on

ww.economistchina.net

sustainability worlds record jobs mapmakers- how would you turn it into a viral video or a few slides or other collaboration stimulus of valuing investment in youth/girls as sustainability goals generation- who are the peer networks you most want to share it with- please help us question 2 different things- the people you know who you can share it with; the people you would dream of sharing it with -what actions would you first intend resulting from the intelligence you mediate

BRAC PRIMARY SCHOOLS 5.3 million girl alumni of BRAC

A second chance at education
Over the past 29 years, the number of BPS has grown exponentially. We started working in 1985, opening 22 one-room schools and providing three years of schooling up to class 3, which was later extended to class 5. The main objective of non-formal primary schools is to develop a school model for the underprivileged and primary school dropout children, especially girls, to complete the five-year primary school syllabus in four years.

edubelt.ppt, 2.9 MB

BRAC also works with other development organisations to expand education opportunities for disadvantaged children by partnering with them and providing them with technical and financial support to implement BRAC’s non-formal primary education model with changes as needed. These collaboration activities are called education support programmes.

Key features

The one-teacher school is operated by the same teacher for the same cohort of children for a period of four years and delivers lessons in all subjects
The school hours are flexible and fixed according to needs
Children do not pay any fees and there are no long holidays
Little or no homework as most of their parents are not capable of assisting them
Children with special needs receive corrective surgeries along with devices like wheelchairs, hearing aids, glasses and ramps
Children belonging to ethnic communities receive class lectures and course materials in their own languages up to class 2 so that they can overcome language barriers and cultural gaps
BRAC develops textbooks and other materials for up to class 3 and government textbooks are used in classes 4 and 5
Students are taught about social values and their rights and responsibilities coupled with basic financial education to empower them
BRAC primary school graduates are being tracked by BRAC for further study

Mechanism to ensure quality of teaching
A typical BRAC teacher is a woman from the community in which the school is, with 10 years of schooling experience. Teachers undergo an initial 12-day training course in order to repeat basic information on teaching and learning and to enhance their teaching abilities. They subsequently participate in monthly, subject-based refresher courses and yearly orientation prior to advancing to the next class. In collaboration with BRAC University’s Centre for Language (CfL), BRAC provides a two-month long (21 days each) teacher training programme in English to the teachers.

What is the linkage with the government education system?
Bangladesh government has allowed BPS students to appear for Primary Education Terminal Examination which is a fundamental board examination that takes place at the end of class 5.

The effectiveness of this programme was evident when the graduates of the non-formal schools were well ahead of the country average when it came to passing grade for the primary school examination - 97 per cent success rate in 2009, and 99.54 per cent in 2010.

How do we track graduates at secondary schools?
BRAC experienced that its graduates admitted in secondary schools often cannot complete their education due to many critical circumstances. We started the ‘tracking of BRAC graduates at secondary schools’ programme to ensure their enrolment at the secondary level, promote regular attendance, reduce dropout rate so that they successfully complete the course.

BRAC is also regularly in touch with secondary school authorities and other organisations to manage scholarships and full/half free education for BPS graduates.

Projects:
a.    Shikkha Tari: Boat School
b.    School for dropped out children
c.    Performing and fine arts
d.    Total learning experience (TLE)
e.    School for street children
f.     Social and emotional learning (SEL)
g.    Aflatoun
h.    Mobile library for BRAC Primary Schools
i.   Interactive digital content in primary education
j.     Kumon mathematics at BRAC schools

Quick facts:
14,153 primary schools
389,910 students, of whom 62.17% are girls
5.3 million students completed courses to date, of which 60.43% are girls
5.55 million students transferred to formal schools to date, of which 60.12% are girls
14,153 teachers

Read Stories:
Innovative Steps Towards Primary Education in Haor Area
Akhi studies hard to be a teacher.
Alam, a Non-formal Primary School Student, Now Runs His Own.

youthbrac1.doc, 693 KB 1 2 3

which value chains could teachers know how to help youth redesign to end poverty - fashion, crafts, agriculture, banking, health, disaster, education ...

Valuing half of the world under 30 13 Replies

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can you help under 30s map worldyouthcommunity
brac, and love the world of education again

Open Learning Campus welcomes you. If you are looking for World Bank OLC please start at http://www.jimkim.info or http://www.sorosjobs.com ; other search queries text usa 240 316 8157 -or start at superplaces -sustainability designed by every family not a handful of bi-polar political big brothers

Breaking news Match 2016 - chinese youth lead creative children delegation to brac to discuss open education's entrepreneurial revolution and joyful consequences for girls the world over

Breaking News March 2015 First Bangladesh OLC launched by U of Berkeley and BRAC Sir Fazle Abed.

Welcome to partners in mapping Open Learning Campus- and

Four world record job creation explorations in one

1 Open Platforms eg 5 billion peoples: Xprize replaces Yazmi?, Khan and OD Coursera- NG leads china partners out of Baidu

2 Labs for partnering the greatest changes in teachers and students, families and communities

3 Designers of the future of the net -generating the smartest liveliood creating media

4 Missing job creating curricula and ending the 4 monopolies of pre-digital state-dominated examination of youth’s futures

internet as entrepreneurial revolution of learning learning

Mandela Extranet Partnerships including Google and Branson

Feb 2015 Breaking News Latest skype with Taddy Blecher in South Africa confirms that all teacers and students at 7t grade will soon get ipads for accessing te missing job creating curricula such as MII Maharisi’s love yourself, financial and entrepreneurial literacy, coding

2015NOW - 12 MONTHS THAT CHANGED TRILLION DOLLAR MARKET OF UNIVERSITY EDUCATION

As you know, with eg learning satellites of 5 billion people in play, there is a lot of mashing up of curricula going on - and it would be really useful if Rome and Glasgow and Paris and Madrid and Budapest and Warsaw could find common ground over next few months if any is to ever be found out of Europe in time to valuing millennials livelihoods



		valuing millennials bernardo I would like to thank you for the suggestion but people like tebabu and stefanos are much closer to noah at www.yazmi.com than I am (while thursday is my first neet , tebabu frequently drinks coffee with noah) - there is also the issue ...

		View on valuetrue.com	Preview by Yahoo

chris

ps could you tell me whether or not you decided to spend 6 weeks in Dhaka round the turn of the year; as far as I can see peoples diaries and information networks over next 6 months are not synchronised yet in ways that could maximally support sir fazle abed; it would be a shame bordering on catastrophe if millennials never had accurate understanding of how much of Bangladesh's first 44 years depended on his life's action learnings and open engineering mindset

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

Timeline of Open Learning Campus (OLC) -latest newsletter

2014 world record top10 job creator jim kim's world bank takes collaboration lead : launching OLC (with coursera) august 2014, 2nd annual youth summit october 7 2014, first annual UN-partnered millennials competition spring 2015

100 links to BRAC

how did villager networks around Sir Fazle build rural health service? build village education? build banking networks? build valuetrue maps of food , water and safe-for-children communities?

background research links on women4empowernent curricula at womenuni.com and millennials (25-35 profesionals) most valuable knowledge network ever to human race at yunus.tv

....

1972: in the West The Economist starts debating OLC after seeing students experiment with early digital learning network (UK national dev program computer assisted elarning; milllenials goals and swot of planetary sustainability of net generation published after 12 years of global views mediation; NZ educators start continuous experiments at www.thelearningweb.net- book form becomes favorite export to 10 million chinese parents

in East BRAC starts greatest bottom-up lab for OLC -Bangladesh becomes doubly famous for this when Muhammad Yunus starts linkng in 4 years later- latest updates celebration's MOOC Yunus; yunus invites atlanta to turn youth peace laureate summits into twin capitak events with most value to host than olympics or world cup

.. ..

1989 Berners Lee launches the web- soon mit media lab in boston becomes most resourced open source tech wizards innovation lab;early 1990s Samara launches Africa's and Asia first freedom of peoples info satellites-sonn Kenya's IHUB backed by ushahidi becomes the worldwide youth's most exciting open source tehnology wizard's networking space

- 2014 update Yazmi.comled by DC-Ethiopia diaspora networks

Late 1990s S.Africa's free university launched- 2014 update Blecher parners now shoot for 1 million additional job creation across whole 14 million youth african schooing system by 2020- ihub partners all over africa (and indeed in any capital with future) invited to linkin

Late 200s Khan Academy invesnts the most valuable reporting format of all -maximum 9-minute audio blackoards-0 game is on- which audio-blackboards are so valued by youth to peer to peer learn with that their viral actin networking makes trending on twitter look like a sideshow

puzzle 1 : Back in 1962 The Economust celebrate the win-win peace economics model of japan and projects milennail population statistics will require Asian Pacific milllenials to be responsible for more than half of the planet's open and sustainbility investments 1975- 2025- who;s connecting this? jack ma? Yao Ming with Brookings Inside Out China and Unseen Wealth teams? rsvp chris.macrae@yahoo.co.uk washington dc hotline 301 881 1655

How did bottom-up NGO BRAC become the world's largest most collaborative network for partnering in millennials sustainability? While it is known globally and locally for sharing extreme innovations in community banking, its foundations were first built on 3 subnetworks:

bottom-up disaster relief

massive scaling of microfranchisie solutions to life critical challenges

what the WISE laureates value as number 1 job-creating education network in the world (parallel nominees by context of freedom of entrepreneurial skills)

help us review 2013 MOOC

2013 was a year in which professors might have found out what a huge gap ...

- is khan academy's 60 minutes introduction to coding the most valuable training billions of youth have ever been offered? otherKhan links

Who's mapping the most valuable collaboration youth networks in the world -here's why 42 years of entrepreneurial revolution surveys lead us to value orbiting around families of Abed and Soros and Turner- whose collaboration with youth's futures do you value most?

...

what would a million youth most wish to see in a 6 weeks mooc guided tour to www.brac.net -if you can help our research please email chris.macrae@yahoo.co.uk washington dc 1 301 881 1655

hottest youth-spring 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??

What would the world miss if MOOC had never existed? world tour next stop: Dhaka date to be announced

sample urgent correspondence- - have you tried www.coursera.com - biggest change in 40 years since dad (The Economist's Norman Macrae) and i first saw 500 youth sharing knowledge around a digital network..

now anyone with a set of slides that shows how collaboration with them can most change the world can get linked in to job-creating education, mentoring hopefully be star players in free university - a fascinating question to explore is which mooc will first connect a million youth live- more

Feb 2013 breaking news- 2 curricula we are prioritising research for this month are

collaboration NGO (which NGOs would you wish to see contribute to this course) and

.Norman Macrae -first to journalise the EU, Japan and Asia Century, Entrepreneurial Revolution, Net Generation is a hard act for his family to follow. Parting 2010, he left instructions to co-host parties wherever places (or his pro-youth economics friend muhammad yunus) invested most in their youth's collaboration round heroic purposes. Following party at boardroom of The Economist, one of the next 3 parties- Japan Embassy in Bangladesh - planted the idea that Norman's friends can celebrate those who design MOOCs around 10 times more job creating systems of education- wow yes please!,and thanks so much to sir fazle abed for agreeing to host a follow up party on this March 2013.

Favorite Partners of Journal of Youth Economics : BRAC, MOOC Developers, Youth Jobs Competitions; The Economist's Unacknowledged Giant Family Foundation and Friiends in Japan, S Africa,...

futuretech

1 2 3 .. SocLab

Youth PARTNERING - BRAC:& JICA 1 2 & Nike & MIT Legatum & MastercardF & GatesF & DFID & Aflatoun & Kiva & wholeplanet

Our Foundation - and friends of youth job creation - at wholeplanet.tv are delighted to nominate BRAC as the most purposeful partnering organisation we have ever seen. Of course we enjoy comparing views -who's your nomination?

What is more the Abed family have spent more energy on future of schools than anyone we know -chris.macrae@yahoo.co.uk

Norman Macrae Foundation Washington DC 1 301 881 1655

This is all very good news for all those celebrating 2013 as Year of The MOOC -as well as those who see education as the gateway to changing the purposeful freedom of life's 7 most valuable pro-youth markets of the net generation's post-industrial revolution mapped by The Economist and its readers since 1972

40 years ago, my dad at The Economist and I first saw 500 youth sharing knowledge around a digital network. Both of our lifetime passions united in searching for the most purposeful organisations of the net generation - a search dad branded in The Economist from 1972 Entrepreneurial Revolution and which ten years later became our 2024 Report on investing in millennium goals so that the net generation could be the most productive and collaborative time to be alive

...

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