Search Results - mooc

Topic: Share your coursera profile -and guided tour of the world of learning -with us: ntact About Us https://www.coursera.org/user/i/6358056ef89fd5ad2a1add98d44860ed chris macraeWashington D.C., DC Spend every free second on MOOC, new economics & mapping microfranchises - community solution designed to be replicated by & for the peoples across open networked communities. Since father's (Norman Macrae) death 2010, family foundation partners in reunions (eg London-Dkaka-Tokyo-Johannesburg) where pro-youth economists or open tech genii debate Entrepreneurial Revolution and Open Society Education economics - a genre my father shared in The Economist from 1972 -chris.macrae@yahoo.co.uk Find Me Here http://www.linkedin.com/pub/chris-macrae/0/5/5b8 microeconomics obamauni +chris macrae http://normanmacrae.ning.com/ My Profession's Most Needed Courses Generating the Wealth of Nations Apr 29th 2013 Economics of Money and Banking, Part One New Models of Business in SocietySep 2nd 2013 My Curious Courses Probabilistic Graphical Models -Koller can save the world ; wish she'd also star in one more easily accessible course - even though as an MA in statistics I think she's cool Apr 8th 2013 Introduction to Finance the introduction to this was so long-winded that I fell asleep over my laptop-pity cos there was something I wanted to learn Jun 3rd 2013 Think Again: How to Reason and Argue Aug 26th 2013 Learn to Program: The Fundamentals Aug 19th 2013 not the level I wanted to start at but cool if you decided to make your first ever programming experience python Principles of Obesity Economics Date to be announced Health for All Through Primary Health Care May 29th 2013 Community Change in Public Health Apr 22nd 2013 Computational Investing, Part I Aug 26th 2013 Fundamentals of Online Education: Planning and Application Date to be announced Critical Thinking in Global Challenges Jan 28th 2013 Introduction to Sustainability Aug 26th 2013 Grow to Greatness: Smart Growth for Private Businesses, Part II Apr 29th 2013 Developing Innovative Ideas for New Companies: The First Step in Entrepreneurship Jan 28th 2013 -it really bothers me when a course starts by requiring (marking) you to learn parrot fashion some terms one professor has coined that may mean something to the students he indoctrinates but aren't relevant to practice -UMD can do better -in fact I know many there who do A New History for a New China, 1700-2000: New Data and New Methods, Part 1 Jul 22nd 2013 Creative Programming for Digital Media & Mobile Apps Jun 10th 2013 Nutrition, Health, and Lifestyle: Issues and Insights May 6th 2013 - I was there to learn which foods no longer have much nutrition in them instead the professor was too much of a big industry apologist- I could help wondering how John Mackey alumn would have re-edited this course. However she did teach me to be even more suspicious of what you read on American food labels A Brief History of Humankind Aug 11th 2013 TechniCity -this would be a hugely fun topic to write one's own course on if time permitted - there are so many future changes you could explore; I think where I'd go to get 9 minute perspectives millions of youth most need to debate is MIT media lab, and somewhere in China - where'd you post a module from? and why cant courser weave together some courses from multiple correspondent sources? May 4th 2013 Introductory Physics I with Laboratory Aug 19th 2013 An Introduction to Corporate Finance Oct 28th 2013 Big Data in Education Oct 24th 2013 The Role of the Renminbi in the International Monetary System Sep 30th 2013 Globalizing Higher Education and Research for the ‘Knowledge Economy’ Jan 21st 2014 Foundations of Virtual Instruction Sep 30th 2013 Conditions of War and Peace Oct 15th 2013 Art and Inquiry: Museum Teaching Strategies For Your Classroom Jul 29th 2013 Emerging Trends & Technologies in the Virtual K-12 Classroom Nov 11th 2013 Foundations of Teaching for Learning 1: Introduction Aug 5th 2013 Engaging Students through Cooperative Learning Date to be announced Sep 1st 2013 9/11 and Its Aftermath -- Part I Sep 9th 2013 …; Added by chris macrae at 8:28am on September 15, 2013

Topic: Ma-Lee - book club of readers of Ma trilogy by professor lowrey Tsingua: st book in lowrey trilogy - the ali baba way one of the other do nows listed below - if you are not a member of this ning- ask chris.macrae@yahoo.coi.uk for membership invite- then you can subscribe to this forum's updates and collaborate with www.futurecapitalism.tv and the 50000 Global stuydent exchanges of 016-017 making opportuinities of the Sustainabiliuty Goal generation actionable and nearly free for under 30s to learn to do related references MOOC: ValuingYouth portal for student alumni of ALiresearch World Record Jobs: 5000 Global Yoyth Opportunity 2016-17: eg this ning's win-win quests between alumni of Ma and Lee 10 sites of china leaders quest class of 2016 -eg visit changsha city where mao grew up and today's metahub of quarter of a billion girls livelihood search visit beijing's mooc building but only after friending active alumni of tsinghua lowrey's aliresearch circles helping china's quarer a billion girls livelihood movement with research lowrey needs so her seciond book helps friend of jack ma or of sir fale abed understand each other pereparing to make the 18th september summit at the un caled by the edcuatuion commission the most gamechanging event leapfroging coders have ever linked in - the un or anywhere https://www.youtube.com/watch?v=GXdLYu1DlDc Jack Ma - Stop Complaining And You Can Find Opportunities. || Jack Ma Interview Better Living Published on Jun 19, 2015 Jack Ma - Stop Complaining And You Can Find Opportunities.Jack Ma 2015 ►Download your FREE BOOK CLICK HERE: http://www.howtolivewithpassion.com/✔ Help Us Reach 100,000 Subscribers : https://goo.gl/qjj29h ► Facebook : https://www.facebook.com/livetodaywit...► Visit Website : http://livetodaywithpassion.com/►" Never give up. Today is hard, tomorrow will be worse, but the day after tomorrow will be sunshine."__Jack Ma"I try to make myself happy, no, because I know that if I'm not happy, my colleagues are not happy and my shareholders are not happy and my customers are not happy. "__Jack Ma Jack Ma 2015 . Today is hard, tomorrow will be worse , But .....Better Living233,606 views 44:33 Jack Ma‘s mind-blowing speech in CeBIT with Angela Merkel in Hannover, Germany 2015 (HD)Skinome52,760 views 16:03 Obama interviews Alibaba billionaire Jack MaBIzztor795,038 views 24:54 Jack Ma - WONDERFUL INTERVIEW ( Inspiration for Success )Habits of the Wealthy1,583 views 23:00 Self Development - Don't Accept Limitation (Law of Attraction)Live Today With Passion171,880 views 13:20 Jack Ma - How to Become Rich - Jack Ma SpeechHabits of the Wealthy98,143 views 1:07:52 Jack Ma - How to Become a Millionaire - Jack Ma InterviewHabits of the Wealthy375,605 views 1:26:51 Jack Ma Speech - Small is BeautifulJack Ma140,141 views 25:33 Jack Ma's Top 10 Rules For SuccessEvan Carmichael1,085,610 views 8:28 Jack Ma Interview -Best Decisions That Will Change Your Life || Jack Ma Success StoryHabits of the Wealthy119,217 views 15:30 History Channel Documentary | Ancient Discoveries | World Economic Forum 2015, Jack MaHistory Channel Documentary15,158 views 57:19 Jack Ma dialogue with Schwarzeneggerloke keat7,482 views 25:08 Jack Ma - Stay Hungry And Follow Your Dreams.|| Jack Ma 2015Better Living277,043 views 17:21 Jim Rohn - Change your Philosophy , Change Your Life (Best Motivational Speech)Better Living5,242 views 8:34 Jack Ma, Alibaba Group: Stanford GSB 2015 Entrepreneurial Company of the YearStanford Graduate School of Business222,727 views 1:08:05 Business Success Documentary - Story of Alibaba & Jack Ma - From Start till Now!!Arunodhay Chandra133,179 views 2:37:20 Jack Ma Speech - How to Run BusinessJack Ma124,534 views 47:56 Best of Jack Ma - Motivation for Success: Amazing Interview & Business InsightsSaleDaddy115,771 views 29:13 Interview with Jack Ma ( Alibaba Founder )DezterMr11,683 views 21:05 Tony Robbins - Leader Are Masters of Influence (Resources for Success)Better Living2,693 views 8:31 …; Added by chris macrae at 5:04am on August 5, 2016

Topic: Keynes 2025Now: rty KEYNES (quotes from his books) Economists and political mediators, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical people, who believe themselves to be exempt from intellectual influence, are usually the slaves of some defunct economist. Madmen in authority who hear voices in the air are distilling their frenzy from some academic scribbler of a few years back. In the fields of economics and politics there are not many people who are influenced by new theories after they are 25 to 35 years of age, so the ideas that civil servants and politicians and even agitators apply are not likely to be the newest. Sooner or later it is ideas which are dangerous for good or evil (quoted from General Theory concluding paragraph) If economists could manage to get themselves thought of as humble, competent people, on a level with dentists, that wold be splendid. Concluding paragraph of Essays in Persuasion 2:57 George Soros: Why We Need To Rethink Economics by INETeconomics In this short interview, Institute for New Economic Thinking co-founder George Soros tackles the question at the heart of the failkire of 21st C economics to date ... 5:02 brac Billanthropy league table Billanthropy refers to billionaires who have co-branded themselves as committing (up to) half their wealth to millennials' goals. p526 Towards the turn of the millennium, developed nations will be threatened with the appalling problem of the able-bodied retired- there will be 100% more over 65 year olds than in the recent past p523 The political problem of mankind is to combine tree things Economic Efficiency, Social Justice, and Individual Liberty. The first needs criticism , precaution and technical knowledge; the second an unselfish and enthusiastic spirit which loves the ordinary man; the third tolerance, breadth , appreciation of the excellences of variety and independence. (p523) Unacknowledgedgiant.com invites you to oin collaboration search for world record ob creating alumni networks such as tabled here: Jim Kim (Youth) World Bank DC -alumni web Sir Fazle Abed - BRACDhaka George Soros - OpenSoc & INETe Budapest NY London -web Asian Millennials Women4Empowerment How do world's poorest women build health service networks? BRAC health net, ..Kim health net African & Euro Millennials Gandhi Family -city montessori lucknow -real school and family loving city-wide revolutions Elearning platforms: khan (san francisco), yazmi (african and asian continent satellites), OLC DC ... Missing curricula Blecher & south-african global partners; mandela elders, branson, google... ...Writing in 1930s, nobody I can find is clearer than Keynes- wars (and systemic meltdown of trust-flows) are ultimately staged because of 2 opposite sorts of economists those designing rules/futures for the 1% richest, extractors versus those aiming to improve the human lot of 99% of us starting with those born with the least or having voice in the next 20 years (poor, youth, women). Who do millennials concerned with exponentially sustaining livelihoods of 99% of the human race need to learn from and action with now? 43rd year newsletters of Entrepreneurial Revolution started in The Economist 1972 what The Economist saw in 1972 as future challenges to 2025 if net generation was to be sustainable let alone productive and openly collaborative after world war 2 most mass media organs decimated Keynsian logics (at a time when it could have been hugely relevant). The Economist was an exception thanks partly to my father being the last student tutored by Keynes at Cambridge. 0:47 world bank plutocrats or SOROS! When my father first saw students testing digital learning networks in 1972 he spent the next 10 years debating with leaders the priorities that Keynsains should prepare to invest in if the net generation was to be the most productive era doublecheck the main valuation principles of keynes in the lft hand column (rsvp chris.macrae@yahoo.co.uk if you see any we have missed) by 1984 a book was ready providing the antidote to the big brother ending (which my father saw as the other possible outcome of a borderless world) ............................. x Norman Macrae Foundation - The Economist's advocate of Youth Capitalism, Open Education Movement and Curriculum of Entrepreneurial Revolution since 1972; Asia Pacific Youth End Poverty Century since 1962 Washington dC 301 881 1655 skype chrismacraedc twitter obamauni e chris.macrae@yahoo.co.uk Future of Open Education Curriculum celebrated 1984 out of The Economist after 12 years reporting access to the UK National Development Project in Computer Assisted Learning #2030now world bank jim kim transcripts on defining social movements of net generation shared with 50000 alumni of first CTW MOOC Gordon Dryden 2010: .vision 2020- update of The Economist's Norman Macrae 1984 first vis..... Poverty Free World - Social Business - a step forward by Muhammad Yunus Paper on The Economics Globalisation almost lost by Andrew Neil of ...BBC Adam Smith, Science & Human Nature by Professor Skinner (The Principal of Glasgow University kindly hosted a joint remembrance party to Andrew Skinner and Norman Macrae) online library of norman macrae-- Notes from Mandela University Fantasy Game started in 2001 Back in 1984 our youth economics and educators guide to net generation freedoms to 2025 anticipated that early in 21st C discrepancies in incomes and expectations of rich and poor nations would compound humanity's greatest risks, and open education curricula crisis …; Added by chris macrae at 5:09am on October 13, 2014

Comment on: Topic 'some networks that MOOC providers may want to know exist from the getgo': tart of 2013 Universities / Entities 10gen (3) Ball State University (1) BerkeleyX (5) Berklee College of Music (2) California Institute of Technology (2) Canvas Network (1) Colorado State University-Global Campus (1) Columbia University (2) Duke University (7) Emory University (2) Georgia Institute of Technology (5) Google Search Education (2) HarvardX (1) Hasso-Plattner-Institut (1) Hebrew University of Jerusalem (1) Instreamia (1) Johns Hopkins University (4) Leuphana University Lüneburg (1) Lumen (1) MITx (4) Ohio State University (1) Other Entities (1) Peninsula College (2) Princeton University (5) Santa Clara University (1) Santa Fe Institute (1) Saylor.org (39) Scottsdale Community College (1) Stanford University (5) The Hong Kong University of Science and Technology (1) Udacity (9) University of Alicante (2) University of California, Irvine (6) University of California, San Francisco (3) University of Central Florida (2) University of Edinburgh (6) University of Illinois at Urbana-Champaign (2) University of Maryland, College Park (4) University of Melbourne (1) University of Michigan (4) University of New South Wales (3) University of Pennsylvania (3) University of Toronto (2) University of Utah (1) University of Virginia (5) University of Washington (7) Utah State University (1) Vanderbilt University (2) Wesleyan University (5) XYZ Textbooks (1) École Polytechnique Fédérale de Lausanne (4) 2 how it classifies curricula by cloud Cloud of tags Risk History Robotics Mechanics Zoology Video Web SQL Differential Object-Oriented R Finance Nutrition Energy Scientific Security Physiology Law Ruby Data Game Internet Reading Python Robots Health Matlab Corporate Art Geometry Developer Quantum Combinatorics Search Algorithm Functional Brain SaaS Genetics Microeconomic Probability Databases Biochemistry Calculus Marketing C Spanish Programming Education Science Literature Netlogo Electromagnetism Networks Language Electricity XML Computing C# Global World Artificial Intelligence Business Chemistry Culture Computer Philosophy Medicine Neuroscience DOM Digital Mobile CSS Healthcare Network Software HTML Java E-learning Social Design Movie Octave English Services Microeconomics MongoDB UML Javascript Innovation Technology Biology Music Biotechnology Economic Psychology Sound Water NoSQL Consumer Life Electrical Markets Analysis Flash Physics Rails Algorithms Macroeconomics C++ Big-O Management Selling Statistics Google Algebra Trigonometry Earth Math Cloud and by course categories Course Categories Art, Architecture, and Design (6) Biology & Life Sciences (11) Business & Management (11) Computer Science: Artificial Intelligence, Robotics, Vision (11) Computer Science: Programming & Software Engineering (35) Computer Science: Systems, Security, Networking (17) Computer Science: Theory (31) Economics & Finance (17) Education (6) Electrical and Materials Engineering (7) Food and Nutrition (1) Health and Society & Medical Ethics (11) Humanities (25) Information, Technology, and Design (21) Languages (1) Law (2) Mathematics (21) Medicine (8) Music, Film, and Audio Engineering (6) Physical & Earth Sciences (15) Social Sciences (4) Statistics, Data Analysis, and Scientific Computing (12) Veterinary (1) …; Added by chris macrae at 4:41am on January 30, 2013

Comment on: Topic 'Who's Free Edu Who': -edited it on Road to Atlanta Nov 2015 Changetheworld-001:Main Please remember that anyone with a Coursera ID may edit this page. Therefore, respect and courtesy toward your fellow students is advised. Contents [hide] 1 How to Change the World: Home Page 1.1 Course Glossary 1.2 How to put your stuff in this Wiki 1.3 Additional resources supplied by students 1.3.1 Social Goods and Commons 1.3.2 Poverty and Development 1.3.3 Climate change and sustainability 1.3.3.1 Ocean 1.3.3.2 Energy 1.3.3.3 Solar Energy 1.3.3.4 Denier 1.3.4 Disease and Global Health Care 1.3.5 Women, Education and Social Change 1.4 Toolkits and other resources 1.5 Course Forums, Student Ideas & Projects 1.6 Events in cooperation with this course 1.7 After This Course How to Change the World: Home Page https://class.coursera.org/changetheworld-001 Course Glossary Course Glossary How to put your stuff in this Wiki Learn to edit this Wiki in 20 minutes Additional resources supplied by students Social Goods and Commons On the Commons: A commons movement strategy center. Poverty and Development How The Economic Machine Works The best explanation of the economy that most people didn't understand. Nobel Peace Prize Acceptance speech of Muhammad Yunus of Grameen. When Helping Hurts: How to Alleviate Poverty Without Hurting the Poor . . . and Yourself, by Steve Corbett and Brian Fikker A Bed for the Night: Humanitarianism in Crisis by David Rieff http://halfinten.org The Campaign to Cut Poverty in Half in Ten Years #2030now -the social movement of end poverty of Jim Kim : World Bank and videos week 2 Who is Really Dependent upon Welfare, They're Wealthier Than You Think (http://www.upworthy.com/who-is-really-dependent-on-welfare-theyre-wealthier-than-you-think) Climate change and sustainability Greening Neighborhoods promotes, educates, and supports neighborhood efforts to conserve our natural resources, save money, and reduce dependency on nonrenewable resources Ray Anderson, The business logic of sustainability TED Talk discussing the business logic of sustainability based on a case study of the company led by Mr Anderson, with a poetic reference to stewardship for the next generations. important events in the history of climate change science Tales of ice-bound wonderlands An amazing and emotional Paul Nicklen TED talk about what melting of ice will lead us to Ocean Oceans are playing a very important role in absorbing carbon The ocean environment is unquestionably linked to human life. Energy Energy University offered by the main global corporate partner of Energy Social Business of Muhammad Yunus Solar Energy An October 25, 2012 article: Solar Energy Is Ready. The U.S. Isn't solar panel installation: an experience Denier Dark Money Who funds climate change deniers? How to talk to an ostrich Know any folks who stick their heads in the sand about climate change or clean energy? How about your skeptical brother-in-law, or know-it-all aunt? Here’s how you could answer if they try to speak ostrich to you! [Mechants of Doubt] (http://www.merchantsofdoubt.org/) The troubling story of how a cadre of influential scientists have clouded public understanding of scientific facts to advance a political and economic agenda. Disease and Global Health Care Before World Bank Jim Kim co-director with Paul Farmer of Partners in Health book co-edited by Jim Kim on Reimagining Global Health Women, Education and Social Change Room to Read For people interested in education and literacy in developing and impoverished countries, check out Room to Read. Room to Read is doing great work for underprivileged children around the world and has already, in just 14 years, helped 8 million children become literate, given scholarships to over 18,000 girls, built over 2,000 libraries, and created over 450 schools. What they have accomplished is amazing, but with our help, they can do even more. Check them out at www.roomtoread.org. These guys know how to change the world! Malala Yousafzai address to UN Youth Assembly Education activist Malala Yousafzai marks her 16th birthday, on Friday, 12 July 2013 at the United Nations by giving her first high-level public appearance and statement on the importance of education. Additional updates in a blog post here and in a video here. Toolkits and other resources Changing Habbits a tool for calculating your carbon footprint, based on several aspects of your daily life (eating, electricity use, commuting, traveling, etcetera) Human-Centered Design Toolkit, for those who want to innovate for social good OpenIDEO, a platform where people design solutions for social issues - challenged based innovation for social good, a global community designs solution to change the world. Solutions are open source, so for everybody to consider implementing. Issues covered include environment, poverty, sanitation, maternal health and much more. Who are your favorite CTW linkins? ?Top 10 Youth Jobs Social Movement networks of Muhammad Yunus Course Forums, Student Ideas & Projects I set up 3 separate links below to organize information in this course that can't be effectively maintained by the Course Forums. What is missing a well-organized class notes from the video lectures. Is there any notes taker willing to put out his/her work? Categories of the Discussion Forum threads Repository of Ideas and Summaries of issues of concern Student initiated Projects of Social Goods To communicate any concern of this Wiki use this thread: Please use this "new" wiki page to post your issues of concern Events in cooperation with this course Sookmyung Women's University(Seoul, Korea) uses this course as blended course. After This Course A website for collaboration after this course On Tuesday, March 11, Idealist will launch a new network—online and on the ground—that will help people everywhere connect and take action on any issue that concerns them, locally or globally, online and in person. For more info, and to sign up:http://www.idealist.org/March11 blog of youth jobs summits as a social movement please tell us if you can co-blog on behalf of any future youth summits survey of youth creating jobs networks documents on social movement of youth jobs summits [Climate Change in Four Dimensions 10-week MOOC starting April 8, 2014] (https://www.coursera.org/course/4dimensions) UN Envoy for Youth - Ideas Forum YouthWorldBanking …; Added by chris macrae at 9:06am on March 31, 2014

Comment on: Topic 'JRN: cataloguing youth's 100 jobs-rich networks with chinathanks and eduthanks': education? 2015-16 Program The five innovative projects of the 2015-16 WISE Accelerator originate from Canada, South Africa, the United Kingdom, and the United States. Selected Projects eduTechnoz Reach: RegionalHeadquarters: Pickering, CanadaDate of creation: 2012 eduTechnoz is an online portal that provides fun educational content such as online games, eBooks and interactive worksheets for children learning Arabic. They have reached a significant regional audience, with more than 50,000 users: children, parents, teachers and schools. The material is designed based on accredited curriculums and cognitive skills research. Furthermore, the platform measures individual progress and can be tailored to address specific skills and needs, with the possibility of being adapted for any school system. They have worked with Qatar National Library since 2014.> Read more about eduTechnoz Kepler Reach: RwandaHeadquarters: Cambridge, MA USADate of creation: 2013 Kepler is a non-profit university program designed for the developing world. Its mission is to expand access to excellent higher education for students coming from communities of need. It combines the best of online learning, such as MOOCs and online, competency-based degree, with in-person seminars and intensive education to employment support. They provide an US-accredited degree, a world-class education and a clear path to good jobs for thousands of students in Rwanda for around $1,000 tuition per year.> More about Kepler Making Ghanaian Girls Great! (MGCubed) Reach: GhanaHeadquarters: London, United KingdomDate of creation: 2014 MGCubed is Ghana’s first interactive distance-learning project. The project uses VSAT technology to enable live, interactive distance learning. Six master teachers in Accra provide English and Math classes that are broadcasted live to multiple classrooms. The project is expected to impact more than 6,000 marginalised students between the ages of 9-14 in 72 schools across Ghana. In addition to the in-school classes, there is an after-school girls’ club called ‘Wonder Woman’ including both students and out-of-school girls. The workshops engage girls in topics such as early pregnancy, early marriage, women’s rights and financial literacy, as well as introducing them to different adult female roles. The goal is to empower them, raise their self-esteem and motivate them to stay in school.> More about MGCubed Green Shoots Reach: South AfricaHeadquarters: Cape Town, South AfricaDate of creation: 2010 Green Shoots uses a cloud-based Moodle platform to implement an online Maths Curriculum for South African grades 3 to 9. The program tracks individual learners progress throughout the school year, and it gives comprehensive teacher trainings that develop learning through ICT. It also provides development programs for school management and Education Department official to encourage real-time data-informed decisions when planning strategies and interventions for Maths teaching and learning. They are now partnering with Gooru Learning to be able to scale their model for a wider international audience.> More about Green Shoots TeachPitch Reach: GlobalHeadquarters: London, United KingdomDate of creation: 2014 TeachPitch is an online library accessible via a community technology that helps teachers identify the best online learning resources available. Teachers sign up to the platform for free and find the best online content curated by TeachPitch. The library system offers a growing range of functionalities, allowing teachers to save, share, rate and review the resources they find. The project’s system and repository technology makes them a valuable management tool for schools, suitable for teacher evaluation, induction and professional development. The platform has over 10,000 teachers from over 100 countries with a continuous rapid growth rate.> Read more about TeachPitch ================== the current incubator projects for 2017-2018 are Aflatoun Education Reach: AfricaHeadquarters: Amsterdam, the NetherlandsDate of creation: 2014 Alfatoun Education is a platform that strengthens teacher capacity globally by delivering Social and Financial Education through online and offline technology. The platform provides a self-study course that gives teachers who have already participated in Aflatoun workshops refresher and supplementary training. The modules deal with both program implementation and active-learning methods transferrable to any subject. The project has impacted over 150 teachers and 6000+ students so far.> Read more about Aflatoun Education Chalk.com Reach: GlobalHeadquarters: Ontario, CanadaDate of creation: 2013 Chalk.com is a school management system providing real time data from the classroom to help schools understand what actually works. With its award winning workflow tools for teachers, Chalk.com allows teachers to truly personalize learning by better understanding every student’s individual needs. The real time data from the classroom results in rich insights for the administration to make more informed decisions. Today, over 200,000 teachers use Chalk.com's tools to plan lessons, align to curriculum, and assess their students.> More about Chalk.com Edukasyon.ph Reach: PhilippinesHeadquarters: Manila, PhilippinesDate of creation: 2013 Edukasyon.ph is an online platform empowering students in the Philippines with opportunities to find education pathways for their dream careers. Students gain advice by filtering and ranking offers based on price, quality and relevance, and navigating through 200 career pathways. The website also offers convenience by allowing students to apply to schools online directly. With a current reach of 50,000 users every month, the website has witnessed user growth of over 20 percent a month.> More about Edukasyon.ph Joko's World Reach: GlobalHeadquarters: Collingwood, Melbourne, AustraliaDate of creation: 2013 Joko's World is a suite of interactive learning applications that brings world cultures and intercultural understanding to the classroom in a fun way. Joko's World blends music, geography and culture in a unique and educational way, allowing students to build skills and knowledge on a diverse range of cultures. The project uses games that allow students to incrementally build skills and knowledge through game-based challenges that offer instant feedback. The project currently has more than 10,000 users globally.> More about Joko's World Learn Syria Reach: GlobalHeadquarters: Toronto, CanadaDate of creation: 2013 Learn Syria is an education campaign bringing free digital education to Syrian refugees via a collaborative platform and Rumie tablets that work offline. The project works with local partners and thousands of skilled volunteers online and has built a full digital Syrian curriculum for children from grades 1-12 for autonomous learning. This content is then loaded onto its learning tablets that work fully offline and are deployed through local partners in Turkey and Lebanon. The project reaches over 25,000 Syrian students.> Read more about Learn Syria =================================================== the inaugural batch of accelerator projects were The five innovative projects of the 2014-15 WISE Accelerator originate from Chile, France, Kenya, Pakistan, and the United Arab Emirates. Selected Projects Ideas Box Reach: France, Jordan, Lebanon, Ethiopia, Burundi, the United Statesand AustraliaHeadquarters: FranceDate of creation: 2013 Ideas Box is a portable media center dedicated to improving education broadly defined, and designed to be adapted to any context, including humanitarian crises. It creates an enhanced learning environment even in the most difficult conditions. It is highly standardized in its container and hardware (Internet, laptops, tablets, e-readers, arts & crafts), and finely tailored in content to each context. Ideas Box centers have arrived in Burundi, and implementation is under way in Jordan and Lebanon for populations affected by the Syrian crisis. Beyond emergency situations, orders are being finalized for communities in France, the United States, and Australia.> More about Ideas Box Kytabu Textbook Subscription Reach: Kenya Headquarters: KenyaDate of creation: 2012 Kytabu is a mobile textbook subscription application on Android and Windows‎ platforms that allows students to lease learning content in a piecemeal manner. Created to overcome the cost of bulk buying of textbooks in Kenya, Kytabu is using the mobile platform to bring learning content to thousands of students in Kenya's education system. > More about Kytabu Textbook Suscription Mobile Taleem Reach: The project currently reaches 200 direct (teachers) and 12,000 indirect (students) beneficiariesHeadquarters: PakistanDate of creation: 2012 The project addresses the need for deeper understanding of foundational content among primary teachers in rural Pakistan who lack access to training and learning opportunities. Through localized lessons aligned with national standards and delivered via mobile phone, the project is designed to increase math and English subject competency in order to improve the quality of education students receive.> More about Mobile Taleem Sterio.me Reach: LesothoHeadquarters: ChileDate of creation: 2013 Sterio.me offers teachers the ability to pre-record interactive audio lessons for their pupils. Delivered via any mobile phone, no Internet is required and learners have access to their daily homework lessons via free SMS and GSM voice. The platform marks the lessons automatically and provides teachers with insights into individual learners’ progress. The project addresses the lack of books and teaching material in Africa, as well as the difficulties arising from overcrowded classrooms, and has over 400 lessons on the platform to date.> Read more about Sterio.me Ustad Mobile Reach: Afghanistan, Germany, Iraq, Kenya, and ZambiaHeadquarters: Dubai, United Arab EmiratesDate of creation: 2012 Ustad Mobile is a platform for creating, delivering, and tracking learning experiences using nearly any mobile device. Educators can make use of audio, video, quizzes, and games with no need for advanced IT skills. The platform allows learners to use even low-end phones and works without requiring the Internet or even a signal. Various organizations are currently using the platform in Afghanistan, Germany, Iraq, Kenya, and Zambia. > Read more about Ustad Mobile …; Added by chris macrae at 1:59pm on April 9, 2017

Topic: hottest moocs in world: of last semester’s MITx courses; data will be used to improve education online and in the classroom. Jennifer Chu, MIT News Office today's news ENGINEERING HEALTH MIT students create new medical devices Precision machine design class links doctors with students to find ways of meeting pressing medical needs for new technology. Why some immigrants get citizenship January 30, 2013 similar stories New online learning tool brings 'the crowd' into homework assignments December 14, 2012 Sanjay Sarma appointed as MIT’s first director of digital learning November 20, 2012 Department snapshot: Electrical Engineering and Computer Science November 16, 2012 OEIT's role in fostering open education: an interview with Vijay Kumar October 31, 2012 Esther Duflo, Eric Lander and Walter Lewin Photos: Peter Tenzer; Rick Friedman; Dominick Reuter January 31, 2013 Share on linkedinShare on facebookShare on twitterMore Sharing ServicesShare Share on email MIT professors Esther Duflo, Eric Lander and Walter Lewin will lead three new MITx courses this spring, joining three existing MITx courses that will be offered again this semester. The new MITx courses were announced recently by edX, the free online-education platform created last May by MIT and Harvard University. EdX also said that courses on its platform have now attracted more than 600,000 registrants from around the world. In October, edX expanded to include a new partner, the University of California at Berkeley; since then, the University of Texas System, Georgetown University and Wellesley College have joined the edX platform.This spring, there will be 15 new courses on edX — including the first offerings in the humanities and social sciences — from MITx, HarvardX and BerkeleyX, in addition to reprises of 10 existing courses from these three universities. MITx’s new courses this semester are 7.00x (Introduction to Biology: “The Secret of Life”), led by Lander; 8.02x (Electricity and Magnetism), led by Lewin; and 14.73x (The Challenges of Global Poverty), led by Duflo.Lander, a professor of biology and director of the Broad Institute — who for the past 20 years has taught MIT’s freshman biology course, which is taken by more than half of all MIT students — will tailor the edX version of the course to appeal to an online audience. In addition to videos of classroom lectures, edX learners can use a variety of interactive features, including a three-dimensional molecule viewer and a gene-explorer tool. Students may also participate in community-based contests and milestone-based prizes to encourage learning. In 14.73x — based on an MIT course that involves active discussion groups — Duflo, the Abdul Latif Jameel Professor of Poverty Alleviation and Development Economics, will encourage students to engage with others from around the world on the course’s discussion forum. Students will watch video lectures, some featuring brand-new material, and deepen their understanding with challenging homework assignments. And in 8.02x, students can watch Lewin’s dramatic classroom demonstrations, interspersed with interactive questions, as well as related animations and simulations. “E-learning is a revolution comparable to the invention of the printing press,” says Lewin, a professor emeritus of physics whose lectures have reached millions of viewers on YouTube and MIT’s OpenCourseWare. “People who would never ever have the opportunity to get a decent education will be able to get one at any level … in five to 10 years, we could reach out to at least a billion people.”Local connectionsEdX officials have been in conversation with the cities of Boston and Cambridge about creating mechanisms for residents to most effectively access the educational curriculum. Boston Mayor Thomas Menino announced BostonX — which will supplement edX offerings by providing in-person support and job-training services in community centers — in his State of the City address on Tuesday night. In Cambridge, exploratory discussions with Mayor Henrietta Davis have centered on offerings in science, technology, engineering and mathematics (STEM), as well as the possibility of providing instruction in English as a Second Language.Last semester’s resultsInstructors from last fall’s three MITx classes — all of which will be offered again this spring — are now evaluating their experiences with the edX platform and hoping to develop new tools to improve student learning, both online and in the classroom. “The experiment continues to go well,” says Anant Agarwal, president of edX and a professor of computer science and engineering at MIT. “We introduced a number of new technologies … and we’re also learning about best practices, like regular communication with students over email. We’ll be looking at all the data to see how things went.”While there is much data still to be crunched, some results from students’ fall-semester MITx courses are already in: Of the 100,000 who registered for 6.00x (Introduction to Computer Science and Programming), 11,000 were active users of the course; for 3.091x (Introduction to Solid State Chemistry), 28,512 initially registered, with an average 6,000 active users and 2,082 who passed the course. In 6.002x (Circuits and Electronics) — MITx’s prototype course and the only course on edX that has completed two semesters — 46,000 registered, with about 6,000 active students and 3,008 who passed the course. During the course’s first run on MITx, prior to the edX announcement last year, 6.002x attracted nearly 155,000 people, with more than 7,000 who passed the course. While 6.002x may have attracted fewer students online in its second offering, enrollment for its on-campus counterpart — 6.002 — grew this past semester by 50 percent over the previous fall. Although it’s difficult to attribute the enrollment spike to any specific cause, 6.002 instructors surmise that the edX version of the course may have sparked added interest. For coming semesters, instructors are considering how best to use edX tools in their classrooms.Deadlines around the worldIn addition to new courses, edX introduced a number of new features and technologies throughout the fall semester, some developed on the fly. Last fall’s 6.002x instructor, Khurram Afridi, a visiting associate professor in the Department of Electrical Engineering and Computer Science, recalls one period when the edX team had to improvise a video-delivery system for students in the Middle East. Early in the fall semester, an inflammatory YouTube video prompted many Muslim countries to block access to the site. Since edX’s video content is streamed mainly through YouTube, students in those countries were unable to access course materials — a problem Afridi learned of when students from Pakistan, Iran and other countries wrote in on the online discussion forum. “The technology wasn’t set up to do this, but within a couple of days, the edX team was able to provide alternate means for the students to download videos and watch them on their end,” Afridi says. “We were able to retain these students.” The exercise proved useful when, midway through the semester, thousands of students lost power as Hurricane Sandy whipped through the northeastern United States. In response, the edX team worked to extend deadlines to students affected by the storm — a complicated process that involves reprogramming software to shuffle course files and change due dates.“It’s one thing if you have four students sending you valid excuses, and quite another when you have whole nations,” says John Guttag, the Dugald C. Jackson Professor of Computer Science and Engineering at MIT, and an instructor for 6.00x — a course led by MIT Chancellor Eric Grimson. Talking in classEach week, materials for each edX course include video snippets taken from classroom lectures, as well as short video tutorials in which instructors expand upon lectures through a variety of means: scribbling on pieces of paper, talking through presentation slides, or creating screencasts — recordings of instructors’ voices and drawings as they illustrate a point on a computer screen. Of the features offered on edX, instructors found the discussion forums to be the most useful in gauging student interest and participation. Afridi says he could tell which lectures and demonstrations went over well with students by the chatter and posts on the forum. One demo proved particularly popular: In 6.002x, Agarwal sets up an experiment with a pickle, running a current through it to make it first glow, and then smoke. In response, students from around the world posted videos on the forum, demonstrating the same phenomenon. In fact, the discussion forum has become a sort of platform for peer-to-peer review: When a student posts a question on a problem set, instructors have found that it is often another student who answers first. Recognizing this trend, the edX team appointed several “community teaching assistants” midway through the fall semester — students from around the world who appeared to be the most active and helpful in online discussions — to act as forum moderators. “That was very healthy because that meant students were much more involved,” Afridi says.Beyond the honor codeEdX still faces challenges as it continues to expand — chief among them, student assessment: How can an instructor know if a student’s work is really his or her own? Students who complete an edX course today receive a certificate based on an “honor code,” although there is no guarantee that test scores reflect a student’s true abilities.As an experiment to address such issues, edX has announced an option for students to take a proctored version of the 6.002x final exam, which will be offered on Feb. 13. The edX team is partnering with Pearson VUE, a proctoring service with 450 centers in 110 countries, where students can go to take a supervised exam for a modest fee. In return, students receive a certificate indicating their proctored status. In the meantime, researchers are looking into other ways to improve online assessment, including services in which proctors use webcams to monitor students. Agarwal says edX is talking with a number of companies that offer such services to see whether such a technology can scale to edX’s hundreds of thousands of students. “Right now there’s orders of magnitude difference in terms of what I can do with assessment in class and what I can do online,” says Michael Cima, the instructor of 3.091x and the David H. Koch Professor of Engineering at MIT. “That’s going to narrow. It’s going to happen. You can tell that this is a sea change.”Flipping the classroom experienceA priority for Cima is to learn how edX courses can improve traditional residential education on college campuses. Cima and other edX instructors will be analyzing data collected over the fall term to see what techniques and tools help students better grasp course content. For example, videos and tutorials offered on edX can be sped up or slowed down, replayed or advanced, depending on a student’s individual learning speed — a tool that, judging from student e-mails, is extremely useful. Cima says that in the future, on-campus courses may benefit from such edX tools. A lecturer, he envisions, may ask students to watch a video sequence on edX, and come prepared to discuss the content in class. “Right now I have this really oppressive punch list of things to get through in a lecture, so if I take more than three questions, I run the risk of not covering everything,” Cima says. “But [with edX], now I don’t have to cover everything.”In fact, over the fall term, San Jose State University offered an electrical engineering course that blended in-class work with materials from 6.002x to create a “flipped” classroom. Students watched lectures and tutorials online, then came to class to work out problem sets with instructors. Initial results from that trial showed that students completed the course with higher test scores, and the failure rate fell from 41 percent to 9 percent. This spring, the same blended approach will be offered at two community colleges in Massachusetts. “Education has not changed so much for the last 100 years,” Guttag says. “And we’re sort of at a point where there’s going to be a big change, and it would be exciting to be part of that change.” …; Added by chris macrae at 4:18am on January 31, 2013

Comment on: Topic 'what worldwide youth can value most from open learning campus of world bank': e, Knowledge and Learning Sanjay Pradhan World Knowledge Forum Seoul, Korea, Republic of October 16, 2013 As Prepared for Delivery Collaborative Knowledge, Learning and Innovation as Key Accelerators It is an honor to be here, and to follow the steps of Jim Yong Kim, World Bank Group President, who spoke at this Forum last year. I want to talk to you about ending poverty -- more specifically, since this is the World Knowledge Forum, I want to talk about how a collaborative approach to Knowledge, Learning and Innovation can become a powerful accelerator in our collective drive to end poverty. The Ganga Problem But first, I want to start with a story from my home country, India. The story is about the river Ganges. The Ganges is a sacred river, worshipped by Hindus as the Mother Ganga. The Ganga’s waters are considered to be so pure and sacred that, when you bathe in them, it cleanses you of all your sins. The Ganga River provides 25% of India’s water resources. More than 2500 kilometers long, it is the most heavily populated river basin in the world. For 400 million people, mostly very poor people, life and survival depend on Mother Ganga every day. But sadly, today, the Ganges is dying. Poorly planned rapid urbanization and industrialization have turned the Ganga into the most polluted river in the world. Every day, more than 250 million liters of untreated sewage goes right into the Ganga. The reality is that today, bathing in the Ganga, does not cleanse you. It makes you sick. Health costs in the Ganga basin alone are about $4 billion per year. The Ganga problem is not just a problem of immense magnitude. It is also a problem of immense complexity. It is not simply about cleaning a river. It is about how governments regulate, how companies make their profits, how people live their lives. The Ganga problem cuts across many different sectors – agriculture, urban management, environment, to name just a few. It also cuts across many stakeholders in society and most importantly, millions of poor people depend on the river for their lives and livelihoods. Other countries too increasingly face challenges that are complex, multi-dimensional, and crucial to improving the lives of the poor: for instance, creating jobs in the townships of South-Africa; or, providing access to water in Yemen. Those are problems that have no specific technical fixes – building roads and bridges alone won’t do. They require humility, the ability to collaborate and learn from the experiences of others, and the ability to innovate and take innovations to scale. The challenge before us is how we can join forces and solve transformational problems of the magnitude, complexity and impact of the polluted Ganga? That question is at the very heart of the new World Bank Group (WBG) strategy. The WBG Goals and New Strategy – The Imperative for a Solutions Partnership Last April, the shareholders of the World Bank Group, its 188 member countries, endorsed two goals: to end, by 2030, extreme poverty – as measured by those living under $1.25 per day -- and to promote shared prosperity – as measured by income gains of the bottom 40% of the population. Four days ago, at our Annual Meetings, they took the next step by endorsing a new WBG Strategy to focus relentlessly on achieving those goals in a sustainable manner. Achieving the goals requires that we achieve a deeper and faster impact in the lives of 1.2 billion people worldwide who live in extreme poverty, on less than $1.25 a day, and another 2.7 billion who remain poor and vulnerable, living on $1.25 - $4 a day. The challenge is massive. Achieving the goals means that it cannot be business as usual. We need to accelerate. We need to unite our efforts to support countries in solving their problems. And this is why we need a Solutions Partnership to end poverty and boost shared prosperity. The Ganga will become clean when the country’s stakeholders from different sectors, disciplines and social groups work, learn and innovate together to implement and iterate solutions to that complex challenge, drawing on global evidence of “what works” and the practical experience of other countries. This will require repeated iteration and collaborative problem solving, with the support of a range of partners with different strengths and comparative advantage. This collaboration to tackle such difficult challenges through a solutions cycle, underpinned by global and local knowledge, mutual learning and innovative solutions constitutes the accelerator in the fight to end poverty and build shared prosperity. This is the essence of the Solutions WBG that President Kim talked about at this Forum last year. In the spirit of global solidarity which President Kim spoke about, we invite you to join us in a global partnership for solutions to end poverty and boost shared prosperity. An Approach to Development Solutions Development solutions have a cycle, which starts by understanding the true nature of the problem – the diagnosis. How often have development organizations, including my own, approached countries with technical fixes without truly understanding the problem? As part of our new strategy, we will invest systematically in shareddiagnosis. Using all available evidence and analysis, we want to invest in a systematic country diagnostic to help countries identify, within the context of their national plans, what their biggest challenges are, and what the greatest opportunities are to reduce poverty and boost shared prosperity. While being analytically rigorous, this will also be a tool for collaborative learning among the full range of stakeholders -- governments, the private sector and civil society – to agree on the key problems and understand the political, social and cultural realities that drive the incentives and behaviors that helped create these problems in the first place. Only when there is a shared understanding of the key problems with clear indicators of success, can we mobilize an enhanced bundle of financing, knowledge and convening services from across the WBG and with other partners to help country stakeholders solve these problems. The resulting Solutions Partnership operating at the country and global levels underpins our collective drive to end poverty. In this bundle of solutions, obviously finance remains crucially important. The estimated sums needed for infrastructure alone in developing countries are staggering: up to $1.5 trillion per year. But the WBG needs to approach finance differently, especially when official development assistance is less than one percent of total capital flows to developing countries and our own financial footprint is a fraction of that. The private sector today accounts for the bulk of capital investment and job creation. We need to develop innovative ways to use official development assistance to leverage much larger amounts of finance from the private sector. We need collaborative public-private approaches for tackling transformational challenges. Under the new WBG strategy, we will marshal the combined resources of the World Bankwhich supports government, with the IFC and MIGA that support the private sector. But money alone is not the answer. How to use the money – that is the question. The Ganga will not become clean with just more money. That money already exists. The Ganga will become clean when the country’s stakeholders work and learn collaboratively, and persist through to sustainable results. There is no better place than Korea to demonstrate the power of relentlessly and iteratively tackling the most difficult challenges to successfully traverse the journey from a country stricken by abject poverty only 60 years ago to the status of a developed nation. Take the Saemul Movement of Korea in the seventies, which had unprecedented success in tackling the very complex problem of rural poverty. The Saemul Movement built on a deep understanding of the prevailing socio-economic context of rural poverty in Korea, and then turned that into a method, which was refined and successfully scaled up over time, to support traditional community norms of diligence, self-help and collaboration. Today, the Saemul Movement solution itself might not be replicable “as is.” However, the approach to understanding, and methodically tackling, the problem of rural poverty in all its cultural, political and economic complexity, provides the international community invaluable lessons. The WBG Knowledge, Learning and Innovation Agenda What then can the WBG do to support a Solutions Partnership? In addition to mobilizing enhanced public-private financing, we are making five fundamental shifts to help country stakeholders collaborate and iteratively tackle key developmental challenges through development solutions: First, we seek to make a radical departure from a lending projects approval mentalityto a development solutions culture, so that we are more focused on results; more programmatic in mobilizing the bundle of finance, knowledge and convening services to achieve results; more flexible, adaptive and learning-oriented, including through real-time feedback from citizen-beneficiaries; more deliberate in creating safe spaces to incubate innovative solutions; and more focused on implementation and delivery of results. The continuous interplay of designing interventions using evidence; implementing them in an iterative way; and, learning deliberately throughout the process – that is a key aspect of what President Kim referred to in his speech last year as the Science of Delivery. To operationalize this, we will support teams, from within our organization and beyond, to develop the tools and the methods to embark on a solution cycle rather than a project cycle. We will help them to collect the evidence to frame the problems; help them bring together the stakeholders to develop consensus; help them course correct during implementation; and help them to effectively measure results. Second, throughout this solutions cycle, we need to more systematically mobilizeglobal knowledge and innovation of “what works”, informed by local context. This requires the best evidence-based solutions for our country clients from our global leadership in development research, combined with systematic partnerships – including with think tanks, academia, CSOs and the private sector -- both globally and nationally. Beyond research, our world today is also enriched with multiple but dispersed sources of practitioner knowledge. As a unique global development organization, the WBG has a key role in mobilizing these multiple sources of development knowledge to help clients solve their challenges. For instance, South-South knowledge sharing among developing country practitioners offers unprecedented opportunities to share lessons from success and failure, as well as deep implementation knowledge. Today developing country practitioners want to learn from each other, for instance how China lifted 500 million people out of poverty in three decades, or how Mexico’s Opportunidades program improved schooling and nutrition for millions of children. There is an enormous interest to learn from Korea’s success – a tremendous opportunity for Korea to serve as a knowledge hub for the delivery of development solutions. We have an important role in mobilizing and scaling such knowledge sharing through our operations. And we need to deploy new platforms, such as competitions and challenges, o crowd-source global and local solutions to complex challenges that can then be incubated and scaled up. Transformational platforms -- such as Alibaba in China that markets local products at scale from the base of the pyramid, or mobile phone apps that help the poor provide feedback on service delivery -- boost our fight to end poverty. We need to infuse and scale up such innovative approaches to entrepreneurs and citizens worldwide using our operations, convening power and partnerships. Third, alongside mobilizing global knowledge and innovation, we need to more systematically capture, mobilize and deploy our internal operational knowledge and innovation across the institution and our client base. On any given day, the World Bank Group is engaged in thousands of operational interactions in well over 100 countries. But sharing this operational knowledge is hampered by weak incentives, including our institutional fragmentation into regional silos with very limited flow of expertise and knowledge among them. To this end, we are launching far-reaching organizational reforms, by creating unified pools of technical experts under global practices to flow talent and knowledge across the Bank Group. We will provide incentives and supporting systems to systematically codify what we learn through our operational engagements and external partners on a global platform of what works under different circumstances, and make it widely available. We will also continue to make our data accessible. And we will redouble our efforts to create a culture of innovation and smart risk-taking, to create safe spaces for staff to co-create innovative solutions with partners through disciplined, data-driven experimentation. Fourth, we need to systematically translate this global-local knowledge into effectivelearning programs for country clients and our staff to enhance their capacity to achieve results. We will bring our clients and our staff together in an Open Learning Campus, so that they can learn from each other and jointly develop the skills that are needed to solve the complex challenges of our time. We will seize opportunities to dramatically scale up learning, for example through massive open online courses or MOOCs. Fifth, to achieve accelerated results, we need to not only strengthen technical skills but importantly leadership and coalition building skills to manage political economy obstacles and make change happen. Through our learning programs, we need to strengthen the collaborative leadership skills of change agents from government, the private sector and civil society so they can forge a shared vision and coalition for action, prioritize and monitor delivery, persist through inevitable obstacles, and achieve visible results. Helping to build a new cadre of leadership, in developing countries and inside our organization, will be a top priority for us to power the change agents as engines to end poverty. We have already started by building a Network of Delivery Leaders (Heads of States from six new governments), and we intend to cascade this within and across countries. To help implement this agenda, for the first time in the history of the World Bank Group, a Vice Presidency dedicated to Knowledge, Learning and Innovation has been created by President Kim. This complements our Senior Vice Presidency that leads our development research and intellectual leadership on development issues. Our goal is to enable the entire World Bank Group to mainstream and scale up global knowledge, learning and innovation in every country, through every engagement. We seek to build a physical and virtual platform for joint client-staff leadership and learning, knowledge sharing and innovation to enhance our collective capacity to accelerate the end of poverty. We seek to accomplish this in open partnership with others – governments, international organizations, the private sector, donor partners, academia, and civil society. A Global Solutions Partnership Going forward, the challenge I want to leave you with today is how we, as partners, can accelerate the end of poverty and build a world of shared prosperity by collaborating to tackle the most important challenges as partners. Let us come together, as individuals, as organizations, and as countries, from all disciplines and all corners of society, each with our strengths and skills, to form such a “Solutions Partnership” by working together to support multi-stakeholder collective action on the ground, and make systematic use of knowledge, learning and innovation to help solve the biggest development challenges. That is my invitation to you today. A Tale of the Second River I started with a story from my home country India - the story of the ailing river Ganga. To end, let me come full circle with the tale of another river – a story from this country, in fact from this very city, Seoul. A story of the once ailing, yet now very healthy, Cheonggyecheon. Cheonggyecheon is a six kilometer stream that starts in the heart of downtown Seoul and courses through neighborhoods before emptying into the Hangang river. In the 1950s, Seoul was growing at a rapid pace. Migration generated slums along the stream in shabby makeshift houses. The lack of proper sewage systems and pollution from light industry generated trash and waste, which ended up in the stream, and which became a dirty and polluted eyesore. In 1958, the stream was covered up with concrete which was seen to be a solution then - a 5.6 kilometer long and 16 meter wide elevated highway. But upon construction, this became a dark, noisy and seedy corridor. Ten years ago, a visionary Mayor exercised bold leadership to adopt an unlikely idea to demolish the highway and restore the stream. It was expensive, controversial and unpopular. He forged unlikely coalitions among very diverse stakeholders to foster a common vision and push through bold action. And look at Cheonggyecheon today – today, this beautiful landmark unites this city. Ten years ago, it divided the city. Cheonggyecheon once was Seoul’s intractable problem, like Mother Ganga in my country. Today, it stands as a proud, international symbol of sustainable urban renewal. How can we help practitioners worldwide get inspired and learn from this and the myriad other examples of transformational action to change the world for the better, to lift 4 billion people out of poverty and vulnerability? This is our challenge, our imperative and our moral responsibility going forward. Thank you. …; Added by chris macrae at 10:05pm on July 21, 2014

Topic: help edit presentations of sir fazle abed and xi jinping and jack ma as #1 world record job creators: eer 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 girls empowerment and jobs-educational solutions designed with those born with least opportunities - more job creators like sir fazle start here more on xi jinping - start here our 3rd world record job creator is jack ma -help ma change a whole market!! So far Jack Ma has devoted his life to two main questions How could young chinese people learning English change the future of a chinese city (Hangzhou)? How to pioneer use of the worldwide web in china to help peoples and communities create jobs? Jack comes from a family of traveling entertianers whom China’s cultural revolution did not exactly favor. This may help to explain his burning curiosity and joy of co-creating now that “anything’s possible”. He wants his extraordinary energies as an action learner and mentor to education, environment’s most urgent innovation compasses together with intergenerational health and happjness challenges. With sir fazle and xi jinping, Jack Ma offers youth the opportunity to celebrate being the most productive and sustainable generation. If Sir Fazle and Xi Jinping are the place leaders youth need to celebrate most, then Jack Ma offers the opportunity to connect local and global in worldwide trade spaces. Now that people around the world are spending 1000 times more on communications technologies than in 1946, its critical that tech wizards and place leaders unite youth around maps that lead to the best of local and global While transparent place leaders cant afford to have "favorite" businessmen , the knowhow networks of jinping and ma need to have extraordinary overlaps given how innovation of IR$ happens determines livelihood possibilities xx if you like wrjc jinping you may like cheng li's book on jinping explains how 2017 becomes critical years as jinping chooses top team for next 5 yeras - watch out for what skils specific co-leades bring also inside china, supercities and regions depend on brilaint eladers differentiating that city - find examples tsinghua is critical colege campus for public servants and lead busiensssmen informing each others; as are tech summit worldwide summits that jinping actively particiupates in clarify leaders in other regions that msot want to win-win with china canada- trudeau pms from chile and argentina russia's putin korea's jae-in help clarify list if you like ma you may like satoshi and other lead inovators of blockchain for sustainability generation - eg tapcsott , branson ma cahisrs china entreprenehur network- search out nations most conscious busienssmen- some partner with ma on specific futures such as futrure of green , future of universities- search them out -also look for which eladers want their sectir to maximise sme livelihoods who else is developing digital in ways that create world record jobs- liu of jd.com may not be job psecific but he is segmenting specific win-win gtrades ecommerce ;portals can be best at world summit overlaps - ma helped make 2016 g20 famous as opportunity to revalue youth and sme's future economies; he launched ewtp for free trade of smes; national leaders of malaysia and argentina first to partner; canada's trudeau has been great china friend in g20 and both to ma and jinpings innovation goals ma helps lead varuous education for jobs summits and youth entrepreneur knowledeg spaces eg UNCTad- search; map back top 10 technolgies of IR4 - which does ma need a best partner in ; who are youths other best partners by each tech ---------------------------- breaking news on which global summits youth (the hlaf of the world aged under 30) can trust most - urgent contributions from girls networks across china- any reporting errors solely chris.macrae@yahoo.co.uk jinping is our world's twin number 1 record jobs creator as only person (leading family) who can turn biggest summits of policy leaders of 80 or more nations onto local youth actions round 17 s-goals and big tech small instead of bad media chat here are some of key summits to put on every student diary concerned with mapping next 2 years with correct info and so in networks that can be the solution not the problem- if course all of this needs searching continuously for good news- particularly in chinese and english and its a moving diary with changes everywhere that trump and jinping and whomever is your regions most critical leader go - either to peacefully co-exist or to blow up in a regional disaster such as korea's northern peninsula! in an age of hi-connectivity , leaders around the world should be collaborating so that no place ever feels that isolated other ideas: why wouldnt 2 leaders say jinping and merkel start a survey of their nations biggest corporations- which commit their purpose as aligned to a climate or other sustainability goal; would they join in being audited and celebrated annually at a g20 - this could become a sustainability mba curriculum freely distributed on a mooc platform- once 2 national leaders start this others could be invited - until we know which 20 nations design biggest corporations to be the most sustainable ones (this is not what hapens currenltly wherever a corporation is mainly led by one sided quartely extraction of profits insetad of all round trust-flows integrating do no sustinability harm to our future generations) Lets itemise some of the other summit networks which most urgently need xi Jinping world record jobs mediation skills -related blogs chinathanks and sinowtp and economistlearning G20 Invited to help Belt Road Forum - Created and chief implementor ver furst 5 years 2013-2017 and curiculum mapping most critical two 2017-2019 AIIB annual governors summit integrating all delegate nations (81 and rising in 2017) in transparent collaboration -see also greenbigbangclub Created from 2015 and helped choose lean implementation leadership team and timely choice of annual place hosts BRICS Invited to play role balancing equality of 5 voices while China is (and needs to continue to be) benchmark of every growth innovation WEF in Davos and in China Invited to double up the relevance of which years in future history post-industrial revolution leaps forward from incision of unexpected places The coming of platform summits celebrating big data small role both in global 2.0 and industrial rev 4.0 This summit space (needing to be led by practice entrepreneurs) is very fragmented but china’s practice leaders (eg how fiferent jack ma is from wext coast internet capitalist) is integral wherever leapfrogging is studied to benfit maximum diversity of global village societies ASEAN SCO China helped create vefore Xi leadership of china since 2012 You tell us One note before this chapters sumit review FAMILY FOUNDATIION NOTE Since 1930 my family has been involved in mediating question – which of the world’s biigest organizations are expoentialuy compounding biggest risks to human sustainability and can partners be found to be in time to make life criticakl transformation Expometial picture This responsibility emerged from grandfather working in britisch councils in places highly impacted by the badwill of Hitler and Stalin, As a teenager my father spent his summer holidays inside consuls of such hi risk places. Therefore during hos half centiory role at The Economist of mediating end poverty, he had the advantage of knowing befire anyone else which big organsiation (eg Hitler and stalin inspired places) citiozens should not let their elected officials not to appease. At the same time Norma was over decades ahead of others in asking is the coming of this new media going to be tranfoprmable from hi-risk to pro-youth oppotunity the way he was mentored to do by Keynes. In particular could ever dumbing down aspect of the tv age be tirned into the smartest time for 7 bilion people to be empowered, G20 The G20 was born around 2 huge questions Could addition of 13 nations in 365 days summit proces help 7 (and new and old media people) which had consciously or unconsciousl spun big’s geatest risks in rush to go global map actionable ways beyond exponentially colapiing system How did China as the E1 of the 21st C fit into all the 20th centiry multilateral and other structures whose founding DNA didn’t have the remotest feel let alone optimitoc reasonomind of consequences foir human race of Chian’s toptal transforma since lated 1960s. You need to make your own mind up on various G20 jigsaws At formation which g7 countrues (eg china) truly wanted a G20 with worldpossible of china the big new win-win connectoir . If you think some cloiuntreis hated that which were they. Which of the new countries: Wanted to partner china from te getgo iun the g20 Wanted to partner the big nations of the 20th century knowingly or unknowlingly blocking china’s and asia pacific’s role of 21st c leader Which nations were preoccupied by their own issues (and rightfully so in that they political instability at home) If you have made several suitable jigsaws perhaps by challenge compasses – eg climate, education , health , finance – you might want to add to each jigsaw other nations most at risk of being ignored for the ir leapfroginhg potential. So from chapter 1 you can see the gilrs build nation capabilities of bangladshes is not only excluded from G7 and G20 but at risk of being sidelined in and of cluster of nations –either tryiong to win-win with India the hugest poplutaion in development flux, orthe stans particularly ; Pakistan was landlocked and other borders have often been carelessly been left as legacies of empires rush to disappear from places. Ironically most of the greatest solutions in eduvcation and lealth come form really small nations (norway, new zealnand, dubai)- where te nation is small enough for even the top leaders to be knlown by every community. In the case of climate, the places with the most extreme challenges in need of hi-trust long-term development partners are not much to be seen in G20 unless a member nation adopts them for purpose of transforming the network from elderly talk to pro-youth walk IF you look at the G20 as a network of networks concerned with above hi-risk issues, timiomh of where g20 is hoted and prepared for 365 days has exytrorndinary consequences China G20 Hangzhou Consensus 2016 Real Germany G20 Hamburg Lack of Consensus Argentina G20 2018 Huge opportunity for girls and bootom uo trust networks to bridge china g20 and learn from germany as an accidenta detour India G20 2019 Huge opportunity –eg digital platform capabilities out of nidia afre second only to china Of course to be trusted in his mediation role with united countries of c.limate and sustainability gaols , Xi Jinping cant publicly stae what we have just written. And it is intended to provde context for collaboration debates out reaching to ever deeper cultural diversity. This is one reason why cultural diversity is sop ctiriical in every summit that jnping does have more founders control of , as does our emblem of expoentioal crisis. In the chiense language crisis include yins and yangs, last chance sto leapfrog in ways that eg the English lagiage doesn’t. When chiense youth ask that 10 times moré affordable ways of learning te English lanbgiage are made available oyr research show they mean 2 things that academic language teaching is worst at: Quick scial confidence joys – eg using a foeeigners language to build friendships around which life involves especially now that any millennial is likely to need to be virtually productive Very deep meaning which only youth can bridge between cultures –chartering the drama of world trade around sustainability goals to bring together peoples even where history has engulfed peoples in wars (both across borders and by spinning internal underclasses which all te richest tacitly or directly (eg slavery) abused. Note one of the ironies of the last 150 years and the increasing dependence on the construct of nation is that boundaries were often drawn to separate people who could get on as one. The whole world of under 30s needs to make the argument that there will be more and more failed nations (and all the terrir and lost sustainabilty that implies) unless we come to terms with enemies of elder generation now need to be the friends that milennials dare to facilitate, transslate and linkin round genuinely win-win trading maps …; Added by chris macrae at 6:36am on July 5, 2017

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1 Investing in Girls Sustainability Goals
1.1 BRAC
1.2 BKASH
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

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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