Breaking Spring 2015 Stanford ONdemand
links DC 0 1 2 3 4 5 6
Boston 0 1 2 3 4 SanF 1 2
Americas : H Pa Co Pe Ch
Asia BRAC Grameen Lucknow
Africa Kenya 1 2 S.Africa 1
Yazmi could be the best news in 44 yearsof celebrating every way that elearning media can be the opposite of mass tv
Breaking news from 43rd year of net generation search for open elearnng started in The Economist in 1972
world bank open learning campus searcheds for cousrea partners who dont see certificates as main end game of education
coursera segments on demand http://blog.coursera.org/ https://coursera.desk.com/customer/portal/articles/1639240-about-on-demand
khan academy organises peer to peer competitions of health training
summary of maharishi uni.doc, 556 KB - summary of the most exciting entrepreneur curriculum in 43 years since my father at The Economist encouraged coming net generation to search for open education' "Entrepreneurial Revolution" -please tell us if you know of other job creating curricula
We (elders and youth of the net generation) could now be valuing a wholly different planet
if top 11 who's Free Education who knew how to collaborate with each other -job creation dairy- job creation maps from world bank 2030nowjimkim2transcripts.doc, 40 KB
since 1972 alumni of The Economist's Entrepreneurial Revolution have become convinced that education entrepreneurs models benefit most from collaboration and that open education is the key to the door of the net generation being 10 times more (or if we mess it up in next decade less ) productive and exponentially sustainable
we hope our guided tour of these 11 helps you help youth celebrate the above conclusion - of course we are delighted to hear of nominations of other education collaboration entrepreneurs -rsvp email@example.com but note our 11 are also chosen to complement each other
for example: Sal Khan's online academy demonstrates the most economic way to viralise any action learning that millions of youth could most gain from action networking, while
Sir Fazle Abed has spent the last 43 years developing the ngo network that can claim all of these accolades:
biggest in terms of co-workers having served north of 100 million poorest mothers and children in Bangladesh and in the last decade or so replicating the model to many of the most seriously oppressed peoples on the planet
most educational driven in the action learning and job creating sense
the most value multiplying in terms of human livelihoods
consequently the curriculum of BRAC is worth more than any other curriculum that isnt yet available
BRAC is a curriculum replicator unlike any the real world 1 2 has ever seen. It now operates close to 50000 educational facilities -many no larger than a one room village school. Its metric has been to end generations of illiteracy among 15 million parents and 60 million children in rural Bangladesh. Paulo Freire was the first source Sir Fazle consulted on this part of BRAC's journey. Today BRAC also runs a city university one of whose unique features is every student spend an action learning term interning on a village innovation project
can you help norman macrae foundation call for a microeducationsummit before we lose the lifetime knowledge of these great educators (many way over 70) ?
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 firstname.lastname@example.org washington dc 1 301 881 1655
WORLDS MOST VALUABLE PARTNER
(as i am sure naila can also add detail to given her fashion4development award to sir fazle at un week 2014):
BRAC is on a moores law of value multiplication : the goodwill equity of brac is now four to 10 times larger than 5 years ago due its development of the largest cashless bank in the world that didnt exist in 2010 - not the least because Home | bKash is now the number 1 small business co-logo all across bangladesh and fortunately we knew (and re-met last week Tania Zaman) then the head of brac brand in 2009 who had been employed to give brac a flexibly coherent identity system
fortunately global brand partnership risk is the professional genre i developed in 1989 as father retired from The Economist so I need to find the way to offer the abed family pro-bono exponential risk audits to their global brand while they get on with youth empowerment especially on the 1% of the planet where over 50% of people live - confirmed at sir fazle's 80th birthday party as where brac's brand aims to be
growth branches spring up around people sir fazle has trusted for a lifetime but sure make the organigram of whom youth need to know first quite complex- fortunately the head of the real and cashless banking system is someone who in 2009 attended our 69th birthday party for muhammad yunus in the company of the bbc's nature correspondent paul rose -ironically i was at primary school with the son of former bbc nature guru david attenborough whose explanation for not mediating climate crisis sooner was very gentlemanly- the bbc offers such enormous power that i dont offer my voice change until evidence is beyond reasonable doubt (um err after the system has tipped to collapse) -such is the bbc mindset; pity it could otherwise have so many opportunities to be youth's greatest valuer
Paul Rose Bangladesh visit on BBC News websitePaul Rose, BBC presenter and expedition leader is an Ashden Award ‘Advocate’ who helps raise awareness of the work of our winners.
View on www.ashden.org
Preview by Yahoo
good news: we were told by the guy who started brac's entry into online learning 11 years ago to come back and make a day of presentations in july - probably timely as bangladesh has launched an elearning nation ;platform and brac has about the only content to ;put on it!
consequently the best way to build on sir fazle's kind chief guesting of my father's remembrance party at japan embassy in dhaka in 2012 seems to be to send the family a report with 10 ideas the globalyouthcommunity under 30s most want to open space across the leadership team, the university or wherever the technology wizards are next going to multiply brac's goodwill by the next factor of 5
here is a very rough lusting of 10 for global youth community to brainstorm that needs to be finalised within a week - as often could do with lot of help editing
3.4 WORLD’S MOST TRUSTED BRAND Partnership DISCUSSION CHECKLIST FOR BRAC
1 Support youth demand for open technology labs stating up in 3-languages to search leapfrog partners apps around the world –in Bangla, English, Chinese.
Link the great youth hubs/hackathons in Preferential Option Poor mobile innovation – eg MIT , Blum-Berkeley, Ihub, Brac Uni, 1776 DC, Dubai internet city, Branson hub Jamaica …
2 Introduce open space and mass viral innovation processes to brac university- and to teachers and public/community servant training courses. Partner other hardest working (geographically disadvantaged) pro-youth universities – eg Sir Fazle Abed’s Alma Mater Glasgow University desperate to empower 21st c Adam Smith students to join in and fellow alumn Gordon Brown currently the UN envoy for education- transparency footnote amy and brooking annual summit on educators who scale
3 Databank the world’s favorite microfranchise catalogue by market for easy use by educators, students and communities
4 Consider jobenomics tv channel – potentially a co-ownership trust between Bangladesh, USA and suitable Chinese partner can be co-branded -transparency footnote amy
5 Consider supporting an association of youth communities founded by under 30s and concerned with tools of borderless friendship eg languages, hackathons … transparency note amy and mostofa and dubai expo 2020
6 Always analyse partnership compound risk exponentials –eg learn from how microcreditsummit spun away from youths goals and Bangladesh as open source knowledge epicenter. Either avoid being annual hero of any one global summit or - consider co-launching microeducationsummit since that can involve everyone in learning is the 21st c economy
7 SD Goal 1-17 see if an on-demand platform such as Sal Khan will partner in a brac edited space and dashboard of sustainability
8 See if Soros, and his ineteconomics youth community, will help quick start goal 1 end poverty curricula – he is and was the closest living mentor of my father
End Poverty Economics MOOC
Preferential Option (action learning with) Poorest Village Mother as Developer of Economy
Bottom-up resilience- always communally within arms reach of poor Maternal, infant, nutritional health
Redesigning value chains Cultural change of income generation and life critical services to community
Microfranchise – Efficient, Effectice, Expandable, Sustaining positive cash flow Financial service founded on the poorest village mother – complete system now at 4 levels of nationwide investment
Infrastructure leapfrogging for the poorest
Firewalling nations and families microeconomy from any macroeconomic systems
Every Sustainability Generation youth linked in to open learning economy and end poverty trust-flows
9 Understand supercity potentials of Calcutta to Dhaka- integrate a regional superport as a tri-country (Bangladesh, India, China) investment process. Have best relationships with the other top 11 supercity youth entrepreneur hubs.
10 Hall of Fame of Job Creating Leaders and Educators. If my father’s work is correct then sustainability youth –and their parents - need to celebrate job creators more than any other hero type. Global Youth Community could develop a newsletter process including nominations to the Abed family and the BRAC could maintain a hall of fame listing. Ultimately open learning and collaboration is the 21st century development economy- action learning multiplies multiplies value in use unlike consuming up things. Sadly all global professions still lock in the non-sustainable industrial age’s zero-sum metrics. Open Learning’s hall of fame of job creators can go beyond the numbers –it can simply make evident how much the old professional monopolies (and the globalisation they big banged) devalues trust and devalues youth’s futures everywhere.
Footnote – items with the transparency tag have started to be researched over the last 10 years by Norman Macrae Foundation youth ambassadors Mostofa Zaman and Amy and her peers.
chris www.worldclassbrands.tv mob 240 316 8157…
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 -email@example.com
Find Me Here
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
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 firstname.lastname@example.org 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
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
Jack Ma - Stop Complaining And You Can Find Opportunities. || Jack Ma Interview
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
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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
George Soros: Why We Need To Rethink Economics
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 ...
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
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
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.
world bank plutocrats
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 email@example.com 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)
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
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
tart of 2013
Universities / Entities
Ball State University (1)
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)
Hebrew University of Jerusalem (1)
Johns Hopkins University (4)
Leuphana University Lüneburg (1)
Ohio State University (1)
Other Entities (1)
Peninsula College (2)
Princeton University (5)
Santa Clara University (1)
Santa Fe Institute (1)
Scottsdale Community College (1)
Stanford University (5)
The Hong Kong University of Science and Technology (1)
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
and by 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)
Electrical and Materials Engineering (7)
Food and Nutrition (1)
Health and Society & Medical Ethics (11)
Information, Technology, and Design (21)
Music, Film, and Audio Engineering (6)
Physical & Earth Sciences (15)
Social Sciences (4)
Statistics, Data Analysis, and Scientific Computing (12)
-edited it on Road to Atlanta Nov 2015
Please remember that anyone with a Coursera ID may edit this page. Therefore, respect and courtesy toward your fellow students is advised.
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
220.127.116.11 Solar Energy
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
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
Oceans are playing a very important role in absorbing carbon
The ocean environment is unquestionably linked to human life.
Energy University offered by the main global corporate partner of Energy Social Business of Muhammad Yunus
An October 25, 2012 article: Solar Energy Is Ready. The U.S. Isn't
solar panel installation: an experience
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
The five innovative projects of the 2015-16 WISE Accelerator originate from Canada, South Africa, the United Kingdom, and the United States.
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
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
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
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
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
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
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
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
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.
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
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
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
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
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
of last semester’s MITx courses; data will be used to improve education online and in the classroom.
Jennifer Chu, MIT News Office
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
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
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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.”
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.
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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 firstname.lastname@example.org
1.2 BKASH 1 2 3 since april jack ma has taken 20% partnership
1.3 China Capitalism (CC)
1.4 Project Everyone
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
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
3 how community clean energy microfranchises became the number 1 educational curriculum that the chinese authorities invited the world to co-blog
more coming soon
4 cashless bank-a-billion -a project of the global banks with values network
5 orphanage networks as the world's most inspired jobs agency network and home of financial literacy mooc
6 bottom-up EAgri: designing a collaboration portal on the top 30 crops that need to be mobilised by local value chain maps so that hard working nutrition workers are sustainable however small their farming assets and however variable a particular season's climate
7 what do BRAC's barefoot professionals linkin so that village organisations are collaboratively resilient whatever nature-made or man-made disasters popup
Special child health, nutrition, family and educational development series:
*The First 1000 Days
*Choices to make the first 2 years after primary
BRAC has more staff grounded round the child and parent-eye view of these challenges in the poorest communities than anyone else. Their collaboration knowhow is as valuable as body of knowhow that I have come across in studying societies' value multiplying needs in over 40 countries
Ideas on freeing media to cenebrate the pro-youth economic models which richest need to learn from poorest to genenerate the:
next billion green jobs
next billion family/community sustaining jobs
next billion open technology jobs most worthy of our borderless and interconnected futures
contribute to survey of world's other favorite moocs-40th annual top 10 league table