r poorest -cgap, Abdul Latif/MIT poverty lab, Nobel economists
*City bank – for small enterprises of 2nd generation family members immigrating to city; including eg grants and college scholarships
*Remittance banking and international assistance by brac out of Netherlands- by law a Bangladesh NGO must focus on funds for Bangladesh
*Bkash- world’s largest cashless bank for poor and in terms of population served: Bangla-American technologists led by Quadi family, Soros, MIT-Legatum, tech creator of mpesa, Gates, J Ma
*gabv.org global association of banks with values…
h futures
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
:KHANac
BRACAbed,
CEUSoros
,SABlecher
MITtbl
NOBATYunus
LUCKNOWGandhi
ChinaMa
NZDryden
MEDIALABNegropronte
COURSEraKoller
....
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 chris.macrae@yahoo.co.uk 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 collaborative
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 chris.macrae@yahoo.co.uk washington dc 1 301 881 1655
…
Added by chris macrae at 7:24am on January 3, 2014
on laureates) - see celebration hong kong 2 dec 2019
wise education laureates
.some of history's famous partners
one of brac's first large partners james grand then ceo unicef- their partnership took life saving infant education to mothers in over 200000 villages without electricity..late 1970s; a world first in scaling. In 2001 brac started up a university with pride of place going to the James Grant School of Public Health - today the university is assembling the most relevant sdg partners across all of Asia and beyond- see ban ki-moon commencement speech nov 22-24 2019
…
Added by chris macrae at 7:50am on October 8, 2019
e- education health green arts- he says olym;pics will chnage that
jack has majot=r investirs in japan eg softbank and partnership with yahoo japan
in 2012 japan embassy in dhaka hosted 2 brac ecents with sir fazle and with kamil quadir - they dicussed futire of bangaldesh and were rembramces to noirman macrae
norman was respcetd in japn earning the emperors order of rising sun with gold bras- you can see his 1960os surveys on japan at www.normanmacrae.net
we are trying to assemble a list of japanese people we know who might want to linkin with all the movements we afre interested in
eg mostifa has linked with http://www.sdm.keio.ac.jp/en/faculty/taniguchi_t.html…
Added by chris macrae at 7:34pm on September 3, 2018
el abdul latif have linked eg mpesa type coding so that bangladesh now has biggest text mobile bank www.bkash.com
the uae's Sheikha Lubna Al Qasimi (United Arab Emirates) - the lady who made uae ports digitally smart
give directly investments in conditional cash transfer
governor of tokyo and fellow edu commissioner Yuriko Koike (Japan) expect commonality of interests regarding tokyo olympics 2020- the head of the special olympics whose other lifelong pursuit is future of children's emotional learning
choosing who's who at china's entrepreneur club…
tch summit across the state of MA- the winner gets the prize to send an experiment up on a satellite - small space experiment entrepreneurs can now start up with 7500 dollars prize- still a lot for most teen youth but 100 times less than 10 yeas ago - watch this space!
back at ground level search nhk world for how japans emperors leads the nations research on the sustainability of water- he ha\s been the moral leader of this nations climate reserarch since graduating at oxford- this is one of ten reasons why Japan seems to have been the nation valuing youths futures more than the other G7- what with 4 of them quarreling over brexit, one of them quarreling over trump versus clinton, and canadian peoples being put in harms way of iran-us intergalactic technology…
Added by chris macrae at 8:03am on January 10, 2020
that BRAC built from 1972 , which was soon to be linked into building education, banking and agricultural markets so that the poorest village families in the world could network to end poverty. http://www.jamkhed.org/
BRAC's first massive villager network was able to scale 50000 village para-health networkers due to the need to combat the tragedy of one in 5 infants dying of diarrhea. Fortunately, oral rehydration a cure in the form of educating mothers to mix boiled water , sugar and salts in the right proportions had been discovered. So BRAC sought donor funds for this training to be taken to every vilage. In the process it was discovered that there was a permanent need and sustainable small business for those willing to serve the communities most other basic illnesses in ways that BRAC could coordinate the training network around. In effect the modern world's first microlending network emerged because of the need to provide the training and seed funds to replicate the mkicrofranchsie of para health worker across 50000 village locations
Over the years BRAC has become a world knowledge linking centre for most effective ways of serving all major diseases specific to raising life expectancies in rural areas. Its university also hosts the annual world class curriculum of James Grant School of Medicine
Search the Map:
Health has always been pivotal to Soros and Gorbachev's aim of valuing open society everywhere especially out of their renewed nations : Russia and its West. Gorbachev also co-founded Nobel Peace laureate summits wishing for youth to value how peace and health generate strong economies not vice versa.
2013 Soros (university of central europe in Budapest) celebrates 20th Anniversary of Open Society awards with Sir Fazle Abed (20th laureate) and Paul Farmer whose hot news is on Haiti's medical training hospital will soon be the the open university of medics for the poor - see latest updates on gthis at commencement week of UN 2014-2015
similarities Abed and Farmer:
Both have helped build rural health from scratch (Abed Bangladesh: Farmer Haiti and the new Rwanda); oral rehydration community service networkers being a foundation movement as both linked in infant and maternal care as a start; both are valued by Soros the current world's most daring advocate of open society needing to rethink economics from the bottom-up ( as well as in his youth one of those to profit most from governments pretending they can rule over currencies)
Both BRAC and PIH have reputations second to none as delivering to funding partners. However both confide that while funder satisfactuon is absolutely critical, connecting every project to leave behind empowerment capacity in the village is the extra creative focus they spend night and day designing into service and learning networks.
Unlike Sir Fazle Abed, Paul Farmer's day job is at Boston's Brigham Womens Hospital, and he co-founded Partners in Health with Jim Kim (now desperate to see a new world bank that millennial so can trust- starting with getting his friend michael porter to help remap every health care value chain that is spinning away from sustaining accessibility to affordable health for all) With Berners Lee also in Boston, its unique;y energised by open tech resources and with as highly educated/connected milennials concerned for the future of medicine humanity needs most
Unlike Paul Farmer, Sir Fazle launched a university - probably no practice area has as flagship faculty as the James Grant School of Public Health curriculum. In less than 2 years, Sal Khan has made his academy the most viewed health resource in elearning - Khan values searches for peer to peer teachers of health's most actionable 7 minute learning modules second only to mathematics as an urgent curriculum to link worldwide youth. Everywhere that open experiments in community broadband are sustained, telemedicine appears as number 1 living app. This focal opportunity mirrors first experiments women villagers made with mobile phones in bangladesh 1996. Today Women4Empowerment searches the world for ways to connect those with greatest tech resources with grassroots networkers in most desperate need of community health services (valuing Sir Fazle's 3 classical E's of Effective, Efficient, Expandable)
Integrate these leaders and you will be ready to debate how the gamechanger of the free nursing college could create half a billion jobs for girls and save any nation from bankruptcy that has sinced 1984 been spiralling health services into ever greater costs and ever less accessibility-for-all - not a smart open learning way to design the internet nor to value the net generation's life and times
…
Added by chris macrae at 11:58am on October 4, 2014
nd Joy Nam[3]
November 2020
COVID-19, for all its devastation and havoc wreaked, is a brutal and much needed wake-up call. It is a wake-up call that has revealed, very prominently, the limitations of our traditional brick-and-mortar modus operandi. It is also a wake-up call that has inevitably incited a newfound reliance on technology-driven digital and online solutions—and simultaneously exposed our lack of preparation in leveraging their potential.
That the education sector has been especially hard hit is well recognized. At the pandemic’s peak in April, 91% of the student population worldwide—almost 1.6 billion students—experienced the closing of their schools. While the wake-up call most apparently illuminates the current educational challenges engendered by COVID-19, it signals and signifies the gravity of a long-standing learning crisis that predates the pandemic. Projections by the Education Commission already revealed the concerning reality that 825 million students in low- and middle-income countries would not be on course to gaining basic secondary-level skills necessary for the labor market. The advent of the Fourth Industrial Revolution (4IR) adds a further dimension of urgency with 65% of current primary school students expected to have jobs that do not yet even exist today.
As the first act of the Fourth Industrial Revolution commences, it is necessitating a fundamental shift in what we learn and how we teach. Yet, if the COVID-19 response is any indication of our preparedness in adapting to the rapidly advancing 4IR landscape, prospects are grim. Evidenced by the often haphazard and disarrayed infusion of technology in remote learning schemes, a copy-paste type approach will neither suffice nor succeed; the offline content cannot simply be re-uploaded online. Rather, there is a need to meaningfully reconfigure and realign anew to the 4IR approach of acquiring, processing, and constructing information. Obfuscating the boundaries of the physical and digital, and even the biological, 4IR and the skills it demands are profoundly more complex, more creative, and more collaborative. Education must, therefore, also follow suit.
High Touch High Tech (HTHT)
Embodying these elements—conceptually, operationally, and relationally—is the High Touch High Tech (HTHT) learning approach. Like its name suggests, this approach is comprised of two distinct components and aims. High Tech refers to the advanced technology, and an adaptive learning technology that harnesses the power of artificial intelligence (AI), in particular. It boasts a diagnostic feature that identifies prior knowledge, and an adaptive facility that tailors instruction to diverse learning levels and needs—allowing students to be stimulated and nurtured as they progress at their own pace. Directly complementing the High Tech component is the equally critical High Touch element provided by teachers. With the inclusion of adaptive learning technology, teachers are afforded the capacity to supply more personalized guidance through software-informed data. Teachers are also granted more time to supervise active, interactive, and collaborative learning experiences, such as project-based learning, that foster higher-order and soft skills. Recognizing the importance of human touch and connection, mentoring that emphasizes socio-emotional development also constitutes a key aspect of the comprehensive High Touch learning schemes.
Spearheading this approach is the Education Commission and its recently established Asia hub, Education Commission Asia (ECA) based in Seoul, Korea. In the fall of 2019, the Education Commission, with support from the UK’s Department for International Development, the Vietnamese Ministry of Education and Training, and Arizona State University, launched the first HTHT prototype project in Vietnam. Implemented across a seventh grade math curriculum, the HTHT approach demonstrated a positive impact of 0.436 standard deviations—equivalent to two years of learning. Encouraged by these promising results, preparations are in development to conduct a feasibility study ahead of a scale-up to 40 schools throughout the country. With the primary mission of furthering HTHT’s reach, ECA has also made efforts to build a robust HTHT portfolio since its inception last year. Globally, projects are underway in Uruguay, where the HTHT approach will be implemented for math and computational thinking, in partnership with Plan Ceibal, and Indonesia, on course to begin next year. Progress has also been made on the domestic front: the HTHT University Consortium (which now includes 16 member institutions) provides support to Korean universities incorporating the HTHT approach in their curricula and the HTHT K-12 Consortium targets low-income students across multiple cities, children of North Korean defectors, and multi-ethnic Korean youth.
Even with the initial favorable results of the HTHT approach, however, its scalability holds the keys to its ultimate impact. HTHT must show promise not only as an approach that is adaptive to individual students, but as one that is ultimately adaptable to a variety of contexts. Without doubt, the most apparent and ubiquitous bottleneck in scaling HTHT is the infrastructural diversity in accessibility to networks and devices—and the accompanying variations in digital literacy. Unhindered by offline limitations, technology—and the digital devices, digital content, and online platforms it encompasses—inherently boasts the potential to enhance connections and foster exchange in learning. Yet, our evident lack of readiness in meeting the challenges of the current pandemic, and the greater 4IR era, has resulted in a failure to not only optimally capitalize on this potential but to prevent an exacerbation of the digital divide—further inhibiting learning for many students. With 43% of all students worldwide (about 706 million) lacking home internet access and an even greater proportion (about 826 million) with no household computer to use, technology-dependent remote learning schemes are proving more divisive than inclusive.
“HTHT for All”
Amid the chaos of COVID-19, education has been presented with an unprecedented opportunity to reorient its focus in light of the Fourth Industrial Revolution, and redefine its scope to impact far more students than it does now. It is an opportunity, and simultaneously, a responsibility, that demands the attention and the proactive efforts of the global community. Heeding this call, the Education Commission and Education Commission Asia have launched a global initiative with the vision of sharing “HTHT for All.”
Just as the prospects of 4IR rest on our capacity to collaborate effectively across sectors and disciplines, so too will the “HTHT for All” initiative be determined by its success as a multi-sectoral and multidisciplinary pursuit. The prolonged devastation of the pandemic and its relentless penetration of all industries has also reaffirmed that no sector has been spared—and a collaboration across them is imperative in rebuilding and building anew. Channeling the momentum garnered from the crisis, this initiative, therefore, invites and urges relevant actors from all segments of the ecosystem to forge a synergistic alliance so that “HTHT for All”—true to its name and mission—can be realized for all students.
Integral in this collaborative endeavor are diverse actors fulfilling unique and complementary roles: educators sharing the content knowledge; government officials across various ministries advancing policy and securing funding; edtech innovators supplying the technology; network providers and industry partners constructing the infrastructural foundation; and non-governmental coalitions generating awareness and advocacy. Notably, even within a robust and supportive ecosystem, a passive coalescing of factors will not suffice; leaders and pioneers must make conscientious strides to forge partnerships and consensus.
Within the policy arena, a reliable system of cross-ministerial communication must be in place to ensure an overarching vision supported by durable funding streams, and proper oversight without duplication of efforts. Public-private partnerships between edtech providers and schools also comprise an essential feature of the ecosystem: the former must cooperate to distribute the technological hard- and software at subsidized rates, as the latter functions as a testing ground or testbed for the technology. Moreover, bolstering the legal framework to enhance the availability, accessibility, and applicability of data would serve to benefit researchers, instructors, and edtech providers alike. In the case of Korea, for instance, education data constitutes but a mere 5% of the total public database—only 9% of which is standardized and suitable for further analysis. It is only when these foundational elements take hold that an effective quadripartite collaboration across the government, academia, edtech industry, and NGOs will emerge—propelling the innovation, investment, and research necessary for an effective and equitable expansion of HTHT.
“HTHT for All” Global Consortium
For the vision conceived to become a vision actualized, the pursuit of “HTHT for All” must be advanced strategically, swiftly, and with great intentionality. Against the reality of competing interests and priorities, however, the ecosystem—and the actors that comprise it—will naturally remain scattered in their disparate domains unless otherwise prompted. To this end, the Education Commission and Education Commission Asia have joined forces to establish a multisided “HTHT for All” Global Consortium to anchor and unify the ecosystem in scaling the HTHT approach—and addressing the existing bottlenecks that prevent its proliferation. Inspired in large part by the success of the ECA-led University and K-12 Consortia in Korea, the Global Consortium stands to benefit from further leveraging the lessons emerging from the experiences of the two consortia.
Despite its relative nascency, ECA’s HTHT University Consortium has revealed that, with proper facilitation, scalability of the HTHT approach is indeed achievable. Without doubt, the rapid expansion of the Consortium can be attributed to the sudden onset of the pandemic—leaving cities, universities, and schools desperate and eager to embrace new ways of teaching and learning. The progress made is noteworthy, nevertheless. Highlighting the advantage of an evident network effect, or economies of scale, the Consortium has grown to enjoy the participation of 16 universities, eight edtech companies, five cities, four schools, and two foundations in a span of less than 10 months following its launch. Beginning with just six universities and one vendor, the Consortium’s incorporation of three new global vendors, shortly thereafter, resulted in garnering the interest of more institutions—some of which requested for adaptive learning platforms in Korean. The introduction of four domestic vendors and the increased courseware options in Korean then further heightened the appeal for prospective institutions, leading the Consortium to extend its membership to 10 additional universities and colleges.
The experience of the HTHT K-12 Consortium also provides a valuable perspective in the establishment of the proposed Global Consortium. Following the lead of its higher education counterparts, the K-12 Consortium’s first venture began in April of 2020 with the Seocho district of Seoul—part of the affluent Gangnam area yet replete with many students in disadvantaged and vulnerable contexts, particularly those low-income. Realizing the merit of personalized and adaptive modes of learning especially for these students, community youth centers in the district were keen to integrate the HTHT approach utilizing a Korean adaptive learning platform into their mentoring programs. In expanding the K-12 Consortium to other cities and regions, however, it quickly became evident that the participation of more and varied actors would be imperative. In contrast to universities with the capacity to pay access and usage fees, programs serving vulnerable or disadvantaged youth often rely on financial support from external organizations; hiring competent and trained personnel is also a prevailing challenge. As the convener and facilitator of the Consortium, ECA, therefore, initiated relationships with foundations and NGOs to secure funding, as well as with colleges to supply student mentors for these programs. Alongside enlarging its geographic presence, the K-12 Consortium has actively pursued partnerships with schools and centers for children of North Korean defectors and multi-ethnic Korean youth so as to extend its reach to more diverse populations. A promising partnership with a middle and high school for children of North Korean defectors has been particularly instructive in functioning as a model case for other nontraditional, alternative schools seeking to join the Consortium.
Notwithstanding HTHT’s relative newcomer status on the block of learning modalities, its diffusion has been remarkably proactive and purposeful. Insights from Arizona State University’s experience in implementing adaptive learning approaches have contributed to shaping the Vietnam prototype; the lessons learned from the Vietnam prototype, then, in turn, have motivated and catalyzed the operations of both the University and K-12 Consortia in Korea. Against this backdrop, the Education Commission and Education Commission Asia’s proposed “HTHT for All” Global Consortium is uniquely situated to even further accelerate the testing of the HTHT approach in more varied contexts and subsequently strengthen the robustness of its evidence base. Through the preceding examples, the lesson most prominently brought to the fore is that of the need for all the relevant actors of the HTHT ecosystem (e.g., schools, universities, vendors, NGOs, foundations) to be appropriately represented in the Consortium. Notably, the Global Consortium’s added capacity to invite the participation of multilateral development banks and organizations, as well as global companies in network and energy, will serve to reinforce and galvanize the ecosystem in overcoming the digital divide to deliver HTHT to all.
--------------
“HTHT for All” is a call to action. It is a call to action for a collective mobilization of efforts, talents, and funds from all facets of the ecosystem. At the same time, it is a response—and a responsibility—to redress the global community’s inaction, as yet, to produce a concerted plan and way forward that will adequately equip students far beyond the pandemic.
No longer can we afford to dismiss the learning crisis as simply an educational issue; no longer can we continue to address it as a purely educational endeavor. Given the known effects of education on individual and societal outcomes, the learning crisis—albeit most pressing and prominent as an educational issue today—will eventually resurface as a workforce issue, and ultimately, as an enduring challenge that impairs the overall economy. It is only a matter of time.
The wake-up call may be loud and commanding now, but it will not resound forever. The aftermath of failing to recognize it, however, will persist into the decades ahead—long after COVID-19 has abated. The anticipation of a return to normalcy cannot justify our present neglect and complacency.
While the attention to the learning crisis is long overdue, the opportunity is now. How—and how thoughtfully—we harness it will determine the strength and sustainability of its impact. As a global initiative that addresses the wake-up call—and the corresponding opportunity, “HTHT for All,” strives to be as inclusive as it is innovative—for true impact is realized only when the innovation is accessible and enjoyed by more than a privileged few.
Today, “HTHT for All” is an initial call to action, but through our collective vision, drive, and resolution, it can inspire a transformation of learning altogether for students and societies today, tomorrow, and for generations to come.
[1] Ju-Ho Lee, Chairperson of Education Commission Asia
[2] Liesbet Steer, Director of the Education Commission
[3] Joy Nam, Consultant at Education Commission Asia…
Added by chris macrae at 7:13pm on January 1, 2021
jiang is agented at summits by the chinese equivalent of ted - both space gravitate exciting 12 minute speeches but teds havent collectively advanced the sustainability generation (note how its prizes chose strangely top down laureates) where i-ask and wise search out sustainability generations world record job creators and education revolutionaries
as an interesting twist, jack ma has been asked to deliver free 3000 leaders (mainly younG) one day bootcamps - makes you wonder what others world greatest educators could design in real open spaces
none the less there a few western moocs worthy of you free time
eg try confucius learning edx or you tell us - isabella@unacknowledgedgiant.com…
Added by chris macrae at 12:44pm on December 11, 2017
tter to you
its not pretty , it tries to sumarise 40 yeras of world "Entrepreneurial Revolution" started in my father in 1976, or from 1962 if you accept that his celebrations helped much of the eastern hempispher economically develop peoples in sequences that just emerged because different people timed when to take their chnace to end dictaorship or recover from war or go beyond being ruled by someone else's empire;
whats interesting is that becuase european empires never discovered oil or mnerals in far east, the east has been free to develop whuch sadly africa hasn't- at least that is one reason; but i expect there are many anthroplgy and place reasons too= your history could probably explain this far better than any western professor and certainly me!
; from 1962 he loved what japanese electronics was doing; then the chinse superports which created the weath to invest in china; by 1975 he was predicting china would be now need to lead wherever the world will go
here is a 2013 japanese graduate stidents view of dad's stories
Finding miracles – Norman Macrae
Finding miracles – Norman Macrae | Ben BansalThe Economist’s anonymity policy makes it somewhat difficult for individual journalists to rise to fame.
View on benbansal.me
Preview by Yahoo
mostoifa can give you extra notes on that including those at reunion parties held at japanese embassy with firts sir fazle abed and then kamal quadir the two people who have digitalised bangladesh leapfrog solutions in ways that are as insanely great as eg what jack ma has done for smes- by the way if you ever find any chiense translation news of what ma's education foundation is doing i would love a few notes
GYmacrae.doc
slide to translate…
KERRY GLASGOWIS HUMANITY'S LAST BEST CHANCE - Join search for Sustainaabilty's Curricula
101ways-generation.docx 101 ways education can save the world WHAT IF WE DESIGNED LIFELONG LIVELIHOOD LOEARNING SO THAT so that teachers & students, parent & communities were empowered to be ahead of 100 times more tech rather than the remnants of a system that puts macihnes and their exhausts ahead of human life and nature's renewal 2016 is arguably the first time thet educatirs became front and centre to the question that Von neummn asked journalist to mediate back in 1951- what goods will peoples do with 100 times more tech per decade? It appears that while multilaterals like the Un got used in soundbite and twittering ages to claim they valued rifghts & inclusion, pubblic goods & safety, they fotgot theirUN tech twin in Genva has been practising global connectivity since 1865, that dellow Goats of V neumnn has chiared Intellectual Cooperation in the 1920s which pervesrely became the quasi trade union Unesco- it took Abedian inspired educations in 2016 ro reunite ed and tecah as well as health and trade ; 7 decades of the UN not valuing Numenn's question at its core is quite late, but if we dare graviate UN2 aeound this digital coperation question now we give the younger half if the world a chnace especially as a billion poorest women have been synchronised to deep community human development since 1970
Dear Robert - you kindly asked for a short email so that you could see if there is a CGTN anchor in east coast who might confidentially share views with my expectation of how only Asian young women cultural movements (parenting and community depth but amplified by transparent tech in life shaping markets eg health, food, nature..) can return sustainability to all of us
three of my father's main surveys in The Economist 1962-1977 explain imo where future history will take us (and so why younger half of world need friendship/sustainable adaptation with Chinese youth -both on mainland and diaspora)
1962 consider japan approved by JF Kennedy: argued good news - 2 new economic models were emerging through japan korea south and taiwan relevant to all Asia Rising (nrxt to link the whole trading/supply chains of the far east coast down through hong kong and cross-seas at singapore)
1 rural keynsianism ie 100% productivity in village first of all food security- borlaug alumni ending starvation
2 supercity costal trade models which designed hi-tech borderless sme value chains- to build a 20 million person capital or an 8 million person superport you needed the same advances in engineering - partly why this second economic model was win-win for first time since engines begun Glasgow 1760 ; potentially able to leverage tech giant leaps 100 times ahead; the big opportunity von neumann had gifted us - knowhow action networking multiply value application unlike consuming up things
1976 entrepreneurial revolution -translated into italian by prodi - argued that future globalisation big politics big corporate would need to be triangularised by community scaled sme networks- this was both how innovation advancing human lot begins and also the only way to end poverty in the sense of 21st C being such that next girl born can thrive because every community taps in diversity/safety/ valuing child and health as conditions out of which intergenerational economic growth can spring
in 1977 fathers survey of china - argued that there was now great hope that china had found the system designs that would empower a billion people to escape from extreme poverty but ultimately education of the one child generation (its tech for human capabilities) would be pivotal ( parallel 1977 survey looked at the futures of half the world's people ie east of iran)
best chris macrae + 1 240 316 8157 washington DC
IN MORE DETAIL TECH HUMAN EXPONENTIALS LAST CHANCE DECADE?
- we are in midst of unprecedented exponential change (dad from 1960s called death of distance) the tech legacy of von neumann (dad was his biographer due to luckily meeting him in his final years including neumann's scoping of brain science (ie ai and human i) research which he asked yale to continue in his last lecture series). Exponential risks of extinction track to mainly western top-down errors at crossroads of tech over last 60 years (as well as non transparent geonomic mapping of how to reconcile what mainly 10 white empires had monopoly done with machines 1760-1945 and embedded in finance - see eg keynes last chapter of general theory of money); so our 2020s destiny is conditioned by quite simple local time-stamped details but ones that have compounded so that root cause and consequence need exact opposite of academic silos- so I hope there are some simple mapping points we can agree sustainability and chinese anchors in particular are now urgently in the middle of
Both my fatherwww.normanmacrae.netat the economist and I (eg co-authoring 1984 book2025 report,retranslated to 1993 sweden's new vikings) have argued sustainability in early 21st c will depend mostly on how asians as 65% of humans advance and how von neumann (or moores law) 100 times more tech every decade from 1960s is valued by society and business.
My father (awarded Japan's Order of Rising Sun and one time scriptwriter for Prince Charles trips to Japan) had served as teen allied bomber command burma campaign - he therefore had google maps in his head 50 years ahead of most media people, and also believed the world needed peace (dad was only journalist at messina birth of EU ) ; from 1960 his Asian inclusion arguments were almost coincidental to Ezra Vogel who knew much more about Japan=China last 2000 years ( additionally cultural consciousness of silk road's eastern dynamics not golden rule of Western Whites) and peter drucker's view of organisational systems
(none of the 10 people at the economist my father had mentored continued his work past 1993- 2 key friends died early; then the web turned against education-journalism when west coast ventures got taken over by advertising/commerce instead of permitting 2 webs - one hi-trust educational; the other blah blah. sell sell .sex sell. viral trivial and hate politicking)
although i had worked mainly in the far east eg with unilever because of family responsibilities I never got to china until i started bumping into chinese female graduates at un launch of sdgs in 2015- I got in 8 visits to beijing -guided by them around tsinghua, china centre of globalisation, a chinese elder Ying Lowrey who had worked on smes in usa for 25 years but was not jack ma's biographer in 2015 just as his fintech models (taobao not alibaba) were empowering villagers integration into supply chains; there was a fantastic global edutech conference dec 2016 in Tsinghua region (also 3 briefings by Romano Prodi to students) that I attended connected with great womens education hero bangladesh'sfazle abed; Abed spent much of hs last decade hosting events with chinese and other asian ambassadors; unite university graduates around sdg projects the world needed in every community but which had first been massively demonstrated in asia - if you like a version of schwarzman scholars but inclusive of places linking all deepest sustainability goals challenges
and i personally feel learnt a lot from 3 people broadcasting from cgtn you and the 2 ladies liu xin and tian wei (they always seemed to do balanced interviews even in the middle of trump's hatred campaigns), through them I also became a fan of father and daughter Jin at AIIB ; i attended korea's annual general meet 2017 of aiib; it was fascinating watching bankers for 60 countries each coming up with excuses as to why they would not lead on infrastructure investments (even though the supercity economic model depends on that)
Being a diaspora scot and a mathematician borders (managers who maximise externalisation of risks) scare me; especially rise of nationalist ones ; it is pretty clear historically that london trapped most of asia in colomisdation ; then bankrupted by world war 2 rushed to independence without the un or anyone helping redesign top-down systems ; this all crashed into bangladesh the first bottom up collaboration women lab ; ironically on health, food security, education bangladesh and chinese village women empowerment depended on sharing almost every village microfranchise between 1972 and 2000 especially on last mile health networking
in dads editing of 2025 from 1984 he had called for massive human awareness by 2001 of mans biggest risk being discrepancies in incomes and expectations of rich and poor nations; he suggested that eg public broadcast media could host a reality tv end poverty entrepreneur competition just as digital media was scaling to be as impactful as mass media
that didnt happen and pretty much every mess - reactions to 9/11, failure to do ai of epidemics as priority from 2005 instead of autonomous cars, failure to end long-term carbon investments, subprime has been rooted in the west not having either government nor big corporate systems necessary to collaboratively value Asian SDG innovations especially with 5g
nye:csis jan2020 dc the greatest debate help search 2025NOW.COM
I am not smart enough to understand how to thread all the politics now going on but in the event that any cgtn journalist wants to chat especially in dc where we could meet I do not see humans preventing extinction without maximising chinese youth (particularly womens dreams); due to covid we lost plans japan had to relaunch value of female athletes - so this and other ways japan and china and korea might have regained joint consciousness look as if they are being lost- in other words both cultural and education networks (not correctly valued by gdp news headlines) may still be our best chance at asian women empowerment saving us all from extinction but that needs off the record brainstorming as I have no idea what a cgtn journalist is free to cover now that trump has turned 75% of americans into seeing china as the enemy instead of looking at what asian policies of usa hurt humans (eg afghanistan is surely a human wrong caused mostly by usa); a; being a diaspora scot i have this naive idea that we need to celebrate happiness of all peoples an stop using media to spiral hatred across nations but I expect that isnt something an anchor can host generally but for example if an anchor really loves ending covid everywhere then at least in that market she needs to want to help united peoples, transparency of deep data etc
please map how and why - more than 3 in 4 scots earn their livelihoods worldwide not in our homeland- that requires hi-trust as well as hi-tech to try to love all cultures and nature's diversity- until mcdonalds you could use MAC OR MC TO identify our community engaging networks THAT SCALED ROUND STARTING UP THE AGE OF HUMANS AND MACHINES OF GKASGOW UNI 1760 12 3 - and the microfranchises they aimed to sustain locally around each next child born - these days scots hall of fame started in 1760s around adam smith and james watt and 195 years later glasgow engineering BA fazle abed - we hope biden unites his irish community building though cop26 -ditto we hope kamalA values gandhi- public service - but understand if he or she is too busy iN DC 2021 with covid or finding which democrats or republicans or american people speak bottom-up sustainable goals teachers and enrrepreneurs -zoom with chris.macrae@yahoo.co.uk if you are curious - fanily foundation of the economist's norman macrae- explorer of whether 100 times more tehc every decade since 1945 would end poverty or prove orwell's-big brother trumps -fears correct 2025report.com est1984 or the economist's entreprenerialrevolutionstarted up 1976 with italy/franciscan romano prodi