ou- if they could each write a one pager on what education system partners their expertise would like to see that you could share with ban-ki moon, soros and botstein - and adam smith scholars. it seems to me that everywhere east of vienna involves choosing edu and tech partners that brac needs to be in middle of if fazle abed legacy is to grow-soros implied that in the way ceu presented the ultimate open society award to fazle abed at central eu uni 2013 https://www.ceu.edu/article/2013-06-18/record-number-receive-diplomas-open-society-prize-awarded-graduation - then maybe the rest of…[8:22 AM, 2/18/2020] Chris Macrae: vincent- do you know if any of team soros-ki-moon etc know ray dalio - i know he supports schwarzman scholars and believe he is one of the ny funds that may turn green https://www.linkedin.com/in/raydalio/detail/recent-activity/posts/ but i dont know much[10:52 AM, 2/18/2020] Vincent Brac: I’m thinking of organizing an international conference on Watts, Smith and Abed. I may be able to make it to Scotland this coming weekend. You think you may be able to link me with U of Glasgow decision makers?[10:54 AM, 2/18/2020] Vincent Brac: If not, it’d be ok. I’d find another time[3:20 PM, 2/18/2020] Chris Macrae: i will resend mail between you berry (see small book i gave yu) and his suggestion- they who know smith- there is the head of the whole university muscatelli- he currently hates bangladesh solutions because yunus misused 100000$ funds and million dollars of goodwill[3:51 PM, 2/18/2020] Chris Macrae: please see mail just resent chris berry and you and his co-scholar craig- please feel free to correct my intro- i realise i am out of date[7:09 AM, 2/19/2020] Chris Macrae: vincent can i check - are you connected with person in brac international office who summarises work/partners in 12 countries https://www.bracinternational.nl/en/ - for example soros is main investor in brac liberia/sierra leone- it would be pity if osun reinvents partners wheel when brac is in middle of livelihood education in 12 countries and knows which of its partners as worlds largest ngo economy do what- one example i believe the head of mastercard foundation reeta roy has made uganda brac world leading lab for teen girls jobs clubs- while based in toronto she connects with founders of bkash, their legatum scholars out of mit and is herself a tufts alumni a college i find very interesting- there are many reasons why i would like to catalogue leads across boston- i am sure you know many of them but its not clear what understanding soros north american partners have of boston or 10 most exciting tech cities such as hong kong, singapore tokyo glasgow- of course its confusing that brac was pivotal to making global education summits wise, gordon browns, yidans famous but did not really tap into intel of whos changing what to sustain youth through education- arguably the right contact in brac netherlands can help - i am still unclear how the map of everything that was in fazle abed's head is shared between yo and the family. this does to a second level by disciple- eg soros has been critical sponsor on health for all of fazle abed jim kim and paul farmer - the latter two out of boston- i met paul farmer at central euro uni in budapest the year sir fazle was the open society laureate- i am not sure the living opensoc laureates have been mapped by ceu https://www.ceu.edu/open-society-prize?page=1 for where they support education- it seems to me a top level comparison of eg 1 fazle abed connections 2 soros 3 yours 4 ban ki-moons need a survey process although this could be driven by a combined mooc indexed by goal solutions partners-technologies- it could also be very important for scotland in brexit mess to help ceu and ban ki-moon- the 3 royal families japan netherlands and uk have both historical understanding of asia and their nations aid programs have most consistently understood fazle abed in cultural ways critical to helping youth bridge borders integral to climate and their goals…
<nyt_text><nyt_correction_top>LORD knows there’s a lot of bad news in the world today to get you down, but there is one big thing happening that leaves me incredibly hopeful about the future, and that is the budding revolution in global online higher education. Nothing has more potential to lift more people out of poverty — by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity.
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Josh Haner/The New York Times
Thomas L. Friedman
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Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones.
Anant Agarwal, the former director of M.I.T.’s artificial intelligence lab, is now president of edX, a nonprofit MOOC that M.I.T. and Harvard are jointly building. Agarwal told me that since May, some 155,000 students from around the world have taken edX’s first course: an M.I.T. intro class on circuits. “That is greater than the total number of M.I.T. alumni in its 150-year history,” he said.
Yes, only a small percentage complete all the work, and even they still tend to be from the middle and upper classes of their societies, but I am convinced that within five years these platforms will reach a much broader demographic. Imagine how this might change U.S. foreign aid. For relatively little money, the U.S. could rent space in an Egyptian village, install two dozen computers and high-speed satellite Internet access, hire a local teacher as a facilitator, and invite in any Egyptian who wanted to take online courses with the best professors in the world, subtitled in Arabic.
YOU just have to hear the stories told by the pioneers in this industry to appreciate its revolutionary potential. One of Koller’s favorites is about “Daniel,” a 17-year-old with autism who communicates mainly by computer. He took an online modern poetry class from Penn. He and his parents wrote that the combination of rigorous academic curriculum, which requires Daniel to stay on task, and the online learning system that does not strain his social skills, attention deficits or force him to look anyone in the eye, enable him to better manage his autism. Koller shared a letter from Daniel, in which he wrote: “Please tell Coursera and Penn my story. I am a 17-year-old boy emerging from autism. I can’t yet sit still in a classroom so [your course] was my first real course ever. During the course, I had to keep pace with the class, which is unheard-of in special ed. Now I know I can benefit from having to work hard and enjoy being in sync with the world.”
One member of the Coursera team who recently took a Coursera course on sustainability told me that it was so much more interesting than a similar course he had taken as an undergrad. The online course included students from all over the world, from different climates, incomes levels and geographies, and, as a result, “the discussions that happened in that course were so much more valuable and interesting than with people of similar geography and income level” in a typical American college.
Mitch Duneier, a Princeton sociology professor, wrote an essay in The Chronicle of Higher Education in the fall about his experience teaching a class through Coursera: “A few months ago, just as the campus of Princeton University had grown nearly silent after commencement, 40,000 students from 113 countries arrived here via the Internet to take a free course in introductory sociology. ... My opening discussion of C. Wright Mills’s classic 1959 book, ‘The Sociological Imagination,’ was a close reading of the text, in which I reviewed a key chapter line by line. I asked students to follow along in their own copies, as I do in the lecture hall. When I give this lecture on the Princeton campus, I usually receive a few penetrating questions. In this case, however, within a few hours of posting the online version, the course forums came alive with hundreds of comments and questions. Several days later there were thousands. ... Within three weeks I had received more feedback on my sociological ideas than I had in a career of teaching, which significantly influenced each of my subsequent lectures and seminars.”
<nyt_headline type=" " version="1.0">Revolution Hits the Universities
Published: January 26, 2013 282 Comments
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Agarwal of edX tells of a student in Cairo who was taking the circuits course and was having difficulty. In the class’s online forum, where students help each other with homework, he posted that he was dropping out. In response, other students in Cairo in the same class invited him to meet at a teahouse, where they offered to help him stay in the course. A 15-year-old student in Mongolia, who took the same class as part of a blended course and received a perfect score on the final exam, added Agarwal, is now applying to M.I.T. and the University of California, Berkeley.
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As we look to the future of higher education, said the M.I.T. president, L. Rafael Reif, something that we now call a “degree” will be a concept “connected with bricks and mortar” — and traditional on-campus experiences that will increasingly leverage technology and the Internet to enhance classroom and laboratory work. Alongside that, though, said Reif, many universities will offer online courses to students anywhere in the world, in which they will earn “credentials” — certificates that testify that they have done the work and passed all the exams. The process of developing credible credentials that verify that the student has adequately mastered the subject — and did not cheat — and can be counted on by employers is still being perfected by all the MOOCs. But once it is, this phenomenon will really scale.
I can see a day soon where you’ll create your own college degree by taking the best online courses from the best professors from around the world — some computing from Stanford, some entrepreneurship from Wharton, some ethics from Brandeis, some literature from Edinburgh — paying only the nominal fee for the certificates of completion. It will change teaching, learning and the pathway to employment. “There is a new world unfolding,” said Reif, “and everyone will have to adapt.”
some of our diary notes which we kept as an untidy blog *mainly as an aise memoire)
hursday, September 4, 2014
series -where to millennium goal summit to network what micropcreditsummit banned
related refernces : search for summits honoring post 2015 millennials goals
1 open tech networks of microbanking
typical current dialogue
estelle jean claude founded www.puddle.org - its in the kiva group out of san francisco; anna in san diego is one of its lead users for ending poverty in hispanic communities
jeanclaude - estelle's father in paris invested several of the technologies of transmitting money- after seeing banks abuse his work in credit cards his last 10 years has tried to keep these inventions out of big bank hands http://www.tagattitude.fr/en/
one of the mistakes estelle and I made was assuming muhammad yunus would be interested in this technology- we met him and his tech people several times but there wasnt even a beginning of a conversation; when we first did this around 2008 estelle as film journalist was interning with the lady vivienne who had first signed rights to make an epic film of yunus - another mistake- instead film of obama's mother leadership of womenworld banking indonesia is now out; there are rumors that vivienne's next gig will rereview whats been learnt in new orleans
these days paris convergences2015.org coordinated by tech teams around eg michael knaute discusses technology (and whether there are open licence versions that can support peoples futures of banks) in all the ways that microcreditsummit refuses to do- I am not sure about eg african test areas of eonnet's technology because they made mali a key test area before the country's troubles
hope there is some relevant group on both sides of atlamtic interested in some of this
cheers chris macrae linkedin skype chrismacraedc
ps when it comes to open banking tech the biggest irony of all is that all the tech wizards who designed cashless banking convene through MIT but as far as I know the only conventional microcredit leader they trust is brac's sir fazle abed- this has been a 20 yera muddle in the making caused by all the ways agents of yunus and microcreditsummit specialise in closed fund raising not the open tech youth needed to take sustainable banking to the epicentre of net generation goals
7:22 am edt
Thursday, March 27, 2014
Can Youth Help David Slay the Macroeconomics Giant
unite the poverty muesum race! last of 4 quarters to slay macroeconomics -youths backup deadline colaboration networks checkout #2025now #2030NOW, across usa #2015NOW
12:15 pm edt
Wednesday, March 26, 2014
#2015now- world's biggest question - how to find sponsors to sell youth's futures to?
Stranger than social fiction - back in 1997 when microcreditsummit started so the ten millon village mothers who had invested their lives in a community banked aimed at ending illiteracy of their children might have hoped this question would have been pivotal to how the world series of millenniu goal summits progressed. Let's make the question fully values youth in inking in the last 4 youth summits before the 2015 goals end
CNN’s hero of the year competition extended to some superhero mentors starting with Muhammad Yunus in 2013; in parallel Ted Turner’s Billion dollar funding of UN Foundation was one of the first to ask what would Atlanta need to do become the favorite virtual and real future capital of youth and yunus. To which dr yunus replied: provide a benchmark for twin cities in youth job creation expos and millennium goal celebrations - and do this #2015now (ie before end of 2015) and empower hundreds of HBUC alumni to twin with Cape Town October 2014 where youth can celebrate action learning the 21st C legacy of Mandela as well as the 20th C Legacy of Gandhi’s whole truth interventions for designing nations around livelihoods of 99% of the people which started out of S. Africa in 1906
8:30 am edt
Saturday, February 22, 2014
benchmarking where alumni clubs are best for student livelihoods
Here is our lab for student livelihood clubs in Washington DC - https://docs.google.com/document/d/1wsYgDtIfM0cPMHncbmHKE6KsM97pJHq...
2014 YES UDC STUDENTS CAN - our dream : youth unite goodwill networks of obama, luther king and mandela in community job creation everywhere
- if we can linkin 3 movements through university of district of columbia it can't be so bad for student futures:anywhere
#2015 - in an age of 50000 mooc of jim kim’s social action movements can: follow jim kim's top 25 stories of 2014-2015 here ... 1 2 gangnamstyle -references optimism is a moral choice of development economists 1 2 3 and youth summits and ...
2030nowjimkim2transcripts.doc, 40 KB NeXcelerator Whole plan.docx, 439 KB
1 back in sept 2012 yunus inspired 1000 of us at udc- he started a 3 year march to atlanta where 25000 real students are invited to connect livelihood networks with millions MOOC & webcasting
take away what you like out of the collaboration blog http://youthcreativelab.blogspot.com or ask tuskegee’s innovation director dr bhuiyan who is responsible for both 2012 and 2015 yunus events or ask firstname.lastname@example.org to send you the job vacancies dr bhuiyan and the new yunus foundation out of Atlanta are announcing -reference book by founder of tuskegee booker t washington
2 #2020now connect with alumni of the 5 virtually free universities in johannesburg and their plan to extend entrepreneur curriculum to 14 million children across the nations schools and regenerate 1 million jobs by 2020
-search for taddy blecher, branson, google partnerships or ask email@example.com for a guided bookmark tour - and see if your diary fits with our quarterly skypes with Taddy and other world leading pro-youth educators
3 DC citzens are hosting the first ever USA-Africa Diaspora summit 17 May 2014- how can UDC livelihood networks join in - is the start of a worldwide youth livelihoods diaspora network ready to collab round
we welcome you copying those actions you like to your nearest youth future capital
-we are also exploring other lans- MIT remains the world's number 1 job creating alumni club in the world but not every studsnt can access 25 yeras if buikding a showcase of every future industry within a square mile of kendall station the way MIT has! still MIT's open education policy remains the best dynamic the net generation can hope for in university world as of 2014
down in miami - we have hispanic labs of chnage world amplitude- incuding the leading open social business curriculum and coming soon linkin to te number 1 nanocredit experiments in the americas -more of the raw notes from our friends exploits at the bottom of USA below:
Bernardo wrote Yes as soon as I get to Miami i will move very fast, In march i will be in South Africa, Cote d`Ivory and R. of Congo. I will also have a back to office report (BTOR) to you
Bernardo good luck -however if any brainstorm comes to you as to what poorest hispanic women first need to connect across the entire american continent on free mobile - eg safety line against abuse please tell naila as her march journey through ireland switzerland, LA and kenya is about signing up such a franchise and testing if carlos slim will lay on poorest womens terms
If you are passing through johannesburg tell us and we'll see if we can linkin taddy-by the way mostofa has just finished a week in lucknow understanding how they are redesigning entrepreneur and sustainability curriculum for 50000 children citymontessori Jgandhi globaledu
they are proposing taddy and they meet in august? to swap notes- I guess that is phase 1 of many phases at which youth summits swaps notes on entrepreneurship
I am desperately trying to involve china, korea, and japan in similar note swapping , and ultimately notes are effectively swapped when they are up in 9 minute modules like khan's
TO MOOCYUNUS OR NOT
I sort of feel that when yunus sees this page of khans he will see how far he's got behind with nursing college even as that becomes the first card for millions of youth to viralise; similarly millions of youth are now viralising jim kims knowhow on what youth's most collaborative social movements really do below the radar
Also between now and june its essential www.microcredit.tv to share short transcripts on how the real microcredits work; if jim kim gets to the annual results conference and find they are still spamming the whole world bank with fund microcredits no matter what they are do there will be an unhappy ending to everything micro financial
firstname.lastname@example.org washington dc hotline 1 301 881 1655 skype chrismacraedc
11:27 am est
Saturday, September 15, 2012
ad lib with hugh sinclair - whistleblower of some troubling things inside some MFIs and fundsFrom: Microfinance Heretic <microfinanceheretic@> To: christopher macrae <email@example.com> Sent: Saturday, 15 September 2012, 11:17 Subject: Re: Fw: From Hugh Sinclair -if microcredit cant save the world can student entrepreneur competition networks See www.microfinancetransparency.com Plus the blog. See also a major press release just out: http://100millionideas.org/2012/09/12/learning-from-a-heretic/ This is from one of the most senior people in the entire MF community worldwide issuing a veiled endorsement for the book. I have been in touch with two CEOs of major MIVs in the last 24 hours congratulating me, supporting me and wanting to work with me. You need to read the book. Believe me, this is not an elaborate attempt to rustle up an extra book sale! There is a TV show watched by 250.000 people coming out on Sep 28th about the book, and media coverage is going to go through the ceiling, this is now a major, major problem for the entire MF sector - or rather for the unscrupulous, deceptive and exploitative MIVs and MFIs that are clearly named in the book with original names and all supporting evidence provided on the website, and the head man of the sector has stood up and NOT refuted the facts, but decided to take concerted action. Welcome to the revolution. Hugh
12:41 pm edt
xMilken Institute Yunus has been described by BusinessWeek as one of the "greatest entrepreneurs of all time." He received a bachelor's degree and a master's degree from the University of Dhaka and a Ph.D. from Vanderbilt University.
Panels:Financing Social Entrepreneurs: Transformative Models for the Future Revolutionizing Health Care and Research in the Developing World Grameen AmericaBy invitation only Business Innovations That Are Changing the World
Business Innovations That Are Changing the World
Speakers:Eric Schmidt, Chairman and CEO, Google Inc.Craig Venter, Founder and President, J. Craig Venter Institute; Co-Founder and CEO, Synthetic Genomics Inc.Muhammad Yunus, Nobel Peace Prize Laureate, 2006; Managing Director, Grameen Bank
Moderator:Michael Milken, Chairman, Milken Institute; Chairman, FasterCures / The Center for Accelerating Medical Solutions
Some of the most inventive minds in business are harnessing the power of technology and the markets to create sweeping shifts in the way we live, work and interact. By combining top-notch intellectual talent with non-traditional approaches, bold ideas, major investments and cutting-edge technology, they are innovating on a grand scale. Our panelists will discuss how pioneering business ventures can drive social change.
eed to unite more cage around all of us than any in its history if sustainability goals are to be interacted by our human race
About 8 years ago I stated a web site http:/.2015sustainability.com - i was trying to monitor which summits most connected citizens in the millennium goals. i think from the end of the year I will mainly use the web to catalogue which on-demand open learning campus materials unite citizens/millennials round knowhow needed to action sustainability goals . All ideas on how we can collaborate at both the local and the global level are most welcome
3. Growth within Planetary Boundaries
To achieve sustainable development, countries need to achieve three goals simultaneously: economic growth, broad-based social inclusion, and environmental sustainability. While many countries have “solved” the growth puzzles, few have succeeded in achieving all three aspects of sustainable development.
The Planetary Boundaries
The Planetary Boundaries 21 min
Growth Dynamics 18 min
The Case of Energy
The Case of Energy 22 min
The Case of Food
The Case of Food 20 min
The Case of Population
The Case of Population 22 min
Growth within Planetary Boundaries10 questions
s peoples futures - 30 years as opinion reseracher impressed on me that grounded theory is absolutely brilliant for mapping contexts as diversely as possible - which is always where bottom-up economic and exponentially sustainable community models need to start
Tanzania GSC 1 with rick started virtually jan 2013 - next dc real phase feb 2013
I should be in DC 11-13feb ... I dont know much about tanzania - if young people quizzed me who to try to link in first there I would say brac tanzania but then I always say brac where its partering is http://www.brac.net/content/partners maturing. Transparency note: sir fazle and Japanese aid advisers have been kindest in helping regenerate my dad's 40 years work at the economist on pro=youth economics;
emeka who hosted ted.com africa out of tanzania and is huge at www.makerfaireafrica.com -- I would always suggest contacting journalists at www.africa24tv.com started by alumni of mo ibrahim it aims to cover all the best development news for and by africans and restoring good news media is my career's number 1 battle-
africawise, i would say my main working contacts are in kenya and s.africa; but when I am personally lost for contacts i always go and first check with friends up at MIT
peter burgess whom I have know for a long time used to be very passionate about tanzania but i am not sure if he has retired- whether tanzania has ever scaled any community-sustaining banks other than brac sam or peter ryan would presumably know- i believe the last chnace to get back the real mission microcredit out of bangaldesh was intended to serve billions with will be cashless banking and country regulations around that - very curius but have no leads on whether mpesa-tanzania has any traction
having worked out that all you need to be a MOOC educator today is the most colaborative set of slides on a most passionate compass- delighted to see if we can form a partnership team editing what worldwide youth need to know furst if they are to sustainably build tanznia and theit own future careers
firstname.lastname@example.org washington dc
i dont use mobile phones in usa but my landline and voicecom is 301 881 1655
eing designed economically for all?
module 1 overview comparisons of differences between healthcare that is getting ever more expensive and ever more affordable
.brac originated round bottom-up system designs of most economic disaster relief, health interventions and primary school education -- in these and other sectors that it went on to develop microbanking for, it is the most interesting case we know of for mapping value chains and then redesigning them for the community sustainability of eevryone including the poorest and their next generation... we email@example.com welcome nominations of other networks that celebrate redesigning value chains to be pro-youth economic
as obama said famously in his 2008 inauguration speech, we tried top down healthcare and its one of 4 least economical things when designed top-down
module 1 recently for the first time in living memory the average life expectancy in USA went down - the reason was that US healthcare had become too expensive for a growing number of people to afford (to insure)
what makes a healthcare system get ever more expensive like usa
-many industry actors intentionally aim to at more expense -they do this by using ever more commercial media both to "shame" doctors and politicians - note the huge amount of ad spends pharma spends in us on campaigns "ask your doctor if new drug x is right for you"; often the branded version costs 10 times more than teh generic version and has only marginally better theapeutic effects
-big pharma focuses its innovation on who will pay for drugs not on cures/innoculations
-population trends towards the elderly - with the double whammy that keeping someone alive for their last year of existence quite often costs more than the whole of the rest of their life's healtcare needs
-lawyers and other administrators increase costs
-insurance for practitioners becomes ever more expensive- professionalisation becmes ever more expensive to qualify for
-increasing sectors of population are unhealthy eg obesity or depressed caused directly or indirectly by advertising aimed at playing on peoples insecurities
module 2 cases where whole nations are failing youth because of ever rising costs of healthcare
in historically richer nations, the relationship between healthcare costs and pensions can easily spin whole economies against youth
in several european cases, runaway costs of public healthcare is one of biggest reasons why governments have got in debt- in other words that nations' youth is subsidising its elders
back in america, whole industry sectors become uneconomic when one of the bigest costs of the industry becoes pensions and pensioners healthcare
these problems have been spinning for decades - see The Economists' 1984 report - in almost every uneconomic example cited, the situation has got exponentially worse
module 3 - the best last chance to get back to affordable healthtcare may be celebrating nurses as 21st C most trusted community information networkers (thanks to mobile apps) as well vacationally motivated servants of basic services. This is where BRAC and grameen can offer world leading experiences. Grameen was the first network in the world to intriduce mobiles to the poorest vilagers and its 17 years of research have incraesingly identified nurses as the most life critical ractitioner to design mobile apps around. BRAC's heritage from the first days that it designed grassroots information networks to coach rural mothers in oral rehydrtaion has inolved what can presence in the vilage of someone identfied to offer basic helath oilutions
research under way on more affordable healthcare -and where we need to compare what moocs are emerging include:
interviews with brac (probably march 2013)
ideas free nursing college
increasing health content in youths educational curriculum
training nurses to specific surgeons needs (eyecare) not requiriing a nurse to be a provider for every kind of doctor's patient
ideas of students at competitions -help us blog at http://youth10000health.blogspot.com
extremely affordable posters at world congress
undestanding processes and basic equipment of emergency medic versus first aid…
last to open a poverty museum as a declaration that poverty is no more in your localities
In 2013 Massive Open Online Curriculum became famous. Prior to this MIT led in opencourseware with these nominated courses
14.73 The Challenge of World Poverty
14.01SC Principles of Microeconomics
14.02 Principles of Macroeconomics
14.74 Foundations of Development Policy
14.771 Development Economics: Microeconomic Issues and Policy Models
18.05 Introduction to Probability and Statistics
SP.721 D-Lab: Development
HST.S14 Health Information Systems to Improve Quality of Care in Resource-Poor Settings
MAS.965 NextLab I: Designing Mobile Technologies for the Next Billion Users
This course features over 100 videos, documenting the development of seven team-based projects, along with most class lectures and student-led discussions of assigned class readings. Course Description
Can you make a cellphone change the world?
NextLab is a hands-on year-long design course in which students research, develop and deploy mobile technologies for the next billion mobile users in developing countries. Guided by real-world needs as observed by local partners, students work in multidisciplinary teams on term-long projects, closely collaborating with NGOs and communities at the local level, field practitioners, and experts in relevant fields.
Teaching TeamCourse Sponsors
Telmex, Latin America's largest telecoms operator América Móvil, fifth largest mobile network in the world Nokia, Largest handset manufacturer in the developing world Next Billion Network @ MIT Media Lab
Potential Project Partners and Projects
Macosa: Multilevel marketing for microfinance, Ecuador
PlaNet Finance: Mobile pre-screening for microfinance, Argentina
ITESM (Monterrey Tec): Agriculture pricing for market efficiency and disintermediation, Mexico/Nicaragua
United Villages: M-commerce interface, India
Telmex: Mobile social network for students in low-income communities, Mexico
ITESM (Monterrey Tec): M-learning for rural literacy instructors, Mexico
CIDRZ: Mobile diagnostics for cervical cancer, Zambia
GE Healthcare: Tele-radiology with Ultrasound on Mobiles, Belize
Environment and Community
Flow, Inc: Mobile/GIS InnovGreen Technology, Vietnam
Catholic Relief Services: Mobile Early Warning System for Disaster Management, India
The Next Billion in Our Neighborhood (partnership with the City of Boston)
"Thrive in Five": Mobile services for parents of 0-5 year olds
"Eat or Heat": Can we help people manage their money better?
Abdul Latif Jameel Poverty Action Lab Executive Training: Evaluating Social Programs
we welcome your experiences of these or nomination of other open end poverty curriculum
In 2013, a leading MOOC on end poverty is expected at MITx : 14.73x (The Challenges of Global Poverty), led by Duflo.
arry Brilliant on how Aravind -the social business collaboration of irradicating needless blindness - was as smart in microfranchising as Mcdonalds, and more effective in training eye nurses than any health education process we have searched
0 Harvey Fineberg Institute of Medicine: one of the great challenges in public health is to take a program that you've shown to succeed in one community and to scale up to whole country; BRAC shows how it's possible; they franchise they replicate; they use in effect the same structure that the mcdonald's use on hamburgers instead they're saving people's lives
412 year old asks Maryland and DC schooling system to ask dr yunus to change the wrong definition of entrepreneur that 3rd graders are force-fed in social studies curriculum
5 Obama asks American people to free himto change the broken systems of banking, healthcare, education and energy
6 The Economist boardroom remembrance party to Norman Macrae questions what has mass media forgotten in the first one and two third centuries of trying to mediate an end to hunger
7 Dr Yunus asks will Bill Gates ever wholly get bottom-up collaboration capitalism
8 would you rather mooc youth's future heroes with dr or monica or both?
9 john mackey - what purpose does a hi-trust leader free a market to sustain
10 moocyunus yes we can if we start linking in free universities first - starting with south Africa's Free U
11 where did education by over-examination orginate from, and will we free 21st C youth from this? - tracking microeducation summits that could
12 how schooling nearly drowned the bbc's nature and oceans correspondent?
13 do you support maker camp? - related search for makerfaire
in usa or africa
24 what does "informal is normal" mean
15 soros on quantitative easing and financial warfare
At BRAC our 42 year experience is that poor people (especially women) can be organised for the power and that with the right set of organisational tools they can become actors in history, This to me is the meaning of an open society - a society where everybody has the freedom to realise their full potential and human rights, Sir Fazle Abed receiving Open Society Award from George Soros Budapest June 2013
rsvp firstname.lastname@example.org if you have a nomination
is seething with a humongous growth in population. It is close to 1.3 billion at present and expected to overtake China in another 10 years to become the most populous country in the world. The Indian subcontinent of undivided India (includes Pakistan and Bangladesh) has 1.7 billion population with over a quarter of them living below the Poverty line. SDG4 is most relevant to the Indian subcontinent, mired in poverty and inequality.
With the growth in population there is a needs demand, rise in expectations and the myriad complex solutions required to meet them. A basic requirement that is fundamental to meeting the challenge, is the education of its people. In India, literacy is around 70% and varies with the caste/religious composition. The poor folks coming from the lower castes and tribes and the minorities have the lowest level of education. The quality of education is abysmal. The Indian government spends around 2.5% of its GDP on education (a good portion of which is allocated to the prestigious Indian institutions like the IIT’s and IIM’s that produce brilliant engineers and scientists). It passed the Right to Education Act (RTE) in 2009 guaranteeing education for all children from age 6 to 14. However, the lack of political will to implement the provisions of the act and the unwillingness to commit financial resources towards its implementation, has stalled the educational progress. The Right to free and good quality education for all, remains a distant dream.
The Indian government is expecting the private sector to meet the educational demands. Access to education in profit- making private sector is financially impossible for most of the poor folks. They need to attend the Government. schools. The government run schools lack in infrastructure, …. students squat on the floor, girls have no bathroom facilities, absence of books and writing materials, high absenteeism of teachers and an administration that is bureaucratic and corrupt. Most students drop out before they complete high school. Read Kunal Chawla’s article “Major problems with the Indian Education system” ( https://medium.com/@chawlak/major-problems-with-the-indian-education-system-a9fafcf49281)
A rote-memorization methodology of education is followed in the government school set up. A servile educational system in consonance with the caste hierarchy gives no place for critical thinking. The Indian ruling class comes from the upper and middle castes. Their children attend expensive private schools where standard education is provided.
The functioning of the Indian democratic system has given some leverage to the poor folks as they are able to use the power of their vote to change the ruling party and choose another party. The ruling party have met this resistance from the lower castes by offering “reservation” in education and jobs (like affirmative rights in the USA) to the lower castes and tribes (this reservation is however, denied to the Muslims and Christians even though they are also extremely poor). Thanks to Reservation, there has been a limited growth in the education of the lower castes. However, their share of the quota in education and jobs is lower than their share of the population.
Unemployment is extremely high. It is not uncommon to see a thousand candidates line up to apply for a few job openings. Absence of income affects mostly the Poor. NASSCOM (The National Association of Software and Services Companies) thinks that 90% of the engineering graduates are unemployable due to low-quality education and lack of skills. Provision of relevant and adequate technical and vocational skills that meet changing demand, is another important requirement of Education. Entrepreneurial education is missing as the business oriented upper castes prefer their own family members to learn and carry on the business. The lower castes have no Entrepreneurs to emulate.
Critical minority segments that need high educational priority
Dalit and Tribal education
A thousand years of exploitation and oppression of the lower castes by the upper castes has created a built-in handicap for the lower castes. It will take many generations of educational, social and economic empowerment to overcome. A big leap in empowerment was taken by the Dalit leader, Dr Ambedkar, when he demanded separate “reservations” in the political sphere for his people. He rebelled against the mainstream leadership of MK Gandhi, Jawaharlal Nehru and other Congress leaders. With persistence he was able to incorporate the provisions of this reservation in the new Constitution of the republic of India (of which he was the architect). In the three generations post to Indian independence in 1947, the Dalits have gathered political clout and are able to exert a certain amount of pressure on the government to heed to their demands. However, this clout is marginal and has not really helped the Dalit gain social and economic emancipation. Stigma and intrinsic backwardness continue to hound them. They are still at the lowest echelons in terms of literacy, longevity and are beset with huge unemployment and underemployment. The ruling parties channelize their anger and frustration, with a mixed bag of appeasement (example, by appointing a Dalit as India’s president), of social oppression (cruel beatings, rape, incarceration etc.) and by dividing the Lower castes into multiple sub-castes and making one subcaste fight the other.
Private educational enterprises
There is a mushrooming of private non-profit organizations that are catering to the education of the poor. These are run by small entrepreneurs. They charge an affordable fee and provide a better education since they monitor the working of the teachers and are eager to show the parents that their children can read and write and take the exams.
The Madrasa education is a sub-category within the private educational enterprise and has distinct elements. It is also run by entrepreneurs but is funded by Muslim community philanthropists and works on a paltry budget. Around 4% of India’s 200 million population attend madrasas (as per the Justice Sachar committee report on Education). Here children are provided religious education that includes learning to read the Quran and its memorization. For a limited number of students, it also includes higher education in Islamic studies. The script they follow is very antiquated and limit the children’s growth in various ways. The students are not provided with basic learning of languages (English and regional). They are not taught Math or science or job oriented vocational skills. Most students come out as paupers and are thrown on the streets to eke their living. Like their compatriots of the poor castes, they are the most deprived. Secular Education of good quality along with skills training is required so their potential can be tapped and productivity harnessed. Failure to do so is increasing frustration among all strata of the poor. The politicians, unable to think beyond serving themselves and their masters, devise plans to divert the attention of the people from pressing demands and have recently launched lynching, incarceration and political isolation to demean them and build hate against them in non-Muslims.
Gender discrimination is rampant in India. Cases of dowry and atrocities against women can be read every day in all nooks and corners of the country. Unlike Boys education, Girls education is not considered to be of high priority. Girls are deprived of good education and their literacy is lower than the boys. Girls from the lower castes and minorities have the lowest education of all. In the government schools, provision of bathroom facility is missing for girls. They are entrusted with home chores or taking care of the younger siblings as the parents need to go to work. Fear of sexual attack also makes the parents cautious and hesitant to send their daughters to school. Lack of transportation and absence of provision of meals in school, cast a further burden on the parents. A drive to convince the parents of the need for Girls education and the provision of various facilities is required to drive Girls educational attendance. Transportation, provision of meals and of safety, bathroom facilities as well as material resources to study; provision of uniforms etc., are needed. In case of parents who are very poor and need the girls to augment their income, there needs to be a provision to give monetary support to the parents, so that they free the girls to attend the school.
The use of Technology to build mass education
Educational Technology has taken great strides in the last decade and is able to meet the challenge of mass education. Massive Free Open-ware Online courses (MOOCs) backed by international organizations, state govts., UNESCO & private institutions have opened doors for learning by the poor. The possibility of imparting good quality education at a low cost is on the horizon. However, the poor still lack the tools to avail them (computer, broadband, books and Trained Teachers). Internet is weak in most places and expensive. Of late in India, a spurt is seen in the demand for smart phones and a decrease in the cost of broadband. This is opening the possibilities for learning. Towards getting electoral support, the government proclaims that it is willing to provide more funds and facilities for education. However, there is no comprehensive reform of the education system that addresses the multitude of problems besetting the system. Bureaucracy and corruption are systemic, putting huge breaks in the implementation of any meaningful reform.
The global educational organizations and philanthropist supported education
The Indian law of Corporate Social Responsibility (CSR) mandates that a 2% contribution of corporate profit be diverted for societal benefit. The Indian corporations are mostly run by rich families and they have invested some of the CSR funds into education, health and other areas, through family-run charitable institutions. Notable exception is the Azim Premji foundation for public education. Mr. Premji, a philanthropist par excellence, has invested many billions of dollars in the improvement of the quality of the Indian public-school system and in Teacher training. The combined strength of the working of these institutions address less than two percent of the Indian school going population. There is a high need for the involvement of global educational and philanthropic associations in expanding the Indian educational outreach. The UN has stipulated global Sustainable Development Goals. However, they are guidelines only and not mandated. Its implementation is left to the goodwill of the government A few exceptional philanthropists have risen to meet the SDG challenge. Prominent among them are Her Excellency Sheikha Moza bint Nasser of Qatar, who instituted the Education Above All (EAA), an organization to help underserved areas and marginalized youth get education. An important goal of the EAA was the education of 10 million OOSC (Out of School Children’s) education. It has pursued the target diligently and achieved great success. Other philanthropists like Mr. Jack Ma and Mr. Chen Yidan are dedicated to advance the frontiers of global education to cover undeserved areas and underserved populace. There are other philanthropists also, who are fully committed to the growth of education. The strength of such forces is miniscule when compared to the vast needs. In the Indian subcontinent there is a desperate need to provide Literacy as well as qualitatively enhance the education of hundreds of millions of children and youth. Those who are deprived of education have the right as human beings to avail the same. They are imbued with the same intelligence, capability, love of learning as any of the educated. What is missing is the opportunity and the wherewithal necessary to obtain it. Humanitarian consideration demand that all concerned people take up this issue with seriousness. The philanthropist can play a far larger role than what has been attempted so far. We need to overcome the dark forces of Illiteracy and Poverty from enmeshing the lives of the poor. The greatest happiness one can achieve is not the accumulation of wealth but the diversification of wealth from the private and the state sector to the productive, essential and exhilarating sectors of health and education. It is a sad tragedy that the most advanced country in the world spends an annual $750 billion on Defense and likewise all developed countries defense budgets get bloated each year as they compete and threaten each other. The leaders who lead them have lost their sense of balance. They will leave no recognized legacy except that of destructive spending and denial of justice to millions of humans, who pleaded for succor from hunger and yearned for education.
Proposal for the education of one million minority children
My proposal is to provide education for one million children of the marginalized segments of India. Towards providing this mass education it is proposed that Free and open-ware educational tools like Khan academy and MOOCS (Massive Open-ware Online Courses) be availed. Organizations like UNESCO, EAA (Education Above All) have supported the growth of educational tools that benefit education. Government institutions in India like the distance learning Ambedkar University and IGNOU (Indira Gandhi National Open University) as well as the prestigious Indian Institute of Technologies (IIT’s) have, like the Harvard, MIT and Berkeley sponsored EdX, kept their course work in the open for students to avail them for free. Hujiang in China provides technological solutions for mass education spread over in different corners of the country. Pioneering work is being done in this area and companies like Allison, Rachel etc. are offering technological tools at low prices towards furthering mass education.
Funding models of Education have been developed and are evolving. EAC (Educate A Child) is a subdivision of EAA and it has fostered a model where it partners with highly established educational organizations in the underdeveloped countries in Africa and Asia. These partners elaborate a detailed plan and if approved, they are financially supported by EAC to an approximate tune of $100/per child per project (typically 3-year projects) for student enrollment in excess of 30,000. Educate-Girls, a non-profit in India, initiated a Development Impact Bond (DIB) in education. This ties funding to outcomes. It claimed to achieve and surpass its targets.
Enlightened organizations, philanthropists, educationists and officials (as seen at the WISE summit) have expressed their willingness to support universal literacy and applied learning as part of their commitment to meeting Sustainable Development Goals. What needs to be worked out are the implementation mode with appropriate funding and technology support.
The Indian government has data identifying areas of critical shortages (data of dropped out students and OOSC) in all districts of the country. It also has outlined educational policies (Sarva Shiksha Abhiyan) in support of the Right to Education (RTE) act to provide free education for children between 6-14 ages. The government has only had a partial success in the implementation of these schemes as there are endemic constraints (poor salaries for “Volunteer” teachers), absenteeism of teachers, transportation issues, lack of educational materials, non-provision of lunch and lack of motivation of students.
A coalition of non-government non-profit educational institutions is the first step. They should be steeped in educational practices and must have dedicated and trained staff. Vetting these partners for credibility in performance is important. Critical role is in the mobilization of the students in rural sectors where parental support for education is low. Volunteers are required who will constantly be engaged in mobilization of support and ensuring the smooth functioning of the schools. Wherever possible, existing infrastructure support like school buildings and educational facilities should be rented as well as government-constructed rural buildings should be availed. Government instituted curriculum can be used and improvised, so students learning here are on par with education provided in government run schools. The Coalition should have leadership with vision, dedication and educational knowhow.
Quality education should be enforced, with support for developing critical thinking skills. Universal values of tolerance, consideration for others, and amity between all humans needs to be reinforced. Education should be job oriented, sustainable and be enriching to the mind and the soul. It can be a fast track education of a couple of years for the upper age youth who dropped out from school (12 to 17 age) and in case of children, the effort should be to raise their educational level in a sustained way from the ground up.
Many of the established educational institutions need a revamping of their administrative procedures to conform to new technologies and new thinking. The implementation of the modern teaching methodology and adherence to international accounting standards and transparency in working, will elevate the functioning of the coalition partners to a high level and they will tremendously benefit from it. Over a period, as such implementation of mass education is extended to millions of youth, there will a tremendous boost in the overall productivity of the school system.
The figure of one million is audacious but in terms of the South Asian context, it is a small and doable number. Learning from this one experience, multiple similar programs can be launched, so that the vast need of educational amelioration is met within the shortest possible time. It would be a great tragedy if the potential and lives of all the marginalized was wasted for want of effort and unwillingness to address challenges. If challenges are not met today, the same will become impediments for the peaceful societal growth of tomorrow. They will come knocking in the living rooms of the happy and content naysayers and become a threat. We cannot live ignoring and denying the urgent needs of the needy. Unhappily the political Leadership in most countries is content with satisfying their own constituents and their loved ones. They need to go beyond that and understand the dimensions and severity of the global problems. The pockets of poverty in some corner will not remain isolated but will reach out to affluent areas and bring misery. The masses of the poor have nothing to lose but may be gratified in taking revenge over those who they perceive to have ignored them. There needs to be an international revival of ethical standards with global organizations and leaders placing the prosperity and happiness of humanity, high above their vested interests. Socrates, Plato, Avicenna, Ghazali, Vivekananda, Paulo Frei and other leaders dreamed of such an education. The time has come to bring it to fruition. The SDG4 objective to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” is a laudable goal in the right direction. It is for us, the educational leadership, to pool our thoughts and efforts together and to ensure that it is implemented in all areas where it is needed. It must prioritize the critical needs areas and make them the starting point.
I have had the privilege to interact with and to integrate several non-profit educational organizations working in diverse parts of India with long-standing educational experience. They cater to the education of around half a million underprivileged students of India. They have all expressed a sincere interest in implementing Literacy and in enhancing the quality of education of the marginalized. These non-profits will be the base that will collate the task of achieving the goal. They will work with the Government educational institutions that are mandated to provide education for the poor. I appeal to all philanthropic and educational institutions to help achieve this goal of bringing education to one million marginalized children of India. Innovative ideas and procedures for achieving the goal will be most welcome. Indeed, new ideas, procedures, tools and resources are essential. We cannot achieve anything without them. I would be happy to provide details and concrete plan to all institutions and individuals who share the vision and are willing to contribute to its realization.
Thank you so much
Most sincerely and respectfully
Javeed Mirza, Convener,
Coalition of non-profit minority educational institutions of India
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