Ms Liu Yandong, Vice Premier of the People’s Republic of China, read a
message from Xi Jinping, President of the People’s Republic of China, in
which he stressed that “in response to the development of ICT, human society
has a common key mission to advance educational reform and innovation, to
develop a networked, digitized, personalized and lifelong education system,
to construct a learning society where ‘anyone can learn anywhere and
anytime’, and to develop a large number of “human resources with
creativity.” The President expressed China’s commitment to promoting the use
of ICT in education and to ensuring all Chinese people can access quality
educational resources and learn anywhere and anytime. In particular, China
is dedicated to narrowing the digital divide as well as promoting the
innovative development of ICT in education in order to promote equity in
education. He also expressed China’s willingness to engage in international cooperation and to explore
sustainable approaches to the development of education.
In her speech, Ms Liu Yandong further outlined the potentials of ICT in transforming education, including (1)
overcoming the limits of time and space and providing an effective way to narrow learning divides and
promote equity in education; (2) fostering a “two-fold revolution”, meaning transforming both teaching and
learning and therefore promoting resource sharing and improving education quality; (3) building “schools
without fences” and multiplying learning pathways for EFA goals and lifelong learning opportunities; and (4)
converging vast knowledge and resources, and providing an important platform for human civilization to pass
on and update across the generations. In this context, she referred to the impressive progress that China had
made in the field of ICT in education, which could be summed up as “Three Universal Accesses and Two
Platforms”. The “Three Universal Accesses” refer to: (1) universal access to broadband for all schools (74% of
schools have been connected to the internet, and 73% of schools have been equipped with multimedia
classrooms); (2) universal access to quality resources for all classes; (3) universal access to online learning
spaces for all students and teachers (64,000 teaching sites in remote areas have gained access to digital
educational resources; 4 million children in the countryside have been provided with access to qualified
education in their hometowns. In addition, the National Open University had been able to offer 33,000 online
courses). The “Two Platforms” refer to: (1) an educational resources public service platform to create the largest
“supermarket of digital education resources” in China; and (2) an education management public service
platform to provide a basic database covering all students, faculties, primary schools, secondary schools, and
universities, assigning each student a unique enrolment number and providing information on tests and enrolment,
students’ archives and study experiences, and employment services.
Report of the International Conference on 8 ICT and Post-2015 Education
Drawing on China’s experience, she put forward the following recommendations in order to make ICT in
education initiatives successful: (1) support top-level design for the national ICT in education strategy, integrate
the ICT in education policy into the overall national education development strategies and develop up-to-tenyear
corresponding action plans. (2) ensure concerted action by setting up inter-agency coordination teams and
through a countrywide network of supporting institutions; (3) expand the channels of participation for all
stakeholders, including companies, schools and teachers; (4) promote application-oriented approaches,
encourage teachers to innovate teaching practices through ICT, support students’ personalized learning and
inquiry-based learning, and make “class-based, regular and widespread” use of ICT the “new normal” of elearning
The Government of China had launched its national strategy to harness the Internet, which would accelerate the
use of ICT to transform education in China. The vision that the Government of China had set for 2020 was to
build an e-learning environment that would ensure universal access to high-quality education resources for all;
to provide a digital service system that enables the learning society; and to realize the goal of universal access
to broadband internet for all schools at all levels and of all types.
Finally, Ms Liu Yandong presented participants with four proposals for seizing the emerging digital
Capture the major trends and attach greater importance to the role of ICT in education systems.
Based on human rights and needs of learners, promote in-depth integration of ICT into education
systems, and in teaching and learning processes. Stress that ICT is just the means whereas the
development of education is the end; ICT cannot be a substitute for teachers. Innovation is needed in
the way ICT is used, in order to enhance personalized learning and peer learning between teachers
Strengthen collaboration and sharing of resources, continuously expand the coverage of high-quality
educational resources. She called on participants to break down barriers to open information, eliminate
digital divides, expand usage and coverage of digital services, continue to optimize regulations and
public policies, and enhance the governance of the Internet to ensure the
safe, equal and healthy application of ICT.
Stress the principle of knowledge-sharing and move towards a new
era that underscores the inheritance and development of human civilization,
promoting deep interaction between different civilizations through intercultural
platforms empowered by the Internet
In the last keynote speech, Mr Yuan Guiren, on behalf of the Ministry of
Education of the People’s Republic of China, presented ICT in Education as
a Driver for Modernizing Education: Practice in China and Lessons Learned.
He said that life in the information age had made the world realize that
education could not be modernized without applying ICT in education. He
Report of the International Conference on
ICT and Post-2015 Education 9
pointed out that for China in particular, advancing the use of ICT in education was not only required to respond
to the challenges of the present era; it was also the best entry point and focal point to address the major issue
of imbalanced growth of education, to promote equity in education, and to improve its quality and efficiency,
thus giving it special significance.
In 2010, the Government of China released its medium and long term national ICT in education master plans,
which stated explicitly that ICT would have a historic impact on the development of education and called for a
strong emphasis on ICT in education.
Firstly, in order to realize the scientific and orderly development of ICT in education, China has developed a
holistic and top-down approach. The Ten Year Development Plan for ICT in Education 2011-2020 was
formalized in 2012. It states that by 2020, all adults will have access to quality education resources in an ICTenabling
environment, an ICT support service system for the learning society will take shape, and all regions
and schools at all levels will have broadband internet access. In order to achieve the vision, the government has
put forward its initiative to build “Three Universal access and Two Platforms”, as outlined above.
Secondly, in order to considerably enhance Internet coverage and transmission capacity, China has accelerated
its drive to upgrade infrastructure, including the China Education and Research Network (CERNet) and China
Education Broadband Satellite (CEBSat), which are the two main education networks. At the same time, China is
committed to making full use of existing public information transmission resources to accelerate the rollout of
Internet access for all schools.
Thirdly, in order to enhance the impact of ICT in education and teaching, China has placed a strong focus on
developing quality digital educational resources. In particular, China has launched the “one teacher, one quality
lesson, and one class one quality teacher” initiative, which has led to the creation of quality digital teaching
resources for 3.26 million teachers. In tandem, the Chinese Government has encouraged higher education
institutions to develop MOOCs, and private companies to develop basic digital resources to supplement formal
Fourthly, in order to enhance the modernization of education governance, China has promoted ICT in education
administration through the establishment of a national data centre and the implementation of the national
service system for education decision-making. China has also set up a national data centre supporting the
administration through a unique online identity number for each student, each teacher, and each school.
Fifthly, in order to promote the widespread application of ICT in teaching, China has carried out full-scale
capacity training for teachers. China has launched a capacity improvement project targeting primary and
secondary school teachers’ capacity to use ICT, helping them to integrate ICT into their teaching. ICT training for
education administrators has also been stepped up, so as to enhance their ICT leadership capability.
Report of the International Conference on 10 ICT and Post-2015 Education
Mr Yuan Guiren concluded that China would continue to work to provide equal access to ICT, enhance capacitybuilding
for teachers to adopt ICT, and establish ICT-based lifelong learning systems and a learning society. At
the international level, China is ready to strengthen exchange, cooperation, and mutual learning with countries
around the world in the area of ICT in Education, to ultimately reshape the future of world education and to lay
the foundations for global prosperity
|1979 & Proyouth GAMES to Linkin from 1951: Ed's & A!20s most curious moments as V. Neumann's & The Economist's diarists include 1982...LLM2022||STORY why we co-brand with AIgoodmedia.com.When The Economist sent dad Norman Macrae to pre-train with Von Neumann 1951 Princeton, they agreed The Economist should start up leadership Entrepreneurial Revolution surveys; what goods will humans unite wherever they first linkedin to 100 times more tech per decade? Johnny added a final twist in notes for his biography. "Unfortunately Economics is Not Mathematical. One day only AI maths can save our species|
Breaking: help prep AI rehearsal Fringe UNGA Sept 2023 NY- firstname.lastname@example.org
July Guterres choosing top20 AIHLAB.. bard says Hassabis will chair this '''''with UN tech envoy ..members include Stanford's Fei-Fei Li , Allen's Etzioni, Sinovation's Kai Fu Lee,... Gemini,,Uni2 :FFL*JOBS*DH more G : 1 2 3 4 5
Guterres*JYK*JFK..worldclassllm & Royal Family's 150 year survey: can weekly newspaper help multiply trust around worldwide human development?
|0: Around WorldMaths #1 FFL in 80.. 79|
Game AI : Architect Intelligence:: EconomistDiary invites you to co-create this game & apply bard.solar ; personalise your pack of 52 players cards. Whose intelligence over last 75 years most connects human advancement at every gps concerning you and yours on planet?
we offer 3 types of tours sampling rockstars on intelligence for good and welcome guest tours :Alpha Chronological began 1951 through 4 decades at The Economist; Gamma: back from future of 2020s began 1984; Beta intergeneration connectors are more recent quests; try AI game out; we'd love to hear whose action networks inspires You and who email@example.com
Alpha1 JFKennedy Neumann-Einstein-Turing Crowther; Youth visions for 1960s launched by Kennedy as great as any known to us- eg space race; peace corps, Atlantic-Pacific win-win trade; Kennedy had studied quite traditional economic gurus at Harvard (eg ); served in US Navy Pacific theatre word war 2; he discovered The Economist stories of exciting economic possibilities; these had emerged from editor Geoffrey Crowther ; his 20+ years of editing included 1943 centenary autobiography of Economist- had been a mistake to vision a newspaper helping 20 something Queen Victoria in 1843 transform to commonwealth trading from slavemaking empire; Crowther thought good news media was worth another go; he sent a rookie journalised who had survived being teen navigator allied bomber command Burma to pretrain with Neumann at Princeton year of 1951 as well as interview NY-UN year 6; Neumann explained after spending their lives mainly on the science allies needed to beat Hitler: Neumann-Einstein-Turing wanted a good legacy - digitalisation -see eg Neumann's last lecture notes delivered Yale "Computer and the Brain". There were 4 inter-generational crises the NET foresaw; sorting out energy; designing win-win economics; sorting out worldwide cooperations; everything else UN and multilaterals were being asked to resolve. Neumann trained Economist journalist in the leadership survey : "What goods will humans unite wherever they have early access to 100 times more tech per decade?"
(breakingJy10) Gamma1 Hassabis , Fei-Fei Li,, Guterres, Oren Etzioni, JYKim, Ng, Yang, Chang, Chang- There are lots of alternative Gammas but we start with 2 engineers who transformed AI from 2010 when they furst met at Stanford and discussed FFL's NSF funding of imagenet since 2006; 2 public health servants who in 2016 weren't happy with just talking 17 new UN goals and have been asking AI genii to help digital roadmap UN2 since 2016 and a Taiwanese American in Silicon Valley, a Chinese American In Taiwan and Samsung's Korean who partnered Taiwan's chip making genii; these stories have lots of personal courage as well as brilliance; any reporting errors are mine alone firstname.lastname@example.org My family has made 100 trips to Asia from the west but still have no fluency in oriental languages so I am biassed : i believe NOW! that LLMs can connect the best cooperation intelligences ever and urgently map life critical knowhow through every global villahge
Beta 1 celebrates massive web and inter-generational gifts of Steve Jobs Fazle Abed Mr Sudo JYKim and Mr Grant; you will probably know Jobs started 2 digital networking revolutions with 1984s Mackintosh Personal Computer and apple and 2007's iphone; at bottom of pyramid, you may not know Asia-66-percent-of%20Intelligence-for-good-part-1.docx fazle abed linked up to 1 billion tropical Asian real housewives & entrepreneurs towards empowering the end of poverty; and Steve hosted silicon valleys 65th birthday party for abed in 2001; they brainstormed transformative education which the pc hadn't delivered ..but could the mobile era be visioned to do so?; Mr Sudo had partnered Abed and Bangladesh villagers in "leapfrog" mobile experiments starting 1995. By 2001, as Jobs was introducing Abed to eg Stanford friends, Kim had discovered Abed's women were networking the most effective solution to rural Tuberculosis; he introduced Gates and Soros to Abed as all 4 wanted 2000s Global Fund to end TB & HIV & Malaria; at the same time Guterres had moved from Portuguese prime minister to red cross and then UN servant leader of refugees; meanwhile back in 1980 it was UNICEF's James Grant who had discovered Fazle Abed women's oral rehydration network which was saving lives of 1 in 3 infants who previously died of diarrhea in the tropics' humid villages ; Grant became worldwide marketer of how parents could mix water sugar and salts as the life saving cure of ORD; naturally James Grant College of Global Public Health has become cornerstone of all the new university cooperations Abed and Jobs started brainstorming in 2001
here we discuss why 73 years as biographers of V Neumann's future visions suggests its critical to map intelligences who got us to 2020s and today's giant co-leapers Gamma-tours; this also opens door to which intelligences at national or other place levels contribute what? - see our 60+ years of intelligences, and eg discussion of why to end extreme poverty we need one open global university of poverty
Beta2 : NB how different scope of 2020s AI is from cross-selection of web2,1 engineers of last quarter century- NB valuetrue purpose of gamifying Architect Intel : borderless engineering can help humans vision 2020's co-creation of web3 and millennials development beyond extinction. Kai Fu Lee, Ng, Melinda Gates, Koike, Lela Ibrahim, Jobs, Satoshi ,Houlin Zhao, Allen, Musk, Brin ,Page , Bezos, Ma, Zhengfei, Torvaulds, Berners Lee, Masa Son, It would be a pity if short-term nationalism stopped us 8 billion humans learning from these tireless innovative beings. Do sub in your regional counterpart. Also note what no conventional strategist saw as Intelligence possible before 2017. To clarify: start with kai fu lee- his best seller on AI in 2017 doesn't explain the ai thats changing every possibiliity of the 2020s but does it good job of AI up to 2017. He also has unique view because he was sent by google to explore china, falling ill at same time as google exiting china, writing up ai that inspired reinventing himself as both venture capitalist in the midst of asia's most extraordinary student suburb (Zhong...) and as curious observer. I see Ng, Ms Gates. Koike, Ibrahim -as civil education heroines/heroes - who are yours ? Satoshi, Zhao, Allen, Musk - gamechangers taking on conflicts that journey us all through tipping points. One day the world may decide it was a blessing that a corporate like google and a revolutionary uni like Stanford co-habited the same 100 square miles- is there any other comparable 100 square miles of brainworkers for humanity. (I love Hong Kong but thats its own story). The other 5 kept digital movements alive -they merit being valued as engineering heroes before you decide how to translate systemic components to your regions' -and mother earth's - urgent needs.