digital april - fuzhou apr 25;; green summit in april: 13 sees bnef - 22 sees earth day with biden hosting virtual leadership call-actions speaker louder than words joe- followed up by next bloomberg open green summit april 26/7 - free virtual for worldwide citizens .. next virtual celebration with 45000 teachers t4-vidas oct 2021 -help map t4cop26 nov 2021 first time this century glasgow on world stage- we want to make sure we celebrate glasgow u and sdg's greatest alumn fazle abed ...ideas rsvp chris.macrae@yahoo.co.ukwelcome 2021 - valuing humanity most collaborative year - leap forward 1 covid; 2 to green; 3 to investing in lifelong education & all under 30s sdg livelihoods not under half-see dubai december 1

thank you brac & fazle abed & asian women preventing greatest bureaucratic mistake ever made in english

hg wells - civilisation is a race between education and disaster…


the archives of fazle abed

how 1 billion women ended extreme poverty building world's largest ngo partnerships round livelihood education, health & ...catalogue of solutions 50 years in the networking

STARSteacher who's who valuing future of 2020s sdg youth most

...
keery has called 2021 humanity's last best chace year - next global zoom by un on actions 25th march-
2021 major summit maps -weforum series - january davos; may moved to august singapore; cop26 november glasgow; g20 italy october; dubai most exciting edu expo ever in december; biodiversity cop may kunming; aiib infrastucture uae october; unga76 ny sept; ai earth and sdgs year round geneva itu ; year round university coalitions; year round trillion dollar sector purposes including 300 trillion dollar western pensions :14 trillion dollar and rising covid sector- you tell us rsvp chris.macrae@yahoo.co.uk
....japan is making about 10 exciting contributions to united nations 48 hour sdg actions zoom in 2 weeks - you can see both the japan and global program here https://globalfestivalofaction.org/speakers/ - if anyone from your side participates actively- it would be good to know- we are aiming to find yourg sherpas from any sustainable city to the youth fringe of cop26 glasgow- now that tokyo is having no guests at olympics will you be doing any virtual platform; i will be trying to renew contact with japan society assuming unga76 will return to normal- are you expecting to be in ny again ? i will use my linked in space to make action calendars between now and glasgow whilst at same time inserting ads on 50 years of fazle abeds deepest partners https://www.linkedin.com/pulse/most-exciting-time-ever-economistuncom-chris-macrae/....lead country/city notes #br0 china #br1.1 japan #br1.2 s. korea #br1.3 singapore-hk-taiwan #br1.4 rest asean #br2.1 bangladesh #br2.2 india #br2.3 pakistan #br2.4 rest south asia #br3 russia #dr4 rest lanblocked north-central asia #br4 europe excluding eu nordica britain; #br5 west europe #br6 north america #middle east or west asia #br8 arctic circle #br 9 africa #b10 latin america#br11 un...260 years after adam smith first questioned the futures of humans and machines- glasgow univerity union sat nov 6 (middle weeekend cop26) invites ideas on staging humanity's most urgent summit since birth of united nations san francisco opera house 1945..JFK put about 10000 young american brains on one decade- long networking goal- race to the moon; although usa today has about 100 million under 30 brains, its elders & educators have never since freed 10000 brains to any goal in spite of fact that humansAI.com and EntrepreneurialRevolution are now most exciting co-creative games ever played ever- is it too late for american youth to be included in tech to sustain the world? click astronaut Garan's urgent collaboration crisis -which seas or continent can you help youth sdg economic map - asia asean africa america arctic europe ..
twitter version of 2025 report
7worlds.net

Astronaut Ron Garan: urgent collaboration crisis
Astronaut Ron Garan poses massive collaboration challenge ,,
Future of :health; culture; energy; finance. education-1960-2025: at The Economist 1960 my afily started asking leaders when were they including the people in key market futures assuming the moon race made gordon moores promise that microelectronic engineers woill multipy ai capabilities every decade by 100 fold (to 2030 that's a trillion times moore than man raced to moon with, and needs road maps valuing the most exciting goals humans can linkin! we use machine intelligence tersm broadly to include everything that the human brain alone is now able to innovate; Economist diary continues to investigate when and where top people meet does anything get shared eneabling youth to go great work and become the first sustainability generation.What is ER (Entrepreneurial Revolution)? Searches show that ER is a curriculum for valuing trust and youth especially girls by changing systems of education and community development economics. ER was founded as a media challenge of leadership purpose and friendship across nations at The Economist as man was racing to the moon in the 1960s- it was based on the hypothesis that it would be wise to put a deadline on sustainability system design. At some stage failure to educate and invest in sustainability would become exponentially irreversible. A deadline of 2025-2030 was thought to be wise.
In this worldwide economic model, communications TECH doubles every 7 years from 1946 to 2030- over 4000 times Moore! 2018-2019 is the last but 12th year for action learning sustainability. This diary aims to map the most exciting opportunities of each of the last countdown years
june 2019 luxembourg hosts 100 banking delegations sharing cases on long-term collaborative investment in infrastructure
april 2019 sees 100 national leaders coming to beijing to map sustainable world trade routes integrated round coastal Belts and Roads (eg railRoads & overland grids) as well as the sdg opportunities for cooperation that arise when all communities are linked in to win-win trade and under 30s dreams of being the sustainability generation
......BRI.school map top 13 sdg world trade routes 0 inside china, 1 East-Belt,
2 South-Belt; 3NorthBelt
4 centre eurasia &E.Euro; 5 WEuro 6 N.Am; 7 MidEast 8MedSea 9Africa 10LatinAm 11 Arctic Circle 12UN-urgent..
help ALI report 2018-2019 Mass Collaboration 1 2 3 and Sustainability Student Livelihoods Year is turning out weird, at end of year:
june 2019 AIIB (world leader in new dev banking_ is being hosted by EU epicentre of big old banking - luxembourg, and
july sees a truncated year for preparing Japan G20 because somehow Argentina was allowed to postpone Franciscan G20 to Nov 2018 coming after the world bank oct 2018 from indonesia where theme of world development report is Livelihoods, and where the billion dollar bank partnership with aiib aims to be world class benchmark for ending slums. Asean's leading economist Mahbubani brings out his second provocation - have americans lost it, alongside can asians think- it takes 2 to win-win trade as well as tango. This most co-creative student year kicks off from Joburg BRICS in early September the start of the UNGA year sees handover from E Europe to Ecuador meanwhile the newest of Guterres entrepreneurial revolution committees led by melinda gates and jack ma has been asked to report by march 2019 in time for the greatest sustainability summit ever hosted as 100 national leaders collaborate around maps- beijing's BRI May 2019 rsvp with good news isabella@unacknowledgedgiant.com special mentions - shanghai hosts first world expo only for foreign exhibitors nov 2018- archives 2013 mainly silk road and BRI - 2012 mainly education

Sunday, June 10, 2018

https://www.icde.org/assets/RESOURCES/report_qingdao_web.pdf
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 in China. 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 opportunities:  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 and students.  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 educational materials. 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

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