Economistarts.comking and worldclassdaos....First 75 years of schools brief with alumni of von neumann & The Economist ... web3: AI change teacher
read all about it - how english speaking world service failed humanity in spite of at least 16 years time to live up to this 1984 tech-wizard charter of sustainability to 2025

queenofhearts.city invites you help fix this join first 100 person zoom in memory of Queen Elizabeth - greatest public servant English speaking world
Help publish youth's web3 year of 23 -rsvp chris.macrae@yahoo.co.uk
It would be interesting to know what Queen Victoria wrote in her diary when her first special envoy to
charter bank by and for india's peoples died 9 months into landing calcutta of diarrhea;
and why it took another 112 years before
girls empowrment first asian bank - BRACooperation started up by a reformed Oil Company man began saving humanity
goats OF PUBLIC SERVICE: BLUNTLY PUT-SUSTAINABILITY'S LAST CHANCE DEPENDS ON cooperations of VALUING DEVELOPMENT FROM BIRTH OF CHILDREN MORE THAN WHITE MEN PRINTING MONEY- UN FINAL REPORT PUBLISHED 8/9/22 DAY QE2 DIED
M3 crisis: 1/1/2000 missing 2025 report's media good
(chapter 6 pdf download written 1984) opportunity of majority of world being aware of humanity's greatest risk = greatest mis-timing of my life; hope its not 2020s terminal mistake for our uniting species
Help publish youth's web3 year of 23 -rsvp chris.macrae@yahoo.co.uk
Can 100 times more tech per decade since 1930 advance enough COOPERATION to sustain millennials out of every inhabited GPS? tick tock by 2030 it is mathematics (of chaos) likely that we will know whether 2020s being saved us from mother nature's wrath and irreversible species destruction. Most exciting decade to be alive. Cooperation needed at www.sdgmetaverseprize.org and every game worldrecordjobs can help you and yours and meta-soc play
From our archives- 1860 17 years into founding Economist, James Wilson's most ambitious project partnering queen victoria in launching chartered bank by and for the quarter of peoples on india subcontinent stalls.
Wilson dies of diarrhea 9 months after landing in calcutta. 85 years later sir kenneth kemp (father in law of Economist's Norman Macrae writes up legalese of Indian Independence. Sir Ken did not know that partitioning was about to happen. Peoples of East pakistan draw colonial aera's shorterst straw - not only a colony of West Pakistan but blocked out of access to what have been south asia's superport. 23 years later cyclone kills a million peoples and shell oils regional young superstar ends his contract to start helping women build the new nation of Bangladesh. The greatest economic miracle produced by a billion asian mothers begin. The first network cooperation - oral rehydration ; 112 years after wilson's death illiterate village mothers first homework is how to mix boiled water sugar and salt to stop diarrhea killing one thord of infants in tropical villages. Inspired by this abed and 1 billion women map 30 cooperation platforms 1972-2019 - BRA-C (Bangladesh Rural Advancement Cooperation). First meta partnership BEAC UNICEF Tropical china; from 1996 leapfrog partners beyong vilages without electricity start to web end poverty's races. Japan and silicon valley ask abed to go international - vrac university with james grant as first world class colege begins 2001
meanwhile in 1890s london 2nd editor walter bagehot continues queen victoria's project - can the English Constitution end the slave making mentality of corpoartesd like East India company with a commonwealth constitution. Although many believe Victoria did plant this legacy for the 20th C royal family - not in time for east Insia comoany to ruin another quarter of the world's lives - the chinese after 1960 clsoe themselves to global trade rather than accept ultimatum to accept opium as a currency. Just as it takes peoples of the place we now call bnagaldesh 110 yeras to start freeing their own trade, so too contenetal china. By 1972 out of desperation both bangaldesh and china depend on raiing womens productivity from mear 0 to more than that of men in every community developing children. On the Bangladesg side follow the mapping of the reforemd oil company ceo fazle abed; on china tropical side note that one child polict meand half of all familiyies start to be dependednt on how brillainatly entrepreneurial their 20s something daughter becomes

Dedication: Sir Fazle Abed 50 years (2019-1970) supporting billion women end poverty:.Notable learning curve exponentials of diarists of Economist & global village audience interactions teachforsdgs.com-before impact of global viewspaer disapperaed did first 150 yeras of our diarists map enough intel for millennials to be the sustainability generation?
. what if human development determined by family's social network quality situated within web 3 2 1 0 after electricity before webs 00 before electricity
Primary purpose founder (London Scot James Wilson 1843) can global viewspaper mediate goals 2 and 1 end hunger and end poverty- changing slave making tdae toward multi-win commonwealth: wilson's pjhilosophy Smithian (last writings morality of markets before engines; first 16s of engines impact on national branding; wislons 2 signature partnership with queen victoria - end corn laws starving half of ireland's population; go to calcutta to start charter banking by and for the people; sadly wilson diee of dairrhea withing first year in vacutta but son-in-lam bagehot continues transfolrmation of Englsh Constitution
From 1951 given greatest scoop by vin neuamann - ask what peoples do with 100 times more tech per decade 1930 to 2020s-particularlycan zero sum games be resplaced by sustainable above zero sum trades - eg networks applying life critical knowhow multiplky value in use opposite to consuming up things
Norman Macrae's learning curve in 28 years before being mentored by Neumann: first 13 years home schooled btitish embassies including Stalin's moscw; then soend s last days as teen navigating airplaned bomber commandnd Burma before 6 years of good fortune; last class taught by keynes cambridge; mentired at Economist by sur geiffrey crowther autoboigrapher of Economist's first century
stories from mapping 100 times moore: best ever western leader decade fyt=ure chalenge - kenned'y's moon race primarily biproduct satellite telecoms (alumnisat) and interdendence - 2 atlantic segments : america's new european; Euro's old; asian about two thirds of humans dependent on pacific coast's world trade (that leaves up to 15% to decide which ocean integrated their muti-win games0; age 39 macrae permitted one signed survey a year- begins with 10 years of surveys of what futures do peoples want - 1962 Japan and rising Asian neighbors; 1963 people of Russia; 1964 peoples of Brazil & Latin America ...1968 peoples of south africa; 1969 rainbow peo[ples of USA- from 1972 alarmed by nixon's exit of dolar from gold standard begins 40 tyear future histiry genres with early fici on fintech, edtech, healthtec as well as energy markets; from 1976 joined by prodi argues for future capitalism grounded by sme networks not just bigger and bigger corporate and gov; 1984 prepares for last 5 y years at Economist with 2 genres - 2025 report book first published with chris macrae on updating sustainability deadlines and opportunities/threats of web1-3; biography of von neumann ; last article dec 2008- huge risk web 2 age of millennials will be underinvested with youth having to bail out elders; can blockchain distributed finance be last chance antidote to every greater political havoc of printing paper money?
Systems truth - big organisations hate innovation (ironically artificial intel best at integrating deepest real time data in way no human gov can do real time)- notably powerful western people blocked from transparent unlearning by media & lawyers; gov2.0 is about how hard one transformation of gov is since horse was fastest way to communicate; industrial revolution 4 shows how hard for big corporates to innovate beyond past system; 2020s last chance crises may involve privileged gamesters racing into web3 societies who havent yet learnt from billion poorest women attempts to leapfrog from web00 (without electricity)in 2001 friends of billion poorest women proposed solution - new universities who share their alumni's open community to community sdg solutions- see abedmooc.com and discuss meta challenges to sdgs.games- as predicted in 1984's 2025 report transformation of edu essential to survival of human beings (echoing HG Well's civilisiation race between edu and catastrophe)
Abedmooc.com .. women4empower; herstory's turning points - some dates approx as took decades- if we've missed or wronged herstory (valuing womens planet Xponential multipliers with men's) -please rsvp chris.macrae@yahoo.co.uk - all errors mine alone gandhi 1906 thrown off south african train-starts 40 years of chnaging education from infant up (see underknowns.com) -seeds future of mandela nets; 2020s gteatest ever network multiplier gandhi &montesorri; remultiplied einstein 1940s; in 12 post war yers greatest ever maths networkers leave legacy of 100 times more ytech per decade; from 1951 scoop of what to do with 100 times more etch relayed tp economist journalist for humanity; by 1960 ai labs twinned to face both coasts (pacific 75% of human sustainability; atlantuc 25%); by 2020s media's last chance at transparency see metaerseprize.org) as too much data streaming from every gps not to blockchain and humansAI (see nftssdg.com); 1843 smihian james wilso starts royal society newsletter gossiping why royal family need to celebrate sdg1 and 2 end starvation of eg Irish; ebd impoversiation of british raj; biggest underknown -did queen voctoria despatche wilson with idia's own chartered bank to get rid of him or to design multi-win commonwelath trading; in any event wilso dies of diarrhea within 12 months landing cacutta; it tales 112 years and partitionining of india subcontinnent before former oil company regional ceo fazle abed fimaces solutions of end diarrheas as killing tropical asian infants and end starvation by maximis vilage rice tech (borlaug)- having celebrated 100000 vilages first demonstartion of these solutions - unicefs japmes grant sonsors transai extension; coming from china missionary epidemiologist family - abed and grant partner in nationwide vaccination against infant diseases; thats 3 of the first 30 mass colaborations of the 1billiongirls.com who ended poverty 2019-1972 (as for other models of western aid, who knows but data shows whatever else thy did it wasnt the vast majority of extreme povery ending); see the irony of web00 world (no electricy ) contributing more to sustainability than ever other world at 2025report.com - finders crossed web3 starts to emulat development economic leaps of web00 women; 1758-62: very intersting adam smith scotnds worldwide contribution to human development let alone emotional intel; bes ever summary of nature and humans market purpose before endines; best ver plea to startup engine applications everywhere not juts london 1760 east idia company's admin MOMENTS OF THE ECONOMIST - founded 1843 to mediate sustainability 2 primary goals - end hunger & poverty by Smithian James Wilson; 1943 centenary's autobiogtraphy compelling testinmong on what went wrong with negineerings in 20 most advanced nations (19 white); from 1945 Economist takes on Neumann's suggestion of greatest journalist scoop ; what to do with 100 times more tech per decade 2025-1945?; is there an optimistic rational way out of Orwellian Big Brother endgam?. If so how will educators and youth web & do what economists and elders cant even imagine/ ANNOUNCEMENT - from june 1 2022, the first post of every month will often linkin the previous month's update of CodesMeta.com - In turn this is one of the main celebration collabs of 2025Report and friends celebrating progress along the roadmap to UN secretary general's digitalisation "UN2.0". Codesmeta welcomes co-editors rsvp chris.macrae@yahoo.co.uk help AI make 2022 youth's most collaborative year-
2016 glory to every natural deity sept 2016- after 1st year review of SDGs jim kim makes his biggest move- what unhq and unesco have just reported is sdg4 wont happen before 2100- so he starts a pre-nft club on digotally cooperative education in geneva (getting unctad blessing to intro any educatir interested in etch to itu); just in time for engineer guterres to take up 10 year chair ofiun2.0 - from summer 2017- digital cooperation research becoems the bo=iggest chnage movement the world has ever seen with any government invited to benchmark nay unite un2.0) 2122 unga summit on ed no longer fit for purpose 22-23 school year of greatest every pprize sdgmetaverseprize.orh and more unseen wealth compounding out of ed3 nfts than all the oil wells on earth

Monday, June 11, 2018

oct 2015


 AND POST-2015 EDUCATION Seize digital opportunities. Lead education transformation. 23-25 May 2015 Qingdao City, the People’s Republic of China QINGDAO DECLARATION | PAGE 1 ED/PLS/ICT/2015/01 QINGDAO DECLARATION INTERNATIONAL CONFERENCE ON ICT AND POST-2015 EDUCATION Seize digital opportunities, lead education transformation 23-25 May 2015, Qingdao, the People’s Republic of China PREAMBLE 1. We, Ministers responsible for Education, high-level government officials, representatives of civil society organizations, teachers’ organizations, United Nations (UN) agencies and development partners, and members of academia and the private sector, have gathered at the International Conference on Information and Communication Technology (ICT) and Post-2015 Education from 23 to 25 May 2015 in Qingdao, the People’s Republic of China, to affirm our collective understanding of how to unleash the full potential of ICT for education and for achieving the Sustainable Development Goals (SDGs). We thank UNESCO, the Government of the People’s Republic of China, the Qingdao Municipal Government and the Shandong Provincial Government for convening this milestone event. 2. We reaffirm the new vision of Education 2030 articulated in the Declaration adopted at the World Education Forum 2015 in Incheon, Republic of Korea, with access, equity and inclusion, quality and learning outcomes – within a lifelong learning perspective – as the key pillars. We are convinced that equitable and inclusive access to quality education for all across life is an imperative for building sustainable and inclusive knowledge societies, and as a key means of implementation to achieve all of the SDGs. 3. Inspired by a humanistic vision of education based on human rights and social justice, we further affirm that the remarkable advances in ICT and the rapid expansion of internet connectivity have made today’s world increasingly interconnected, and rendered knowledge and familiarity with ICT essential for every girl and boy, woman and man. 4. To achieve the goal of inclusive and equitable quality education and lifelong learning by 2030, ICT – including mobile learning – must be harnessed to strengthen education systems, knowledge dissemination, information access, quality and effective learning, and more efficient service provision. ACCESS AND INCLUSION 5. Technology offers unprecedented opportunities to reduce the long-existing learning divide. The application of ICT is essential if we are to deliver on our commitment in the Incheon Declaration to nondiscrimination in education, gender equality and women’s empowerment for sustainable development. We commit to ensure that all girls and boys have access to connected digital devices and a relevant and responsive digital learning environment by 2030, irrespective of their disabilities, social or economic status, or geographic location. In striving to achieve universal access to basic education and skills development, we recommend that all education stakeholders recognize enrolment in quality-assured online courses as an alternative or complementary mode to face-to-face programmes of study. 6. We stress the value of ICT-based solutions in ensuring that, in the wake of a conflict or natural disaster resulting in the destruction of schools or universities or in the impossibility of normal operations, the right to education is enforced. We therefore invite governments, international organizations, nongovernmental organizations and technology providers to cooperate in designing and implementing, quickly and efficiently and whenever they are needed, the most suitable solutions. OPEN EDUCATIONAL RESOURCES AND OPEN SOLUTIONS Open Educational Resources (OERs) provide education stakeholders with opportunities to improve the quality of, and expand access to, textbooks and other forms of learning content, to catalyze the innovative use of content, and to foster knowledge creation. We commit to developing sector-wide QINGDAO DECLARATION | PAGE 2 ED/PLS/ICT/2015/01 strategies and capacity building programmes to fully realize the potential of OERs to expand access to lifelong learning opportunities and achieve quality education. 7. We recommend that stakeholders facilitate access to Open Access (OA) Journals in Education for teachers, researchers and learners, and fully evaluate the potential of Free and Open Source Software (FOSS) and Open Standards for the development of ICT solutions, including for learners with disabilities and for promoting learning in the first language. QUALITY LEARNING 8. We commit to developing well-informed long-term policies and strategies to unleash the potential of ICT to achieve greater quality in education and transform learning. We recognize that there is a need to redefine learning outcomes and the way in which we organize and assess learning if we want our education systems to prepare lifelong learners — both children and adults — to thrive in networked knowledge societies and succeed in economies that are increasingly reliant on technology. 9. We recognize that the ability to leverage ICT for learning is no longer a specialized skill; it is foundational to success in today’s societies. We therefore acknowledge the need to integrate basic ICT skills and information literacy into primary and secondary education curricula. We support the adaptation of learning assessments in order to reflect the use of ICT and its impact on learning and on outcomes. 10. Successful integration of ICT into teaching and learning requires rethinking the role of teachers and reforming their preparation and professional development. It calls for promoting a culture of quality in all its aspects: staff support, student support, curricula design, course design, course delivery, strategic planning and development. We will therefore ensure that teacher training institutions are equipped and prepared to use ICT adequately to expand the benefits of training and professional development programmes to all teachers, and to act as the vanguard for technology-supported innovations in education. We also commit to providing teachers with system-wide support for the pedagogical use of ICT, to incentivize teacher innovation, and to develop networks and platforms that allow teachers to share experiences and approaches that may be of use to peers and other stakeholders. LIFELONG LEARNING PATHWAYS 11. We reaffirm that lifelong learning is the guiding principle to enhance individuals’ knowledge, skills and competences for work and life. We recommend that ICT be used to deliver education and training, including technical and vocational education and training, in both formal and non-formal settings, at all times and in all places, as it can improve and diversify learning pathways, improve quality, and further reach vulnerable and underserved groups including rural youth and adults, women and girls, outof-school youth, and people with disabilities. ONLINE LEARNING INNOVATIONS 12. While we are aware of the challenges linked to quality assurance, pedagogical effectiveness and certification, we recognize the benefits of well-organized online learning courses for learners, institutions, systems and society at large. Online learning, including in the form of Massive Open Online Courses (MOOCs), has the potential to build new learning pathways towards tertiary education and lifelong learning. We therefore recommend that governments, institutions and other stakeholders further consider and harness the opportunities brought by online learning innovations. 13. We recommend that efforts be made to explore the potential of ‘big data’ for enhancing online learning in order to inform our understanding of students’ behavior and learning, and to improve the design and organization of online courses. In this context, governments must develop policies and systems to ensure secure, appropriate and ethical use of data, including safeguarding the privacy and confidentiality of students’ personally identifiable information. QUALITY ASSURANCE AND RECOGNITION OF ONLINE LEARNING 14. We consider quality assurance and recognition as crucial and interlinked elements for enhancing the relevance and credibility of online learning, and for supporting lifelong learning and professional progression and mobility. We call for the establishment of transparent quality assurance measures of online learning that support reliable, valid and credible assessment. 15. We recognize the potential of innovative ICT-based approaches in certification and assessment, including competency, portfolio, online badging and peer assessment, as tools that can broaden routes to QINGDAO DECLARATION | PAGE 3 ED/PLS/ICT/2015/01 employment, fulfilment and achievement of qualifications by all learners. We call for fair and transparent recognition of learning outcomes and qualifications acquired through online learning. We encourage Member States and other stakeholders, including education and training providers, to use ICT to promote recognition, validation and accreditation of the knowledge, skills and competencies acquired through informal and non-formal settings, and to build bridges between formal, non-formal and informal learning. MONITORING AND EVALUATION 16. We commit to developing comprehensive national monitoring and evaluation systems to generate sound evidence for policy formulation on the integration, use and impact of ICT in education, in order to enhance the management of education systems, ensure accountability, and understand the key roles that ICT increasingly plays in the transmission of knowledge, the acquisition of new skills and competencies, and in the development of values and attitudes that are relevant to the building of sustainable and peaceful societies. 17. We further recommend that governments and other concerned partners support capacity development in data collection, analysis and reporting at the country, regional and global levels. We request the UNESCO Institute for Statistics (UIS) and other partners to support countries in reinforcing and sustaining efforts to establish the appropriate national-level mechanisms and processes. We commit to continue to report accurate and complete data in a timely manner to the UIS, facilitating its work and advancing its mission to build and maintain a global repository for ICT in education data. 18. We recommend that the Global Education Monitoring Report, to be hosted and published by UNESCO, uses UIS core indicators on ICT in education to provide regular global-level monitoring of ICT in education. ACCOUNTABILITY AND PARTNERSHIP 19. We encourage governments, industry partners and all other education stakeholders to join forces and share resources to create equitable, dynamic, accountable and sustainable learner-centred digital learning ecosystems. 20. We recognize the growing importance of multi-stakeholder partnerships for successful ICT in education policies, based on cooperation between governments, industry partners, civil society organizations – including teachers’ organizations – and academia. 21. We call for further consultation and dialogue between governments and the private sector to design scalable innovative funding mechanisms to secure the financial resources needed to unleash the full potential of ICT for learning, in line with the 2030 education agenda. INTERNATIONAL COOPERATION 22. We invite UNESCO to explore the feasibility of three activities in support of international cooperation in the field of ICT in education, in line with Education 2030: 1. an international fund to assist developing countries, with special focus on the least developed countries, to use ICT to achieve their national goals in education; 2. a global network of expertise and knowledge-sharing on ICT in education, including the specialized Institutes and Centres under the auspices of UNESCO, which would serve the needs of three different user communities – namely policy-makers, researchers and teachers; and 3. a clearinghouse of good practices and lessons learned on technology-supported innovations in education.

Qingdao Declaration promotes use of ICT to achieve education targets in new sustainable development goals


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Classroom teaching at Ecole Saint Jacob in Rwanda
Creative Commons / Rudolf Simon
https://en.unesco.org/news/qingdao-declaration-promotes-use-ict-achieve-education-targets-new-sustainable-development
The Qingdao Declaration on Information and Communication Technologies (ICT) in education was approved at the conclusion of the conference on ICT for the 2030 Education Agenda held in Qingdao, China.
The Declaration outlines how technology can be used to achieve educational targets for equity, access, quality and lifelong learning in the Sustainable Development Goals (SDGs) that will be used to coordinate international development for the next 15 years.
The conference was  jointly organized by UNESCO, the Ministry of Education of the People’s Republic of China and the Chinese National Commission for UNESCO, with the support of the Qingdao Municipal Government and the Shangdong Provincial Government, and the sponsorship of the Weidong Group. Key partners included the Commonwealth for Learning, the OECD and UNWomen.  The conference gathered participants from more than 90 countries, including ministers and vice-ministers of education.
 
The Qingdao Declaration is the first global declaration on ICT in education. The text, approved unanimously by participants, highlights the different ways in which technology can support the global agenda for education which was suggested at the World Education Forum for the next 15 years. It states that “the remarkable advances in Information and Communication Technologies (ICT) and the rapid expansion of internet connectivity have made today’s world increasingly interconnected and made the knowledge more accessible for every girl and boy, woman and man. To achieve the goal of Inclusive and Equitable Quality Education and Lifelong Learning by 2030, ICT must be harnessed to strengthen education systems, knowledge dissemination, information access, quality and effective learning, and more efficient service provision”.
The Declaration is a clear statement in favour of the use of ICT to foster access and equity in education as well as to promote the effective pedagogical use of ICT. It highlights in particular the paramount role that teacher development and support will have to play. It stresses that increasing efforts have to be made to promote the culture of open educational resources and the need to ensure quality assurance and recognition of online learning. Finally, it encourages governments, industry partners and all other education stakeholders to join forces and share resources to create equitable, dynamic, accountable, and sustainable learner-centered digital learning ecosystems.
 
The Declaration also recommends that UNESCO support international cooperation in this field by establishing a clearing house on good practices and lessons learned concerning technology-supported innovations in education. The creation of a global network of expertise and knowledge-sharing on ICT in education which would serve the needs of three different user communities, namely policy-makers, researchers, and teachers. It would support further consultation and dialogue between governments and the private sector to design scalable innovative funding mechanisms to secure the financial resources needed to unleash the full potential of ICT for learning in line with the 2030 education agenda.  

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