ANNOUNCEMENT - from june 1 2022, the first post of every month will be the previous month's update of - 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 help AI make 2022 youth's most collaborative year- early sightings colleges seek to host million student teach-in earth day march 2022

 December Education Free VIRTUAL Summits :Yidan-HK Dec 5 WISE Qatar Dec 7 -9

DUBAI Youtube Replay FEATURING 4 UN branches (not free not virtual?)
thanks to qatar and bloomberg now on-demand replay..offering best case yet of fazle abed's 30th hunicorn 5.6

in contrast to unicorns, we search for hunicorns- multi billion dollar human knowhow networks too valuable for exiting investors or party politics; we were privileged to visit bangladesh's fazle abed 15 times in his last 10 years and aim to share notes on how billion women empowered of extreme poverty through mobilising hunicorns -dates in 21-22 staging global sustainability summits where abed partners (largest ngo web in world) expected to impact include

NOVEMBER - CLIMATE COP26 GLASGOW 1 2 3. OCTOBER BIODIVERSITY KUMNING: INFRASTRUCTURE AIIB DUBAI: G20 italy; September unga76 ny; August weforum singapore; May yidan europe oxford...
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 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
60 years ago dad published two serial surveys over 15 years in The Economist: on how two thirds of people who are Asian sought to rise from less than 15% of markets to at least half and how those who played best above zero-sum games with von neumann innovations could most advamce mankind- in spite of john f kennedy's post to learn abou this- i dont know of any american academics who did....emembering Norman Macrae at The Economist
Dad lost his battle with cancer in 2010 but not before inviting young female journalists to 10 years of visiting Fazle Abed in Bangladesh - what we found will appear at and as well as Glasgow U's Journal of Social Business

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

keTry has called 2021 humanity's last best chance 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
....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 - 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 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 university union sat nov 6 (middle weekend 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 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

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 family started asking leaders when were they including the people in key market futures assuming the moon race made gordon moores promise that microelectronic engineers will multilpy 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 terms 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 enabling 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 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 special mentions - shanghai hosts first world expo only for foreign exhibitors nov 2018- archives 2013 mainly silk road and BRI - 2012 mainly education

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


Classroom teaching at Ecole Saint Jacob in Rwanda
Creative Commons / Rudolf Simon
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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