1979 & Proyouth GAMES to Linkin from 1951: Ed's & A!20s most curious moments as V. Neumann's & The Economist's diarists include 1982...LLM2022STORY 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- chris.macrae@yahoo.co.uk
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
..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 chris.macrae@yahoo.co.uk
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 chris.macrae@yahoo.co.uk 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.

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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