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can education succeed?

-the hunt continues!

Dear Jialing wise lead partner china (friends)

EDUCATION CORE ROLE IN Valuing 21st C economies as growing people not just consuming things

The one-pager below is what i came up with as a discussion list that interests me most. However I should say that as a statistician once I start listening to other WISE delegates and youth I often find they have a better way of wording similar challenges- very interested to understand your foci while I am in Beijing if your time permits. 

Below i mention Gordon Dryden who first discussed radical change in education with my family 33 years ago while dad was deputy editor of The Economist  and Ed Resor's the english speaking world's main cataloguing of who is using what completely open learning modules. For those educators concerned with Xi Jinping's first centenarian goal of ending poverty in china by 2020 I would always recommend a field visit to sir fazle abed in brac who was WISE first educational laureate. He was kind enough to be chief guest a remembrance party to my father at Japan Embassy in Dhaka in 2012 where four hours were spent on such topics could microeducationsummit ever scale globally or will there ever be one end poverty mooc of the sort that ensures succession of his knowhow. While his BRAC University will no doubt sustain his knowledge in Bangladesh the deepest solutions used by village women to change cultures and build rural bangladesh from nothing in 1972 have been misrepresented in all English speaking universities due to financiers not educators being the sponsors of microcreditsummit since 1997. When it comes to summits for changing finance the AIIB format is the best I have ever experienced with the one concern - it doesnt have a team turning its work into educational formats

 BRAC  and  (the largest cashless banking system of MP3 text-mobiles)  are developed by the most exciting 100000 girl empowerment educators in one network that I have been able to find in a lifetime of searching. Amy (Chen Qian) now at Columbia University was one of only two Chinese students to attend sir fazle abed's 80th birthday party. Her female teams including graduate of Tsinghua and Serve China Villages were in the process of organising some student exchnages between Beijing and Sir Fazle Abed when the terrorism crisis in Dhaka last summer caused China to ban visas to Bangladesh

EDUCATION CORE ROLE IN Valuing 21st C economies as growing people not just consuming things

China as educational benchmark for every where:

Ø      Because of half a billion under 30s to create livelihoods around

Ø      Because of 80 million public servants leading THE DREAM of all young people who want to be sustainability generation. In my professional view as author on brand valuation, Chinese media eg CGTN asks urgently creative questions on education unlike any western media

Ø      Because China’s commissioner on education Jack Ma most clear of 30 national leaders – unless we change education (bring beyond classroom) half of youth will be unemployable by 2030


Questions from Wise China

Anyone studying how issues raised at Wise China connect with issues raised by Jack Ma

What types of approaches – eg China’s leadership of Moocs – can lead to transformational education – compared with demonstration

Is anyone at Wise China interested in the world of Wise’s first Laureate my friend Sir Fazle Abed whose 100000 girl empowerment educators in Bangladesh is extreme poverty reconciliation’s benchmark model

Does WISE in Beijing have any monthly club linking in leading students – eg ThinkinChina café close to Tsinghua and Peking University discussed many Chinese Dream action networks but doesn’t seem to integrate educational movements fully

Does anyone in China still use a best seller written by my friend Gordon Dryden which was read by nearly 10 million Chinese parents

How does Wise China connect with other Wise Summits

Eg Wise Madrid friends attending Wise – Graeme Atherton knows most UK education networks; Marta Vernet at Barcelona International school is well connected on all outside the classroom experiments in her region. Back in 2001 I volunteered at Europan Union to survey citizens across 20+ countries on localities that were most collaboratively entrepreneurial. Barcelona was voted top and Brussles staged an event there procliaiming it the number 1 knowledge city. So while I have no understanding of deep local politics in Spian, I feel that youth are losing out on what Pope Francis has pointed out in his speech at Strasbourg as the big failure of EU systems. Whether there is a chance to constructively raise this issue at Argentina G20 is something youth are currently debating with world bank headquarters and some other interested parties in Canada and elsewhere

How can we help youth connect UAE superb contributions – WISE & Varkey summit – with other regions of the world.  Mostofa has spent most of last decade trying to connect youth summits between uae, bagladesh and india -as well as poorest communities in USA, and Scotland - but we made a false start spending over a year's work trying to support muhmmad yunus before we realised politicas around him was not likely to help build sustainable relationships with Chinese Jobs creators.


By listing missing or as yet under accessible curricula, we are customizing experiment networks by particular curricula youth demand most –examples;

6th grade up curricula of indsutrial revolution 4 and blockchain - a catalogue of cases to explore not something to be examined on as its changing too fast

How to make English  (or Chinese) 10 times more affordable to learn as second language
How to reconnect Youth (sports, arts, arts) in community with expereintial learning. This is Jack Ma's post 2020 agenda at Tokyo Olympics- we believe student unions should now be cataloguing their favorite practice in community networks - special olympics, Yao Ming Foundation, are examples who can become world class partbershios in scaling such a movement. 

 How to turn geographical economics and culture exchanges of Belt Road into an educational curriculum from 6th grade up - some homework on maps appears at blog (if blogs are banned and you would like some maps ask me to send a powerpoint)

How to collaborate around lead cases for each of the 17 sustainability goals in such a way that improved solutions are part of the design ( ie inquiry not being examined on perfection is part of how the curriculum is open space facilitated). In parallel we are helping search for world record jobs creators of 3 billion new jobs triangularised by 1 going green, 2 renewing every community’s inclusion, 3 understanding whether local to global belt road has kept up with 1000 times more being spent on digital now versus 1946

Specific markets (eg adolescent female health curricula propesed by first ladies and advancing mainly out of Australia and The Lancet) and skills shortages as industrial revolution 4 changes half of the most valuable vocational or professional capabilities every 5 years

sincerely chris macrae  (email is by bets contact or my us mobile 240 316 8157 which sometimes works on whatsapp)
Previously Dear Jialing

I will be spending most of my weekend trying to tidy up notes on past wise connections and will write again after that


Hello I
                           attended your wonderful event wise beijing last november. I would welcome chance to meet any of wise beijing delegates who
                           are attending wise qatar. I will also be in Beijing Nov 5-11 - could we meet?  

I am working with youth around the world on how to make friends with China - its the only major nation that is demanding youth take sustainability livelihoods seriously . As Jack Ma has said , half of all youth will be unemployable by 2030 unless we transform education washington dc 

Enter subhead content here

would welcome knowing of any groups discussing this
thanks chris macrae dc 240 316 8157  

WASHINGTON, September 26, 2017 – Millions of young students in low and middle-income countries face the prospect of lost opportunity and lower wages in later life because their primary and secondary schools are failing to educate them to succeed in life. Warning of ‘a learning crisis’ in global education, a new Bank report said schooling without learning was not just a wasted development opportunity, but also a great injustice to children and young people worldwide.

previously W2 jim kim, E3 jack ma & 28 national leaders launch edu commission at UN sept 2016 ma- half of youth will be unemployable unless ...

The World Development Report 2018: ‘Learning to Realize Education’s Promise’ argues that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all. Even after several years in school, millions of children cannot read, write or do basic math. This learning crisis is widening social gaps instead of narrowing them. Young students who are already disadvantaged by poverty, conflict, gender or disability reach young adulthood without even the most basic life skills. 

“This learning crisis is a moral and economic crisis,” World Bank Group President Jim Yong Kim said. “When delivered well, education promises young people employment, better earnings, good health, and a life without poverty. For communities, education spurs innovation, strengthens institutions, and fosters social cohesion. But these benefits depend on learning, and schooling without learning is a wasted opportunity. More than that, it’s a great injustice: the children whom societies fail the most are the ones who are most in need of a good education to succeed in life.

Download the World Development Report 2018: Learning to Realize Education's Promise.


Jim Kim p x1-x11

Providing education is not enough. What is important, and what generates a real

return on investment, is learning and acquiring skills. This is what truly builds human

capital. As this year’s World Development Report documents, in many countries and communities

learning isn’t happening. Schooling without learning is a terrible waste of precious

resources and of human potential.

Worse, it is an injustice. Without learning, students will be locked into lives of poverty

and exclusion, and the children whom societies fail the most are those most in need of

a good education to succeed in life. Learning conditions are almost always much worse

for the disadvantaged, and so are learning outcomes. Moreover, far too many children still

aren’t even attending school. This is a moral and economic crisis that must be addressed


This year’s Report provides a path to address this economic and moral failure. The

detailed analysis in this Report shows that these problems are driven not only by service

delivery failings in schools but also by deeper systemic problems. The human capital lost

because of these shortcomings threatens development and jeopardizes the future of people

and their societies. At the same time, rapid technological change raises the stakes: to

compete in the economy of the future, workers need strong basic skills and foundations for

adaptability, creativity, and lifelong learning......................................................................... 

Reviews from WRJC


Jim Kim is one of our great heroes. But be curious - does this report start in the right places and spaces. Places and spaces such as


  •  how did places that have sustained radical transformation - eg bangladesh, china - innovate totally different interactions between the stakeholders of education
  • the old classroom is the most closed system in the world; what happens in communites which dare open space some of the time children experience
  • look at exciting blended models (eg bridges international) where whole scholling systems are built round less than 5% of the education profession are required to be responsible for contnet creation- what would happen to american education if 2% of every public servant celegrated 2% of whole budget neing invested in khan academy stsyle preparation (instead of textbooks)
  • mapping back future skills - eg how does a whole nation learn about how ecommerce changes freedoms of small enterprsies involves  a format way beyond that assumed by schools- if the whole nation is to learn at the same time including teachers and public servnt leaders - to understand this possibility attend a jack ma gateway17 when irs been co-produced by all levels of place leaders - eg toronto's version was endorsed by the personal particaipat of prime minsiter trudeau, as well as ontario's governor and toronto's mayor
  • lister to worfldwide demands of the under 30s - if they are to be the sustainability genration - which are the missing curriculum - each missing curriculum eg 10 times more affordable english as a second language- offers the opportuniy to design  a skill making no assumption on how - eg massive peer to peer education , open online learning , integration of mass media with a national learning challenge - transform learning-based education because they do not by assuming the claasical calssroom system is the answer


1 Overview: Learning to realize education’s promise 4 The three dimensions of the learning crisis 16 How to realize education’s promise: Three policy responses 27 Learning to realize education’s promise 37 Part I: Education’s promise 38 Chapter 1: Schooling, learning, and the promise of education 38 Education as freedom 38 Education improves individual freedoms 41 Education benefits all of society 44 Learning and the promise of education 57 Part II: The learning crisis 58 Chapter 2: The great schooling expansion—and those it has left behind 58 Most children have access to basic education 60 Poverty, gender, ethnicity, disability, and location explain most remaining schooling disparities 63 For poor parents, schooling requires trade-offs 68 Spotlight 1: The biology of learning 71 Chapter 3: The many faces of the learning crisis 71 For too many, learning isn’t happening 78 Poor children learn the least, which hurts them the most 78 What is causing the learning crisis? 88 Spotlight 2: Poverty hinders biological development and undermines learning 91 Chapter 4: To take learning seriously, start by measuring it 91 The learning crisis is often hidden—but measurement makes it visible 92 Measures for learning guide action 93 Measures of learning spur action Contents vi | CONTENTS 95 Choose learning metrics based on what the country needs 95 Will learning metrics narrow the vision for education? 96 Six tips for effective learning measurement 102 Spotlight 3: The multidimensionality of skills 107 Part III: Innovations and evidence for learning 108 Spotlight 4: Learning about learning 112 Chapter 5: There is no learning without prepared, motivated learners 112 Investing in their early years prepares children for school 116 Providing demand-side support can get kids to school, but not necessarily to learn 119 Remedial education can prepare learners for further education and training 131 Chapter 6: Teacher skills and motivation both matter (though many education systems act like they don’t) 131 Most teacher training is ineffective, but some approaches work 133 Helping teachers teach to the level of the student has proven effective 136 Teacher motivation and incentives make a difference, even with few inputs 145 Chapter 7: Everything else should strengthen the teacher-learner interaction 145 Technological interventions increase learning—but only if they enhance the teacher-learner relationship 147 Other inputs bring learners to school—but promote learning only if they target teaching and learning 148 School management and governance are crucial, and involving communities can help overcome incentive problems and information failures—but only if communities have capacity 154 Chapter 8: Build on foundations by linking skills training to jobs 154 Workplace training can help young people develop skills, yet few benefit from it 156 Short-term job training offers opportunities, but most programs fail to deliver 156 TVET can prepare young people for work, but early sorting into TVET can limit career growth 157 Successful job training programs share several features 164 Spotlight 5: Technology is changing the world of work: What does that mean for learning? 169 Part IV: Making the system work for learning at scale 170 Chapter 9: Education systems are misaligned with learning 171 Misalignments and incoherence impede learning 175 Technical complexities make it hard to align education systems with learning 183 Spotlight 6: Spending more or spending better—or both? 189 Chapter 10: Unhealthy politics drives misalignments 189 Unhealthy politics can intensify misalignments in education systems 190 Multiple actors and interests: Pulling the system out of alignment at each step of the policy cycle 195 Trapped in low-accountability, low-learning equilibriums CONTENTS | vii 199 Chapter 11: How to escape low-learning traps 199 Improving information 203 Building coalitions and strengthening incentives 207 Encouraging innovation and agility 211 How can external actors support initiatives to improve learning? 


Make teaching more effective
Effective teaching depends on teachers’ skills and
motivation, and yet many systems do not take
them seriously. Teacher salaries are the largest
single budget item in education systems, consuming
three-quarters of the budget at the primary level in
developing countries. Yet many systems struggle
to attract strong candidates into teaching and to
provide a solid foundation of subject or pedagogical
knowledge before they start teaching. As a result, new
teachers often find themselves in classrooms with
little mastery of the content they are to teach.87 Once
teachers are in place, the professional development
they receive is often inconsistent and overly theoretical.
In some countries, the cost of this training is
enormous, reaching $2.5 billion a year in the United
States.88 Moreover, education systems often have few
effective mechanisms in place to mentor, support,
and motivate teachers—even though teachers’ skills
do nothing for learning unless teachers choose to
apply them in the classroom.89 Fortunately, teachers’
skills and motivation can be strengthened, leading
to greater effort and more learning, with three main
promising principles emerging:

  For effective teacher training, design it to be individually targeted and repeated, with follow-up coaching—often around a specific pedagogical technique. This approach contrasts starkly with much of today’s professional development for teachers across a range of countries. In the United States, a team of teacher training experts characterized professional development there as “episodic, myopic, and often meaningless.”90 In Sub-Saharan Africa, teacher training is often too short to be effective and too low in quality to make a difference.91 By contrast, programs in Africa and South Asia that provided long-term coaching led to sizable learning gains.

• To keep learners from falling behind to the point where they cannot catch up, target teaching to the level of the student. Over the course of several grades, often only a fraction of learners progress at grade level, with most falling behind and some learning almost nothing. This is partly because teachers teach to the most advanced students in the class, as documented from Australia to Sweden to the United States,93 or because the curriculum is too ambitious but teachers are required to teach it.94 Effective strategies to target teaching to the level of the student include using community teachers to provide remedial lessons to the lowest performers, reorganizing classes by ability, or using technology to adapt lessons to individual student needs.
• Use pecuniary and nonpecuniary incentives to improve the motivation of teachers, ensuring that the incentivized actions are within teachers’ capacity. Education systems typically neither reward teachers for performing well nor penalize them for performing poorly. Incentives are most likely to be effective at improving outcomes when there are straightforward actions that teachers can take to improve learning—such as increasing attendance when absenteeism is the constraint. But incentives do not need to be high stakes (or financial) to affect behavior. In Mexico and Punjab, Pakistan, simply providing diagnostic information to parents and schools about the schools’ relative performance improved learning outcomes.96 Focus everything else on teaching and learning School inputs, management, and governance must benefit the learner-teacher relationship if they are to improve learning—but many do not. Debates on improving education outcomes frequently revolve around increasing inputs, such as textbooks, technology, or school infrastructure. But too often the question of why these inputs might actually improve learning is
overlooked. The evidence on successful use of inputs and management suggests three main principles: • Provide additional  inputs, including new technologies, in ways that complement rather than substitute for teachers. 97 A computer-assisted learning program in Gujarat, India, improved learning when it added to teaching and learning time, especially for the poorest-performing students.98 A Kenyan program that provided public school teachers with tablets to support instruction increased the reading performance of their students.99 But simply providing desktop computers to classrooms in Colombia— where they were not well integrated with the curriculum—had no impact on learning.100 Even more traditional inputs—such as books—often fail to affect teaching and learning when they aren’t actually deployed in classrooms, or if the content is too advanced for the students.101 • Ensure that new information and communication technology is really implementable in the current systems. Interventions that incorporate information and communication technology have some of the biggest impacts on learning.102 But for every highly effective program—such as a dynamic computerassisted learning program for secondary school students in Delhi that increased math and language scores more than the vast majority of other learning interventions tested in India or elsewhere103— there are completely ineffective programs such as the One Laptop Per Child programs in Peru and Uruguay, which had no impact on student reading or math ability.104 Technologies ill-adapted to their settings often fail to reach the classroom or to be used if they reach it.105 • Focus school management and governance reforms on improving teacher-learner interaction. Training principals in how to improve that interaction—by providing feedback to teachers on lesson plans, action plans to improve student performance, and classroom behavior—has led to a large impact on student learning.106 In countries ranging from Brazil and India to Sweden, the United Kingdom, and the United States, the management capacity of school principals significantly and robustly relates to student performance—even after controlling for a variety of student and school characteristics.107 Involving communities, parents, and school actors in ways that promote local oversight and accountability for service delivery can improve outcomes.108 But community monitoring tends to have more impact when it covers things that parents can easily observe (such as teacher absenteeism when  it is high), and when a range of stakeholders (not just parents) are brought together in ways that lead to action. In Indonesia, school grants improved learning when links between the school and the village council—a center of local authority—were strengthened.109 The most effective systems—in terms of learning—are those that have narrowed gaps between evidence and practice. On learner preparation, for example, East Asian countries such as Korea and Singapore have achieved high levels of children ready to learn. Stunting rates among preschool-age children are low, and children are motivated and supported by their families. To promote effective teaching, Finland and Singapore attract some of the most highly skilled graduates from tertiary education into teaching and provide them with effective professional development opportunities and sustained support. Align actors—to make the whole system work for learning Working at scale is not just “scaling up.” The concept of scaling up in education implies taking interventions that have been shown to be effective on a pilot or experimental scale and replicating them across hundreds or thousands of schools. However, this approach often fails because the key actors are human beings, operating with human aspirations and limitations in a politically charged arena. Real-world complications can undermine well-designed programs, especially when new, systemwide forces come into play. When the Cambodian government tried to scale up early child development centers and preschools—programs that had worked in some parts of the country when implemented by nongovernmental organizations (NGOs)—low demand from parents and low-quality services led to no impacts on child development, and even slowed it for some.110 When the Kenyan government tried to lower student-teacher ratios by hiring contract teachers—an intervention that had improved student outcomes when implemented by an NGO—the results were negligible because of both implementation constraints and political economy factors.111 And when the Indonesian government tried to increase teacher capacity by nearly doubling the salaries of certified teachers, political pressures watered down the certification process and left only the pay increase in place. The result was much larger budget outlays on salaries, but no increase in teachers’ skills or student learning.112 The lesson, then, is that better interventions at the school and student levels will sustainably improve learning only if countries tackle the stubborn systemlevel technical and political barriers to change. Technical barriers include the complexity of the system, the large number of actors, the interdependence of reforms, and the slow pace of change in education systems. Political barriers include the competing interests of different players and the difficulty of moving out of a low-quality equilibrium, especially in low-trust environments where risks predominate. All of these barriers pull actors away from learning, as discussed earlier. Systems that surmount these barriers and align actors toward learning can achieve remarkable learning outcomes. Shanghai provided proof when it topped the 2012 PISA rankings, in part thanks to policies that ensured that every classroom had a prepared, supported, and motivated teacher.113 To shift the system toward learning, technically and politically, reformers can use three sets of tools: • Information and metrics. Better information and metrics can promote learning in two ways: by catalyzing reforms and by serving as indicators of whether reforms are working to improve learning with equity. Thus they can improve both the political and technical alignment of the system. • Coalitions and incentives. Good information will have a payoff only if there is enough support for prioritizing learning. Politics is often the problem, and politics must be part of the solution. This requires forming coalitions to advocate for broad-based learning and skills and to rebalance the political incentives. • Innovation and agility. Schools and societies have achieved high levels of equitable learning in a variety of ways. Figuring out what approaches will work in a given context requires innovation and adaptation. This means using evidence to identify where to start and then using metrics to iterate with feedback loops. All of these tools will be most effective when supported by strong implementation capacity within government.

Dear Javeed and friends

 16 years ago i did a volunteer job at the 26
                                    nation community board of the European Union which freed me to survey best schools from around the world and to try to change
                                    euro-conferences to open space networking
- the first amazing school i found was in india (its founders daughter a product of the school ws just finishing a stint in wolfensohs world bank and had used her salaray
                                    to start a schooling system- a little later we tried to get her the ted prize of the year but even though chris anderson had
                                    grown up in pakistan - he didnt place sunita forst- cms is run by 4 members of the gandhi family - its in guiness book of
                                    records as world largest school about 50000 pupils because citizens across lucknow all wanted it; its the only school recognised
                                    by unesco for its peace curriculum; its secret is what jack ma calls loveq- ie its teachers will go through any amount of
                                    change to make sure they are linking their students to the future not examining them on the past

thing is over 15 years now i have learnt tee hard way in any other market find a best case and other will try to emulate it; in education there are so many combinations of barriers- ecah regions tecahing blocks become unique at least to create a first open space in - is the government against you (or certainly not going to share some of the tax it finaces edu with) ; are the teachers unions aginst you ; is the examnation system against you? is the textbook publishing indsutry against you? . i even paid for nobel laureate muhammad yunus female director at grameen to go tour cms with a bangladeshi student mostofa who has been searching for job creating youth solutions or a decade - she loved it but nothing much happened

the thing is the way i see the world, education-livelihoods
                                    is making or breaking youth futures everywhere, and sustainability goals are up against final deadlines like climate and whether
                                    tech will boost himan skils or replace them . while i have tried several times to connect indian schools i am now most interested
                                    in the three way conection india-china- bangladesh- and i personally am more interested in stating something like (big data
                                    samll aps) coding for all is a mssing curricula- how do we design it from scratch not with constraints of old classrooms?
the reason is china is doing very well but india
                                    is the one country it knows it  needs to do a lot better with and has priotised special efforts over next 12 months;you cant
                                    have the 2 by one billion person countries neighbouring each other with one becoming the world's central partnership economy
                                    by 2050 or earlier and the other by then 5-10 times poorer (if not financially at least in terms of community happiness) -particularly
                                    when right now both nations have briliant young coders in quantities that nowhere else has -  of course if we could get these
                                    3 nations sharing best ideas we could invite all others to join in round girl empowement or celebrating every cultures joys
I will quickly copy some
                                    people who might be able to help in addition to mostofa but if at first they dont reply you have to keep trying if you believe
                                    you can also help them

                                    bangladesh mostofa also knows my favorite space with 100000 educatirs- if you ever want to go and have a tour tell him
alos in bangaldesh tania works for plan international youth exchanges
my understanding is that
                                    BRAC has opened morfe vocatioinal learning centers than anyone - mostofa would need to be asked to hunt the numbers 

when it comes to india madhav is only one of
                                    2 hugely successful people who pubnljicy says the whole system is competely broken

dr ranga is in bangalore a lot trying to make the elearning satellite
                                    yazmi work; in past lives he worked in kalams team on satellite learning; 

in boston india's mit media lab discovered ab reporting village health solutions
                                    and he now has a scholarship to find out everything most udeful in boston as well as help edit female contributions to wikipedia

in melbourne george works on missing curriculum
                                    of peer to peer (girls) adolescent health; and in same university paul komesaroff was my last excuse to visit india- there
                                    peoples from 70 national cultures were debating conflicts throughout the 20th C in the indira gandhi arts centre next to parliament
                                    and staying at the ymca; it felt like we had a lot to publish but the next week the tsunami happened and most of the regional
                                    people had a year of more uregnt wrk to do than publish

prita's hometown where her family run a retreat for scholars is kerala right next door to
                                    - whose 15 million people movement also partbhers with un on all naotech for the poor

harpreet in london is mentored by ian ryder- while successful as
                                    a city of london analyst her heart is with another 15 million peoples movement in india that parts of her extended family

amy also mentired by ian
                                    is our chinese storyteller -she grew up in villages in mao's province and on her first visit to usa trained in open spacing
                                    up to 5000 people producing ideas live whuch is a bit more than your average classroom- naturally she
                                    wants to see jinping 80 million public servants keep on schedule in ending rural poverty and co-creating half a billion jobs
                                    for chinese youth - currently at columbia u in ny she has visited with mostofa and others many of the places or people i have

gordon at first interviewed my family on why the future of learning mattered in 1984

Javeed- I have pretty much failed to find an
                                    income model needed so that any of above know they can be win-wins so if you have a way of conecting people please go for

see you at wise in qatar
                                    ---in 2 weks where i can introduce you to past wise delegates i have met who are either more sane or more crazy about urgency
                                    of youth livelihoods now

                                    currently in usa is creating million jobs for youth with autism across the world; not sure if he already has india connections
                                    - do you have one he could best start with; part of the new york club changing education is ed resor with
                                    which catalogues all open learning and how its being tested; i am not sure if eg sal khan has reached dialects apart from
                                    english in india... eg what hub most actively links in around khan and is anyone doing moocs to create jobs rather than trap
                                    students in high cost universities

thanks chris macrae washington dc 240 316 8157 

ps always like reports etc if people want them circulate; sometime i get
                                    into a bit of time warp responding; next week i am mainly in china to observe the body language between trump and jinping
                                    -take care all

Dear Chris  It was a pleasure to talk to you yesterday and learn
                                    about your interest in the Vocational and Youth programs in China and Bangladesh. I invite you to likewise be attached to
                                    the youth of India, a preponderant number of whom are Unemployed. As an educationist from the USA with teaching and business
                                    experience, I consider myself very fortunate and would like to rub my knowledge and capability to the many unfortunate. I
                                    am seeking help in Opening of Vocational and Entrepreneurial training centers. Using technology tools and adopting innovative
                                    ways, I would like to bring scale to the skills training industry. I look forward to meeting you Warm Regards Javeed Mirza

What Everybody Needs to Know First About Economics

Economics designs peoples futures but this depends on what logics are analysed- here are the logics The Economist used in the early 19080s when it discussed how the net gneration could be the most productive time for youth


A nation/place cannot sustain growth unless its capital is structured so that family's savings are invested in their next generation's productivity. Norman Macrae's 1954 book on The London Capital Market provides chapter and verse. Historically it was timely as London's industrial revolution had planted most of the developed world's laws and financial instruments. Futurewise this book became a source for Norman's forty years of leadership challenges including 3000 editorials. THese became branded in the 2 genres of entrepreneurial revolution and future history of the net generation genre which he focused on from 1972. They script in practical details most of the changes that economists would need to make to historic rules if globalisation is not to collapse the worldwide financial system of 2010s

Norman framed his writings on future purposes huan most wanted around the idea that The Net Generation to 2024 would face change on a scale never previously experienced by our human race. To prevent risks and celebrate job creating opportunities Norman proposed in his 1984 book (The 2024 Report) that the world should unite around youth's most exciting millennium goal. He explained why economics would design the most popular futures if the goal was chosen as racing to end poverty everywhere. Reasons included: its possible, its exciting, it creates jobs post-industrial generation will need to design around collaborative technology, it can empower youth to joyfully unite cultures as we become borderless (more connected than separated), it aligns economics principles with nature's exponentially (compounding) rules of evolutionary selection which are community-up and open.

 download more profiles of 100 collaboration leaders of 2010s = youths most productuive decade 


We are shocked how few people know of the main findings of the renowned economist Maynard Keynes- increasingly only economics riles the world and the greatest risk to the future working lives of our children comes from elderly macroeconomists who hire themselves out to the biggest who want to get bigger.

Historically when faulty systems of macroeconomists ruined civilisations they fell one by one. But Einstein took Keynes logic further and hypothesised that the first generation to become more connected than separated by technology would be subject to a final exam. Now if we let erroneous macroeconomists rule whole continents of nations will collapse.

By 1976 my father (Norman macrae) -probably the last student of economics mentored by Keynes-  was writing at The Economist why the next half century would see the net generation tested - he called upon the genre of Entrepreneurial Revolution (ER) networkers to sort out the greatest  innovation challenge economics - and so the human race - will ever face .




The opportunity of 10 times more productivity for the net generation (with million times more collaboration technology than man's 1960's race to moon)

.The THREAT is preventing the threat of collapsing continent-wide system of value exchange. By 2020 the (exponential track impacting future) sustainanbilyty of every village around the globe will likely be lost or won

..logo3responsibility.jpg...How could we be experiencing record youth unemployent when we are living in a time of a million times more collaboration tech than a generation ago? According to research by Entrepreneur networks started at The Economist in 1976, we are 36 years off track in compounding 2 unustainable systems whose follies multiply each other
  • that caused by non-economic media which also distracts us with glossy images and soiundbites instead of future realities and integrated cross-cultural and inter-generational understanding - full briefing here
  • World's biggest maths error compounded by macroeconomists and all global professions with a ruling monopoly - see below
Discuss: what does everyone need to know about the way economists think and behave. Understand 2 opposite segments of E : The Unacknowledged Microeconomist and the Fatally Conceited.MacroEconomist

Keynes - because economics will incresingly rule the world, the greatest danger to the futures of youth is elderly macroeconomists where fame maks them compete to superpower over peoples  

 Boulding: ****the historic significance of capitalism is precisely a society in which exchange has become a more important source of power than threat**** in his book economics as science

Von hayek- given the fatal conceit in my profession, I really think you shouldn't be doing this - awarding me a first Nobel Prize in economics 
freedom of speech and everything about the future you want, NOW depends on enough people knowing how to play the value exchange game - and why that isnt exactly what the game of monopoly teaches - an exchange is where each side says I wants something from you so let's work out what I can do for you and purposefully improve on this over time through hi-trust communal feedback
debate difference between true capitalism and phoney capitalism
  • agree on a picture like that on the right- we have seen cases where one of the 10 coordinates shown felt the system had betrayed their greatest trust, and so zeroised the organsaition or network (even ones that accountants had been reprorting record profits ahd $100 billion equity
  •  start discussing multi-win models - see our 4 favorites from 36 years of debates with entrepreneuruial revoltionaries
  • choose say 12 markets whose future purpose is most vital to sustaining your children - and use media to agree what the greatest human purpose and corresponding mkilennium goals are that need investing in to fee each market and youth's working lives in serving the most valuable purpose
  • get those (including all parents?) who save across generations to throw out speculators from banking systems and capital markets - eg next time there is a bailout (which means taking your childrens money to refinance a bank) wipe out shareholders; let them set lawyers on old managers and any politicians their pr's lobbied; keep savings accounts safe; restructure bank so that it invests in youth productivity and sustaining communities not bubbles, and not trapping people in debt

Goodwill explains up to 90% of value impacts of any organsaition in a networked economy- yet no nation yet requires that organisations it licences to audit goodwii. 20 years of research has proved the following reciprocal relationship - the purposeful question" who would uniquely miss what if your organsaition did not exist?, has the reciprocal question why let your organisation contnue to exist if it has broken my life-crtiical trust it promised to serve



valuetrue capitalism maps how each side win-win-win from other sides communal purpose over time -this  goes back over 250 years to the criteria of free markets adam smith demanded freedom of speech questioned - he talked about the transparency of community markets where a rogue trader might fool some of the people but not for long and not for too big to fail! - the journal of social business edited by adam smith scholars at his alma mater Glasgow University advises people of any other tongue how to build up from adam's hi-trust ideas to such constructs as sustainable global vilage networking first mapped by schumacher (another keynes alumni) - we have a library of free articles for you to choose and translate from

phoney capitalism spins a monopoly, a non-free maket - one side rules by saying I want to take more and more from all of you- esentially this is what rules when global accountants audit only how much one side has profited/extracted withouth how much has it sustains other sides- phoney capitalism can only result in exponentai meltdown becuase so much has been extracetd from system that its unsustainable for human lives or for nature or for both

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    - in the 1990s I was working with big 5 accountants; I argued for a missing audit they needed to do as regularly as their monetisation audit; I called this how goodwill modelling multiplies value around a gravitational purspoe ewhise gials all sides want to progress over time; it turns out that in knowlege scetors over 90% of the future is bayesian predicatbale on quality of goodwill relationships-3 yeras before andersen crashed I usd this model to warn them that if they stoped multiplying conflicts around true and fair they would be zeroised by society- I didnt succeed in getting my advice to be acted on but at that time unseen wealth publications made by brookings and georgetwon had just been banned by the incolimng bush adminsitration - who didnt like to be told that without the second aidt risks would compound unseen- every collapse USA has seen a hand in during 2000s (and viralised to other nations since 2008) can be traced to this mathenatical error

    what can be done about this mess
    -debate difference between true cpaitalism and phoney capitalsim
    choose say 12 markets hose future purpose is most vital to sustaining your children - and use media to aggree what the greatest huan purspose and corresponding mkilennium goals are that need investing in
    get thse who save across generations to throw out speculators from bankiing systems - eg next time there is a bailout (which means taking your childrens money to refinace a bank) wipe out sharehilers; let them set lawyers on old managers and any politicians their pr's lobbied; keep savings acconts safe; restructure bank so that it invests in youth productivity and sustaining communities not bubbles, and trapping people in debt
    -if you do this today's millions times more coalbration technology than a generation ago can make the next decade the most productive time and joyful for youty and everyine to be alive instead of the most dismal time where natios led by old macroecnomist put youth out of work
    DO YOU KNOW...
    Q: Original Purpose of Economics? A The Scotland of the 1750s was at the end of a first generation to have found their country taken over by England's Empire., So Adam Smith was motivated to start writing about how to design systems so that peoples could could look forward to their next generation sustaining more productive lives than they had had ... 7 quarters later keynes general theory issued humanity's greatest challenge- economics as a systems science had reached the state that only economics rules the world ... moreQ: What do the man-made systems that rule the world look like? A Purposeful value exchanges composed round 5 main flows of how productively peoples lives are used and 5 main demands human beings make as co-workers, customers, owners, stewards of the globe, stewards of society at the village level - moreQ: Why can't human race in 21st C be sustained with choice of economics made by 20th C biggest banks and govs etc? A Long Story: ER alumni are in their 37th year of offering debating scripts eg1 on wht some industrial age systems after world war 2 were designed to be too big to exist as the first net generation became more connected than separated by geographical borders ... What is known is that 2010s is most exciting decade to be an entrpreneur because our impacts define what will be possible for all our childrens' children more 

    World Class Brands are in 25th year (as a subnetwork of Norman Macrae's Entrepreneurial Revolution) of helping sustain the most purposeful organsiations or markets in the world. Core to any charter of purpose is a quiz revolving round this question
    - who would uniquely miss what if this didn't exist?. From this Q&A's list of trust-flows, economics maps how to connect producers and demanders of the exchange in multi-win models of purpose. Henceforth, potential conflicts with this goodwill model are audited and resolved at every cycle so that unique purpose is celebrated to lead the future by continuously multiplying the most value and trust. This model provides the simplest benchmark around all exponential impact metrics of sustainability investement can be calculated and the transparency of all multi-win models are webbed around pro-youth economics. Questions welcomed washington dc hotline 1 301 881 1655



    Not youth's economics of the world Not our schools of the worldYouthandYunus.comLeadersandYunus

    Muhammad Yunus expresses faith in entrepreneurs at G20 summit

    Posted on: November 23, 2011
    Category: News

    Microfinance Focus, November 4, 2011: Professor Muhammad Yunus was invited to deliver a key note speech during the G20 Young Entrepreneurs Summit held in Nice, France. Professor Yunus addressed an audience of more than 400 entrepreneurs from all G20 countries. In his speech, he shared his personal entrepreneurship experiences, his faith in young entrepreneurs to be the pillars of society and the need to include poor countries in the discussion process in making global decisions.

    Professor Yunus being an entrepreneur himself started off creating the Grameen Bank that provides microfinance services to the poor who had little access to financial provisions. From that, he ventured into a wide number of social businesses such as Grameen Nursing College, Grameen Eyecare Hospitals, Grameen Shakti, etc.

    He has always considered young entrepreneurs to be the most effective solution for the future. He said “In my opinion, G20 YES is a fabulous initiative, gathering so much energy and momentum from all over the world. Because of their creativity and leadership, provided that they commit to share the value they create, these 400 young entrepreneurs in this room can change the world.”

    Professor Yunus is also a member of the Millennium Development Goals (MDGs) Advocacy Group, advising the Secretary General of the United Nations. Hence, he believes that the next generation of youths should be handed over the process of the MDGs as soon as possible. He believes that entrepreneurs will have a key role to play in fulfilling the MDGs, if they are committed to the social value created by their companies, and social business can be part of the solutions.

    In his speech, he added that the G20 needed to broaden its scope to deal with the current world crisis. It can no longer remain a political forum with economic agendas. The G20 needs to create a social agenda as well. Professor Yunus proposes that ‘social business’ should be brought to the agenda of G20, as one of the concrete and effective solutions to be considered for immediate implementation so as to guide capitalistic investment towards social value and jobs creation, rather than sheer profit maximization strategies. A social business is a cause-driven business where profits stay within the company for its sustainability.

    Lastly, Professor Yunus concluded that the G20 should be expanded into the G25, where poor countries from each continent should be included in the global agenda which they are part of. He added that “Their problems are inter-related with others, and their proposals of solutions should be considered by the most economically advanced countries in making global decisions. A G25 would be a big step toward ensuring that global social issues are raised, and MDGs implementation is fully shared on the global agenda. And finally, because fighting poverty together is the only way to bring long lasting peace in this world.”


    inquiries chris macrae info us tel 301 881 1655 ; us office 5801 nicholson lane suite 404, North Bethesda, MD 20852 USA - skype chrismacraedc
     Mapping is a process of discovery. Crucially maps are only as usable as updating correctness of bottom up information. Think of your own use of a map. You look for the "you are here arrow". You want to be directed to somewhere/someone you dont know how to get to; you want your return vist to be safe as well as a value multiplying win-win.
    Does anyone remember the simplest findings of einstein and jon von neumann. Einstein proved that to innovate more value you need to go more micro in what you model; von neumann showed that there is more value to be networked by interfacing safe flows across systems instead of ruling over separation of boundaries. There isnt a single global metrics profession that gets these mathematical -and natural - principles right. Unless we change this global markets will cycle through ever greater collapse and more and more communities will lose sustainability. Mapmaking is that critical an idea to what the net genration will achieve in 2010s; but its also one that children from primary age up can action learn. Its simple. Its just that it works the other way round from top-down people's fatal conceit.
    It explores how to make the invisible principles and practices of real wealth creation visible, and therefore useable. Our planet needs case studies underline the search for new win-wins that build ‘system integrity’
    Trust-flow is the unseen wealth to invest sustainability in. Tranpsarently mapped it develops a goodwill gravity  tyhat invites with roleplayer in a community to multiply goodwill while sustaining their own cashflow.. Trust is not some vague, mushy, abstract warm-hearted sentiment. It is an economic powerhouse – probably just as economically and socially important as oil.
    The point is, there are specific things you need to do to get trust flowing, just as there are specific things you need to do to get oil flowing. And like oil trust has a dark side. Right now, the world is awash with the carbon emissions which threaten the stability and sustainability of its ecosystems. Right now, the world is also awash with the ‘carbon emission’ of trust – mistrust. Indeed it may well be that our ability to tackle the one issue – the threat of environmental catastrophe – depends on our ability to tackle the other issue: how to generate, deepen, extend and sustain trust.>br>But what is the best way of doing this? One thing is for sure. You don’t build and sustain trust via some sentimental exercise of goodwill to all and sundry. There are three very simple principles at the heart of effective trust generation. 
    First, trust is generated via win-win relationships. It’s virtually impossible to generate or sustain trust without mutual benefit for those involved. But beneficial outcomes are not enough in themselves. For trust to be built and sustained, both sides need to signal a demonstrable commitment to finding win-win ways forward. Such a  commitment may require real changes to what we say and do. Second, real ‘win-wins’ are hardly ever purely financial or material. You don’t build trust simply by walking away with more cash in your pocket. Trust works at all the dimensions and levels of human exchange. Yes, it’s about financial and material rewards. But it’s also about purpose (what people want to achieve). It’s about politics with a small ‘p’: the use and abuse of power, the crafting and application of rules of fair play. And it’s about emotions: the sometimes overwhelmingly strong emotions, both positive and negative, that are generated when people deal with other peopleWhat’s constitutes a ‘win’ – a sense of real improvement – is therefore highly specific. It depends absolutely on the details of who the parties are, what they are trying to achieve, in what context. Building trus, therefore involves discovering these specifics. Just as oil doesn’t flow out of the ground, get refined and pump its way into motor vehicles automatically and without effort, so identifying and doing what is necessary to get trust flowing requires dedicated, skilled effort. It requires a disciplined, structured process, not a vague sentiment.

    3) Third, even if we do steps 1) and 2) there’s still a good chance it won’t succeed. Why? Because it ignores an invisible third factor. In the real world, purely two way bilateral relationships don’t exist. There is always a third party whose interests or outcomes are affected by what the other two parties do but who is not a party to the contract. The environment is a case in point. Producers and consumers may both benefit from buying and selling to each other – but what happens if, in doing so, they destroy the environment they both depend on?

    This raises a hugely important question. When two parties pursue win-wins and build mutual trust, are they doing so in a way which creates a win and builds trust for the third party at the same time? Or are they simply pushing the problems – and the mistrust – further down the line on to this third party? Building vigorous, healthy networks of trust is a different kettle of fish to ‘you scratch my back and I’ll scratch yours’ win-win conspiracies. It requires a Map of all the key relationships plus careful consideration of knock-on consequences. It requires a different perspective.

    These three simple, basic steps do not happen automatically. They need to be worked at. The territory needs to be deliberately Mapped and explored. What’s more, there are obstacles in our way – mental and practical obstacles that need to be cleared. Prevailing economic theories about ‘rational economic man’ for example, deny the need to commit to win-win outcomes. Instead, they promote supposedly ‘rational’ (i.e. narrowly selfish behaviours) which actively undermine trust The same theories insist that the only valid measure of human benefit is money, thereby excluding from consideration many of the biggest opportunities for improvement. Meanwhile many vested interests do not want to extend the circle of trust to third parties and complete networks because their positions of power depend on their ability to take advantage of the weaknesses of these third parties. That’s another job for Mapping: helping to identify and mount such obstacles.
    The potential benefits of doing so are unthinkably huge. They start with a simple negative: the relief that comes from when you stop banging your head against a brick wall. Mistrust breeds wasteful, wealth destroying conflict that tends to feed on itself. Anger and hatred engender anger and hatred. Simply easing or stopping the terrible waste of mistrust would transform prospects for many millions of people. We desperately need to find ways of doing this. Then there are the positive benefits. Understanding the real nature of human wealth – all those dimensions of purpose, ‘politics’ and emotion as well as money and material comfort – means we can start being human again; human in the way we think, and act. What’s more, many of these intangible benefits won’t cost a penny. They’re there for the taking, if only we puts our minds to it.
    But there’s more, because trust is also an economic superpower in its own right. In the pages that follow we will show conclusively that material and financial riches are also dependent on trust. In fact, we will argue the case for going one step further. We will say that material and financial riches are a by-product of trust: the visible fruits of invisible, intangible human exchange. Once you understand that sustainable cash flows are a by-product of sustainable trust flows, your understanding of what makes a successful business is transformed.
    Separately, each of these three fruits – reducing the waste of conflict, unleashing the potential intrinsic benefits of human exchange, and energising the sustainable creation of material wealth – are massive in their own right. Put them together and they represent a vast new continent of opportunity.
    As we said, this book is addressed to entrepreneurs and system  innovation revolutionaries. Wherever you happen to be, whatever the change you want to make is, the principles explored in this book apply. The wish to change and the will to change are not the same as being able to change successfully. For that you need to understand your territory. You will need new Maps


    0.1 Has a continental or worldwide search solutions on job creation that can be replicated across communities been organised before this EU launch of Nov 2011?
    While alumni of entrepreneurial economics have always valued job creation searches- we know of no clear evidence that this has been top of mind in the way that continental-wide government has operated since 1984 even though it was scripted by The Economist's Unacknowledged Giant as the number 1 question the first net generation would need to mediate if sustainable futures and humanity's most needed millennium goals are to be served
    what's different about nov 2011 is 4 top directorates of the EU have nailed their future reputation to this search -more
    1mobamauniobamauni@obamauni bon mots hillary zero sum thinking leads to negative sum results
    1hHCL TechnologiesHCL Technologies@hcltech Press Release: #HCLT listed for the fourth consecutive year in the @WorldBlu's "Most Democratic Workplaces" list. Retweeted by Traci Fenton
    49mAl RobertsonAl Robertson@al_robertson About last night's British Council @time_image film collection launch, with three of my favourite BC films! #WhoWereWe Retweeted by Lloyd Davis

    The End of the EU part 1

    TRANSCRIPT: 'The Unthinkable'
    Video above.

    Tom Ashbrook: You're talking about, writing about the end of the EU, the end of the common currency.

    Paul Krugman: it's unthinkable except that continuing down the current path is unthinkable. Spain is actually the epicenter. The Spanish government did nothing wrong. Spain was running a budget surplus before the crisis. It had low levels of debt. But it had a monstrous housing bubble, as did a lot of places, largely financed by the way by German banks which were lending to Spanish banks, which then lent on. And when the housing bubble burst you were left with a severe, extremely severe recession, and so the answer has been government austerity which just makes the slump deeper.

    The alternatives to a breakup of the euro have to be Europe-wide solutions. And so the solution, if there is one, involves accepting a higher rate of inflation for Europe as a whole and that particularly means higher inflation in Germany.
    --Paul Krugman

    What are Spain's alternatives here? Well, if they still had their currency, their own currency, the answer would be devalue, let the peseta drop, Spanish exports would become a lot more competitive, they'd be well on their way to recovery. They don't have their own currency, so people are saying: Well, you have to do all this stuff to stay within the Euro. At some point you say: Well, you know if your answer to our problem is just ever more suffering, ever more you know... 25 percent, 50 percent youth unemployment. If that's your notion of a solution, then maybe although it would be a very terrible thing to have the Euro breakup, maybe that's better than what we're doing. So that's becoming a real possibility now.

    The alternatives to a breakup of the euro have to be Europe-wide solutions. And so the solution, if there is one, involves accepting a higher rate of inflation for Europe as a whole and that particularly means higher inflation in Germany. Talk to the Germans about this and of course they go crazy, but you have to say to them: What is your answer? What you're doing right now is just a path to the collapse of the euro with enormous damage and radicalization and a lot of things that you don't want to see happen in Europe happening.

    TA: If the Germans can't take their foot off the brakes, they're just intrinsically and against history and everything else, Weimar, if they can't do it, what happens?

    PK: Then Europe breaks up and... No, I mean I think it's that stark. It really is, it really is that extreme because you know it's one of those things, you can't be saying that, but then you say: Well, let's talk this through. You know, let's as it said in the original edition of the Godfather - Let us reason together. Right? What are the ways that this can work out? And the current path is not one that can work out.

    It's like an irresistible force hitting an immovable object. On the one hand it's unthinkable that they'll allow the euro to fail because the euro is a terribly important thing, it's not terribly important economically, it would have been better off if they'd, if they had never done it, but now that it has been done, for it to fail is a defeat for the European project, the whole project of bringing peace, democracy, integration to a continent with a terrible history. So it's unthinkable that they'll allow it to fail, but it's also unthinkable that the Germans will accept moderate inflation which is the only solution any of us have been able to come up with. So one of two impossible things is going to happen. Your bet.


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