260+ years adam smith/J Watt, 60 fazle abed , 20 fei-fei li

NormanMacrae.net -Economist pro-youth -bravo sir fazle abed, lang syne jack ma

10 educators to collaborate around if 2010s is to find every youth's life potential

.related links:collaborate map of open edu world    googledoc opened with us


10 Abed Bangladesh, 9 Blecher S.Africa


MOOC friends of 8  Khan,  (breaking : can citizens help Obama rerank universities that value job creation with their students)

7 Koller (Coursera)- both San Francisco, 6 friends of digital MIT and Open -Boston


5 Jack Ma China Gandhi Family City Montessori Lucknow India, 3 Gordon Dryden New Zealand and 20 other countries including China


2 your favorite practice collaborator - in reforming economics to sustain every open society our favorite would be friends of soros


1 your other choice


Oct's breaking- 25000 youth and yunus road to Atlantastarts 22 Nov 2013

August's breaking news: THE ANTIDOTE Most important economics course ever enjoyed by a million youth starts 1 sept 2013 out of New York with a little help from friends of Soros Open Society and www.ineteconomics.org


TO FAILED MACROeconomics - command and control big brothered around one global standard instead of valuing diversity youth need to build sustainability out of every community - all but destroyed the productivity of the net generation, especially when mixed with alleged subprime frauds 1 2 3 4 perpetrated out of wall street in the 21st century


-so a most interesting question in the pro-youth world is: which universities first come up to the plate to offer courses on coursera that Keynes would have approved on bearing in mind his warning that only economists design futures? - so far the greatest pro-youth economic course on coursera have been delivered out of Melbourne  (Melbourne's Jeff Borland invitation video if you're not on coursera); in parallel research through soros open society networking epicenter in Budapest - 1st of September 2013 sees Soros www.ineteconomics.org  stage its first coursera out of a New York college - this is quite literally the most valuable course youth have ever been massively offered to date- let hope a million plus youth assemble - be there if you want the futures youth dream of realizing www.wholeplanet.tv  to be the purpose of the next decade



help update open education scoops of 2013 - 41st year of

celebrating Massive Open Online education and The Economist's 170th of pro-youth economics

Viewpoint on innovation of education 1972-2012

We have found nothing to change our view  in the 40 years, since we first saw youth experimenting with early digital networks. If one hundredth of the passion that went into the moon race's computing had been sustained collaboratively in education, the 2010s would be every youth's most productive time to be alive and greatest time for co-producing human goals that peacefully and entrepreneurially converge round ending poverty and hunger. It is from this viewpoint that we encourage everyone to MOOC now.

Norman Macrae Youth Foundation, Washington DC region phone 301 881 1655 - search for top 100 investors/practitioners in pro-youth 2010s at www.wholeplanet.tv email chris.macrae@yahoo.co.uk


Norman's life was dedicated to pro-youth economics at The Economist where in 1972 he founded the genre of Entrepreneurial Revolution aimed at making the net generation of 2010s the time when every youth's life fulfilled its optimal social and economic potential. Back in 1843 The Economist's founder James Wilson started this most exciting of all mediation journeys.



qualifiers - we are only capable of searching what's findable between 1972-2012 in English speaking world- we would love to hear from those who have different collaboration education top 10s because they search in other mother tongues


there are many others we have learnt from but we don't yet know how to collaborate in sustaining their ideas in ways that have more impact than if our 10 first got together


Einstein: This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated  competitive attitude is inculcated into the student, who is trained to worship  acquisitive success as a preparation for his future career...


Sugati Mitra: "Schools as we know them are obsolete."

 The Victorians very successfully created a global computer out of people: It's called the bureaucratic administrative machine. In order to have that machine running, you need to have lots and lots of people. They made another machine to produce those people. It's called 'the school.' The schools would produce the people who would then become parts of bureaucratic administrative machine.

  "We are continuously producing identical people for a machine that no longer exists."

for personal and transparency reasons we exclude from our reporting of pro-youth educators, the yunus family and friends of Grameen -Muhammad Yunus being the chief guest at dad's 85th and last public birthday hosted at Royal Automobile Club London Saint James 2008

Views: 521


Reply to This

Replies to This Discussion

Do educators take responsibility in those countries that are losing generations of youth to joblessness. Or in other words is educations main purpose helping youth to learn a living or is run primarily for the benefit of government or an interest group including teachers themselves. Before we come to such hard questions, may I celebrate with you 10 wonderful sources of pro-youth education that I have come across since 1972 when father at The Economist and I first started being involved with students experimenting with early digital networks


Gandhi Family from 1960

Bangladeshi microeducation nmovements since 1972

Down Unders education entrepreneur revolution since 1984

Central Eupropean Uni - Budapest for Open society and pro-youth economics

MIT's rebirth around the media lab, Berners Lee and vision of being number 1 job creating alun network

1999 Birth of S.Africa's Free University soon to gravitate wonderful Mandela-inspired community partners

China's Jewel in the Educational Outback

Free Nursing College's Top 10 Partners

2008 The emergence of MOOCS

WISE the first millennium summit to celebrate pro-yth education as its core?

Gandhi Family from 1960  City M; Jagdish G ...


What happens when a young couple believing in Gandhi and Montessori newly come to town in 1960. That they end up being responsible for schooling 50000 children a year - a major part of the city of Lucknow's whole schooling systems. This reality shows something exciting about everything Adam Smith actually said about education's free market. Never ever let it be ruled by a singular group -political or otherwise. Some of the remarkable achievements of City Montessori

one on india's top 10 schools but with hundredth of monetary resources of India's other top schools


innovatior of primary school's cross-cultural curriculum of peace - evidence of success, when riots betwnee muslims and hindus imploded in lucknow in the 1990s it was the children who took to the streets as peacemakers - Lucknow remains the only scholl awrded Unesco's Peace Prize


First use of comuters in schooling system- to enable teachers to momnitor each child;'s individual progress through Montessri task accomplishments


Runs the most imaginative worldwide competitions staged by a school for students and has become a favorite conference centre of adult nnetworks such as the wprld's chief justice movement


While Kalam was present of India- he was famous for promising to answr smart questions raised by an child in India. City Montessori kept him busienr than any other school and helped him declare the 2020 vision for india by which time youth tear up all unsustainable curriculum

1972 From a cyclone that killed half a million people, BRAC was founded in 1972 as a bottom-up disaster relief agency. Once the relief phase was served, Sir Fazle Abed asked himself whether and how to continue. Bangladesh clearly had huge development needs, and BRAC soon found itself trying to breaking the cycle of illiteracy acroos generations and using empowerment tools for the poorest inspired by the work of the Brzilan Paulo Friere. It was soon clear that in sputre of the nationl edict that every child should go to primary schoo, the government didnt have resources to ensure this in the rural areas.BRAC took on developing the rural area.s primary schools -with an informal one-room school franchise that proved both more effective and efficient and scalable than any school previously seen in Bangladesh. Education is one of the 3 main empowerment flws in everything that BRAC does in leading millennium goal accomplishment. It has become the largest BGO in the world and its focus on education (and futures of open education) can ensure its the most collaborative network the world has seen. Please tell us of searches supporting this view - eg Qatar Wise education summit made sir fazle their inaugural laureate; George Soros Open Society and Central European University (Budapest) made sir fazle their 2013 Open Society Laureate




1984 - Inspired by the first 10 years of Entrepreneurial Revolution reporting, Gordon Dryden travelled from Neazland to London to chat with dad on how the internet could change the world of education. 30 years on his www.thelearningweb.net is a most marvelous resource from New Zealand to China and another 20 countries. New Zealand has innovated schools where student curiosity examines teachers rather than vice versa- everyone can be a reporter in the mobile age,  More at Gordon's Bio including this extract:

In 1990 obtained a $2 million grant from New Zealand's biggest philanthropy foundation to launch a public debate to help New Zealand reinvent education (to coincide with the development of the World Wide Web and all about to follow from it).   This then added extorts funding from TV New Zealand (the main national network) to tour the globe with a tv crew to shoot 150 hours of video and turn that into six one-hour prime evening time TV documentaries on  how to change the way the world learns.  Co-founder of The Pacific Floundation as the not-for-profit Trust that master-minded these initial efforts.  This has since been renamed to concentrate on early childhood and parenting education.  
Later turned these programs and other research into a series of books under The Learning Revolution title: co-authored Netherlands-born, US doctor of education Dr Jeannette Vos.
The Learning Revolution has since been translated into 21 languages and published in six editions: the biggest seller by far: 10.2 million copies in mainland China (in simplified Chinese).
In turn this has led to several major contracts to help transforming schooling.
Also run the publishing company which holds the international write to publish The Learning Revolution and its relatively new full-color follow-up: UNLIMITED: The new learning revolution and the seven ways to unlock it.  Published so far only in English.  But current project: transforming that into a multimedia, digital touch-screen video-iBook.
See our Website [www.thelearningweb.net] for the first 32 pages of that book and two videotapes: one 20-minute interview launching UNLIMITED on TV (in a program for The Baby Boomer generation); and a more recent short video hosted by co-author Jeannette Vos.
Main consulting work includes:
*  Long-time consulting (since 1997 to the group which took over the then campus of Singapore Teachers Training College and has since turned it into the world's biggest International Baccalaureate K12 School: The Overseas Family School, with 4500 students from 70 countries.  (Has recently raised $200 million to turn that into a public company to build the worlds most modern international school).
*  Consultant for the past six years to the Thomas Jefferson Institute, Mexico's model private school, with 4000 K-12 students on four campuses, in three major cities, l linked by closed circuit television: all students fluent in English and Spanish: twice winner of the award , open to all schools in the Spanish speking world, for innovation and vision.
*  Key role in setting up, in New Zealand, an ICT (Information and Communications Technology) Cluster movement, in which ( so far) 80% per cent of all schools have specialised in intro ducting the latest interactive technology as the catalyst to reinvent schooling.
*  Part time consultant, in different periods, to Beijing Academy of Educational Sciences: main curriculum consultant to the Chinese Ministry of Education.  Organized tour of model New Zealand schools for eight Chinese Professors of Education employed by that Academy.
*  Organizer and presenter to ICT seminars and workshops for Singapore's Ministry of Education.
*  Creator of the Aha! game: an interactive board game to teach innovation, entrepreneurship and business planning for the 21st century – to be used as high school and college course: used in the United Kingdom, Arizona, Mexico and New Zealand.



There are a number of amazing views of taddy nlecher's work to ponder. Since 1999 he has been running the world's first nearly free university- ie if a young person cant afford to pay but can become an entrepreneurial job creator, why wouldn't a country free such a productive force.  What's cool is a real university linking in job creating curriculum makes it extremely hard for universities not to join in when we turn to massive open online curriculum on such topics. Its extraordinary that there are governments with high youth unemployment not uyet catchi9ng on to this.. While taddy is one of the trust educators with deep research interests in empowement- he inspires highly scaling partbers . These include Richard Branson, Mandela Elders and Google Africa


a second breakthrough is free apprenticeships for teens - probably the majority of teens need this far more than spending all their time in schools!

many of our top 10 living educators mention a debt to Friere. This seems to me to be a superb write-up if its the first time you have heard of paulohttp://www.columbia.edu/itc/tc/parker/adlearnville/transformativele...


The secret of this success is found in the resistance of Freire and         his co-workers to merely teaching the instrumental and decontextualized         skills of reading and writing (“banking education”), but rather         by presenting participation! in the political process through knowledge         of reading and writing as a desirable and attainable goal for all Brazilians.         Freire won the attention of the poor and awakened their hope that they         could start to have a say in the day-to-day decisions that affected their         lives in the Brazilian countryside. Peasant passivity and fatalism waned         as literacy became attainable and valued. Freire's methods were incontestably         politicizing and, in the eyes of the Brazilian military and land-owners         anxious to stave off land reform, radical.Eventually, the military overthrew         the reform-minded Goulart regime in Brazil in April of 1964. All progressive         movements were suppressed and Freire was thrown into jail for his "subversive"         activities. He spent a total of seventy days there where he was repeatedly         questioned and accused. In prison he began his first major educational        ! work, Education as the Practice of Freedom. This book, an an! alysis of         Paulo's failure to effect change in Brazil, had to be completed in Chile,         because Freire was sent into exile.         After his expulsion from Brazil, Freire worked in Chile for five years         with the adult education programs of the Eduardo Frei government headed         by Waldemar Cortes who attracted international attention and UNESCO acknowledgment         that Chile was one of the five nations of the world which had best succeeded         in overcoming illiteracy.The mid-to-late 1960s were a period of broad         social change in the United States when opposition to the country's involvement         in Southeast Asia brought police and militias onto university campuses.         Racial unrest had, since 1965, flared into violence on the streets of         American cities. Minority spokespersons and war protesters were publishing         and teaching, and they influenced Freire profoundly. His reading of the         America! n scene was an awakening to him because he found that repression         and exclusion of the powerless from economic and political life was not         limited to third world countries and cultures of dependence. He extended         his definition of the third world from a geographical concern to a political         concept, and the theme of violence became a greater preoccupation in his         writings from that time on.         Toward the end of the 1960's, Freire's work brought him into contact with         a new culture that changed his thought significantly. In 1969, at the         invitation of Harvard University Freire left Latin America to come to         the United States where he taught as Visiting Professor at Harvard's Center         for Studies in Education and Development and was also Fellow at the Center         for the Study of Development and Social Change. It is during this period         that Freire wrote his famous work, Pedagogy of t! he Oppressed,         which was first published in 1972! . Education is to be the path to permanent         liberation.


Five elements of         Paulo Freire's work appear as notable themes:

  • Dialogue – mutual respect, awareness of others’             perspectives, efforts to work together
  • Praxis - informed action
  • Conscientization - developing consciousness and             its power to effect transformative learning
  • Awareness of experiential learning and locating             educational a! ctivity in the communities where adult             learners live – accessibility
  • Religious/spiritual metaphors – the 'class             suicide' or 'Easter experience' of the teacher. “The educator             for liberation has to die as the unilateral educator of the educatees,             in order to be born again as the educator-educatee of the educatees-educators.             An educator is a person who has to live in the deep significance of             Easter.” Quoted by Paul Taylor (1993: 53). This approach must             have resonated strongly in the lives of the predominantly Catholic             Brazilian underclass.

After leaving Harvard in the early 1970's, Freire ! served         as consultant and eventually as Assistant Secretary of Education for the         World Council of Churches in Switzerland and traveled all over the world         lecturing and devoting his efforts to assisting educational programs of         newly independent countries in Asia and Africa, such as Tanzania and Guinea         Bissau.         He also served as chair of the executive committee of the Institute for         Cultural Action (IDAC), which is headquartered in Geneva.

        In 1979, Paulo Freire was invited by the Brazilian government to return         from exile, under an amnesty agreement. Freire took a faculty position         at the University of Sao Paulo. In 1988 he was also appointed Minister         of Education for the City of Sao Paulo-a position which made him responsible         for guiding school reform within two-thirds of the nation's schools.         In 1992, Paulo Freire celebrated his 70th birthda! y in New York with over         two hundred friends-adult educators, educational reformers, scholars and         "grass-roots" activists. Three days of festivity and workshops,         sponsored by the New School for Social Research, marked the ongoing, vital         impact of the life and work of Paulo Freire.

I have heard that brac has 100 training modules on freire which I hope to track down - meanwhile a browse through how seriously the largest non-government schooling system takes freire

Low cost, high expectations - BRAC Blog

Feb 18, 2013 - That's just 32 US dollars for a one-room school, a BRAC-trained teacher, and ... and organizational philosophy on the ideas of Paulo Freire.


most active links to khan academy include

khan epicentre of - how many of net generation's top 10 ... collaboration curricula


if we were to start designing universities from scratch - which would you justify as uniquely pro_youth and why and how could all the pro-youth universities collaborate - we define pro-youth as job creating, helping net generation be most productive, collaborative and sustainable time to be alive- when norman macrae started the entrepreneurial revolution quest in The Economist in 1972 for wholly new organisational designs- it was early student experiments with digital networks which caused him to start debating this with every leader The Economist could reach

Pro-Youth Universities

 this identifies achievements of the most important single generation national progress curriculum we have ever found -

how was it achieved, and who is sharing its knowhow today across any communities still needing to make this sort of progress; if you are part of a pro-youth university, what collaboration maps linking uniquely into this curriculum do you offer and how do you activate student relationships with the core pen source franchises that sustain achievement of these goals effectively, efficiently and massively; how is technology changing your university's collaboration impacts around serving life-changing liberators of the sort this integral curriculum gravitates


Collaboration's   64 Trillion $ Question :Free University of MOOCurricula: It's as if   everything that Entrepreneurial Revolutionaries could have spaced out over 41   years since The Economists' pro-youth economist Norman Macrae first saw youth   experiments with early digital networks in 1972 is converging into 2013 as   One Year of  Educational Revolution

11-Plus   of economics focuses on Priority pro-youth systems curricula- either

  • mobilies        collaboration in millennium goals or
  • free capital to create        good jobs starting up in communities around you

At   practice and market levels, whose curriculum helps co-create greatest human   purpose of 7 wonders?

7   Pro-youth banks

6   Pro-youth edu -MOOC

5 Nutrition   and clean energy from local lands

4   Mobilising nursing's return of economica; accessible health everywhere

3   True place leaders and youth hero media

2   Professions of multi-win models

1   Open tech wizards of milion times more collab apps

Map of Universities with a future for Youth

Commons Brainstorming as at June 2013 - we welcome map nominations


BRAC University - official webs BRAC.net BRACUniversity.net BRACresearch.org AFSP.brac.net bracnetweb.com bkash.com ..

.  ...

CIDA University CIDA.co.za  maharishiinstitute.org 1 world number 1 as free university created byBblecher celebrating Mandela, Branson school of entrepreneurship, google Africa strategic labs, and why not you if you love future of African youth


*First Chinese University Jack Ma open educates

* Soros University   CEU

* University of Stars -loosely linked round eg Monica Yunus, Vivienne Westwood as susperstar mentors of how to reconnect youth and communities and so celebrate borderless peacekeeping from ground up

* MoocYunus University incorporating MandelaUnObamaUni ClintonUni GrameenUniversity

* Flows of MIT where open to worldwide youth to job co-create with

* The segment of coursera partners that collaboratively actions the search moocwho

* An association of student competition networks that develops best mentor/coach networks practice by practice - see the rehearsal of the nutrition and food security mentor group stimulated by first 5state-wide yunus jobs competitions in USA

* Universities that empower youth to partner with the Entrepreneurial Revolution findings of the 4 billion dollar obama program on collaboration community broadband

* Any university that empowers youth to generate at least 0.1% of the 30000 microfranchise hunt started by The Economist in 1984

economics24.tv The university that is most collaborative with the Norman Macrae 90th anniversary book- The Last Human Race: an open curriculum of economics for 11 years olds

* Those universities first to free student curricula by designing a social new media lab out of which youth rehearse 10 minute khan academy curricula millions of youth need to interact most more central to the university's culture than examinations or other aspects of the 4 monopolies that 20th c universities value chained youth to : what's researched, what's taught, what's examined. who acredits





Links to coursera - koller

the business model - is this (xmooc) the opposite to the free education route of khan - and of the c-mooc origins

notes on coursera content partners analysed from best-for-youth lens

top 10 pro-youth curriculum questions: will coursera stay ahead on world's number 1 pro-youth economics curriculum Most important economics course ever enjoyed by a million youth

Reply to Discussion



chris.macrae@yahoo.co.uk (a scot currently lost in washington DC)- in 1984 i co-authored 2025 report with dad norman. Since 1960 the legacy of von neumann means ever decade multiplies 100 times more micro-technology- an unprecedented time for better or worse of all earthdwellers; 2025 timelined and mapped innovation exponentials - education, health, go green etc - (opportunities threats) to celebrating sustainability generation by 2025; dad parted from earth 2010; since then 2 journals by adam smith scholars out of Glasgow where engines began in 1760- Social Business; New Economics have invited academic worlds and young graduates to question where the human race is going - after 30 business trips to wealthier parts of Asia, through 2010s I have mainly sherpa's young journalist to Bangladesh - we are filing 50 years of cases on women empowerment at these web sites AbedMOOC.com FazleAbed.com EconomistPoor.com EconomistUN.com WorldRecordjobs.com Economistwomen.com Economistyouth.com EconomistDiary.com UNsummitfuture.com - in my view how a billion asian women linked together to end extreme poverty across continental asia is the greatest and happiest miracle anyone can take notes on - I havent had time to re-edit conversations on other parts of the world; that readers of 2025 report have kindly shared with me - so please note the rest of this column does not reflect my current maps of how or where the younger half of the world need to linkin to be the first sdg generation......its more like an old scrap book- something that semed exciting for humasns when I first heard about it but which the rest of the world may have passed by unless you find its still there!how do humans design futures?-in the 2020s decade of the sdgs – this question has never had moore urgency. to be or not t be/ – ref to lessons of deming or keynes, or glasgow university alumni smith and 200 years of hi-trust economics mapmaking later fazle aded - we now know how-a man made system is defined by one goal uniting generations- a system multiplies connected peoples work and demands either accelerating progress to its goal or collapsing - sir fazle abed died dec 2020 - so who are his modt active scholars networks empowering youth with his knohow n- soros with jim kim paul farmer leon botstein and with particular contexts- girls village development and with ba-ki moon global climate adaptability where cop26 november will be a great chance to renuite with 260 years of adam smith and james watts purposes there is no point in connecting with system mentors unless you want to end poverty-specifically we interpret sdg 1 as meaning mext girl or boy born has fair chance at free happy an productive life as we seek to make any community a child is born into a thriving space to grow up between discover of new worlds in 1500 and 1945 systems got worse and worse on the goal eg processes like slavery emerged- and ultimately the world was designed around a handful of big empires and often only the most powerful men in those empires. 4 amazing human-tech systems were invented to start massive use by 1960 borlaug agriculture and related solutions every poorest village (2/3people still had no access to electricity) could action learn person to person- deming engineering whose goal was zero defects by helping workers humanize machines- this could even allowed thousands of small suppliers to be best at one part in machines assembled from all those parts) – although americans invented these solution asia most needed them and joyfully became world class at them- up to 2 billion people were helped to end poverty through sharing this knowhow- unlike consuming up things actionable knowhow multiplies value in use when it links through every community that needs it the other two technologies space and media and satellite telecoms, and digital analytic power looked promising- by 1965 alumni of moore promised to multiply 100 fold efficiency of these core tech each decade to 2030- that would be a trillion tmes moore than was needed to land on the moon in 1960s. you might think this tech could improve race to end poverty- and initially it did but by 1990 it was designed around the long term goal of making 10 men richer than 40% poorest- these men also got involved in complex vested interests so that the vast majority of politicians in brussels and dc backed the big get bigger - often they used fake media to hide what they were doing to climate and other stuff that a world trebling in population size d\from 1945 to 2030 also needed to map. so the good and bad news is we the people need to reapply all techs where they are only serving rich men and politicians od every party who have taken us to the brink of ending our species- these are the most exciting times to be alive - we the 3 generations children parents grandparents have until 2030 to design new system orbits gravitated around goal 1 and navigating the un's other 17 goals do you want to help/ 8 cities we spend most time helping students exchange sustainability solutions 2018-2019 BR0 Beijing Hangzhou: BR6 Geneva, Luxembourg, BR2 Dhaka, Delhi, BR1 Tokyo, Seoul

Map with Belt Road Imagineers :where do you want to partner in sustaining world

Our search for top 50 World Record Jobs Creators begins with E1 Xi Jinping - World's Number 1 Job Creator - Peoples Global2.0 

Girls world maps begin at B01 Bangladesh economical miracle of 15 million poorest village mothers grasssroots networking -good news reporting with fazleabed.com brac.tv and valuetrue.com and womenuni.com


online library of norman macrae--


correspondence welcomed on 50 year curriculum of Entrepreneurial Revolution and net generation as most productive time to be alive - chris.macrae@yahoo.co.uk

MA1 AliBaba TaoBao

Ma 2 Ali Financial

Ma10.1 DT and ODPS

health catalogue; energy catalogue

Keynes: 2025now - jobs Creating Gen


how poorest women in world build

A01 BRAC health system,

A02 BRAC education system,

A03 BRAC banking system

K01 Twin Health System - Haiti& Boston

K02 Twin YouthWorldBanking: Haiti& Bkash (BRAC)

K03 Twin Open Society : Budapest-Rome - Economists and Peace Champions

A04 Africa & Asia's 5 Billion Peoples eleraning satellite Yazmi

A05 Triplet Open Apps Media Labs of Ethiopia and MIT and Ma-Lee (worldwide China)

Job creation case Y01 Foundation of Grameen Bank- good news in association with grameen.tv
Ma 10,2 grameen inteldt

Ma 10.3 IHUB/Usha Kenya DT

Ma 10.4 Kenya nanocredit

Ma 10.5 MIT top ten mobile app labs of open tech

Ma 10.6 berners lee www

KMAS1 Kimchoices KMAS1.1 Ki-Moon KMAS1.2 Sun F Yang Lan

W4E1 telecentres for girls jobs

W4E2 womens nanocredit










MEDIALABNegropronte > Yazmi


AFM00 Samara and AfricaStar and Yazmi
AFM10 IHUB/Ushahidi
AFM11 MIT Media Lab Africa
AFM12 MIT D-lab and Abdul Latif with Toyota
AFM121 Polak last mile multinationals africa –eg green energy and clean water distrib
AFM13 Ibrahim Foundation
AFM14 Africa24tv
TB1 Free University and Jobs Schools
TB11 Open Learning Campus Africa
AFM15 Young Africa Society –world bank ypa milennials’ goals 2.1
AFM2 Jamii Bora –end slums youth banking and partner labs
TB20 Primary financial literacy curriculum – eg Afaatoun out of Orphanages
AFM21 Bridges primary schools
TB21 Love of self- empowerment curriculum – eg Maharishi (TB1)
TB22 Coding curricula from primary up
AFM31 Kiva Africa
AFM32 Acumen
AFM33 BRAC African Girl Jobs-creating banking
AFM34 Eagri-Africa
AFM35 African health millennials www –and PIH Rwanda, Free Nursing College Africa
AFM36 Mara Foundation
AFM5 Nanocredit
AFM6 USADBC - diaspora association benchmarking african food security value chains
AFM61 –diaspora multi-country celebrations eg AfricaTip (AgeTip)
AFM612 Makerfaireafrica
BOM1 berners lee
BOM2 mit every students an entrepreneur
BOM21 MIT100k
BOM3 mit media lab -open source wizard entrepreneurs and new commons
BOM30 Negroponte $100 Laptop
BOM31 Joi Ito
BOM32 reclaim our learning
BOM4 MIT open education movement
BOM5 Legatum
BO51 Legatum millennials and fans
BOM52 networks of cashless banking technolgists
BOM53 innovations journal
BOM6 partners in health/brigham womens hospital
BOM61 value chain networks club inspired by pih and world bank millenials
BOM62 ypchronic
BOM64 Haiti training hospital - connector of neraly free nursing college
BOSF1 Kiva and puddle
BOSF2 Khan Academy
BOSF3 Coursera segment interested in Open Learning Campus

communications and community banking links series 1 and 2

Out of The Economist since 1972 Macrae's viewpoint Entrepreneurial Revolution argues that the net generation can make tremendous human progress if and only if educators, economists and all who make the biggest resource integrate youth job creating into the way their worldwide purpose and impact is valued -chris.macrae@yahoo.co.uk join in ... 43rd Entrepreneurial Revolution Youth Networks Celebration..

job creation survey

discuss valuation video

Norman Macrae Foundation

e chris.macrae@yahoo.co.uk

Wash DC tel 1 301 881 1655




For how many of The Economist's first 175 years was it the most effective mediator of sustainability exponentials of humanity all over the planet


best million-youth moocs hosted by economists


discuss valuation video

hottest youth-spring question of our life and times-can online education end youth unemployment for ever ? yes but only if you help map how!

moocyunus launches youtube competition -what would purpose of youth's favorite free online university be?

join blog of moocyunus


 The Economist- when first seeing youth experiment with digital networks in 1972,

Season's most urgent collaboration debates:

next 100 million jobs nursing

42nd year of 7 wonders if thinkpad of The Economist's genre of Entrepreneurial Revoution

40 years of notes from archives of entrepreneurial revolution 1-7 a...


help catalogue top 100 microfranchises


help catalogue 100 short videos on right old muddle of anti-youth economists..

Dad (Norman Macrae) created the genre Entrepreneurial Revolution  to debate how to make the net generation the most productive and collaborative . We had first participated in computer assisted learning experiments in 1972. Welcome to more than 40 years of linking pro-youth economics networks- debating can the internet be the smartest media our species has ever collaborated around?

Foundation Norman Macrae- The Economist's Pro-Youth Economist

5801 Nicholson Lane Suite 404 Rockville MD 20852   tel 301 881 1655 email chris.macrae@yahoo.co.uk

Main Project webs wholeplanet.tv

microeducationsummit.com including yunusdiary.com bracnet.ning.com taddyblecher.com as lead open education partner of mandela elders and branson 


2013 = 170th Year of The Economist being Founded to End Hunger

2010s = Worldwide Youth's most productive and collaborative decade

 1972: Norman Macrae starts up Entrepreneurial Revolution debates in The Economist. Will we the peoples be in time to change 20th C largest system designs and make 2010s worldwide youth's most productive time? or will we go global in a way that ends sustainability of ever more villages/communities? Drayton was inspired by this genre to coin social entrepreneur in 1978 ,,continue the futures debate here

world favorite moocs-40th annual top 10 league table

  • 1) e-ME
  • 2) 8 week tour of grameen curriculum and uniting human race to poverty museums
  • 3) 8 week tour of brac curriculum and mapping microeducation summit for post 2015 milennium goals

send votes to chris.macrae@yahoo.co.uk , Macrae Foundation

  • 4) 8 week tour of africa's free university and entrepreneurial slums
  • 5 what to do now for green energy to save the world in time
  • 6 nurses as 21st world's favorite information grassroots networkers and most economical cheerleaders more



  • 7 how food security as a mising curricululum of middle schools can co-create more jobs than any nation can dream of
  • 8 pro-youth economics and public servants
  • 9 celebrating china as number 1 creditor nation
  • 10 questions worldwide youth are asking about what was true last decade but false this decade because that's what living in the most innovative era means chris.macrae@yahoo.co.uk

archives at The Economist


Number 1 in Economics for Youth

The unacknowledged giantcelebrate unacknowledged giant

dannyboyle chrispatten butler-sloss marianowak tomhunter MYunusgeorgesoros bernerslee michael palin

Timeless ER from The Economist's Unacknowledged Giant (aka dad Norman Macrae) A  b  c ;;1997 a;;; 1983 a ;;;1976 a b;;; 1972 a ;;; 1962 a 1956 a - correspndence with optimistic rationalists always welcome - chris.macrae@yahoo.co.uk


from chris.macrae@yahoo.co.uk please help in 2 ways -nomination of collaboration 100; testify to world's largest public broadcasters such as BBCthat this survey needs their mediation now

Intercapital searches for replicable youth eonomic franchise



10 9 8 7 6 5 4 3 2 1 0

Brussels Poland
London-Glasgow Nordica: S D N
Spain .Kenya
Brazil Joburg



© 2021   Created by chris macrae.   Powered by

Report an Issue  |  Terms of Service