Breaking Report Happy 22 - CKGSB (University Li Ka-Shing -

In a world where grandparents and parents seem on verge of giving up on younger half of humans righ to be teh sustainability generation , we express thanks for common sense of

2016Kissinger, Cheng LI at CKGSB NY

https://english.ckgsb.edu.cn/wp-content/uploads/2021/12/CKGSB-socia...

notes from

CKGSB Dean Xiang Bing p8

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accenture p82

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Siddharth Chatterjee Resident Coordinator UN in China

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Bruno Roche
Founder, Economics
of Mutuality
Bruno Roche is the founder and leader of the
Economics of Mutuality platform. He served as the
Chief Economist at Mars, Incorporated between 2006
and 2020. In that position, he led Catalyst, a global
thought leadership capability and internal corporate
think tank to Mars, which was the laboratory for the
Economics of Mutuality from 2006.

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Lina Getachew Ayenew
Founder and CEO,
Education for Ethiopia
Lina Getachew Ayenew is an author and social
entrepreneur from Ethiopia. She is the founder of
Education for Ethiopia, an organization that aims
to bring digital education to Ethiopian students.
Education for Ethiopia's platform, Saquama, serves
thousands of Ethiopian students by offering language
and STEM lessons in Ethiopian languages. Lina is
also the author of "The Complete Beginner's Guide
to China-Africa Relations," which was published in
2019 and still serves as a go-to guide for individuals
and organizations in the field. Lina serves on the
Yale-China Association's board and is a graduate of
Yale University (BA and MPH) and the Cheung Kong
Graduate School of Business (MBA).

During the first year of the Covid-19 pandemic, I was a
student, an instructor, an ed-tech social entrepreneur,
and a mother. I was juggling these roles as best as I could
without losing my mind. In the process, however, I learnt

a lot about education. Most of all, it became painfully
clear to me that the education sector is very much ripe for
innovation. This is especially true in developing countries.
So, here’s what I learnt:

Innovation 1:
Record classes to level the playing field for students.
Okay, maybe this one is a no-brainer. But let me explain. The ed-tech social enterprise that I run,Education for Ethiopia, aims to provide digital K-12 STEM lessons in local languages. One of the most useful services we provide is not innovative at all. It is just the ability for students to view pre-recorded courses that they can pause, rewind and play again. This simple ability can make sure that students in my country, who miss classes for whatever reason (and there are many), are able to catch up.
I didn’t quite appreciate this until I experienced it as a student myself. I was taking some MBA classesonline at CKGSB, which would not have been an option had it not been for the pandemic. When I wastoo tired to concentrate, when I did not have a three-hour block of time to dedicate to a class or whenI needed to pause so I can look back at my notes, those pre-recorded classes were lifesavers! Now imagine if a student in a developing country missed classes for days or even months at a time due to civil unrest, a natural disaster or family issues? Recorded classes would make a huge difference.

Innovation 2:
Schools are bigger than education so invest more in them. The rise of digital education may give the illusion that schools are a thing of the past. For me, that couldn’t be further from the truth. Schools are bigger than education. They are a place to eat, socialize and a place of refuge. The World Food Program (WFP) disclosed that one in two schoolchildren, or 388 million kids, were eating at school before the pandemic1. When schools closed during lockdown, many kids were not just missing their classes, they were also missing nutritious meals. Therefore, if we want to make education better globally, especially in developing countries like Ethiopia, we need to make sure that schools are strengthened in ways that are beyond just education.
Schools also serve parents. I know I am not alone when I say that without schools, it would be impossible for me to properly raise my child. It is a disgrace that around the world, teachers are perpetually underpaid. When the pandemic hit, many parents and students suffered because they couldn’t replicate the learning environment that schools and teachers provide. Even in developed countries like the US, students fell 4 to 5 months behind in their schooling in the 2020-2021 academic year2. Without schools, parents also experienced intense burn-out.
All this is to say that schools are not just learning centers. They are a hub where all who are invested in future generations congregate—students, parents, teachers and government bodies. Therefore, each stakeholder in the school environment needs to be supported, actively involved, and heavily invested in. That is the most socially innovative thing we can do.

Innovation 3:
Teaching is an art, and it must be valued.
One of the hats I wear in Education for Ethiopia is as an instructor of various courses. And this role has taught me that teaching is an art, in the very literal sense.
Art is rooted in culture, language, lived experience and aesthetic values. That is why a certain type of painting, sculpture or music can be a unique expression of a particular group of people. Teaching is no different. How you teach, the examples you use, and the sentiments you evoke, are all very important when you try to impart knowledge. That is why we at Education for Ethiopia aim to create content in local languages, in the cultural context that students find themselves in. As teaching migrates to the digital sphere, it is important to keep in mind that it is a form of expression that each community, regardless of location, is entitled to. We need to find ways to make students around the world feel like what they learn is indeed designed for them by reflecting their realities in their lessons.
And technology can easily facilitate this process by making it easy to produce and disseminate content. This is especially important during uncertain times, when normal schooling is disrupted

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Callum Douglas
Corporate Responsibility
Director, PwC
Callum is PwC’s Corporate Responsibility Director and
Net Zero Leader for China and Asia Pacific, working
collaboratively to deliver PwC’s local and global
community and environment ambitions, including
PwC’s Net Zero 2030 commitment. He is passionate
about sustainability and supporting business,
government and non-government organizations
to take a lead in creating positive social and
environmental impact

Back in 2020, PwC China in partnership with The United
Nations Development Programme (UNDP) and the China
Chamber of International Commerce (CCOIC) launched
a report that serves as a baseline analysis of business
awareness of the Sustainable Development Goals (SDGs).
Among selected Chinese companies who are invited to
participate the survey, it shows that Chinese companies
have taken an active part in putting the SDGs into practice.
70% stated that they have pursued practical actions to
do so, while 10% have identified specific pathways for
SDG-implementation. However, over 30% believed that
the actions they are taking at present are not purposeful,
or are still in the planning phase, which requires more

targeted actions in the future. Currently, companies
often undertake sustainable development projects based
on their needs of branding and image-building. It has
proven difficult to design the objectives or frameworks
for sustainable projects and practices at a strategic level,
which hampers concerted efforts within companies to
move towards sustainability.

One successful case study highlighted in the report was
a collaboration between UNDP and Baidu on driving
innovation solutions to social problems. As a technology
company, Baidu has identified its core Environmental,
Social and Corporate Governance (ESG) strategy is to
“fully integrate an ESG philosophy and standards into our
management, solve social problems with technology,
leverage our corporate strength and innovation
capability, and contribute long-term, sustainable value to
stakeholders and the human community at large.” Hence,
UNDP China, in partnership with Baidu since 2016, has
taken a pioneering role in measuring poverty conditions,
monitoring progress achieved, and making timely
adjustment based on lessons learned in China using the
dynamic information provided by big data.
As a result, the project has successfully created a new
dimension for poverty measurement in China, as an
essential complement to the traditional methods of
mapping the impoverished population by income and
financial factor alone. Currently UNDP and Baidu as well as Tsinghua University,
have partnered to harness big data to analyze social
welfare to assist policy makers. This project again uses
big data and machine learning to map the livelihoods of
urban populations in major cities, providing policy makers
a visualization of where populations are thriving, where
access to public services may be lacking, and which
policies have had the most positive impact for sustainable
development. This is one inspiring collaborative project
showing how SDGs can lead innovation that further drives

==============================================

References
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Fostering Social Innovation to Address Humanity’s Challenges
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7 The Rise of The Sustainable Fund Market and Its Role in Financing Sustainable Development, UNCTAD, 18 August
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8 Ibid.
9 ‘International Platform on Sustainable Finance on Common Ground Taxonomy - Instruction Report,’ European
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taxonomy-report-2021_en
By Ji Bo
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1 Scott Rozelle and Nathalie Hell (2021), Invisible China: How the Urban Rural Divide Threatens China’s Rise. University of
Chicago Press.
2 See for example Alberto Alesina and co-authors (2020), Persistence Despite Revolution. https://www.nber.org/
papers/w27053; Yi Fan, Junjian Yi, and Junsen Zhang (2021) “Rising Intergenerational Income Persistence in China.”
American Economic Journal: Economic Policy 13 (1): 202–230.
3 Bert Hofman (2021), China’s Common Prosperity Drive. https://research.nus.edu.sg/eai/wp-content/uploads/
sites/2/2021/09/EAIC-33-20210903.pdf
4 Credit Suisse (2021), Global Wealth Report. https://www.credit-suisse.com/about-us/en/reports-research/globalwe...
report.html
5 In kind redistribution through health and education services accounts for half of this reduction. Nora Lustig and Yang
Wang (2020), The Impact of Taxes and Transfers on Income Inequality, Poverty and Urban Rural and Regional Income
Gaps in China. http://repec.tulane.edu/RePEc/pdf/tul2003.pdf
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https://documents1.worldbank.org/curated/en/297421610599411896/pdf/...
Economy-in-2021.pdf
7 See for example Ryan Hass, Assessing China’s Common Prosperity Campaign. Brookings, September 9, 2021.
https://www.brookings.edu/blog/order-from-chaos/2021/09/09/assessin...
8 Cerra Valerie and co-authors (2021), Links between growth, inequality and poverty: a survey. https://openknowledge.
worldbank.org/handle/10986/35355; Shekhar Aiyar and Christian Ebeke (2020) “Inequality of Opportunity, Inequality of
Income, and Economic Growth.” World Development 136 (December), 105115.
By Martin Raiser
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115
Fostering Social Innovation to Address Humanity’s Challenges
References
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1 “Putting Purpose into Practice: The Economics of Mutuality” Oxford University Press, 2021: Purpose of business is not
to maximize profit. Purpose of Business is to develop profitable and scalable solutions to the problems of society and
the environment, not profiting from creating problems.
2 Economics of Mutuality has developed a series of simple and stable indicators, based on a decade of in-depth
academic research and business practice, that enable companies to invest according to a financial and non-financial
prism in its social and environmental ecosystems, and by doing so enhance their economic performance.
By Bruno Roche
1 World Investment Report 2014 – Investing in the SDGs: An Action Plan , UNCTAD, 2014, https://unctad.org/system/
files/official-document/wir2014_en.pdf
2 Global Outlook on Financing for Sustainable Development 2021: A New Way to Invest for People and Planet, OECD, 9
November 2020, https://www.oecd-ilibrary.org/sites/6ea613f4-en/index.html?itemId=/...
en#endnotea0z2
3 These figures are based on the 21+EA group. See: Global Monitoring Report on Non-Bank Financial Intermediation
2020, The Financial Stability Board, 16 December 2020, https://www.fsb.org/2020/12/global-monitoring-report-onnon-
bank-financial-intermediation-2020/
4 2021 Global Private Equity Outlook, S&P Global, 2 March 2021, https://www.spglobal.com/marketintelligence/en/
news-insights/research/2021-global-private-equity-outlook#_ftn3
5 Resetting the Agenda: How ESG Is Changing Our Future, EIU, 22 June 2021, https://impact.econ-asia.com/
perspectives/sites/default/files/resettingtheagenda_1.pdf
6 Sustainable Finance Review Full Year 2020, Refinitiv, 2020, http://resourcehub.refinitiv.com/c/Sustainablefinance_
reviewQ4?x=uxxWju&elqTrackId=27540b162d27455c9f00c7a41d6af055&elqaid=11153&elqat=2&topic=Banking%20
and%20Capital%20Markets; ‘What is Driving Sustainable Finance towards a Record in 2021?,’ Refinitiv, 25 October 2021,
https://www.refinitiv.com/perspectives/market-insights/what-is-driv...
By Alfredo Montufar-Helu
116
Fostering Social Innovation to Address Humanity’s Challenges
References
1 World Food Program, “Pandemic derails historic advances in children’s access to school meals,” https://www.wfp.org/
news/pandemic-derails-historic-advances-childrens-access-school-meals, February 24, 2021
2 New York Times, “U.S. students ended the pandemic school year 4 to 5 months behind, a new report finds,” https://
www.nytimes.com/2021/07/27/us/covid-students-progress-at-home-learn... , July 27, 2021
corporate development.