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Comment for: Brian Stableford: hip at that time.…; Added by chris macrae at 8:30am on June 27, 2011

Topic: special sustainability goals 1 to 16 with thanks to youth co-bloggers agt worldrecordjobs.com: 1 2 3 4 5 6/13 7 8 9 10 11 12 14 15 16; Added by chris macrae at 6:59am on December 23, 2019

Topic: superapps: sponsible for a ten year period of a child (say 7 to 17) we could be identifying goals -and their superAPPS- that youth can be 32 times more economical at communally serving and knowledge networking as they grow over next 10 years Grameen Solar announced their superapp franchise today has passed 1 million solar units installed- with its moores law biannual doubling - that could mean that bangladeshi youth will see over 32 million solar units installed across rural areas -and by and for Grameen's Village Mothers and Youth networks - over next decade Message from Muhammad Yunus - One Million Homes Powered by Grameen Shakti ! 3 TO: More recipients FROM: Yunus Centre Message starred Monday, 10 December 2012, 5:11 Grameen Shakti has powered over one million homes in rural Bangladesh with solar power. It took 16 years to reach this goal. Grameen Shakti has installed over a 1000 Solar Homes Systems each day. Grameen Shakti plans to reach a total of two million homes in the next four years. Thank you for your friendship and support to our work. Power to the People! -- Save the Date!!! Social Business Day 2013: We invite you to mark your calendar for the upcoming Social Business Day 2013, which will be held on 28thJune 2013 at Dhaka, Bangladesh. - and if the country that a generation ago was born poorest in the world can do that, what can your nation do to resolve clmiate change and replace the whole dirty 20th century carbon chain with the abundant natural energy web of solar and photosynthesis - all we needto do is design economics around valueing nature and collaboration technolgy faster than we devalue both. ..,Biannual doubling means if an education system is responsible for a ten year period of a child (say 7 to 17) we could be identifying goals that youth can be 32 times more economical at communally serving and knowledge networking as they grow over next 10 years what are some of the most exciting apps and where/through what processes will this be done free universities ( cluster of 6 in s.africa celebrating youth nets of mandela blecher branson ggogle africa) www partners in free nursing college yunus university of poverty museum in alabama mit competitions , free curriculum, mit media lab ..... pro-youth hubs ,,.. …; Added by chris macrae at 6:54am on December 10, 2012

Topic: MOOC on pro-poor economics - question 1 have mit market models ever analysed value chains from voice of poorest?: chrismacraeabout an hour ago• This thread is closed. As a Cambridge (UK) MA in statistics in 1970s I was looking for a practice field, chose markets as that interested my father at The Economist as he had an open systems hypothesis that youth futures were being increasingly ignored as tv advertising took over costs of markets, and luckily found MIT's Glen Urban's models which also benefited from an early database software analysis tool (then) called Express. Through the 1980s we did thousands of market modeling tests which provided behavioural benchmarks across tests to complete market mixes. We found some shocking things. Service solutions integrate many more moving parts in what Levitt used to call the purposeful search for continuous improvement than lifeless products. Knowledge networked service products even more so if you want goodwill to multiply through value exchanges with multi-win models. Value chains designed round what richest need segment in extremely opposite ways from what poorest need to communally sustain. After 9/11 I decided I would spend at least half of rest of my life modeling markets NGOs dominate because I hoped to analyse how to help youth collaboratively open source life critical service solutions. 13 years into this I find the lack of integral understanding needed to replicate service franchises very sad; until usaid recently revisited mapping value chains I found western aid completely failed to design bottom up franchises; I still find greenwashing wastes well over half of money spent on searching for pro-poor solutions that could be replicated by youthful collaboration entrepreneurs through inter-community trust; let's hope enough alumni of this course linkin around a totally deeper approach to chartering and mapping how to open up knowledge networks around microfranchises served by and for the poorest- and investing in their goals for their next generation. The Foundation -and journal edited by Adam Smith scholars out of Glasgow - set up to continue my father's pro-youth economics approach for uniting net generation around open sourcing desperately needed knowhow service solutions believes MOOCs have a gamechanging role to play. I also have a question for Duflo. Does she value interviewing those who have spent their life passionately experimenting with solutions for the poorest for the heuristics they recommend using? By a heuristic I mean a principle that someone has seen validated so many times that is worth assuming it does spin a system's impacts unless you find proof in a specific context that it doesnt apply, or can identify a gamechanger that has transformed a market into a higher order system of systems. I would say yes the ubiquitous mobile phone in the village now makes it hard to assess what used to be extremely manual srvice franchise models of the most sustainable microcredits and thosands of barefoot banking staff. However practical Bangladeshi microeconomists and engineers have also voiced this precept from the first 42 years of their nation's social laboratory of pro-youth village banking: Banking is a market where the richer in every role from politician and macroeconomist downwards (often subconsciously or subliminally) always edge out the needs of the poorer unless every quarter you audit the model from the poorest's voice. When our researchers presented that principle to dad he said : yes I can think of 1000 cases where that has happened (see his thousands of artices in The Economist 1948-1990 ) and none where it hasn't. He spent his last years analysing the 00s crisis in big banking using that precept . It turns out that uniting net generation youth in the race to poverty museums can solve underemployment challenges everywhere, as well as progress millennium goals but only if post 2015 we do a much better educational job of mapping connections between goals. Re-reading the last 3 pages of Keynes general theory provides more evidence for being a fan of the Bangaldeshi's microbankers precepts than those underpinning the mindsets current @ Brussels on the Potomac or agents of Mad(ison) avenue. …; Added by chris macrae at 7:18am on February 19, 2013

Topic: BR2 bangla india, s asia girls sustainability: youth livelihoods - is now blessed with Bangladesh new economic models of girl empowerment top 3 world record job creator Sir Fazle Abed (world largest NGO BRAC, world largest cashless bank bkash since april 20% partnered by Jack Ma, education's number 1livelihood creator, leading university curricula at BRAC U include James Grant School of Public Health and top 20 Muhammad Yunus Next Dhaka exchange event with China -Bracinn 30 sept to October 6, 2018 queries chris.macrae@yahoo.co.uk - mediator Ying Lowrey author of 2 books on Alibaba , Professor of SME Value chains at Tsinghua India's most interesting entrepreneur and WRJC top 10 : Nilekani - after creating jobs with telecentres at Infosys - he has spent over a decade on President Kalam's last dream project- billion person identity- can this become the greatest big data set sustainability world has ever seen ---------------------------------story of Bangla ----- Man has just landed on the moon but back on planet earth imagine hundreds of square miles where communities of people have next to nothing. They have been flattened by a cyclone that killed half a million people and a war of independence. Their new nation is the poorest but one of the ten most populous in the world. During the region’s history of colonization, electricity grids never reached these people – they were not part of what the empire wanted from the trade it designed. WHERE GOAL 1 IS POVERTY ALLEVIATION In such communities, what adults as well as children can directly train each other in is life critical. Education networks of this sort are anchored in practical skills much of which are far removed from sitting all day in a classroom. In the 2010s when a job creating genius like Jack Ma says that over half of youth will be unemployable if they are just confounded to classroom education, we suggest that the world is extremely fortunate that there remains one 100 million person alumni network with community-based learning origins: BRAC@Bangladesh Help edit leaflet celebrating an exploration of the value multipliers of community-based education empowered by the fairer sex. Due to colonial and other consequences BRAC @ Bangladesh is mother earth’s deepest (global-for-local) hub for innovating solutions to many of the most pressing challenges of the 17 sustainability goalsthat the United Nations has prioritized as collaboratively urgent by 2030.. If you are a parent we invite you to promote joyful awareness of this collective experience as a critical success factor for the half of the world aged under 30 if they are to be the sustainability goals generation. This publication is part of a 50 year media retrospective of friends and family of The Economist’s Norman Macrae who was inspired in 1968 by the imminent moon landing to launch fiercely optimistic debates on technology’s coming “Entrepreneurial Revolution” around mother earth.- a movement that became dad’s life work until his parting in 2010. chris.macrae@yahoo.co.uk . 1 Introduction to Human Development’s Two Greatest Miracles Since 1970 - China & Bangladesh 2 What is meant by the valuation systemization of women lift up half the sky Translations of this shared vision across China and 100 million alumni of BRAC 3 The world trading Coastal Belts of China, South Asia and Continental Asean : Eurasia & Beyond 4 Curious differences between BRAC’s Sir Fazle Abed and Grameen’s Nobel Dr Yunus UK/Commonwealth and American Mindset of English-speaking constitutions Education and funding Ten years deeper and collaboratively more independent Value chains : Systemic infrastructures versus concept innovation 5 Why valuing women’s livelihoods is critical to the two thirds of the world’s people living in eastern hemisphere – Testimonies from BRAC’s 100 million alumni 6 More from the sustainability cluetrain of BRAC partners life shaping market freedoms of Learning Nations of Girls, and Boys – intergenerational opportunities to leapfrog from quarter of century or pre-digital (pre-ellectric) to post-digital human development 7 References and worldwide friends of the Entrepreneurial Revolution Charter of Norman Macrae CBE, Order of Rising Sun with Gold Bars …; Added by chris macrae at 10:50am on April 1, 2018

Topic: book celebrating norman macrae: the futures peoples want most or destroys these futures. Keynes called this economics, but we are not fussed with what the discipline is called. Keynes did his greatest work at Cambridge University during the second quarter of the 20th Century. He was actually quite shocked by the conclusion of his greatest book "General Theory" that increasingly the world would be ruled by economics. And he advised practical people to be alive with curiosity about the greatest risk to our future generations being elderly economic academic scribblers! My father was a teenager in world war 2 navigating Royal Air Force airplanes over modern day Bangladesh and Myanmar. He then went up to Cambridge to be the last journalist tutored by Keynes. Dad spent the next 40 years editing every innovation story he could find with a pro-youth lens- would this leadership news be globally and locally valuable to helping make the net generation more productive and sustainable? 2012 Year 40 of Futures Correspondence around The Economist's Entrepreneurial Revolution In 1972, father saw an early experiment of 500 youth interacting simultaneously around a digital network of computers linking in 4 different universities in the North of England. Dad penned a future history on the next 40 year and soon coined "Entrepreneurial Revolution" as the genre for the most exciting stories on changes to the productive possibilities of the coming internet generation. By 1984, his and my future history "the 2024 Report" mapped the challenges the net generation would face in co-creating 3 billion jobs with technology would offer a million times more collaboration energies than when man used computers to race to the moon in the 1960s. Dad shared with me 2 different ways of participating in the futures peoples want. The simple way, mainly used in this book, is to identify a market or service that matters to you because it has life critical impacts. Then help as diverse groups of people as you can reach discuss what future purpose they most want - with particular focus on visioning the next generation's productivity. A complex way intervenes with the theories - and makes transparent the dynamics and assumptions of the historic systems - that have spread all over the world of man-made value exchanges. This book is arranged around 10 chapters. Each provides details on hosting a discussion with cases of futures representing trillion dollar global markets and purposes with huge impacts on everyone's lives. Like my father I try particularly to value sustainability of our children's opportunities and their future generations which the worldwide webbed world is making ever more connected. At the end of each chapter I have added a few questions and notes which ask about making the complexity of economic theory more transparent and contextually practical. However any errors in the endnotes are mine alone and do not change the reason why debating the future purpose of each trillion dollar market needs to be mediated as diversely and as joyfully as 21st century peoples can muster through new interactive media and old broadcast media 10 markets - please help us edit these pro-youth market futures - chris.macrae@yahoo.co.uk Futures of Pro-Youth Banking - Purposeful actions 1 Save regularly as early as possible however small amount 2 Credit only for income generation or family safety 3 Invest in (mothers) communal goals for next generation (kenya case mobile youth's regeneration of slums) deeper points: a1 banker in community should try any small scalle experime- eg if bank distributing vegetable seeds works to create value and restore infant nutrition great a2 a core process of community banking is to linkin peer circles as well as community owned market - this maximise match between supply and demand and makes and so sustainable income generation a3 community owned banks never encourage property or land speculation but they need to be strategically responsible for family's sustainability in community vis a vis exteernal pressures (eg city creep into rural over a generation) a4 it is not the case that microcredit is only responsible for one person businesses- it takes strategic ccharge of hole value chains from bottum up as well as making the greatest einnovationsfrom point of view of advancing human lot design infrastructure chnages round franchises with community owned equity (telephone ladies oar energy ladies ...) building ecovillages! 4 membership wide insurance - affordable group purchased solutions , disaster protection 5 organise almost free wellness peer to eer action groups 3 generations of microcredit model 1 pre-mobile 2 mobile-in-flux 3 mature mobile cash is gamechanger majority of 3 billin new jobs of net generation in all nations can't proceed escept where this banking is free to flourish sustainably Foundations Few changes are more urgent than the exciting roles 21st c foundations can play- both with life critical needs that have been left unmet in some communities and in catalysing patient investments in open infrastructure through partnership networks that 20th century organisations couldn't map how to get collaboratively started on The 21st c foundation (including what the 20th century called charities, aid and NGO (non governmnet office) could target many of the most exciting millennium goals that the net generation can imagine and invest in youth co-producing these. An essential innovation is for foundations to want to be the most economical designers of community-owned service franchises. The franchise is the most basic operational module of the service econmy as The Economist survey on intrapreneurship argued in 1982. It structures a way a local team can provide a solution a community needs in a way that sustains both the emotional joys of local teamwork and access to actioning world class knowhow and facilities. Aravind is a "foundation" case whose leader explicitly walked this talk. His mission's goal: end unecessary blindness by francising cataract operations so that the poorest could be treated. This video shows him demanding of himself the efficiency of a Mcdonalds but use of positive income model to replicate franchsies and so accelerate achievevemnt of the end blindness goal not to take a profit out. What makes a specific community-owned service solution most economical to sustain is entrepreneurially contextual. The essons of aravind (some of which may apply to the serving the greatest human goal you can imagine and some which wont) include: cross-subsidising - those prospective atients who can afford the operation pay for up to 2 people who can't efficiency with expert's time- the aravind eye surgeon performs 10 times more cataract operations than any other ; that's part of the brilliance of the franchsie which borrowed on all the greatest knowhow of experts in the field which in this case involved all the community of practice of Larry Brilliant (an american with more medical goodwill network contacts than most as eg a friend of the google founders but also the practice networker who helped asians end the very last case of smallpox) equally over 95% of the patient service time including finding patients can be done by nurses trained only for eye patients and with access to the simplest kinds of mobile technology -it turns out that village girls can be taught how to be para-eye nurses in about eight weeks. At least once a year aravind turns itself into a free college where thousands of new eye nurses are born Few changes are more urgent than the exciting roles 21st c foundations can play- both with life critical needs that have been left unmet in some communities and in catalysing patient investments in open infrastructure through partnership networks that 20th century organisations couldn't map how to get collaboratively started on. Keys are economic foundations need to celebrate positive income models as this enables their leaders to accelerate the goal of the whole organsaition and stop having ever more of their time spent on fundraising thr human race's life critical goals are surely where we should expect to celebrate today's millions time more collaboration technology first and through brilliant open network partnering ( collaboration entrepreneurship) BRINGING DOWN DEGREES OF SEPARATION ON LIFE CRITICAL INFORMATION FLOWS FIRST Imagine how smart a use of dnew media we humans can make, as Norman Macrae did as first economic journalist of the net generation in 1984. Why not worldwide webs in which pro-youth media is designed to search out where one community has a brilliantly economical service that other communities need. Provided the innovator of this solution wants to open source it to be owned by host communities, foundations can play the role of banking the franchise replication. This is where the sustainable charity models made most famous by Bangladesh provide an opportunity to solve challenges that separated government, non-profits, companies and media could not do. Only positive income models can get on moores law acceleration - today we can apply this not just to annual doubling of the chips compuyting power but service replication. By 2011 Grameen was on a moores law doubling role in installing solar units up to 1 million installed from half a million in all the eyars to 2010 Replicating franchises to be community owned involves surgically choose how to change value chains to be bottom-up and open flowing. This economic interventon that foundations can help youth mediate to end poverty in developing world is congruent in system mapping terms to with will be needed in developed countries to end high youth unemployment . It doesnt make sense to be the generation with the greatest collaboration technologies the human race has ever shared and not to be investing in youth communally making exciting productive uses of this. In 2 summits involving over 4000 Europeans at end of 2011, the EU recognised that this role of foundations may be the last chance we have of getting European youth back to work. There are hundreds of billions of dollars of dormant capital lying in the hands of european foundations. For sure, there are many cross-cultural and inter-demographic muddles which need tactful conflict resolution as well as constitutional changes so that charities can invest in accelerating their greatest purposes wherever moores laws doubling of achievement are possible. We need to anticipate that some foundations are accidentally anti-youth as may be the cultures of the elder generations that bequeathed them; some laws prevent such social privatizations from being entrepreneured by precisely the peoples who most need to be communally integrated. Sometimes professional monopolies prevent youth from playing para-professional roles that new technology makes practical and which is far better for those communities which will otherwise end up with neither the fully qualified professional working there and with youth hanging around with nothing to do but to lose hope . For example over 100 million jobs can come from investing in girl power if we embrace the franchising mission to end nurseless villages and in the process we can make healthcare for all affordable again. Foundations that get this include nike foundation and mastercard foundation Leadership teams in 20th century foundations often were not selected for tech or entrepreneurial capabilities. However such a gap explains how large the opportunity can now be if we celebrate open information worlds wherever life critical knowhow-actions has previously been blocked from flowing. One of the missing clues of organisational design comes from the father of computing John Von Neumann. He wondered aloud what sort of new organisational typologies will be invented when those who are both most capable and most socially passionate will be able to handle 50 team projects at the same time each of whose analytical components will be accelerating as computers make pure number crunching a billion times less costly to do. Please note this does not mean that the hi-tech world should be led by numbers; it means as the mathematician Turing was first to celebrate that there should be much smarter jobs designed round what humans can recursively do and no soulless machine ever can. We should be helping youth vote for the most exciting millennium goals and investing in their co-production. Logically we might expect that some of the most purposeful organisations in the world will come from the foundation mission culture but not the type of model they used in 20th c. This opportunity often becomes clearer once you think of a particular practice purpose. For example the most exciting social solution in university world is the virtually free university which sees job-creating youth however poor as the greatest investment any place can make. Celebrating jobs competitions of youth entrepreneurs is one of the "new media" -see what wonderful social solutions youth want to work on from emerging celebrations of this kind Homes, land, family, community Place government Nutrition, energy Multi-win professions Safety & Health EDU - 3 billion jobs ready Open Tech Life Mass media Future Heroes One technical issue comes top. Its understanding compound impacts. Let's say that you double yor productivity or reachig your goal every 8 years- that means over a lifetime of 40 years you can 2*2*2*2*2*2= 32 times multiply growth or progress your greatest goal. How much growth do you need to attain each year to do that - just 9.1%. When banks or others responsible for peoples intergenerational savings reward people for aiming at excess of 9% returns they are behaving in ways that are statistically bound to destroy the place you live in. Conversely just because some errant bankers may have bankrupted your place that does not mean that right now youth should be imprisoned from developing the great possibilities of the net generation. If german , swiss , american banking or politicians say youth anywhere should be deprived of this once of thenet generation acess to million times more collaboration productivity than when man raced to moon in the 1960s then they are not only disatrously wrong economically but they havent learnt from history what causes wars between nations. And in this ear of ever increasing human interconnectvity causing such aggression yo spiral will probably end human sustainability even fater than man;s current war with nature Larry Brilliant- 100/13 leaders of 2010s -youth's most productive generation FREEMARKET Role - Understanding risk espeially Health and Safety's Most Life Critical Maps of Connectivity What would world miss without Larry Brilliant? First consider 2 cases Larry had a huge influence in before mobile connectivity became ubiquitous He's probably the most trusted medical expert of combating unnecessary blindness. His expert network helped the Indian founder or www.aravind.org - one of the most brilliant examples of a service franchsie designed round purpose instead of profit extraction. Aravind's founder asked why not open source life critical knowhow (his goal being ending unneccessary blindness in india) as a team franchise with the efficiency that Mcdonalds profites from replicating fast food. Aravind is arguably the clearest case of a replicable social business franchise in a medical field Larry's own most famous moment came in ending the last case of smallpox. Ending a plague takes extraordinary coordination of local mapping information. Ending such a risk depends on how collaboratively bottom-up information flows are shared. Larry took his practical experience to reducing degrees of separation of life critical information to his job as first head of www.google.org and currently works with Jeff Skoll www.globalthreats.org on popularising the relationship betwen compounding risk and man's accelrating connectivity. The project that begun this whole emerging area for Skoll networks of entrepreneurship seems to have been the filming of Gore's inconveneint truth Until recently mankind didnt build systems on the same global sacle as nature. Consequently when a disatrous mistake was made it might collapse a civilisation but not the whole human race. Mathematicians as early as Einstein have warned its not obvious that the human race will survive the techbology of extreme connectivity. Ironically Von Neumann -the father of modern day computing- died before his time due to nuclear exposure. The dynamics of nuclear and plagues are 2 heath and safety risks everyone can see. Those who have stuidied expoential impacts most including Larry would add such compasses as poverty's loss of hope among youth, climate and other crises where man scales a global dynamic in opposition to nature;s value selection, and history's record . This show that with every new connectivity media: evil networkers have linked in faster than goodwill networkers. All Hitler needed to spread his evil propaganda fastest was the seemingly small innovation of audio tape recording integrated with radio - his vicious propaganda could be endlessly replayed while people of goodwill had to make each of their speeches live. Next collaboration challenges Since the start of the fourth quarter. media entrepreneurial revolutionaries have been focused on the 64 trillion dollar question will the human race use digital media to get collaboratively smarter, or to get dumber and more addicted the way orwell's big brother endgame spins Ask forbidden questions like these - what's the smartest twittering collaboration you have ever seen and what's the dumbest. (the origin of twiller was to help people communicate in real time emergencies- suppose twitter has apperaed just before 9/11 and been marketed to first responders before the public) What's the smartest mapmaking app you have seen and whats the dumbest? Where else than the investment banks for the world's poorest mothers do capital structures for investing in goodwill multiplication thrive? Is you region's future led by economics of scaling up small is beautiful ,or letting the big get bigger rule over everyone else with systems that are too big to exist By France's defintion the entrepreneurual school of economics is interested in integrating society's visions of each global markets purspose- which markets do you know of that have enough freedom of speech to value society's view of sustainability's exponential impacts Discuss does the 21st C have an equivalent of the trio gandhi-montessori-einstein who worked to transform rule over india by british empire? This had accidentally become professionally about command and control ( separation's top-down ivory towers) instead of the mathematically deeper integration skills needed on the ground to value mapping context, diversity, botlom-up and open the way nature rules her world of evolution, -and which webs are humanity's first tool to mimic with! Collaboration is the new competitive advantage andthe good news is its economics thrives on abundancy not manipulating scarcity Norman Macrae Foundation next steps Norman Macrae and Peter Drucker first met before Norman reached his teens. The occasion was an informal dinner party while Norman's dad worked at British Consular in Stalin's Moscow. It was from those first observations that peter and norman as avid diarists were to be the 20th's century's most clear advocates of economists bever desigbing system that are too big to exist. By 1984 as the first journalist of the internet generation,Norman wrote by 2005 man recognised that the gap in income and expectations of rich and poor nations became recognised as the human raec's greatest risk. To date 21st c economists have completely failed to be transpararent about the worldwide dynamics of networkng compound risk. This is spite of Brookings expert report on this phenomenon in 2000 called Unseen Wealth. Unfortunately just as bilpolar usa politics between bush and gore threw out all of the whole truth's debates on climate sustainability they threw out understanding that economists should always value the search for win-win-win purpose not the race by the big to get bigger. The economically sustainable way to advance the human lot is to adopt Sir Fazle Abed's maxim. Small may be beautiful, but in Bangladesh large scale is absolutely essential. This is why understanding aravind type cases of open microfranchising innovations are crucial to the future capacity of economics to design the futures peoples most want. Note this ABC A) how a service franchise starts with turning one community into a social lab, working for how ever many years it takes to perfect a service franchise that bring's downs degrees of separation of world know to a very local app B) demand that such life critical apps are primarily open sourced as community-0wned franchises C) Ensure that every place structures enough of family's savings as cpaital that invest in the productivity of that place's next generation. That's why investment banks for the poor turn out to be the most trusted financial systems for replicating open source franchises round life critical apps. Norman's last articles written in 2008translated this understanding to prevent usa/europe from spinning wall street's subprime folly grandeur into quintuple dip recession through 2010s. His 1984 work on the internet clariiued why the way we integrate every community into globalisation will either produce the most productive time for worldwide youth or destroy this. There is no in-between endgame from being the first generation that is more connected than separated. …; Added by chris macrae at 12:31pm on August 10, 2012

Topic: who was who at usaid global education summit - relevance top open education 1/10: d Workforce Development Programs to Produce a Workforce with Relevant Skills to Support Country Development Goals by 2015 8:30am – 9:00am Plenary 1: Building a Skilled Workforce: Trends and Priorities 9:00am – 10:30am Plenary 2: Minding the Gap: The Need for Skilled Workers and How Education Institutions Can Provide Them 11:00am – 12:15pm Concurrent Sessions Session 1: Youth Response to the Plenary: What Youth See as Opportunities and Constraints in Youth Employment Session 2: Demand-led Approaches to Youth Workforce Development Session 3: Comprehensive Views of Youth Employment: Understanding Supply, Demand, and Everything Between 1:15pm – 2:30pm Concurrent Sessions Session 1: Bridging the EG/ED Divide: Cross-sectoral Collaboration in Youth Workforce Development Session 2: Bridging Goal 1 and Goal 2 of USAID’s Education Strategy Session 3: Mobiles for Youth Workforce Development (mYWFD): Getting a Handle on the Handheld Movement Session 4: Employing Youth through a University-Based Career Center Model Session 5: Gender and Youth Workforce Development: Creating the Link between Economics, Policy, Programs and Gender 3:00pm – 4:30pm Concurrent Sessions Session 1: Evidence in Youth Workforce Development: Going “Glocal” Session 2: Youth Engagement: Soliciting Youth Input to Shape Policies, Priorities and Practice Session 3: Addressing Gang Violence: Cross-sectoral Approaches to Youth Workforce Development Session 4: Addressing Rural Youth Livelihoods & Food Security: Cross-sectoral Approaches to Youth Workforce Development Session 5: The Role of Scholarships in Advancing Workforce Development Session 6: The Higher Education Partnership Toolkit: Developing Partnerships for the 21st Century 4:40pm – 5:30pm Plenary 3: Closing Keynote and Summit Wrap-Up 8:30 a.m – 9:00 a.m. Plenary 1: Building a Skilled Workforce: Trends and Priorities Christie Vilsack, USAID Senior Advisor for International Eric Postel, USAID Assistant Administrator for the Bureau of Economic Growth, Education & Environment Thursday morning’s plenary sessions opened with remarks from Eric Postel, followed by a panel discussion moderated by Eric Johnson. As an introduction to the day, it was acknowledged that a lot is asked of higher education systems – higher education is expected to respond to complex, hyper dynamic labor markets and drive the economy forward. A number of global developments are shaping the higher education landscape, including the explosion of online courses at reduced cost, dramatically increasing the number of learners being reached. 9:00 a.m. – 10:30 a.m. Plenary 2: Minding the Gap: The Need for Skilled Workers and How Education Institutions Can Provide Them Moderator: Eric Johnson USAID/Washington David Arkless, ArkLight Consulting and Manpower Group Mona Mourshed, McKinsey & Co Terry Hartle, American Council on Education Rafael Rangel Sostmann, Arizona State University This session panel explored solutions for providing employers with the skilled workers they demand. Mona Mourshed, of McKinsey & Co highlighted the disconnect that often exists between education providers and employers, and David Arkless of ArkLight Consulting and Manpower Group echoed this, stressing the difficulty of forecasting labor needs which are fluid and rapidly changing. Terry Hartle from the American Council on Education agreed that successful education programs must be outcome driven and gather evidence that students are attaining specific skills as well as the capacity to adapt to changing work environments. Rafael Rangel Sostmann, of Arizona State University, shared examples of successful programs, including distance education programs utilized in Mexico for the training of teachers in hard to reach areas. Discussants highlighted the importance of rethinking the traditional education cycle because the conventional model of higher education is becoming less relevant for workforce needs. The amount of time and cost typically required to complete a higher education program does not promote access for all, and skills may be outdated by the time graduates are entering the labor market. Instead, “extreme engagement” between education providers and employers is recommended in development of shorter, skills-focused modules that can be completed in a fraction of the time for less cost. In addition, the panel explored the importance of infusing both technical skills and soft skills in education programs; and utilizing creative strategies to tap into potential of marginalized communities in order to diversify and expand the workforce. 11:00 a.m. – 12:15 p.m. Concurrent Sessions Session 1: Youth Response to the Plenary: What Youth See as Opportunities and Constraints in Youth Employment Moderator: Luis Crouch, RTI International Chernor Bah, UN Education First Abraham Awolich, Sudd Institute Dina Buchbinder, UN Youth Association of Mexico In this session, Luis Crouch posed the question “What resonated with you about the panel on youth unemployment?” to Chernor Bah of UN Education First, Dina Buchbinder of UN Youth Association of Mexico, and Abraham Awolich of Sudd Institute. Mr. Bah spoke of two issues that resonated with him. First, the discussants shared assumptions that youth have access to education and are preparing for post-secondary education. For Mr. Bah, such assumptions do not align with the reality of his and others’ experiences in which youth experienced the interruption of their childhood by war and do not go to primary or secondary school or university. Secondly, he noted that there seems to be binary thinking around the reason for education: education is to provide values or education is to provide skills for jobs. From his perspective, those in the developing world tend to think of education as about providing values, while those in the developed world, and the discussants on the panel, spoke about primarily about skills. Dina Buchbinder agreed with Mr. Bah, noting that while much of the discussion at the Summit had been about the lack of jobs and the kinds of skills needed, her education organization focuses on teaching children life skills. For her, among the factors that affect youth employment, education is the key one. She also put forth that it is important to teach young children that they can be change makers and entrepreneurs. Mr. Awolich noted that the focus on youth developing skills that align with the market makes sense in countries with stability and a private market; however, in countries like South Sudan, where few jobs exist and few youth attend school, a focus on basic skills and instilling civic attitudes may be a better focus. Mr. Crouch asked the panel their thoughts on youth as change agents at the policy level, and wondered if bureaucracies only pay attention to what is measureable. The participants noted obstacles to effecting policy change include an unstable policy environment, competing priorities, and the perception among certain cultures that youth lack value. However, small initiatives that allow youth to interact with the government can lead to policy change. According to Ms. Buchbinder, all that is needed is the right tools. Session 2: Demand-led Approaches to Youth Workforce Development Moderator: Lara Goldmark, FHI 360 Eric Rusten, Creative Associates International Luann Gronhovd, USAID/Liberia Mona Tep, Cambodia Skills Development Center, Garment Industry Productivity Center This session, moderated by Lara Goldmark (FHI-360), highlighted the experiences of three models for youth workforce development. Mona Tep (CASDEC) discussed the evolution of the Garment Industry Productivity Center (GIPC), a USAID-funded project aimed at improving the productivity and quality of the Cambodian garment sector, into the nonprofit Cambodia Skills Development Center (CASDEC). CASDEC provides training in production management and manufacturing skills in collaboration with the private sector and a local university and has increased the presence of Cambodians in middle management. Ms. Tep noted that no other industry had addressed the absence of Cambodians from middle management. Eric Rusten (Creative Associates) discussed the Afghanistan Workforce Development Program (AWDP), a four-year employment program which seeks to expand access to technical and vocational education training and business skills under challenging conditions. He noted that AWDP faced the challenge of enabling people to gain better positions under very challenging conditions (e.g., economic uncertainty, shaky foreign investment, exclusionary hiring practices, and a lack of linkages between trainers and providers). Rigorous M&E within grants, tracking palcements rather than participants, targeted funding, and the use of a job development system by grantees resulted in 31 percent of trainees being women and 3500 trainees finding jobs or obtaining salary increases. Luanne Gronhovd (USAID/Liberia) discussed USAID’s commitment to helping Liberia address development challenges through the Center for Excellence in Higher Education for Liberian Development (EHELD). The program strives to rebuild the capacity of higher education in Liberia and equip graduates with the skills they need to establish careers and meet the development needs of their country. The session closed with breakout groups conducting an exercise with the panelists in which the theory of change for each project was discussed. Session 3: Comprehensive Views of Youth Employment: Understanding Supply, Demand, and Everything Between Moderator: Clare Ignatowski, USAID/Washington Arup Banerji, The World Bank Mattias Lundberg, The World Bank Don Sillers, USAID/Washington The aim of this session was to provide a comprehensive view of youth employment. Presenters Arup Banerji and Mattias Lundberg of the World Bank, and Don Sillers of USAID/Washington pointed out that these broader approaches and questions often take education professionals out of their comfort zone because the solutions reach into areas that require additional expertise, such as entrepreneurship, cash transfers, etc. Arup Banerji drew on the World Bank’s World Development Report 2013: Jobs. He pointed out that the high percentage of people who work in farming and self-employment in developing countries is overlooked and that training focuses on those in salaried/wage earning employment. He noted that it is important to know the kinds of job available and further discussed the policy layers needed to address youth employment, of which training is only one building block. Don Sillers presented an (inclusive) growth diagnostics tool that USAID is using to respond to youth unemployment questions and identify appropriate solutions. Mattias Lundberg reviewed available findings and presented some interventions that had worked. For example, an evaluation of a program in Argentina which compared the impact of different interventions, including training and a wage subsidy, showed that training had little impact, but wage subsidies mattered. Research in Peru and Sierra Leone showed how important personal connections still are in these countries: a high percentage of employers surveyed had primarily recruited by asking a friend (40% in Peru and 50% in Sierra Leone). The panel suggested that educators need to be more realistic about results, more sensitive to workarounds to get better results for youth, more creative to get better interactions and more collaborative with the demand side colleagues in USAID, World Bank and other institutions. 1:15 p.m. – 2:30 p.m. Concurrent Sessions Session 1: Bridging the EG/ED Divide: Cross-sectoral Collaboration in Youth Workforce Development Kristin O’Planik, USAID/Washington Anastasia De Santos, USAID/Washington Tom Crehan, USAID/Egypt Clare Ignatowski, USAID/Washington Kristin O’Planik, Anastasia De Santos, and Clare Ignatowski from USAID/Washington, and Tom Crehan from USAID/Egypt led an interactive discussion based on a role play to demonstrate the issues and challenges of working cross-sectorally between economic growth and education. Session participants agreed that there are many ways that cross-sectoral groups can better work together including, 1) having a clear set of common goals; 2) basing all communications on mutual respect for the other ‘perspective;’ and 3) providing incentives that support the cross-sectoral collaboration. Other ideas for fostering positive cross sector work were also discussed such as bringing in an outside ‘neutral’ facilitator and maintaining consistent communication overtime. Session participants mentioned looking to models where this cross sector collaboration does work (e.g., community college partnerships with businesses, etc.). They also discussed specific benefits of the partnership between education and EG in terms of what kinds of information they get from each other – from EG what are the broader labor market trends and from education who are the youth populations and what are their needs. Session 2: Bridging Goal 1 and Goal 2 of USAID’s Education Strategy Moderator: Gary Bittner, USAID/Washington Jane Namadi, USAID/South Sudan Azra Nurkic, Higher Education for Development Funding for Goal 1 of the USAID Education Strategy under the basic education directive is highly focused, whereas Goal 2 and the higher education directive has broader application. This session employed a case study on how to access and combine basic education and higher education funds using a theory of change approach, which bridges interventions between higher and basic education, and establishing a continuum of interventions that mutually reinforce each other for enhanced results. A promising practice example of an education program was presented in which higher education institutions are strengthened and utilized in support of Goal 1. Session 3: Mobiles for Youth Workforce Development (mYWFD): Getting a Handle on the Handheld Movement Moderator: Matt French, JBS International, Inc. Linda Raftree, Education Alliance Consultant Maggie McDonough, Souktel Ximena Benavente, ChangeCorp Cathryn Stickel, FrontlineSMS This session highlighted how mobiles (e.g., tablets, smartphones, feature phones, p ico projectors) could be used in youth workforce development (e.g., job-matching, microwork, skills-building). Linda Raftree started off the session by discussing the findings from the forthcoming landscape review of the field, an initiative of the Mobiles for Youth Workforce Development (mYWD) Working Group. Ms. Raftree emphasized that in this nascent field, there is little evidence on the impacts or effectiveness of mYWD programs. She recommends more rigorous research, a priority focus on girls and young women, and increased knowledge sharing and collaboration. Following Ms. Raftree’s presentation, representatives from Souktel, FrontlineSMS, Open University, and ChangeCorps each gave short “lightning talks” to introduce their tool to the audience. The audience then divided into small groups to participate in hands-on demonstrations of the various tools. Although different, each tool is being used to provide workforce development assistance to young people in the global south, either by connecting them with employers, supporting their entrepreneurial pursuits, or by helping deliver critical business and life skills. Session 4: Employing Youth through a University-Based Career Center Model Moderator: Chris Carpacci-Carneal, USAID/Washington Katy Vickland, Carana Corporation Tom Crehan, USAID/Egypt This session helped answer the questions of how universities can better bridge skills gap and place graduates in meaningful jobs. Katy Vickland of Carana Corporation presented case studies of career development centers (CDCs) in Republic of Macedonia and El Salvador that highlighted how these institutions have evolved over time. Changes in CDC structure and function include going from a focus on reactive placement to an interactive networking model, having a campus location and an online, community-focused presence, moving from a counselor-driven to student-driven approach that starts in the first year of study, and instead of focusing on serving the needs of some students, CDCs now seek to empower all students, as well as alumni. Tom Crehan from USAID/Egypt moderated an interactive audience discussion focusing on three areas: 1) how students can be effectively connected to opportunities; 2) What the role of the CDC should be, versus the university – which gaps should the CDC fill in terms of skills provision, and how can the two entities complement each other?; 3) What should the feedback loop to universities look like? Session 5: Gender and Youth Workforce Development: Creating the Link between Economics, Policy, Programs and Gender Moderator: Christine Beggs, USAID/Washington Caren Grown, USAID/Washington Roger Steinkamp, USAID/Kenya Kate Carpenter, International Youth Foundation This interactive session went beyond gender integration to include a more intensive debate about the engendered nature of economies and policies and the impact on Youth Workforce Development programs. Caren Grown, an Economist and USAID’s Senior Gender Advisor, offered insights into the unique opportunity to shape economies and how donors and NGOs can link project designs with the broader system to create more gender equitable outcomes. USAID Missions provided insights into the gender dimensions of their projects and the group analyzed a recent pilot of USAID’s new Gender Integration Framework. USAID’s recently updated guidance on gender integration and its implications for project design at USAID was also discussed. 3:00 p.m. – 4:30 p.m. Concurrent Sessions Session 1: Evidence in Youth Workforce Development: Going “Glocal” Moderator: Christine Beggs, USAID/Washington Rachel Blum, USAID/Washington Christy Olenik, JBS International, Inc. Christy Olenik (JBS International) opened this participatory session on evidence in youth workforce development with an overview of findings from a recently completed state of the field report for USAID on youth workforce development (WFD). This systematic review of evaluations conducted on youth WFD programs was conducted to help the USAID Office of Education think through their research agenda as it pertains to youth WFD. The findings indicate that youth are benefiting, in terms of employment and earnings, particularly women, low-income youth, at risk, and out of school or minimally schooled youth. Development of relevant skills, and re-enrollment in education were also mostly positive outcomes. Rachel Blum of USAID/Washington discussed how findings from this report will support the development of guiding questions for Missions and implementing partners to integrate into youth WFD programs. A tendency is to be very consumed with what is happening locally in our programs, but it’s important to expand thinking to the global level, while acting locally (“glocally”). A set of priority questions was shared: 1) What is the most cost-effective combination of youth WFD program components for achieving positive youth outcomes? 2) Which non-cognitive (life) skills are most important predictors for positive youth labor market outcomes in an international development setting? 3) What systems-based approaches must be considered to support the sustainability and scaling of USAID youth WFD programs? Specific areas of interest within these topical areas were shared, and the authentic involvement of young people in the development of a research agenda was emphasized. It was acknowledged that context is critical, but there are some common best practices that have consistently been successful. It is important to continue to build evidence around these activities. Session 2: Youth Engagement: Soliciting Youth Input to Shape Policies, Priorities and Practice Moderator: Ravi Karkara, UN-Habitat Dwaine Lee, USAID/Kenya Roger Steinkamp, USAID/Kenya Chernor Bah, Brookings Youth Advisory Group Jamira Burley, Brookings Youth Advisory Group Joe Fahed, Advocates for Youth This session focused on the strategies for engaging youth in meaningful ways. Whether it is in organizational decision-making, program design and implementation, or consulting at the policy level, genuine youth engagement has benefits for the both organizations (e.g., better programming) and the youth involved (e.g. skills building). Ravi Karkara started the session by saying that the UN has made youth a priority and is involving youth in more and more ways (e.g., United Nations Secretary-General Ban Ki-moon has appointed Ahmad Alhindawi as his Special Envoy on Youth). Mr. Karkara said that there has been progress, but much more work needs to be done in ensuring the rights of young people and creating intergenerational dialogues. Roger Steinkamp and Dwaine Lee discussed the USAID-funded Yes Youth Can project, which aims to create a voice in the political sphere for young Kenyans. The project, they said, has over 500,000 participants in over 20,000 registered village-level youth parliaments, or bunges. The success of the project has been achieved through a grassroots approach and the practice of holding elected leaders accountable to their constituencies. Finally, the a panel of young people, including Joe Fahed, Jamira Burley, and Chernor Bah, provided insight on their experiences in working as young people in the development sphere. Mr. Fahed expressed the need for youth to understand that policy change can be quite slow and for organizations to retain youth by providing incentives. Ms. Burley felt that young leaders must be chosen by their peers, not simply appointed. She also voiced the need to include young people from disadvantaged backgrounds in policy making. Finally, Mr. Bah noted that young people bring a lot of expertise and knowledge to the table. He said that young people must not be thought of as separate from the various development sectors, but be brought in and integrated. Session 3: Addressing Gang Violence: Cross-sectoral Approaches to Youth Workforce Development Moderator: Karen Towers, USAID/LAC Education Team Enrique Roig, USAID/LAC Susan Cruz, University of Maryland Carmen Henriquez, USAID/El Salvador This session focused on the large youth violence problem in the Latin American and Caribbean region, USAID’s most violent region. The problem was described as long term and pervasive, particularly among male youth aged 12-24 (although one-quarter of gang members are females). For unemployed youth drop-outs, the gang becomes the young person’s “family” and his primary identity. A risk tool is available to identify high-risk youth, who tend to be described as those not living at home, not working or going to school and seeking help from the gang rather than from an authority figure when in trouble. To address the problem, USAID’s Education and Democracy and Governance Offices are working together to combine juvenile justice reform activities with basic education and workforce development, a strategy that seems effective. One particularly useful activity is working with NGOs to establish youth centers that are one-stop shops providing a wide range of urgent services for youth, including mental health care. Another is police-oriented activities in which police work with children in schools and communities to establish trust. Many myths associated with gangs were exposed as untrue, including the belief that gang members do not want a better life in society. Session 4: Addressing Rural Youth Livelihoods & Food Security: Cross-sectoral Approaches to Youth Workforce Development Moderator: Margie Brand, EcoVentures International Erin Hughes, Winrock International Mike Tetelmen, Education Development Center Nathalie Louge, Education Development Center This talk show style session, moderated by Margie Brand of EcoVentures International, dealt with rural youth livelihoods and agriculture. Presenters discussed lessons learned from youth livelihood projects implemented in Africa and South Asia—Erin Hughes of Winrock International shared information on the Education for Income generation Program in Nepal while Mike Tetelman and Nathalie Lounge of the Education Development Center (EDC) referred to the Akazi Kanoze Youth Livelihoods Project in Rwanda, the Advancing Youth Livelihoods Project in Liberia, and the Mali Out-of-School Youth Project. Presenters’ remarks encompassed youth as they participate now and youth as adults later and explored access to information, market linkages between young people and linkages to businesses and income generation opportunities, and access to finance. The session also pointed out connections between Goal 1 and Goal 2 of the USAID Education Strategy. Winrock noted that they worked with the Nepalese government to identify market opportunities in agriculture, training a large number of youth in one to produce one product on small plots so that there would be an aggregate supply to sell, entrepreneurial training, training youth to fill gaps in the value chain. EDC discussed linking supply and demand information, involving youth in labor market assessments, using mobile phones to access information, working with youth in rural areas and addressing youth exodus to cities, engaging local entrepreneurs to train youth and provide an example, the desire of youth to work as individual entrepreneurs, and attempts to address youth’ need for collateral to start businesses, such as encouraging youth to participate in cooperative-based systems and MFIs to accept alternative forms of collateral. All presenters discussed the positive impact of literacy classes, which included building community cohesion and increasing respect for women and understanding of the need for education for children. Session 5: The Role of Scholarships in Advancing Workforce Development Moderator: Eric Johnson, USAID/Washington Marc Bonnenfant, USAID/Central Asia Larry Dolan, USAID/Indonesia Irene Muriuki, USAID/Kenya Linda Lockhart, Global Give Back Circle Tom Crehan, USAID/Egypt Michael LIsman, USAID/Washington/LAC For many years, USAID has invested millions of dollars in scholarship programs educating international students both at home and abroad. During this session, USAID representatives from Egypt, Indonesia, Central Asia, Kenya, and Washington discussed the history of scholarship usage as well as challenges and opportunities of using them in pursuit of Goal 2 of the USAID Education Strategy. Some scholarship initiatives in Indonesia date as far back as 1950 and have proven to be effective in developing future leaders who eventually return to their own countries to give back. Some of these programs, such as the PRESTASI program in Indonesia, aim to build leadership and civil responsibility skills while others such as CAR’s university programs (UCA and AUCA) work directly on developing skills needed in the workforce using labor market assessments. The different scholarship modalities the panel showcased have targeted a diverse group of participants including the more affluent (e.g., student on the University of Cairo) and those from disadvantaged backgrounds. A common denominator of these programs is that applicants undergo rigid application processes that require applicants to show commitment to their communities and a willingness to give back. Key successes have been made and lessons learned. Some of the factors instrumental is achieving success of these programs is: (1) gain the backing of the host country’s government, (2) offer flexible curriculums, (3) use labor market assessments to develop and adapt curriculum; and (4) gather baseline data on program participants to facilitate rigorous evaluations that measure the program’s effectiveness. Session 6: The Higher Education Partnership Toolkit: Developing Partnerships for the 21st Century Moderator: Gary Bittner, USAID/Washington Julia Richards, USAID/Liberia Jean-Marie Duval, Higher Education for Development Luann Gronhovd, USAID/Liberia USAID’s Gary Bittner moderated a session on the development of a higher education partnership toolkit. This toolkit, introduced by Jeanne-Marie Duval of Higher Education for Development, offers 10 tools with which staff at USAID missions can evaluate whether a partnership is the right modality for achieving specific goals as well as provide guidance throughout the design and management of the partnership. Julia Richards of USAID/Liberia discussed her experience with higher education partnerships and piloting the toolkit. The 10 tools are as follows: Tool 1, “Primer on U.S. higher education”; Tool 2, “Is this partnership modality right for you?”; Tool 3, “Examples of higher education partnerships”; Tool 4, “Partnership assessments and designs”; Tool 5, “Partnership procurement options”; Tool 6, “Crafting an effective RFA”; Tool 7, “Crafting an effective APS”; Tool 8, “Post-award start-up phase”; Tool 9, “Monitoring and evaluation guidance”; and Tool 10, “Financial considerations.” The toolkit will be available in 3-6 months. 4:40 p.m. – 5:30 p.m. Plenary 3: Closing Keynote and Summit Wrap-Up Christie Vilsack, USAID Senior Advisor for International Education Peter Shumlin, Governor of Vermont August 7: Goal 3 – Increased Equitable Access to Education in Crisis and Conflict Environments for 15 Million Learners by 2015 Wednesday, August 7 9:00am – 9:45am Plenary 1: Expanding Access to Education: Fulfilling the Promise of MDG 2 9:45am – 10:30am Plenary 2: Where and How to Make “Room to Learn”: Examining Access to Education in Crisis and Conflict Environments 11:00am – 12:00pm Concurrent Sessions Session 1: Designing Goal 3 Programs: Tools and Approaches Session 2: What Factors Affect Access to Education in Conflict/Crisis Environments and What Can be Done About It Session 3: Youth Education in Conflict and Crisis: What is the Evidence Base? Session 4: Partnering for Better Education Outcomes: How to Work with the Department of Defense Session 5: Educational Continuity in Contexts of Fragility: A Post-2015 Imperative 1:00pm – 2:30pm Concurrent Sessions Session 1: Equity, Education Access and Conflict: What Does the Data Say? Session 2: Integrating Goals 1 and 3: Designing Reading Programs in Countries Affected by Conflict and Crisis Session 3: Assess, Adapt, Act, Repeat: Dynamic Planning and M&E in Crisis and Conflict Environments Session 4: Education First and Room to Learn: What Are They and What Do They Mean? Session 5: Recent Research on Adolescent Brain Development and Implications for Goal 3 Programming Session 6: Disability and Access to Education 3:00pm – 4:15pm Concurrent Sessions Session 1: Field Perspectives in Youth, Education, and Conflict: From Evidence to Practice Session 2: Implications of the Evidence Base on Social Emotional Learning Session 3: Supporting Teachers in Crisis and Conflict Affected Environments Session 4: Educational Quality: Global Imperative in Post-Conflict Environments Session 5: Integrating Goals 1 and 3: Designing Reading Programs in Countries Affected by Conflict and Crisis Session 6: Equity, Education Access, and Conflict: What Does the Data Say? 4:25pm – 5:15pm Plenary 3 Working with Congress 5:15pm – 5:30pm National Ballroom Closing Keynote 9:00 a.m. – 9:45 a.m. Plenary 1: Expanding Access to Education: Fulfilling the Promise of MDG 2 Christie Vilsack, USAID Senior Advisor for International Gene Sperling, Director of the National Economic Council and Assistant to the President for Economic Policy Carol Bellamy, Former Chair of the Board, Global Partnership for Education Abraham Awolich, Sudd Institute Speakers discussed progress toward the second Millennium Development Goal, which is to achieve universal primary education. Today, education is seen as a pillar of conflict intervention and is seen as an important factor in achieving peace and prosperity. However, in programming slowed down beginning in 2008, and children in conflict and crisis environments are 3 times more likely to be out of primary school, and have the lowest literacy rates in comparison with children living in peaceful areas. There is consensus building to keep education building despite conflict, and when discussing the way forward, presenters noted the need to address the donors’ fear that funds for education will be used for conflict, and push policy makers for more funding for education programs. In delivering the message to policy makers, the global community needs to keep the message simple and effective as well as back their messages with hard numbers. They also need to appeal to the heart, retelling success stories of those educated in these environments. 9:45 a.m. – 10:30 a.m. Plenary 2 - Where and How to Make “Room to Learn”: Examining Access to Education in Crisis and Conflict Environments Yolande Miller-Grandvaux, USAID/Washington Yolande Miller-Grandvaux used data and geo-mapping to present the multiple layers and relationships that link education to conflict. She provided an overview of key issues and international cooperation and consensus building around education guidance and tools that can be used to mitigate violence. Delivering education in conflict and crisis areas is a challenge and difficult to achieve. The knowledge-base to deliver conflict–sensitive education is growing and INEE and others have developed tools to aid in the process. The geo-mapping demonstration showed the multiple layers and relationships that link education to conflict. This data was triangulated with USAID aid data to see if USAID works where it is most needed. 11:00 a.m. – 12:00 p.m. Concurrent Sessions Session 1: Designing Goal 3 Programs: Tools and Approaches Yolande Miller-Grandvaux, USAID/Washington Aliou Tall, USAID/Democratic Republic of the Congo MaryBeth McKeever, USAID/Somalia USAID designed a guide for assessing approaches to ensure conflict sensitivity in education programming for USAID officers to employ as they develop their future activities. The Checklist for Assessing Conflict Sensitivity in Education Programs, which leads the planner through seven domains (commitment and accountability, strategy, equitable access, curricula teaching and learning, capacity building, community engagement, and monitoring and evaluation), is aligned with INEE approaches. Aliou Tall of USAID/Democratic Republic of the Congo described three programs in which the conflict sensitivity approach has been incorporated, focusing on the successes of the Accelerated Learning Program (ALP), which condenses six years of primary education into three. ALP has enabled quick educational advancement for youth in three sites in the East. MaryBeth McKeever described working with a range of stakeholders in Somalia, focusing especially on secondary education and youth. In discussion, a participant from Mali asked how it could be ensured that education is treated as a humanitarian component, eligible for ongoing activity in spite of the requirement to terminate nonessential programing after the coup. Another questioned the best approaches to deal with reactions when former combatants or others associated with repression, receive benefits for reintegration. A third questioned how leaders, who may profit from conflict, can be encouraged to support conflict sensitivity. Session 2: What Factors Affect Access to Education in Conflict/Crisis Environments and What Can be Done About It Moderator: Lori Heninger, INEE Jennifer Sklar, International Rescue Committee Joel Reyes, The World Bank Rachel McKinney, Save the Children Lisa Bender, UNICEF Francis Butichi, Mercy Corps This panel, moderated by Lori Heninger (INEE), provided a snapshot of current issues with providing access to education in crisis environments. Participants included Lisa Bender (UNICEF), Francis Butichi (Mercy Corps), Joel Reyes (World Bank), Rachel McKinney (Save the Children), and Jennifer Sklar (International Rescue Committee). The panel brought to bear their broad range of organizational experiences to reflect on the ‘state of the field,’ important considerations for effective programming, and new approaches to increasing equitable access to education in conflict and crisis. Context-specific issues that have a bearing on access to education (e.g., effects of experience violence and repeated cycles of conflict) were highlighted and participants reflected on best practices and scalability, as well as youth and civic engagement. Discussants commented on the need to be flexible in developing learning environments that serve local needs, and recognized the need to build schools that parents and communities trust to develop not only their children’s academic skills, but to provide social/emotional support in a safe environment. Participants concluded by discussing which supply and demand factors can be addressed. For example, they noted that situations in which children and youth are not accessing education because the closest options are too far away or getting to school is too dangerous, are different from non-participation because education is not seen as relevant or useful). Session 3: Youth Education in Conflict and Crisis: What is the Evidence Base? Moderator: Saji Prelis, Search for Common Ground Christy Olenik, JBS International, Inc. Valerie Haugen, VoxPacis International Development During this session, presenters provided key findings of current research on the effectiveness of educational interventions education in conflict and crisis affected settings, and identified gaps in the literature. Christy Olenik started off the session with a discussion of the different program components often found in holistic youth programs. She revealed findings which indicate that youth need to develop a spectrum of skills in areas including health and employment, that life skills are very important to youth development, and that gaps in the literature raised such questions as which skills are needed to reach desired outcomes. Valerie Haugen described the needs of youth in conflict and crisis affected environments, and put forth that: (1) youth need a broad range of social and cognitive skills to survive in conflict and crisis affected settings, and (2) Skills youth acquire and long term outcomes are improved through multi-component programs which include psychosocial, employment, and life skills. The panelists felt that it is important to disaggregate data in order to understand sub-populations of youth (e.g., young women, youth with disabilities) and what interventions work for different types of youth. Rachel Blum of USAID/Washington suggested that program designers and implementers develop a theory of change for each project and engage youth in assessment and design processes. Session 4: Partnering for Better Education Outcomes: How to Work with the Department of Defense Moderator: Robert Schmidt, USAID/Washington Colonel Cindy Jebb, West Point Frank DiGiovanni, Office of the Secretary of Defense Grace Lang, USAID/Morocco During this session, Colonel Cindy Jebb of West Point, Frank Di Giovanni of the Office of the Secretary of Defense, and Grace Lang of USAID/Morocco provided an overview of the Department of Defense’s (DOD) education work and highlighted ways in which USAID and DOD can work together to achieve important development objectives. Presenters discussed how military and DOD staff are prepared for the field in countries such as Afghanistan. While DOD usually aims to complete interventions in 6-9 months, USAID has a longer timeline. Presenters noted how USAID and DOD can learn about each other, work together and help each other by aligning objectives in support of shared overall goals. For example, they noted the need to clarify and agree to key terms and definitions and that local Foreign Service Nationals in USAID Missions can help fill gaps in institutional memory that arise because of the rapid turnover of military staff. Session 5: Educational Continuity in Contexts of Fragility: A Post-2015 Imperative Rebecca Winthrop, The Brookings Institution Rebecca Winthrop from the Center for Universal Education at The Brookings Institution discussed the findings from the report, A New Agenda for Education in Fragile States. The study provides a very broad overview of the field of education in fragile environments useful to those new to the field, and serves as a reference guide. The study provides a post-2015 agenda for maximizing education’s contribution to the development and well-being of people living in fragile environments. According to Dr. Winthrop, the field of education in fragile environments has evolved in three main phases: (1) proliferation, which contained grass roots practice and took place from World War II through the mid-1990s; (2) consolidation which included a heavy focus on children in emergencies and conflict and took place from 1996-2005; and (3) collaboration, which began in 2005. She argued that the next phase needed is integration, which would consist of building on assets and addressing gaps. This fourth phase would include scaling up vision, policy priority, financing, quality, and making smart investments. Dr. Winthrop explained that there are four rationales for investing in education in fragile environments: economic development, humanitarian response (protection of health and well-being), security (peace-building and state-building), and disaster risk reduction. These rationales serve as approaches for intervening, and Dr. Winthrop identified four assets and four gaps in the field. Assets include community engagement and high-level awareness of key issues. Gaps include a lack of coordination among the approaches, a lack of prioritization of disaster and conflict risk reduction in education policies, insufficient financing and aid modalities, and a lack of focus on quality. 1:15 p.m. – 2:30 p.m. Concurrent Sessions Session 1: Equity, Education Access and Conflict: What Does the Data Say? Moderator: Yolande Miller-Grandvaux, USAID/Washington Gudrun Ostby, Centre for the Study of Civil War, Peace Research Institute Oslo Gudrun Ostby from the Center for the Study of Civil War of the Peace Research Institute Oslo presented interim findings from a study that is exploring whether conflicts lead to inequalities, and if they do, which inequalities. While the study encompasses 20 countries, interim results included only Democratic Republic of Congo (DRC), Mali, Nigeria, and Liberia. Dr. Ostby is using Demographic and Health Surveys (DHS) from USAID, which has collected, analyzed, and disseminated representative data on population, health, HIV, and nutrition through more than 300 surveys in over 90 countries, and comparing it with data from the Uppsala Data Conflict Program (UCDP) database on conflicts (number of conflicts and fatalities). She explained that inequalities may arise intentionally along the ethnic or religious lines of conflict, or may arise unintentionally as a result of armed conflict taking place in peripheral areas populated by already marginalized ethnic groups. She concluded that the education systems and education policies can influence the likelihood and dynamics of conflict and that conflict may majorly affect education in post conflict societies. Data reveal significant inequalities in education years between ethnic, religious and rural-urban groups in all four countries. While the impact of armed conflict on education inequality does not appear to be strong and clear in the initial focus countries, the Liberia and DRC case studies show that individuals in areas with high levels of previous conflict/casualties have on average lower levels of education. Session 2: Integrating Goals 1 and 3: Designing Reading Programs in Countries Affected by Conflict and Crisis Moderator: Devon McLorg, USAID/Washington Zeena Zakharia, University of Massachusetts Zeena Zakharia presented the findings of her study on literacy programs in conflict and crisis affected settings, which focused on the intersection between Goals 1 and 3of the USAID Education Strategy. She used document review, key informant interviews, and focus groups to look at issues related to operating literacy programs in conflict/crisis environments. Dr. Zakharia defined literacy as reading, writing, and oral language proficiency. She also noted that many “literacies” exist in different contexts, such as those related to technology, religion, etc. Thus, literacy programs must be culturally and socially relevant and appropriate. She found that Language of instruction was also found to be crucial to how literacy programs operate, especially in areas that are multi-lingual. Dr. Zakharia argued that language is related to conflict, learning, and exclusion. It can favor one group over another and can lead to conflict/tension when students don’t speak the same language. She also found that the issues teachers face, including their own reaction to trauma, impact program implementation and make teaching training and support crucial. Dr. Zakharia pointed out the need to ensure that curricula are appropriate and do not exacerbate conflict as well as build on the strong components of curriculum or materials that may already exist in a country before conflict/crisis occurs. The study found that the inclusion of communities and families in the development and support of programs was key to promoting literacy, along with putting special attention to the needs of youth. Dr. Zakharia poignantly discussed the feelings of shame felt by individuals who did not possess the appropriate levels of literacy who were from cultures that valued it. Dr. Zaharia responded to audience questions, noting that conflict and crises do sometimes open opportunities for young people to go to school (e.g., refugee camps and access of young women in conservative environments) and sometimes changes dynamics within families, creating more empowered roles for marginalized family members. She also cautioned that data are open to interpretation and that data that might appear to be soundly quantitative might not be while qualitative data might provide more authentic and accurate information. Session 3: Assess, Adapt, Act, Repeat: Dynamic Planning and M&E in Crisis and Conflict Environments Moderator: Nina Papadopoulos, USAID/Washington Eleanor Bedford, USAID/Washington The goal of this session was to familiarize participants with the Office of Transition Initiatives’ (OTI) rolling assessments model and its possible incorporation into planning, monitoring, and evaluation. During the introduction, Nina Papadopoulos of USAID/Washington discussed how that even though in conflict environments outcomes are hard to predict, programming staff need to act dynamically as well as design nimble and adaptable programming. However, large scale assessments do not often provide timely feedback that enables such action. Speaker Eleanor Bedford of USAID/Washington presented on OTI’s M&E models. She cautioned that they are additive and complementary to traditional M&E systems and not replacements. They help answer questions such as how to make a program more nimble or more effective. The rolling assessment focuses on getting field driven results in a dynamic continuous environment of program management and monitoring. Its approach is to continuously and dynamically access, act and adapt at the strategic, program and project using local input. Central to the model is intensive management and monitoring mitigation, which helps to mitigate conflict by always continuing to adapt to the creation of exacerbating tension. This approach also includes mapping out worst, best, and most likely scenarios and systematically and routinely assessing the validity of program assumptions. Participants discussed potential obstacles to using the rolling assessment model, including: It is contractually difficult to change programming requirements to adapt to these environments, required indicators can be difficult to work with, and fear of violence against staff. Session 4: Education First and Room to Learn: What Are They and What Do They Mean? Katie Donohoe, USAID/Washington Justin van Fleet, Office of the UN Special Envoy for Global Education Aliou Tall, USAID/Democratic Republic of the Congo Session speakers explored the collaboration between USAID and the Office for the UN Special Envoy for Global Education and participants were offered the chance to discuss barriers to educational access in South Sudan, Nigeria, and Democratic Republic of the Congo as well as proposed solutions. Justin van Fleet from the Office of the UN Special Envoy for Global Education described the Global Education First Initiative, which was catalyzed by the increasing amount of data showing high numbers of out of school youth and low levels of learning in many countries. The purpose of the initiative is to increase access to education, improve the quality of education programs, and ensure that children become strong global citizens. Many efforts are involved in Education First, including: (1) bringing ministers of education and finance together to help think through the issues of access, (2) using social marking and messaging to increase understanding of the importance of education, (3) engaging youth in the problem solving process, and (4) involving business leaders and faith communities in supporting the importance of education. Katie Donohoe of USAID/Washington, moderator for this session, described the Room to Learn initiative which focuses on increasing equitable access to education for children and youth in conflict and crisis-affected countries. The effort targets Democratic Republic of Congo, South Sudan, Nigeria, Pakistan, Afghanistan, and Haiti. It is designed to bring education to the forefront; put additional funds into programs where needed; and build partnerships with NGO’s, governments, and other stakeholders to improve education in these high need countries. The audience then broke up into three groups and discussed efforts to improve access to education in three countries: Sudan, Nigeria, and DRC. Session 5: Recent Research on Adolescent Brain Development and Implications for Goal 3 Programming Moderator: Nancy Guerra, University of Delaware Charlyn Harper Browne, Center for the Study of Social Policy Jane Wood, Creative Associates International Abraham Awolich, Sudd Institute This session encompassed an overview of the effects of early experiences on brain development and behavior as well as the changes that occur in the brain during adolescence. Research shows that exposure to traumatic events or sustained adversity can have a negative influence on brain development. However, panel members Charlyn Harper Browne of the Center for Social Policy and Jane Wood of Creative Associates discussed the enormous potential for brain development throughout adolescence, the importance of adults who work with children and youth to realize this when thinking about intervening in conflict affected contexts. Increased understanding of brain research and design interventions based on this knowledge is relevant for many constituencies served by USAID (e.g., marginalized populations, former child soldiers, displaced youth, children, and youth affected by HIV). Dr. Browne presented the YouThrive framework that describes how youth can be supported in ways to promote healthy development and well-being. Five protective factors were mentioned, including youth resilience, knowledge of adolescent development, and social connections. A supportive relationship with an adult was noted as key to resilience. This may be particularly challenging in conflict-affected areas, where frequently there is a breakdown in relationships between adults and youth. Other sources of support can be institutional or from peers, especially if many children or youth are experiencing the same trauma. Abraham Awolich shared his perspective on the factors which helped him overcome challenges in attaining an education as a displaced refugee from South Sudan. He pointed to a supportive adult and support from peers who were also experiencing the Sudanese conflict as primary buffers. Resilience was also discussed as a process of continuing to manage stress in the face of adversity. Session 6: Disability and Access to Education Moderator: Lubov Fajfer, USAID/Washington Charlotte McClain-Nhlapo, USAID/Washington Anthony Duttine, Handicap International Andrew Cahn, Special Olympics North America Jenny Zong, Special Olympics North America Katharine Keller, Lions Clubs International The purpose of this session was to familiarize participants with state of the art approaches that address access to education by children with disabilities (CWD) through enabling inclusion. Charlotte McClain-Nhalpo (USAID/Washington), Anthony Duttine (Handicap International), Andrea Cahn and Jenny Zong (Special Olympics North America), and Katharine Keller (Lions Club International) discussed work being done and lessons learned. Dr. McClain-Nhalpo provided background information on U.S. Government policy and an overview of the concept of inclusion. Article 24 of the UN Convention on the Rights of Persons with Disabilities (CRPD) (signed by the U.S. and ratified by 134 countries), stresses the need for governments to ensure people with disabilities have equal access to education. USAID was the first bilateral donor to have a policy on the universal inclusion of people with disabilities. Areas in which USAID has looked at the inclusion of people with disabilities are teacher training, remodeling schools, and accessibility. Ms. Heller discussed Lion’s Club’s partnership with USAID in Republic of Macedonia, which focuses on literacy and improving early grade reading. Mr. Duttine discussed Handicap International has taken similar work in Africa and found that evidence that when disabled people are included in education they can escape the inequalities and prejudices to their disabilities. Challenges to their work include making inclusion the norm by producing systemic change, scaling up actions, marketing, collecting data, and ensuring that the right people see the evidence supporting inclusive education. Representatives from the Special Olympics shared their strategy for inclusion, which is using sports as a platform for community development. Special Olympics trains and engages youth so that they can be empowered to become advocates for themselves and others with disabilities. 3:00 p.m. – 4:15 p.m. Concurrent Sessions Session 1: Field Perspectives in Youth, Education, and Conflict: From Evidence to Practice Moderator: Ash Hartwell, University of Massachusetts Carmen Henriquez, USAID/El Salvador Dwaine Lee, USAID/Kenya Roger Steinkamp, USAID/Kenya Mardea Nyumah, USAID/Liberia This panel discussion highlighted three innovative programs focusing on youth in conflict and postconflict contexts implemented in Liberia, El Salvador, and Kenya. Advancing Youth Livelihoods in Liberia empowers communities, provides livelihoods training, and has developed standards of practice (e.g., facilitator manuals, master trainers provide training on the job). Technical working groups (TWG) provide input to standards development, and multiple data sources are being utilized to provide evidence, including an out-of-school literacy assessment, Early Grade Math Assessment (EGMA), as well as workforce readiness and livelihoods surveys. When asked about the participation of marginalized groups, Ms. Nyumah noted that over 85 percent of learners participating in the Advancing Youth Project are girls. She informed the audience that an impact evaluation is planned for 2014. Carmen Henriquez of USAID/El Salvador provided an overview of the Education for Children and Youth program, which works to address the drop-off in education enrollment and attendance as children age out of primary school. Specifically the program seeks to provide opportunities for lower secondary students and out of-school youth. The program consistently works with multiple donors, including the private sector and the Ministry of Education. Ms. Henriquez informed the audience that a mid-term performance evaluation is in the works. Dwaine Lee and Roger Steinkamp of USAID/Kenya described the YesYouthCan! (YYC) initiative, which is youth-led, youth-owned, and youth-managed. “Activity 0” of this effort was a mass mobilization of youth which was immediately taken to scale. There are currently 500,000 members, all on rosters managed by young people. There are 20,000 bunges (villages) involved, with all following a standard set of guidelines including developing a constitution, electing leaders, collecting membership dues, managing funds, and creating a work plan. Although it has been challenging, YYC has engaged local partners through consistent communication. A successful YYC activity managed by young people was “My ID, my life”, which targeted the 2-3 million youth who do not have national registration cards. In a matter of months, half a million youth were registered. Mr. Lee and Mr. Steinkamp noted that while a rigorous impact evaluation of YesYouthCan! is being planned, the primary outcome of peaceful 2013 elections has been achieved. Session 2: Implications of the Evidence Base on Social Emotional Learning Moderator: Jennifer Sklar, International Rescue Committee Meredith Gould, International Rescue Committee Catalina Torrente, New York University Ed Seidman, New York University Presenters from New York University and the International Rescue Committee shared the results of recent research on social and emotional learning (SEL) in conflict contexts. SEL is the development of social and emotional competencies in children/youth and adults. Competencies include empathy, conflict resolution skills, anger management, respect for self and others, effectively working in teams, self control, respect for others, and effective communication and listening. Core competencies are sometimes called soft skills and are difficult to quantify and define, but it is important to develop metrics to do so. SEL is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful. Research on SEL indicates the importance of SEL core competencies to learning in conflict environments, where students are often unable to regularly attend school owing to displacement, violence and lack of safety, abuse and exploitation and the effects of trauma. Other variables that affect learning are parents’ and teachers’ mental health and living. The theory of change highlights all stakeholders, with teachers being the most critical in helping children recover from effects of violence. Students are learning SEL skills and behaviors from teacher modeling, which can be positive or negative. Research shows that changing the attachment between teacher and student has a great effect. Even simple, regular, consistent, predictable behaviors create comfort. It is important to increase knowledge of SEL competencies and build skills and behavior to increase the resiliency of children and youth. Session 3: Supporting Teachers in Crisis and Conflict Affected Environments Ruth Naylor, CfBT Education Trust Ezra Simon, USAID/South Sudan The aim of this session was to provide information on recent research on teacher salary systems in conflict-affected states. While development experts focus on what happens in the classroom, if teachers are not paid, education will come to a halt. Teacher salaries typically constitute 80 percent or more of most developing countries’ entire education budgets. The CfBT Education Trust, working with the The Brookings Institution’s Center for Universal Education, conducted an analytical review of the structural prerequisites for paying teachers in crisis and conflict-affected countries and challenge to doing so. The study conceptualized the systemic prerequisites into “cogs” and “levers.” Cogs are the interacting components that must be in place for an efficient payment system – the banking system, a financial management systems, payrolls, EMIS and/or Teacher Management Systems, and systems to audit how funds are spent. Levers are the sources of funds (donors, governments, and communities) and how these should pass through the cogs. By analyzing these prerequisites, conducting a literature review, and carrying out three case studies, the researchers identified some 17 different obstacles to effective teacher salary systems and proposed possible or proven solutions for each. These included incremental changes, “step” changes that reformed one or more of the cogs, and bypassing the existing system with a new approach. Ezra Simon of USAID/South Sudan described efforts to reform the teacher payment system through a 2008 “headcount” exercise, which resulted in the removal of numerous ghost teachers and schools and raised the question of how to deal with so-called unclassified educators who may not have credentials but who provide important services in rural areas. The discussion focused on the importance of stakeholder analysis, what to do when salaries are too low; and other issues of payment when no such financial infrastructure exists. Session 4: Educational Quality: Global Imperative in Post-Conflict Environments Moderator: Julia Richards, USAID/Liberia Walter Phillips, FHI 360 Kurt Moses, FHI 360 Sergio Somerville, FHI 360 Julia Richards from USAID/Liberia led a panel session covering the development of systems and capacity in conflict environments based on examples and lessons learned in Liberia, as well as South Sudan, Ethiopia and Guatemala. The presenters from FHI 360 presented the unique challenges of (re)building EMIS systems and infrastructure, how data were built and shared with decision-makers and the importance of how data was presented. The presenters reminded their audience that the barriers to providing a quality education in these countries were numerous, including a lack of qualified teachers, resource constraints, and a lack of systems and processes. The extremely skewed demographic profile of schools in conflict countries sets them apart from countries not in conflict. For example, in Liberia, while seven percent of grade one students were six years old, 14 percent were 10 years old, and many were older. Similarly, in grade six, two percent were 11 years old and 47 percent were 16 years old. This data alone indicates the challenges that teachers face in developing a successful reading program in conflict environments. Capacity building is obviously a critical component in these countries. The FHI360 team shared the approach and preliminary results from a capacity building program in Liberia that has the benefit of strong political support for education from the government. An important component in this USAID-funded project its support of national, regional and local decision making through the capture and distribution of data. The project is building IT systems capacity in a cost-effective, green and sustainable way by using free resources (e.g., Google Earth), open source software, and relatively free solar technology for power. The project was able to introduce an ID card reader that allows teachers to check-in for work. It has led to better teacher attendance and allows teachers to be paid remotely so that collecting pay does not detract from their time teaching. A cost assessment showed that the physical requirement to swipe and ID on the card reader would pay off the system’s cost in about three months because teachers would need to come to school and teach in order to swipe their cards at the required times. Discussants were particularly interested in the cost of the system, challenges on how to get overcome local resistance and garner political support and possible standardization of data across countries. Session 5: Equity, Education Access and Conflict: What Does the Data Say? Moderator: Yolande Miller-Grandvaux, USAID/Washington Gudrun Ostby, Centre for the Study of Civil War, Peace Research Institute Oslo Gudrun Ostby from the Center for the Study of Civil War of the Peace Research Institute Oslo presented interim findings from a study that is exploring whether conflicts lead to inequalities, and if they do, which inequalities. While the study encompasses 20 countries, interim results included only Democratic Republic of Congo (DRC), Mali, Nigeria, and Liberia. Dr. Ostby is using Demographic and Health Surveys (DHS) from USAID, which has collected, analyzed, and disseminated representative data on population, health, HIV, and nutrition through more than 300 surveys in over 90 countries, and comparing it with data from the Uppsala Data Conflict Program (UCDP) database on conflicts (number of conflicts and fatalities). She explained that inequalities may arise intentionally along the ethnic or religious lines of conflict, or may arise unintentionally as a result of armed conflict taking place in peripheral areas populated by already marginalized ethnic groups. She concluded that the education systems and education policies can influence the likelihood and dynamics of conflict and that conflict may majorly affect education in post conflict societies. Data reveal significant inequalities in education years between ethnic, religious and rural-urban groups in all four countries. While the impact of armed conflict on education inequality does not appear to be strong and clear in the initial focus countries, the Liberia and DRC case studies show that individuals in areas with high levels of previous conflict/casualties have on average lower levels of education. Session 6: Integrating Goals 1 and 3: Designing Reading Programs in Countries Affected by Conflict and Crisis Zeena Zakharia, University of Massachusetts Zeena Zakharia presented the findings of her study on literacy programs in conflict and crisis affected settings, which focused on the intersection between Goals 1 and 3of the USAID Education Strategy. She used document review, key informant interviews, and focus groups to look at issues related to operating literacy programs in conflict/crisis environments. Dr. Zakharia defined literacy as reading, writing, and oral language proficiency. She also noted that many “literacies” exist in different contexts, such as those related to technology, religion, etc. Thus, literacy programs must be culturally and socially relevant and appropriate. She found that Language of instruction was also found to be crucial to how literacy programs operate, especially in areas that are multi-lingual. Dr. Zakharia argued that language is related to conflict, learning, and exclusion. It can favor one group over another and can lead to conflict/tension when students don’t speak the same language. She also found that the issues teachers face, including their own reaction to trauma, impact program implementation and make teaching training and support crucial. Dr. Zakharia pointed out the need to ensure that curricula are appropriate and do not exacerbate conflict as well as build on the strong components of curriculum or materials that may already exist in a country before conflict/crisis occurs. The study found that the inclusion of communities and families in the development and support of programs was key to promoting literacy, along with putting special attention to the needs of youth. Dr. Zakharia poignantly discussed the feelings of shame felt by individuals who did not possess the appropriate levels of literacy who were from cultures that valued it. Dr. Zaharia responded to audience questions, noting that conflict and crises do sometimes open opportunities for young people to go to school (e.g., refugee camps and access of young women in conservative environments) and sometimes changes dynamics within families, creating more empowered roles for marginalized family members. She also cautioned that data are open to interpretation and that data that might appear to be soundly quantitative might not be while qualitative data might provide more authentic and accurate information. 4:25 p.m. – 5:15 p.m. Plenary 3: Working with Congress Moderator: Chuck Cooper, USAID Assistant Administrator for Legislative and Public Affairs Talia Dubovi, Office of US Representative Nita Lowey of New York Chris Homan, Office of US Senator Richard Durbin of Illinois The goal of this session was to explore ways in which Congress works with USAID and a wide range of constituent and interest groups which can lend support to programming in basic and higher education. Speakers were Talia Dubovi, Appropriations Associate for Representative Lowey (D-NY), who covers education and international human rights, Chris Homan, National Security Advisor for Senator Durbin (D-IL), and Eric Postel, USAID’s Assistant Administrator for the Bureau for Economic Growth, Education and Environment. Given the current climate in Congress, this informal conversation focused on Congress’ budgeting process, as well as looming issues related to the debt ceiling, the possibility of a governmental shutdown, and appropriation bills. Congress is currently on a 5-week recess, and there is the possibility of a government shutdown if the appropriations bill does not pass by early September. Speakers also noted that a debt-limit debate is also looming. Staffer’s remarks focused on the most effective ways to communicate project-related information with Congress and the type of information Congress is more interested in receiving. They noted that they focus on USAID’s portfolios rather than individual projects. Staffers appreciate briefings and visit projects to the extent that they are able. Because of persistent perceptions that the foreign assistance budget is a larger percentage of the overall budget than it is, congressional staff look for evidence that investments are sustainable and that other countries and private donors are contributing. When asked about progress on implementing the Education Strategy and USAID Forward, Mr. Postel noted that it is hard to determine and that there were some significant changes in programming. He indicated that the time needed to adjust to the Strategy was underestimated. Hot-button topics such as girls’ education in Afghanistan and Pakistan and setting up schools in Haiti were identified. During the Q&A period, presenters noted the kind of information desired by Congresspeople as well as the best ways to present it. 5:15 p.m. – 5:30 p.m. Closing Keynote Dr. Rajiv Shah, USAID Administrator Rajiv Shah, Administrator of USAID, delivered closing remarks on Day 2 of the Education Summit. He highlighted USAID’s revamping of its education strategy and the use of evidence to inform programming. He noted that a portfolio review of Nigeria, South Sudan, and Democratic Republic of the Congo (DRC) were providing a clearer picture of barriers to education. In DRC, one of greatest barriers to attending school was not violence or displacement, but school fees because the government cannot afford to pay teachers. The Administrator said that USAID would be working with government to find new models to make sure that education becomes a right rather than privilege. USAID took a partnership approach, joining with the Office of the UN Special Envoy for Global Education to work in those countries. The administrator also highlighted the All Children Read Grand Challenge, which received over 450 applications, of which over half of applications came from developing countries. When discussing working with partners, he informed the audience that in the previous year, USAID moved 725 million dollars to partners knowing it is more work, but the end result will be institutions that will eventually not need U.S. assistance. August 6: Goal 1- Improved Reading Skills for 100 Million Children in Primary Grades by 2015 Tuesday, August 6th 9:00 a.m. – 9:30 a.m. Plenary 1 - Welcome and Overview of Education Priorities 9:30 a.m. – 10:30 a.m. Plenary 2 – Visions for 2015 and Beyond: Perspectives on a Global Learning 11:00 a.m. – 12:15 p.m. Concurrent Sessions Session 1: From Strategy to Implementation: What Have We Learned Since 2011? Session 2: Approaches to Community and Parent Involvement and Social Marketing to Increase the Impact of Goal 1 Projects Session 3: Increasing Sustainability of Reading Programs: Designing Effective G2G Early Grade Reading programs to Increase Sustainability 1:15 p.m. - 2:30 p.m. Concurrent Sessions Session 1: Which Book Do Children Need to Learn to Read? Developing Effective Content Session 2: Scale and Sustainability of Reading Programs: Key Considerations Session 3: Using Knowledge of Cultural Beliefs and Practices to Enhance Early Grade Reading Programs Session 4: The All Children Reading Grand Challenge (ACR-GC) Session 5: Improving Reading Outcomes: A Comparison of Instructional Approaches Session 6: Program Design: Language and Reading Session 7: Building Consensus on Measuring Learning: Recommendations from the Learning Metrics Task Force 3:00 p.m. – 4:00 p.m. Concurrent Sessions Session 1: Reading in the Arabic Language: Considerations for Programs in North Africa and the Middle East Session 2: Measuring Impact: The Use of Data Collection and Analysis to Track Improvements in Reading Session 3: Printing and Publishing Books that Children Can Read Session 4: Scale and Sustainability for Reading Programs: Cost Considerations Session 5: Changing Teacher Practice: Effective Training and Coaching Session 6: What Do We Need to Know about Children’s Cognitive Development to Optimize Early Session 7: Technology and Reading: Learning from the Field 4:30 p.m. – 5:30 p.m. Plenary 3: Advancing Reading Through Collaboration: Building a Strong Community of Practice 9:00 a.m. – 9:30 a.m. Plenary 1 - Welcome and Overview of Education Priorities Christie Vilsack, USAID Senior Advisor for International Arne Duncan, US Secretary of Education Natasha de Marcken, Director USAID Office of Education Arne Duncan, U.S. Secretary of Education, welcomed participants with remarks on the importance of education and discussed how improving education is essential for maintaining economic competitiveness and ensuring stewardship of the planet. He noted that while it is a time of unprecedented urgency with 57 million primary age children not in school today, it is also a time of unprecedented opportunity. Secretary Duncan emphasized the importance of the appropriate use of new technologies to increase access to and quality of education. He called for a focus on quality, attainment and completion, as well as the need for a renewed focus on parents, who will always be a child’s first and most important teachers. In discussing the importance of the engagement of parents, Secretary Duncan noted that parents can have a tremendous impact on student motivation to learn, graduation rates, and college preparedness. He closed by discussing how children around the world are willing to risk their lives to get an education and concluded by saying, “If we want both justice and peace, then we must work for education.” View complete text of Secretary Duncan’s remarks. …; Added by chris macrae at 11:33am on August 19, 2013

Topic: how the future of the world depends for a second time on japan changing economics: ent parties united around one at my 22nd meet with yunus, in atlanta 10 days ago, i mentioned the japanese ambassador wanted his input to the youth crisis discussion the rest of bangla civil society discussed on 4 april and that he could contact you to diarise the relevant meeting at embassy to bridge that and economics of student entrepreneur competitions . .. as a maths guy, i do not know if end 2012 is peacefully and culturally the right time to launch a job creating youth network out of bangladesh as a way of aligning future millennium goals around the number 1 reasoning for economics to end unemployment-clearly existing millennium goals have dismally moved usaid/dfid off track for all the reasons discussed by bangladesh civil society on 4 april SIMPLICITY OF CONCEPT MATTERS however if now is the right time i suggest that starting with japan and bangladesh there could be an annual prize meeting awards to youth world traders - ie people under 40 whose movement out of bangladesh or japan sustains the most worldwide jobs or productivity the logic for starting this out of the 2 named countries is that japan created the most productive innovation to economics in the mid 20th century - the multi-win systems that kicked off asian pacific century and girl does the world need that economic intervention now as the opposite to the germanic-eu politicians model and the opposite of subprime ratings agencies run by speculators needs and bangladesh at 40 innovated the most exciting changes to economics to transition millennium goals and celebrate the potential of every net generation youth to be the most productive time to be alive i suggest you and miki edit this mail , send it to me to sign so you can give it to the japanese ambassador as he and sir fazle abed need to see it in its simplest form that can be backed up by the entire logics of The Economist since 1843 which was to entrepreneurially mediate change of empire economics by publicly quizzing those who made the biggest resource decisions why they thought particular industries were best located where for sustainability of particular peoples and the diversity of natural and development starting points that need to be equitably shared so that gross world productivity of the human races in a death of distance world goes beyond the dismal zero sums of adding up gross national product chris wash dc hotline 1 301 881 1655 this is particularly urgent now as in this most uneconomic capital on earth we have a deja vu of 2008 when krugman advised obama on the smaller of the 2 changes to economics he needed to make - ie turn economics into a bi-patisan system design tool but still doesnt understand the bigger piece is redesigning systems to co-create 3 billion jobs dad scripted in 1984 - what was notable about the consider japan in 1962 is that they changed world trade around by investing ahead of time in celebrating the then moores law dynamic of electronics progress; we have left it terrifyingly late to celebrate the moores law dynamic of million times more collaborative webs - only the japanese have mindset and enough wealth to reform the deisgraceul german-american economic mindsets curently destroying investment in youth faster than i can write ..................................................................................................A declaration from the Nobel Laureates attending the 12th Nobel Laureate Summit held in Chicago, Illinois from 23rd to 25th April 2012. This declaration was read out by Nobel Laureate Professor Muhammad Yunus. Appeal to the Youth of the World As Nobel Peace Laureates and Laureate organizations we realize that if the commitment to peace and human rights is not passed from one generation to the next our achievements will be short lived. For this reason we applaud the youth the world over who are standing up and speaking out in protest against injustice and inequality and defending the right to peace, social justice and a sustainable future. We are concerned that old threats to peace are persisting and new ones emerging. We therefore urge young people to organize for peace and learn to prevent and resolve conflicts peacefully. At a time when militarism continues to corrupt the minds of politicians and poison international relations, when a new arms race is unfolding, this must be a key priority. As Nobel Laureate Martin Luther King, Jr. said, “those who love peace must learn to organize as effectively as those who love war.” Our collective security can no longer focus primarily on the security of states; it must focus on the security of people. Wars and militarism cannot achieve real human security. Substantial reductions of world military expenditures could eliminate the crushing poverty whereby nearly one third of humanity lives in insufferable conditions. Excessive military expenditures not only represent a theft from those who are hungry but are also an ineffective means of obtaining security. Equally unacceptable is violence against nature that ruins the environment upon which civilization depends. All the world’s religions and peoples share similar basic values, such as peace, compassion, love, justice, service towards others, and the alleviation of suffering. Political leaders must recognize our common humanity through deeds rather than mere words. We urge young people to question leaders about what they are doing to address the main challenges that face the world today: 1. What are you doing for the abolition of nuclear arms and other indiscriminate weapons and for reduction of military spending? 2. What are you doing to bridge the divide between wealth and crushing poverty? 3. What are you doing to save our planet from environmental disaster? 4. What are you doing to protect and promote human rights and equality between womenand men? We offer the world’s youth our support and our experience as they pursue a better future. We urge them to achieve change through peaceful and moral means. We need your enthusiasm and we want you to join us in our continued quest for peace and justice. .. …; Added by chris macrae at 7:10am on May 1, 2012

Comment on: Topic 'Species of Capitalism': illanthropists such as Ted Turner Capital Cities twinning in million jobs co-creation and millenniums most collaborative goals Open Source Technologists MOOC designers of missing valuation curricula of sustainability and post-industrial economics …; Added by chris macrae at 5:55am on November 27, 2013

Topic: DaoRoyals smart contract: constitution from britannia rules waves to never be slaves to commonwealth when did the economist sell out to monetisers- well certainly long after 1951 when neuamm einstein turing trusted ed geoffrey crowther with future ladeship surveys of valuing brainworking engines- still going strong when jfkennedy 1962 endorsed www.economistjapan.com as central to his intelliugence chaklenges of 1960s satellite and moon races - peace corps- triad ploar world trade pacific to atlantic worldwide - japan and far east to us west coast to us east coast and Un to switzerland itu with hopefully EU following suit which it didnt when messina dna 1955 was chnaged by common ag policy help us gamif ai ar=t www.aigames.solar and ask bard to choose when did the economist lose its unique ai very good platform DaoRoyals Smart contract version 0 11/11/22 please note while versions will change recursively it is not intended to substantially change logics of Massive App Cooperation (MAC) (DaoRoyals.docx file) - questions welcome chris.macrae@yahoo.co.uk 1.0 Phase 1 of DaoRoyals seeks to select up to 2000 commons members united by sustainability goals/systems of the UN and Royals as Public servants of the world. Particularly treasured is the English-Minded Intel of Queen Elizabeth 2, and now advanced by King Charles. Whilst valuing their extraordinary consistency our relationship trusts are entrepreneurially influenced by Scottish Diaspora maps of worldwide humanity, typically Adam Smith moral sentiments first chartered in 1758. 1.01 My father Norman Macrae's life has a dotted line connection with Prince Charles and mediation with the Japan Royal family from 1962. Dad's last days as a teenager were spent as a navigator Allied Bomber Command Burma. Surviving world war 2, my father believed optimism to be essential to would-be global journalists. For example, once he was permitted to sign an annual survey in The Economist from 1962, dad chose his wartime enemy Japan as his first reconciliation survey. He was joyfully surprised to observe that Japan had transformed - from being the main Empire along with the UK to have been history's root cause of underdevelopment of most of the world's peoples (Asians) to connecting Asia Rising Models. JF Kennedy agreed with my father's survey but after his assassination, it was left to the 16 year old Prince Charles at the Tokyo Olympics to emerge as the first leading connector of Japan and Europe. Specifically Charles met Akio Morita and asked him to consider Wales for Sony's first inward investment in Europe. It helped that by the 1960s the Japanese Emperor's family's favorite sport was English tennis and later their son became an Oxford graduate in environmental studies - both networks Charles deeply empathised with. Dad became an occasional, if anonymous scriptwriter for Charles tours to Japan. Significantly to the 2020s, eminent British business families such as the Sainsbury's have been central in continuously orchestrating arts and environment royal societies in line with Charles' worldwide compass. The King continues to be an extraordinary undercover convener of changing human condition, Consider this week at Bloomberg live cop27 - report on regenerative agriculture led by Mars business executive who credits its leaps forward with being convened by Charles while he was still prince https://a.storyblok.com/f/109506/x/6cf9528552/smi-sustainable-buildings-task-force.pdf \1.1 We invite members to choose a number between 2 and 2000. If you are particularly concerned one sustainability goal, consider such choices membership ids as between 100-199 end poverty, or 500-599 women empowered community building, or 1700s highest trust partnership platforms to urgently regain youth's sustainability. Memberships number 2-99 are recommended for artists, mathematicians tech wizards or indeed any interdisciplinary and massively joyful connections of intel and emotions relevant to the challenge which my farther first agreed to survey with von neumann in 1951 - what goods will peoples unite with 100 times more tech every decade? Membership identification is first come first served among invited applicants. You don't have to conform to the recommended numerical bands above but we will be reaching out to identifiable sdg groups. For example from spring 2023 www,sdgmetaverseprize.org aims to have identified thousands of youthful storytellers curated by goal and maximum media changes of the 2020s. Or as another example, within the UN. we will be surveying practice branches eg Rome's food ops to understand both their favorite Goal 2 cases for youth and educators to celebrate- and how tech and human intel can differentiate the futures of sustainability and extinction 1.2 Once we have reached 1000 registered members (hopefully by spring 2022) we will ask for a contribution (recommended sum 100$ but 5$ or up is fine). This will be used to put membership numbers on blockchain. A committee of members will be chosen to quickly suggest 2 or more ways of doing this. One way will preserve a basket of paper currencies as the the Dao's treasury; the other will likely recommend a move to a basket of crypto currencies. Our overarching Cooperation purpose "Decentralisation" seeks to reallocate both investment and actionable learning as well as deep data mapping to communities. And to celebrate leaps forward such as UN2.0 maps https://www.un.org/techenvoy/content/ongoing-work which offers the younger half of the world the change to be the first generation cooperating in sustainability prioritised by the most urgent 2020s leaps all 8 billion human brains need interconnecting. Our 21st C searches have unearthed an alarming metric: today over half of all teachers and students time is wasted due to mismatches between curricula examined and practices millennials need to experientially and communally work on. This rough picture illustrates this mismatch which was not possible to openly debate until 2015's launch of the Sustainability Development Goals. 1.3 Our associates in Glasgow has suggested making June 2023's 265th Adam Smith's moral sentiments gathering a celebration of microeducationsummit. As well as an opportunity to clarify faultlines in English Empire education Smith diarised, as an education consultant, we value the futurist lens of HG Well's: Civilisation is a race between education and catastrophe. We hope that Glasgow can also offer a borderless stepping stone to UN year 2023-4 which leader Guterres has earmarked as assembling Summit Future. 1.3.1 ff dao members have the time to do so, Glasgow would welcome multiple experienced committees zooming in or convening in Glasgow. Since 2008 the moral sentiments events diary has been under the same home team's direction, as has the archiving of Adam Smith and parallel scholars interpretations of human relationship systems. This has been celebrated with the launch of 2 new academic journals new economics and social business both designed to value women's productivity as much as men, and youth's demands for the future as much as their elders 1.4 It should be noted that neither I as initial smart contract editor nor the Glasgow team have the youthful brainpower to be long term organisers of DaosRoyal. We welcome dialogues with by June 2023 or 2024's publication of 2025report.com last edition. While my father Norman Macrae with Economist journalists led Von Neumann's survey 1951-1972; I became interested in educational challenges from 1972. This is when I completed my MA in statistics at the UK's main maths lab DAMTP and applied to my first full time employer - National Development Project Computer Based Learning Project, University of Leeds. Way ahead of its time, its groundbreaking research became integrated in my fathers future histories of going digital worldwide (harmonising NEWS North East West South human advancement) as well as the hypothesis that millennials' sustainability would depend on hi-tech identification of every human with a skills dashboard and a personal AI trainer/curator of next experiential learning Ops. From 1984 i joined my father in publishing future history genre 2024/5 reports and after his retirement from 40 years of full time sub-editing of The Economist I did some of the background research for my fathers biography of Von Neumann I mention this as an interpersonal driver of my beliefs in technology's unprecedented exponential opportunities and threats to all our 20202s situations- in case this is relevant to your membership choice. I have also mentioned a belief in decentralised finance. This was core to my father's projection of web2.0 by 2005 as you can see in chapter 6 fintech to end poverty of 1984's 2025report. I do not claim to understand NFTs but i search for trustworthy ones with diary notes at eg www.worldclassdaos.com and www.nftsdgs.com ======= More detail on local-global lens brought by Diaspora scots to last Cuarter (of Millennium) human development. 1.0.1 1758 @Glasgow was an interesting time to charter human being's: -- Adam's Moral Sentiments was the last one published on human relationship before the inventions of engineers; and it was complimented by Adam's first-hand observations during the first 16 years of engines and consequences for nations. We interpret what Adam meant by freedom as arguing for transparency of markets in which enough buyers, sellers and suppliers knew about the costs and qualities of a markets offers. It was only with 100% transparency that Smith argued connections of self-interests would advance the market's purpose to develop humans across nations and all around mother earth. Actually Smith's 1758 work did not solely attempt to define markets but how their system potentials interfaced with various man-made systems including human cultures and languages and nature's diversity of forces. 50 years before Adam's publications a small group pf hotheaded scots had tried to manually dig the panama canal. This caused Scotland's finances to fail as a nation - so Adam was writing from the perspective of being a colony of London. He appears to have wanted to open source the benefits of engineering and Scots as becoming peoples who mainly lived worldwide than on their own far north land. His work can be read as wanting to unite states of engineering and worldwide friendly people without London taking an Empire cut of everything. Since 2010 both Adam Smith scholars work and our understanding of The Economist as a newspaper from 1843 has been hubbed out of Glasgow University Student Union.…; Added by chris macrae at 6:05am on November 10, 2022

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ENTREPRENEURIAL REVOLUTION NETWORK BENCHMARKS 2025now : Remembering Norman Macrae

cvchrismacrae.docx

2025REPORT-ER: Entrepreneurial Revolution est 1976; Neumann Intelligence Unit at The Economist since 1951. Norman Macrae's & friends 75 year mediation of engineers of computing & autonomous machines has reached overtime: Big Brother vs Little Sister !?

Overtime help ed weekly quizzes on Gemini of Musk & Top 10 AI brains until us election nov 2028

MUSKAI.docx

unaiwho.docx version 6/6/22 hunt for 100 helping guterres most with UN2.0

RSVP chris.macrae@yahoo.co.uk

EconomistDiary.com

Prep for UNSUMMITFUTURE.com

JOIN SEARCH FOR UNDER 30s MOST MASSIVE COLLABS FOR HUMAN SUSTAINABILITY

1 Jensen Huang 2 Demis Hassabis 3 Dei-Fei Li 4 King Charles

5 Bezos Earth (10 bn) 6 Bloomberg JohnsHopkins cbestAI.docx 7 Banga

8 Maurice Chang 9 Mr & Mrs Jerry Yang 10 Mr & Mrs Joseph Tsai 11 Musk

12 Fazle Abed 13 Ms & Mr Steve Jobs 14 Melinda Gates 15 BJ King 16 Benioff

17 Naomi Osaka 18 Jap Emperor Family 19 Akio Morita 20 Mayor Koike

The Economist 1982 why not Silicon AI Valley Everywhere 21 Founder Sequoia 22 Mr/Mrs Anne Doerr 23 Condi Rice

23 MS & Mr Filo 24 Horvitz 25 Michael Littman NSF 26 Romano Prodi 27 Andrew Ng 29 Lila Ibrahim 28 Daphne Koller

30 Mayo Son 31 Li Ka Shing 32 Lee Kuan Yew 33 Lisa Su 34 ARM 36 Priscilla Chan

38 Agnelli Family 35 Ms Tan & Mr Joe White

37 Yann Lecun 39 Dutch Royal family 40 Romano Prodi

41 Kramer 42 Tirole 43 Rachel Glennerster 44 Tata 45 Manmohan Singh 46 Nilekani 47 James Grant 48 JimKim, 49 Guterres

50 attenborough 51 Gandhi 52 Freud 53 St Theresa 54 Montessori 55 Sunita Gandhu,56 paulo freire 57 Marshall Mcluhan58 Andrew Sreer 59 Lauren Sanchez, 60 David Zapolski

61 Harris 62 Chips Act Raimundo 63 oiv Newsom. 64 Arati Prab hakarm,65 Jennifer Doudna CrispR, 66 Oren Etsioni,67 Robert Reisch,68 Jim Srreyer 69 Sheika Moza

- 3/21/22 HAPPY 50th Birthday TO WORLD'S MOST SUSTAINABLE ECONOMY- ASIAN WOMEN SUPERVILLAGE

Since gaining my MA statistics Cambridge DAMTP 1973 (Corpus Christi College) my special sibject has been community building networks- these are the 6 most exciting collaboration opportunities my life has been privileged to map - the first two evolved as grassroots person to person networks before 1996 in tropical Asian places where village women had no access to electricity grids nor phones- then came mobile and solar entrepreneurial revolutions!!

COLLAB platforms of livesmatter communities to mediate public and private -poorest village mothers empowering end of poverty 5.1 5.2 5.3 5.4 5.5 5.6

4 livelihood edu for all

4.1 4.2 4.3 4.4 4.5 4.6

3 last mile health services 3.1 3,2 3.3 3.4 3.5 3.6

last mile nutrition 2.1 2.2 2.3 2.4 2.5 2,6

banking for all workers 1.1 1.2 1.3 1.4 1.5 1.6

NEWS FROM LIBRARY NORMAN MACRAE -latest publication 2021 translation into japanese biography of von neumann:

Below: neat German catalogue (about half of dad's signed works) but expensive -interesting to see how Germans selected the parts they like over time: eg omitted 1962 Consider Japan The Economist

feel free to ask if free versions are available

0 The coming entrepreneurial revolution : a survey Macrae, Norman - In: The economist 261 (1976), pp. 41-65 cited 105

7 F uture U.S. growth and leadershipMacrae, Norman - In: FutureQuest : new views of economic growth, (pp. 49-60). 1977 Check Google Scholar |

13Oh, Brazil : a survey Macrae, Norman - The Economist 272 (1979), pp. 1-22

14To let? : a study of the expedient pledge on rents included in the Conservative election manifesto in Oct., 1959 Macrae, Norman - 1960

15 Toward monetary stability : an evolutionary tale of a snake and an emu

Macrae, Norman -In: European community (1978), pp. 3-6

16 Whatever happened to British planning? Macrae, Norman - CapitalismToday, (pp. 140-148). 1971 Check Google Scholar |

18 How the EEC makes decisions MacRae, Norman - In: Readings in international business, (pp. 193-200). 1972 Check Google Scholar |

22 A longer-term perspective on international stability : thirteen propositions

Macrae, Norman; Bjøl, Erling - In: Nationaløkonomisk tidsskrift 114 (1976) 1, pp. 158-168

Full text |

23a

Homes for the people

Macrae, Norman Alastair Duncan - 1967

Check Google Scholar

25 The risen sun : Japan ; a survey by the Economist Macrae, Norman - In: The economist 223 (1967), pp. 1-32,1-29 Check full text access |

MacFarquhar, Emily; Beedham, Brian; Macrae, Norman - The Economist 265 (1977), pp. 13-42

27 FIRST: - Heresies - Russia's economy is rotten to the core. The West should concentrate on exploiting profitable opportunities to improve it, not on supporting particular politicia...

28 The Hobart century : publ. by the Institute of Economic Affairs

Macrae, Norman Alastair Duncan - 1984

Check Google Scholar

29 REINVENTING SOCIETY

Macrae, Norman - In: Economic affairs : journal of the Institute of Economic … 14 (1994) 3, pp. 38-39

30 How the EEC makes decisions

Macrae, Norman Alastair Duncan - In: The Atlantic community quarterly 8 (1970) 3, pp. 363-371 and in

How the EEC makes decisions

MacRae, Norman - In: Readings in international business, (pp. 193-200). 1972

South Africa Macrae, Norman Alastair Duncan - In: The economist 227 (1968), pp. 9-46

32 A longer-term perspective on international stability : thirteen propositions

Macrae, Norman; Bjøl, Erling - In: Nationaløkonomisk tidsskrift 114 (1976) 1, pp. 158-168

. we scots are less than 4/1000 of the worlds and 3/4 are Diaspora - immigrants in others countries. Since 2008 I have been celebrating Bangladesh Women Empowerment solutions wth NY graduates. Now I want to host love each others events in new york starting this week with hong kong-contact me if we can celebrate anoither countries winm-wins with new yorkers

mapping OTHER ECONOMIES:

50 SMALLEST ISLAND NATIONS

TWO Macroeconomies FROM SIXTH OF PEOPLE WHO ARE WHITE & war-prone

ADemocratic

Russian

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From 60%+ people =Asian Supercity (60TH YEAR OF ECONOMIST REPORTING - SEE CONSIDER JAPAN1962)

Far South - eg African, Latin Am, Australasia

Earth's other economies : Arctic, Antarctic, Dessert, Rainforest

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In addition to how the 5 primary sdgs1-5 are gravitated we see 6 transformation factors as most critical to sustainability of 2020-2025-2030

Xfactors to 2030 Xclimate XAI Xinfra Xyouth Wwomen Xpoor chris.macrae@yahoo.co.uk (scot currently in washington DC)- in 1984 i co-authored 2025 report with dad norman.

Asia Rising Surveys

Entrepreneurial Revolution -would endgame of one 40-year generations of applying Industrial Revolution 3,4 lead to sustainability of extinction

1972's Next 40 Years ;1976's Coming Entrepreneurial Revolution; 12 week leaders debate 1982's We're All Intrapreneurial Now

What will human race produce in 20th C Q4? - Jan 1975

(1984 book 2025 vreport on net generation 3 billion job creation) ...translated in different languages to 1993's Sweden's new vikings
1991 Survey looking forward to The End of Politicians
1996 oxford union debate- why political systems can adapt ahead of time to sustainability changes millennials will encounter
biography of von neumann in English and Japanese

The Economist had been founded in 1843" marking one of 6 exponential timeframes "Future Histores"

IN ASSOCIATION WITH ADAMSMITH.app :

we offer worldwide mapping view points from

1 2 now to 2025-30

and these viewpoints:

40 years ago -early 1980s when we first framed 2025 report;

from 1960s when 100 times more tech per decade was due to compound industrial revolutions 3,4

1945 birth of UN

1843 when the economist was founded

1760s - adam smithian 2 views : last of pre-engineering era; first 16 years of engineering ra including america's declaration of independence- in essence this meant that to 1914 continental scaling of engineeriing would be separate new world <.old world

conomistwomen.com

IF we 8 billion earthlings of the 2020s are to celebrate collaboration escapes from extinction, the knowhow of the billion asian poorest women networks will be invaluable -

in mathematically connected ways so will the stories of diaspora scots and the greatest mathematicians ever home schooled -central european jewish teens who emigrated eg Neumann , Einstein ... to USA 2nd quarter of the 20th century; it is on such diversity that entrepreneurial revolution diaries have been shaped

EconomistPOOR.com : Dad was born in the USSR in 1923 - his dad served in British Embassies. Dad's curiosity enjoyed the opposite of a standard examined education. From 11+ Norman observed results of domination of humans by mad white men - Stalin from being in British Embassy in Moscow to 1936; Hitler in Embassy of last Adriatic port used by Jews to escape Hitler. Then dad spent his last days as a teen in allied bomber command navigating airplanes stationed at modernday Myanmar. Surviving thanks to the Americas dad was in Keynes last class where he was taught that only a handful of system designers control what futures are possible. EconomistScotland.com AbedMooc.com

To help mediate such, question every world eventwith optimistic rationalism, my father's 2000 articles at The Economist interpret all sorts of future spins. After his 15th year he was permitted one signed survey a year. In the mid 1950s he had met John Von Neumann whom he become biographer to , and was the only journalist at Messina's's birth of EU. == If you only have time for one download this one page tour of COLLABorations composed by Fazle Abed and networked by billion poorest village women offers clues to sustainability from the ground up like no white ruler has ever felt or morally audited. by London Scot James Wilson. Could Queen Victoria change empire fro slavemaking to commonwealth? Some say Victoria liked the challenge James set her, others that she gave him a poison pill assignment. Thus James arrived in Calcutta 1860 with the Queens permission to charter a bank by and for Indian people. Within 9 months he died of diarrhea. 75 years later Calcutta was where the Young Fazle Abed grew up - his family accounted for some of the biggest traders. Only to be partitioned back at age 11 to his family's home region in the far north east of what had been British Raj India but was now to be ruled by Pakistan for 25 years. Age 18 Abed made the trek to Glasgow University to study naval engineering.

new york

7 Middle East & Stans
8 Med Sea
9 Africa
10 Latin Am /Carib
11 Arctic Circle
12 UN

1943 marked centenary autobio of The Economist and my teenage dad Norman prepping to be navigator allied bomber command Burma Campaign -thanks to US dad survived, finished in last class of Keynes. before starting 5 decades at The Economist; after 15 years he was allowed to sign one survey a year starting in 1962 with the scoop that Japan (Korea S, Taiwan soon hk singapore) had found development mp0de;s for all Asian to rise. Rural Keynes could end village poverty & starvation; supercity win-win trades could celebrate Neumanns gift of 100 times more tech per decade (see macrae bio of von neumann)

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 - 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

how do humans design futures?-in the 2020s decade of the sdgs – this question has never had more urgency. to be or not to be/ – ref to lessons of deming or keynes, or glasgow university alumni smith and 200 years of hi-trust economics mapmaking later fazle abed - 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 most active scholars climate adaptability where cop26 november will be a great chance to renuite with 260 years of adam smith and james watts purposes t end poverty-specifically we interpret sdg 1 as meaning next 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\ - 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:

Girls world maps begin at B01 good news reporting with fazleabed.com valuetrue.com and womenuni.com

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online library of norman macrae--

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