edhealth

by chris macrae

Mar 16

44 years ago (we authored2025report); hypothesis intelligence engineering will be best time to be alive wherever priorities are health and livelihood ed for all- intelligence engineers spend peoples time and data - any education system that prevents youth from participating in that transformation will waste most of its peoples brains: 

America leads world on many AI CONTEXTS BUT

Sadly usa has priorities addictive ad models of intelligence not open learning, and lawyering ever more expensive health so while many people may want to partner US AI on other needs, it seems that rest of world will have to lead education and health engineering- please post in sightings of services all people might want AI agency to twin with

places like singapore and taiwan are best at high school aths- usa barely reaches top 30 and given relative education budget this means us public system is among worst in world at teaching maths; its a very curioius fact that the vast majority of ai brilliance in usa comes from immigrants -either current or at least since 1930s when Einstein and Von Neumann brought almost all of the innovations that chips, computers and satellittes as tech's 3 million fold intelligence engineering multipliers 

literacy/numeracy - india has 90 day intervention to end illiteracy or lack of numeracy

typically japan ensures kids 9up experience team and emotional intelligence (no bullying, school can be where all positive emotional energies experienced)

much of nordica doesnt give teens homework or standardised examination - afternoons are spent on community experience apprenticeship

 

teachers should be trained from kindergarten (better 4 year olds up)up to be positvely curipus about ai as eg todays 6 year old will grow up in a world where ai agency can help youth live and action learn the best of life- what we need is for any community need not yer served for all to ask which ai network delivers that

missing is the lancets peer to peer collaboration on take care of your body and mind start pre-adolescence

the last thing most teens need iis prep for a university system that then puts them in debt for 4 year pieces of paper

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education sustems are intergenerational so it can need more iterative Q&A to find an education system you want to champion - it took me 12 years elapsed time to study the educational systems women of Bangladesh built around Fazle Abed 1972-2019- i love discussing this or taking questions o0n some  of our notes at www.catholicuni.com

ABED Fazle Abed discussed MOOCs soon agter they became visible - he said i understand why

massive open online but i dont understand C for curriculum why not c fpoor collaboration

it is amawing that moocs are still only used to promote certificaites; for example why not start change world mooc as way to develop a hackathon audience or goven that ai leaps forward every year why isnt there an induction catalogie of sorts of community actions progressed each year- a country that requiresdd all of its coleges to share the same mooc designed around that scope would likely discover its youth brains to have far more capacity than ever generated before

discussion welcome chtis.macrae@yahoo.co.uk fan of eg Nobel Learning movements trying to change youths peer to peer expeieinces.

  • up

    chris macrae

    Andrew are you happy with this google/gemini review - its simpler to begin with a neutral search as reviewer (I am also wondering if contexts of caner or mental health already have Nobel circles a these are concerns of Nam who you met at www.scsp.ai education summit and our Japanese friend Junko -she came to usa to spread arts and mental health, (We had hoped that both these contexts might match johns hopkins sais but it seems that place is silos bitten) 
    compare andrew sachs nobel learning p2p teenage circles across 100 countries with other p2p action learning networks
    Andrew Sachs' 
    Nobel Learning (specifically through the Nobel Navigators and Nobel Explorers programs) operates a peer-to-peer (P2P) social learning platform that facilitates "teenage circles" or project teams across more than 140 countries. Nobel Navigators +1
    Unlike many traditional P2P networks that focus on content sharing, Nobel emphasizes action learning—where small, diverse groups of youth collaborate live on real-world projects to build both technical and "durable" (soft) skills. 
    Comparison of Nobel Learning with Other P2P Action Networks
    Feature  Nobel Learning (Sachs) Typical P2P Action Networks
    Primary Goal Developing "empathetic global leaders" through live project collaboration. Often focused on academic tutoring, knowledge sharing, or specific vocational skills.
    Global Reach Active in 142 countries as of 2024, emphasizing extreme cultural diversity. Typically regional or focused on specific demographics (e.g., PAL Network in 15 countries).
    Structure Live Collaborative Circles: Small teams working synchronously on international projects. Asynchronous/Resource-Based: Often rely on shared forums, repositories, or self-paced modules.
    Skill Focus Hybrid of STEM (hard) and teamwork/leadership (soft) skills. Often specialized (e.g., financial literacy for P2P Global Teens or literacy for PAL Network).
    Facilitation Uses "Nobel Ambassadors" and trained facilitators to guide project-based learning. Ranges from unmoderated social media groups to coach-led professional circles.
    Key Differentiators for Nobel Learning
    • Emphasis on Empathy: Sachs positions the network as a "human" alternative to AI and automation, using P2P connection to bridge divides in conflict zones like Ukraine and Afghanistan.
    • Project-Based Model: It mirrors professional global project teams, moving beyond "study groups" to "innovation circles" where students solve practical tasks.
    • Scalability: The network grew from six members in 2019 to thousands globally by 2024, utilizing a digital-first platform to maintain low barriers to entry regardless of income. 
      BuzzsproutBuzzsprout +4
    These LinkedIn and podcast resources offer insights into Nobel Learning's global reach and action-based curriculum for youth leadership development:
    Nobel Learning PBC - LinkedIn
    About us. Welcome to Nobel, the global social-learning community where youth come to learn, lead, and succeed. We collaborate live...
    LinkedIn
    Education Without Borders with Andrew Sachs and Emine ...
    Mar 18, 2024 — Andrew saw how school and university were not preparing our youth with the needed technical, soft and leadership skills they neede...
    Buzzsprout
    P2P Global Teens
    p2pglobalyouth.org - International Youth Network. ... Peer-to-Peer Global Teens is a 501(c)(3) nonprofit committed to helping youn...
    P2P Global Teens
    Teenage peer-to-peer knowledge sharing through social network ...
    Jul 15, 2017 — According to the teen interviewees, SNS study groups rarely contain in-depth dialogues about curricular content or collaborative p...
    ScienceDirect.com
    Andrew Sachs' Post - benobel - LinkedIn
    Apr 4, 2025 — Back then, collaboration felt like a requirement – something imposed, something unavoidable. And if I'm being honest, I often long...
    LinkedIn
    The “P2P” Educational Model Providing Innovative Learning ...
    There is also self-evaluation as both a team and as an individual when the students reflect on the quality of their work and their...
    ERIC - Education Resources Information Center (.gov) Would you like more details on the specific project types teenagers work on within these Nobel Learning circles?
    yes which specific project types positively energise teens most?In Nobel Learning circles, teenagers are most "positively energized" by 
    experiential and collaborative projects that mirror real-world professional environments. These projects move beyond rote learning to focus on high-impact areas where students can see tangible results from their teamwork. 
    BuzzsproutBuzzsprout
    The specific project types that drive the most engagement include:
    • Digital Career Simulations: Projects designed to mimic "digital jobs of your dreams," where teens use project-based collaborative learning to build skills for the modern workforce.
    • Global Social Impact Initiatives: Circles that tackle real-world challenges such as mental health (e.g., anti-bullying apps like "Kavach"), environmental conservation (e.g., building bee gardens), and human rights.
    • STEM and Innovation Challenges: Hands-on activities like building and racing solar-powered cars, coding, or separating complex chemical mixtures.
    • Civic Engagement and Advocacy: Projects where youth lead the conversation on their future, such as organizing candidate forums or creating Public Service Announcements (PSAs) for endangered species.
    • Cultural and Identity Exploration: Collaborative assignments like the "Who Am I?" project, which uses video and storytelling to help students explore their identities and connect with peers globally.
    • Strategic and Interactive Games: Action learning through business games and simulations that condense months of academic study into competitive, interactive group activities. 
      Nobel NavigatorsNobel Navigators +7
    Would you like to see a step-by-step example of how a Nobel Navigator circle typically launches one of these global impact projects?

    • About Us - Nobel Navigators
      The Global Social-Learning Network for youth 13+ A digital job of your dreams. Our mission is to use accessible project-based coll...
      Nobel Navigators
    • Education Without Borders with Andrew Sachs and Emine ...
      Mar 18, 2024 — Andrew saw how school and university were not preparing our youth with the needed technical, soft and leadership skills they neede...
      Buzzsprout
    • What are benefits and examples of action learning?
      May 3, 2024 — Action learning includes case studies, business games and simulations that condense months of academic learning into interactive g...
    yes please: step by step ideally in a country with relatively deep needs for community and intelligence
    To illustrate the Nobel Navigator model, consider a project launch in 
    Afghanistan
    —a region where Nobel has been notably active, providing vital "intelligence" and community connection for youth (especially girls) facing severe educational restrictions. 
    BuzzsproutBuzzsprout +1
    Step-by-Step: Launching a Global Impact Circle
    The process follows a structured Action Learning lifecycle designed to move teens from passive learners to global leaders. 
    ResearchGateResearchGate +1
    1. Forming the "Circle" (Team Assembly)
      Teenagers from diverse backgrounds (e.g., a student in Kabul paired with peers in Poland or the US) are grouped into a "circle". This provides immediate psychological "oxygen" through global social connection in a high-need environment.
    2. Defining the "Driving Question"
      Instead of a syllabus, the group identifies a real-world community challenge.
      • Example: "How can we provide reliable health information to rural Afghan families with limited internet?"
    3. Project Planning & Skill Foundations
      The team completes "Nobel Fundamentals". They don't just "chat"; they learn Project Management and UI/UX design to create professional-grade solutions. They set up a shared digital repository for meeting notes and timelines.
    4. Agile Execution & Prototyping
      The circle enters a phase of "Sustained Inquiry". For the health project, the Afghan students conduct local interviews (the "needs" assessment), while their global peers research tech solutions like SMS-based chatbots or offline-capable apps.
    5. Leadership Practice & Facilitation
      One teen acts as the Project Lead, practicing feedback and team management. In countries with deep community needs, this builds "human" skills—empathy and communication—that are critical for future leadership.
    6. The "Public Product" Launch
      The project culminates in a live pitch or public demonstration. The circle presents their final tool or campaign to a "real audience"—which might include Nobel Ambassadors, tech mentors, or local NGOs.
    7. Reflection & Certification
      The process ends with a post-launch review. Participants receive a certificate to build their resume, transforming their collaborative effort into a tangible asset for their future career, regardless of their local economic constraints.       
      PBLWorksPBLWorks +13
    Why this Energizes Teens in High-Need Areas
    • Agency: They are no longer "victims" of their circumstances but problem-solvers with a global platform.
    • Modern Tools: Using professional software (Slack, Trello, Figma) makes the learning feel "real" and high-status compared to traditional rote schooling.
    • Transborder Solidarity: For a teen in an isolated region, working live with someone 5,000 miles away on a shared goal provides a powerful sense of belonging and "intelligence" that local schools often cannot provide. 
      Nobel NavigatorsNobel Navigators +4

    Mar 16