errors mine alone chris.macrae@yahoo.co.uk Statistician DAMTP Cambridge, residing Bethesda, MD: AT CU.com please find my attempt to celebrate my greatest personal privilege: to visit women empowered Bangladesh 15 times from 2007 during last 13 years of life of Fazle Abed. From 2012 we discussed AbedMOOC and 2015 onwards at his 80th birthday AbedAI. Back in 2001, Abed 65th birthday hosted by Steve Jobs in Silicon Valley changed both of these human genii's life work. Even today I dont spend time exploring America AI with any engineers or practitioners of health or education, food or safety or finance, who dont want to know what they (we humans all) owe to Steve J. By 2003 Jobs' pixar, Nvidia, and Hopkins radiologists started replacing coding of binary by coding of pixels - welcome to AI century 2]

2026:Christmas comes early to Ai Youth - Nvidia GTC-DC Nov 30 to Dec 2
Pretraining proposal Gemini (model UYKB: Layer 6 AI+Media)
7-Layer Intelligence Discourse GTC D.C. adds 2 layers to Jensen 5-layer AI Cake!

Because the D.C. summit sits in the heart of the nation’s capital at the Ronald Reagan Building, Jensen Huang’s team is prepping a narrative explicitly tailored to reindustrialization, national security, and state-backed compute. [1, 2]

Layer 1 (Nature's Energy) & Layer 2 (Machine Brainpower): The central conversation focuses on the Vertically Integrated Sovereign AI Factory. Nvidia will address the West's current power grid constraints, pushing for multi-gigawatt computing nodes tied directly to protected modular nuclear baseloads or sovereign energy fields to fuel the upcoming Vera Rubin chip architecture deployment. [1]
Layer 3 (Sovereign Data Infrastructure): This is the crown jewel of the D.C. agenda. Nvidia is moving rapidly away from selling chips solely to hyper-scalers (like Microsoft or Amazon) to marketing Layer 3 "Sovereign AI" packages directly to federal agencies, the Department of Defense, and international allies. The talk centers on how nations can utilize Nvidia hardware to train national models on state-owned text, military telemetry, and geographic data without leaking information to corporate data monopolies. [1]
Layer 5 (Civic Applications) & Layer 7 (The Deterministic Truth Layer): The D.C. floor will showcase heavy-industry integrations. A major thread is how federal systems can use AI Digital Twins and Quantum-resistant encryption to safeguard public infrastructure against adversarial cyber warfare. By pairing generative logic with hardcoded physics modeling, Nvidia wants to show the Pentagon that its models can function as an un-hallucinated layer of deterministic truth. [1, 2, 3]

The Direct Line: Berlin Crisis (October) to Washington D.C. (December)

The D.C. summit will act as the direct remedy and strategic response to the systemic frictions exposed weeks prior at the Berlin GTC. The two events are deeply intertwined across the 7 layers: [1]

[ GTC BERLIN • OCTOBER 2026 ]                     [ GTC WASHINGTON D.C. • DEC 2026 ]
       "The Crisis Echo"                                 "The Sovereign Fix"

               |                                                  |
• Severe European Layer 1 energy shortages.      • Unveiling federal multi-gigawatt grids.
• Layer 3 splintering (EU Data Act friction).    • Hardcoded Layer 3 Allied AI networks.
• Debate over relying on U.S. cloud giants.     • Bypassing public clouds via local edge nodes.

The Energy Realignment (Layer 1): In Berlin, Jensen Huang will confront the grim reality of Europe’s highly fragmented, expensive, and legally constrained green grids. The "Berlin Crisis" refers to the continent's inability to spin up gigawatt-scale data factories fast enough to match the U.S. or China. When Huang lands in D.C., he will use the European shortfall to pressure Congress to fast-track defense-grade energy allocations for American compute clusters. [1, 2]
The Sovereignty Conflict (Layer 3 & 4): Berlin will highlight severe regulatory friction over European data sovereignty and the EU Data Act. European public broadcasters and governments are terrified of routing their localized data through American corporate monopolies. Washington GTC will capitalize on this by formalizing a blueprint for "Allied AI" networks—demonstrating how Europe and the U.S. can exchange open-weight models securely across borders while maintaining local, sovereign hardware boundaries. [1]
The Physical AI Transition (Layer 5): While Berlin will focus heavily on Germany’s specialized precision engineering and factory-floor robotics, the D.C. summit will elevate those industrial applications to a geopolitical scale. The discussions in Washington will center on deploying those exact autonomous robotics playbooks into automated naval shipyards, military logistics pipelines, and aerospace satellite defense systems. [1, 2, 3, 4]

Would you like to drill down into the specific Department of Defense T4NG contract vehicles Nvidia partners are mobilizing for the D.C. event, or examine the open-weight software microservices (NIMs) being deployed to appease European sovereignty regulations in Berlin? [1, 2, 3]

Before AI lifted off in late 2000s 3 underacknowlefgen Happenings: 1 steve jobs hosted Fazle Abed's 65 th birthday party silicon valley 2001; .jensen hunag and steve jobs went from coding binary to cosinf pixels; Fazle abed clarified that paulo freire culture celebrated poorest asian womens ebd poverty networking miracle -- largest NGO, providing education, health services, microcredit and livelihood creation programmes for a significant part of the population of Bangladesh. What lies behind this huge success, Caroline Hartnell asked Fazle Abed, founder of BRAC and still very much at the helm. Questioning everything they do and being prepared to tackle whatever is needed to make their programmes successful are certainly part of the secret behind the success of this extraordinarily entrepreneurial organization. The secret of success? Asked what lies behind BRAC’s phenomenal success, the first thing Fazle Abed mentions is determination: ‘We were determined to bring about changes in the lives of poor people.’ The second thing is thinking in national terms: ‘We always had a national goal; we never thought in terms of working in a small area. We thought, all right, if we work with the poorest people in this community, who’s going to work with the poorest people in that other community? So we felt that whatever we do, we should try and replicate it throughout the nation if we can.’ The third thing he mentions is inspiration. ‘We always thought nationally, worked locally, and looked for inspiration globally. We were inspired by Paolo Freire’s work on the pedagogy of the oppressed, which he came out with in 1972. It was wonderful to have a thinker who was thinking about poor people and how they can become actors in history and not just passive recipients of other people’s aid. He made us realize that poor people are human beings and can do things for themselves, and it’s our duty to empower them so they can analyse their own situation, see how exploitation works in society, and see what they need to do to escape these exploitative processes.’ Finally, he says, ‘one needs to have not only ambition but also the ability to do the work. The organization must be competent to take on national tasks. That confidence we got from the campaign for oral rehydration, to cut down diarrhoeal mortality, in the 1980s. That involved going to every household in rural Bangladesh, 13 million households, and it took ten years to do it. Then we became a little more ambitious. We thought that if we can go to every household, then we can cover the whole country with everything we do.

..
NB any errors below are mine alone chris.macrae@yahoo.co.uk but mathematically we are in a time when order of magnitude ignorance can sink any nation however big. Pretrain to question everything as earth's data is reality's judge

Its time to stop blaming 2/3 of humans who are Asian for their consciously open minds and love of education.

Showing posts sorted by relevance for query 4.3 teen OR library OR appremtice OR skills. Sort by date Show all posts

Wednesday, July 24, 2019

4.3 teens skills

Last modified on Wednesday, 24 July 2019 00:00

BRAC trained 400 thousand youths in employable skills

No less than 400 thousand youths, a large portion of which is women, received training in a number of employable skills in non-agriculture sector from BRAC in last eight years and have found decent employment or started own initiatives.

BRAC officials revealed this information at an event today on Tuesday (23 July 2019) at the BRAC Centre in Dhaka. BRAC organised this event as a part of its celebration of World Youth Skills Day. The programme comprised an exhibition of BRAC skills development initiatives, launch of a publication titled “Star Toolkit: Introducing a Successful Entrepreneurship” and a series of panel discussions.

Faruque Hossain, chairman, National Skills Development Authority, was present as the chief guest at the panel discussion titled “SDG-8: Youth, skills and employment”. Tapan Kumar Ghosh, chairman, Bureau of Non-formal Education, and KAM Morshed, director, BRAC, participated in the discussion among others. Asif Saleh, acting executive director, BRAC, moderated the discussion.

Angela Naumann, first secretary, Department of Foreign Affairs and Trade, Australian High Commission, Bangladesh, Mashfique Ibne Akbar, private sector development adviser, Department of International Development, British High Commission, Dhaka, Zhigang Li, social sector specialist, Asian Development Bank, Tomoo Hozomi, country representative, UNICEF Bangladesh, participated in another panel discussion on financing of skills development initiatives.

BRAC Skills Development Programme is currently working with focus on three areas, namely, skills training and other services, systems change with the government and industry partnerships, and community engagement. At present it is operating eight projects focusing on the communities living in the cities, municipalities and Rohingyas and host community in Cox’s Bazar. These current projects are: Skills training for advancing resources (STAR), Promoting skills and productivity enhancement for resilience (PROSPER), Promoting business Incubation for small entrepreneurs (PROMISE), Pro-poor growth of rural enter-prises through sustainable skills-development (PROGRESS), Alternative learning programme for out of school adolescents (ALP), Partnership reinforcement for integrated skills enhancement (PRISE), Skills development project for Rohingyas, and Apprenticeship-based training for host community.

BRAC’s Skill Development Programme began its activities with the STAR project, which has developed a unique model reforming and institutionalising the ancient tradition of skills training through apprenticeships under a master craftsman. Under STAR project, BRAC officials find out skilled people who run their own business. After they go through specially designed training, selected trainees start apprenticeships under them. The trainers receive an honorarium for running the six-monthly course. This model on one hand creates opportunity for underprivileged youths for quality skill training, while helps keep costs low compared with institution-based training. After finishing apprenticeships, BRAC assists the youths to get decent jobs or start their own business.

Under the STAR project, BRAC trained 30 thousand youths up to December 2018. Of them 95 per cent found decent employment. For women trainees the impact is even bigger, reducing child marriage 65 per cent. Post training, the apprentices saw six times increase in both income and employment.

BRAC developed this unique model jointly with ILO, UNICEF, Department of Non-Formal Education of Bangladesh government and follows the National Technical and Vocational Quality Framework (NTVQF).

The experts at the panel discussions stressed effective collaboration between the government, donors, non-governmental actors and private sector for expanding the opportunities for employable skills development. They said to achieve SDG targets there is no alternative for skill development.

BRAC established Skill Development Programme with a socio-economic background of an increasing youth population, large gap in employable skills and training, risky migration of unskilled and semi-skilled labour force, increasing violence against girls and women, and expansion of urban spaces and their population.

Targeting both the domestic and overseas labour market, BRAC is currently giving 15 kinds of skills training in non-agriculture sector, which are: Tailoring and dress making, mobile phone servicing, wooden furniture making, beauty salon, refrigeration and AC servicing, basic electronics, graphic design, IT support technician, aluminum fabrication, motorcycle servicing, wooden furniture designing, electrical house wiring, block and batik, screen printing, jori and chumki work.

Published in News

Tuesday, December 31, 1974

Join in celebrating the 30 most productive collaborations 2020-1970 of women empowered sustainability generation goals 1 -5 and help log advances to 2025 Fazle Abed partners and 1billion girls mapped these 30 collaborations -six each for education , health, food/land, finance to end poverty, societal platforms for partners in 100% community (women as productive as men, young & old, colored & white
education opportunities <a href="https://www.catholicuni.com/search?q=4.1">4.1</a> adult skills 4.2 primary 4.3 teen 4.4 university 4.5 pre-school 4.6 multidisciplinary education luminaries health opportunities
3.1 oral rehydration 3.2 para health doordash basic medicines 3.3 scale vaccination 3.4 tuberculosis 4.5 Frugal processes eg wash sanitation, maternity; 3.6 James Grant School of public health food/land opportunities
2.1 rice 2.2 veggie 2.3 cash crops & village fair2.4 poultry 2.5 dairy, 2.6 14 nation leading supply chains financial opportunities to end poverty
1.1 change aid (sustainable charity), microfinance+, 1.3 ultra poor, 1.4 city bank 1.5 bkash, 1.6 hq2 brac intl netherlands
platforms for 100% lives matter community (women as productive as men , all skin cols equal opportunity etc)
5.1 100k person metavillage; 1 billion asian women, brac net, 5.4 100 asian universities share sdg graduates 5.5 climate smart village exchnagtes, 5.6 zoom me up scotty

Monday, February 9, 1970

education opportunities 4.1 adult skills; 4.2 primary; 4.3 teen ; 4.4 university; 4.5 pre-school ;4.6 multidisciplinary education luminaries health opportunities
3.1 oral rehydration 3.2 para health "doordash" basic medicines 3.3 scale vaccination 3.4 tuberculosis 3.5 Frugal processes eg wash sanitation, maternity; 3.6 James Grant School of public health food/land opportunities
2.1 rice 2.2 veggie 2.3 cash crops & village fair2.4 poultry 2.5 dairy, 2.6 14 nation leading supply chains financial opportunities to end poverty
1.1 change aid (sustainable charity), microfinance+, 1.3 ultra poor, 1.4 city bank 1.5 bkash, 1.6 hq2 brac intl netherlands
platforms for 100% lives matter community (women as productive as men , all skin cols equal opportunity etc)
5.1 100k person metavillage; 1 billion asian women, brac net, 5.4 100 asian universities share sdg graduates 5.5 climate smart village exchanges, 5.6 zoom me up scotty: adamsmith.app 2022: year 264 in search of moral market leadership

Friday, January 31, 2020

4.3 ela uganda

1 from nextbillion https://nextbillion.net/scale-government-girls-empowerment-program-public-school/

and 2 from mastercardfoundation

Charting a Pathway to Scale Through Government: Adapting a Girls’ Empowerment Program to a Public School Setting

Though women and girls face many gender-related challenges in countries around the world, these issues – from gender-based violence to unplanned pregnancies and child marriage – are often particularly acute in emerging economies. In response, many development organizations have utilized group-based programs to work against common risk factors and empower adolescent girls and young women – goals that have only become more important in light of COVID-19’s impact on this population.

For instance, BRAC’s Empowerment and Livelihood for Adolescents (ELA) program seeks to support vulnerable young women through a wide range of trainings that can be grouped under three pillars, including education, social empowerment and economic empowerment. Groups of about 30 girls meet several times a week with a near-peer mentor in ELA clubhouses, which are designed as physical safe spaces near girls’ homes. In these safe spaces, girls not only receive social and economic empowerment training but also have an opportunity to socialize in a safe environment, free of judgement or oppression.

BRAC’s ELA program has been implemented in several countries and rigorously evaluated in Uganda, Sierra Leone and South Sudan. These evaluations revealed that the presence of ELA clubs in villages can lead to decreases in teen pregnancy and increases in the likelihood of engaging in income-generating activities for participants. In cases where ELA was implemented during a crisis, including Ebola in Sierra Leone and civil war in South Sudan, the presence of the clubs helped offset many of the negative impacts of these crises among girls.

A SHIFT IN BRAC’S EMPOWERMENT AND LIVELIHOOD FOR ADOLESCENTS PROGRAM

The ELA program has been active since 2006, when the first clubs were launched in Uganda. But despite its longevity and impact, the program is currently undergoing a major shift. Although ELA had been successfully scaled up in multiple countries with positive results recorded in randomized controlled trials, we found that the curriculum had become outdated and was no longer meeting the needs of youth. Attendance in many places began to dwindle. To better address girls’ changing needs and interests, we redesigned the curriculum and launched a new pilot program, which has yielded positive results so far. The curriculum was segmented by age (10-14 and 15-22), and content was made more engaging and age-appropriate with youth mentors and staff input.

But the program has faced another key challenge: With neither a consistent long-term source of donor funding nor a viable path to self-sufficiency, it is difficult to sustain and scale over the long term. To address this issue, BRAC is now exploring alternative pathways to scale, including an intriguing new solution: adapting the ELA program to an after-school setting in Uganda, allowing it to be scaled through government schools.

Below, we’ll discuss how BRAC embraced this opportunity, how we assessed the viability of such a model, and what it might mean for the evolving ELA program and similar programs at other organizations. We will also discuss how we identified and addressed the potential issues that could arise when leveraging government involvement in such a program in pursuit of scale.

USING FORMATIVE RESEARCH TO INFORM PROGRAM ADAPTATION

We recognized that working in schools represented a sharp departure from the original ELA model. After all, ELA is a community-based program originally designed for out-of-school girls. By contrast, an after-school model would create safe spaces in schools, rather than community-based clubhouses, and engage teachers instead of near-peers to serve as mentors and lead club sessions. This would raise a number of issues, and we knew that adapting the ELA model to an after-school setting would be no easy task.

Furthermore, we had to ask: Would schools, teachers and Uganda’s Ministry of Education and Sports support this new model? We decided that rather than launching a pilot and jumping into an evaluation with assumptions that might not hold true, we should first take a step back and conduct much-needed formative research to answer these questions.

We believe that formative research – i.e., exploratory work typically done at the start of a new project – should be conducted anytime an existing program is adapted to a new context. Formative research can be conducted through a variety of strategies, including situation analysis and stakeholder analysis, and can utilize both qualitative and quantitative research methods. (For those unfamiliar with formative research, J-PAL’s guide to measuring women’s and girls’ empowerment provides a succinct primer on the role of this type of work in this subject area.)

After conducting extensive desk research, we developed a research plan that included focus group discussions with adolescent girls and young women and their parents, semi-structured interviews with school district officials and teachers, and key informant interviews with research and implementation experts focused on after-school programs or youth empowerment. In total, we interviewed 184 stakeholders. In addition, we formed an Advisory Committee consisting of experts, a Ugandan youth activist, and representatives from the Ministry of Education and Sports, and engaged in a learning exercise with the Asante Africa Foundation to learn directly from their design methods and successful work in schools.

From these activities, we learned that there is ample support for our ELA in Schools idea from various stakeholders, including the Ministry of Education and Sports. We also learned that teachers may need extra support to be effective mentors, both in their ability to facilitate club sessions and to form trust-based relationships with students. Furthermore, we realized – as one Advisory Committee member, Markus Goldstein of the World Bank’s Gender Innovation Lab, observed – that “just because someone can teach math, doesn’t mean they can teach life skills.”

Our formative research also revealed additional considerations, such as concerns from parents and caregivers, teachers, and girls themselves regarding girls’ safety in school. In addition, many stakeholders encouraged BRAC to engage adolescent boys and young men, both in the ELA in Schools project and in our overall youth programming as well. Overall, the research left us with important new topics to consider, compared to when we started. For a learning organization like BRAC, this gave us the opportunity to reflect on what we learned in order to stretch and grow in the right direction.

THE FUTURE OF THE EMPOWERMENT AND LIVELIHOOD FOR ADOLESCENTS IN SCHOOLS PROJECT

We originally planned to conduct a pilot of the ELA in Schools project in 30 Ugandan schools. However, based on our findings, we realized that BRAC still has a lot to learn about planning for scale in a school setting. So we decided that we need more research before launching a larger pilot.

Currently, ELA in Schools is being prototyped in just eight schools in the Mubende and Mityana districts of Uganda. Much like during the formative stage of the ELA in Schools project, we are moving forward deliberatively, evaluating the process – and regularly consulting key stakeholders such as education experts, teachers, parents and caregivers, and girls along the way. To be sure, the program has encountered challenges, not least among them the closure of Ugandan schools in June 2021 due to a surge in COVID-19 cases. Despite these challenges, support within the formal education system remains strong. Teacher-mentors even requested that they be allowed to continue the club sessions despite schools not being open. With permission from education officials and adequate health and safety guidelines in place, such as masking and social distancing, they have been allowed to do that in small groups.

Formative research, by definition, is used to inform program implementation, so many of the insights we’ve generated are specific to the ELA project. With that said, time and context-specific findings can also be relevant to other organizations and researchers exploring similar topics and issues. As we continue to carry out our work to adapt ELA to school settings in Uganda, we hope that the findings of our research will prove useful for other organizations and enterprises in the youth economic empowerment space as they adapt, whether due to the pandemic or other circumstances, and explore viable pathways to scale.

The ELA in Schools project is being funded by the Bill & Melinda Gates Foundation.

Esau Tugume is a Research Associate at the BRAC Independent Evaluation and Research Cell (Kampala, Uganda) and Jenna Grzeslo is the Senior Program Manager, Research and Learning, at BRAC USA.

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

2 https://mastercardfdn.org/how-education-reforms-can-transform-learning-and-leadership/

How Education Reforms Can Transform Learning and Leadership

Kyomuhendo Bruhan

26 March 2019

After generations of outdated, rote curricula, new revisions and reforms to African education are transforming learning opportunities for the continent’s youth. Yet learners rarely gain exposure to the 21st century skills that help them secure employment and spur innovation, creating entrepreneurship opportunity for themselves and others along the way.

One way in which curricula can be developed to meet the needs of Africa’s young workforce is the inclusion of internships, developing connections to mentors and career guidance personnel, and provide avenues for innovation within teams, more opportunities for field work, capacity building and mindset change.

But there is reason to be optimistic. In partnership with 27 organizations, the Mastercard Foundation Scholars Program is ushering in a new style of exposure to learners. In Uganda, the Mastercard Foundation has partnered with BRAC Uganda to provide holistic support to the learners so that they can better understand themselves as young leaders with the potential to transform their communities.

Transformative Leadership and Giving Back

Never should one always be on the receiving end. One should also give. As Scholars, during secondary school holidays, we were introduced to community service workshops where the spirit of giving back and teamwork for social transformation was instilled in us. These workshops taught us that there is something we can all contribute to the betterment of humanity. That our basic and universal human quest is to find meaning in our lives.

To nurture this sense of commitment to others, BRAC Uganda has organized career guidance seminars. In one of the seminars, I recall one of the career guidance specialists telling us to ask ourselves these questions: Who am I? What is my purpose? What is my giftedness and what can I do with it? What am I capable of becoming and how can I actualise it? What do I want to spend my life doing? What career will help me realise my personal mission? How can I prepare myself for that career? What legacy do I want to leave behind? What value do I want to leave behind me? What path can I take?

These questions have helped many others like me to shape our lives because we were given an opportunity to understand ourselves better and what we can do with what we already have in terms of gifts and talents. It’s always important for each one of us to understand what we are good at.

The game of life is about making ends meet, pursuing a fulfilling career, achieving personal mission and purpose. That is what gives meaning to one’s life so that at the end of it all one can confidently say: this was a life worth living. I made a difference. Indeed, I was born into this world for a noble purpose. I won a victory for humanity. What a successful person I am.

BRAC Uganda also organises a leadership congress where Scholars connect with leaders in many different sectors, including entrepreneurs, motivational speakers, artists, health and education gurus. These people tell us real stories of how they’ve been able to build a successful life.

Building a Network of Change-makers

After graduating from high school, Scholars are inducted to an alumni network, which is a growing family of young brilliant minds ready to innovate. Their innovations are then pivoted to community development. We network with people from the Ministry of Education and the Mastercard Foundation who guide us on career choices. During this time, the Foundation introduces us to online platforms like Baobab, a closed social media platform where Scholars build community, connect with mentors, as well share views for social transformation and engaged internship opportunities.

These opportunities are amazing.

After our graduation from secondary school, BRAC Uganda alumni are placed in different organizations for internships to prepare them and develop their professionalism and work ethic before transitioning to university. I interned with Reproductive Health Uganda, where I was introduced to a working environment, networked and built my roster of contacts, completed a community-based reproductive health course, and worked on community assessments and outreaches. This has given me an upper hand in my early career.

Innovation in Education

Despite these positive steps, more transformation of the educational sector is required. Governments, universities, and organizations which aim to support the education and professional development of students across Africa should think of how they can promote and kick-start the innovations of young people to help in job creation and community transformation.

It’s also paramount that education of citizens should also include entrepreneurship training so that youth can become drivers of job creation. Teachers being at the front line of the education system should be equipped with the relevant skills demanded by the 21st century.

Youth who have graduated from Mastercard Foundation Scholars Program institutions are taking the lead to create powerful change in their communities, collaborating to shape ideas and later bring them to life. Innovations in our education has made us change-makers. By learning from our successes, we hope that other communities will have an opportunity to grow their skills and become the change-makers the entire continent deserves.

Kyomuhendo Bruhan is an alumni of the Scholars Program at BRAC Uganda.

Monday, December 31, 1973

old top section

from foundation in 1972 the values of abed/brac were Paulo Freire's (the brazilian who applied franciscan servant leadership to education - pedagogy of the oppressed)

abed was 34 when banglaadesh was born as a new nation and arguably Asia's leading young oil company engineer (regional ceo royal dutch shell); he cashed up his life savings and rebuilt over 15000 villagers one room homes (nearly 100000 people) that had been flattened by war; while oxfam who had given him a matched grant rated this the most effect ive relief project ever- abed was heartbroken with village mothers and infants dying in the village pathways every day of famine and dehydration; it occurred to him he was responsible for designing village businesses mothers could operate at a small profit while ending famine with eg rice production or ill health by distributing basic medicines - for 10 years the educational focus was adult - what mothers needed to understand to operate microfranchises; then additionally village mothers asked abed to build 4.2 the largest non-government primary schools ;by the early 1990s he was designing teen girl-apprenticeships with libraries 4.3 and in 2001 he opened 4.4 brac university

visit 100000 villagers at birth of nation Bangladesh

download one page tour to 50 years of building partners empowering Asian village women to end poverty, design last mile health service and much more- how brac became the ngo world's largest networking economy. 2022 NOW: innovate 5 last mile services for any space girls are born- safe homes, education, health, food, finance; in searching we found a billion village mothers wanting to COLLAB. ..video 1

visit 100000 VILLAGERS AT BIRTH NATION BANGLADESH...Download 2-page guide ..
.consider cases of new nations after world war 2- how many cases lived up to the peoples
simplest dreams, end poverty, food/health/safety for every family member, education
geared to decent jobs and happiness? bangladesh did something different-
empowering 90% of women to find partners in building their own communities-
.over 50 years a new economic model emerged which a billion asian women applied
to end extreme poverty- how?.

sustainability generation goal 5 100% livesmatter communitY 1 PLATFORMS 1 PLATFORMS 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 ref Safiqul Islam 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 .

examples from abed builder of largest ngo partnership: Reeta Roy MCF 3.3 1billion$ to vaccinate continent africa 4.3 uganda; Soros 1.1-1.6 ineteconomics bottom-up, 4.4 new university OSUN 3.4 end TB; Gates 1.1-1.6 digital finance; 2.1-2.6 extending mpesa in tanzania's green revolution; world bank 1.3 first 100 ultra poor nations co-researchers, 4,4 first 100 nations early childhood play co-researchers
in contrast tu unicorns, we define hunicorns as billion dollar startup networks to valuable to human life for exiting investors or quarrelsome political parties -hall of fame first 1000 hunicorn collabs with sir fazle abed

nspired by franciscan values) helped billion asian mothers do this over 50 years - join most exciting action learning networks and lets map AI algorithms = optimal livesmatter community builders -2021 join in glasgow cop26 & dubai rewired greatest youth meetings ever with thanks to abed.games youthmarkets.com & worldrecordjobs.com

Which 30 educational and economic partnerships most empower a billion women to end extreme poverty, and value their children’s sustainability? Fortunately for those caring about sustainability 2020s, we can map this by around partners and alumni of 50 years of servant leadership by fazle abed 1970-2019 together with legacy specifications mapped through his final decade

Viewed from 1970, Increasing life expectancy from 25 years below to average helped gravitate development economics world’s most trusted partnership – hence sustainability last mile service markets

3) last mile health
2) agriculture for village food security

4)non-linear livelihood education

5) timing what platforms partners could facilitate entrepreneurial revolution not not just inclusive community but cooperation in full and meaningful entrepreneurial employment

financial entreprenurial revolution for nation's people history excluded from machine age

Friday, November 30, 2018

4.3 5.6 new report on skills teens up need to work in 2020a

report here https://gbc-education.org/wp-content/uploads/2018/11/Deloitte_Preparing-tomorrows-workforce-for-4IR-revised-08.11.pdf

it claims these priorities for businesses to prepare work in 4th industrial revolution

Align stakeholders’ objectives and approaches.

Engage in public policy.

Develop strong talent strategies.

Invest in workforce skilling.

This report was published by Deloitte Global and the Global Business Coalition for Education.

whilst not everyone agrees on borders as biographers of von neumann

we have argued youth and communities get left out without

IR 1 access power/energy of engines ir1

IR 2communications/telecoms/ satellite access/tv /radio of engines

to alumni of Adam Smith it is how clear that IR1,2 had to be but reality is by world war 2 apps of IR1, IR2 wwere mainly zero sum at best "the mercantile colonial era" in which probably less than 15% of peoples extracted rom rest of world's humans

humans need above zero sum applications of engines both to end poverty of those previously excluded from engines and if post world war2 tech systems were not to compound another extinction-bordering mess ; note for example apps which share life critical knowhow multiply value in use unlike consuming up things; this is teh context through which our biography values see neumann's purpose in fathering modern cering digital tech

we define IR3 as era of designing sustainable community win-wins with what by moores law has compounded to be a trillion times more digital tech than needed for moon race

in our view ir4 is most usefully though of as range of autonomous systems that take over from humans governing real time ops data because there is too much streaming in contextually from every gps for anything other than tech to connect in real time

see also our 40 year countdown 2025report.com started as book with the economist in 1984 exponentially counting down investment - will millennials be the sustainability gen?

Monday, July 12, 2021

six dimensional education "squared" for nation building and 1 billion women sustain our species!

which of these dimensions interest you most?

4.1 adult-lifelong edu- this is where billion womens empowerment began in 1972- why women and infants were literally starving to death in villages- so almost everyone fazle abed hired for a skill a village woman could make a business put of - eg growing rice, tending for 6 families infants while other village mothers worked on agriculture, learning oral rehydration; ; some adults started asking could they train to be teachers of kids 6-10

4.2 classrooms with one village and 25 kids aged 6-11 took off in mid 1980s - 30000 skills were franchised- hapines, confidence, peer to peer montessori style was the culture

4.3 resources for designing edu for teens were much more constrined- what took off was peer to peer apprentice spaces for particular skills as well as scholarships for those who made the most of primary; the whole area of non-classroom secondary matters everywhere that there is a livelihood mismatch- for 15 yeqrs now we have estimated the world is short of nearly 100 million last mile health workers- covid may have shown thats an under-estimate; secondary girls apprentice clubs have proved particularly successful in clarifying what skiils teens most want; finding enough trainers has been relatively simple for brac in bangladesh since most brac co-workers recruited as trainers in villages-

5.3 brac internet from 1996 was the first time brac could search for 2.0 partners - previously there was no point hiring trainers / attracting investors unless solutions worked in villages without electricity-now brac had both second Generation To support eg village daughters moving to cities as well as possibility of experimenting with solar and mobile in villages- the need was for brac university - now brac could offer deep learning: village research and connect university research around the world with 4.4 new uni (squared now alumni of abed could blend the 6 age groups of traditional real education with anything digitall connections with mother earth's urgent climate etc demands can offer

4.5 what new to the world masters of arts do you think abed chose first? early childhood education - can you think of reasons he valued this global innovation in addition to it being the one age group brac hadn't educationally served?

4.6 abed asked for his legacy to be a luminaries network- each luminary to bring a different piece of the jigsaw education is everything in developing peoples and nations

Monday, May 31, 2021

4.3 why sustainability may yet depend on how we spend youths time from 11+ 4.4

abed-japan embassy debrief 2012 quite frankly millennial goals up to 2015 overemphasised primaryaid to exclusion of livelihoods and teens needs - as early as mid 1990s we were forced into being the world's beyond the classroom teens girls metalab but that may not be a bad thing- pretty much every community livelihood girls can own now has peer to peer mentoring clubs somewhere across brac international 12 countries -hi touch networking

37th annual update 2025report.com on education determines sustainability

===============if we are to leap forward in 21-22 we must get tech right for teens starting with women in most desperately challenged livesmatter communities

asia is discussing this through alumni and zoom summits of www.educommissionasia.org which starts 6 months of asia leading world change in education - see december's triple reports of the year - yidan hong kong; wise qatar; rewired2021.com dubai and un and uae expo relay with japan

if there is anywhere that might change beyond classroom in usa try moving along with czi

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

why did all 4 industrial revolutions devalue what sdg teens needed most?

the british empire system was designed to examine out 99% of youth as fast as possible- to adminster the empire you needed to be of one mindset intellectuslly- anyone whose talents could have been pracxtica - eg artistic was the first to be examined out;

although flow studies of maximising human potential eg csik recomment maximising time each person spebds at the experiemtial edge of the most unique skill- few western edu systems permit that- in usa you getexamined or you become a top sports star or your on the streets

compare this with nordica langiage of we hsave no bad schools, no standard exams, no homework- all our communities are safe energetic places for teens to engage their afternoons in ...

when you look to abed alumni contributions to 11-17 education- you do have to look practice by practice; until 2015 millennium goal aid focused only on primary schols getting every child in one - so in the developing world, secondary funding is extremely scarce

the fact that this forces skill by skill investments - eg coding schools for teenage girls, oeer to peer adolescent girls health training, girls small enterprise clubs in ten skills women provide to women from haircutting to garment design may not be a bad thing but you certainly need to look specifically for whos inspired who for abed 4.3

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

when it comes to white empire history of not valuing most teens you might want to check out my fathers 1986 survey in the economist which rewinds back to the start of adam smith's industrial revolution and appraisal of what oxford's purpose was in selecting which teens it neded and what it would do to them

ppt download

this survey is dad's more detailed follow up to the 1984 book i co-authored - the 2025 report- why transforming education will determine extinction or sustainability- and why deadline exponentials will reveal last chances through 2020s

Saturday, November 30, 2019

4.2 4.3 lifelong mentors: teaching and studying -barefoot teachers

http://blog.brac.net/educating-a-generation-bangladeshs-barefoot-educators/

Rubia teaches 25 children with neurodevelopmental disabilities who would otherwise have no access to special education. She went through comprehensive training on how to work with children with neurodevelopmental disabilities

“I have never stop learning as a teacher,” says Rubia Akhter, “I recently received vocational training so that I can help my students with their crafts, which helps to improve their sensory and motor skills.”

Rubia started teaching in 2003 in one of BRAC’s primary schools. She had no formal qualifications.

Now in 2019, more than 12 million children have graduated from BRAC’s pre-primary and primary schools because of women like Rubia.

How did thousands of women like Rubia, in the most rural, remote parts of Bangladesh, who previously had little to no education, educate almost 13 million children?

Our approach was unconventional, but effective. BRAC has always been a catalyst, creating platforms for people to realise their potential. We believe people, no matter who or where they are, are powerful agents of change – even without the formal qualifications they never had the opportunity to attain.

These local women who became teachers, and leaders in their villages, were no different.

Now, in 2019, the landscape of education in Bangladesh has changed significantly. The government has ensured access to education, with a public school in almost every village in the country. The way BRAC delivered learning has also changed, with newer kinds of schools and centres, interactive digital material, and focus on 21st century skills.

What still remains true to the core of BRAC’s education programme is the idea that teachers serve as leaders – leaders who inspire and engage their students with courage and creativity, rather than making them simply comply.

Leadership is at the core of who our teachers are. Our leaders had to be confident, creative, and constantly learning. This requires rigorous training and continuous assessment.

It begins with a two-week training before she begins her classes. Over the course of a four-year-long academic cycle, she receives 140 days worth of monthly refresher trainings. These include capacity training to help them prepare and plan for their regular activities and lessons, identify gaps and assess themselves. Dummy classes are also held by the programme’s staff. They discuss what more they need to learn and plan for their subject-based training, which covers a range of topics, and covers the most burning contemporary issues, such as climate change and values education. Continual assessments are based on the teacher’s subject knowledge and values, depending on how they plan and apply their day-to-day lesson plans. How they maintain discipline in their work, engage and interact with students with sensitivity and care, and their ability for storytelling are key areas of work for their assessment.

“It’s not enough that you have learned something today. Share your knowledge with the world. Tell your siblings and parents. Tell your friends who cannot come to school,” Hasne Mahbuba Munni tells her class.

In a country where more than half of girls are married before their 18th birthday, Munni fought to take control of her life. Her conservative brothers wanted her to marry at an early age. Munni went on to stop three early marriages as a member of BRAC’s adolescent clubs. She has come a long way from being a student in BRAC’s one-classroom school to being the headteacher of Shishu Niketan, one of BRAC’s multi-classroom schools in Rangpur, northern Bangladesh.

“I want every girl in my class to believe that she can achieve everything she wants.”

“I fled to Bangladesh with nothing, but I had an education,” said Rojina Bibi, “I have been luckier than most. I may not have a home anymore, but I know my education can help make a difference. I want my students to know they can too.”

Rojina is one of more than 700 Rohingya teachers who are helping teach more than 58,000 children in the refugee camps of Cox’s Bazar. She teaches in Burmese while another teacher, recruited from the host community, teaches in English.

Of the million Rohingyas who fled to Bangladesh, more than half were women and children. Rohingya women were the first to step forward to help others. BRAC responded to the crisis, with women at the centre of our humanitarian work- from going door-to-door with life-saving messages, to ensuring safe spaces where children can learn and play.

The world needs 69 million new teachers to achieve the global goals in education by 2030. We must recognise and empower people who are passionate and driven to educate. Our hope is that all children have teachers that ensure both their childhood and their future.

Dr Safiqul Islam is the director of BRAC Education Programme and Zaian F Chowdhury is the communications porfolio lead of learning, empowerment and innovation of BRAC Communications.

Subscribe to: Posts (Atom)

Intelligence (whos alumni advance humanity) Inspirations - AIGames - current top 20 for UNSummitFuture.com plus 1950s Original 3 person NET followed by full Alphabetical lists of others

top 20 Womens-HumansYouthAI
Fei-Fe Li AIGood revolution epicentre since 2009
Demis Hassabis AIGood revolution epicentre since 2009
UNwomens.com: Melinda Gates lift of womens AI become her own foundation focus- started 2015 when with nbvidia ceo fundeed open curricula of ai-4-all.org and high school womens ai pipeline coordinated by FFL

Priscilla Chan west largest impact womens philanthropy (at 35 Chan may face toughest job in world but serially takes on tough challenges and likely amplifier of 23-24 unique year for womensai and UN SDG turnround - there is no money equall to current investirs against sustainability goals - so intelliugence time & data is what needs energising and hpefull PChan has half a life time to go
Fazle Abed - 20th c's greatest inteligence empowerring 1 billion women to build natoions of health, education, and deep community families need
steve jobs hosted silicon valey 65th borthday party 2001 to make sure his coming designs on mobile revoluytion infomred by end poverty's most collaborative
Jerry Yang as a media statistician - have no doubt J Yang sinec 1995 yahoo consistently deepest communicator for hi-trust youth
Andrew Ng uber cider, co-founder coursera- welcomed fei-fei from day 1 of her landing stanford 2009
Brooklyn's MS T&T (ask chris.macrae@yahoo.co.uk for time sensitive intel 23-24) Antonio Guterres -inherited 17 sdg declaration 14 months after their launch - immediately set up un2 to system redesign // to goals- and idea that had emerged from abe'd 80 birthday party and jim kim as abed envoy sept 2016
Sheika Moza the most productive sdg advocate- her education city womens campus is probably world elader in 23 Jim Kim from 1984 joined paul farmer in clarifying harvard's missing curriculam last mile health care - kim at foundation of linking global fund partnerships 2000s and from 2012 started world bank tranformation - while ended by trump by this time hsi paulo freire values in tine with Guterres
Biill Gates Billwas oneof ,links which magde global fund unique particula]rl.y weth abed vilage silution to TBV
CEO Nvidia; create most weoath ver over 5 yrears starting 2016 ish-designed largest transistirs on one chip - 80 billion (eg 10 for every being) without seattle ai2 fro paul allen . seattle ,might be strugglling as 2nd human ai ecosystem second to stanfird
Google top 3 Brin Page Pichai- at epicentre of wordlclassllm

Neumann von
Others Bengio/Hinton their best of imagenet 2013 around which deep learning arose- canada hasnt kept up
Einstein Turing

From Sir Fazle's last 47th annual report (2018) as chairman of Bangladesh Rural Advancement Cooperation

For nearly half a century, our work at BRAC has

supported the building of a gender-equitable

world.

What would a gender-equitable world look like?

A world where cultures, embedded systems,

and values based on patriarchy are replaced by

cultures, systems, and values that empower and

create opportunities for all. A world where girls are

just as likely to gain education and skills as boys,

where women are just as likely as men to own

land, have control over assets and decisions, and

succeed in the workplace, and where men and

women share responsibilities at home equally.

Gender equity is a cross-cutting issue for all

of us - individuals, communities, corporate

organisations, non-governmental organisations,

and governments. We all need to push ahead

and find new ways to achieve this. Gender equity

plays a vital role in both social development and

domestic harmony and, as such, remains one of

our top commitments at BRAC. We will continue

to fight against anything that stands in the way

of women’s development, holds women back,

deprives them of their rights, and damages their

self-esteem or self-respect.

Only a few countries have come close to

achieving gender equality. By comparison, in the

11 countries where BRAC operates, the work

is just beginning. Despite making creditable

progress on some socioeconomic indicators,

we still lag behind in ensuring respect and fair

treatment for women. We must be steadfast in our

struggle to create an equitable society.

Although the challenges may be daunting, we

must not accept the world as it is today. Children

should not be forced to become brides, women

should not have to do more work for less pay,

and wives and mothers should not have to carry a

disproportionately high burden of responsibility at

home. We cannot sit idly by as the harassment of

women and girls continues unabated - at home,

in public spaces, and in the workplace. Rather,

we must continue to act on our conviction that

women are the real agents of positive change for

their families, communities, and for societies as a

whole.

BRAC continued to tackle many of these issues

head on in 2018. This report highlights some of

our work in these areas. As we move forward

towards the third decade of this century, we

must continue to prioritise action that will lead us

towards gender equality, and must do so with a

sense of impatience and urgency. We must strive

to create a world free of systemic prejudice, where

gender-based violence in all its forms is rooted out

for good. For we cannot and will not have peace,

justice, or shared prosperity

MIT's great intro to BRAC ..-happy 50 brac & happy 21st to partners Abed Uni: 2022 trilliondollaraudits.com: prioriitising fazle abed friends 10+1 global market purposes

conflicts to solve-
5.4 why is it difficult to get 100 universities to share graduates and replicable sustainability solutions?
5.5 human wrongs: why are nations failing to unite around climate races even as tech is making outer space races celebrated? which of the top 30 abed collabs do you most need help conflict resolving - chris.macrae@yahoo.co.uk 5.6 zoom me up scotty- updated tour of zooms no world leader or college student or professor of covid & cop generations can afford not to click

1-2-3 of monetary systems of Asian 1 billion girls
Economistwomen.com teachforsdgs.com Scots since Adam Smith have been curious about how the invention of engines Glasgow 1760s would be applied. In our view; the root cause of the world wars was that over nearly 2 centuries only about 20% of people (mainly white European/American) had access to the benefits eg electricity grids and emerging telecoms. Particularly across the Asian contient wher4e 60%^ of people lived, colonial empires especially Britain had not shared engineering except to control trade. My dad Norman Macrae hoped that teenagers would enjoy happier and more productive lives than serving as a navigator allied bomber command world war2 burma campaign. Thanks to Americans he survived; met Keynes, became The Economist's sub-editor of ending poverty, met von neumann whose industrial revolutions 3 ,4 he became biographer to; was delighted in 1962 to see that he his war time enemy Japan and Taiwan had started up 2 Asia Rising models supervillages and supercities. By early 1970s fathers started debating Entrepreneurial revolution 3, 4 in the economist also known as industrial rev 3, 4. Dad defined IR3 as the era of racing to end poverty with win-win community shared solutions networking value that big corporations and big government alone could not sustain; for more details see our 40 year future history 2020report written 1984. By the mid 2020s tata from every gps on the planet would not be real time governed by humans but ai algorithms if these were diversely calibrated. During my father\s life- the all time great entreprenurial revolutionary was fazle abed whose Collab platforms have formed the world's number 1 civil society network, helped celebrate empowerment of 1billiongirls, and offer 2020s benchmarks for sustainability generation. Lets explore 30 collabs abed invites all sustainability millennials to linkiin as well as ideas to resolve final system conflicts eg climate that Abed demanded that hundreds of universities' graduate partnerships and humanising of AI would achieve in time.

5.4 sdg uni collab links from south 1 2 3

4.5 why not abed playschools everywhere

Help assemble library - 2025 - valuing younger half of world NOW! as Sustainability Gen is not mission impossible
Sustainability never seemed impossible 15 times we were privileged to notetake from Fazle Abed in Bangladesh; it didnt seem impossible in 1984 when I co-authored 2025 report with dad Norman Macrae drawing on 22 years of notes from Asia Rising Models; 30 years of notes from meeting von neumann; 40 years of surviving being teenager in bomber command burma campaign; 141 years of notes since James Wilson started The Economist (1843) to help Queen Victoria mediate commonwealth instead of slavemaking empire; 225 years of notes since adam smith asked are humans capable of applying machines morally, with emotional intel advancing the human lot; last chance to Humanise Artificial Intel is 2020s? Please mail links you feel 2025 library must celebrate doing now- chris.macrae@yahoo.co.uk

Fazle Abed's 50 years of networking 1billiongirls to end poverty established the largest civil society partnerhip at his death in 20 dec 2019- help us map who's who as his movement geared to under 30s being the sustainability generation celebrates collabs the world over rsvp chris.macrae@yahoo.co.uk to add a missing link

partners/alumni continuing Fazle Abed legacy (year 2 since his parting) -who have we left out at www.teachforsdgs.com

Abed family
Guterres https://lnkd.in/dMjh3wq5 -alumni UNICEF James Grant & www.icddrb.org & Larry Brilliant https://lnkd.in/dcWM_3mn , & David Fraser (ex Swarthmore) & Manzoor Ahmed https://lnkd.in/dPY9kKh9
Quadir family https://lnkd.in/gDN5szHc
Abdul Latif (Toyota) https://lnkd.in/dgvg_paM
Netherlands Royal Family https://lnkd.in/defBESSH https://lnkd.in/d22XQUvq
British Royal Family https://lnkd.in/gJFKqH_7
Qatar First Lady & UN SDG advocate Sheika Moza
Billionaire Charles Yidan www.teachforhk.com
Billionaires Melinda & Bill Gates
Billionaire George Soros
Hara & Onodera https://lnkd.in/dkn2xpmU
Reeta Roy (Mastercard Foundation & Tufts alumni)
GABV https://lnkd.in/duhNNqUE
Klaus Schwab https://lnkd.in/dhiRYGjQ
Singapore Diaspora Association https://lnkd.in/d6z7EHT9 BOP hub https://lnkd.in/dFXZXQuS
Lego Foundation
LSE https://lnkd.in/dngxqGZX
Alumni Borlaug World Food Prize https://lnkd.in/dGRY2P2T
Ki-moon https://lnkd.in/dgwQG3Vs https://lnkd.in/d6FXsQUA
IFC & Jack Ma https://lnkd.in/davGhvku
see list Ultra Poor partners https://lnkd.in/dD9eTKeg
Jim Yong Kim & Paul Farmer
Education:
Gordon & Sarah Brown
Wendy Kopp - www.teachforall.org year 10 wise laureate inaugurated by WISE Sheikha Moza women's education city
Major authors Quiet Revolution :employee #3 Professor Martha Chen 1985 https://lnkd.in/dPUdc3DB ; Freedom from Want 2009 Canada's Lead Development Ian Smillie - see our 15 reports from 2009 & legacy interviews www.economistwomen.com www.abedmooc.com www.fazleabed.com fazle abed facebook fans group is at https://lnkd.in/d-QpvT5g
>>>Dhaka 2018 final climactic dialogue Fazle Abed - see www.teachforxx.com

.AP July 2025 - INTELLIGENCE ENGINEERING'S ALPHABET : World Class Biobrains: Drew Endy, Matt Scullin, Daniel Swiger++- BI BioIntelligence, the most collaborative human challenge Mother Earth has ever staged?

As homework for final ed of 2025 report: co-launching teachforFA.com teachfor.net teachforUN.com teachforAI.com teachforsdgs.com

In 1984 chris & The Economist's Norman Macrae co-authored 2025report.com-will education sustain or destroy millennials world?: in prep for final edition in 2023 along with feedback from von neumann biography in english and japanese: follow through Glasgow's ecop26.com & summitfuture.com JournalofNewEconomics.com Economistwomen.com- partners welcome chris.macrae@yahoo.co.uk

Don't let fame media dsitract you - we 8 billion people4 neeed media of 2020s most exciting decade to be alive:

3 generations grand parents, parents, under 30s need

to map collaboration races round these 16 life shaping goals;

wherever process 17 big corporations and big governments ask for help; eg at cop26 they needed asked community on earth to connect diverse data through smart devices and tech which is now trillion times

more connecting than that needed to moon race 1960s

.

abed pdfs on university 1 :: tour AI for girls 1

fazle abed quoted by donella rapier 2018 : “The passion of my lifetime has been to work with people living in poverty and to see them, with the right resources and opportunities, transform into agents of change in their own lives, families and communities. The inequalities that create divisions of rich and poor, powerful and powerless, are made by humans. So change is also possible through human acts of compassion, courage, and conviction. I have spent my life watching optimism triumph over despair when the light of self-belief is sparked in people. As a team, I want us to keep lighting these sparks.”

global leaders who appear to have liked Abed include

x UN Secretary-General António Guterres in a message read out by UN Resident Coordinator Mia Seppo said Abed’s contribution in poverty alleviation and sustainable development are sources of great inspiration for the UN.

“Sir Fazle Abed’s vision became Brac’s vision. He was against all forms of exploitation and discrimination. He was a strong advocate for women and through Brac he designed development models that placed women at the centre,”

Abed also understood that opportunity starts with the help of education, and Brac’s education model has been replicated around the world.

“For Bangladesh, in the 1970s diarrhoea was the biggest killer. Sir Fazle Abed helped the country make dramatic advances in overcoming the disease through highly effective national campaigns.

“Today the focus is shifting towards resilience in the face of climate change and humanitarian crises. Brac today is among the main responders to the Rohingya crisis. I know that Brac will continue to keep alive the vision of its founder.”

Guterres said the UN will stand with Brac in carrying forward Abed’s important work.

national leaders who appear to have innovated a partnership with abed - your nominations welcome

2020 qatar's first lady offers this report- she had started the 2010s with biannual summits wisE awarding education laureates, wisH -health laureates - abed came first among her education awards 21 wish nurses equity report

which tech leaders inspired abed most?

during a millennial goals brainstorming dinner, mrs steve jobs asked fazle abed why hadn't he gone a step furthet- beyong bangladesh why not brac intl to serve people outside bangladesh: consequences: fazle abed had been relentlessly questioning ops to go local to global from the mid 1990s three dynamics gravitated around fazle abed- how to share solutions the world wanted from bangladesh, and how to operationally serve those needs reliably - could new technologies finally empower villagers so he decided his questions and mrs jobs were huge enough to merit founding a new university - designed as much to explore what no western university knew about billion rural womens main advancement priories as teaching students as being a magent for susy=taiability worlds best longer tem partners

.

Xglasgow.com – what do scots -1/400 beings - uniquely know about extinction? Please mail chris.macrae@yahoo.co.uk if you can report your peoples most unique sdg knowhow to multiply through collab networks and local communities www

2021 is most exciting time to be alive; we have 6 months left for peoples everywhere to unite in new edcation, health and and other system trajectories out of extinction. We agree with us climate tsar (hungarian-american) kerry- glasgow nov 2021 is humanity’s last best chance - economistdiary.com notes the last world series of summits advocated by scot and un global education envoy gordon brown nov cop26 october italy g20 sept unga76 ny; august un limit nuclear spending and proliferation

G5 G4 G3 G2 G1 valutrue goals- last chance 2021; 2^nd chance birth un 1945; 1st chance glasgow 1760

Global village guide: we value fazle abed as glasgow and english speaking world’s number 1 partner in empowering women to end poverty and linkin sustainable communities. Among the 13% of the world of white ethnicity we were the first to be colonised by london from 1710. One consequence is 80% of us are diaspora- having made our livelihoods as worldwide immigrants. We are very happy for our fellow celts the irish- they have played eu and un to maximum development advantage through the 76 years of the un and 3ed/4^th industrial revolutions which stem from the greatest 12 years of scientific change offered by one man : hungarian american john von neumann – see our biography.. We scots have never been a recognised nation at un/eu or in brexit. We second pope francis at strasbourg- although wondrous at birth messina 1955, from 1963 common ag policy: the eu has been mainly designed as ponzi scheme for elderly infertile descendants of white empires. Today Its top bureaucrats will spin fame media unless they now value billion poorest girls futures worldwide.

Only by lovingly and courageously doing this can parents celebrate youth who help change the failed G5 G4 G3 G2 G1 systems and legislators that stood by and let covod, climate and sub-prime ravage societies without borders. Mathematically borders are where greatest risks multiply because they are where professional monopolies and academics hide assumptions made to make the vested interests of their biggest clients bigger. Check that out by what einstein said about man’s science being an approximatio as nature is always integrating dynamics at more micro levels than man. Let’s hope that chaos Mathematicians re-edit tales of amazonia butterflies wing -flapping from 2020 by storytelling chaos of how a virus whose total size fits in a can of coke can dominate furure of life

Extinction will happen unless enough 2020s people everywhere celebrate actions of billion poorest womem who ended poverty 2020-1970 ; eg abedmooc offers you over 30 networks to collaboratively practice – we have longer diaries/learning curves of man and machine age because it started at glasgow university around james watt and adam smith; we agree with swiss and japanese urgent questions on society5.0 and understanding industrial revolution 4 exponential multipliers; when it comes to two thirds of humans who are asian it make sense to listen to tranformations advised by 3 royal families -Brits, Dutch, Japanese- who historically trapped most asians in poverty

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

changing employment

the change from real world jobs to digitally empowered blended services is not an unprecedented rundown. In the 1890s, around half of the workforce in countries like the United States were in three occupations: agriculture, domestic service and jobs to do with horse transport. By the 1970s these three were down to 4 per cent of the workforce. If this had been foretold in the 1890s, there would have been a wail. It would have been said that half the population was fit only to be farmworkers, parlourmaids and sweepers-up of horse manure. Where would this half find jobs? The answer was by the 1970s the majority of them were much more fully employed ( because more married women joined the workforce) doing jobs that would have sounded double-Dutch in the 1890s: extracting oil instead of fish out of the North Sea; working as computer programmers, or as television engineers, or as package-holiday tour operators chartering jet aircraft.

The move in jobs in the past fifty years in the rich countries has been out of manufacturing and into telecommuting.

Changing education

There has been a sea-change in the traditional ages on man. Compared with 1974 our children in 2024 generally go out to paid work (especially computer programming work) much earlier, maybe starting at nine, maybe at twelve, and we do not exploit them. But young adults of twenty-three to forty-five stay at home to play much more than in 1974; it is quite usual today for one parent (probably now generally the father, although sometimes the mother) to stay at home during the period when young children are growing up. And today adults of forty-three to ninety-three go back to school - via computerised learning - much more than they did in 1974.

In most of the rich countries in 2024 children are not allowed to leave school until they pass their Preliminary Exam. About 5 per cent of American children passed their exam last year before their eight birthday, but the median age for passing it in 2024 is ten-and-a-half, and remedial education is generally needed if a child has not passed it by the age of fifteen.

A child who passes his Prelim can decide whether to tale a job at once, and take up the remainder of his twelve years of free schooling later; or he can pass on to secondary schooling forthwith, and start to study for his Higher Diploma.

The mode of learning for the under-twelves is nowadays generally computer-generated. The child sits at home or with a group of friends or (more rarely) in an actual, traditional school building. She or he will be in touch with a computer program that has discovered , during a preliminary assessment, her or his individual learning pattern. The computer will decide what next questions to ask or task to set after each response from each child.

A school teacher assessor, who may live half a world away, will generally have been hired, via the voucher system by the family for each individual child. A good assessor will probably have vouchers to monitor the progress of twenty-five individual children, although some parents prefer to employ groups of assessors - one following the child's progress in emotional balance, one in mathematics, one in civilized living, and so on - and these groups band together in telecommuting schools.

Many communities and districts also have on-the-spot 'uncles' and 'aunts'. They monitor childrens' educational performance by browsing through the TC and also run play groups where they meet and get to know the children personally...

Some of the parents who have temporarily opted out of employment to be a family educator also put up material on the TC s for other parents to consult. Sometimes the advice is given for free, sometimes as a business. It is a business for Joshua Ginsberg. He puts a parents advice newsletter on the TC , usually monthly. Over 300,000 people subscribe to it, nowadays at a 25-cent fee per person, or less if you accept attached advertisements. Here's an entry from the current newsletter:..

here you can download 2025 report-the whole of our 1984 book written to offer an alternative systems end game to orwell's big brother- you can also help us coblog 37th annual revisions at www.bidenuni.com- Q&A welomme chris.macrae@yahoo.co.uk in wash dc +1 240 316 8157to cop26 glasgow nov 2021

as well as connecting the first 40 years of dad's diaries as teenager navigating allied bomber command over modernday myanmar/bangladesh to notes from keynes last class in cambridge to 40 years of scribbling leaders at the economist only 30 of 2000 of which he was permitted to sign - one anual suvey from age of 40 starting 1962 consider how japan (his teenage combatant)can help sustain two thirds of world's peoples who are asian. in fact the 1964 olympics was a joyous time in tokyo with prince charles and japan emperor mapping back how to end all the poverty traps their nations had compoubded in the past era or mercantile empires led by 2 small islands at exreme ends of the old world's continents -what marred this celebration was jf kennedy did not live to brainstorm mon races down on earth nor the consequences of the first wordwide satellite broadcast-and equally lives matter remapping did not kickstart inside the new world across peoples of every skin type

in my family tree 5 generations of diaspora scots -mainly medics social justice mediators, community builders and british embassy storytellers of loving different peoples- saw the world wars as mainly due to london corporate empire's mercantile age misusing james watt's and adam smiths machines stared up at glasgow u 1760- -if only lives mattered wherer humans and machines linkied in the world - goodwill could have multiplied sustaiablity across the road- give moores laws exponentials in dad's view the 2020s would be the last chance decade to humanise ai so that wherever next girl was born she and her community thrived

- 2025 report was revised in different ptint languages to 1993's sweden's new vikings -

wanted round world happiness letters rsvp chris.macrae@yahoo.co.uk

....example dc<>tokyo

Dear Tsutomu and Yuko -happy new year to you and peoples in all hemispheres

would the publisher and you be interested in making a shortlist of people to send an early review copy of Von Neumann in Japanese to?

one difficulty is finding people who joyfully remember how exciting the 1960s seemed to be both because of Japan Rising with Deming and USA rising with Von Neumanns artificial intel and moon race

sadly the main historian at Harvard of this promise to unite youth: Ezra Vogel died in the last 10 days;

my guess is that leaves one pivotal Japanese person in Boston to send a copy to as joi ito - you probably know he was headhunted to lead MIT media lab and to bridge us-japan entrepreneurs; the media lab borders at least 5 generally interesting labs in addition to specific ones such as health, agriculture, ;

the original artificial intelligence lab formed with 3 years of Von Neumann's death,

Tim Berner Lee's www lab,

Rosalind Picard's lab - how do advances in machines 5 senses also augment senses for humans with disabilities

the new Schwarzman transformation of MIT linking in oxford and China's Tsinghua and 9 leading Japanese graduates, - if you could send a copy to Tokyo's Mayor/Governor Koike - she cares about education imagineering as much as Beijing's mayor -and both are caught up in the mess covid has made for Olympics youth - i once hoped that Naomi Osaka would win the tennis Olympics and go on to be Japans youth Sustainabiilty Development Goals ambassador but it looks like that world stage for lives matter societies has been lost

and mobile tech end poverty labs- these dont have one simple name but having visited mit most years since 2008 i can help ask around for a full list

none of these labs integrated edu tech the way dad and my 2025report.com first debated in 1984- frankly Nordica and Chinese diaspora eg Singapore seem to do that in ways that neither MIT AI lab nor the other twin AI lab at Stanford yet do

the japan society in new york one block from the United Nations is a pivotal community discussion hub- except while covid reigns; they staged an event with Joi Ito 2 years ago which i attended ; i tried to ask who was their new york number 1 humaniser of technology was but didnt get an answer- indeed they were also in the process of changing the organisational team-it may be a question the publisher can ask more directly than i

back in 2007 my next door neighbor Shimada, Takehiro worked at the japan embassy in DC; he was in charge of the annual cherry blossom festival; he connected me with the then head of JICA in ysa Yamamoto Aiichiro who shared my interest in Bangladesh as a tech lab for the poor as well as my fathers 1960/1970 surveys of japan and asia rising and humanising tech, I dont know how to contact these two people but tech for sustainability goals is something only japan can lead collaboratively in todays G7

Although my father supported Schwab world economic forum in its early days as an apres ski dinner roundtable Schwab's weforum managers dont recall; however it would be fascinating if Tokyo;s industrial revolution 4 hub of Schwab has any connections with the history of tech- I know Schwab's AI conference organiser so i could ask her for one name at Schwab IR4 Tokyo lab but I am not sure if Japan'sG20 please for society 5.0 and Osaka data track were ever understood in the west. probably the most highly connected person of all is Koji Tomita - I dont know if there is somebody in his team at USA embassy who might have time to read von neumann

BRIDGING 3 GENERATIONS WHO WIN OR LOSE OUR SPECIES

A key future history question seems to me to start up around who remembers why von neumanns inspirations in usa never came humanly together with Deming's inspiration in japan; there is even the extraordinary story around 1965 when intel received its then largest silicon chip order from a Japanese calculator company and rather than become too dependent on one client invented the programmable chip -why didnt Japan and silicon valley twin in the 1970s?

back in 1964 Prince Charles was inspired by the Tokyo Olympics, met Akio Motita of Sony, asked him to inwardly invest in wales one of the first Japanese inward investments in the west- but i dont know in both countries who connects that 57 years on

i realise both Prince Charles and the Emperors family are huge supporters of green technology; if anyone is preparing Japanese connections with Glasgow cop 26 my friends are trying to celebrate all youth organisations without borders; we have hired the Glasgow University Union for middle Saturday nov 6 so that youth and sdg led discussions connect with what Adam Smith and James Watt started 260 years ago

the two places to host briainstorming remembrance events of my fathers work were Glasgow University and thanks to Ambassador Sadoshima - in 2012 the Japanese Embassy in Dhaka - there my father's greatest end poverty hero chaired 2 dinner sessions:

*the future coalition of new universities needed if there is ever to be a first sd generation

* the future of fintech and economics for the poorest billion female Asians

Compared with the 1960s computing/commuications NIT team needed to code the moon landing, Moores law suggest we have multiplied capacity to analyse 10 fold every 5 years -approaching a trillion times moore by 2025 - but we don't seem to have united human and machine intel by any exponentially positive multiplier- i think von neumann would be sad that worldwide collaboration round trust in tech-youth had not yet multiplied across asia , europe, usa but then i grew up optimistically with Yoko Ono and John Lennon imagineering scripts in my mind-

the sdg generation is all to play for in the 2020s if Asians let it be

-as we enter 2021 it is not likely to be led by America's 5% of peoples not the EU's 5% unless something hugely different emerges at cop26

happy 2021 chris macrae wash dc +1 240 316 8157 Xglasgow.com

year 38 of project maps of dictionary ai and 2025 report by norman macrae and chris macrae

dictionary ai and 2025 report by norman macrae and chris macrae

On Sunday, 20 December 2020, 21:44:07 GMT-5, Tsutomu Yawata wrote: Dear Chris

The Japanese publisher also thank you for the updated bio. They will include this summary in their paperback edition. They appreciate your assistance.All the best, Tsutomu Yawata The English Agency (Japan) Ltd.

⌘⌘⌘

On 2020/12/19 21:55, christopher macrae wrote:Hello Tsutomu and Yuko -may i wish you a happy/safe new year

I drafted a biographical summary of Norman Macrae. Can you and the publisher choose if you want to use parts of it on the book cover or inside?

I see Japan as making unique world leading choices with Society5.0, Osaka track, Reiwa era...Olympics, Expo25...

Personally I don't well understand the world of the 2020s: so please ignore this unless there are parts of it that resonate with you

Norman Macrae; Future Historian

1760s: When James Watt and Adam Smith started up lives of humans assisted by machines they hoped to map out worldwide improvement of the human lot.

By 1843, it was clear to Diaspora Scot James Wilson that empires led by Britain were spinning the opposite of a world in which all lives matter. He started up The Economist as a newsletter mediating purposeful futures of London’s Royal Society. The Economist’s 1943 centenary autobiography written at the height of world war 2 summarises how much more trusted mediation needed doing if technology was not to destroy the human race. At that time, Norman Macrae was spending his last days as a teenager in world war 2 with allied bomber command hubbed out of modern-day Myanmar.

1945 Surviving world war 2, Norman saw the opportunity to Unite Nations as a chance to sustain our species. From the last class at Cambridge to be instructed on Keynesian systems for ending poverty, Norman was overjoyed to be offered a job at The Economist paying 8 pounds a week. The other two most joyful events in Norman’s second twenty years of life were an interview with John Von Neumann on the legacy of his life’s work, and The Economist offering Norman one signed survey per year from 1962. Norman chose 1962’s survey to be about the rise and rise of Japan, and hopes for all of Asia’s reversal of the poverty traps that Empire had caused.

1960s John Von Neumann’s immediate legacy after his death in 1957 comprised the moon race and two Artificial Intelligence labs- at MIT Boston facing the Atlantic Coast, at Stanford facing the Pacific Coast.

Norman disagreed with western economists who started hiring themselves out to big government and big corporations in the 1970s. He sought to mediate an optimistic global village viewspaper and adopted the Keynesian role of future historian. 1970s Economist surveys epitomised this: 1972 the next 40 years, 1975 Asia Pacific Century, 1976 the Entrepreneurial Revolution of value chains integrated by small-medium sized enterprises, 1977 celebration that Asian village women empowered by rural Keynesianism and China’s happy intent to seed transformational education. In 1984, his family joined Norman in editing The 2025 Report- a 4 decade exponential countdown to sustainability

In 1989, Norman started an active retirement receiving the huge honours of Japan’s Order of Rising Sun with Gold Rays and Neck Ribbon and Britain’s CBE. His first project: this biography on John Von Neumann. Norman died in 2010 but not before discovering one more unacknowledged hero- women empowerment’s Sir Fazle Abed.

2020s. Post-covid19, will humans open every society anew and value the futureoflife.org? Will we the peoples celebrate the third and probably ultimate chance to humanize machines by valuing all lives matter?

Let it be: the future of the Olympics out of the Orient, the future of climate summits out of Smithian Glasgow, the future of all humans-artificial intelligence communities everywhere : the flourishing of girls, boys, and every colored skin under the sun.

2025 report authors' prologue

most popular -deadline 2000s - chapter 6 fintech for the unbanked, media true to goal of end poverty -- results- everyone failed true media- fintech worldrecordjobs.com - see quadir family from 1995, fazle abed digital cash bangladesh www.bkash.com later with gates/ma, jack ma with jerry yang & masa son and pony ma , partially correct mpesa in afrca; idea but not yet execution of satoshi blockchain as way to comeback from subprimed world and digital central bank currency for sdg dev

Future History

Net Futures - The 2025 Report (title of american edition, english publisgers preferred 2024 report ie orwell +40)

Back in 1984 , Norman and Chris Macrae wrote "The 2025 Report: a future history of the next 40 years". It was the first book to:

.provide readers with a brainstorming journey of what people in an internetworking world might do

predict that a new economy would emerge with revolutionary new productivity and social benefits enjoyed by all who interacted in a net-connected world, designed for every community to thrive in diversity and goodwill multipliers of sustainability exponentials across generations

Our 1984 scenario of an internetworking world

Changing communications, and what makes people distant, bossy, etc

Changing national politics

Changing economics

Changing employment

Changing education

Our 1984 scenario of an internetworking world

The great technological event of the next 40 years will be the steady rise in importance of the Telecommunications-Computer terminal (TC for short)... Eventually books, files, television programmes, computer information and telecommunications will merge. We'll have this portable object which is a television screen with first a typewriter, later a voice activator attached. Afterwards it will be minaturised so that your personal access instrument can be carried in your buttonhole, but there will be these cheap terminals around everywhere, more widely than telephones of 1984. The terminals will be used to access databases anywhere in the globe, and will become the brainworker's mobile place of work. Brainworkers, which will increasingly mean all workers, will be able to live in Tahiti if they want to and telecommute daily to the New York or Tokyo or Hamburg office through which they work. In the satellite age costs of transmission will not depend mainly on distance. And knowledge once digitalised can be replicated for use anywhere almost instantly.

Over the last decade, I have written many articles in The Economist and delivered lectures in nearly 30 countries across the world saying the future should be much more rosy. This book explores the lovely future people could have if only all democrats made the right decisions.

Norman Macrae, 1984.

Changing communications, and what makes people distant, bossy etc

Telecommunications are now recognised as the third of the three great transport revolutions that have, in swift succession, transformed society in the past two hundred years. First, were the railways; second the automobile; and third, telecommunications-attached-to-the-computer, which was bound to be the most far-reaching because in telecommunications, once the infrastructure is installed, the cost of use does not depend greatly on distance. So by the early years of the twenty-first century brainworkers - which in rich countries already meant most workers - no longer need to live near their work.

All three revolutions were opposed by the ruling establishments of their time, and therefore emerged fastest where government was weak. All three brought great new freedoms to the common man, but the railway and motor-car ages temporarily made access to capital the most important source of economic power. As most men and women did not like being bossed about by capitalists who could become more powerful because they were born stinking rich, they voted to give greater economic power to governments during the railway and motor-car ages. This was economically inefficient, and also made tyrannies more likely and more terrible. The information revolution was fortunately the exact opposite of the steam engine's industrial revolution and of Henry Ford's mass production automobile revolution in this respect. The steam engine and mass production has made start-up costs for the individual entrepreneur larger and larger, so that in both the steam and automobile ages to quote Bell Canada's Gordon Thompson in the early 1970s, there was 'no way an ordinary citizen could walk into a modern complex factory and use its facilities to construct something useful for himself'. But, as Thompson forecast, the databases of the next decades were places into which every part-time enthusiast could tele-commute. In all jobs connected with the use of information, start-up costs for the individual entrepreneur in 1984-2024 have grown smaller and smaller. It was 'never thus', said Thompson, 'with power shovels and punch presses'.

In consequence, in the TC age, the most important economic resource is no longer ownership of or access to capital, but has become the ability to use readily available knowledge intelligently and entrepreneurially.

Changing national politics

For a region's people to succeed in the Telecommuting Age there are four main requirements - satisfied in places as far apart ad Guam and Queensland and Cape Province and California and Penang and Scotland. First , as the prophet John Naisbitt said in 1982, 'the languages needed for the immediate future are computer and English'. Second, the area has to be a nice one in which to live. Third, it is important that all income earners should adapt happily to a 'cafeteria of compensation' schemes. These allow the individual employee to decide what mix (s)he wants of salary, job objectives, career aims, flexitime, job sharing, long or short holidays, fringe benefits or fringe nuisances. Fourth, there needs to be a competitive and quickly changing telecommunications system. The TC age is making understanding of these requirements increasingly transparent among human beings worldwide.

Governments at first tried to impede or regulate much of this, but an early discovery of the Telecommutung age was that we could change the way we chose our governments. Until the 1990s we had pretended to ourselves that we could alter our lifestyles by choosing on each Tuesday or Thursday every four years whether Mr Reagan or Mr Carter , Mrs Thatcher or Mr Kinnock, was putting on the tribal demonstration which at that particular moment annoyed us less. After the advent of the TC we found that the more sensible and direct way in which a free man or woman could choose government was by voting with his or her feet. The individual could go to live in any area where the government - which could from then on be a very local government - permitted the lifestyle, rules and customs which suited that human being.

Changing Economics

The introduction of the international Centrobank was the last great act of government before government grew much less important. It was not a conception of policy-making governments at all, but emerged from the first computerised town meeting of the world.

By 2005 the gap in income and expectations between the rich and poor nations was recognised to be man's most dangerous problem. Internet linked television channels in sixty-eight countries invited their viewers to participate in a computerised conference about it, in the form of a series of weekly programmes. Recommendations tapped in by viewers were tried out on a computer model of the world economy. If recommendations were shown by the model to be likely to make the world economic situation worse, they were to be discarded. If recommendations were reported by the model to make the economic situation in poor countries better, they were retained for 'ongoing computer analysis' in the next programme.

In 2024 it is easy to see this as a forerunner of the TC conferences which play so large a part in our lives today, both as pastime and principal innovative device in business. But the truth of this 2005 breakthrough tends to irk the highbrow. It succeeded because it was initially a rather downmarket network television programme. About 400 million people watched the first programme, and 3 million individuals or groups tapped in suggestions. Around 99 per cent of these were rejected by the computer as likely to increase the unhappiness of mankind. It became known that the rejects included suggestions submitted by the World Council of Churches and by many other pressure groups. This still left 31,000 suggestions that were accepted by the computer as worthy of ongoing analysis. As these were honed, and details were added to the most interesting, an exciting consensus began to emerge. Later programmes were watched by nearly a billion people as it became recognised that something important was being born.

These audiences were swollen by successful telegimmicks. The presenter of the first part of the first programme was a roly-poly professor who was that year's Nobel laureate in economics, and who proved a natural television personality. He explained that economists now agreed that aid programmes could sometimes help poor countries, but sometimes most definitely made their circumstances worse. When Mexico was inflating at over 80 per cent a year in the early 1980s , the inflow to it of huge loanable funds made its inflation even faster and its crash more certain. The professor set Mexico's 1979-1981 economy on the model, pumped in the loaned funds and showed how all the indicators ( higher inflation, lower real gross domestic product and so on) then flashed red, signaling an economy getting worse, rather than green, signaling an economy getting better. ..The professor then put the model back to mirror the contemporary world of 2005, and played into it various nostrums that had been recommended by politicians of left, right and centre, but mostly left. The dials generally flashed red. Then the professor provided another set of recommendations , and asked viewers who wished to play to tap in their own guesses on the consequent movement of key economics variables in the model. Those who got their guesses right to within a set error were told they had qualified for a second round of a knock-out economic guesstimators' world championship. Knockout competitions of this sort continued for viewers throughout the series of programmes.

In the second part of that first programme, the presenters dared to introduce two political decisions into the game. They said that government-to-government aid programmes had been particularly popular among politicians during the age of over-government, but there was growing agreement that government-to-government aid was the worst method of hand-out. The excessive role played by governments in poor countries was one of the barriers to their economic advance, and a main destroyer of their people's freedom. Could anyone have thought it would be wise to give aid to President Mbogo?

In consequence, the most successful economic aid programmes had been those operated through the International Monetary Fund, which imposed conditions on how borrowing governments should operate. The professor showed that IMF-monitored operations in most years had brought more green flashes from the model than red. But this involved IMF officials - often from the rich countries - in telling governments of poor countries what to do; and one of the objectives of this town meeting of the world was to diminish such embarrassments.

The first questions to be asked in the next few programmes, said the compilers, were 1) which countries should qualify for aid? ; and having decided that, 2) up to what limits and conditions? ; and 3) through what mechanisms? They promised that later programmes after the first half-dozen would examine how any scheme could be used to diminish the power of governments and increase the power of free markets and free people.

Changing employment

In a typical 21st C scene, obedience to consumer needs is shown by every car plant in the world because of better and more customised information available on all our TCs. Most people buying a car in 2024 will key into their special requirements into their TCs.

The TC will reply: "You can get a customised car which meets all of your specifications by putting personalised instructions on the software of the assembly line's robots in one of these factories (choice of nine) requesting that the next car on the line be modified as you dictate. But that would cost up to $40,000 (Click to factories for quotations and credit facilities). For a fifth of that price, you can meet most of your requirements by the following standard computer programme at present scheduled for production in June at Nissan Kanpur; or July at Ford Manila (and so on). Click to factories for precise specifications and prices.

All of this has become commonplace after 2000. How has it affected employment?

For a new industry of 2019-2024 let us cite the intendedly short-lived example of the Clark-Schmidt Robot Gardener. Matthew Clark was a 53-year old on his third university course (he had started the other two at the ages of nineteen and thirty-seven respectively) telecommuted through the University of Southern California, although he took it while living in his native Australia , when, together with two other student's telecommuting through USC's database, he devised a system for a robot-driven lawnmower which could also scan soil and assess the possibilities for reseeding. It signaled the videos to be called up on your TC to show alternative uses for the soil in your garden. If you picked one video display that particularly suited your taste, you keyed in its number into the Robot Gardener and it signaled back, 'put such-and-such chemical into my tank and seeds 1234, 3456 (et cetera), plus software program 29387 - both orderable through your TC - into my reseeder.'

Clark and his two colleagues put their tentative ideas for this device on the researchers' database monitored by the University of Southern California. The entry numbers to the USC database were held by people who had promised to accept the computer's judgement of the value of any ideas they might contribute to projects entered on it. In all, 1213 people - domiciled from Hanoi through Penang and Capri and Bermuda back to Queensland in Australia itself - tapped in suggestions for improvements, of which 176 were accepted nby the computer as worthwhile. The payments recommended by the computer ranged from $42 ( for a cosmetic improvement recommended by an eleven-year-old schoolboy) to one tenth of the equity (eventually worth several million dollars) for a proposal by a research team from another telecommuting university which proved important enough for Clark to feel slightly guilty about calling the Robot Gardener after himself.

When the improvements suggested by these 176 contributors had been incorporated by Clark into the appropriate software program for making the Robot Gardener , it was advertised on USC's entrepreneur-browsing program available on any TC. Entry numbers for the lowest echelons of this can be bought for a very few dollars, but the Robot Gardener was put on a higher echelon because USC's computer had signaled this was a potential quick winner.

One of those who had paid for an expensive entry number into browsing among good 'proffered opportunity products' (POPs) was a Dutchman called Carl Schmidt. He had become a successful 'arranging producer' in an earlier venture, and now occupied himself browsing through his TC looking for a second bonanza. He made an offer to Clark to tale an option for launch in return for a fairly complicates programme of profit sharing, which in practice (because arranging is nowadays a more skilled job than inventing) eventually gave Schmidt more money than Clark. Clark accepted this and Schmidt produced a prototype within three days by reprogramming robots in an experimental plant. A video of the prototype was put on consumers' TC channels worldwide the next week, and most of the 400 odd gardeners' TC channels round the world picked it out within days as a 'best buy'.

Schmidt's video advertisement said 'If you key in your order now with your credit number, you can get a Robot Gardener for a bargain price (applies to the first 10,000 orders only). Tenders are also invited for part of the equity.' The advance orders and bids for equity made it possible to finance assembly of the Robot Gardener for early-bid customers within a few weeks...

Note that there was never any intention that Robot Gardeners Inc should grow into a huge and long-lasting company. Clark and Schmidt are already researching and browsing into other possibilities, on separate courses. About fifty of those who succeeded by early participation in this venture hope to become the equivalent of Clark and Schmidt in other things.

At no stage has this enormously successful manufacturing venture employed more than 1000 people. It is therefore true that the loss of nine-tenths of manufacturing jobs , which we saw has been highest in car-making in rich countries, has also been true there in manufacturing jobs as a whole. Where these countries had 20-40 per cent of their workforces in manufacturing in 1974, they typically have 2-4 per cent now.

This is not an unprecedented rundown. In the 1890s around half of the workforce in countries like the United States were in three occupations: agriculture, domestic service and jobs to do with horse transport. By the 1970s these three were down to 4 per cent of the workforce. If this had been foretold in the 1890s, there would have been a wail. It would have been said that half the population was fit only to be farmworkers, parlourmaids and sweepers-up of horse manure. Where would this half find jobs? The answer was by the 1970s the majority of them were much more fully employed ( because more married women joined the workforce) doing jobs that would have sounded double-Dutch in the 1890s: extracting oil instead of fish out of the North Sea; working as computer programmers, or as television engineers, or as package-holiday tour operators chartering jet aircraft.

The move in jobs in the past fifty years in the rich countries has been out of manufacturing and into telecommuting.

Changing education

"Now that TCs are universal and can access libraries of books, 3-d video, computer programs, you name it, it is clear that the tasks of both the Educator and the Communicator are far more stimulating that ten years ago.

One of my recent lessons with my ten-year-old daughter Julie was in art appreciation. In the standard art appreciation course the TC shows replicas of famous artists' pictures, and a computer asks the pupil to match the artist to the picture. Julie said to the computer that it would be fun to see Constable's Haywain as Picasso might have drawn it. The computer obliged with its interpretation , and then ten more stylised haywains appeared together with the question 'who might have drawn these?'. I believe we are the first to have prompted the TC along this road, but it may now become a standard question when the computer recognises a child with similar learning patterns to Julie's.

It is sometimes said that today's isolated sort of teaching has robbed children of the capacity to play and interact with other children. This is nonsense. We ensure that Julie and her four year old brother Pharon have lots of time to play with children in our neighbourhood . But in work we do prefer to interact with children who are of mutual advantage to Julie and to each other. The computer is an ace teacher, but so are people. You really learn things if you can teach them to someone else. Our computer has helped us to find a group of four including Julie with common interests, who each have expertise in some particular areas to teach the others.

The TC also makes it easier to play games within the family. My parents used to play draughts, halma, then chess with me. They used to try to be nice to me and let me win. This condescending kindness humiliated me, and I always worked frenetically to beat my younger brother (who therefore always lost and dissolved into tears.) Today Julie, Pharon and I play halma together against the graded computer, and Julie and I play it at chess. The computer knows Pharon's standard of play at halma and Julie's and mine at chess. Its default setting is at that level where each of us can win but only if we play at our best. Thus Pharon sometimes wins his halma game while Julie and I are simultaneously losing our chess game, and this rightly gives Pharon a feeling of achievement. When Julie and I have lost at chess, we usually ask the computer to re-rerun the game, stopping at out nmistakes and giving a commentary. As it is a friendly computer it does a marvelous job of consoling us. Last week it told Julie that the world champion actually once made the same mistake as she had done - would she like to see that game?

I intend to devote the next two letters to the subjects I have discussed here , but retailing the best of your suggestions instead of droning on with mine."

While the computer's role in children's education is mainly that of instructor (discovering a child's learning pattern and responding to it) and learning group matcher, its main role in higher education is as a store of knowledge. Although a computer can only know what Man has taught it, it has this huge advantage. No individual man lives or studies long enough to imbibe within himself all the skills and resources that are the product of the millennia of man's quest for knowledge, all the riches and details from man's inheritance of learning passed on from generation to generation. But any computer today can inherit and call up instantly any skill which exists anywhere in the form of a program.

This is why automatically updated databases are today the principal instruments of higher education and academic research. It is difficult for our generation to conceive that only forty years ago our scientists acted as tortoise-like discoverers of knowledge, confined to small and jealous cliques with random and restricted methods of communicating ideas. Down until the 1980s the world has several hundred sepaate cancer research organisations with no central co-ordinating database.

2025 report authors' prologue

chapter 6 fintech for the unbanked, media true to goal of end poverty

chapter 7 changing manufacturing employment

chapter 8 changing education

chapter 9 digital infrastructure revolution

chapter 10 -changing politicians

chapter 5xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx..

Social Business inspired Co-blogs etc from Catholic Universities inspired by sustainability and Nobel Franciscan business goals

1 globalgrameen and the Medgar Evers Devate on Social Solutions the Moore the Better -with thanks to SoundtrackNY top 100 Open Spaces of Sustainabilituy=Youth's Productive Decade (To Be In the half Of the wrld aged under 300

2 Yunus.tv with special features on AfricanIdol.tv

3 Yunus10000.com - the 69th birthday wish of muhammad Yunus for 10000 Yuth Ambassadors

From other pro-=youth ecnmics networks

eg http://beta.ineteconomics.org/

FROM 2016 Diary of Youth Greatest Decade

IDES of March (15) opening the UAE microcreditsummit

March 10 Brooklyn Social Justice Day: Medgar Evers-- Youth friend of New York Youth Development - Global Youth Empowerment Open Spaces

March 1 - China leads the way at ICCC Architecture Competition United Nations

Frm Happy New Year f the Mnkey - Sin Americas Yuth Friednships aide memire with west cast branch funding memer 1990 ..amy

why dont you write to billy and see if he will give us a meeting at stanford between march 3 and 7

1 catch up on 25 years of china-america friendships out of silicon valley- find out about jack ma's upcoming diary

2 catch up on hiro dialogue on social innovation and epicentre of student exchanges as expereiential learning www.akira-foundation.org

3 catch up on sponsorship of creative childrens 20th olympiads

4 catch up with his opinion of andrew ng leaving coursera and joining baidu

5 talk to his chinese female prodigee =who works in coursera and get hi-level introduction to the most exciting pro=youth hub in usa - 500 women run by chinese brazilian women and abut to leadership quest china

6 see if scot will share his contact with khan academy

7 check up with whether blum university and give directly are ready to partner wit mit and ny development

8 check up with the ny bangladeshi poverty research institute at berkeley and help tross check up whether clinton university is preparcd to celebrate chinese millennials april 1-what else does she need to research before obamas relaunch as a professor in columbia uni

interview blum on whether his new passion for empathy training connects with social justice and innovatin

happy new year of the monkey chris

Womens economistdiary.com abedmooc.com,catholicuni.com

Wednesday, July 24, 2019

4.3 teens skills

BRAC trained 400 thousand youths in employable skills

Tuesday, December 31, 1974

Monday, February 9, 1970

Friday, January 31, 2020

4.3 ela uganda

Charting a Pathway to Scale Through Government: Adapting a Girls’ Empowerment Program to a Public School Setting

A SHIFT IN BRAC’S EMPOWERMENT AND LIVELIHOOD FOR ADOLESCENTS PROGRAM

USING FORMATIVE RESEARCH TO INFORM PROGRAM ADAPTATION

THE FUTURE OF THE EMPOWERMENT AND LIVELIHOOD FOR ADOLESCENTS IN SCHOOLS PROJECT

How Education Reforms Can Transform Learning and Leadership

Kyomuhendo Bruhan

Transformative Leadership and Giving Back

Building a Network of Change-makers

Innovation in Education

Monday, December 31, 1973

old top section

Friday, November 30, 2018

4.3 5.6 new report on skills teens up need to work in 2020a

How Business Can Address the Skills Gap

Align stakeholders’ objectives and approaches.

Engage in public policy.

Develop strong talent strategies.

Invest in workforce skilling.

Monday, July 12, 2021

six dimensional education "squared" for nation building and 1 billion women sustain our species!

Monday, May 31, 2021

4.3 why sustainability may yet depend on how we spend youths time from 11+ 4.4

Saturday, November 30, 2019

4.2 4.3 lifelong mentors: teaching and studying -barefoot teachers

dictionary ai and 2025 report by norman macrae and chris macrae

Future History

Wednesday, July 24, 2019

BRAC trained 400 thousand youths in employable skills

See also...

25 August 2021

18 August 2021

12 August 2021

7 August 2021

Tuesday, December 31, 1974

Monday, February 9, 1970

Friday, January 31, 2020

Charting a Pathway to Scale Through Government: Adapting a Girls’ Empowerment Program to a Public School Setting

A SHIFT IN BRAC’S EMPOWERMENT AND LIVELIHOOD FOR ADOLESCENTS PROGRAM

USING FORMATIVE RESEARCH TO INFORM PROGRAM ADAPTATION

THE FUTURE OF THE EMPOWERMENT AND LIVELIHOOD FOR ADOLESCENTS IN SCHOOLS PROJECT

How Education Reforms Can Transform Learning and Leadership

Kyomuhendo Bruhan

Transformative Leadership and Giving Back

Building a Network of Change-makers

Innovation in Education

Monday, December 31, 1973

Friday, November 30, 2018

How Business Can Address the Skills Gap

Monday, July 12, 2021

Monday, May 31, 2021

Saturday, November 30, 2019

dictionary ai and 2025 report by norman macrae and chris macrae

Future History