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1984 3.5 g decades ago - those who had mediated the coming of globalsiation and entrpreneuril revolution in The Economiots wrote a book on tranforamtions needed to 2025 - core of all transformations was edutech


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 million people subscribe to it, nowadays at a 5-cent fee per person, or less. Here's an entry from the current newsletter:

"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 separate cancer research organisations with no central co-ordinating database. 


 why has this happened yet?

well in some places it has happened -typically mobile a[pps in those p;aces value sharing life shaping imfpo more than chattiong

hpowever it is tru that leapfrogin in finavce could happen once a poor place had text mobile - eg kenya mpesa but edutech needs more bandwidth thahan that or more precisely we need to reucrsivly iterate improvemnts rather than assume there iis one winner tales all

furthrenore ther are at lesst 2 misuinderstandings even by thiose who love susstainability gapls as determining humaity's evolution

poal 17 should be PYP with youth demands and cooperrtaive creativity trinagularisng public private partnerships

the core small entrepriose model is the micropfarnchose- ouyr book estimated sustainbility wpould need sharonmg innovation of 30000 of those-

a microfranchose may need every bit as much continuos improvement designs as say a mcdoinalds macrofrachise but its purpose is to maximis ommunities capacoty and land all or moist of the rproductive value locally and indeed with the peop[le most needing to deliver the service 

 take some examples which also illustrate searches ofr whats missing including missing curriculum- the way bangaldesh wopmen built the poorest nation from 1972 was mistiaught in american langiage - the core model was micrhealth not microcredit; fazle abed previously the region's ceo fopr the shel; oi;l multinational wnet to live in pne volage region (ie without electrocity and trying to transition from disater relief to devlopment); he started identifying what skills training people in the community needed to maximise self-sufficiency- after some obbious ones like rebuilding a safer one room hoime than the ones cuclomnes knowcke dow- he focused particularly on what village wpmem cpould o- several years later he had quite a lond list from adcances on local crop science which women could apply to gain local securoty to the top 10 most basic health services vauilge women cpuld be tauight to be providers of - it was this microfranchise that fazle decided needed replication from the region he was in to 200000 vilages; from tyhe imperative of finacing that microfionace was born- note leans were only made to those women most capable of peer to peer vilage service provision and designed into the job of a paraheleth worker s an oincome generating model-  vilagers moght only be able to pay cents for each service but there were so much needed that trained vilage wopman could get paid from dawn to dusk for her services; several things are noteworthy for thise who use this example as the beginong pf everyine being a lifelong livelihood elarner and teacher

the model was asadpted from china barefoor doctor netwporking - on at least 3 occasions bangaldesh and south china vilage women action learned from each other - the realoity in vilages under latitude 29 on the asia continent is that the solutions needed are effectively bodreless- every national boundary that stops replication of how ato  mkicrpofranchose solution scales is an impediemt

over tome what had been basic health/nutrition as a missong schools curiculum started growing in vilage schools- in part this chnaged the skills teachers needed but note it is maonly a peer to peer demonstyration model not one examined theiretically- to this day the lancety says worldwide one of the most urgent missing curriuclum is peer to peer health of girls aged aboyt 11

consider a more ho tech example- a chiense student cam bacl from yale around 2010 and started a grdiuate network - give a year serving chiense vilages- go liove there for a year and interview elders on what they need that tech hasnt yet provided to their unique needs; this alumi group debbriefs each other and recursvely learns each yera ; toaday about 5000 studnets fromk china's top coleges spend their first yera after graduating serving china- and being an alumni if srrve china is as important as being alumni of the top school these exeplars of chinas future- this chimes with chiense culture that servant leadership if you have knowledge to app is fra more valued than even being a bamker- whats noticeable about this model is that stdents are expecetd to innovate processes theor professors copuldnt dream of- this is an opposite model to the west where academia often tries to hold on to best stidnts making it sound that they have more to learn from tip professors than te professors do from them; this may have been so in eras of lower G its the wrong model for any nation that wants its most advanced youth to create with ai 5G ointernet of things cyber and all the other converging techs now that moores law implies we have a trillion times more tech than was needed to race to the moon. this also means that leapfrod education mosels will see a place's youth as its win-winn currency in ways that top gown government of per currency (zero-sum trading of debt) can never reach

livelihood education worldrecordjobs.com and csik's law maximise time spent learning at experiential edge of your own unique competemce and passion 


During Moores tech revolution 1gG 1970s to 5G 2020s education systems needed to be be designed 10 years ahead- for example if Gates chnage the world in 1980s by making coding a universal language, schools needed to be desigend to make learning 4  global langiages 10 tikmes less cotsly - coding, english, cjaractyer langiae either chiense or japanese, mother tongue

children would need languages to www jnnowhow across bodrers and make cultural friendships their elders coud not i,agine 

by 1995 the next 2 ways to chnage the world, ecomkmerce and ex[poential development of mobiles both needed their own curiosity 10 years ahead of time and virtual modes sof sharing knowhpw needed to be so well establised that commerce and knpwledge did not get muddled up we neded only one global university of sdgs where gteacher and children could go and know they were benchmarking best and m,ost deiversely aviable solutions mapped by diferent stages of place development - leapfrog applications of tech need to be prioritised for the poorest or most ultra challenged by goals -eg climate's different extreme risks and local community solutions 

value ,ulipliers

big data sma


pro yputh partners

transpatency of costs and risks

sustainable unique purspoe beyond 90 day extraction of profit 

trust and loveq as core to education design 

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