2018 - YouthWorldAffairs -what if new york was rated by sustainability goals generation world class at jobs-connecting education as well as investment banking and media - join our meetings preparing before and after collaborations with WISE@UNGA UN sept 2018
-help map education and sustainability's 7 most wonderful summits for under 30s at www.valuetrue.com xmas 2017 puzzle is it possible to blockchain the world carbon emissions market? summit debrief wise paris march 2019 - fast tracks 09
China's greatest Job Creator; Jack Ma 1 2 -Wise@beijing

Sunday, December 31, 2017


NEWSLETTER

The latest from the World Innovation Summit for Education
December 6, 2017
Featured in this expanded Special Edition:
  • WISE 2017 --Highlights from Co-Exist, Co-Create: Learning to Live and Work Together
  • Voices heard at WISE 2017...
  • Six new WISE Awards projects celebrated
  • WISE Accelerator CamBioScience pursues new research
  • Introducing WISE Words: The Podcast
  • Looking forward: Ambtitious plans for 2018
  • WISE hosts third workshop on strengthening the 'Global Education Ecosystem'
  • Matterfund partners with WISE to launch a visual atlas for education development
  • Brookings features WISE as an 'Innovation Spotter' in its new report

Patrick Awuah is the sixth WISE Prize for Education Laureate

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Over 2,000 delegates gathered recently at the eighth World Innovation Summit for Education in Doha to share experiences and ideas, and to explore solutions to the challenges of education in times of disruption, political turmoil, and global conflict.
Under the title, Co-Exist, Co-Create: Learning to Live and Work Together, over 100 speakers and moderators led an array of intensive, focused discussions on the implications of constant technological change for teaching and learning, entrepreneurship, reimagining higher education in the connected world, and much more. In this special edition of the Newsletter, we share some highlights.
Qatar Foundation Chairperson Her Highness Sheikha Moza bint Nasser presented the WISE Prize for Education to Dr Patrick Awuah, Jr., founder and president of Ashesi University, Accra, Ghana (pictured).
The new WISE Research series, featuring reports on key topics in global education, was presented in meet-the-author sessions, panels, roundtable discussions, and informal conversations in the Majlis. Full texts are available for download online.

WISE partnered with the C2 Lab to create a collaborative, hands-on experiences in the Majlis to envision future schools. Delegates of all ages worked in groups on brainstorming challenges designed to unlock creativity. By the Summit’s end, they produced over 1,000 ideas reflecting the leveraging power of collective intelligence.
The WISE Learners’ Voice program fellows presented their social initiatives addressing refugee education challenges, including early childhood education and integration in local schools. Selected group projects were presented, creating opportunities for feedback and collaboration with WISE delegates and organizations for developing the projects.
WISE launched an intensive pre-summit ‘Doha Learning Week,’ featuring screenings, hackathons, lectures, sport, school tours, and technology showcasing the rich variety of education resources in Qatar.
Read more highlights from WISE 2017 in the following sections of the Newsletter. View a replay of the Opening Plenary online. Further footage from the Summit will be available.

Voices heard at WISE 2017...

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Words from selected speakers at WISE 2017:
“Let us be inspired by this year’s WISE theme of co-existence, and place it at the core of solutions for different challenges –from issues of peace to stability and development. Let us return to education to reinforce this truth.” --Her Highness Sheikha Moza bint Nasser.
"The countries that have done well, even without natural resources, are the countries that have invested in education and skills training. It is not natural resources that build nations, it is people who build nations... It is Africans, especially the youth of today, who are going to build Africa." --President Nana Akufo-Addo of Ghana.
“The only solution [to a post-truth political climate] is education –to insist that there are such things as facts, and something called truth, and that it can be achieved by hard work, evidence, by analysis. These are not simply for the construction of alternate realities; [that] is a path to the decline of civilization. The only thing that can stop it is education.” --commentator Fareed Zakaria.
"One solution for seeking truth... is to create these kinds of multi-civilizational classrooms and multi-civlizational events like WISE, and to say: Hey, there are different pespectives, we can put these together to see the world as a whole." --Dean Kishore Mahbubani, the Lee Kwan Yee School of Public Policy.

"Literature should be an essential part of education because it teaches you empathy, makes you think about living in somebody else's skin. Then I think we are more able to live peacefully with one another. We are more able to understand that people are different and that it’s okay. That’s why I am such a believer in the power of stories and story-telling as an essential part of what it means to be educated."  --Chimamanda Ngozi Adichie, author of Half of a Yellow Sun (pictured, right).
"My university was meant to be global, not just geographically, but age global, ethnicity global... to reach everyone. And that is new because the best universities pride themselves on their exclusivity... My university was meant to be the opposite.... Lifelong education should be a basic human right. The revolution is unstoppable... Everybody deserves the right to participate in society, and I believe education is the key."  --Sebastian Thrun, chairman of Udacity.
"Education really isn't about skills versus knowledge, or art versus science. It really should be about both. At the core I think we need scientists who are sentitized to the humanities, and we need humanities scholars who are scientifically literate." --Stavros Yiannouka, CEO, WISE.


Six new WISE Awards projects are models of inspiration

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The six WISE Awards winning projects for 2017 were honored during a presentation ceremony at WISE, including screenings of short films about the projects, and remarks from project representatives.
The six project reprentatives are pictured with Her Highness Sheikha Moza bint Nasser (l to r): Nisha Ligon of Ubongo Edutainment, Kathy Perkins of PhET Interactive Simulations, Lydia Wilbard
of Camfed Tanzania, Paolo Speller of the Organization of Ibero-American States for Education, Science, and Culture, Caitlin Baron, the Luminos Fund, and Nicolas Sadirac of School 42.
Read full details of the 2017 WISE Awards projectsonline.The submission period for the 2018 WISE Awards is open until 30 January 2018.

WISE Accelerator project CamBioScience expands its research in new partnership

CamBioScience, a WISE 2017 Accelerator project, is joining 'EDUCATE', an initiative funded by the European Regional Development Fund and coordinated by University College London's Institute of Education. CamBioScience will conduct research on its unique data collection systems and adaptive learning algorithms to better understand their potential for improving engagement, self-efficacy, knowledge acquisition, completion rates, and the ability to perform new technical skills.

WISE introduces WISE Words: the Podcast

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This week WISE introduces a new podcast series, called WISE Words, featuring conversations with leading thinkers, innovators, and changemakers of all kinds on education challenges around the globe. We are launching the series with a discussion between Dean Kishore Mahbubani of the Lee Kuan Yew School of Public Policy, Singapore, and Stavros Yiannouka, CEO, WISE.
Upcoming episodes will include further conversations recorded at WISE 2017 with journalist and commentator Fareed Zakaria, the acclaimed writer Chimamanda Ngozi Adichie, entrepreneur Sebastian Thrun, and others. 
Please subscribe and listen using these links: itunesor soundcloud

Ambitious plans for 2018: Looking to WISE@Accra, in May

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With the conclusion of the 2017 Summit and an ambitious calendar of commitments already in place for next year and beyond, the WISE Team is staying excited and busy. Here are a few highlights of our priorities.
At the Summit, WISE launched the Agile Leaders of Learning Innovation Network (ALL IN), which follows earlier research and a capacity-building program for school leadership. WISE is poised to go 'All In' to enable and empower a global network of leaders, ultimately to achieve better student outcomes.
As WISE has contributed to shaping education policy, such as in the Asia-Pacific (APEC) education strategy, Mastercard Foundation's recent launch of research on secondary education in Africa, our reputation as an education think tank continues to grow.
Generous support from Banco Santander has enabled the WISE Accelerator to establish itself as a small but influential actor in
education technology. WISE plans targetedimpact studies on new learning technologies, to ensure the Accelerator supports entrepreneurs and contributes to creating knowledge.
Over the past 18 months WISE has taken its message to Tunis, Beijing, and Madrid. With the success of these regional forums, WISE announced it will travel to Ghana in May 2018 to team up with WISE Prize for Education Laureate, Dr Patrick Awuah, for WISE@Accra.
WISE will also participate in New York for WISE@UNGA in September, and in March 2019 for WISE@Paris, before returning to Doha in November for WISE 2019.
Pictured from WISE 2017: Young delegates and their teachers engaged with 'The Litttle Engineer' Experiential Learning Lab in the WISE Majlis.


WISE hosts third workshop on strengthening the global 'education ecosystem'

In a pre-summit program, WISE hosted over 80 key education stakeholders for a day-long working session to discuss how to strengthen a global education ecosystem to foster a learning and sharing infrastructure to advance learning outcomes and achieve universal quality education (UN SDG 4). The session was the third gathering on this topic held by the Global Education Ecosystem informal working group created in follow-up to the Education Commission’s Learning Generation Report, and co-led by Teach For All, Center for Global Education (CGE) at the Asia Society, the Center for Universal Education (CUE) at the Brookings Institution, Results for Development, the Boston Consulting Group, and WISE.
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Matterfund partners with WISE to launch a visual atlas for global educators

Matterfund has partnered with WISE to launch a new visual atlas for education development. Profiling over 300 organizations globally, the living atlas shows initiatives working toward the UN Sustainable Development Goal for universal quality education.
Matterfund enables initiatives to showcase their best work, attract partners, connect to
funding opportunities, and follow compelling projects and publications in education development. The atlas will continue to grow as Matterfund works alongside WISE, NGOs and regional leaders. Initiatives can register to claim their profiles and showcase their work.

Brookings Institution features WISE as one of its 'Innovation Spotters'

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In a new report, Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress, researchers at the Brookings Institution chart a new path forward in global education by examining the possibility of leapfrogging—rapidly accelerating educational progress to ensure that all young people develop the skills they need to thrive in a fast-changing world. The report presents an evidence-based, theoretical pathway for leapfrogging in education that can help guide investors, innovators, and governments alike. The Brookings report also introduces a catalog analyzing almost 3,000 global education innovations, the largest such collection to date. To develop this catalog, Brookings has brought together fifteen organizations called 'Education Innovation Spotters'. WISE is proud to be one of these, scanning the landscape of innovative programs, schools, policies, approaches, and tools around the world and making this information publicly available to all, and to our colleagues at Brookings.


Platinum sponsors
Santander
Gold sponsors
Sumpreme-Committee
Silver sponsors
Parthenon-EY Exxon-Mobil
Broadcast Media partner
Al-Jazeera
International Media partners
Afrique-Magazine Caixin DevexEl-Pais Financial-Time Le-MondeNew-African Quartz Schoolsweek
WISE House - Villa 7 & 8
Qatar Foundation - Education City
P.O. Box 5825
Doha, Qatar
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join the survey of why education is the 21st C economy here - example of how wise and qatar foundation see this from education above all (co-partner with the UN academic impact hubs)

2017 WISE Research

The WISE Research Reports, produced in collaboration with recognized experts from around the world, address pressing global education issues and reflect the priorities of the Qatar National Research Strategy. These timely, comprehensive reports feature action-oriented recommendations and policy guidance for all education stakeholders, offering concrete, improved practices in specific contexts. The current WISE Research Report series addresses a range of topics including school leadership and collaborative professionalism, design thinking, apprenticeship, disability, early childhood education, and migration, among others.
As a resource for the latest thinking, the WISE Reports encourage discussion at the 2017 global WISE summit and spark further research. The Reports are available on the WISE website and through the mobile app. A limited number of printed editions in English will be available at WISE 2017, 14-16 November. Selected reports will also be available in Arabic editions.

2017 Reports

2017 WISE Research #01
2017 WISE Research #01 - Thinking and Acting Like a Designer: How design thinking supports innovation in K-12 education 
by Annette DiefenthalerSandy Speicher, Laura Moorhead, Deirdre Cerminaro, Charla Bear – IDEO
The report examines how design thinking is used to fundamentally reimagine school models and systems, support change in school culture by transforming how educators work together, and support students to develop twenty-first century skills.
2017 WISE Research #02
2017 WISE Research #02 - The Challenges and Implications of a Global Decline in the Educational Attainment and Retention of Boys
by Natasha RidgeSusan KippelsBrian Jaewon Chung – Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research
The report examines the unique challenges that affect the educational performance of boys across the globe, with a focus on Qatar, the UAE, the UK, Trinidad & Tobago, the Dominican Republic, and the United States.
2017 WISE Research #03
2017 WISE Research #03 - Transition and Dropout in Lower Income Countries: Case studies of secondary education in Bangladesh and Uganda
by Samir Ranjan Nath, Denise Ferris, Mohammed Mahbubul Kabir, Tanjeeba Chowdhury, Anwar Hossain – BRAC
The report explores the contexts and reasons for secondary education transition and dropout in Bangladesh and Uganda.
2017 WISE Research #04
2017 WISE Research #04 - How to Deliver Improved Outcomes for School Systems 
by Michael Barber
The report offers guidance for policymakers and education ministries implementing reform for improved student outcomes, based on the wide experience of the author.
2017 WISE Research #05
2017 WISE Research #05 - A Scan of Blended Learning Obstacles and Opportunities in Brazil, Malaysia and South Africa
by Julia Freeland FisherKatrina BushkoJenny White – Clayton Christensen Institute
The report explores blended learning programs and analyzes the experiences of sample schools in Brazil, Malaysia, and South Africa in using online learning to deliver content in more flexible and effective ways.
2017 WISE Research #06
2017 WISE Research #06 - Inclusive Quality Education for Children with Disabilities
by Nidhi SingalHannah WareShweta Khanna Bhutani – University of Cambridge
The report explores the ‘Three Rs’ model (Rights, Resources and Research) as a practical framework for advancing inclusive quality education for persons with disabilities.
2017 WISE Research #07
2017 WISE Research #07 - Developing Agile Leaders of Learning: School leadership policy for dynamic times
by Simon BreakspearAmelia PetersonAsmaa AlfadalaMuhammad Salman Bin Mohamed Khair – LearnLabs / WISE
The report describes a dynamic process for developing ‘leadership for learning’ capabilities among school leaders and teachers for continual student improvement.
2017 WISE Research #08
2017 WISE Research #08 - Meeting the Needs of Pupils with Autism in Qatar: Moving forward
by Karen GuldbergElaine AshbeeLila KossyvakiRyan BradleyAbdullah Basulayyim – University of Birmingham
The report examines Qatar’s progress in implementing its education plan for people with autism, considers challenges and opportunities, and suggests recommendations for improvement.
2017 WISE Research #09
2017 WISE Research #09 - People and Policy: A comparative study of apprenticeship across eight national contexts
by Maia ChankselianiEwart KeepStephanie Wilde – University of Oxford
The report is a comparative study of apprenticeship systems in eight diverse countries, examining incentives and disincentives for learners and employers to participate in them, and considering policies that could support greater collaboration with government.
2017 WISE Research #10
2017 WISE Research #10 - Early Childhood Development in Qatar: Status and opportunities for the future
by Samira Nikaein TowfighianLindsay Adams – World Bank
The report describes early childhood development policies, programs and outcomes in Qatar, identifies gaps and proposes policy options for strengthening ECD in the country.
2017 WISE Research #11
2017 WISE Research #11 - A Multi-Country Study on the Education of Migrant Children
by J. Han, J. E. Delgado, R. Cheung Judge, C. Nordberg, P. Robru, X. Qi, B. Torut, Huynh Thi Ngoc Tuyet, W. Tang, H. Uemura, X. Xiang – 21st Century Education Research Institute
The report describes the varied contexts and circumstances of migrant children in seven countries, examining rights and successful initiatives, and making policy recommendations.
2017 WISE Research #12
2017 WISE Research #12 - Collaborative Professionalism
by Andy HargreavesMichael T. O’Connor – Boston College
The report builds a case for collaborative professionalism as a crucial framework for building strong and effective teaching and learning, drawing on the experiences of several diverse communities globally, and making observations on what works and what doesn’t.
2017 WISE Research #13
2017 WISE Research #13 - Securing the 21st Century Teacher Workforce: Global perspectives on teachers motivation, professionalism and retention
by Karen EdgeReinier TerwindtSharath Jeevan – UCL Institute of Education / STIR Education
The report explores how various jurisdictions, at different levels of education systems, work to support teacher motivation for effective practice and student outcome.
There are almost one million school-age Syrian refugees living in Turkey. Since 2011, Turkey has spent $30 billion on the refugee situation - with a big focus on education. Read more on our website
footnote entry from world most popular families-educators newsletter in 2024
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 sepaate cancer research organisations with no central co-ordinating database.