Can Education be a 10 times more productive global market for worldwide youth

In this paper, I have assembled ideas mainly from 5 inspiring regions of worldwide peoples where generations of my family has been privileged to correspond over many years with some truly remarkable education entrepreneurs. Obviously this is a big challenge , and we invite you to add views to the education section of http://valuechain.ning.com and http://jobscompetitions.ning.com

Before a guided tour of what to linkin where, I should mention two universal texts for rejuvenating your curiosity. One of these is your choice of bible to the faith of humanity gravitated around a greater good, the other is a remarkably abused book : The General Theory of Keynes. Today's reason why powerful people -and any media they lord over or face book - are prone to abuse Keynes is that he tells a detective story in which the denouement is a segmentation between professionals who want to design better futures for all our childrens children and those who are happy to be hired out to the fatal conceits of the current generation's greediest and most unsustainable forces. Keynes himself was updating a story that International Scots' media have been sharing since 1843, or 1758 if you judge Adam Smith as being primarily a journalist.

Perhaps someone who values Keynes could start a wiki segmented by 18 grades. What could teachers, parents and communities be celebrating from Keynes with this year's worldwide class of first graders up to what could they be sharing with 18th graders?

For example, if Keynes was alive today, it's almost certain that his best advice to those ascending the grades would be: have no fear of designing and webbing your own year's economy- the first net generation will turn out to be a blessing for future generations if your year's economy turns out to have more growth than any current national economy or any other elder economy.

Will Networked Man be just-in-time to learn playing nature's above zero-sum games?

This somewhat contentious idea began to be questioned in The Economist by asking how would analysis change if media's nightly news reported the frames of Gross World Product and Gross Interpersonal Productivity instead of trying to add up (GNP) national economies as zero sum games. Concurrently Schumacher, the first to advocate an open global village networked economy, was making his last film opening with these words:

The trees are hundreds of years old , the forest are thousands of years old, the waterfall eternal and we little people are now used to thinking in stretches of the next 3 or 5 years hardly realising how short-lived we have become. Virtually everything we take for granted is of quite recent origin. a hundred years ago the modern world had no steel.. no electricity no cement worth talking about; even 30 years ago the whole scale of our economic activities was relatively harmless, non-destructive.

Its really only in the last 30 years that all these natural assets have become threatened, Now this water has been flowing forever and it is still clean and it is still sweet, how long will it remain so.? That will depend to a large extent on what we do to the forests. Here in western australia standing in the edge of the  forest, behind me the primeval forest, in front of me open land; behind me stability, in front of me the vulnerable earth; behind me a diverse and complex ecosystem that has taken 2000 million years to build , in front of me cleared ground uncovered in a few moments by mechanised man. In front a smitten forest swept away by our heroic technology (21st C update- and US subprime banking mindsets)

tell us if you linkin a green network that is capable of collaborating fully with those collaboration networks we are mapping at http://grameengreen.com and which our Japanese friends will be adding their research to

PREVIOUSLY

what if education is optimalised all the way through primary 6+ to secondary 12+ to tertiary 18+ so as to maximise youth's job creation potential and fully productive lifetimes

understanding how to do this is becoming possible from studying the primary and secondary educational investments of bangladesh's poorest village mothers and the free tertiary revolution inspired by mandela partners including branson, google africa, kiva and coordinated by taddy blecher

a key assumption is that in the future there will no longer be jobs waiting for those who pass final exams- instead educational systems need to help youth create jobs or fill community's most urgent service needs

1 not everyone can etrepreneurially create jobs but many more youth could do so if local markets, work telecentres, hub incubators were everywhere supprting youth

2 many of the 3 billion jobs norman macrae forecast in 1984 that the net generation would need to be empowered to develop can come from replication of community owned franchises

3 then there are vocations that remain underfilled of which the lack of nurses all over the world makes for one of the safest jobs to become practically accomplised in provided you passionately care about people

 

 

 

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the paper i sent some of you previously on seeing value chain of education as first one to collaboratively transform to a 10 times more youth-productive world wont be that much different when re-edited for content but i think this sort of table makes it easier to weave how revolutionary bangladesh at 41 is and how it builds on the soundest economcs frames ever innovated by and for peoples

hopefully it encourages people of other cultures to add in their local bottom up perspectives  on why economics and education dont entrepreneurially exist without each other as well as facilitating opportunity to promote features oas well as clarifying whichever one you support most is more when mixed with the others compound impacts for human and community development

it is probably minimal in eg keeping leadership from japan interested that they can help peacefully navigate (cross-culturally integrate) asian and muslim regions in way I dont believe any other major economy can - hopefully the absolute macroiecomic disasters that europe and us have been spinning may yet learn from the youth development realities of east and south hemispheres

(it would help if some editors of the journal could be surveyed - is there an element I have missed that they want included so they can make their case for joyful fusion of economics and education

however friends of yunus-youthtech5000  may consider compiling a list of 50 yunus dream projects and start clustering them to capitals that could  celebrate dieveloping specific youth and yunus projects eg paris, glasgow, tokyo, joburg-nairobi, boston-atlanta, maybe knowing what education and economics can make future valuation case for

Economics as education development and system  transformation for next generation

A

18th C Scotland-France Framing: Smith (1758 on), JB Say  (1790s on) Entrepreneurial School

B

1843 Scotland-London on Mediating & Constitutional  Reform The Economist

C

1920s India-S.Africa-London on Gandhi with Einstein  Decolonisation of nations

D

1930s Cambridge  1 on Keynes - investment conflicts of elder and next generation's

E

1950s Princeton Von Neumann- design computing technology  round above zero sum games of future knowledge network economies

F

20th C 3rd quarter - Japan- most joyful ever economics lifting up nation and hemisphere -electronics  first moores law knowledge-app

G

1976 on Yunus Grameen Bank - Microeconomics ofVillage womens investment  in youth's millennium goals

H

1980s on Cambridge 2 MIT (Boston)  Emergence of world's number 1 alumni network of Job Creation

Education

1

Gandhi India  with Italy 1920s  on - Village Montessori, Ashram Village  Incubators, Ahmedabad A&M Uni

2

Gandhi Family India  1960s on City Montessori

3

Paulo Frere Brazil  1960s on Pedagogy of Oppressed  -empowerment bottom-up community

4

Bangladesh  1972 on BRAC

5

Bangladesh  1976 Shikka on as cultural soul of emergence of Grameen 1 banking 2 mobilisation  of village technology hubs 1996

6

New    Zealand 1984 on , then China  thelearningweb.net

7

US Maryland 1984 on Open Space Technology -using up to  5000 brains simultanouesly to transform to higger order system using  dilalogue components simple to host by 9 year olds up

8

Late 1980s start of wordwide web era

9

Late 1990s South Africa  coordination by blecher around mandela partners of free university movement  of job creating peer to peer student networks and mahariji empowerment  culture and youthtech support including google africa and kiva

10

2000s on Aflatoun - primary up financial literacy modular  action learning - takeable to new level of peer to peer viral practice  when cashless banking is first living app of mobile

11

2010s Qatar  education city and WISE oscars for education

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