Harvard's Shannon May - Bridges International was educator of yera at Beijing Wise conference 2016 but jury out recently on infrastructure sustainability of bridge schools

 Abed was world's first global education laureate -wise 2012 (go figure why it took to 2012 to vale education!)

One of Fazle Abed's biggest lessons - if i can we at brac will maintain up to 40000 one-room primry schools (largest non gov ed system) but only as benchmarks for government to continously improve on - only the gov has democracy's taxe needed to sustain investments in nation wide infarstructure but every community bhas an imperative to demonstarte how joyful schooling that wholly values girls and boys livelihoods can nbe

10/84 all those inspired by rachel's worldpossible collation of competely open digital learning resources and catalogue oif which nation's education system encourafe etachers and students to access the worfld's best elarning content

9-84 BR0 still to be understood- while american elearning gravitates around world possible- in china it gravitates round ai teachers assistants - instead of toys like alexa or hey google, anything that is a disciplainary fact can now be stired in a learnking robot- giving teachers and students time to teamwork and do other things than program a mind with sterile facts

8-84 new universities - these are ones that never put sustainability generation students in debt but expect thise who go on to chnage the world to pay it firward (or is it backward) -
BR0  tsinghua is a owrld elader of this ouyt of china-
BR9 maharishi institute ut of africa-
BR2 brac u out of s asia -where else?
rsvp isabella@unacknowledgedgiant.com
....

jan 1984 - our latest search of silicon valley
========================================

please could you relay this to shannon may or appropriate team member

we loved the half day tutorial you gave at wise@beijing; unfortunately the founding laureate networks brac  (sir fazle abed) missed this and other chinese blended and digital revolutions in education

brac.tv - a guide to collaboration's best for the world organisations

 - so Sept 30 to October 6 we are helping arrange a week to correct this at brac headquarters - from the chinese side it will be led by jack ma's main female professor-chair based at Tsinghua University Beijing

as you probably know down the road from harvard the legatum lab at mit helped build http://www.bkash.com as women world's largest cashless bank with brac and jack ma started his partnerships with brac at this fintech network 3 months ago

mostofa zaman can be contacted with day to day queries- a young bangladeshi villager he has organised invitations to The Economist's remembrance arty to my father as their end poverty sub-editor and previous roundtable briefings given both by sir fazle abed founder of brac and kamil quadir founder of bkash

VALUETRUE.com Map Jobs-rich education  along every belt road my father lifetime work at The Economist hypothesised 50 years ago at time of moon landing that education transformed around mobile connected world would sustain or destroy us all- these are exciting times to find out which- and few if any education networks liberate what you do -the slide links 12 of his most innovative surveys on youths futures around the world

VALUETRUE.com Map Jobs-rich education as 21st C economy on every belt ...

all the best chris macrae dc 240 316 8157

On Wednesday, 1 August 2018, 08:41:51 GMT-4, Ben Rudd <media@bridgeinternationalacademies.com> wrote:

In your monthly Bridge digest: US think tank shares our case study as a model for Africa Bridge teacher guides are discussed in Education Next  The importance of measuring quality: A response to the SDG Atlas Foreign Policy Association publishes our view on the human right to education We celebrate children overcoming disabilities in our schools Meet our amazing teacher Olayinka from Nigeria Liberia's story reaches major US think tank  HumanProgress, the magazine of the Cato Institute, has published a story by Bridge's Marcus Wleh in Liberia. Marcus summaries the global education situation and looks at how his country is an example of how to transform education systems to quickly improve learning outcomes for children.                          Read the article on HumanProgress.org Education Next looks at teacher guides The Bridge academic team has been writing about the merits of pre-prepared, detailed lesson plans for teachers.  The Harvard University-affiliated magazine Education Next publishes a piece that helps to shed light on the benefits of the model within the context of developing economies. The author considers her own journey from being against structured guidance to becoming a strong advocate and the evidence that has changed her mind. She says, "after more than a decade of teaching middle schoolers, training teachers, and designing lessons for schools all over the world, I’ve changed my tune." Read the full article on Education Next Quality as the yardstick for progress Bridge VP of Measurement and Evaluation, Dr Steven Cantrell, has been sharing his thoughts about the need for the quality of education to be effectively measured and invested in. He points out that sometimes this is overlooked and the consequences are significant. One of his most stark messages is 'Primary school attendance is not the problem.' The well respected Impakter magazine published his article to highlight one of the most important issues in the global education debate. Dr Cantrell's piece is a response to the World Bank’s recently released Atlas of Sustainable Development Goals.  Read the full story on Impakter magazine Education is a right so let's deliver it We take a closer look at the international legal issues surrounding global education and UN Human Rights. Bridge puts forward the argument for non-state actors to help achieve education for all on the basis that rights must be delivered urgently. It is now 70 years since the right to education was made universal and the fact that hundreds of millions are still not learning shows that fresh approaches are needed. We make a nuanced case that "It is only through embracing new, innovative, scalable and sustainable models" that universal free quality education for all can be achieved.  Read the full opinion piece on the Foreign Policy blog Say hello to Olayinka from Nigeria Olayinka is one of our passionate and powerful teachers from Bridge, Femi Omomowo in Igando, Lagos State, south-west Nigeria. She says that she saw Bridge was different, so she joined. She would watch the pupils and teachers at the gate and think how motivated and happy they looked to be going to school. That was two years ago when she decided to join us. Discover why she believes joining Bridge was the best choice she ever made, and find out why she feels proud when she's leading a class.  Read more about her full story here Celebrating the achievements of disabled children Bridge has marked the Global Disability Summit by championing the hard work and talent of Bridge pupils in Africa and India. We published five inspirational accounts of young people who are fearlessly pursuing their dreams and ambitions despite the extra challenges.  Around the world there are at least 150 million children living with disabilities and they are ten times less likely to go to school. The way Bridge serves disabled children has been reported on Front Page Africa, The Standard and the Nile Post among others. How Bridge supports disabled children to learn News in Brief The Ugandan Government is preparing lessons for children, at primary and secondary levels, to access via a tablet which will enable 'performance tracking by schools and parents.'  President Weah of Liberia has been talking about the important role of the private sector, including in education, during a recent speech. Students across Liberia have been celebrating the end of their academic year, and in Bridge schools it's been particularly jubilant. Christine Apiot, Director of Academics for Bridge Uganda, has been writing about the importance of an inclusive education for those with disabilities. Jackie Walumbe, from our Kenya team, has been writing about the teaching profession across the developing world, describing teachers as 'the organs that power learning.' A Kenyan TV news program has been reporting on a Bridge student who despite being physically disabled, still gets a high-quality education. Bridge staff in Monrovia have been sharing the story of their government's success with a summary of how Bridge is lifting up the quality of state teachers across the country. Please consider sponsoring a young child in Africa to attend a life-changing school using the Global Fund for Emerging Scholars. Please feel free to forward this email to friends and colleagues who may sign up via our website page here. Contact us via media@bridgeinternationalacademies.com Copyright © 2018* * Bridge International Academies*, All rights reserved. Want to change how you receive these emails? You can update your preferences or unsubscribe from this list About | Press Office | Careers

can americans ever recover win-win trading maps

A profitable student: America wants the World Bank to stop making loans to China

- Dec 14th 2019

THE CARIBBEAN islands of St. Kitts and Nevis are known for luxury tourism (visitors include Meryl Streep and Oprah Winfrey), pricey citizenship (on sale for $150,000), and a sprint world champion (Kim Collins). But despite the country’s many assets (including a national income per person of over $18,000) it is eligible for loans from the World Bank, an institution dedicated to eradicating extreme poverty.

Because the islands are so small, this draws little comment. Not so for China. Its income per person is half that of St. Kitts and Nevis, and lower than that of Poland, Malaysia, Turkey and 15 other potential borrowers. But its eligibility to borrow from the World Bank strikes many Americans as anomalous, even scandalous.

One of them is President Donald Trump. “Why is the World Bank loaning money to China? Can this be possible?” he tweeted on December 6th, a day after the bank discussed a new five-year lending framework for America’s rival. Another used to be the World Bank’s president, David Malpass, in his former job as an American treasury official. In 2017 he argued that “it doesn’t make sense to have money borrowed…using the US government guarantee, going into lending in China”. Steven Mnuchin, the treasury secretary, heard similar sentiments in a congressional hearing on December 5th. “What are you doing to stop those loans?” asked a Democrat. “It’s unconscionable to me that our taxpayers should...be subsidising the Chinese growth model,” said a Republican. On this question, at least, America’s legislature is almost as harmonious as its Chinese counterpart.

America had objected to the new framework, Mr Mnuchin said. But it cannot have surprised him. In a deal struck last year, America agreed to an increase in the bank’s capital, in return for which the bank agreed to charge its richer borrowers higher interest rates, lend to them more sparingly and encourage more of them to “graduate” (ie, cease to be eligible for the bank’s loans).

But graduating from the bank is like graduating from a German university: neither brisk nor uniform; leaving behind many dauerstudenten (eternal students). Once a country reaches a national income of $6,975 per person, a “discussion” begins. The bank also considers a country’s access to capital markets and the quality of its institutions. Of the 17 countries that have graduated since 1973, five later sank back into eligibility, according to a study by the Policy Centre for the New South, a Moroccan think-tank. South Korea left in 1995, then needed the bank’s help in the Asian financial crisis. It remained eligible for further loans until 2016, when its income per person was almost three times China’s current level.

The bank will, however, lend to China more selectively. The country now owes it about $14.7bn. Over the next five years, it envisages lending $1bn-1.5bn a year, 15-40% less than it averaged in 2015-19. The new money aims to encourage fiscal reforms, private enterprise, social spending and environmental improvements. If the bank can help nudge China towards cleaner growth that will benefit everyone, including China’s geopolitical rivals. It also hopes to finance pilot projects that poorer countries can learn from. It has paid for Ethiopian officials to study China’s irrigation and Indian officials to study its trains.

But would the money not be better spent in poorer countries themselves? The bank’s friends point out that its lending to China earns a tidy profit (roughly $100m last year). It charges China a higher interest rate than it pays on its own borrowing. That is money that can then be used to help poor people who live elsewhere.

In theory, its donor governments could do all this more cheaply and simply themselves. They could issue an equivalent amount of low-yielding sovereign bonds, buy higher-yielding emerging-market securities and donate any profits to low-income countries. But that is not what critics of China’s lending are proposing.

Given the profits it can earn, the bank is eager to keep lending to China. Harder to explain is why China wants to keep borrowing from the bank. The sums are small (0.01% of GDP) and the process can be cumbersome. China may value the bank’s expertise. But if so, why not buy it without a loan attached?

There are examples of China doing just that. It bought advice on how to improve in the bank’s assessment of the ease of doing business. But China may feel a loan gives the bank more skin in the game. Consultants paid only for advice can always blame disappointments on poor implementation of their sound prescriptions. A lender has a greater stake in solving difficulties. Institutions like the bank and the IMF stress the importance of borrowers taking “ownership” of reform programmes. China may feel the same about the lenders it deigns to borrow from.■

Print Pages

US Pages: 

66 65

UK Pages: 

62 61

EU Pages: 

60 59

AP Pages: 

62 61

Print Issue Volume: 

433

Print Issue Number: 

9173

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