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One of the most dismal systems in the world is education ruled for governments not for children. Check this out! It's about ine of the main sustainability crises in many rich nations

.My last day as a teenage: Eva Vertes.Schools are not working: Ken Robinson.. 
.Essential after school

Help edit a community's world citizen guide

http://wholeplanet.tv Vote for nation's country or network's proudest project qulifying for Yunus social ABC certification

help ensure your city has more SBA's than MBAs
.Esssential before leaving school

Know how to use internet to find your own best mentors through life and help peers likewise

Read yunus social abc book; know how to differentiate between 2 opposite company systems

Undertand how to map local to inter to global

Debate how to participate in http://universityofstars.tv

.Essential early adolesence :

Join in yunus social actions

Participate in an open space

Demand teens hubs in your city
.Esential curricula 5-11:
Gems http://ciseducation.org cross-cultural curricula of world citizens
Practice open space cafe hosting
Safe internt use but get more co-creative every 2 grades from 4 up

I am just wondering aloud and I dont want to take on more than we can chew but an odd set of travels and interactions with world leading innovators of education entrepreneurship is happening or has just happened over next 2 weeks, and I am just wondering whether there's some way to ask them if they want to be  more in touch with each other's flows

Tessy knows Sir Ken Robinson who the RSA has just awarded Benjamin Franklin Prize (see footnote) for his services in asking how to make education more creative and experiential

I am meeting michael strong on wednesday whose cv is here  http://www.flowidealism.org/2007/michael.html I cant fully understand this not being an expert in education but michael worls a lot with CEO John Mackey who with Grameen Trust has the best model of supermarket impact that I can find anywhere http://wholefoodsmarket.com/socialmedia/jmackey

Lesley know the folks at The Free University in Johannesburg

Within about a week many of us  will be in Dhaka where Intel and Grameen have just announced a social business venture focused on narrowing digital divides of education http://www.google.com/search?hl=en&q=%2Bintel+%2Beducation+%2Bgrameen+&btnG=Google+Search

And back through London if we could ever work out how to help we have good relations with the 2 Gandhi sisters part of the family that have developed the biggest social business in education http://cmseducation.org http://ciseducation.org  as well as the head Deryn Harvey of the UK experimentaion unit in education http://innovation-unit.co.uk

I suppose what is nagging at my mind is :

is it really destined that the experiential learning approaches of ken robinson, michael strong, intel-grameen, Free University Blecher and cmseducation stay separate just because I or we cant quite see a way to connect these folk.

To be quite frank this one flummoxes me -need to be told to try something I am not going to find without being shown the way

chris macrae http://rowp.tv

Good Morning!

For Sir Ken Robinson fans I wanted to draw your attention to his RSA talk which is now posted on their website. All new material for those of us who have listened to the TED talk repeatedly! It was a fantastic evening with Sir Ken receiving the Benjamin Franklin medal.


And a reminder that the 2gether08 Festival is this week on Wednesday and Thursday in London - and it looks brilliant! Good luck to all the organisers.



XO Laptop stories:
1 reported from peru a 260,000 XO laptop country

I wanted to know what the laptops had done for the kids. I told them I’m not a reporter, I don’t answer to the Ministry, and — an important disclaimer for an overpoliticized country like Peru — I don’t pander to bullshit politics. I wanted to hear if they thought the laptops were helping.

After looking at me blankly for a good half-minute, Mr. Navarro shot back with “evidentemente”, “obviously”, and palpably left off “you idiot” from the end of the sentence. I appreciated the small courtesy and asked a more specific question: what changed in the 8 months since the laptops arrived?

Three changes
Mr. Navarro and Mrs. Cornejo spoke amongst themselves for a few minutes. Then Mr. Navarro said they agreed there were three key changes.

As there are few roads in and around Arahuay, the children don’t communicate much outside of school — with anyone. The teachers started independently pointing out to Mr. Navarro that this was changing once the laptops arrived: kids started talking to each other outside of school hours over the mesh, and working together more while in school. They started talking a lot more with each other in person, and conquered their previously paralyzing fear of strangers.

The second thing, Mrs. Cornejo jumped in, is that the kids used to be pretty selfish, an unsurprising consequence of the abject poverty in much of Peru. It’s not that the kids are starving, it’s just that they don’t have very much; what they do have, they’re reluctant to share. With the laptops, the kids had to turn to each other to learn how to use them. Then they realized it was easy to send each other pictures and things they’ve written — and it became commonplace. The sharing, asserts Mrs. Cornejo, extended into the physical world, where once jealously-guarded personal items increasingly started being passed around between the kids, if somewhat nervously.

“Finally,” opened Mr. Navarro, and hesitated. He gave me another long look, clearly unsure if to proceed. I put on my best smile, and assured him it’s exactly the things he would hesitate to tell me that I want to hear most. He cleared his throat, and in a conspiratorial, low voice — despite the fact we were in an empty room in the town hall — explained he was sure, in the beginning, the pilot would fail.

“Children’s fathers used to seethe with fury when the laptops were passed out, because the kids no longer wanted to help work in the field all day,” he continued.

Mr. Navarro speaks in slow, measured sentences. He is thoughtful and confident, both reminders — along with his weathered face — of being, for many years, foremost a teacher.

“I didn’t know how we’d stop the fathers from revolting and making the kids return their XOs,” he says, shaking his head slightly. “The kids solved the dilemma for me: they taught their fathers how to use the Internet and a search engine.”

“Then they started showing them the work they were doing for school. The reports they wrote, the pictures they took, the notes they compiled. And the fathers had actual proof that their kids were learning,” he concluded.

The fathers, I later heard, all decided an education could stop their children from having no choice but to work the field all day as they did. With the laptops in place, the school was no longer a black box whose efficacy had to be taken on faith: the kids could prove they were learning. Schooling had gone open source. So their parents started having them help out only when necessary, and left them to read and write on their XO the rest of the time.

I asked Mrs. Cornejo about the school curriculum. Where was it coming from? Was it any good?

“At the beginning of the year, our teachers used only materials provided by the Ministry. With the laptops, they started doing their own research on the web, preparing detailed lesson plans, and even enlisting the kids’ help. We’ve never seen anything like it,” she cooed. I pressed for details.

“We teach a lesson on the digestive tract, but it’s all spoken, with no visual aids. Well, the teachers had kids look up pictures of the gastrointestinal system, and then they all worked together on putting them into a file from which the lesson ended up being taught,” she offers.

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