2011 WISE Summit Final Report


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The Final Report on the 2011 WISE Summit highlights the activities during this three-day event focused on innovation in education.

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2011 WISE Summit Final Report

  1. 1. NOVF I N A L R E P O R T
  2. 2. NOVF I N A L R E P O R T
  3. 3. NOV TA B L E O F C O N T E N T S Foreword: H.E. Sheikh Abdulla bin Ali Al-Thani, Ph.D. . . . . . . . . 4 WISE 2011 Summit: Key Figures . . . . . . . . . . . . . . . . . . . . . . . . . 6 Noted at WISE 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Day 1 Opening Plenary Session Changing Societies, Changing Education . . . . . . . . . . . . . . . . . . 12 The WISE Prize for Education and Sir Fazle Hasan Abed’s Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 WISE Debates • Education, Innovation, Development 1.1 - Rethinking Education in Development. . . . . . . . . . . . . . . . . . . . . . . . 24 1.2 - Overcoming Challenges: Lessons from Other Sectors. . . . . . . . . . . 28 1.3 - Adapting to the Future World of Work . . . . . . . . . . . . . . . . . . . . . . . . 32 1.4 - Education and Change in the Arab World . . . . . . . . . . . . . . . . . . . . . 36 The WISE Haiti Task Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 1.A - Reforming Education: Mission Impossible? . . . . . . . . . . . . . . . . . . . 44 1.B - How Does Innovation Happen? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 The QNCC and the WISE Majlis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 WISE Debates • New Models for Innovation 1.5 - Supporting Collaboration through Online Platforms? . . . . . . . . . . . 56 1.6 - Measuring Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 1.7 - Creating a Change Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 1.8 - Developing New Approaches to Leadership . . . . . . . . . . . . . . . . . . . 68 Thematic Plenary Session - Rethinking Innovation in Education . 72 Day 2 Thematic Plenary Session - Achieving Effective Reform . . . . . 78 WISE Debates • Learning from Best Practices (Part 1) 2.1 - Learning from Game Changers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 2.2 - Supporting and Empowering Educators . . . . . . . . . . . . . . . . . . . . . . 86 2
  4. 4. WISE 2011 FINAL REPORT2.3 - Motivating and Engaging Students . . . . . . . . . . . . . . . . . . . . . . . . . . 902.4 - Identifying Common Denominators of Successful Innovation . . . . 94Special WISE Session - Funding Education . . . . . . . . . . . . . . . . 982.A - Simple Ideas, Big Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1042.B - WISE Awards 2011 Winners’ Panel Discussion 1 & 2 . . . . . . . . . . . 108WISE Debates • Learning from Best Practices (Part 2)2.5 - Scaling-up: the Right Approach? . . . . . . . . . . . . . . . . . . . . . . . . . . . 1162.6 - Preventing Drop-Out, Bringing Learners Back in . . . . . . . . . . . . . . 1202.7 - Exploring Alternative Financing in Developing Countries . . . . . . . 1242.8 - Redefining the Role of Social Entrepreneurs in the Learning Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128The 2011 WISE Awards Winners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Gala Dinner and WISE Awards Ceremony . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Day 3Thematic Plenary Session - Designing Education for the Future 142The WISE Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146WISE Debates • Emergent Innovations3.1: Mobile-Learning for the Hard to Reach . . . . . . . . . . . . . . . . . . . . . . . 1503.2: Learning through Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1543.3: Nurturing Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1583.4: Learning Anytime, Anywhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1623.A: Role of the Media in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1663.B: Learners’ Voice 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Learners’ Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Closing Plenary Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178The Rt. Hon. Gordon Brown’s Remarks (excerpts) . . . . . . . . . . . . . . . . . 182Other WISE 2011 Sessions and Activities . . . . . . . . . . . . . . . . . . . . . . . . . 184Sponsors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Photo References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover 3
  5. 5. Foreword The third World Innovation Summit for Education (WISE) took place in Doha, Qatar, from 1 to 3 November, 2011 and I am delighted to present this Final Report on the event. WISE began in 2009 in response to the conviction of Qatar Foundation Chairperson Her Highness Sheikha Moza bint Nasser that access to relevant, high-quality education is essential in preparing individuals and communities for the challenges of an uncertain future. The ambition was to create a global collaborative platform to foster positive transformation in education at all levels, and I believe the seeds we have sown over the past three years are bearing fruit. The annual Summit is now a landmark event on the international calendar; the global multi-sectoral WISE community is steadily increasing in size, scope and effectiveness; and the growing number of WISE initiatives are having a real and enduring impact on people’s lives. An important highlight of the Summit was the H.E. Sheikh Abdulla bin Ali Al-Thani, Ph.D. presentation of the inaugural WISE Prize for Chairman of WISE Education. This Prize, the first of its kind, is raising Qatar Foundation awareness of the critical role of education in all societies. At the end of the Opening Plenary Session His Highness Sheikh Hamad bin Khalifa Al-Thani, Amir of the State of Qatar, awarded the specially minted gold medal to Sir Fazle Hasan Abed, Founder and Chairman of BRAC.4
  6. 6. Over four decades Sir Fazle Hasan Abed has of the 2012 Awards will recognize a project forbrought the benefits of education to millions of innovative financing of basic education. The firstunderprivileged people across three continents, WISE Book, Innovation in Education: Lessons fromand his vision and achievements are an inspiration Pioneers around the World, was unveiled at WISE;to us all. it showcases groundbreaking projects, and seeks to define the motivations and methodologies ofThe 2011 Summit theme was “Changing Societies, successful innovators.Changing Education” and the rich and variedprogram consisted of Plenary Sessions, interactive Thirty students took part in the Learners’ VoiceDebates, WISE Focus Sessions featuring first-hand program this year, playing an active role as fullaccounts of successful projects, and guided WISE Summit delegates, and adding insight, depthWorkshops. Collaboration is central to WISE, and diversity to the debates. Learners’ Voice isand I was repeatedly struck by the energy and now a year-round program which enables younginventiveness that are released when people with people to make themselves heard, to become co-different experience and skills converge to seek constructors of their learning, and to spread thesolutions to shared problems. Its importance was messages of WISE throughout the student world.emphasized in former UK Prime Minister GordonBrown’s impassioned plea on the final day for the I extend my sincere thanks and appreciation to ourcreation of a global education fund to help achieve six institutional partners, our three sponsors andthe UN Millennium Development Goal of universal our seven media partners for their support. And it isprimary education. above all thanks to the dedication and enthusiasm of our speakers, chairs and attendees that WISE isWISE has always been action-oriented and its list of fast becoming such a source of new ideas and aachievements is growing yearly. The WISE Haiti Task force for change. Their commitment is the essenceForce presented its findings on successful initiatives of the WISE community and the driving force of ourto rebuild the education system there, while the global mission of building the future of education.six latest WISE Awards winning projects joined thiscommunity of innovators who are transforming Abdulla bin Ali Al-Thani, Ph.D.lives in various ways, locations and circumstances. Chairman of WISEHer Highness Sheikha Moza announced that one Qatar Foundation 5
  7. 7. WISE 2011 Summit 955 70139speakers international attendees from 102 countries 113 journalists from 46 countries sessions over three days 6
  8. 8. WISE 2011 • FINAL REPORT • DAY 2: DEBATEKey FiguresWISE 2011 took place at the new Qatar National Convention Center (QNCC) in Dohafrom November 1 to 3, 2011. Some 1,200 influential thought leaders, decision makersand education stakeholders from many sectors, disciplines and countries cametogether to explore innovative ways of delivering relevant, high-quality education inour fast-changing world. Attendees by geographical region Attendees by field 7
  9. 9. “The idea “All of us are attending that knowledge is to the key objectives of the MDGs.simply transferred You have a set of criteria upon which downward you regularly report. I think they have from experts is focused the minds of government. ” outdated. ” Her Excellency Naledi Pandor, MP Minister of Science and Technology, South Africa , Jimmy Wales, Wikipedia, USA “Minds on the margin are not marginal minds. ” Prof. Anil K. Gupta, National Innovation Foundation, India Noted at “Precisely because education is a global challenge, improving it requires a global commitment. ” Dr. Abdulla bin Ali Al-Thani, Chairman, WISE “Access can mean very little unless there is quality involved.” Dr. Rosa-María Torres del Castillo, former Minister of Education, Ecuador “In so many countries… education is not relevant and “My goal [is] to empower women, to empower locals, learners are not acquiringto change what society perceives, and to change the fear… the skills that they need in of success, education, and intelligence. ” order to be productive.”Sarah Buhmaid, Learners’ Voice participant and student, Weill Cornell Medical College, Qatar Reeta Roy, Mastercard Foundation, Malaysia/USA 8
  10. 10. “If we can provide [our youth] withthe tools they need, they will be ableto build their societies, transform them,and live in a peaceful world. ”Her Highness Sheikha Moza bint Nasser, Chairperson, Qatar FoundationWISE 2011 “Education is the“I have been to endless meetings on innovativefinancing for education. This is the first one that most powerfulactually began to connect the dots across from the tool and the mostfinancing tools to using finance better, and usingfinancing for innovation.” important catalystCarol Bellamy, Global Partnership for Education, USA for change…” Sir Fazle Hasan Abed, WISE Prize for Education Laureate“Students are in a class “In my view, we should now createwhich is the largest servicesystem in the universe, a global fund for education, in theand today the wholeworld cares about client same way that we have a globalsatisfaction. How come fund for health. ”education is an exception?” Rt. Hon. Gordon Brown, MP former Prime Minister, United Kingdom ,Prof. Marwan Awartani, Acting President,Al Quds University, Palestine 9
  11. 11. Day ? 1TUESDAY NOVEMBER 1, 2011XXXX NOVEMBER X, 2011
  12. 12. PLENARY Opening Plenary SessionChanging Societies, Changing Education
  13. 13. WISE 2011 • FINAL REPORT • DAY 1: PLENARY S P E A K E R S • Her Highness Sheikha Moza bint Nasser, Chairperson, Qatar Foundation • His Excellency Sheikh Abdulla bin Ali Al-Thani, Ph.D., Chairman of WISE, Qatar Foundation • Dr. Vartan Gregorian, President, Carnegie Corporation (USA) • Her Excellency Naledi Pandor, MP Minister , of Science and Technology (South Africa) • Prof. Jeffrey D. Sachs, Director of The Earth Institute, Columbia University; Special Advisor to United Nations Secretary-General (USA) M A S T E R O F C E R E M O N I E S • Ms. Kirsty Lang, broadcaster and journalist (UK)I. Welcome by WISE ChairmanDr. Abdulla bin Ali Al-Thani: Education should pre- in partnership with Euronews, and re-launched ourpare individuals and societies for the challenges of online web platform.an uncertain future. “A critical part of our collective response must be to“Education is a passport to both inclusion and provide a relevant education whose outcomes willopportunity, yet too many today do not have that help our young people navigate these difficult timespassport. Precisely because education is a global and equip them for productive lives. As individual free-challenge improving it requires a global commit- doms increase, civic responsibilities also grow andment. We must apply all of our best talents from all we must prepare young people for an active role incountries and all sectors of society. The problems shaping society. From the outset,cannot be fully addressed by government and edu- WISE has championed education,cators alone. ” not for its own sake, but because “From the outset, we see it as essential to life.” WISE has championedEducation has become a central pillar of Qatar’spolitical strategy. “Inspired by the vision of Her Our aim this year is to explore education, not for itsHighness Sheikha Moza bint Nasser, the Qatar the connections between educa- own sake, but becauseFoundation launched WISE in 2009 as a platform to tion and various sectors, and to we see it as essentialhelp create a new vision for the future of education. address the challenges of develop- to life.”From the beginning WISE has focused on a trans- ment and economic growth.formational improvement in education, at all levels,using an action-oriented, collaborative approach.” II. Interview with Qatar Foundation ChairpersonThe WISE Awards have showcased 18 innovativeeducational projects. The WISE Haiti Task Force has Kirsty Lang: “I would like to welcome Her Highnessidentified successful initiatives which are models for Sheikha Moza bint Nasser to hear her commentsrebuilding that country’s education system. We have about WISE. Now, I should say that Her Highnessunveiled the first WISE publication, an international is also the Chairperson of Qatar Foundation forstudy of innovation in education. Our Program for Education, Science and Community Development.Education Leadership has offered customized men- She is a Special Envoy for Basic and Highertoring to recently appointed university leaders from Education for UNESCO. She also has many, many18 countries. This year we have 30 Learners’ Voice other roles in the field of education. Your Highness,participants. We have also begun a second series of you are the driving force behind WISE. We wouldLearning World, a TV magazine program developed not be at this conference if it were not for you. 13
  14. 14. PLENARY Opening Plenary Session Changing Societies, Changing Education H.H. Sheikha Moza bint Nasser: Good morning. Kirsty Lang: I know that one of the things you are I am very happy to have you all in Qatar. I am very particularly keen on is looking at innovation, at best happy to have you all at WISE. I would like to thank practice, and how important that is in transforming you for your participation in this conference. I hope education, in transforming society. What role do you that over the coming three days we will have open think WISE can play in achieving that? debates and productive discussions, and I hope that H.H. Sheikha Moza bint Nasser: As you know, they will all be crowned with success. my passion and the objective that I want to achieve Kirsty Lang: Where does your passion for educa- is quality universal education for all, especially for tion come from? those in conflict areas. WISE can achieve a great deal because so far the issues of education are be- H.H. Sheikha Moza bint Nasser: I am a strong ing dealt with as they were in the 19th century and believer in the power of education and the ability the 20th century. WISE is a 21st-century platform of education to transform the lives of individuals where innovative ideas and best practices can come and societies. Education also involves multi-di- together and be explored. WISE is also a multi- mensional issues. Imagine how much good-quality sectoral platform where NGOs and governmental education can achieve in teaching the tools of criti- entities, experts, businesses, parents and individu- cal thinking and problem solving to our youth. It als can come together, exchange ideas and learn instills in them the confidence that they need to from each other. WISE is an innovative platform for reach out to others and, at the same time, to be innovative ideas. We created the WISE Prize, and confident and secure within. Also it helps them to the WISE Awards as well, to give visibility to educa- be proud of their identities, their heritage and their tion needs. It was also to give prestige and status to culture. Quality education can enable our individu- educators and those who are working in the educa- als and our youth to be empowered economically. tional domain. Unfortunately, so far, education is not Of course, empowerment of individuals will result getting the respect or the attention that it deserves. in strong economies in the end. Quality education I think WISE can offer a lot as we utilize it and gear can teach our youth the art of citizenship. We have it towards our needs. seen this; we have seen how much our youth today are aware of their rights and their needs. They are Kirsty Lang: What about this region? As we have al- able to voice their opinions in a very civilized way. ready heard this morning, there are huge challenges We have seen it in the Arab streets; we have seen because of the changes and the upheavals there how the youth were able to face their challenges have been. What can WISE and the lessons of WISE with optimism and courage as well. You see how teach us about this region? much education can offer us? That is why I believe H.H. Sheikha Moza bint Nasser: I think this region in education and that is why I think education has is the region with the greatest needs when it comes power when we utilize it in the right way - and at to WISE’s benefits and outcomes. As you know, the the right time as well. main challenge that we are facing here is: how can 14
  15. 15. WISE 2011 • FINAL REPORT • DAY 1: PLENARYwe offer our young people the meaningful future War in 1863. Education is a necessity, not a luxury,which they really deserve and really need? As you even in bad times. “In terrible times, you still haveknow, most of the population in the region is young. to think of important things for the future. This is notSixty per cent of our population is under the age of out of reaction, but of planning.”30. Unfortunately many of our citizens are still out Kirsty Lang: How important is education in the de-of classrooms, especially in the conflict areas. Half velopment of your economy?of them are girls. Unfortunately the unemploymentrate in the Middle East and North African area is one Minister Naledi Pandor: The link between schoolsof the highest in the world. We still need 50 million and higher education is even more critical now be-jobs over the next few decades. How can we solve cause researchers have to come through the schoolthis? I think we need to address those problems and university system and we have to collaborate towith more innovative ideas and creative means. I ensure we have enough good people to build thatthink that can be addressed through education and base of undergraduates moving to advanced de-through innovation in education. It is a challenge that grees. “Without that filter from the school systemall of us have to face, but it is important to look at your ambition is actually curbed tremendously sothis demographic - or at the youth bulge - as a de- the relationship is absolutely vital. ”mographic profit, not a demographic burden. If we Kirsty Lang: Do governments tend to see educa-can provide them with the tools that they need they tion as a cost rather than an investment?will be able to build their societies, transform themand also live in a peaceful world. Prof. Jeffrey D. Sachs: “Every society better put education as its most central focus. It has the high-Kirsty Lang: Your Highness, thank you very much. est return for the economy andI am very glad to say that you have agreed to stay the highest return for society.with us for the rest of the panel. Let us welcome our “There is no way to There is no way to have a countrythree other panelists onto the stage. ” of good governance or a prosper- have a country of ous economy in the 21 century good governance stIII. Panel Discussion without an educated population. ” or a prosperousKirsty Lang: What was the aim of your open letter Kirsty Lang: Will we reach the economy in the 21stto the Obama administration? second Millennium Development century without Goal (MDG) of universal primary an educatedDr.Vartan Gregorian: Our group of higher educationleaders urged the administration to start with univer- education by 2015? population.”sities in renovating the education infrastructure and Minister Naledi Pandor: Not alleverything related to education. Unfortunately they countries will reach that goal. South Africa has par-did not follow our advice. I was inspired in drafting ity at primary and secondary levels but the statisticsthe letter by President Abraham Lincoln’s establish- are different for the majority of African countries.ment of land grant universities during the US Civil The MDGs were ambitious but they have focused 15
  16. 16. PLENARY Opening Plenary Session Changing Societies, Changing Education governments on what needs to be done. Those We can use technology to improve the quality of ed- countries capable of doing so have begun to achieve ucation, but we also need to build infrastructure and them and the others have lagged behind, and they provide better training for our teachers. Education are the ones that need help. must be centered on the student and it should be directed to the abilities and needs of each individual. Kirsty Lang: How did you decide on 2015? Prof. Jeffrey D. Sachs: “These are goals that IV. WISE Prize for Education were adopted by the member states of the United Nations and they were drawn up during a number Dr. Abdulla bin Ali Al-Thani: WISE is dedicated to of conferences during the 1990s. There is noth- inspiring progress in education, the field underlying all ing hard about achieving these goals; we could human endeavor. The Prize raises awareness of the still achieve all of these goals by 2015. What has role of education in societies and creates a platform happened though is that powerful countries have for innovative and practical solutions. An international reneged on their promises. The United States is committee made a preliminary selection from the spending 30 times more on the military than it is on hundreds of nominations received and the Jury made development assistance. It does not get security the final selection. The Laureate found original ways out of that. It is just a profound misallocation of to bring the benefits of learning to millions of under- national efforts…. ” privileged over four decades. The inaugural WISE Prize for Education goes to Sir Fazle Hasan Abed Poor countries are doing a lot. Traditional leading and is presented by His Highness Sheikh Hamad bin nations are no longer leading; new donor countries Khalifa Al-Thani, Amir of the State of Qatar. need to step up and do their part. Sir Fazle Hasan Abed, Founder and Chairperson Kirsty Lang: What is your call to action for this of BRAC: It is an honor and a privilege to receive this Summit? recognition. It does not belong to me alone but to H.H. Sheikha Moza bint BRAC and the work it has done in “I think we have Nasser: “I think we have to look education. BRAC has contributed “Education is the to look for more for more innovative, creative to the reduction of infant mortal- innovative, ways of applying our education ity in Bangladesh, we have helped most powerful to the new and different men- to lift 1.5 million families out of tool and the most creative ways talities of today. We have to stop extreme poverty and we have important catalyst of applying our using those old, obsolete meth- provided high-quality private edu- for change.” education to the ods for those young, talented cation to 5 million poor children, new and different individuals. Education is not just and it is this that I am most proud of. Education mentalities about the MDGs; it is a lifelong has unlocked new opportunities for all these people. of today.” goal that all of us have dedicated “Education is the most powerful tool and the most ourselves to achieving. ” important catalyst for change. ” 16
  17. 17. The 2011 WISE18
  18. 18. WISE 2011 • FINAL REPORT • DAY 2: DEBATEPrize for Education and Sir Fazle Hasan Abed’s Address “It is our aim that this Prize should raise global Strong Foundations and Sustained Growth awareness of the crucial role of education in all Sir Fazle Hasan Abed founded BRAC in 1972 to societies, and create a platform for innovative address the humanitarian crisis which followed and practical solutions that might help alleviate Bangladesh’s struggle for independence from some of the challenges which education faces Pakistan. He has spent over 40 years developing around the world.” BRAC into a broad initiative dedicated to assist- Her Highness Sheikha Moza bint Nasser, Chairperson ing the neediest to gain skills and empowerment of Qatar Foundation through education. BRAC has contributed directly to the education of more than 10 million young peo- “I am guided by an ideal of a world free from ple from pre-primary through to secondary levels. all forms of exploitation and discrimination. BRAC is now active in nine other countries in Asia, Education is the answer to this quest.” Africa, and Latin America and is one of the largest Sir Fazle Hasan Abed non-governmental organizations in the world, provid- His Highness Sheikh Hamad bin Khalifa Al-Thani, ing a wide range of education programs which have benefited nearly 140 million individuals. Amir of the State of Qatar, awarded the first WISE Prize for Education to Sir Fazle Hasan Abed, Founder The WISE Prize for Education and Chairman of BRAC, at the end of the Opening Plenary Session. Established by Her Highness Sheikha Moza bint Nasser, Chairperson of Qatar Foundation, the WISE In his citation of the Laureate, WISE Chairman H.E. Prize for Education recognizes an individual or team Abdulla bin Ali Al-Thani, Ph.D. said: “Fazle Hasan of up to six people for an outstanding, world-class Abed’s life and career embody the values of WISE. contribution to education. He recognized that education is a passport to social inclusion and opportunity. He discovered a success- The WISE Prize is the first global prize to recognize ful formula, and he adapted and expanded it – first in world-class contributors to education at a similar lev- Bangladesh and then in other countries. As a direct el to other major prizes for science, literature, peace consequence millions of people around the world or economics. lead healthier, happier and more productive lives. The The Laureate receives an award of $500,000 (US) Jury saw him as an ideal WISE Prize Laureate. ” and a gold medal. ••• 19
  19. 19. ••• The following is the full text of the speech made by Sir Fazle Hasan Abed – Founder and Chairman of BRAC, and the first WISE Prize for Education Laureate – at the Closing Plenary Session of the WISE 2011 Summit. Excellencies, ladies and gentleman, good afternoon. It is a matter of great honor and privilege for me to be standing before you today to deliver this ad- dress. Over the ages the Arabian Peninsula has seen great spiritual and intellectual ferment and served as a vital conduit for the spread of secular knowledge and spiritual values to the wider world. Therefore it is only fitting that the WISE Summit be held in Qatar. Ladies and gentlemen, we have all gathered here because of a shared belief in the importance of education in addressing inequities present in our world today. I have discovered time and again in my four decades of work with BRAC that education is the fundamental catalyst for change. Today I will talk about how we at BRAC used education as one of the central themes in addressing the issue of inequity over the last four decades. In these difficult financial times, as more and more people rise up to speak for the 99%, occupying the streets across various cities of the world, the issue of inequity has been thrown into the fore- front of world politics. How do we begin to address this? At the time of BRAC’s inception 40 years ago three-quarters of Bangladesh’s population was illit- erate. The first development plan for BRAC aimed to bring 100% literacy to the adult population of 200 Bangladeshi villages. The progression from adult literacy to the education of children occurred20
  20. 20. WISE 2011 • FINAL REPORTnaturally in the course of addressing inter-genera-tional poverty. The poor state of primary educationin Bangladesh in the 1980s prompted us to startsecond-chance schools for disadvantaged children.Our pilot began with 22 non-formal primary schoolsand a design that would address the challengeslinked to gender, proximity, affordability and flex-ibility that was required for children from poorilliterate households. What emerged from the pilotwas a highly innovative, low-cost model in primaryeducation. Our one-room, one-teacher schools eachenrolled about 30 children, a majority of them girls.Children were taught the basic primary curriculumand took part in all curricular activities. The focuswas on making the process of learning enjoyable. 21
  21. 21. ••• Children from the poorest families who had never proud to state that BRAC is now the largest private enrolled or had dropped out of formal schools were secular education provider in the world with 30,000 enrolled and provided with educational materials primary schools, 15,000 pre-primary schools. To and supplies for free. date nearly 5 million children, 60% of them girls, have graduated from BRAC schools and an over- Ladies and gentlemen, though we are here to cel- whelming majority of them have gone on to public ebrate innovation we must accept that innovation school systems performing, on average, better than alone is not enough. In a world rife with poverty and their mainstream peers. deprivation, addressing any widespread problem re- quires reaching a significant scale. Once we were I could talk to you at great length about our work convinced of the effectiveness of our school model but not be able to explain the pride I felt meeting we expanded nationally. We also grew vertically to Methu, the daughter of a Bangladeshi brick field address different needs. We started pre-primary worker, as she was about to go to university abroad schools for early starts and schools for ethnic minor- on a scholarship facilitated by BRAC. I would not ity children and those with special needs. In order to be able to adequately convey the excitement on address high drop-out rates at the secondary level Methu’s face at the possibility that lay ahead of her, we provided training for teachers and high-school having come this far from the one-room, one-teach- headmasters and high-school administrators. er BRAC school in her village in a remote corner of Bangladesh. As we continued to approach our work through life- cycle events, in 2001 we set up BRAC University Ladies and gentlemen, let me take this opportunity in an attempt to produce leaders who would be to highlight three issues for the future for education responsive to the needs of the poor. Beyond ad- innovators, thought leaders and policy makers. Until dressing that social need, the creation of knowledge recently the issue of Early Childhood Development was prioritized at the University through the setting (ECD) has been dealt with primarily in the context of up of several postgraduate institutes for research in health and nutrition. Equally important at this stage areas critical to Bangladesh’s development. are opportunities for attachment, learning through exploration, discovery and stimulation, as these Ladies and gentlemen, these experiences that I ensure the child’s cognitive, motor, language and have just shared with you demonstrate the process emotional development. The clock is ticking. Unless of constant innovation which we employed at BRAC proactive effort is made in both research and the to overcome inequities in Bangladesh’s educational practical application for ECD and teacher training, sector. Our model was one that could be adapted the development window will close for 200 mil- to the context of any developing country, and BRAC lion children under the age of five. I consider Early itself has expanded beyond Bangladesh to nine Childhood Development to be the next frontier for countries across Asia, Africa and the Caribbean. I am educational development in developing countries.22
  22. 22. WISE 2011 • FINAL REPORT• • DAY 1:REPORT WISE 2011 FINAL DEBATELadies and gentlemen, the world around us is be- able to participate in the creation and perpetuation ofcoming increasingly complex and fast-paced, and ideas and human experience. The education of todaytraditional social structures are dissolving rapidly. It must prepare the citizens of tomorrow to thrive inis becoming essential for us to equip our children this interconnected world. In the developing world itwith the social and emotional tools necessary to will be important to keep this future in mind so thatnavigate through life. These essential skills of the this does not become yet another type of exclusion21st-century workforce enable us to tackle difficult for our children. This means investing now in the rightsituations and make decisions that are socially ef- tools and technologies to ensure universal access.fective. They promote teamwork and more effectiveorganization, and enhance harmony in families and Ladies and gentlemen, let me conclude with a two-greater gender equality. I believe that the education and-a-half-thousand-year-old quote from Confucius:of the future must take into account the necessity “When knowledge is extended the will becomesof building these social and emotional skills. sincere. When the will is sincere the mind is cor- rect. When the mind is correct the self is cultivated.Ladies and gentlemen, I believe that technology has When the self is cultivated the clan is harmonized.the potential to truly democratize education. I envi- When the clan is harmonized the country is well-sion a world where even the poorest student in the governed. When the country is well-governed thereremotest corner of the world will be able to learn will be peace throughout the land. Thank you for ”from the world’s best teachers because technology your attention.will have overcome financial barriers just as it hasovercome geographical barriers. They will also be 23
  23. 23. Debate RethinkingEducation in Development 24
  24. 24. WISE 2011 • FINAL REPORT • DAY 1: DEBATE S P E A K E R S • Sir Fazle Hasan Abed, Founder and Chairperson, BRAC (Bangladesh) • Ms. Carol Bellamy, Chair of the Board of Directors, Global Partnership for Education; former Executive Director, UNICEF (USA) • Prof. Georges Haddad, Director, Education Research and Foresight, Education Sector, UNESCO (Paris) C H A I R • Ms. Reeta Roy, President and CEO, Mastercard Foundation, member of the board, Global Health Council (Malaysia/USA) I. Panel Carol Bellamy: Firstly, education it possible to provide the best educational opportuni-Education systems systems will have to recognize ties to everyone. It is possible that universities have will have to that they will need to create gen- survived over the centuries where recognize that eralists, although the need for other institutions did not because Information and specialists will remain. The skills they have been able to create they will need to Communication needed are problem solving, criti- leaders, or respond to the evolvingcreate generalists, cal thinking and entrepreneurship. needs of society. However, we Technologyalthough the need Secondly, we increasingly live in a now want good citizens, not just makes it possiblefor specialists will borderless world where less will leaders. to provide the remain. be done in physical institutions. best educational Sir Fazle Hasan Abed: I brought Thirdly, education will have to bet- some language teachers from opportunities to ter support human beings to engage globally and cross-culturally. New Zealand and math teach- everyone. ers from Holland and England to Georges Haddad: Students find it increasingly develop a curriculum and materials for the poorest difficult to believe that time passed at school ac- primary school children because I wanted to get cumulates cognitive capital for the future. The lack the best for them. Then I thought about talking to of adequate portrayals of professions means that people in Bangladesh about what kind of society many cannot see their way to devoting time and ef- we wanted to build. I also went to Japan to find out fort to attaining such objectives. This link has been how the farmers there were educated in how to lost, just as stable roles have been replaced by an in- measure progress. finite variety of tasks. Education has to aim not only at young people but at the population as a whole, Georges Haddad: My goal has always been to taking account of those constraints and addressing develop in students the capacity to be critical, ra- the multitude of disciplines as well as specialties. tional, creative and innovative. The role of education is not to impose knowledge. Technology will make Sir Fazle Hasan Abed: Learning will increasingly be knowledge increasingly accessible but the question done through other processes and in other locations. is how to develop critical abilities so as not to take Information and Communication Technology makes all of it for granted. 25
  25. 25. D eba te Rethinking Education in Development Carol Bellamy: Education leadership demands From the floor: Will education be a driver of change, much more attention. Education should be much or will it be driven by other drivers of change, and more of a community endeavor, giving it broader how can we solve the problem that women achieve ownership. We do need specialists but they will better results in many countries while not being as have to be flexible. employable? Georges Haddad: Children who use technology Sir Fazle Hasan Abed: The needs of society will are very dependent on it, meaning that they are drive educational requirements in the future, wheth- lost when it fails, and the challenge for education is er these needs are technologies for alternative to learn to learn, to unlearn, and to keep one’s mind energy, nanotechnology or medical needs arising available to make the necessary efforts at all levels. from increasing longevity. We also think that knowledge is available, but it Carol Bellamy: Women are still undervalued in terms is an illusion; people think that making knowledge of what they can contribute, and childbearing and its available is the same thing as acquiring it. implications have not been fully taken into account. Sir Fazle Hasan Abed: Education There is a long way to go but I remain optimistic. Education for for girls is the most important in- From Twitter: Professor Haddad, how do we culti- girls is the most vestment one could make in any vate critical thinking and creativity in school? important society because of its multiplicity of outcomes. Georges Haddad: We have to rethink how we teach investment one and give more value to the teaching profession. We could make in any Carol Bellamy: The gap in terms need to build new curricula which are adapted to the society because of of the access for girls and boys challenges of creativity. You cannot be creative if you to primary school has closed dra- its multiplicity of do not have confidence, and this is a major challenge matically in developing countries, outcomes. although this is not the case in for the school system. secondary school. Girls do better Sir Fazle Hasan Abed: An incentive system within than boys in developed countries but this is not rep- the broader society needs to be created to encour- licated in developing countries, mainly because they age creativity. are still doing the other tasks in addition to education. From the floor: How do you see the role and presence of NGOs as evolving, and how will they II. Questions and Answers manage their conflicting agendas? How do you pro- From the floor: Is increasing university tuition fees mote education in developing countries without the a good way to ensure their survival? participation of the private sector? Children know what to do with the technology; the problem is Georges Haddad: Access to higher education access. should be offered to all who have the capacity for it. We have to rethink the social contract to make Carol Bellamy: There is more attention on the part it more equitable, because education should never of international organizations to being supportive become a market. of the educational programs of the countries they 26
  26. 26. WISE 2011 • FINAL REPORT • DAY 1: DEBATE work with. They can also provide policy dialogue and technical assistance, but long-term sustainability de- pends on the countries themselves. Sir Fazle Hasan Abed: Historically, education was created by religious institutions and not govern- ments. Governments only became involved in the 19th and 20th centuries. We need governments to mobilize resources, and we need the private sec- tor, as well as individuals, to come up with good quality educationalEducation should institutions.not become just a Georges Haddad: Educationmarket for profit. should not become just a market for profit. The only challenge is one of quality and we should involve all stakehold- ers to ensure that. However, it is becoming more of a market, especially in developing countries. 27
  27. 27. Overcoming Challenges: LessonsDebatefrom Other Sectors 28
  28. 28. WISE 2011 • FINAL REPORT • DAY 1: DEBATE S P E A K E R S • Senator Cristovam Buarque, Member of the Brazilian Federal Senate; Former Minister of Education (Brazil) • Mr. Jonathan Mitchell, Chief Operating Officer, CARE USA (UK) • Hon. Irene Ovonji-Odida, International Board Chair, ActionAid International; human rights lawyer (Uganda) C H A I R • Dr. Elizabeth King, Director of Education, the World Bank (Washington, D.C.) I. Panel Irene Ovonji-Odida: I have a problem with the term worked with the local authorities to enable girls social entrepreneurship because the challenge is to obtain birth certificates in order to continue at discovering what constraints affect a development school. issue, such as education, and finding a solution. Furthermore, an integrated approach is needed and Irene Ovonji-Odida: The advantage of working by focusing on terminology one may miss some with government is their ability to scale up pro- aspects. Our perspective is more of a rights-based grams. The extent of innovation depends on the one which mobilizes the various parts of society in process of engagement because in some cases civic action. capacity or resources are lacking. Civil society and the private sector can work to build up the demand Jonathan Mitchell: Terms like this are useful for side and hold government to account. synthesizing learning but the key is to focus on the We have learned over time that real cases of overcoming development challenges and that should come from a real feeling in the we need a holistic approach to We need a a range of issues, including en- holistic approach communities themselves. NGOs and governments vironment of school and home, to a range of are in many ways supporters and mobilizers, not and governance. Clear legal leaders. issues, including standards are also essential for Cristovam Buarque: The first holding government and other environment of The first question question is how to bring the sectors to account. It is impor- school and home,is how to bring the state and private sector together tant to look at the contribution and governance. to the benefit of the public. For that women can make and ad- state and private dress gender disparities. example, today in Brazil 12 million sector together to families receive an allowance on the benefit of the Jonathan Mitchell: We work across a range of sec- the condition that their children public. tors, such as microfinance, where understanding the attend school. This innovation underlying issues and a long-term view are essential. came from the private sector. We can learn from pilot projects which are often led Jonathan Mitchell: One example of government and initiated by women’s leaders, but it is often possi- picking up new ideas is in Egypt, where CARE ble to pull together parties with convergent interests. 29
  29. 29. Overcoming Challenges:D eba te Lessons from Other Sectors Cristovam Buarque:There is more of a problem with Jonathan Mitchell: District authorities tend to be inequality of health and education than of income, much more interested in the development of their and I have been promoting the idea of healthcare at region, and they often have good mechanisms for home by financing small groups of professionals to inter-sectoral cooperation. Regarding higher educa- visit homes to carry out health checks. tion, sometimes the barriers are quite simple and can be addressed if they can be identified. II. Questions and Answers Irene Ovonji-Odida: The approach we take in work- From the floor: How can we obtain more support ing with government is to enter through the national for education from the private sector? What is the development program in coalition with other stake- link between household food insecurity and educa- holders at a national level. It is important to engage tion outcomes? with families and communities so that they recog- nize the value of education. Irene Ovonji-Odida: There is a direct link between Cristovam Buarque: We have to innovate in politics food insecurity and education outcomes, which is as well as education, and ensure the new genera- why it is important to have food programs which tion of politicians has a global outlook and is not just enable children to come to school. One of the core looking for votes. challenges for education is financing, and a case needs to be made to establish a correlation between III. Priorities educational success and policy outcomes. This re- quires research and documentation. Cristovam Buarque: We need a global plan to put all children into good schools, and Doha is a place Jonathan Mitchell: The private sector wants a mar- to try that. ket to sell its products and services, so investing long term in education will have a huge return. We Jonathan Mitchell: We take the learning and col- should move beyond some of the traditional rela- lective power we have here to say something more tionships to more innovative solutions. at global level. Irene Ovonji-Odida: We can learn from communities Cristovam Buarque: One has how to make education relevant to them, something WISE could to try initiatives on a small scale. that can translate directly into better lives for them, advocate a global WISE could advocate a global by promoting capacity and resource-building. funding program funding program for education, similar to the Marshall Plan. We for education, have to modernize the classroom similar to the and, through that, modernize Marshall Plan. society. From the floor: How do you make government more inter-sectoral so that innovations can be handled between ministries? What are your views on access to third-level education? How do we use your initiatives to force governments to work inter-sectorally? 30
  30. 30. WISE 2011 • FINAL REPORT • DAY 1: DEBATE
  31. 31. Debate Adapting to the FutureWorld of Work 32
  32. 32. WISE 2011 • FINAL REPORT • DAY 1: DEBATE S P E A K E R S • Mr. Aref F. Husseini, General Director, Al-Nayzak Association for Extra-curricular Education and Scientific Innovation (Palestine) • Mr. Ponce Ernest Samaniego, Participant, WISE Learners’ Voice; Co-Founder and CEO, Outliers (Philippines) C H A I R • Mr. Michael Stevenson, Vice President for Global Education, Cisco (UK) I. Introduction Michael Stevenson: Globalization, demographics work with future teachers and students to create an and technology are changing the world of work. educational system that is more open, less central- What we are looking for are, firstly, 21st-century ized, and gives students the opportunity to develop skills such as critical thinking, collaboration, com- their talents. munication and creativity, and complex problem Michael Stevenson: Our approach was to rebuild solving in real time, often with others and with the education system by rethinking all of its com- proficiency in Information and Communication ponents: teaching and learning techniques, training, Technology. Secondly, we need a global mindset, leadership, governance, management and metrics. with proficiency in languages and cultural aware- It is a profound challenge to prioritize higher-order ness, and being a team player. Thirdly, we need capabilities and requires a systematic approach to entrepreneurial skills. reform. What is the potential for that? II. Panel Aref F. Husseini : We are far from this in Palestine but there is the potential for this in other countries Aref F. Husseini: It is not so much that schools such as Malaysia or Singapore. The most important have failed in igniting creativity but that they did not aspects are the mentality and culture of a society start to do so. Education, especially in our region, concerning education. There are two possible ap- is focused on memorizing content and passing proaches. One is a state-driven reform of policy, exams. It is not about skills but which costs money because it needs different kinds Education has about information, and educa- of expertise and understanding. Another is startingmissed the main tion has missed the main goal of to work with small groups of students to create suc- building skills for future employ-goal of building cess stories which can be role models. ment. Everyone is talking about skills for future schools motivating critical think- Ponce Ernest Samaniego: Entrepreneurship is employment. ing, problem solving, innovation, about breaking the mindset among young people creativity, moving from teacher to who tend to see it as not being cool. It is also about student-centered education and using modern tech- accepting failure. The school system punishes nology. However, if you go to a school in a small people for making intelligent mistakes instead of village you will see the same old model. You need to rewarding them. 33
  33. 33. Adapting to the FutureD eba te World of Work Aref F. Husseini: We need a deep belief in high risk was to create entrepreneurship clubs in high and high return. The traditional path of education schools but the problem was that they had little to does not necessarily lead to job creation. It needs do with moving society forward. The infrastructure real entrepreneurship which is connected to improv- that pushed me forward was created by venture ing the daily life of the people and to a real need in philanthropists. the society. We have to work to convince people From the floor: Do you see a problem in bringing to implement policies from today in order to cre- together business and education? ate enough jobs to keep up with the demographic demand. Michael Stevenson: In most parts of the world where I have worked I have ceased to see a problem Governments should base their approach on logic, in business working with education. I mostly find edu- not on the interests of large companies. Where cators to be very generous, open-minded and looking policy is weak because it is donor-driven or contra- for help wherever they can find it, and they are wise dictory there is a lack of vision, and therefore a lack enough to walk away when they see a problem. How of trust between the public sector, the private sec- do we ensure this world is open to women as well? tor, NGOs and civil society organizations. We have to build this trust and find a common interest. Aref F. Husseini: The corporates investing in edu- cation are speaking a different language from both III. Questions and Answers the educators and the entrepreneurs. We occasion- ally succeed in making the three parties agree but From the floor: Do you see any change in the way it is very difficult. We have low governments approach this issue? drop-out rates in schools and high Aref F. Husseini: NGOs can repeat mistakes which performance levels in university The acceptance are often blamed on governments. However, in for women, and more women are that everyone Palestine we lack human resources, but there are now starting companies than men. has their own changes under way. For example, we are collaborating We have to work to change the mentality of stakeholders to effect interests is at with the government in developing the new curricula and a lot of e-learning capacities are becoming avail- this change. the core of social able. We are trying to work with small groups to make entrepreneurship. Ponce Ernest Samaniego: The a change, although we lack resources. acceptance that everyone has Ponce Ernest Samaniego: New innovations their own interests is at the core of social entrepre- should come from the private sector because a neurship. You need to discover the motivations of government monopoly in this area is not very ef- these corporations and through that we can also ficient. One government initiative in the Philippines answer other needs. 34
  34. 34. WISE 2011 • FINAL REPORT • DAY 1: DEBATEFrom MyWISE: How can digitally illiterate adults sur-vive in a digital working world?Aref F. Husseini: Using technology is one thing andusing it to improve life is another. The new generationis not really interacting and participating in human civi-lization. It is using technology in order to be advancedrather than to make life easier. It is important to beaware that, while we want to use technology and co-operate with the big technology companies, we wantit to serve us, not to serve it.Michael Stevenson: We are seeing a need to puthigher-order capabilities at the heart of school sys-tems at all levels. Also, we need to equip peopleto go on learning throughout life. This should be acommon experience throughout the world and notjust in the wealthier countries.
  35. 35. Debate Education and Change in the Arab World 36
  36. 36. WISE 2011 • FINAL REPORT • DAY 1: DEBATE S P E A K E R S • Dr. Muhammad Faour, Senior Associate, Carnegie Middle East Center (Lebanon) • Mr. Salah-Eddine Kandri, Manager, Consumer Services – EMENA and e4e Project Leader, International Finance Corporation (Morocco) • Dr. Tarik Yousef, CEO, Silatech (Qatar) C H A I R • Dr. Ibrahim Saleh K. Al-Naimi, Chairman, the Doha International Center for Interfaith Dialogue (DICID); former President of Qatar University (Qatar) I. Introduction Ibrahim Saleh K. Al-Naimi: Millions of young Arabs only 20% of graduates from high school are in voca- feel humiliation, hopelessness and resentment. tional training, well below the international average. Educational failures are an important part of the cri- Thirdly, the region has a lower proportion of post- sis. Despite investment this is the region with the graduate students. Finally, the model of provision is world’s highest youth unemployment rate. Young still based on memorization and lectures with little people wait a long time before finding their first job. opportunity for group learning and internship. So why are education systems in the Arab world Muhammad Faour: Although we can talk gener- performing so badly? ally about the failure of educational reform in most Arab countries there are important variations be- II. The Employment Agenda and Reform tween countries, between urban and rural areas, Salah-Eddine Kandri: One out of four young people and between public and private schools. Education who are looking for work are unable to find it, and the reforms created important gains in primary and situation is worse for female jobseekers, with an un- secondary education. The problem remains one of employment rate of more than 30% among female quality, particularly when looking graduates. The region needs to at performance indicators, teach- The problem The region needs create 35 to 40 million jobs just to er qualifications, assessment remains one to create 35 to 40 sustain the current employment and citizenship skills. All Arab rate and another 15 million to re- countries score below scale aver- of quality,million jobs just to duce the unemployment rate to age in international standardized particularlysustain the current the global average. It will need to tests, even the most proficient when looking employment rate. create 40 to 45 million additional students. There is a problem at performance jobs if it is to increase workforce with governance at both central indicators, teacher participation from 35% to the 50% global average. and school level. Teachers in Arab qualifications, The supply of relevant post-secondary education is countries have low status and the assessment and limited with only 15% to 20% of young people en- delivery methods that are being rolled in private education. In addition to the lack of used are another problem. Why citizenship skills. hard skills, most employers express dissatisfaction are standards still so low if it is not with soft skills such as problem solving, communi- a cultural issue? Can we improve education without cation and teamwork. The second challenge is that raising teaching standards? 37
  37. 37. Education and ChangeD eba te in the Arab World III. Opportunities and Challenges Muhammad Faour: To provide high-quality edu- cation we need to recruit qualified teachers and Tarik Yousef: The reform agenda has gained very retain them through incentives, raising the status little traction. There has been moderate support of teaching and providing pre-service and in-service but limited investment over the past 10 years, but training and continuous professional development. the Arab Spring could elevate the education reform agenda into a long-term commitment. Many of the Salah-Eddine Kandri: Governments have invest- symptoms, such as low educational achievement, ed a lot in vocational training but it has not reached weak outcomes, skill mismatches and drop-outs, its potential. Morocco and Oman have made prog- reflect a mix of incentives and institutions which are ress, for example in engaging the private sector of long standing. Accepting the premise that incen- and providing students with internships. But tives and institutions need to be reformed, from most countries in the region are not succeeding family to government level, requires commitments because higher education has a status that voca- to serious reform. These are not popular and are tional training does not, and certain jobs are looked long-term, which is why the Arab down upon. Spring could provide the impetus The Arab Spring for comprehensive reforms of IV. Questions and Answers could provide education. From the floor: Can education be effectively re- the impetus for formed in the Gulf countries where there is a lack Ibrahim Saleh K. Al-Naimi: comprehensive of academic freedom? How can we provide a good ed- reforms of ucation to meet these needs? Tarik Yousef: It is not the case that revolutionary education. How can we overcome the prob- change is the only way to modernize. If the expec- lem of poor teacher training? tations and incentives in the Gulf countries could be aligned, some of these outcomes might be Tarik Yousef: The possibilities for change are great- achieved. The GCC countries are also in some sens- er than at any other time. The principal actors are es leading the way in involving the private sector to young people and one of the core demands is solve unemployment. education. Things will get worse before they get From the floor: There is a high level of skills migra- better but in an open political space we can debate tion in the region, which can itself result in reforms. everything and push for ambitious reform projects. The mindset of policymakers needs to change Salah-Eddine Kandri: The Arab Spring has cre- and, unless quality is improved, access enhanced ated a unique opportunity for educational reform. and costs reduced, we will not capitalize on the The new leaderships are more willing to work with opportunities. other stakeholders, to rethink the curriculum and Muhammad Faour: The resistance of policymak- define priorities for the future, preparing people for ers is a challenge and we will need creative ways jobs in the private sector. to overcome it. 38
  38. 38. Salah-Eddine Kandri: We should avoid the idea quality of teachers. Governance and accountability of the policymaker as the initiator of change. The are also important elements. focus has to be on reforming rigid incentives and in- Salah-Eddine Kandri: Governments in the region stitutions. Comprehensive reform is about reform are already investing more but the question is what of the labor market, schools and governance, and to spend the money on. This is linked to gover- involving the public. nance, the type of institution that we need to have Muhammad Faour: Cultural homogeneity in the and the incentive system. With regard to girls, the Arab world is not an obstacle to developing educa- challenge is to provide access to continued educa- tion. Political systems may present some obstacles tion and equal opportunities post-graduation. but we now have a golden opportunity for reform. V. Conclusions Salah-Eddine Kandri: The whole The unemployed region is facing similar chal- Muhammad Faour: There is a light at the end of lenges. The unemployed need a the tunnel. The Arab youth have the capacity to initi- need a work- work-readiness program, prepar- ate and lead change.readiness program, ing them with soft skills and for Salah-Eddine Kandri: The drive and commitment of preparing them transition to the workplace. our youth shows we have a bright future ahead of us.with soft skills and for transition to From the floor and Twitter: Tarik Yousef: I am optimistic we may see profound How can institutions in the re- educational reform in the next 5 to 10 years. the workplace. gion interact with those in Africa to raise awareness of the differ- ences? Can we improve education without raising the status and quality of teachers and of the teach- ing profession? Muhammad Faour: All research shows that the quality of education is strongly associated with the 39
  39. 39. The WISE H40
  40. 40. WISE 2011 • FINAL REPORT • DAY 2: DEBATEaiti Task Force In 2011, the WISE Haiti Task Force (see boxed initiatives and reinforc- text on page 43) developed 20 case studies of ing the capabilities of innovative educational best practices in Haiti the projects concerned. from various sectors of the country’s education In the words of H.E. system. They were presented at the seminar Sheikh Abdulla bin Ali Al- “Rebuilding Education in Haiti: Sharing Success Thani, Ph.D., Chairman Stories and Global Experiences” in Port-au of WISE: “The WISE Prince, September 28-29, 2011. These successful Haiti Task Force will initiatives reflect the vitality of Haitian society move to a new phase to 2 and provide useful insights for policy approaches. become a catalyst for change, working through the successful projects which we have identified there The seminar brought the 20 innovators together and coordinating with other partners to develop and with government officials, representatives of civil implement best practices in education. We believe society, the private sector and the international that achieving synergies between initiatives is the community. Among the attendees were members of most effective and efficient way for WISE to imple- UNESCO, Agence universitaire de la Francophonie ment its mission of education.” (AUF), the World Bank and the African Capacity In practical terms, the WISE Haiti Task Force will Building Foundation, as well as WISE Awards work more closely in partnership with FOKAL, un- winning project representatives Martin Burt (The der the leadership of its Founder and President, Dr. Self-Sufficient School, Paraguay) and Carolyn Michèle D. Pierre-Louis, former Prime Minister of Bancroft (Escuela Nueva, Colombia). The seminar Haiti. This should soon make it possible to set up closed with an address by Michel-Joseph Martelly, an operational team to coordinate the 2012 action President of the Republic of Haiti. plan which is firmly centered on the implementation At WISE 2011, a “WISE Haiti Task Force Working of concrete projects, direct funding to educational Group” Workshop convened to discuss these find- projects, and expert collaborations between Haiti ings and the way ahead. The Task Force’s mission projects and WISE innovators. The original members has entered a second phase in which it will exam- of the WISE Haiti Task Force will continue serving at ine ways of expanding and scaling up successful a strategic level. •••1 41
  41. 41. The WISE Haiti Task Force 3 ••• “We were extremely honored when His Excellency Dr. Al-Thani announced last year that he was creat- ing an international Task Force to help rebuild the Haiti education system after the earthquake, which indeed so badly damaged the whole education sys- tem… You can see that WISE is a very important meeting place for us and it is important that all these dots that are being connected exemplify what the WISE platform means. ” Dr. Michèle D. Pierre-Louis, President, FOKAL; former Prime Minister, Haiti 4 5 42
  42. 42. WISE 2011 • FINAL REPORT 6WISE has helped foster new synergies for Haitiin several other ways:• In 2011 two Haitian university leaders attendedthe WISE Program for Education Leadership: Dr. 7Jocelyne Trouillot, Co-Founder of Caraïbe University,and Dr. Evenson Calixte, Assistant Dean of the Creation of the WISE Haiti Task ForceSchool of Science, Engineering and Architecture at At the 2010 WISE Summit Dr. Abdulla bin AliQuisqueya University. Al-Thani, Chairman of WISE, announced the• Three Haitian students participated in the Learners’ creation of a special WISE Haiti Task Force, aVoice program at WISE 2011. collaborative venture involving:• Four young Haitians have started a three-year course - From Haiti: Jacky Lumarque (Quisqueyaof study at the Self-Sufficient School in Paraguay University), Samuel Pierre (Reflection andwhere incomes from on-campus businesses allow action group for a new Haiti, GRAHN), andthe school to be completely self-financing. The plan Dr. Michèle D. Pierre-Louis (FOKAL).is that some of them will start self-sufficient schools - From WISE Partner institutions: Davidwhen they return to Haiti. Atchoarena (UNESCO), Yvon Fontaine (AUF),• In October 2011 faculty and students in Haiti gained and Charles Goldman (RAND).access to the Massachusetts Institute of Technology - And: Jean-Eric Aubert (senior consultant(MIT) OpenCourseWare through the MIT Mirror Site for international organizations), Vicky ColbertProgram. MIT OpenCourseWare is a 2010 WISE (Fundación Escuela Nueva), and Frannie LéautierAwards Winner. (African Capacity Building Foundation).• The first WISE Book, Innovation in Education: The mission of the WISE Haiti Task Force isLessons from Pioneers around the World, was to help rebuild the education system in Haitilaunched at the 2011 WISE Summit. All proceeds following the catastrophic 7 magnitude earth- .0from the sale of this publication will go to the WISE quake of January 12, 2010.Haiti Task Force. 43
  43. 43. Debate Reforming Education:Mission Impossible? 44