Global Education Futures (GEF) is an international collaborative platform that brings pioneers of global education to discuss and implement the necessary transformations of educational ecosystems for the thrivable future.
We will hold 4 GEF Forums at the hearts of learning communities around the globe in 2015–2016Apply Now
Education worldwide is at the brink of transformation forced by wave of new technologies and powerful social shifts. The emerging forms are learner-centered creative collaborative communities that replace ‘industrial’ education hierarchies of the past. Yet pathways to this future are unclear. Our Forum is a grass-root initiative to draft such pathways and catalyze systemic innovations to help education meet the challenges of the 21-century.
The Forum is a collaborative unconference where the participants co-own the agenda and the outcome. We attract high-quality participants who jointly map out the future of education and propose actionable initiatives through the participatory process of Rapid Foresight. We believe that the shift towards new models of education can only be brought about by communities that learn together and cooperate to achieve their shared vision.
Our Forum is a place to be, to work together with leaders of global education, to discuss the key drivers shaping the future of education, to pitch your projects to diverse stakeholders and partners, and to understand the unprecedented opportunities created by the global transformation of education.
In 2013 we created Future Agendas for Global Education, a trans-media product that includes Futures Agenda for Global Education book, Global Education Futures Map and a (forthcoming) digital app. This product is now praised to be a pioneer research on education futures internationally, and becomes a strategic tool for planning, operating and decision-making in Russia and several emerging economies. We consider this work a stepping stone to begin international dialogues on the vision of global education ecosystems. We invite you to discuss it, enhance it, challenge it, or bring radically different points of view — everything that will help to build the shared perspective of the future education.Download The Summary of Report (English version) Download the full version of report (English version) Download The Summary of Report (Russian version) Download the full version of report (Russian version)
In this diagram you can see how people interact within the framework of the future of education. At the heart of this relationship - man as such, implements own education circuits within global platforms, personalized education, urban and knowledge creation communities.Download the diagram
Our team in collaborated with Moscow School of Management SKOLKOVO and the Agency for Strategic Initiatives have united over 2,500 Russian and global experts in a massive research effort entitled Skills Foresight 2030.The aim of the research has been to identify jobs that are in high demand in 25 industries of the economy. The experts discussed technological changing and socioeconomic process influencing the structure of practical tasks and built the future state maps for industries to identify demand for new competenciesand build the images of new jobs. We have compiled the findings of the research into the Atlas of Emerging Jobs.
Preparing for the tide: skills and education of the 21st century is the results of previous Global Education Futures sessions (including the discussions in Sao Paolo, Brazil, August 2015), that were for the first time presented in Russian at the International conference on new technologies in education EdCrunch 2015, Moscow, Russia in September 2015. The focus of discussion was global challenges that define requirements for future skills and for a necessary design of new educational reality. What is more a new media product for the Russian expert community in educational sphere was presented. It is an interactive map of “Global Education Futures” foresights, embracing results of the 5-years work with thousands of Russian educational experts. This material was verified globally and was highly appreciated by world educational leaders. This material became a basis and an impetus for “Global Education Futures” project. The interactive map is available at map.edu2035.org.view the report (Russian version only)
'Towards Learner-Centered Lifelong Learning' is a result of Global Education Futures California (1-3 April). The key statement of the session describes the transition from 'factory system' to learner-cеntered communities and further to the universal Global Education Ecosystem. The main productive strategies implemented by different players that support the above-mentioned transition strategy are indisputably notable results of the session. Another particular detail that deserves attention is the focus on the vision of the future presented at the session by basic trends and factors shaping the future of global education.view the report
'Future Skills & New Solutions for Education & Training' is a result of Global Education Futures Kazan (22-23 May). This session was held in partnership with WorldSkills Russia, so it focused on the communication of businesses, regulators and educators. Another focal point was new skills and competencies that would be born within Global Education Ecosystem. The question of future skills was the most striking quesion of the event, what is more, the session was incredibly valuable for the reason it revealed the adaptation of education to future skill demand and the design of learning environments.view the report
Preparing for the tide: skills and education of the 21st century' is the summary of previous GEFF sessions that was presented in Sao Paulo in August 2015. The report focused on the looming global changes and challenged that could only be faced with rebuilt educational ecosystems at different levels and new skills obtained worldwide. The prominent feature of this event was a list of key literacies for every person who would live in the world of self-guided lifelong learning. The message, announced in Sao Paolo, was touched with a sense of urgency, since the forthcoming socioeconomic crises are inevitable and overwhelming with only new network-based adduction being able to resolve them.view the report
BRICS Collaboration in Skills Development: Results of Foresight & Russian Proposals' focuses on the results of the BRICS Skills Development Working Group Foresight session that took place in Moscow on July 5-6, 2015. The session determined the main mid-term focal areas of BRICS collaboration in skills development, from consolidating the union to becoming the global problem-solver, as well as worked out a roadmap for 2015-2018 with a number of priorities in skills development cooperation. On Russia's part, a number of initiatives were laid out, such as foresight of skills and educational formats, exchange of best practices, including dual education, hosting the WorldSkills BRICS Competition and providing an educational platform for skills development in advanced industries.view the report
World of education 2035 is an infographics representing results of GEF California and GEF Kazan in April-May 2015. It gives a schematic overview of the forum intellectual outcomes in the form of a matrix, where education, future skills, future economy and society are carefully examined at local and global levels. Moreover, a brief overview for global challenges, upcoming future values as well as new teachers and new workers skills make the picture complete. In the center of this vision a 21st century learner becomes a driving force and a connector for the whole new educational ecosystem.Download the poster Download the poster (Russian version)
The California forum will explore main changes in education driven by technological innovations, major social & economic transformations, and personal & collective demands for education that meets 21st century needs. Education of the future is the learner-centered, community-based, life-long, 24/7, open & flexible process integrated into our daily routines and enhanced by diverse technologies. This education should cater to many learner needs previously unattended by formal education systems — and it will involve many new solutions for online and face-to-face learning. We invite and welcome the shapers and sherpahs of the emerging global educational ecosystem to join our conversation.Keynotes and panel discussions with education innovators and thought leaders will set the stage for the Rapid Foresight session that will focus on four big themes (see details in Full Program):
The participants of GEF-California will co-design a Future Learning Challenge — the first global open-source contest of education startups and innovation that encourages solutions ‘from the future’.
International Information & Conference Centre, Kazan, Russia,
in conjunction with WorldSkills Russia.
Global Education Futures partners with WorldSkills Russia. Please, sign up for the newsletter to get a reminder once registration is open. Contact us at email@example.com for any additional information.
Foresight session as part of the business program for the final of the Third National Championship for WorldSkills Russia for professional accomplishment in Kazan, is aimed at creating a vision for the future expertise for workers and developers for the applied projects of the WorldSkills movement, enabling us to close the gap between demand for specific skills and competencies and the level of personnel training as part of creating a global educational system. The foresight session will take place taking into account identified global, technological trends, characteristics of the next generation of workers, and also the tendencies in forming a global educational environment.
The FutureSkills Foresight session will take place as part of the international sessions for determining the future direction of development and long term “rules of the game” for a global educational system. Participants of the foresight session will be official and technical delegates from the WorldSkills movement, as well as international experts in the fields of economic growth and professional education.
Based on the results of the foresight session cards will be made of the future competencies for workers, highlighting the ten most promising professions of the future, and also developed, project initiatives, necessary to create a global educational environment. The results of the foresight session will be presented in São Paulo in August 2015 as part of the business program for the world championships for working professions at WorldSkills International.
Subject groups have been formed in such a way as to enable participants the greatest opportunity to discuss issues on changing various spheres of the economy and appropriate training systems. The main issues which participants will seek to resolve are (see details in Full Program and Subject groups):
Group 1. Automation and digitalization
Group 2. Human focused services
Group 3. Education
Group 4. Global agenda
Pre-conference workshop and SIG working session,
at the ISSS 2015 Conference, Berlin, Germany
Held in partnership between ISSS Curating Emergence for Thrivability SIG and Global Education Futures. Please, sign up for the newsletter to get a reminder once registration is open. Contact us at firstname.lastname@example.org for any additional information.
It has been argued that the era of the Anthropocene calls for entirely new civilizational strategies. We must depart from behavioral strategies that take root in the time even before the emergence of modern civilization and lead to overconsumption of natural resources, destruction of biodiversity, disruption of climatic balance, and increasing chances of self-destruction of our species. The challenge we face requires multi-faceted responses that includes
However, it is also often argued that the crisis we have to overcome in the age of the Anthropocene is caused primarily by the faulty models of thinking and acting that are permeating our society. The key to sustainable and prosperous society lies with education – the skills of children and adults. Some governments (e.g. in Scandinavian countries) have successfully addressed some of the Anthropocene problems by introducing new kindergarten, school & university level programs regarding ‘greener’ behavior of their populations. However, the level of response still does not match the level and the urgency of threats that we as humanity have already created for ourselves and Nature. We need to identify general and professional skills that would help us deal with the challenges of the Anthropocene on a planetary level – and we have to make global effort to have these skills introduced in the standard educational curricula of developed and emerging societies.
The workshop on “Skills for Anthropocene Governance” is organized as a small Systems Lab where the collective intelligence of participants will be applied to map out and prioritize existing and future civilizational challenges that need to be addressed in the age of the Anthropocene. We will then map out general and specific skills that can be used to govern the Anthropocene. Finally, we will identify changes required in the institutions of conventional and new education (including schools, universities, global online learning platforms, skills-related social movements, etc.) that are required to install and reproduce these skills on the global scale – and possible policies and arrangements that can accelerate the transformation of education in this direction.
The workshop is the result of a partnership between the ISSS Curating Emergence for Thrivability Special Integration Group (the CET SIG) and Global Education Futures. It will be conducted as a series of participatory dialogues using widely and lesser known formats such as World Café and Rapid Foresight. Participants are asked to co-create, discuss, and share – rather than to only listen and ask.
Part 1 of the workshop will be held as a pre-conference event on Sunday, August 2, 2015, from 2pm until 6pm. During this session, the main content for discussion will be co-created by the participant group, including mapping of existing & future challenges, identifying skills for systemic thriving in the Anthropocene, and developing recommendations for education systems and policy makers. We will also establish ‘systemic challenge’ questions that may impede realization of these ideas – and we will address these systemic challenges during Part 2 of our workshop. The workshop will be open and free to all attendees.
Part 2 of the workshop will be held during the ISSS conference on Thursday, August 6, from 4pm until 6pm (and will also be taken up in the running evening workshops). This part will be the Curating Emergence for Thrivability portion of the meeting, and will be open for attendance independently of Part 1 (i.e., participation in Part 2 does not require prior participation in Part 1 of the workshop). During this session, we will re-capitulate the results from the Part 1, and will jointly address the ‘systemic challenges’ that our earlier work identified. We also anticipate generating ideas for actionable initiatives that can be explored and enacted after the end of the workshop.
Alexander Laszlo, Ph.D., is the 57th President and Chair of the Board of Trustees of the International Society for the Systems Sciences (ISSS), Director of the Doctoral Program in Leadership and Systemic Innovation at ITBA, Argentina, President of Syntony Leadership, and former Director of the Doctoral Program in Management at the Graduate School of Business Administration & Leadership (EGADE-ITESM), Mexico. As Professor of Systems Science and Evolutionary Development, he currently teaches on evolutionary leadership, collaboration, and systems thinking at a variety of MBA and Doctoral programs internationally. He has worked for UNESCO, the Italian Electric Power Agency, and the U.S. Department of Education, has held visiting appointments with the London School of Economics and the European University Institute, and has been named a Level I Member of the National Research Academy of Mexico (SNI). He is on the Editorial Boards of five internationally arbitered research journals, recipient of the Gertrude Albert Heller Award, the Sir Geoffrey Vickers Memorial Award, and the Förderpreis Akademischer Klub award, author of over seventy journal, book, and encyclopedia publications, and a 5th Degree Black Belt of traditional Korean Karate.
Pavel Luksha, Ph.D., is a Professor of Practice at Moscow School of Management SKOLKOVO, member of Expert Council of the Russian Agency of Strategic Initiatives, Founder and Director of Global Education Futures, and a Co-Founder of NeuroWeb imitative. As a Professor of Practice, he has taught change leaders of business, government, and education, in the areas of strategy, long-term thinking, system thinking, technological innovation management, and project management. He also worked in the areas of the development of education & training systems in Russia and emerging economies, curating dozens of innovative and change-making projects. He has developed Rapid Foresight, an innovative methodology of collective future thinking applied in hundreds of regional, industrial, and civil projects in Russia and across the world, and has launched one of the largest global events on future thinking education, the Foresight Fleet. NeuroWeb initiative, which has become a part of Russian National Technological Initiative, addresses systemic challenges of building next generation of collaborative online environments enhanced by brain-computer interfaces. Pavel has authored Global Education Futures Agenda and Atlas of Emerging Jobs which give comprehensive view of the necessary changes in skills & education, and published in international research journals on economics, system sciences, and strategic entrepreneurship. Before starting the work on the future of education, Pavel has worked within leading Russian & international companies in business consulting, manufacturing, investment banking, as well as launched his own startups.
Contact us at email@example.com for any additional information.
World of education 2035 is an infographics representing results of GEF California and GEF Kazan in April-May 2015. It gives a schematic overview of the forum intellectual outcomes in the form of a matrix, where education, future skills, future economy and society are carefully examined at local and global levels. Moreover, a brief overview for global challenges, upcoming future values as well as new teachers and new workers skills make the picture complete. In the center of this vision a 21st century learner becomes a driving force and a connector for the whole new educational ecosystem.Download the poster
Anhembi Parque, São Paulo, Brazil,
in conjunction with WorldSkills San-Paolo 2015
Global Education Futures partners with WorldSkills San-Paolo 2015 and SENAI in Brazil. Please, sign up for the newsletter to get a reminder once registration is open. Contact us at firstname.lastname@example.org for any additional information.
The new version of Global Education Future Agendas will be produced as an outcome of collaborative dialogues during three GEF Forums in 2015. The special presentation session is planned during the World Economic Forum meeting in 2016.
President of World Skills
Founder of the Institute
of Action Research
Head of the Innovation and
Measuring Progress Division
(IMEP) in the Directorate
for Education at the OECD
57th President of the International
Society for the Systems Sciences (ISSS),
Director of Doctoral Program at ITBA (Argentina)
founder of SAT Institute
Professor at Stanford
University, and Founder
of Rheingold University
Director at National Institute
of Education in Singapore
Founder at Getting Smart
and Partner at Learn Capital
Founder and chairman,
Center for Curriculum
Rector at Tomsk State
Research Chair Professor
of Leadership and Change
of the Hong Kong Institute
President of the Triple Helix
Head of Institute
for Education, Higher
School of Economics
CEO & Founder at Knewton
Director of IN+ Center
for Innovation, Technology
and Policy Research
Professor at Center for the
Promotion of Excellence
in Higher Education,
Director of the Institute
of Future Education Design
at Brain Korea 21 Academic
President at Korea Institute
and Evaluation (KICE)
Head of the
project at the Agency
for Strategic Initiatives
at Harvard University
Head of Saveri Consulting
of the Commonwealth
President of the Japan
Professor, Moscow School
of Management SKOLKOVO
Participants are carefully selected to represent critical forces that shape education worldwide and different roles participants play: education innovators and thought leaders, EdTech startup founders and investors, regional & national regulators, policy advisors, and others.
Context is built on a 7 years of identifying current and potential challenges and opportunities in global education and then framed through discussions with our Advisory Board. This analysis ensures that GEF Forum participants would explore a most comprehensive range of relevant issues.
Participatory process is based on the proven methodology of Rapid Foresight and enriched with world’s latest innovations in multi-stakeholder dialogues. It will help our groups to crystallize our collective knowledge and act upon it.
Rapid Foresight is a participatory methodology that helps organizations and communities to sense and articulate challenges and opportunities of the emerging future as well as develop capacities needed to effectively address them and eventually unleash synergies through collective action. Group work may last from several hours to several days and involves trend mapping, analysis of opportunities & challenges, and design of actionable initiatives.More about Rapid Foresight Download PDF
Our journey have started in 2007 when we have launched several innovative participatory formats in Russia in an attempt to envision the futures of education in our country and abroad. We have worked with several thousands experts in education, new technologies, human resource and R&D management, urban development and more from Russia & CIS, BRICS, Europe and the USA, challenging them to partake the responsibility for the desired outcomes in the next generations of educational ecosystems.
As a result, a prodigal and foreword-looking community was born, and together we have launched over 100 projects on different scales that changed the landscape of Russian & CIS education. In 2014 we started active collaboration within BRICS countries.
More at www.refuture.me
Partner in P.A.U. Education. Since 2008, Olivier specializes in the design and management of global initiatives addressing the future of learning. He notably played a key role – as executive director (2008-2012) – in the development of the World Innovation Summit for Education (WISE). IRAÉ (Institute of Action Research for Education) accompanies public and private education stakeholders in the conception, implementation and evaluation of their innovation strategies, as well as launching cutting-edge projects in collaboration with a broad range of leading education experts and organizations in France and across the world.Закрыть
Tom Vander Ark is CEO of Getting Smart, an education advocacy firm and a partner at Learn Capital an education venture fund. He is an author of “Getting Smart: How Digital Learning is Changing the World” and “Smart Cities That Work for Everyone: 7 Keys to Education & Employment”. Tom advocates for innovations that customize and motivate learning and extend access. Previously he served as the first Executive Director of Education for the Bill & Melinda Gates Foundation. Tom served as a public school superintendent in Washington State and has extensive private sector experience. Tom is Treasurer for the International Association for K-12 Online Learning (iNACOL), chair of Charter Board Partners, and serves on several other boards.Закрыть
Professor Yamanishi is Professor at University of Toyama Faculty of Human Development Department of Environment and Humanity since 2009. One of his key areas of research is methodology of Internet learning communities (e.g. see a study published in English co-authored by Yoshinori Tatsuta, Tomio Saku, Junichi Yamanishi: Japanese case study on Key-competencies for active citizenship by Internet Learning Communities, 2010). Starting 2013, he holds the position of the Japan Society for Education Technology.Закрыть
Simon was elected as a President of WorldSkills International at the organization’s General Assembly in October 2010 and took up his four-year post on 10th October 2011, the day after the Closing Ceremony at WorldSkills London 2011. Previously Simon had been Chief Executive of UK Skills and WorldSkills London 2011 as well as being the UK’s Official Delegate to both WorldSkills International and WorldSkills Europe (on both of which he was also a Board Member). Prior to his involvement in UK Skills Simon worked in the Building Services Sector as Chairman of his family business and he now works as an international skills consultant. Simon was educated at Durham University, from where he graduated with a BSc in Engineering Science and Management and an MSc in Management Science. He is a Chartered Engineer, a Member of the Institution of Civil Engineers and a Fellow of City and Guilds. A Member of the UK Governments Skills Commission and the Apprentice Ambassadors’ Network he is also on the Council of City & Guilds. Simon is a past Chair of the Confederation of British Industry’s Small and Medium Sized Enterprise Council.Закрыть
Professor Yin Cheong CHENG (EdD, Harvard) is Research Chair Professor of Leadership and Change of the Hong Kong Institute of Education (HKIEd) and also the chairman of the Tin Ka Ping Foundation Advisory Board. He was the President of World Educational Research Association (WERA) (2012-2014), the President of Asia-Pacific Educational Research Association (APERA) (2004-2008) and Vice-President (Research and Development) HKIEd (2008-2014). He had served as a full member of the University Grants Committee, a panel member of Research Grants Council, and a member of the Quality Education Fund Steering Committee of the Hong Kong SAR Government. He was also a member of the World Innovation Summit for Education (WISE) Awards jury and a panel advisor to the Bill & Melinda Gates Foundation. Prof. Cheng’s research has won him a number of international awards and recognition including the Awards for Excellence from the Literati Club in UK.Закрыть
Prof. Froumin is an Academic Advisor of the Institute of Education at National Research University “Higher School of Economics” in Moscow. His responsibilities also include advising the university strategic planning and international cooperation. Prof. Froumin was leading the World Bank education program in Russia from 1999 to 2011. His World Bank experience also extends to the projects in Kazakhstan, Kyrgyzstan, Afghanistan, Nepal, Turkmenistan and India. In 2011 he was co-chair of the education part of the “Russia Strategy 2020” expert group. Since 2011 he is an advisor to vice-president of Skolkovo Foundation, and since 2012 he is an advisor to the Minister of Education and Science of Russia Federation and the member of the Russian delegation at OECD Education Policy Committee.Закрыть
Skoltech Vice-President, Institutional and Resource Development, Executive Secretary of the Board of Trustees, Member of the Board of Directors at the Russian Venture Company (RVC) and Advisor to the Governor of Kirov Region, Russia. Alexei Sitnikov joined the Skolkovo Institute of Science and Technology (Skoltech) in October of 2011 and currently serves as Vice President of Institutional and Resource Development. Alexei’s responsibilities include establishment of the administrative structure within the Institute, formulation and execution of the financial model and the budget, creation and development of the Endowment as well as establishment of wide partnership networks for Skoltech. Alexei is also in charge of annual fundraising, communications, public outreach and Alexei transferred to this position from the post of Director for International Development at Skolkovo Foundation, where he lead the efforts to establish the Skolkovo Institute of Science and Technology. From 2005 to 2010 Alexei served as Vice President for Operations and Development at the New Economic School in Moscow. While at NES, Alexei led the establishment of one of the first and largest university endowment funds in Russia. Prior to that Mr. Sitnikov co-founded the Global Technology Symposium at Stanford University and served as its Vice-President for business development until 2008. Global Technology Symposium is the leading investment conference on venture capital, technology, and entrepreneurship in emerging markets in Silicon Valley.Закрыть
Director of the department “Young Professionals” of the Agency for Strategic Initiatives. Holds an MA in political sciences of Manchester University. For more than 8 years, he had been working at Moscow State Institute of International Relations (MGIMO), where he was in charge of MGIMO strategic development, led the Center for Internet Policy, and was a Director of innovations. He established “Metaver”, an organization developing new formats of education that are in compliance with principles of venture economy. Dmitry is a co-author of the first Russian independent foresight “Education 2030”. He also served as the Head of student admission to the Open University Skolkovo. Dmitry obtains a solid experience and expertise in the fields of strategic foresight, strategic management, and creation of educational systems, strategic planning, projects assessment and audit, IT projects development, international relations.Закрыть
He is a member of Presidium of the Russian Academy of Education, Member of Presidium of the Russian Psychological Society, Member of Coordination Board for implementing the comprehensive project of modernization of education in Tomsk region, Member of Commission on Education within the Committee on Education, Science and Culture at the Legislative Duma of Tomsk region, Member of editorial boards of the journals “Siberian Psychological Journal” (Tomsk) and “Educational Psychology” (Moscow). Starting 2013 he is also a TSU First Vice-Rector and Executive Director of the "TSU development program for 2010-2019” and he heads the working group for the program for improving TSU competitiveness among world leading scientific and educational centers.Закрыть
Dr. Pavel Luksha directs the Global Education Futures project, an initiative based on five years of work on the future of education coordinated by Pavel in Russia. He leads three nation-wide initiatives on the future of human development, including Foresight of Education (since 2010), Foresight of Skills (since 2012), and NeuroWeb Foresight (since 2013) – now all operated through a think-and-do tank Re-Engineering Futures. Pavel is also a Professor of Practice at Moscow School of Management SKOLKOVO, where he has until recently directed unique transformative ‘integral programs’ in executive education, primarily focusing on energy and nuclear sectors – and now working primarily in the higher & professional education sector. Pavel works closely with the Russian Agency of Strategic Initiatives, Russian Venture Company, Skolkovo Education Development Center, Skolkovo Institute of Science & Technology, and other leading Russian institutions at the frontier of education practices and hi-tech. Since 2014 he acts as a representative of Russia in BRICS Skills Development Council. He is also a cofounder and the program director for the Foresight Fleet, one of the largest events on future thinking education held globally. Before 2009, he worked in business advisory services, automotive, and investment, with over 15 years of experience in strategy design.Закрыть
Dirk Van Damme currently is Head of the Innovation and Measuring Progress Division (IMEP) in the Directorate for Education at the OECD in Paris. At the OECD he is responsible for the Innovation and Measuring Progress Division, leading both the Centre for Educational Research and Innovation (CERI) and the Indicators of Educational Systems (INES) programs. He was general director of the Flemish Rectors’ Conference, the main advisory body for higher education policy in the Flemish part of Belgium between 2000 and 2003. He has been professionally involved in educational policy development between 1992 and 2008, and served as deputy chief of staff for various Flemish education ministers, and as chief of staff of Mr. Frank Vandenbroucke, Flemish minister of education between 2004 and 2008. His current interests are evidence-based innovation in education, comparative analyses of educational systems, statistical indicators in education, and new developments in the learning sciences and knowledge management in education.Закрыть
Alexander Laszlo, Ph.D. is the 57th President and Chair of the Board of Trustees of the International Society for the Systems Sciences (ISSS), Director of the Doctoral Program in Technology Innovation and Management at ITBA, Argentina, President of Syntony Leadership, and former Director of the Doctoral Program in Management at the Graduate School of Business Administration & Leadership (EGADE-ITESM), Mexico. As Professor of Systems Science and Evolutionary Development, he currently teaches on evolutionary leadership, collaboration, and systems thinking at a variety of MBA and Doctoral programs internationally. He has worked for UNESCO, the Italian Electric Power Agency, and the U.S. Department of Education, has held visiting appointments with the London School of Economics and the European University Institute, and has been named a Level I Member of the National Research Academy of Mexico (SNI). He is on the Editorial Boards of five internationally acclaimed research journals, recipient of the Gertrude Albert Heller Award, the Sir Geoffrey Vickers Memorial Award, and the Förderpreis Akademischer Klub award, author of over seventy journal, book, and encyclopedia publications, and a 5th Degree Black Belt of traditional Korean Karate.Закрыть
Claudio Naranjo is a Chilean-born psychiatrist who is considered a pioneer in integrating psychotherapy and the spiritual traditions. He is one of the three successors named by Fritz Perls (founder of Gestalt Therapy), and a developer of the Enneagram of Personality and founder of the Seekers After Truth Institute. He is also an elder statesman of the US and global Human Potential Movement and the spiritual renaissance of the late 20th century. Since early 1970s, Naranjo began a program that originated a non-profit corporation called the SAT Institute. Mosaic of approaches in the SAT program was jointly created by various therapy and spiritual teachers. In 1987, SAT Institute was founded in Spain for personal and professional development, with its program that includes Gestalt therapy and its supervision, applications of the Enneagram of Personality, interpersonal meditation, and music as a therapeutic resource and as an extension of meditation, guided self-insight and communication processes. Since then, the SAT program has extended to Italy, Brazil, Mexico, and Argentina and more recently to France and Germany. Since 2006 the Foundation Claudio Naranjo was founded to implement his proposals regarding the transformation of traditional education into an education that does not neglect the human development that he believes our social evolution depends on.Закрыть
Writer, artist and designer, theorist and community builder, Howard Rheingold is one of the driving minds behind our net-enabled, open, collaborative life. Currently develops several projects in this field: Rheingold University, The Peeragogy Project and Connected Learning. Previously editor of Whole Earth Review, editor of The Millennium Whole Earth Catalog, founding executive editor of Hotwired and founder of Electric Minds. He was among the first wave of creative thinkers who saw, in computers and then in the Internet, a way to form powerful new communities. His 2002 book Smart Mobs, which presaged Web 2.0 in predicting collaborative ventures like Wikipedia, was the outgrowth of decades spent studying and living life online. Later he started working on participatory media and collective action, which eventually led to his current projects.Закрыть
Professor Tan Oon Seng is Director of the National Institute of Education (NIE), Singapore. Professor Tan was previously Dean of Teacher Education at NIE where he spearheaded the Teacher Education for the 21st Century (TE21) initiative as a major milestone innovation for teacher education both nationally and internationally. He also heads the Singapore team for the Global Education Innovation Initiative (GEII) helmed by the Harvard Graduate School of Education. He is also convener of the World Educational Research Association (WERA) International Research Network on Teacher Education. Professor Tan was President of the Educational Research Association of Singapore (ERAS, 2005-2008) and President of the Asia-Pacific Educational Research Association (APERA, 2008-2010). He was also the Vice-President (Asia and Pacific Rim) of the International Association for Cognitive Education and Psychology (IACEP, 2008-2011). He is Editor-in-Chief of the journal Educational Research for Policy & Practice (ERPP) published by Springer. Concurrently, he is on the board of directors for NIE International (NIEI) and for the Singapore Centre for Chinese Language (SCCL). Prof Tan was a winner of The Enterprise Challenge (TEC) Innovator Award from the Prime Minister’s Office of Singapore for co-pioneering a project on Innovation for the Knowledge-based Economy. He has also been a consultant to many government bodies, international organizations and global companies.Закрыть
Charles Fadel is a global education thought leader, expert and inventor, founder and chairman of the Center for Curriculum Redesign. He is a visiting scholar at Harvard GSE and a Chair of the education committee at BIAC/OECD, co-author of best-selling book “21st Century Skills”. He also is a founder and president of the Foundation Helvetica Education (Geneva, Switzerland), senior fellow at P21.org. He has worked with education systems and institutions in more than thirty countries. He was formerly Global Education Lead at Cisco Systems, visiting scholar at MIT ESG and UPenn CLO, and angel investor with Beacon Angels. He holds a BSEE, an MBA, and five patents.Закрыть
Senior Researcher, H-STAR Institute, Stanford University and Visiting Professor at School of Management, Birkbeck College, London University and Edinburgh University Business School, UK. Professor Etzkowitz is a scholar of international reputation in innovation studies as the originator of the 'Entrepreneurial University' and 'Triple Helix' concepts that link university with industry and government at national and regional levels. As President of the Triple Helix Association, he is at the center of a unique international network of several hundred scholars and practitioners of university-industry-government relations. Prior to coming to Stanford, he held the Chair in Management of Innovation, Creativity and Enterprise at Newcastle University Business School, UK and served as Visiting Professor in the Department of Technology and Society, School of Engineering and Applied Sciences, Stony Brook University, US.Закрыть
Jose Ferreira is the founder and CEO of Knewton, the world’s leading adaptive learning company. Top publishers and education companies use the Knewton infrastructure to power course materials that dynamically adapt to each student’s unique needs. Knewton was named a 2011 Technology Pioneer and a 2014 Global Growth Company by the World Economic Forum at Davos. He was formerly an executive at Kaplan, a strategist for John Kerry’s 2004 presidential campaign, and most recently, a Partner at New Atlantic Ventures (formerly Draper Atlantic), investing in new media and SaaS companies. He currently serves on the World Economic Forum Global Agenda Council on Education & Skills, as well as the advisory boards for Laureate International Universities, Cambridge University Press, and the ASU/GSV Education Innovation Summit.Закрыть
Manuel Heitor is Full Professor at Instituto Superior Técnico, Lisbon, and director of the Center for Innovation, Technology and Policy Research, IN+, which was awarded in 2005 by the International Association of Management of Technology, IAMOT, has one of the top 50 global centers of research on “Management of Technology”. From March 2005 to June 2011 he served as Secretary of State for Science, Technology and Higher Education in the Government of Portugal. He was a Visiting Scholar at Harvard in 2011-12. He was co-founder in 2002 of “Globelics - the global network for the economics of learning, innovation, and competence building systems” and, in 2004, a founding member of the S&T Council of the “International Risk Governance Council”, IRGC. Manuel Heitor was awarded in 2003 with the Dibner Award of the Society for the History of Technology, SHOT, and received in 2004 the IAMOT´s “Excellence in Research Award on Technology Innovation Management”. He is member of the Portuguese Engineering Academy and a foreign member of the Spanish Royal Academy of Engineering and the Serbian Academy of Sciences.Закрыть
Toru Iiyoshi is Deputy Vice President, and Director and Professor at the Center for the Promotion of Excellence in Higher Education (CPEHE) of Kyoto University. He also serves as a visiting professor at the Center for Graduate Education Initiative at Japan Advanced Institute of Science and Technology. Previously, he was a senior scholar and Director of the Knowledge Media Laboratory at the Carnegie Foundation for the Advancement of Teaching (1999-2008), a visiting professor at the Graduate School of Interdisciplinary Information Studies of the University of Tokyo (2007-2010), and Senior Strategist in the Office of Educational Innovation and Technology at Massachusetts Institute of Technology (2009-2011). He has served as a member of the World Economic Forum's Global Agenda Council on Technology and Education as well as a juror for major international awards and competitions in the field of educational media and technology. Dr. Iiyoshi is a co-editor of the Carnegie Foundation book, "Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge" (MIT Press, 2008) and an author or co-author of three books. He received the Outstanding Practice Award in Instructional Development and the Robert M. Gagne Award for Research in Instructional Design from the Association for Educational Communications and Technology.Закрыть
Director at BK21 Plus Future Education Design Institute at the Seoul National University, President of Korea Children Adolescents Counseling Association and Professor of Department of Education, Seoul National University, South Korea. He is also a director of Special Education Research Institute (SERI), and a director of Multiple Intelligence and Multiple Creativity (MIMC) Research Center and vice president of Korean Educational Psychology Association. He is the author of more than 30 books and 200 peer-reviewed professional journal articles, nationally and internationally, on the education and counseling for children and adolescents with diverse needs. He has been working on the development and intervention of national-level youth Internet Addiction in Korea since 2002.Закрыть
President at Korea Institute for Curriculum and Evaluation (KICE), previously Chair for the Group of Planning for Teaching Profession Development, Ministry of Education (MOE) and Chair for the Review Committee of University Establishment, MOE, also Chair for the University Accreditation Planning, Korean University Education Institute, President of Korean Society for Educational Evaluation.Закрыть
Leah Rosovsky, former executive administrative dean at Tufts University School of Arts and Sciences, is Harvard University’s vice president for strategy and programs. As vice president for strategy and programs, Rosovsky focuses on advancing the president’s agenda, including overseeing related programs and execution efforts. Rosovsky forges deep relationships with colleagues across the University to increase coordination and collaboration as Harvard moves forward in a time of challenge and change in higher education. Areas of focus include the University’s international agenda, the president’s One Harvard initiative, and the president’s ongoing commitment to attract the most talented faculty, students, and staff to Harvard. Rosovsky also assists with candidate searches for senior-level positions at Harvard. Prior to her appointment as executive administrative dean at Tufts, she served in Harvard’s Faculty of Arts and Sciences as the associate dean for administrative planning (2002-2005) and as the senior officer for administration (2001-2002).Закрыть
Jamil Salmi is a global tertiary education expert providing policy advice and consulting services to governments, universities, professional associations, multilateral banks and bilateral cooperation agencies. Until January 2012, he was the World Bank’s tertiary education coordinator. He wrote the first World Bank policy paper on higher education reform in 1994 and was the principal author of the Bank’s 2002 Tertiary Education Strategy entitled “Constructing Knowledge Societies: New Challenges for Tertiary Education”. In the past twenty years, Dr. Salmi has provided advice on tertiary education development, financing reforms and strategic planning to governments and university leaders in about 90 countries all over the world. Dr. Salmi is a member of the international advisory board of several universities in Europe, Asia, Latin America, North America and the Middle East. He is also a member of the International Advisory Network of the UK Leadership Foundation for Higher Education, and the CHEA International Quality Group Advisory Council. Between 2008 and 2011, he represented the World Bank on the Governing Board of the International Institute for Educational Planning. Dr. Salmi is Emeritus Professor of Higher Education at the Diego Portales University in Chile.Закрыть
Andrea Saveri’s experience spans 25 years helping clients develop foresight, innovate, and prototype their futures. Her work with education clients has focused on creating forecasts of the disruptive shifts in teaching and learning, building resilient systems, and harnessing the power of technologies of cooperation. In partnership with the Knowledge Works Foundation Saveri created the 2020 Forecast: Creating the Future of Learning, as well as the engagement guide Creating a New World of Learning: A Change Maker’s Toolkit. Most recently, she launched an open design quest at an independent middle school in the East Bay to pilot participatory service learning. She is currently collaborating with California State University – East Bay to launch a long term thinking program. Saveri Consulting clients include California State University, East Bay; KnowledgeWorks Foundation; Institute for Study Abroad; Stanford University Libraries; Institute of Creative Technologies at DeMontfort University; Michigan State University – Food & Society Initiative; Institute for the Study of Knowledge Management in Education; Link TV and several independent schools and community colleges. Prior to that she spent 21 years at Institute for the Future in Palo Alto, California leading global research and forecasting projects in education, health, and the workplace, holding the positions of Research Director and the director in the Technology Horizons Program. She also led IFTF's work in the future of cooperative strategy and the dynamics of collective action.Закрыть
Professor Tim Unwin was appointed Secretary General of the Commonwealth Telecommunications Organization (CTO) in September 2011, and he leads the CTO’s activities on ICTs for people with disabilities and ICTs in education, focusing particularly on skills development and entrepreneurship. He has also been Chair of the Commonwealth Scholarship Commission since 2009, and a Commissioner since 2004. His continuing academic roles include his position as UNESCO Chair in ICT4D and Emeritus Professor of Geography at Royal Holloway, University of London, as well as Honorary Professor at Lanzhou University in China. He serves on the International Advisory Board of the International Multilateral Partnership Against Cyber Threats, (IMPACT) on the ITU's m-Powering Development Advisory Board (where he chairs the m-Learning Working Group), on DFID’s Digital Advisory Panel, and as a member of the Advisory Council of the Alliance for Affordable Internet. In 2004 he launched the ICT4D Collective, which was recognized in the authoritative Global Go To Think Tank Index Report 2013, as the 9th top Science and Technology think tank in the world. He has written or edited 15 books and more than 200 academic papers and chapters, many of which focus on the use of technology in development practices.Закрыть