COMMITTED TO IMPROVING THE STATE OF THE WORLD

Global Education Initiative

World Economic Forum January 2009

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2009 World Economic Forum All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, or by any information storage and retrieval system.

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Contents

Foreword Country Initiatives Egyptian Education Initiative: Entering final phase Rajasthan Education Initiative Partnerships for Education (PfE) Global Education Alliance (GEA) Rwanda The Palestinian Territories Relaunch of the Palestinian Education Initiative (PEI) Entrepreneurship Education A New Workstream for the GEI Acknowledgements

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Foreword

The goal of the Global Education Initiative, always reflecting the broader mission of the World Economic Forum, engages leaders from government, business and civil society in partnerships to shape the education agenda in the context of improving the state of the world. During the past year, the Global Education Initiative (GEI) continued to make a significant impact at both the local level, where new partnerships in Rwanda and the Palestinian Territories have been launched, and the global level, through its partnerships with UNESCO and the Education for All Fast Track Initiative. In addition, the GEI embarked on a process to advance entrepreneurship education as one of the key drivers of sustained social development and economic recovery. The results of this research consolidate existing knowledge and good practices in entrepreneurship education, outline specific approaches that are needed, provide practical recommendations for key stakeholders, and lay the foundation for an awareness process that will span the GEIs activities in 2009. Together with the frameworks established and the impacts achieved in the Jordan, Rajasthan and Egyptian Education Country Initiatives over the past five years, we can be proud of the achievements of the GEI in contributing to the development of relevant, sustainable and scalable national education sector plans. I would like to particularly acknowledge and thank the members of GEI Steering Board AMD, Cisco, Edelman, Goldman Sachs, HP, Intel, Microsoft, Satyam and SK Group for their continued leadership and vision in steering the GEI.

The journey is just beginning. Achieving the Education for All and Millennium Development Goals in education remain a significant challenge, and in times of difficult economic conditions, the need to develop new collaborative partnership frameworks and processes is even more essential. We welcome and look forward to your continued support and engagement.

Klaus Schwab Founder and Executive Chairman World Economic Forum

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GEI Year in Review and Outlook

In todays challenging economic environment, the importance of education as a catalyst for economic recovery, entrepreneurship and future growth is even more crucial. Launched during the World Economic Forum Annual Meeting 2003, the Global Education Initiatives continued focus on these themes marked another year of significant impact and accomplishments. The GEIs primary objective is to raise awareness and support the implementation of relevant, sustainable and scalable national education sector plans on a global level through catalysing multistakeholder partnerships, in particular through increased engagement of the private sector. Since its inception, the GEI has adopted a three-phase approach to accomplish this objective.

GEI Accomplishments at a Glance Has impacted over 1.8 million students and teachers and mobilized over US$ 100 million in resource support in Jordan, Rajasthan (India), Egypt, the Palestinian Territories and Rwanda Engages over 40 private sector partners, 14 governments, seven international organizations, and 20 NGOs, with a Steering Board of nine Industry and Strategic Partners Has an unprecedented partnership with UNESCO and Education for All Fast Track Initiative to scale education partnerships globally Will release a groundbreaking report at the World Economic Forum Annual Meeting 2009 on how to develop and deliver effective education programmes to catalyse entrepreneurship and economic growth

In building a base of knowledge around multistakeholder partnerships in education (MSPEs) through research and hands-on country work, new country-level efforts were launched in the Palestinian Territories and Rwanda, complementing the GEIs current country initiatives in Rajasthan and Egypt and the completed initiative in Jordan. Both new efforts, in the Palestinian Territories (a relaunch of the Palestinian Education Initiative initiated in 2005) and Rwanda, resulted in the development of new frameworks to engage the bilateral education donor community. New significant research was also launched around (1) monitoring and evaluation of education partnerships, and (2) establishing the link between education and entrepreneurship. Both reports are planned to be released at the Annual Meeting 2009.

The GEI has applied lessons learned to create new and improved models of education delivery. Hector Ruiz, Chairman of the Board and Chief Executive Officer, AMD, USA

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In socializing the models developed around multistakeholder partnerships at the highest and visible global platforms, the GEI completed its second full year of partnership with UNESCO in the Partnerships for Education (PfE) Initiative. The Global Education Alliance partnership with the Fast Track Initiative (FTI), a global education donor group-led effort to help low income countries achieve the education Millennium Development Goals (MDGs) and Education for All objectives, completed its first year with the launch of the Rwanda country efforts. The GEI also shared its key messages on partnerships as a member of UNESCOs International Advisory Panel and at FTI Steering Board meetings.

2009 GEI Focus Areas at a Glance Continue support of the Palestinian Territories and Rwanda efforts, and handover of the Rajasthan and Egyptian country initiatives Support launch of multistakeholder education partnership models in up to three new countries Rollout of concepts and recommendations of Entrepreneurship Education report on a regional and country basis Full launch of Partnerships for Education portal (www.pfore.org) under UNESCO to promote understanding and sharing of multistakeholder partnership models and practices Continue shaping the global education development agenda through partnerships with UNESCO and the Fast Track Initiative, and as a member of UNESCOs International Advisory Panel

Partnerships for Education is a valuable initiative that seeks to reinforce cooperation between governments and the private sector, helping to develop education systems that promote quality and ensure inclusion and opportunity for everyone. Koichiro Matsuura, Director-General, United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris

GEI Governance To scale the models developed, the GEI and UNESCO launched in 2008 an advisory group on partnerships capacity building as part of the Partnerships for Education initiative. On the country-specific level, the office of the Jordan Education Initiative the first GEI country initiative launched in 2003 and handed over to the Government of Jordan in 2006 served as the lead adviser on the country efforts in Rwanda. The GEI is a cross-industry initiative under the World Economic Forum Industry Partnership programme and has a full Steering Board which meets three times per year to provide overall leadership and stewardship. The Steering Board partners of the GEI in 2008 were AMD, Cisco, Edelman, Goldman Sachs, HP, Intel, Microsoft, Satyam and SK Group.

We believe education is the panacea for many of the worlds problems, and we are privileged to partner with the World Economic Forum for the Global Education Initiative. Two of the strongest equalizers in life are education and the Internet. The Global Education Initiative is harnessing the power of both to help bring education and its resulting quality of life benefits to people around the world. John T. Chambers, Chairman and Chief Executive Officer, Cisco, USA Edward Cohen, Chief Learning Officer, Satyam Computer Services, India The GEI adopts the broader international education objectives as described by the UN Millennium Development Goals and Education for All.

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UN Millennium Development Goals (MDGs) Relevant to Education MDG 2: Achieve universal primary education MDG 3: Promote gender equality and empower women Education for All Goals 1. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children 2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality 3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes 4. Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults 5. Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls full and equal access to and achievement in basic education of good quality 6. Improving all aspects of the quality of education and ensuring the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills

We value the forum that GEI provides for multi-sector cooperation and progress. Lloyd C. Blankfein, Chairman and Chief Executive Officer, Goldman Sachs Group, USA

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Country Initiatives

Egyptian Education Initiative: Entering final phase

By Hoda Baraka Director, Egyptian Education Initiative First Deputy to the Minister of Communication and Information Technology Laureate of the 2008 UNESCO King Hamad Bin Isa Al Khalifa Prize for the Use of ICT in Education

In less than 24 months, the EEI was able to accelerate the rhythm of implementation and complete most activities. The initiative, with its massive scale, has proven that the multistakeholder partnerships in education model can be effective when mutual concern is shared by all parties: more than US$ 80 million has been invested in professional development and training of students, developing curricula, certification, content digitization, infrastructure deployment, and hardware and software, as part of the EEI programme activities.

On 18 May 2008, US First Lady Laura Bush joined forces with her Egyptian counterpart, Suzanne Mubarak, at the World Economic Forum on the Middle East to celebrate the Egyptian Education Initiative (EEI). The initiative, which was launched at the meeting two years ago to reform Egypts education system through the use of Information and Communication Technology, is now set to go international. Under the umbrella of the Global Education Initiative (GEI), the Egyptian Education Initiative will cross national boundaries to act as a role model and extend its support on educational reform in other developing countries, such as Rwanda, which have shown interest in the Egyptian model.

2008 EEI Accomplishments at a Glance EEI has already impacted almost 200,000 stakeholders across Egypts education community EEI crossed a critical milestone towards equipping students with 21st century skills 70,000 PCs have been deployed, more than 200,000 training sessions have been delivered, and 2,000 schools, 17 universities and 1,000 information technology clubs have been impacted by the EEI EEIs monitoring and evaluation unit developed a set of indicators to communicate the extent of progress on track-based outputs and outcomes EEI mobilized schools as Community Learning Centres as one of its sustainability programmes

Monitoring and Evaluation First Ladies Suzanne Mubarak and Laura Bush celebrate Egyptian Education Initiative Education Initiative has reached nearly 200,000 people in two years US$ 80 million has been invested in education development through the use of ICT On 17 May 2008, the EEIs Monitoring and Evaluation Unit led the first workshop of the Monitoring and Evaluation Task Force members in Sharm El-Sheikh, which convened to discuss the role of monitoring and evaluation in the Global Education Initiative. An evaluation study has been commissioned by EEI to shed light on different perspectives among Egyptian stakeholders in regard to e-learning as a vehicle for

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lifelong learning and personal and professional development. The study aimed to investigate the factors that facilitate e-learning in the Egyptian context so that elearning delivery channels in schools, colleges and NGOs, along with e-learning enabling bodies in Egypt, could take those factors into account in operating their e-learning services and planning the support and capacity-building strategies that should be adopted in empowering those channels.

Sustainability into Action Throughout its implementation years, EEI has been catering for different elements for sustainability to pave the way for systemic change to happen. Preparing pools of master trainers, upgrading school ICT maintenance skills, developing monitoring and communication mechanisms integral to the system, and mobilizing existing resources are all examples of sustainability tools that EEI has been fostering at the outset.

UNESCO King Hamad Bin Isa Al Khalifa Prize for the Use of ICT in Education In November 2008, Hoda Baraka was selected on the recommendation of an international jury to receive the UNESCO King Hamad Bin Isa Al Khalifa Prize for the Use of ICT in Education. She was chosen, from among seven projects from 47 UN Member States, for her leadership in managing ICT projects in education. These include the ICT in Education Program: Toward Ubiquitous Reachability to All Learners, an initiative consisting of an array of exemplary programmes designed to provide digital opportunities to Egypts citizens, and the Egyptian Education Initiative. Both projects comply with the UN Education for All (EFA) and the Millennium Development Goals (MDGs), covering 2,000 schools, 17 public universities and over 1,000 information technology clubs. The national projects aim to promote the use of ICTs to enhance the quality of education, fight illiteracy and provide quality and equitable education to remote areas, while addressing the needs of gender education.

ICT in Class Pilot Projects Keen to improve human learning and performance, EEI runs a number of pilot projects for implementation/management of ICT tools and products provided by different partners at both preuniversity and higher education track-levels. The ICT in Class Pilot Projects train educators on a number of online and offline ICT tools that empower teachers in the classroom. Objectives of these pilot projects are to identify, asses and evaluate these tools relative to the learning outcomes and acquisition of 21st century skills. Fifty schools are chosen per pilot, and counsellor and supervisor committees are highly involved in the evaluation and assessment process. Added to the tools provided by partners, the ICT in Class project trains teachers and students on the use of Web 2.0 technologies as tools that can be used for instructional and e-learning purposes.

Online School Monitoring System Feeding EEI management with timely and up-to-date information in regard to its progress in meeting its milestone needed an efficient mechanism to obtain and collect formative and accurate data from the field, in addition to building on the initiatives efforts to enhance the capacity of Ministry of Education Technology Development Centers (TDCs) heads and specialists to monitor progress and collect data on ICT status in EEI schools. An information system has been developed to collect, validate, store and retrieve school progressive data on the identified progress indicators.

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Concerns for sustainability have been maximized during this year. EEI has been considering tools for sustainability that would enhance return on investment and maintain achieved progress and results. The initiative has developed a sustainability programme, using Schools as Community Learning Centres (CLCs). This programme includes four major phases: (1) Building a Sustainability Formula aligned to the CLC operational framework, (2) Raising Awareness of MoE Senior Officials and Key Stakeholders, (3) Building the Capacity of EEI Schools to develop sustainability action plans, and (4) Assisting Schools in Deploying their Sustainability Action Plans. The core of the programme aims to build the capacity of 50 EEI schools to develop and manage feasible sustainability action plans. EEI schools that participate in this programme will participate in a fair at the end of this academic year to showcase their experience to other schools.

I am proud to be a part of the EEI, to be a part of something whose benefits will be felt both now and by generations to come. H.E. Suzanne Mubarak, First Lady of Egypt

EEI Focus Areas for 2009 Evaluation of learning outcomes and acquisition of 21st century skills Implementation of a sustainability programme in EEIs schools Equipping EEIs schools with national ICT indicators in preparation for ICT accreditation based on national standards Preparation for phase two of EEI

The EEI sustainability programme for schools is looked upon as a catalyst for systemic and sustainable change where all system units are mobilizing their resources in support of the required change. It is hoped that such a programme could be a model for many other sustainability programmes that could be applied in schools.

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Rajasthan Education Initiative

By Shubhra Singh Commissioner, Rajasthan Council of Elementary Education Project Director, Rajasthan Education Initiative

The Rajasthan Education Initiative (REI), launched in 2005 by Vasundhara Raje, Chief Minister of Rajasthan 20032008, has emerged as one of the most innovative initiatives in the field of education in the country. The REI has brought a wide range of stakeholders, including government, the private sector, foundations and NGOs, to the platform of public-private partnership in support of public education in Rajasthan. Thirty memoranda of understanding have been signed since the launch of REI. The REI is driven by the state government and supported by the activities of the core partners, namely the Confederation of Indian Industries (CII), the Global eSchools and Communities Initiative (GeSCI) and the World Economic Forum. global and national partners from the private sector, foundations and NGOs to a platform in support of state educational objectives. The partners from the private sector have brought resources, including technologies, training, knowledge and expertise, to meet specific needs of the students, teachers and schools. At the same time, REI has engaged with NGOs and foundations to mobilize, sensitize and involve the communities in the educational processes, strategies and outcomes. Some of the accomplishments and contributions of REI are presented below. REI introduced several innovative partnerships, not only to attract children to the schools, but also to improve the quality of education for retaining them in schools. The focus has been on promoting education for girls and bringing still out-of-school children to schools. The positive results have already been visible

Results Accomplished Rajasthans accomplishments in the field of education have been noteworthy. In large measure, credit goes to various innovative programmes like the Rajasthan Education Initiative and to the total literacy campaign and follow up efforts. REI has impacted 45,000 schools, 62,000 teachers and 1.25 million students so far. REI has emerged as a unique multistakeholder partnership model in the field of education by bringing

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from partnerships with the Bharti Foundation, Azim Premji Foundation, Bodh Shiksha Samiti, FEGG, UNICEF and ICICI, which have addressed the qualityrelated issues through their programmes and by ensuring the communitys participation. Bodh evolved a community-based, effective and sustainable model to ensure universalization of equitable and quality education for disadvantaged urban children, with a focus on an appropriate transformation of the mainstream education system. The Foundation to Educate Girls Globally (FEGG) is working with communities to promote enrolment and retention of girls in schools in Pali district, reducing gender disparity and improving the level of life skills and competency of girls. FEGG completed the pilot project in 50 schools of Pali and Jalore districts successfully, and has now upscaled the programme to 500 schools in Pali. The K.C. Mahindra Trust is providing support to approximately 10,000 girls in the tribal sub plan (TSP) area of Udaipur to pursue education. The Trust has provided uniforms, additional books, stationery and academic support in the form of remedial, special coaching to the students in classes I to VIII. REI partners not only supported the academic needs of the children, but also carried out programmes to look after the health and nutrition of children. The Naandi Foundation is providing comprehensive healthcare to approximately 40,000 students from around 222 schools in Udaipur district. Twenty-two out-patient clinics were opened in 22 schools. Naandi has also provided subsidized evening meals from Mid Day Meal (MDM) for 70,000 students within a 35 kilometre radius. REI partners in the ICT workstream have provided hardware and software solutions and comprehensive training for teachers to strengthen their IT proficiency. Microsoft, Intel, CISCO, HiWel, Azim Premji Foundation, IBM and American India Foundation have provided comprehensive training, support and resources to government school teachers and exposed them to the latest computer technologies.

far, over 25,000 government teachers from about 15,000 schools have been trained by the partners. The teachers who have been trained are more confident about using technology in support of project-based learning and encourage active inquiry and higher-order thinking in classrooms. Teachers Trained Microsoft AIF Intel Total 13,858 1,596 12,201 27,655 Schools Covered 6,511 207 1,390 8,108

A tripartite agreement has been signed by the Education Development Centre, UNICEF and the Government of Rajasthan to enhance quality education through radio broadcasts for elementarylevel classes in English. During its first phase, 26,026 elementary schools from 11 districts will benefit from radio teaching in English.

Lessons Learned REIs priority and strategy have been to evolve innovative and locally appropriate models of public-private partnerships with scale-up and replicability potential. Some of the REI partnerships have come out of the pilot phase and significantly up-scaled the programme. The REIs diverse partnership model has brought innovative and varied ideas, knowledge, expertise, resources and experiences to Rajasthans education sector. The REI provided the impetus to take action for improving the quality of teaching and learning in the state. This has created a more enabling environment for the state to take further steps.

The REI, a pioneering step in the country, will usher in a new educational paradigm in the State by enhancing the flow of resources into the educational sector as well as facilitating suitable projects and creating incentives for increased partnership of different stakeholders. Vasundhara Raje, Chief Minister of Rajasthan 2003-2008, India

An Information Technology Academy (ITA) was established in Jaipur in collaboration with Microsoft. So

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Partnerships for Education (PfE)

During 2008, the workstream of Partnerships for Education (PfE) continued achieving significant progress in its overarching goal of enhancing global understanding of the value of multistakeholder partnerships for education (MSPEs). Established in 2007 at the World Economic Forum Annual Meeting, the programme has combined UNESCOs credentials in education, with the World Economic Forums track record in engaging business leaders to address global challenges.

This model of collaboration ensures that key stakeholders, governments, private sector organizations, academic practitioners and civil society are involved throughout the process as members of technical advisory groups, to help achieve these objectives. During 2008, Partnerships for Education hosted several workshops for the members of the technical advisory groups associated with principles and models, awareness raising and capacity development. Technical Advisory Group for Principles and Models of Successful MSPEs Centre for Commonwealth Education

Strong partnerships are vital to achieving Education for All. As lead coordinator of global efforts to reach this ambitious goal, UNESCO is active in fostering collaboration and dialogue among all education stakeholders. Partnerships for Education is a valuable initiative that seeks to reinforce cooperation between governments and the private sector, helping to develop education systems that promote quality and ensure inclusion and opportunity for everyone. Koichiro Matsuura, Director-General, United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris

Chartwell Education Cisco Digital Opportunity Trust (DOT) Global Knowledge Partnership Harvard University Intel Corporation International Business Leaders Forum (IBLF) International Institute for Educational Planning (IIEP) Jurez Associates Microsoft Satyam World Bank Institute

The PfE collaboration has evolved around three main focus areas: 1. Sharing knowledge and good practices of successful models for partnerships in education involving the private sector, civil society, international organizations, donors and governments 2. Raising awareness of the importance and value of multistakeholder partnerships for education through events, internal and external communications, and a coordinated advocacy strategy 3. Developing the capacity of key stakeholders to establish and implement their own effective multistakeholder partnership models

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Technical Advisory Group for Awareness Raising, Advocacy and Communications Strategy BBC World Brazilian Government Business in the Community Chinese Government Cisco Colombian Centre for Corporate Responsibility Committee for Economic Development Edelman Fast Track Initiative Secretariat Google Jordanian Government Microsoft Omar Dengo Foundation South African Government The World Bank UNHCR UNICEF USAID

Achievements of PfE in 2008 Some of the achievements of this workstream in 2008 include: Publication of New Partnerships for Education for All (launched at the World Economic Forum Annual Meeting 2008) Production of a manual on monitoring and evaluating partnerships involving the private sector, governments and civil society (to be launched at the World Economic Forum Annual Meeting 2009) Dedicated platform www.pfore.org to consolidate and provide information about existing case studies on partnerships for education Elaboration of the terms of reference for a toolkit on how to establish and implement MSPEs

Technical Advisory Group for Capacity Development and Implementation Bertelsmann Stiftung Dubai Cares Education International Fundacin del Tucumn Global Knowledge Partnerships International Business Leaders Forum (IBLF) Intel Corporation International Institute for Educational Planning (IIEP) Internationale Weiterbildung und Entwicklung (InWEnt) Microsoft Ministry of Education, Namibia Ministry of Education, Pakistan Robert Bosch Stiftung The World Bank Institute

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Outlook for PfE in 2009 For 2009, the partnership will continue working on awareness raising, capacity development and implementation, giving special focus to the platform www.pfore.org as it transitions to the UNESCO site and to the development and implementation of the toolkit on MSPEs. Another area of focus for 2009 will be on teachers and their pivotal role in MSPEs and in the achievement of the EFA goals. As part of its awareness raising strategy, Partnerships for Education will participate in the Sixth International Conference on Adult Education (CONFINTEA VI) in Belem, Brazil, 19-22 May 2009. It is also exploring how best to contribute to other major events, including the General Conference of UNESCO in October 2009.

United Nations Educational, Scientific and Cultural Organization

As a specialized agency of the United Nations, UNESCO contributes to the building of peace, sustainable development, the alleviation of poverty and intercultural dialogue through education, the sciences, culture, communications and information. Education is UNESCOs top priority. The organization coordinates the global drive towards Education for All and leads the United Nations Literacy Decade (2003-2012) and the United Nations Decade of Education for Sustainable Development (2005-2014). Through international cooperation, information sharing, policy advice, standard setting and advocacy, UNESCO aims to make the right to quality education a reality for every child, youth and adult. To achieve these objectives, the education sector of UNESCO provides international leadership and expertise to create learning societies with educational opportunities for all populations and fosters partnerships to strengthen the capacity of countries to provide quality education for all. UNESCO cooperates with a wide range of worldwide partners which include member states, donors, intergovernmental organizations, civil society, goodwill ambassadors and the private sector.

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Global Education Alliance (GEA)

Building on the successes of the GEI country initiatives (Jordan, Egypt and the Indian State of Rajasthan), and with the aim to further propagate MSPEs at the seniormost levels, the GEI is now facilitating systematic cooperation among governments, the private sector, international organizations and international donor communities through the work of the Global Education Alliance (GEA). Launched at the World Economic Forum Annual Meeting 2007 in a private session organized in cooperation with the office of Gordon Brown, current Prime Minister of the United Kingdom, this model of unprecedented collaboration resulted in an agreement to support the Education for All Fast Track Initiative (FTI) principles and practices, building on the partnership model developed by the GEI through the Partnerships for Education process.

It is very encouraging to see the private sector, through the context of the GEA, contribute to Rwandas development on the basis of the countrys education sector plan. The private sector brings added value in helping Rwanda build a work force equipped with the knowledge and skills needed for the globalized economy of the 21st century. It can also help create the resilience needed to weather external shocks such as the current financial crisis. Bob Prouty, Acting Head, EFA Fast Track Initiative Secretariat

Rwanda
Background and Objectives With over 9 million inhabitants and a population growth rate estimated at 3.5% per year, Rwanda is one of the worlds poorest countries. However, after the genocide in 1994, Rwanda has made significant progress in rebuilding itself and looking positively towards the future. During the last decade, economic growth rates have averaged 5.8% per annum1, making Rwanda one of the fastest growing economies in the region. Like many other countries in Africa, Rwanda faces numerous challenges in reducing poverty, improving the well-being of its citizens, expanding access to education and ensuring equity. The Government of Rwanda recognizes the key role that education, science and technology play in achieving these goals and in transforming Rwanda from an agrarian to a knowledgebased economy, as portrayed in its Vision 2020.

The FTI is a global partnership between developing countries and donors (30 bilateral and multilateral donor agencies) to accelerate progress towards the goals of universal completion of quality primary education by 2015. FTI Goals More efficient aid for primary education Sustained increases in aid for primary education Sound sector policies in education Adequate and sustainable domestic financing for education Increased accountability or sector results FTI Guiding Principles Country ownership Benchmarking Support linked to performance Lower transaction costs Transparency

The Government of Rwanda recognizes science and technology in education as one of the key inputs for achieving our Vision 2020. ICT in education is expected to lead the process of transforming Rwanda into an informational rich and knowledge-based economy. Thoneste Mutsindashyaka, Minister of State for Primary and Secondary Education, Rwanda

In 2008, the Alliance model crystallized in the form of two pilots: one in Rwanda with the active support of the FTI Secretariat, and the second in the Palestinian Territories (reactivation of the Palestinian Education Initiative under the Alliance model). In both pilots, major international donors and private sector companies are joining forces to develop strategic and coordinated interventions that will support education sector plans, and that will accelerate the accomplishment of the Millennium Development Goals.

UNESCO, 2007.

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Given the commitment the Government of Rwanda has to education and the accomplishment of the Millennium Development Goals, its track record with the international donor community and the importance it gives to multistakeholder partnerships, the Global Education Alliance chose Rwanda as its first pilot. It officially launched the collaboration model during the spring of 2008 under the leadership of and close collaboration with the UK Department for International Development (DFID), which has the lead education role in the Rwanda local donor group. The GEA partners visited Rwanda in May to better understand the efforts and initiatives of the Ministry of Education in the area of ICT in primary, secondary and tertiary levels, as well as the ICT intervention in the professional development of teachers.

The workshop identified five main areas where the Alliance could add value: 1. Creation of a detailed MINEDUC ICT in Education Policy that is embedded in its overall education strategy 2. Getting everyone who is involved in education linked to wider ICT developments in the country 3. Getting engagement and support from other parts of the Rwandan government, to ensure prioritization of ICT in education 4. Ensuring that there are more and better qualified teachers in Rwanda 5. Review and action the required governance and programme management structures for the Alliance collaboration to succeed During the summer workshop, it was recognized that the Alliance intervention should not be seen as another ICT in education initiative, but rather a more inclusive approach that engages donors and private sector companies in working cooperatively with the government to provide technical support and expertise for achieving the strategic goals of the education sector plan.

Global Education Alliance Partners in Rwanda AMD Cisco Intel Microsoft UNESCO

It was a great learning experience for both GEA partners and the Ministry of Education in mutually understanding each other and how GEA partners can support us in implementing the ICT-based education in a holistic manner. Daphrose Gahakwa, Minister of Education, Rwanda

Current Status In an effort to capitalize on lessons learned through the country initiatives model of the GEI, the Alliance reached out to the Jordan Education Initiative to support MINEDUC in drafting the ICT in Education Policy and designing the coordination unit that will be responsible for implementing the policy.

As a result of this initial visit and subsequent meetings, the Global Education Alliance, the Rwanda local education sector donor group and MINEDUC (the joint Ministry of State and Ministry of Education which together have overall responsibility for education in Rwanda) conducted an important workshop during the summer to develop a Strategic Implementation Framework and identify the areas of intervention in a holistic manner. The main goal of the workshop was to create a shared vision on the role of the Alliance in supporting Rwandas Education Sector Strategic Plan.

The Ministry of Education recognizes the need for a systematic approach integrating ICT in education and for this to happen there was a piece in the puzzle that was missing: a high quality policy for ICT in education. Thoneste Mutsindashyaka, Minister of State for Primary and Secondary Education, Rwanda

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This unprecedented Jordan-Rwanda collaboration started in late November with a discovery process that included field research and interviews with MINEDUC and key Rwandan institutions. Additionally, meetings were conducted to develop the preliminary draft of the ICT in Education Policy and for discussing the structure, roles and responsibilities of the coordination unit. In early December, MINEDUC hosted a workshop in Kigali with the Jordan Education Initiative, the Alliance Partners, the Department for International Development (DFID), the United States Agency for International Development (USAID), key Rwandan institutions and other international donors to review and provide feedback on the initial policy draft and discuss the structure of the coordination unit. The nature of the workshop was very inclusive and drew from the local knowledge and expertise of the Rwandan institutions invited, as well as from the past experiences of the Alliance partners, the Jordan Education Initiative and international donors.

ICT in Education Policy Workshop. Kigali, Rwanda, December 4-5 2008

Minister of State for Primary and Secondary Education, Thoneste Mutsindashyaka and Dr. Osama Obeidat, Jordan Education Initiative

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Future Plans The outcomes of the December workshop in Kigali were very positive. The discussions enriched the initial draft of the ICT in Education Policy and stated key questions around the structure, governance and responsibilities of the coordination unit that will need to be addressed as a priority to ensure the successful implementation of the policy. During 2009, the Global Education Alliance will continue supporting MINEDUC in advancing ICT in education in Rwanda. The activities for 2009 will start with a national workshop to endorse the final draft of the policy and determine the necessary steps to be taken for the implementation of the 10 policy areas and the establishment of the coordination unit. The models and processes developed to implement the Alliance in Rwanda will be brought back to the FTI secretariat for sharing at the global level. This will be a key area of focus for 2009.

Our relationship with the World Economic Forum and the Global Education Alliance continues to be a great support for us. It means so much that we can share our experiences and share our lessons learned, our successes and failures with another country and hopefully to help them develop something that is of value to them. Haif Bannayan, Chief Executive Officer, Jordan Education Initiative, Jordan

This is the time to thank the Jordan Education Initiative and the Global Education Alliance for the type of support and partnership they have initiated with our Ministry of Education. Thoneste Mutsindashyaka, Minister of State for Primary and Secondary Education, Rwanda

Haif Bannayan, CEO Jordan Education Initiative; Claver Yisa, Secretary General A.I., Ministry of Education of Rwanda

Othman Al Suqi, Cisco; Dr. Osama Obeidat, Jordan Education Initiative; Thoneste Mutsindashyaka, Minister of State; Haif Bannayan, CEO Jordan Education Initiative; Ana Sepulveda, Global Education Initiative World Economic Forum, Claver Yisa, Secretary General A.I., Ministry of Education of the Republic of Rwanda

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The Palestinian Territories Relaunch of the Palestinian Education Initiative (PEI)

By Sakeena Elayan, Education Specialist, PEI Desk, Ministry of Education & Higher Education, Palestinian Authority

similar level of per capita income, and the net enrolment rates have amounted to more than 90%, which is very high compared to rates in the Middle East/North Africa region. With this background, the PEI started in 2005 with high aspirations, hardly any resources and no operational budget; besides, international expertise and donors were mostly missing. As a reminder, the PEIs overall objective is to enhance education in the Palestinian Territories so as to contribute to the social and economic development conducive to state building. With the limited natural resources that the region has, the knowledge economy new economy becomes a necessity rather than a luxury. Although the Ministry of Education and Higher Education (MOEHE) is the service provider for the public sector, the major concern for the policy-makers is to come up with substantial improvements in the quality of teaching and learning processes. To achieve a drastic shift towards quality education, and to move from teacher to student centred learning, technology can help learners to become independent and learn how to learn, consequently adding a repertoire of various learning strategies. Learning to learn is a key objective and a major strategy that the PEI has endorsed. Access to learning resources in a fastchanging world is as important as ownership of information. Therefore, the acquisition of skills, information and knowledge are basic components of the PEI strategy. Hence, the PEI is highly regarded, as it promotes the employment of educational technology which will bring about innovative ways to enhance the quality of learning, both inside and outside classrooms. This notion is blended with an orientation that all education initiatives, plans, etc., including the PEI, should be strongly aligned with each other. Important plans that the PEI coheres with are the Palestinian Reform and Development Plan 2008-2010 (PRDP) and the Education Development Strategic Plan 2008-2012 (EDSP). The PEI is seen as a central piece in the overall endeavours for improving education quality.

Despite its earlier inception, when compared with other initiatives of the Forums Global Education Initiative, the PEI was most unfortunate. It had fallen victim to political changes that took place in the region over the last three years. However, the Palestinian Education Initiative is now making a strong comeback under the Alliance model due to the cooperation of the Forum and international friends, and the persistence and hard work both inside and outside the Ministry of Education. New bylaws and a new leadership structure are being devised and tuned to oversee the entire work of the initiative and respond to the high expectations made by local and international partners such as the Belgian Government, UNRWA, USAID, Intel, Cisco, Microsoft and others. We also count on the GEI team to support in reenergizing this effort in line with other initiatives and in harmony with the current international spirit to back up education in the Palestinian Territories. Nonetheless, we still have some challenges. There is a serious need to have a sustainable long-term partnership which requires a win-win relationship. So far, some partners, including the private sector, are devising ways in which they can contribute to revitalizing the initiative and sustaining it.

Overview Background, Objectives and Tracks Although the history of education in the Palestinian Territories is very short, past achievements are remarkable, taking into consideration the continuous suffering caused by internal and external conflicts in the region. The Palestinian Territories have committed more resources to education than most of the countries at a

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Current Status To eliminate overlapping and duplication and minimize bureaucracy, the governance structure has been revised several times, and finally a new leadership structure has emerged. Instead of having a board of trustees and an executive committee, the two were merged into a partners council which has the local decision-making power, assisted by an international advisory board. Such a board will mobilize international expertise and provide guidance on strategy as it convenes members from the Forum, World Bank and USAID, among others. At present, a strategic shift of thinking is also taking place regarding the coalition for the PEI. Rather than having a public-private partnership, decision-makers are oriented towards having a multistakeholder partnership. In turn, this will help to pool in, manage resources and mobilize competencies and commitments by public, business sector and civil society partners to contribute to the expansion and quality of education. A selection committee composed of international and local representatives has chosen a PEI project director. A highly qualified person has been nominated and will be recruited shortly with the financial support of the Belgian government. In addition to the three major tracks that the revised PEI strategy document has adopted, a fourth track on Technical and Vocational Education Training (TVET) has been added. Consequently, the latest PEI documents refer to four tracks of programmes which include: Work on curricula, assessment and learning environment/infrastructures Improvement of teachers and managers competencies Exploitation of ICT in learning Improving and expansion of TVET

Future Plans As immediate next steps, the following activities have been started: Approve a strategy document Design an action plan Assure the funding required to implement the four tracks/programmes Based on the fact that students achievement at national level in mathematics and science is below expectations, special attention will be given to these subjects, in addition to Arabic and technology. Therefore, e-curricula materials in mathematics and science will be produced and tested at a pilot level

The Palestinian Education Initiative is now making a strong comeback under the Alliance model due to the cooperation of the Forum and international friends, and the persistence and hard work of the colleagues and friends inside and outside the Ministry of Education. Al-Alami, Minister of Education and Higher Education, Palestinian Authority

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Entrepreneurship Education A New Workstream for the GEI

Entrepreneurship has never been more important than it is today. The world is confronted with massive global challenges which extend well beyond the economy itself; innovation and entrepreneurship provide a way forward for solving these challenges, creating jobs and generating renewed economic growth. With 2007 marking the midway point of a 15-year global effort to achieve EFA and the MDGs for education, it is clear that significant challenges remain in the areas of education inclusion, quality, literacy, capacity, skills development and financing. There is a need to develop new and innovative models to address these challenges and, while education is one of the most important foundations for economic development, entrepreneurship is a major driver of innovation and economic growth. Entrepreneurship education thus plays an essential role in shaping attitudes, skills and culture from the primary level up. It can be the catalyst needed to help develop the new, innovative models necessary to achieve EFA and the MDGs for education.

approaches for the development and delivery of effective education programmes and activities for entrepreneurship at the global, regional and local levels.

Objectives of the Entrepreneurship Education Workstream: 1) Highlight and raise awareness of the importance of entrepreneurship education in spurring economic growth and achieving the Millennium Development Goals 2) Consolidate existing knowledge and good practices in entrepreneurship education around the world to enable the development of innovative new tools, approaches and delivery methods 3) Provide recommendations to governments, academia and the private sector on the development and delivery of effective education programmes for entrepreneurship 4) Launch a process in which the recommendations can be discussed on the global, regional, national and local levels and implemented with the involvement of key stakeholders

Background With this reflection, the Steering Board of the Global Education Initiative embarked in early 2008 on a new workstream to highlight entrepreneurship education as one of the issues requiring greater global awareness and action. While entrepreneurship education is rapidly growing and drawing the attention of policy-makers, universities and companies alike, there is still very little research and documentation on models which are working and how they can be scaled. There is tremendous potential for the Global Education Initiative and the Forum to act as catalysts in this field, given the Forums expertise in convening world leaders to discuss global issues, and its proven record of success in establishing and developing partnerships for education. The workstream on entrepreneurship education will aim at building the evidence base around the topic, raise awareness and bring together stakeholders from the public and private sectors to design innovative

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A Report on Entrepreneurship Education During 2008, the energies of the GEI team leading this workstream were concentrated on developing a report on entrepreneurship education, of which the Executive Summary will be released at the Annual Meeting 2009. The report was developed by a core working group of authors and through consultation with the Technical Advisory Group on Entrepreneurship Education (TAG) and other experts. The Steering Board of the World Economic Forum Global Education Initiative (GEI) has played a critical role in launching, supporting and providing guidance on the project as it has evolved during the course of 2008. In addition, several of the newly formed Global Agenda Councils (GAC) of the World Economic Forum, have highlighted the importance of entrepreneurship education as part of their discussions.

This is the first time entrepreneurship education has been considered in such a systematic manner throughout the lifelong learning process of an individual starting from youth, continuing into higher education and including informal education systems which reach out to those socially excluded. In each of these areas, the report identifies opportunities and challenges, highlights existing entrepreneurship education tools and good practices, and develops recommendations for multistakeholder support on the development and delivery of effective educational programmes for entrepreneurship. The report offers practical recommendations and approaches to specific target audiences: policy-makers, academia and the private sector.

Outlook for 2009 The launch of the report will mark the beginning of a global awareness process regarding entrepreneurship education. The report will give a flavour of the types of activities that exist and will serve as a basis for further discussion and research. The report provides the foundation for the development of locally relevant action plans for different regions around the world.

Only by letting thousands and millions of entrepreneurs try new ideas, to innovate, to create businesses that put those ideas to work in a competitive and open way, only by doing those things are we going to be able to tackle some of the worlds big problems. Angel Cabrera, President, Thunderbird School of Global Management, USA; Chair, Global Agenda Council on Entrepreneurship

The report outlines the importance of entrepreneurship education in encouraging entrepreneurship and economic development in various types of communities across the world: Youth (primary and secondary education) Higher education (with a particular focus on high growth entrepreneurship) Social inclusion (of the millions of people who fall outside the system)

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After the launch of the report at the Annual Meeting 2009, the GEI will continue with the socialization activities of Phase II (Awareness Campaign), disseminating the findings of the report through the networks of the GEI partners, Steering Board, Global Agenda Councils and Technical Advisory Groups. Additionally, the GEI will also host several sessions at diverse regional meetings of the World Economic Forum to share the findings of the report, gather regional input, and discuss the recommendations at the regional and local levels. This process of regional discussions will give way to the Phase III of the workstream (Localizing Recommendations). In this phase, we will engage policy-makers, corporations, educators and entrepreneurs in a dialogue process for developing adoptable action plans based on the recommendations of the report. The time to act is now. There is tremendous movement on the entrepreneurship front in countries around the world. With this momentum, now is the time to take these efforts to the next level and address entrepreneurship education in a comprehensive manner. The Global Education Initiative and the World Economic Forum can be the catalysts to bring together actors who have been involved in numerous initiatives around the world, and encourage a bias for action and concrete next steps for implementation.

Intel believes that entrepreneurship is crucial to building local innovation capacity. It brings new technologies to market, and supports economic development through building strong local and regional economies. Both the public and the private sectors have important roles to play in advancing entrepreneurship around the world, including through enabling effective entrepreneurship education. Craig R. Barrett, Chairman of the Board, Intel Corporation, USA

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Acknowledgements

The World Economic Forum is pleased to recognize AMD, Cisco, Edelman, Goldman Sachs, HP, Intel, Microsoft, Satyam and SK Group as Steering Board partners of the GEI.

AMD (Advanced Micro Devices Inc.)

At AMD, we understand the incredible power of technology to transform peoples lives. We are proud of the impact our solutions have had in education through programmes like the 50x15 Initiative, which has brought together dozens of partners to deliver education ecosystem solutions benefiting more than a million students, or AMDs Changing the Game programme, which has been designed to improve critical technical and life skills by teaching kids to develop digital games with social content. It has been exciting to be a part of the evolution of the Global Education Initiative, as the GEI has applied lessons learned to create new and improved models of education delivery. It has been especially rewarding to be a part of the increasingly multistakeholder methodology, as it matches the approach we have applied so successfully around the world with our partners. Technology is at its best when it is transparent, allowing students and teachers to interact with content and one another in an intuitive, affordable manner. We look forward to continuing our active membership with the GEI, and leveraging our joint learnings to scale solutions globally.

Cisco
Cisco believes corporations have a significant role to play in the global communities in which they live and work. Our social investment portfolio is focused on combining the power of education and the Internet to deliver sustainable economic growth and social development. Our programmes drive whole system reform and foster collaboration, the development of teachers and the acquisition of skills for the 21st century. To deliver on this promise, Cisco leverages our core competencies in networking, our business principles and our financial strength in collaboration with effective, powerful multistakeholder partnerships (MSPs) built to deliver all facets of a programme. The Global Education Initiative is one of these programmes; we are delighted to be a founding member.

People are empowered through knowledge, which in turn unlocks untold opportunities. The GEI is proof positive that our industry, along with governments and communities throughout the world, can successfully bring technology, connectivity and knowledge to our global citizens. In doing so, we are helping create a more equitable world, enabling people of all backgrounds to transform their lives. AMD looks forward to its continued participation in the GEI and the realization of its laudable goals. Hector Ruiz, Chairman of the Board and Chief Executive Officer, AMD, USA

Our philosophy is that the most successful companies have an obligation to give back to their local and global communities; and that two of the strongest equalizers in life are education and the Internet. The Global Education Initiative is harnessing the power of both to help bring education and its resulting quality of life benefits to people around the world. We believe this kind of publicprivate partnership is the most sustainable, replicable and scalable model for promoting long-term social and economic impact through education. John T. Chambers, Chairman and Chief Executive Officer, Cisco, USA

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Edelman
Edelman supports education by developing innovative public engagement strategies that go well beyond traditional public relations. We apply our expertise in multistakeholder engagement across all channels and media, online and off. Our specialists in digital media, social responsibility, technology, public affairs, creative content development, cause and entertainment marketing, event planning and other areas of deep expertise team up to help bring public engagement strategies to life. As a corporate global citizen, we have since 2005 dedicated 1% of our pre-tax profits to pro bono work with organizations promoting universal youth education. This investment expresses our passion for contributing to the well-being of families, communities and societies worldwide. Edelman is honoured to be a part of the World Economic Forums Global Education Initiative, recognizing that education is one of the most powerful tools for overcoming poverty and disease. The extended Edelman family, as a global team, salutes the communal spirit underlying multistakeholder partnerships and gladly offers its expertise in the service of greater world peace and prosperity.

Goldman Sachs
At Goldman Sachs, we take seriously our responsibility to the communities in which we work and live, and commit ourselves to initiatives addressing social, environmental and economic needs worldwide. We believe that education and entrepreneurship are essential to the growth and prosperity of individuals and economies. Our diverse corporate engagement portfolio leverages the power of people, capital and ideas to develop high potential youth globally and to promote their leadership and entrepreneurship. Our cornerstone global philanthropic initiative, 10,000 Women, invests in the exponential power of women as entrepreneurs and managers, guided by the knowledge that extending more opportunity to women is one of the most powerful means to greater and shared economic growth. We are proud to support the Global Education Initiative as a Steering Board member. GEI is a valuable platform for discussion and action through which we are able to join efforts with like-minded companies.

The harsh reality that millions of children are not in school shows the urgency of the need for public, private and nongovernmental organizations to step up and form a united front devoted to advancing the basic human right to education. Only by working together on education can we attain health and social equity, economic growth, and political stability. Richard W. Edelman, President and Chief Executive Officer, Edelman, USA

Those of us who champion open markets must also do our part to create more opportunity to ensure economic growth is more broadly shared. Education is fundamental to such growth, and we at Goldman Sachs value the forum that GEI provides for multi-sector cooperation and progress. Lloyd C. Blankfein, Chairman and Chief Executive Officer, Goldman Sachs Group, USA

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Microsoft Intel
Knowledge is the source of comparative advantage in todays world. The global economy demands that young people develop 21st century skills like digital literacy, problem solving, critical thinking, and collaboration. They must also excel in mathematics, science and engineering the building blocks of technical innovation. Intel believes that students everywhere deserve to have the skills necessary to become the next generation of innovators, which is why we have invested over US$ 1 billion and our employees have donated over 2 million volunteer hours in the past decade towards improving education in 50 countries. Through the Intel Education Initiative, Intel works with governments and educators to improve teaching and learning through the effective use of technology, and to advance mathematics, science, and engineering education and research. Intels education programmes are adapted to the needs of individual countries and utilize an approach focused on building local competency for teacher training and technology innovation. Governments, NGOs and the private sector are all critical in advancing 21st century education. Intel supports the efforts of the World Economic Forum Global Education Initiative to improve education worldwide through effective, scalable multistakeholder partnership models. At Microsoft we believe that we have a unique opportunity and responsibility to apply our technology At Microsoft we believe that we have a unique expertise to helping people achieve their full potential. opportunity and responsibility to apply our technology expertise to helping people achieve their full potential. Transforming education is a complex challenge that requires a combination of institutional, cultural, Transforming education is a complex challenge that technological and infrastructure changes, as well as requires a combination of institutional, cultural, innovative and effective partnerships between technological and infrastructure changes, as well as governments, development organizations, communities innovative and effective partnerships between and businesses. governments, development organizations, communities and businesses. Although technology is not the only tool required to address these challenges, it can play an important role in Although technology is not the only tool required to broadening access to learning, helping empower address these challenges, it can play an important role in students and teachers, and enabling schools and broadening access to learning, helping empower education systems to be more relevant, effective and students and teachers, and enabling schools and adaptive. education systems to be more relevant, effective and adaptive. We are committed to the Global Education Initiative. High-quality education is the foundation for economic We are committed to the Global Education Initiative. prosperity. A skilled and educated workforce enables High-quality education is the foundation for economic communities to create new jobs and attract investments prosperity. A skilled and educated workforce enables that bolster sustained economic growth and global communities to create new jobs and attract investments competitiveness. that bolster sustained economic growth and global competitiveness. By helping transcend the barriers of time, distance and limited resources that often impede access to education, By helping transcend the barriers of time, distance and software can be a powerful agent for change, helping to limited resources that often impede access to education, foster an environment that ignites students imaginations, software can be a powerful agent for change, helping to foster an environment that ignites students imaginations, expands their horizons, and sparks the curiosity and wonder that are the catalysts for learning.

Microsoft

All governments face the same challenge: to provide their citizens with the opportunity to succeed in the global economy. Increasingly, that success is linked to the quality of education. Intel has been involved in education since its foundation and I firmly believe that you have to invest in the future and nurture talent. The private sector, while working in concert with governments and NGOs, can play an invaluable role in improving educational quality and access. It is gratifying to see the expansion of the World Economic Forum GEI partnership model around the world and the increased multistakeholder collaboration in pursuit of our common objective enabling quality education for all. Craig R. Barrett, Chairman of the Board, Intel Corporation, USA

Microsoft is proud to be a partner in the Global Education Initiative every citizen, no matter where they live or what their circumstances, has an equal right to a quality education. Based on more than a decade of working with education leaders, governments, businesses and development organizations, Microsoft firmly believes that information technology can help transform both teaching and learning, enabling higher quality education experiences for everyone. Craig Mundie, Chief Research and Strategy Officer, Microsoft Corporation, USA

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Satyam Computer Satyam Computer Services Services

Satyam believes that the foundation of the economic and Satyam believes that the foundation of the economic and social well-being of every country is based on the access social country is based on the access to andwell-being the qualityof ofevery education. This is particularly true in to andwhere the quality of education. This is particularly true in India, Satyam is headquartered. Indias information India, where Satyamhas is headquartered. information technology industry led the nationsIndias economic technology has led the nations progress forindustry the past decade, fuelled by economic youth, which is continued progress for past decade, fuelled by youth, which is ambitious to the be trained well. However, the success ofto India, particularly in the case of continued the services ambitious be trained well. However, the India, particularly the case and of the services success ofwill industries, depend on thein availability employability industries, will depend on the availability and employability of human resources. of human resources. Worldwide, there exists a skills gap, and, in particular, Worldwide, exists of a skills gap, and, in particular, there exists there a shortage technology knowledge there exists shortage of technology knowledge workers. Onathe other hand, hundreds of millions of workers. On the otherthe hand, hundreds millions of and young people across world seek to of be educated, young people across seek to be educated, and in some regions there the is aworld greater need to educate educate girls. This gap can be effectively bridged by leveraging in some regions there is a greater need to girls. This gap can be effectively bridged by leveraging information and communications technology. Virtual information and communications technology. Virtual education and training can be made available, which can education and cost-effective training can be made available, which can be ubiquitous, and scalable. Public-private be ubiquitous, cost-effective scalable. Public-private partnerships may be not just and useful, but indeed vital to partnerships may be not just useful, but indeed vital to the success of achieving global education goals. the success of achieving global education goals. Satyams participation in the Global Education Initiative commitment share our thought leadership Satyams participation in to the Global Education Initiative reflects our tochange share our thought and capabilities to make a in the area leadership of reflects our commitment education.

and capabilities to make a change in the area of education.

Society has always been an important stakeholder for Satyam, and we have initiated various programmes to broaden the availability of basic education while improving its quality. Foundations enabled by Satyam have adopted locations in India where the aim is to achieve 100% literacy. Another of our projects is designed to make a difference in the lives of over 50,000 abandoned, orphaned and street children, and that includes their education needs as well. We believe education is the panacea for many of the worlds problems, and we are privileged to partner with the World Economic Forum for the Global Education Initiative. Edward Cohen, Chief Learning Officer, Satyam Computer Services, India

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References

For further information on the Global Education Initiative, please contact:

Alex Wong Senior Director Head of Basic Industries and Head of Global Education Initiative Tel. +41 (0)22 869 1460 Alex.wong@weforum.org Ana Karinna Sepulveda Global Leadership Fellow and Project Manager Global Education Initiative Tel. +41 (0)22 869 3550 Ana.sepulveda@weforum.org Sarah Freymond Team Coordinator Chemicals Industry and Global Education Initiative Tel. +41 (0)22 869 1346 Sarah.freymond@weforum.org

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The World Economic Forum is an independent international organization committed to improving the state of the world by engaging leaders in partnerships to shape global, regional and industry agendas. Incorporated as a foundation in 1971, and based in Geneva, Switzerland, the World Economic Forum is impartial and not-for-profit; it is tied to no political, partisan or national interests. (www.weforum.org)