TED Talks, Charles Leadbeater: Education innovation in the slums

Charles Leadbeater: Education innovation in the slums

It's a great pleasure to be here.

It's a great pleasure to speak after Brian Cox from CERN. I think CERN is the home of the Large Hadron Collider. What ever happened to the Small Hadron Collider? Where is the Small Hadron Collider? Because the Small Hadron Collider once was the big thing. Now, the Small Hadron Collider is in a cupboard, overlooked and neglected. You know when the Large Hadron Collider started, and it didn't work, and people tried to work out why, it was the Small Hadron Collider team who sabotaged it because they were so jealous. The whole Hadron Collider family needs unlocking. The lesson of Brian's presentation, in a way -- all those fantastic pictures -- is this really: that vantage point determines everything that you see.

What Brian was saying was science has opened up successively different vantage points from which we can see ourselves. And that's why it's so valuable. So the vantage point you take determines virtually everything that you will see. The question that you will ask will determine much of the answer that you will get. And so if you ask this question: Where would you look to see the future of education?

The answer that we've traditionally given to that is very straightforward, at least in the last 20 years. You go to Finland. Finland is the best place in the world to see school systems. The Finns may be a bit boring and depressive and there's a very high suicide rate, but by golly they are qualified. And they have absolutely amazing education systems. And so we all troop off to Finland, and we wonder at their social democratic miracle of Finland and its cultural homogeneity and all the rest of it, and then we struggle to imagine how we might bring lessons back. Well, so, for this last year, with the help of Cisco who sponsor me, for some balmy reason, to do this, I've been looking somewhere else.

This is a place called Monkey Hill. It's one of the hundreds of favelas in Rio. Most of the populations growth of the next 50 years will be in cities. We'll grow by six cities of 12 million people a year for the next 30 years. Almost all of that growth will be in the developed world. Almost all of that growth will be in places like Monkey Hill. This is where you'll find the fastest growing young populations of the world. So if you want recipes to work -- for virtually anything -- health, education, government politics and education -- you have to go to these places. And if you go to these places, you meet people like this. This is a guy called Juanderson.

At the age of 14, in common with many 14-year-olds in the Brazilian education system, he dropped out of school. It was boring. And Juanderson, instead, went into what provided kind of opportunity and hope in the place that he lived, which was the drugs trade. And by the age of 16, with rapid promotion, he was running the drugs trade in 10 favelas. He was turning over 200,000 dollars a week. He employed 200 people. He was going to be dead by the age of 25. And luckily, he met this guy, who is Rodrigo Baggio, the owner of the first laptop to ever appear in Brazil. 1994, Rodrigo started something called CDI, which took computers donated by corporations, put them in community centers in favelas and created places like this. What turned Juanderson around was technology for learning that made learning fun and accessible. Or you can go to places like this.

This is Kibera, which is the largest slum in East Africa. Millions of people living here, stretched over many kilometers. And there I met these two, Azra on the left, Maureen on the right. They just finished their Kenyan certificate of secondary education. That name should tell you that the Kenyan education system borrows almost everything from Britain, circa 1950, but has managed to make it even worse. So there are schools in slums like this. They're places like this. That's where Maureen went to school. They're private schools. There are no state schools in slums. And the education they got was pitiful. It was in places like this. This a school set up by some nuns in another slum called Nakuru. Half the children in this classroom have no parents because they've died through AIDS. The other half have one parent because the other parent has died through AIDS. So the challenges of education in this kind of place are not to learn the kings and queens of Kenya or Britain. They are to stay alive, to earn a living, to not become HIV positive. The one technology that spans rich and poor in places like this is not anything to do with industrial technology. It's not to do with electricity or water. It's the mobile phone. If you want to design from scratch virtually any service in Africa, you would start now with the mobile phone. Or you could go to places like this. This is a place called the Madangiri Settlement Colony, which is a very developed slum about 25 minutes outside New Delhi, where I met these characters who showed me around for the day.

The remarkable thing about these girls, and the sign of the kind of social revolution sweeping through the developing world is that these girls are not married. 10 years ago, they certainly would have been married. Now they're not married, and they want to go on to study further, to have a career. They've been brought up by mothers who are illiterate, who have never ever done homework. All across the developing world there are millions of parents, tens, hundreds of millions, who for the first time are with children doing homework and exams. And the reason they carry on studying is not because they went to a school like this. This is a private school. This is a fee-pay school. This is a good school. This is the best you can get in Hyderabad in Indian education. The reason they went on studying was this. This is a computer installed in the entrance to their slum by a revolutionary social entrepreneur called Sugata Mitra who's adopted the most radical experiments, showing that children, in the right conditions, can learn on their own with the help of computers.

Those girls have never touched Google. They know nothing about Wikipedia. Imagine what their lives would be like if you could get that to them. So if you look, as I did, through this tour, and by looking at about a hundred case studies of different social entrepreneurs working in these very extreme conditions, look at the recipes they come up with for learning, they look nothing like school.

What do they look like? Well, education is a global religion. And education, plus technology, is a great source of hope. You can go to places like this. This is a school three hours outside of Sao Paulo.

Most of the children there have parents who are illiterate. Many of them don't have electricity at home. But they find it completely obvious to use computers, websites, make videos, so on and so forth. When you go to places like this what you see is that education in these settings works by pull, not push. Most of our education system is push. I was literally pushed to school. When you get to school, things are pushed at you, knowledge, exams, systems, timetables. If you want to attract people like Juanderson who could, for instance, buy guns, wear jewelry, ride motorbikes and get girls through the drugs trade, and you want to attract him into education, having a compulsory curriculum doesn't really make sense. That isn't really going to attract him. You need to pull him. And so education needs to work by pull, not push. And so the idea of a curriculum is completely irrelevant in a setting like this.

You need to start education from things that make a difference to them in their settings. What does that? Well, the key is motivation, and there are two aspects to it. One is to deliver extrinsic motivation. That education has a payoff. Our education systems all work on the principle that there is a payoff, but you have to wait quite a long time. That's too long if you're poor. Waiting 10 years for the payoff from education is too long when you need to meet daily needs, when you've got siblings to look after or a business to help with. So you need education to be relevant and help people to make a living there and then, often. And you also need to make it intrinsically interesting. So time and again, I found people like this.

This is an amazing guy, Sebastiao Rocha, in Belo Horizonte, in the third largest city in Brazil. He's invented more than 200 games to teach virtually any subject under the sun. In the schools and communities that Taio works in, the day always starts in a circle and always starts from a question. Imagine an education system that started from questions, not from knowledge to be imparted, or started from game, not from a lesson, or started from the premise that you have to engage people first before you can possibly teach them. Our education systems, you do all that stuff afterward, if you're lucky, sport, drama, music. These things, they teach through. They attract people to learning because it's really a dance project or a circus project or, the best example of all -- El Sistema in Venezuela -- it's a music project. And so you attract people through that into learning, not adding that on after all the learning has been done and you've eaten your cognitive greens. So El Sistema in Venezuela uses a violin as a technology of learning.

Taio Rocha uses making soap as a technology of learning. And what you find when you go to these schemes is that they use people and places in incredibly creative ways. Masses of peer learning. How do you get learning to people when there are no teachers, when teachers won't come, when you can't afford them, and even if you do get teachers, what they teach isn't relevant to the communities that they serve? Well, you create your own teachers. You create peer-to-peer learning, or you create para-teachers, or you bring in specialist skills. But you find ways to get learning that's relevant to people through technology, people and places that are different. So this is a school in a bus on a building site in Pune, the fastest growing city in Asia.

Pune has 5,000 building sites. It has 30,000 children on those building sites. That's one city. Imagine that urban explosion that's going to take place across the developing world and how many thousands of children will spend their school years on building sites. Well, this is a very simple scheme to get the learning to them through a bus. And they all treat learning, not as some sort of academic, analytical activity, but that's something that's productive, something you make, something you can do, perhaps earn a living from. So I met this character, Steven.

He'd spent three years in Nairobi living on the streets because his parents had died of AIDS. And he was finally brought back into school, not by the offer of GCSEs, but by the offer of learning how to become a carpenter, a practical making skill. So the trendiest schools in the world, High Tech High and others, they espouse a philosophy of learning as productive activity. Here, there isn't really an option. Learning has to be productive in order for it to make sense. And finally, they have a different model of scale.

And it's a Chinese restaurant model of how to scale. And I learned it from this guy, who is an amazing character. He's probably the most remarkable social entrepreneur in education in the world. His name is Madhav Chavan, and he created something called Pratham. And Pratham runs preschool play groups for, now, 21 million children in India. It's the largest NGO in education in the world. And it also supports working-class kids going into Indian schools. He's a complete revolutionary. He's actually a trade union organizer by background. And that's how he learned the skills to build his organization. When they got to a certain stage, Pratham got big enough to attract some pro bono support from McKinsey.

McKinsey came along and looked at his model and said, "You know what you should do with this Madhav? You should turn it into McDonald's. And what you do when you go to any new site is you kind of roll out a franchise. And it's the same wherever you go. It's reliable and people know exactly where they are. And they'll be no mistakes." And Madhav said, "Why do we have to do it that way? Why can't we do it more like the Chinese restaurants? There are Chinese restaurants everywhere, but there is no Chinese restaurant chain.

Yet, everyone knows what is a Chinese restaurant. They know what to expect, even though it'll be subtly different and the colors will be different and the name will be different. You know a Chinese restaurant when you see it. These people work with the Chinese restaurant model. Same principles, different applications and different settings. Not the McDonald's model. The McDonald's model scales. The Chinese restaurant model spreads. So mass education started with social entrepreneurship in the 19th century.

And that's desperately what we need again on a global scale. And what can we learn from all of that? Well, we can learn a lot because our education systems are failing desperately in many ways. They fail to reach the people they most need to serve. They often hit the target but miss the point. Improvement is increasingly difficult to organize. Our faith in these systems, incredibly fraught. And this is just a very simple way of understanding what kind of innovation, what kind of different design we need. There are two basic types of innovation.

There's sustaining innovation, which will sustain an existing institution or an organization, and disruptive innovation that will break it apart, create some different way of doing it. There are formal settings, schools, colleges, hospitals, in which innovation can take place, and informal settings, communities, families, social networks. Almost all our effort goes in this box, sustaining innovation in formal settings, getting a better version of the essentially Bismarckian school system that developed in the 19th century. And as I said, the trouble with this is that, in the developing world there just aren't teachers to make this model work. You'd need millions and millions of teachers in China, India, Nigeria and the rest of developing world to meet need. And in our system, we know that simply doing more of this won't eat into deep educational inequalities, especially in inner-cities and former industrial areas. So that's why we need three more kinds of innovation.

We need more reinvention. And all around the world now you see more and more schools reinventing themselves. They're recognizably schools, but they look different. There are Big Picture schools in the U.S. and Australia. There are Kunscap Skolan schools in Sweden. Of 14 of them, only two of them are in schools. Most of them are in other buildings not designed as schools. There is an amazing school in Northen Queensland called Jaringan. And they all have the same kind of features, highly collaborative, very personalized, often pervasive technology. Learning that starts from questions and problems and projects, not from knowledge and curriculum. So we certainly need more of that. But because so many of the issues in education aren't just in school, they're in family and community, what you also need, definitely, is more on the right hand side.

You need efforts to supplement schools. The most famous of these is Reggio Emilia in Italy, the family-based learning system to support and encourage people in schools. The most exciting is the Harlem Children's Zone, which over 10 years, led by Geoffrey Canada, has, through a mixture of schooling and family and community projects, attempted to transform, not just education in schools, but the entire culture and aspiration of about 10,000 families in Harlem. We need more of that completely new and radical thinking. You can go to places an hour away, less, from this room, just down the road, which need that, which need radicalism of a kind that we haven't imagined. And finally, you need transformational innovation that could imagine getting learning to people in completely new and different ways.

So we are on the verge, 2015, of an amazing achievement, the schoolification of the world. Every child up to the age of 15 who wants a place in school will be able to have one in 2015. It's an amazing thing. But it is, unlike cars which have developed so rapidly and orderly, actually the school system is recognizably an inheritance from the 19th century, from a Bismarkian model of German schooling that got taken up by English reformers, and often by religious missionaries, taken up in the United States as a force of social cohesion, and then in Japan and South Korea as they developed. It's recognizably 19th century in its roots.

And of course it's a huge achievement. And of course it will bring great things. It will bring skills and learning and reading. But it will also lay waste to imagination. It will lay waste to appetite. It will lay waste to social confidence. It will stratify society as much as it liberates it. And we are bequeathing to the developing world schools systems that they will now spend a century trying to reform. That is why we need really radical thinking, and why radical thinking is now more possible and more needed than ever in how we learn. Thank you.

Charles Leadbeater: Education innovation in the slums |Leadbeater|||||bidonvilles Charles Leadbeater: Bildungsinnovation in den Slums Charles Leadbeater: Μπέιτμπαϊτερ: Εκπαιδευτική καινοτομία στις φτωχογειτονιές Charles Leadbeater: Innovación educativa en los barrios marginales Charles Leadbeater : L'innovation éducative dans les bidonvilles Charles Leadbeater: L'innovazione educativa nei quartieri poveri チャールズ・リードビータースラム街における教育改革 Charles Leadbeater: Inovação na educação nos bairros de lata Чарльз Лидбитер: Инновации в образовании в трущобах Charles Leadbeater: Gecekondu mahallelerinde eğitim inovasyonu Чарльз Лідбітер: Освітні інновації в нетрях 查尔斯-利德比特贫民窟的教育创新查尔斯-利德比特贫民窟的教育创新

It’s a great pleasure to be here.

It’s a great pleasure to speak after Brian Cox from CERN. ||||||||||CERN I think CERN is the home of the Large Hadron Collider. |||||||||Hadron| Creo que el CERN es el hogar del Gran Colisionador de Hadrones. What ever happened to the Small Hadron Collider? |||||||collisionneur ¿Qué pasó con el Pequeño Colisionador de Hadrones? Where is the Small Hadron Collider? Because the Small Hadron Collider once was the big thing. Now, the Small Hadron Collider is in a cupboard, overlooked and neglected. Ahora, el Pequeño Colisionador de Hadrones está en un armario, pasado por alto y descuidado. Maintenant, le Petit Collisionneur de Hadron est dans un placard, négligé et oublié. You know when the Large Hadron Collider started, and it didn’t work, and people tried to work out why, it was the Small Hadron Collider team who sabotaged it because they were so jealous. Ya sabes cuando comenzó el Gran Colisionador de Hadrones, y no funcionó, y la gente trató de averiguar por qué, fue el equipo del Pequeño Colisionador de Hadrones quien lo saboteó porque estaban muy celosos. Vous savez quand le Grand Collisionneur de Hadron a commencé, et que cela n'a pas fonctionné, et que les gens ont essayé de comprendre pourquoi, c'était l'équipe du Petit Collisionneur de Hadron qui l'a saboté parce qu'ils étaient tellement jaloux. The whole Hadron Collider family needs unlocking. Toda la familia Hadron Collider necesita desbloquearse. Toute la famille des Collisionneurs de Hadron a besoin d'être débloquée. The lesson of Brian’s presentation, in a way -- all those fantastic pictures -- is this really: that vantage point determines everything that you see. |||de Brian||||||||||||||||||| La lección de la presentación de Brian, en cierto modo, todas esas imágenes fantásticas, es realmente esta: ese punto de vista determina todo lo que ves.

What Brian was saying was science has opened up successively different vantage points from which we can see ourselves. Lo que Brian estaba diciendo era que la ciencia ha abierto sucesivamente diferentes puntos de vista desde los cuales podemos vernos a nosotros mismos. And that’s why it’s so valuable. So the vantage point you take determines virtually everything that you will see. Entonces, el punto de vista que tomes determina prácticamente todo lo que verás. The question that you will ask will determine much of the answer that you will get. La pregunta que harás determinará gran parte de la respuesta que obtendrás. And so if you ask this question: Where would you look to see the future of education? Entonces, si hace esta pregunta: ¿Hacia dónde miraría para ver el futuro de la educación?

The answer that we’ve traditionally given to that is very straightforward, at least in the last 20 years. La respuesta que tradicionalmente hemos dado a eso es muy sencilla, al menos en los últimos 20 años. You go to Finland. Vas a Finlandia. Finland is the best place in the world to see school systems. The Finns may be a bit boring and depressive and there’s a very high suicide rate, but by golly they are qualified. Los finlandeses pueden ser un poco aburridos y depresivos y tienen una tasa de suicidios muy alta, pero por Dios están calificados. And they have absolutely amazing education systems. And so we all troop off to Finland, and we wonder at their social democratic miracle of Finland and its cultural homogeneity and all the rest of it, and then we struggle to imagine how we might bring lessons back. |||||||||||||||||||||homogénéité|||||||||||||||||| Y entonces todos nos marchamos a Finlandia, y nos preguntamos por su milagro socialdemócrata de Finlandia y su homogeneidad cultural y todo lo demás, y luego luchamos por imaginar cómo podríamos traer lecciones de regreso. Well, so, for this last year, with the help of Cisco who sponsor me, for some balmy reason, to do this, I’ve been looking somewhere else. ||||||||||Cisco||||||||||||||| Bueno, entonces, durante este último año, con la ayuda de Cisco que me patrocinó, por alguna razón agradable, para hacer esto, he estado buscando en otro lugar.

Because actually radical innovation does sometimes come from the very best, but it often comes from places where you have huge need, unmet, latent demand and not enough resources for traditional solutions to work -- traditional high-cost solutions which depend on professionals, which is what schools and hospitals are. ||||||||||||||||||||||non satisfait|||||||||||||||||||||||||| Porque en realidad, la innovación radical a veces proviene de los mejores, pero a menudo proviene de lugares donde hay una gran necesidad, una demanda latente insatisfecha y no hay suficientes recursos para que las soluciones tradicionales funcionen, soluciones tradicionales de alto costo que dependen de los profesionales, que es lo que son las escuelas y los hospitales. So I ended up in places like this.

This is a place called Monkey Hill. It’s one of the hundreds of favelas in Rio. ||||||favelas|| Most of the populations growth of the next 50 years will be in cities. La mayor parte del crecimiento demográfico de los próximos 50 años se producirá en las ciudades. We’ll grow by six cities of 12 million people a year for the next 30 years. Creceremos en seis ciudades de 12 millones de personas al año durante los próximos 30 años. Almost all of that growth will be in the developed world. Casi todo ese crecimiento se producirá en el mundo desarrollado. Almost all of that growth will be in places like Monkey Hill. This is where you’ll find the fastest growing young populations of the world. Aquí es donde encontrará las poblaciones jóvenes de más rápido crecimiento en el mundo. So if you want recipes to work -- for virtually anything -- health, education, government politics and education -- you have to go to these places. Entonces, si desea que las recetas funcionen, para prácticamente cualquier cosa, salud, educación, política gubernamental y educación, debe ir a estos lugares. And if you go to these places, you meet people like this. This is a guy called Juanderson. |||||Juanderson

At the age of 14, in common with many 14-year-olds in the Brazilian education system, he dropped out of school. A la edad de 14 años, al igual que muchos niños de 14 años en el sistema educativo brasileño, abandonó la escuela. It was boring. And Juanderson, instead, went into what provided kind of opportunity and hope in the place that he lived, which was the drugs trade. Y Juanderson, en cambio, se centró en lo que le brindaba una especie de oportunidad y esperanza en el lugar donde vivía, que era el tráfico de drogas. Et Juanderson, au lieu de cela, s'est engagé dans ce qui offrait une sorte d'opportunité et d'espoir dans l'endroit où il vivait, à savoir le trafic de drogues. And by the age of 16, with rapid promotion, he was running the drugs trade in 10 favelas. Y a la edad de 16 años, con una rápida promoción, dirigía el tráfico de drogas en 10 favelas. Et à l'âge de 16 ans, avec une promotion rapide, il dirigeait le trafic de drogues dans 10 favelas. He was turning over 200,000 dollars a week. Estaba facturando 200.000 dólares a la semana. Il réalisait un chiffre d'affaires de 200 000 dollars par semaine. He employed 200 people. He was going to be dead by the age of 25. Iba a estar muerto a la edad de 25 años. Il allait mourir à l'âge de 25 ans. And luckily, he met this guy, who is Rodrigo Baggio, the owner of the first laptop to ever appear in Brazil. ||||||||Rodrigo|||||||||||| Y afortunadamente, conoció a este tipo, que es Rodrigo Baggio, el propietario de la primera computadora portátil que apareció en Brasil. Et heureusement, il a rencontré ce gars, qui est Rodrigo Baggio, le propriétaire du premier ordinateur portable à avoir jamais apparu au Brésil. 1994, Rodrigo started something called CDI, which took computers donated by corporations, put them in community centers in favelas and created places like this. ||||CDI|||||||||||||||||| En 1994, Rodrigo a commencé quelque chose appelé CDI, qui a pris des ordinateurs donnés par des entreprises, les a mis dans des centres communautaires dans des favelas et a créé des endroits comme celui-ci. What turned Juanderson around was technology for learning that made learning fun and accessible. Lo que cambió a Juanderson fue la tecnología para el aprendizaje que hizo que el aprendizaje fuera divertido y accesible. Ce qui a changé Juanderson, c'est la technologie d'apprentissage qui rendait l'apprentissage amusant et accessible. Or you can go to places like this. O puedes ir a lugares como este. Ou vous pouvez aller dans des endroits comme celui-ci.

This is Kibera, which is the largest slum in East Africa. |||||||bidonville||| Esto es Kibera, que es el barrio marginal más grande de África Oriental. Ceci est Kibera, qui est le plus grand bidonville d'Afrique de l'Est. Millions of people living here, stretched over many kilometers. Millones de personas viven aquí, se extienden a lo largo de muchos kilómetros. And there I met these two, Azra on the left, Maureen on the right. ||||||Azra||||||| They just finished their Kenyan certificate of secondary education. Acaban de terminar su certificado de educación secundaria de Kenia. That name should tell you that the Kenyan education system borrows almost everything from Britain, circa 1950, but has managed to make it even worse. ||||||||||emprunte||||||||||||| Ese nombre debería decirte que el sistema educativo de Kenia toma prestado casi todo de Gran Bretaña, alrededor de 1950, pero ha logrado empeorarlo aún más. Ce nom devrait vous indiquer que le système éducatif kényan emprunte presque tout à la Grande-Bretagne, vers 1950, mais a réussi à le rendre encore pire. So there are schools in slums like this. Así que hay escuelas en barrios marginales como este. Il y a donc des écoles dans des bidonvilles comme celui-ci. They’re places like this. Son lugares como este. Ce sont des endroits comme celui-ci. That’s where Maureen went to school. Allí fue a la escuela Maureen. They’re private schools. Son colegios privados. There are no state schools in slums. No hay escuelas públicas en los barrios marginales. And the education they got was pitiful. It was in places like this. This a school set up by some nuns in another slum called Nakuru. ||||||||||||Nakuru Esta es una escuela creada por unas monjas en otro barrio marginal llamado Nakuru. Half the children in this classroom have no parents because they’ve died through AIDS. La mitad de los niños de esta clase no tienen padres porque han muerto de SIDA. The other half have one parent because the other parent has died through AIDS. So the challenges of education in this kind of place are not to learn the kings and queens of Kenya or Britain. Entonces, los desafíos de la educación en este tipo de lugares no son aprender los reyes y reinas de Kenia o Gran Bretaña. They are to stay alive, to earn a living, to not become HIV positive. Deben seguir con vida, ganarse la vida, no volverse seropositivos. The one technology that spans rich and poor in places like this is not anything to do with industrial technology. La única tecnología que abarca a ricos y pobres en lugares como este no tiene nada que ver con la tecnología industrial. La seule technologie qui relie les riches et les pauvres dans des endroits comme celui-ci n'a rien à voir avec la technologie industrielle. Единственная технология, которая охватывает богатых и бедных в таких местах, не имеет ничего общего с промышленными технологиями. It’s not to do with electricity or water. No tiene que ver con la electricidad o el agua. Ce n'est pas lié à l'électricité ou à l'eau. It’s the mobile phone. Es el teléfono móvil. C'est le téléphone mobile. If you want to design from scratch virtually any service in Africa, you would start now with the mobile phone. Si quieres diseñar desde cero prácticamente cualquier servicio en África, empezarías ahora con el teléfono móvil. Or you could go to places like this. This is a place called the Madangiri Settlement Colony, which is a very developed slum about 25 minutes outside New Delhi, where I met these characters who showed me around for the day. ||||||Madangiri||||||||||||||||||||||||| Este es un lugar llamado Madangiri Settlement Colony, que es un barrio marginal muy desarrollado a unos 25 minutos de Nueva Delhi, donde conocí a estos personajes que me mostraron los alrededores durante el día.

The remarkable thing about these girls, and the sign of the kind of social revolution sweeping through the developing world is that these girls are not married. Lo notable de estas niñas, y el signo del tipo de revolución social que se está extendiendo por el mundo en desarrollo, es que estas niñas no están casadas. La chose remarquable à propos de ces filles, et le signe du genre de révolution sociale qui balaie le monde en développement, c'est que ces filles ne sont pas mariées. 10 years ago, they certainly would have been married. Il y a 10 ans, elles auraient certainement été mariées. Now they’re not married, and they want to go on to study further, to have a career. Ahora no están casados y quieren seguir estudiando, tener una carrera. Maintenant, elles ne sont pas mariées, et elles veulent poursuivre des études pour avoir une carrière. They’ve been brought up by mothers who are illiterate, who have never ever done homework. Han sido criados por madres analfabetas, que nunca han hecho los deberes. Ils ont été élevés par des mères qui sont analphabètes, qui n'ont jamais fait de devoirs. All across the developing world there are millions of parents, tens, hundreds of millions, who for the first time are with children doing homework and exams. En todo el mundo en desarrollo hay millones de padres, decenas, cientos de millones, que por primera vez están con sus hijos haciendo tareas y exámenes. Partout dans le monde en développement, il y a des millions de parents, des dizaines, des centaines de millions, qui pour la première fois sont avec des enfants faisant leurs devoirs et leurs examens. And the reason they carry on studying is not because they went to a school like this. Y la razón por la que siguen estudiando no es porque hayan ido a una escuela como esta. Et la raison pour laquelle ils continuent à étudier n'est pas parce qu'ils sont allés dans une école comme celle-ci. This is a private school. This is a fee-pay school. Esta es una escuela de pago. This is a good school. This is the best you can get in Hyderabad in Indian education. Esto es lo mejor que puede obtener en Hyderabad en educación india. The reason they went on studying was this. This is a computer installed in the entrance to their slum by a revolutionary social entrepreneur called Sugata Mitra who’s adopted the most radical experiments, showing that children, in the right conditions, can learn on their own with the help of computers. ||||||||||||||||||Mitra||||||||||||||||||||||| Se trata de una computadora instalada en la entrada de su barrio marginal por un emprendedor social revolucionario llamado Sugata Mitra que adoptó los experimentos más radicales, demostrando que los niños, en las condiciones adecuadas, pueden aprender por sí mismos con la ayuda de las computadoras. Ceci est un ordinateur installé à l'entrée de leur bidonville par un entrepreneur social révolutionnaire nommé Sugata Mitra qui a adopté les expériences les plus radicales, montrant que les enfants, dans les bonnes conditions, peuvent apprendre par eux-mêmes avec l'aide des ordinateurs.

Those girls have never touched Google. Esas chicas nunca han tocado Google. Ces filles n'ont jamais touché à Google. They know nothing about Wikipedia. Elles ne savent rien de Wikipédia. Imagine what their lives would be like if you could get that to them. Imagina cómo serían sus vidas si pudieras hacerles llegar eso. So if you look, as I did, through this tour, and by looking at about a hundred case studies of different social entrepreneurs working in these very extreme conditions, look at the recipes they come up with for learning, they look nothing like school. Entonces, si miras, como lo hice yo, a través de este recorrido, y observas alrededor de cien estudios de casos de diferentes emprendedores sociales que trabajan en estas condiciones extremas, miras las recetas que inventaron para aprender, no se parecen en nada a la escuela.

What do they look like? ¿Qué es lo que parecen? Well, education is a global religion. Bueno, la educación es una religión global. And education, plus technology, is a great source of hope. Y la educación, más la tecnología, es una gran fuente de esperanza. You can go to places like this. This is a school three hours outside of Sao Paulo.

Most of the children there have parents who are illiterate. Many of them don’t have electricity at home. But they find it completely obvious to use computers, websites, make videos, so on and so forth. Pero les resulta completamente obvio usar computadoras, sitios web, hacer videos, etc. Mais ils trouvent complètement évident d'utiliser des ordinateurs, des sites web, de faire des vidéos, et ainsi de suite. When you go to places like this what you see is that education in these settings works by pull, not push. Cuando vas a lugares como este, lo que ves es que la educación en estos entornos funciona por atracción, no por empuje. Quand vous allez dans des endroits comme celui-ci, ce que vous voyez, c'est que l'éducation dans ces contextes fonctionne par l'attraction, et non par l'imposition. Most of our education system is push. La majorité de notre système éducatif fonctionne par imposition. I was literally pushed to school. Me empujaron literalmente a la escuela. When you get to school, things are pushed at you, knowledge, exams, systems, timetables. |||||||||||||horaires Cuando llegas a la escuela te empujan cosas, conocimientos, exámenes, sistemas, horarios. If you want to attract people like Juanderson who could, for instance, buy guns, wear jewelry, ride motorbikes and get girls through the drugs trade, and you want to attract him into education, having a compulsory curriculum doesn’t really make sense. |||||||||||||||||des motos||||||||||||||||||||||| Si quieres atraer a personas como Juanderson que podrían, por ejemplo, comprar armas, usar joyas, andar en motocicleta y ayudar a las niñas a traficar con drogas, y quieres atraerlo a la educación, tener un plan de estudios obligatorio realmente no tiene sentido. That isn’t really going to attract him. Eso realmente no lo va a atraer. You need to pull him. Tienes que tirar de él. And so education needs to work by pull, not push. And so the idea of a curriculum is completely irrelevant in a setting like this. Entonces, la idea de un plan de estudios es completamente irrelevante en un entorno como este.

You need to start education from things that make a difference to them in their settings. Debe comenzar la educación a partir de cosas que marcan una diferencia para ellos en sus entornos. What does that? ¿Qué significa eso? Well, the key is motivation, and there are two aspects to it. One is to deliver extrinsic motivation. Una es entregar motivación extrínseca. That education has a payoff. |||un| Esa educación tiene una recompensa. Cette éducation a un retour sur investissement. Our education systems all work on the principle that there is a payoff, but you have to wait quite a long time. Todos nuestros sistemas educativos funcionan según el principio de que hay una recompensa, pero hay que esperar bastante tiempo. Nos systèmes éducatifs reposent tous sur le principe qu'il y a un retour, mais il faut attendre assez longtemps. That’s too long if you’re poor. C'est trop long si vous êtes pauvre. Waiting 10 years for the payoff from education is too long when you need to meet daily needs, when you’ve got siblings to look after or a business to help with. Esperar 10 años por la recompensa de la educación es demasiado tiempo cuando necesita satisfacer las necesidades diarias, cuando tiene hermanos que cuidar o un negocio en el que ayudar. So you need education to be relevant and help people to make a living there and then, often. Por lo tanto, necesita que la educación sea relevante y ayude a las personas a ganarse la vida allí mismo, a menudo. And you also need to make it intrinsically interesting. Y también necesitas hacerlo intrínsecamente interesante. So time and again, I found people like this. Así que una y otra vez encontré gente así.

This is an amazing guy, Sebastiao Rocha, in Belo Horizonte, in the third largest city in Brazil. |||||Sebastiao||||Horizon||||||| He’s invented more than 200 games to teach virtually any subject under the sun. Ha inventado más de 200 juegos para enseñar prácticamente cualquier tema bajo el sol. Il a inventé plus de 200 jeux pour enseigner pratiquement n'importe quel sujet sous le soleil. In the schools and communities that Taio works in, the day always starts in a circle and always starts from a question. ||||||Taio||||||||||||||| En las escuelas y comunidades en las que trabaja Taio, el día siempre comienza en un círculo y siempre comienza con una pregunta. Dans les écoles et les communautés où Taio travaille, la journée commence toujours en cercle et commence toujours par une question. Imagine an education system that started from questions, not from knowledge to be imparted, or started from game, not from a lesson, or started from the premise that you have to engage people first before you can possibly teach them. Imagine un sistema educativo que comenzó con preguntas, no con conocimientos que se impartirían, o con un juego, no con una lección, o con la premisa de que primero debe involucrar a las personas antes de poder enseñarles. Imaginez un système éducatif qui commence par des questions, pas par des connaissances à transmettre, ou qui commence par un jeu, pas par une leçon, ou qui part du principe qu'il faut d'abord engager les gens avant de pouvoir éventuellement les enseigner. Our education systems, you do all that stuff afterward, if you’re lucky, sport, drama, music. Nuestros sistemas educativos, haces todas esas cosas después, si tienes suerte, deportes, teatro, música. Nos systèmes éducatifs, vous faites toutes ces choses après, si vous avez de la chance, du sport, du théâtre, de la musique. These things, they teach through. Estas cosas, ellas enseñan a través de ellas. Ces choses, elles enseignent à travers. They attract people to learning because it’s really a dance project or a circus project or, the best example of all -- El Sistema in Venezuela -- it’s a music project. ||||||||||||||||||||||El Sistema|||||| Elles attirent les gens vers l'apprentissage parce que c'est vraiment un projet de danse ou un projet de cirque ou, le meilleur exemple de tous -- El Sistema au Venezuela -- c'est un projet de musique. And so you attract people through that into learning, not adding that on after all the learning has been done and you’ve eaten your cognitive greens. Y así atraes a la gente a través de eso al aprendizaje, sin agregar eso después de que se ha hecho todo el aprendizaje y te has comido tus verduras cognitivas. Et donc, vous attirez les gens à apprendre, pas en ajoutant cela après que tout l'apprentissage a été fait et que vous avez mangé vos légumes cognitifs. So El Sistema in Venezuela uses a violin as a technology of learning. Entonces El Sistema en Venezuela usa un violín como tecnología de aprendizaje. Ainsi, El Sistema au Venezuela utilise un violon comme technologie d'apprentissage.

Taio Rocha uses making soap as a technology of learning. Taio Rocha utiliza la fabricación de jabón como tecnología de aprendizaje. Taio Rocha utilise la fabrication de savon comme technologie d'apprentissage. And what you find when you go to these schemes is that they use people and places in incredibly creative ways. Y lo que encuentras cuando vas a estos esquemas es que usan personas y lugares de maneras increíblemente creativas. Masses of peer learning. Masas de aprendizaje entre iguales. Массы взаимного обучения. How do you get learning to people when there are no teachers, when teachers won’t come, when you can’t afford them, and even if you do get teachers, what they teach isn’t relevant to the communities that they serve? ¿Cómo llevas el aprendizaje a las personas cuando no hay maestros, cuando los maestros no vienen, cuando no puedes pagarlos, e incluso si tienes maestros, lo que enseñan no es relevante para las comunidades a las que sirven? Comment faites-vous pour enseigner aux gens quand il n'y a pas d'enseignants, quand les enseignants ne viennent pas, quand vous ne pouvez pas vous les permettre, et même si vous obtenez des enseignants, ce qu'ils enseignent n'est pas pertinent pour les communautés qu'ils servent ? Well, you create your own teachers. Eh bien, vous créez vos propres enseignants. You create peer-to-peer learning, or you create para-teachers, or you bring in specialist skills. |||||||||des||||||| Usted crea aprendizaje entre pares, o crea para-docentes, o aporta habilidades especializadas. Vous créez un apprentissage entre pairs, ou vous créez des para-enseignants, ou vous faites venir des compétences spécialisées. But you find ways to get learning that’s relevant to people through technology, people and places that are different. Pero encuentra formas de aprender que es relevante para las personas a través de la tecnología, las personas y los lugares que son diferentes. So this is a school in a bus on a building site in Pune, the fastest growing city in Asia. |||||||||||||Pune|||||| Así que esta es una escuela en un autobús en un sitio de construcción en Pune, la ciudad de más rápido crecimiento en Asia.

Pune has 5,000 building sites. Pune||| Pune tiene 5.000 sitios de construcción. В Пуне 5000 строительных площадок. It has 30,000 children on those building sites. Tiene 30.000 niños en esos sitios de construcción. That’s one city. Imagine that urban explosion that’s going to take place across the developing world and how many thousands of children will spend their school years on building sites. Imagine esa explosión urbana que va a tener lugar en todo el mundo en desarrollo y cuántos miles de niños pasarán sus años escolares en obras de construcción. Imaginez cette explosion urbaine qui va se produire dans le monde en développement et combien de milliers d'enfants passeront leurs années scolaires sur des chantiers. Well, this is a very simple scheme to get the learning to them through a bus. Bueno, este es un esquema muy simple para llevarles el aprendizaje a través de un autobús. Eh bien, c'est un schéma très simple pour leur transmettre l'apprentissage par l'intermédiaire d'un bus. And they all treat learning, not as some sort of academic, analytical activity, but that’s something that’s productive, something you make, something you can do, perhaps earn a living from. Y todos tratan el aprendizaje, no como una especie de actividad académica y analítica, sino como algo que es productivo, algo que uno hace, algo que puede hacer, tal vez ganarse la vida. Et ils considèrent tous l'apprentissage non pas comme une sorte d'activité académique ou analytique, mais comme quelque chose de productif, quelque chose que vous faites, quelque chose que vous pouvez faire, peut-être en tirer un revenu. So I met this character, Steven.

He’d spent three years in Nairobi living on the streets because his parents had died of AIDS. Había pasado tres años en Nairobi viviendo en las calles porque sus padres habían muerto de SIDA. And he was finally brought back into school, not by the offer of GCSEs, but by the offer of learning how to become a carpenter, a practical making skill. |||||||||||||GCSE||||||||||||||| Y finalmente regresó a la escuela, no por la oferta de GCSE, sino por la oferta de aprender a convertirse en carpintero, una habilidad práctica. И, наконец, его вернули в школу, но не благодаря предложению о сдаче выпускных экзаменов, а благодаря предложению научиться стать плотником, получить практические навыки. So the trendiest schools in the world, High Tech High and others, they espouse a philosophy of learning as productive activity. ||les plus tendance|||||||||||||||||| Entonces, las escuelas más modernas del mundo, High Tech High y otras, adoptan una filosofía de aprendizaje como actividad productiva. Итак, самые модные школы мира, High Tech High и другие, придерживаются философии обучения как продуктивной деятельности. Here, there isn’t really an option. Learning has to be productive in order for it to make sense. El aprendizaje tiene que ser productivo para que tenga sentido. And finally, they have a different model of scale. Y por último, tienen un modelo diferente de escala.

And it’s a Chinese restaurant model of how to scale. Y es un modelo de restaurante chino de cómo escalar. And I learned it from this guy, who is an amazing character. He’s probably the most remarkable social entrepreneur in education in the world. Es probablemente el emprendedor social en educación más destacado del mundo. His name is Madhav Chavan, and he created something called Pratham. ||||||||||Pratham And Pratham runs preschool play groups for, now, 21 million children in India. |Pratham|||||||||| Y Pratham dirige grupos de juego preescolar para, ahora, 21 millones de niños en la India. It’s the largest NGO in education in the world. |||ONG||||| And it also supports working-class kids going into Indian schools. He’s a complete revolutionary. He’s actually a trade union organizer by background. En realidad, es un organizador sindical de formación. And that’s how he learned the skills to build his organization. Y así fue como aprendió las habilidades para construir su organización. When they got to a certain stage, Pratham got big enough to attract some pro bono support from McKinsey. Cuando llegaron a cierta etapa, Pratham creció lo suficiente como para atraer apoyo pro bono de McKinsey.

McKinsey came along and looked at his model and said, "You know what you should do with this Madhav? McKinsey se acercó, miró su modelo y dijo: "¿Sabes lo que debes hacer con este Madhav? You should turn it into McDonald’s. And what you do when you go to any new site is you kind of roll out a franchise. Y lo que haces cuando vas a cualquier sitio nuevo es lanzar una franquicia. Et ce que vous faites lorsque vous allez sur un nouveau site, c'est que vous déployez une sorte de franchise. And it’s the same wherever you go. Et c'est la même chose partout où vous allez. It’s reliable and people know exactly where they are. C'est fiable et les gens savent exactement où ils se trouvent. And they’ll be no mistakes." Y no habrá errores". And Madhav said, "Why do we have to do it that way? Y Madhav dijo: "¿Por qué tenemos que hacerlo de esa manera? Et Madhav a dit : « Pourquoi devons-nous le faire de cette manière ? » Why can’t we do it more like the Chinese restaurants? ¿Por qué no podemos hacerlo más como los restaurantes chinos? Pourquoi ne pouvons-nous pas le faire plus comme les restaurants chinois ? There are Chinese restaurants everywhere, but there is no Chinese restaurant chain. Hay restaurantes chinos por todas partes, pero no hay ninguna cadena de restaurantes chinos. Il y a des restaurants chinois partout, mais il n'y a pas de chaîne de restaurants chinois.

Yet, everyone knows what is a Chinese restaurant. Sin embargo, todo el mundo sabe lo que es un restaurante chino. They know what to expect, even though it’ll be subtly different and the colors will be different and the name will be different. Saben qué esperar, aunque será sutilmente diferente y los colores serán diferentes y el nombre será diferente. You know a Chinese restaurant when you see it. Reconoces un restaurante chino cuando lo ves. These people work with the Chinese restaurant model. Estas personas trabajan con el modelo de restaurante chino. Same principles, different applications and different settings. Mismos principios, diferentes aplicaciones y diferentes escenarios. Not the McDonald’s model. No es el modelo de McDonald's. The McDonald’s model scales. El modelo de escalas de McDonald's. The Chinese restaurant model spreads. El modelo de restaurante chino se extiende. So mass education started with social entrepreneurship in the 19th century. ||||||entrepreneuriat|||| Entonces, la educación masiva comenzó con el emprendimiento social en el siglo XIX.

And that’s desperately what we need again on a global scale. Y eso es desesperadamente lo que necesitamos nuevamente a escala global. And what can we learn from all of that? ¿Y qué podemos aprender de todo eso? Well, we can learn a lot because our education systems are failing desperately in many ways. Bueno, podemos aprender mucho porque nuestros sistemas educativos están fallando desesperadamente en muchos sentidos. They fail to reach the people they most need to serve. No logran llegar a las personas a las que más necesitan servir. They often hit the target but miss the point. A menudo dan en el blanco pero pierden el punto. Improvement is increasingly difficult to organize. La mejora es cada vez más difícil de organizar. Our faith in these systems, incredibly fraught. Nuestra fe en estos sistemas, increíblemente tensa. And this is just a very simple way of understanding what kind of innovation, what kind of different design we need. Y esta es solo una forma muy simple de entender qué tipo de innovación, qué tipo de diseño diferente necesitamos. There are two basic types of innovation.

There’s sustaining innovation, which will sustain an existing institution or an organization, and disruptive innovation that will break it apart, create some different way of doing it. |||||||||||||disruptive||||||||||||| Está la innovación sostenible, que sostendrá una institución u organización existente, y la innovación disruptiva que la desarmará, creando una forma diferente de hacerlo. Il y a l'innovation de maintien, qui va soutenir une institution ou une organisation existante, et l'innovation perturbatrice qui va la briser, créer une manière différente de le faire. There are formal settings, schools, colleges, hospitals, in which innovation can take place, and informal settings, communities, families, social networks. Il existe des cadres formels, des écoles, des collèges, des hôpitaux, dans lesquels l'innovation peut se produire, et des cadres informels, des communautés, des familles, des réseaux sociaux. Almost all our effort goes in this box, sustaining innovation in formal settings, getting a better version of the essentially Bismarckian school system that developed in the 19th century. ||||||||||||||||||||bismarckien|||||||| Casi todo nuestro esfuerzo va en esta caja, sustentando la innovación en los escenarios formales, consiguiendo una mejor versión del sistema escolar esencialmente bismarckiano que se desarrolló en el siglo XIX. Presque tous nos efforts se concentrent dans cette boîte, l'innovation de maintien dans des cadres formels, obtenir une meilleure version du système scolaire essentiellement bismarckien qui s'est développé au 19ème siècle. And as I said, the trouble with this is that, in the developing world there just aren’t teachers to make this model work. Y como dije, el problema con esto es que, en el mundo en desarrollo simplemente no hay maestros para hacer que este modelo funcione. You’d need millions and millions of teachers in China, India, Nigeria and the rest of developing world to meet need. Se necesitarían millones y millones de docentes en China, India, Nigeria y el resto del mundo en desarrollo para satisfacer las necesidades. And in our system, we know that simply doing more of this won’t eat into deep educational inequalities, especially in inner-cities and former industrial areas. Et dans notre système, nous savons que simplement en faisant plus de cela n'attaquera pas les profondes inégalités éducatives, en particulier dans les centres-villes et les anciennes zones industrielles. И в нашей системе мы знаем, что простое расширение этого не приведет к глубокому образовательному неравенству, особенно в городских районах и бывших промышленных районах. So that’s why we need three more kinds of innovation. C'est pourquoi nous avons besoin de trois autres types d'innovation.

We need more reinvention. Nous avons besoin de plus de réinvention. And all around the world now you see more and more schools reinventing themselves. They’re recognizably schools, but they look different. |reconnaissables||||| There are Big Picture schools in the U.S. and Australia. There are Kunscap Skolan schools in Sweden. |||Skolan||| Of 14 of them, only two of them are in schools. Most of them are in other buildings not designed as schools. There is an amazing school in Northen Queensland called Jaringan. ||||||Northen||| And they all have the same kind of features, highly collaborative, very personalized, often pervasive technology. Learning that starts from questions and problems and projects, not from knowledge and curriculum. Aprendizaje que parte de preguntas y problemas y proyectos, no de conocimientos y currículum. So we certainly need more of that. But because so many of the issues in education aren’t just in school, they’re in family and community, what you also need, definitely, is more on the right hand side. Pero debido a que muchos de los problemas en educación no están solo en la escuela, están en la familia y la comunidad, lo que también necesita, definitivamente, está más del lado derecho.

You need efforts to supplement schools. The most famous of these is Reggio Emilia in Italy, the family-based learning system to support and encourage people in schools. |||||||Émilie|||||||||||||| El más famoso de ellos es Reggio Emilia en Italia, el sistema de aprendizaje basado en la familia para apoyar y alentar a las personas en las escuelas. The most exciting is the Harlem Children’s Zone, which over 10 years, led by Geoffrey Canada, has, through a mixture of schooling and family and community projects, attempted to transform, not just education in schools, but the entire culture and aspiration of about 10,000 families in Harlem. |||||Harlem||||||||||||||||||||||||||||||||||||||| La más emocionante es Harlem Children's Zone, que durante 10 años, dirigida por Geoffrey Canada, a través de una combinación de proyectos escolares, familiares y comunitarios, ha intentado transformar, no solo la educación en las escuelas, sino toda la cultura y las aspiraciones de alrededor de 10.000 familias en Harlem. We need more of that completely new and radical thinking. Necesitamos más de ese pensamiento completamente nuevo y radical. You can go to places an hour away, less, from this room, just down the road, which need that, which need radicalism of a kind that we haven’t imagined. |||||||||||||||||||||le radicalisme||||||| Puedes ir a lugares a una hora de distancia, menos, de esta sala, al final de la calle, que necesitan eso, que necesitan un radicalismo de un tipo que no hemos imaginado. Vous pouvez vous rendre dans des endroits à une heure d'ici, moins que cela, depuis cette chambre, juste au bout de la route, qui ont besoin de cela, qui ont besoin d'un radicalisme d'un type que nous n'avons pas imaginé. And finally, you need transformational innovation that could imagine getting learning to people in completely new and different ways. Y, por último, necesita una innovación transformadora que pueda imaginar que las personas aprendan de formas completamente nuevas y diferentes. Et enfin, vous avez besoin d'une innovation transformationnelle qui pourrait imaginer d'apporter l'apprentissage aux gens de façons complètement nouvelles et différentes.

So we are on the verge, 2015, of an amazing achievement, the schoolification of the world. |||||||||||scolarisation||| Así que estamos al borde, 2015, de un logro asombroso, la escolarización del mundo. Nous sommes donc au bord, en 2015, d'une réalisation incroyable, la scolarisation du monde. Every child up to the age of 15 who wants a place in school will be able to have one in 2015. It’s an amazing thing. But it is, unlike cars which have developed so rapidly and orderly, actually the school system is recognizably an inheritance from the 19th century, from a Bismarkian model of German schooling that got taken up by English reformers, and often by religious missionaries, taken up in the United States as a force of social cohesion, and then in Japan and South Korea as they developed. ||||||||||||||||||||||||||bismarckien|||||||||||||||||||||||||||||||||||||| Pero, a diferencia de los automóviles que se han desarrollado tan rápida y ordenadamente, en realidad el sistema escolar es una herencia reconocible del siglo XIX, de un modelo bismarkiano de escolarización alemana que fue adoptado por reformadores ingleses y, a menudo, por misioneros religiosos, adoptados en los Estados Unidos como una fuerza de cohesión social, y luego en Japón y Corea del Sur a medida que se desarrollaban. It’s recognizably 19th century in its roots. Es reconociblemente del siglo XIX en sus raíces.

And of course it’s a huge achievement. And of course it will bring great things. Y por supuesto traerá grandes cosas. It will bring skills and learning and reading. Traerá habilidades y aprendizaje y lectura. But it will also lay waste to imagination. Pero también arrasará con la imaginación. It will lay waste to appetite. Arruinará el apetito. It will lay waste to social confidence. Asolará la confianza social. It will stratify society as much as it liberates it. ||stratifier||||||| Estratificará a la sociedad tanto como la liberará. And we are bequeathing to the developing world schools systems that they will now spend a century trying to reform. |||passing on|||||||||||||||| Y estamos legando a los sistemas escolares del mundo en desarrollo que ahora pasarán un siglo tratando de reformar. That is why we need really radical thinking, and why radical thinking is now more possible and more needed than ever in how we learn. Es por eso que necesitamos un pensamiento realmente radical, y por qué el pensamiento radical es ahora más posible y más necesario que nunca en la forma en que aprendemos. Thank you. Merci.