 I have a very special guest who is going to introduce the session, who is the inspiration behind education first, who has brought people from business, NGOs, from governments, and from international organizations together for a major push to achieve the millennium development goal on education by 2015. for global education first, and I'd like to also thank the distinguished participant, panelist here. Excellencies, ladies and gentlemen, it's a great honour for me to say a few words about the importance of global education. Education is a priority of my second term. That is why, September last year, during the general assembly session, I launched together with Gordon Brown, Global Education First initiative. Education must be a top priority of the global political and development agendas. As the title of this session says, this is not an option, it is an imperative. First, education empowers people and transforms lives. None of us here could ever imagine what our lives and those of our children would be without education. Education gives people hope, confidence and dignity. It equips them with knowledge and skills to escape poverty. It saves lives and reduces the spread of preventable diseases. Second, education forces economic growth. Every dollar spent in quality education generates strong positive returns for our global economy. With unemployment rising so dramatically, we need more than ever to invest in relevant education. Many job seekers do not have the skills that new jobs need. We cannot afford a lost generation. I have been asked by many people while working as a Secretary-General as I am coming from the Republic of South Korea. What is the secret of South Korean economic development? On each occasions, I always have been saying without any hesitation that is education, good education for all the people of Korean people. Third factor is that education is the foundation for a more peaceful and sustainable future. Education is a foundation for all the current global and regional challenges with which we can address. By influencing people's attitudes and behaviors, education is a key channel for better mutual understanding, tolerance and respect for each other and our planet. The three priorities which we have set as a global education first are first to put every child in school. There are 61 million people out of school. That means I am meaning about primary, elementary school. Second to improve the quality of learning. Third to foster global citizenship as a schoolboy in South Korea. After the Korean War, Korean society was totally devastated. There was nothing left including school and classrooms. Our classrooms was under three. I had no place to study. I had to study on the dirt, the playground. When it rained, there was no classrooms and we were studying under the shadow of trees. Education made me now who I am, what I am. It made my dream come true. I want every child and young people to have the same opportunity as I had in the industrialization process. I've been travelling many places, Africa and developing countries. Most recently I visited refugee camps of Syrian children in Jordan. Despite such dire circumstances, United Nations has built classrooms and I met many young children studying in refugee camps. This is a part of education first. I told them that, look, do not despair, do not lose your hope. You will have a better future. And I explained my own experience. Look, you're having proper classrooms. I didn't have even this kind of classrooms. But I could become Secretary-General of the United Nations. Therefore, don't lose hope. Study hard. They all clapped. And I was very pleased that I was able to inspire them to have a good education. UN will continue to do that. This is what we aim to achieve with the Global Education First Initiative. We have already rallied a strong coalition of partners and I count on all of you to work with us to meet our global education targets. Let us work together so that all the children in the world can be given good education opportunities so that they will become a global citizens. I thank you very much for your commitment. Thank you. In addition to the Secretary-General's presence, which we much appreciate this evening, we've got a tremendous panel to discuss the future of education and how business can be more engaged in that future. We have the Prime Minister of Denmark, who Ban Ki-moon has appointed as one of his education champions, Heller Thawning Schmidt. And I'm very grateful to her for what Denmark does in education as well as her contribution to the global effort. We have also with us Jim Kim, who is the new president of the World Bank. He has called the World Bank, the Solutions Bank, and one area where he is already coming up with great solutions is in education. So, I welcome him here to Davies to contribute to this discussion on education. We have Omobola Johnson, who is leading the fight for technology in education in Nigeria, one of the countries that has to do a great deal more if we're to meet the Millennium Development Goal. And she will say something about that this evening. And at the same time, we have from the business community someone who has asked every one of his employees, and he has indirectly, I'm told, a million indirect and direct people working for Western Union. He's asked them to sign up to the Secretary-General's Education First initiative, and I ask you to welcome Hickmaid Ersegg with us this evening. Thank you for joining this panel. In the next minute, there is a short film that summarises the challenge we face, and if we can go back to our timetable, the film will come up now. Let me say while we're waiting for it, the session is up. This is the most valuable resource, youth. However, 61 million children are not in primary school. Over 250 million children in school are not learning basic skills. 15 million children are working rather than attending school. 25,000 young girls a day are being forced into marriage and taken out of education. And globally, one young person in eight is looking for work. Education pulls individuals out of poverty and makes businesses, economies, countries and the global market stronger. For every $1 spent on education, $10 to $15 can be generated in economic growth. So where do we start? We need four million more classrooms. We need two million more teachers, so that every child and young adult is in school and learning, acquiring the right skillset to succeed in their lives. Urgent action is needed. Financing schemes, training programmes, teacher development and sharing resources are crucial. But most importantly, we need leaders who can drive this forward in the public and private sector. 2015 is the goal. Let's start today. I'm just about to start asking Hella a question, but this section is live on webcast. You can send in any questions and join the conversation by sending us questions and comments to hashtag wefeeducation or to our email address wefeeducation at wefe.ch. I may say I'm the first chairman who's able to say to the audience, not to turn off your mobile phones, but you can turn them on and you can put questions in that way to the speakers as well as ask them from the floor later on. Now the real question that we are addressing this evening and the question that we're asking people to comment on is why, despite the fact we've got great record of success in getting children to school as we've got in other areas of reducing poverty, there are still 61 million children today as we go round the world who are not going to school. The majority are girls who are unable to go to school. And Hella, I just want you to start the conversation because you have studied this and looked at this. Is it the lack of teachers, the lack of facilities, the lack of investment? Is it discrimination against girls? Is it the continued existence of child labour and child marriage which prevent girls going to school? Or is it all these things that we've still got to address in these next few years if we're to achieve the Millennium goal? Well, that's a big question. Thank you very much. First of all, Gordon, you thanked us for being here tonight and you thanked the Secretary General. I want to thank you for getting us together and putting so much focus on this extremely important subject. We know how much education means. The Secretary General was just telling us what it meant to him. And I think that's a story that stays with you, that if there hadn't been that book and he hadn't sat under that tree, he wouldn't be here with us today and working for all nations. So we know how much education means. It also means a lot in terms of the wealth in our society. If we look at the numbers, if all students in low-income countries acquired basic reading skills, we would have 171 million people brought out of poverty. That's a lot of people. And that would be a 12% cut in world poverty. So this is what education means. We know what it means to the individual, but this is also a figure that shows how much it means worldwide. And that is why we need to focus on education. You've all seen the figures. You've seen how many kids do not go to school, an alarming number of those are girls, as you're saying yourself, Gordon, and then we have an alarming number of kids that actually go to school but learn very little when they are in school. So these are the challenges that we are facing. And I just want to say a few words about how we can try to overcome those challenges, because of course we can focus and have a lengthy debate of why we haven't done better in this area, but I think now that we have brought this education discussion into the World Economic Forum as we are doing tonight, it's interesting to exchange ideas of how we can move forward. And I just got three brief points about this. First of all, I want to say that any society that neglects education does so at its own peril. We know that in order to develop any society, you need education. That goes for the developed countries and that goes for all countries. And globally, we know the figures and we need to focus on getting kids to school. That brings me to my second point, which is ownership. We need to have much more ownership to education. And I want to make it perfectly clear that of course you have failed states, states where you still have wars and crisis, where they can't adopt the task of education. But you also have many states that need to take this task upon themselves and provide good basic education and do so as part of their normal societal obligation. Basically education is a public good. It should be seen as that. And all states, all governments in the whole world must take that responsibility and create ownership of education. That brings me to my last point, which is about not only public ownership but also private sector engagement. And that is one of the reasons why we sit here tonight. What we've seen over the years is that a number of issues also in our Millennium Development Goals have had, what should I say, champions have had private sector engagement. But for some reason or another, this has not been the case so much for education. And this is what we are discussing exactly. That's why I'm so happy you're here. This has not been the case for education but we need to change that. I can't explain why it is. Maybe it is that when you explain mosquito nets it's easier to understand. It's something that has an effect right here and now, whereas education is a long term investment. And my hope in the coming years is that we will have private sector engagement and real engagement, which is long term and also an engagement where we can see concrete results. I think we'll hear an example in a minute. So what we need is ownership by governments and also private sector engagement. This is, I think, our parts of the steps forward. Thank you very much, Ella. We're going to ask what more business can do and you're talking about what more governments can do. What more can the international institutions do? You've taken charge of the World Bank. More could be done, we think, on education. And Jim, could you say what you think the international institutions could do to push the rate of success in education? The Prime Minister made some really good points about the relationship of education to poverty. But I just came from Tunisia and if you look around the world and say so what are the major problems, what are the major hotspots, what's needed. So if you look at some of the fragile and conflict affected states, Ellen Johnson certainly said to me, I have 39 year olds who've never been in school and the only thing they've ever done is be a soldier. What do I do with them? So in the poorest countries education is an enormous issue. And there are countries that have been growing rapidly, have 90 plus percent of their kids in schools and the flunk out rates are high. And parents start pulling their kids out of schools because they know they're not learning anything. And then Tunisia, the group in Tunisia that has the highest rates of unemployment are college educated people. So at the primary school level, at the secondary school level, all the way to the higher education level, we in some fashion are failing the children of the world. Now, what have I learned? Before I came to the World Bank I was president of Dartmouth College. And one of the questions that we asked ourselves when we had meetings with the presidents of the Ivy League and when we met with our educational psychologists was, are we at Dartmouth College utilizing all the science of learning that exists in order to teach our students? And we had a fantastic psychology department and they said, you know what, I study learning and I'm not using them in my classroom. So even at the level of Ivy League education, Professor Mazzour, one of the great physics professors at Harvard, has argued that the evidence is overwhelming that lecturing in physics, chemistry and math at the college level not only is ineffective, it might even kill brain cells. But guess how we teach physics, chemistry and math at the most elite universities in the world? We lecture. So there's a fundamental problem but the good news is that I think we can leapfrog generations of bad practice if we take the evidence that exists and apply them even in the poorest countries. So let me just give you an example. Lots of people and I'll go from higher all the way to primary. Lots of people in higher education want to replicate the Ivy League system to have these universities that do all these things at once and to have a huge percentage of graduates go to university to get a liberal arts education. But there are countries, I'm not sure the numbers in Denmark but I can tell you Germany and Switzerland approach it in a completely different way. The central bank governor of Switzerland says, you know, only 25% of our graduates go to college and the rest of them go into programs sponsored by industry, 50% of their salaries paid by industry, 50% of their salaries paid by the government and they go into apprenticeship programs in areas that are specifically needed for the future of Switzerland. On the other hand what they do is they invest an enormous amount of money in research and development which is providing the entrepreneurial foundations for the future growth of Switzerland. I think we have to start looking even at the higher education level at models that will work. What are we going to do in Tunisia? You have all these college graduates with extremely high unemployment rates. I have to say that I think that there are some many private sector institutions that have come up with really innovative strategies of doing skill building in a very short period of time without having to do a thesis in two years of study. We've got to look at those kinds of models for places like Tunisia. I think at the secondary school level we really have to look at the science of learning and stop wasting our time. One of the things we learned from the one laptop per child movement is that it's probably not the hardware issue, it's the software issue. So you have people like Saul Kahn who have put together very simple systems that not only teach people math in this case and now reading, but track every step of the way how an individual child learns most effectively. Can we get that into every middle income country and eventually every poor country? I think we have to. And at the primary school level, again, what we know, we've learned so much. Put your best teachers in first grade, that's the most critical period. Really focus, rather than just looking at teacher salaries, which are important, make sure that the content of what they're teaching is of high quality. You know, it's depressing on the one hand that we've gone all this time and we haven't improved education more, but it's very exciting first to have an advocate like Gordon Brown, who is just will not be deterred and is going to push us until we get it right. But then the other part of it is there's so much now that we know about learning that we can apply that really will allow us to leapfrog generations. Thank you very much, Jim. I will be an impartial chairman, I assure you. Higmit, what more can business do from your own experience as a company and the fact that you're in some of the most difficult countries of the world? Well, first of all, I think I'm one of the fortunate CEOs as business leaders working for West Union as our brand, this mission-driven brand. Don't understand me wrong, I'm very much a shareholder driven New York Stock Exchange based company. However, I'm in a fortunate position that I serve customers who are underserved. And when they send money back home in 200 countries, the main motivation from a person sending back home is the education for the kids. It's not easy to leave your country somewhere in Philippines to leave your children back home and going far away and earning hard money. And they do 70% of their salary, which is not how many of them make about $800, $900 a month, send back home money, not for shelter only, food, but mainly for education because they want that their kids have a better life than they have it currently. So we see that and that drives me, obviously, and that drives also my shareholder value. Now, there is always a perception from private sector, Prime Minister mentioned that her wishes that private sector companies work with the public sector. I think none of disagree with that. However, I would like to see also that the public sector comes up with a motivational and we have to work together, set up kind of rules saying that these are our future customers. My motivation is I know that if I send money via West Union, the kids they arrived today will be tomorrow my customers. They don't forget that because of West Union they went to the school. They won't forget that. So in future, when I come with other products, they won't forget. So that's my motivation. Now, what can business world do more, I believe also is that we have to understand different needs of educational environment. As Mr President showed in Tunisia, there are different needs of education. They are all educated high school, but they don't have jobs. But there you go other parts of the world that don't even have a primary access. So what is the motivation for a business to invest in a school which is a different environment in Uganda maybe than in Tunisia? And we have to tell that to the businesses and the public sector. The government has shown us that there is an opportunity that we can do some together. I had an hour ago and meeting with the Prime Minister of Haiti. His issue was distributing $20 to the people they needed daily. $20. And with $20 he said to me that the next guy survives another 10 days a family. And can you help me here? The issue was that the money can't go and takes 45 days to distribute it. And I said of course I can help here. I mean we can distribute that money in minutes. And it's more than sending money, it's receiving really for the education. And if you combine that social responsibility with the private and shareholder driven environment, there's no reason that you can't get business on the same page. Thank you very much. Omobola, Nigeria still has 10 million children who are not at school. You're the minister for technology working with the education minister and the finance minister to try to solve that problem. One of the first questions that's come in from the Twitter sphere, can current technology provide out of the classroom solutions to close the education gap? That Street 9, they might put it up on the screen. And as minister of technology, can you see a way forward that even the poorest children in the poorest areas can benefit from this new technology? Thank you, Gordon. Absolutely. I see that there is a way to do that. Like you said, 10 million out of the 60 million children are in Nigeria. There are 30 million children of school age in Nigeria and 10 million of those are out of school. So it's a big and urgent imperative for us. And while we're doing all the right things, we're building more classrooms, hundreds more classrooms are coming on stream every single year. And we're experimenting with collapsible classrooms for the nomadic children. I think ICTs come in very strongly because of the way they cannot replace classrooms. They can actually complement what is going on in the classrooms and in a sense complement the classroom itself. So in answer to that, to the Twitter feed, I mean the virtual classrooms that we are experimenting with, of course dependent on the connectivity, you get to those rural areas and that's what we're working on as well. But a classroom where both the teacher and the student are online and the student is being taught with access to the internet. Now the issue of content then comes in because what we found is that the research shows that children actually learn much better. And much faster when you're able to show pictures and graphics. So multimedia comes into play here, particularly when you're able to access the internet and have these virtual classrooms. But I think that in addition to the virtual classrooms trying to answer that Twitter feed, I think that we also need to look at the teachers. It's the quality of the teachers as well. So we can build the classrooms, we can have the access, but we've got to have the quality of teaching and facilitation that is required for the outcomes that we need, which is better economic growth and better social impact. And really we can actually begin to raise the quality of our teachers by using technology. Technology that helps not only in how they teach or how we train them, but technology that actually complements their productivity. Because what we find is that the more children you have in a classroom, the more technology can actually assist in making a teacher more productive. First of all, the fact that the student has the technology in front of him or her and the teacher can actually use that as a means of learning. The fact that you can be more productive when you're marking because you have that technology. So really you can introduce technology both in the learning process, but also in the teaching process as well. One other thing that we've experimented with not that long ago was the telepresence. And this is a little bit different from the virtual classroom where you've got one teacher for many classrooms. And that is very powerful in a country or a situation where you don't have enough teachers. We talked about having to train two million teachers by 2015. And what you can have is, again, with the power of technology and the power of connectivity, have one teacher who has actually been beamed to several classrooms. And then that teacher really just teaches the basics, but then you can then use the technology to then get the learning deeper and get the children to learn much faster. So there are a number of ways in which technology can accelerate this process. But I think it's important to say that it will not replace it, but it has to complement it and accelerate our achievement of those goals. Thank you very much. Hella, 32 million of the children out of school are girls. We saw when Malala Yusofi was shot in Pakistan how girls in Pakistan went onto the streets to protest that they too wanted the education that she was being denied. Now, what more could we do and what more could companies in your view do to help girls get into school? There are particular issues that clearly have got to be dealt with. Well, this is an important question because Malala's story has affected us all. It has affected teenagers, I think, all over the world who have followed this. My own teenage daughters are thinking about this and worrying about the girls' education. And I think it is important to state and that's why this ownership is so important because some kids don't get education because the country they live in isn't at war. There's some crisis. It's a weak state and it's a very poor country. That's one reason, but we also have to be very clear that some kids, particularly girls, don't get their education because of choices or because of cultural, religious choices in certain parts of our world. And we need to be very clear about that. The only thing we can do, one of the things we are doing in Denmark is that we are speeding up what we are doing in Afghanistan, for example. This is becoming a place where we spend a lot of development aid and we are speeding up also schools in Afghanistan because we can see actually on the ground what a difference it makes if the girls are allowed into schools. And I think those kind of examples where the girls are allowed into schools, where we help in vulnerable states like Afghanistan, which is a vulnerable state, those are the kind of examples that will make a difference. I don't know, maybe you can help me out here, what business community can do in this context. I think there are things that can be done in particularly these vulnerable states. First of all, we know from our statistic that most of the money received is picked up by female women, by mothers. And mothers do care about their children and they want to send them to their education. One of the interesting meetings I had here, one of the best meetings I had here, was with a young lady, Catherine, I don't know if she's here, she's a global shaper. And she just emailed me, Mr Reiser, can I meet you? I have an idea about global education. And she showed me a tablet where you educate people via games about the financial inclusion, financial literacy. Now, I said that's great, but we have to understand the needs of the people in Pakistan or in Afghanistan, many parts of the world, they don't have a tablet to understand how that game works. And we created an idea actually at this meeting that we're going to create a kind of a monopoly game. So you have to give to people, to family and incentives which motivates them to be educated. And we as West Union, we said, OK, why don't we create a monopoly game which shows that what you do with the money, you get that, you know, you get $300, you pay for your food, you pay for the school, you put to side for emergency, it doesn't exist currently. That's something I believe, to innovative ideas, you can come up. And it's also a brand for us, I mean, it's not, you know, it's a win-win situation. And that's something I believe the education is important, especially then you shape that for female, for girls, that's very important. Jim, 15 million children are not at school, and I think businesses will be shocked at that figure because these children under 14 are working full-time. Could we persuade business in the next short period of time until the end of 2015 to eliminate child labour from the global supply chain? I think that could be very important. You know, in so many places where education is working well, and again, you look at the German and the Swiss examples, there is a very strong relationship between what businesses are communicating to the educational system and then what the educational system is then producing in order to meet the needs. And that's one piece of it. I think that eliminating child labour would be a great thing. I think that this is a critical issue. And the other part of it, though, is that we have to hold ourselves responsible in the sense that if kids aren't learning anything in school, it might be a perfectly rational thing to do for parents to pull their kids out at 12 and send them to work. And we have to make that no longer rational. And it's a challenge to the private sector, but it's also a challenge to us to really focus on improving education. It's just so encouraged by what the Minister, Mr Johnson, said about how they're really looking at content. You know, one of Saul Kahn's great insights is that what his programs do is it allows a teacher, instead of sitting in front of the class lecturing, which is probably ineffective, it allows a teacher to walk around the room and work on their laptops or whatever that they have. As they're learning, the teacher can actually provide individual attention, which is probably much more effective. So I think there's a lot of ways. I think telepresence is a really interesting idea. If we improve the quality of education and it's clear to every parent that the data is pretty interesting for every additional year of education, the income rise is about 10% across the world. And in terms of growth, there's one study that suggests that for every average year of education increase, there's a 0.6% increase in economic growth. So if South Asia and Africa, which are about 5.5 years of education, increase to 10.5, which is the OECD average, there's a potential for a 3% increase in economic growth. But the thing is, I think parents are very, very rational. They've got to see that the education is good. The kids are advancing and there's going to be opportunities for them going forward. And then we've also then got to work with the private sector to stop child labour. And we come to this issue of teachers as well, the recruitment of good teachers, the retraining of teachers where technology can play a part to hell. Now I just got a comment on this. I think it's important that we look at child labour. That goes without saying. We also have to look at the patterns that push girls out of education. For example, early marriage, we have to look at these things. These are cultural things. These are things we can try to change. But we must never give up on giving states an obligation to have quality education. I want to give you an example and it might be useful. It might not. 200 years, we decided in Denmark to have compulsory education for kids. Compulsory education, what does that mean? That means that it's obligatory for kids to go to school, which means they can't go into the factory, which they did 200 years ago. Just an example of, you have to make it compulsory to go to school every day. And those two mechanisms have to work at the same time. And that's part of the solution. I'm going to come to the audience in a second. Just said on that, you have to make incentives also. You have to make it cool, as I heard that new word. One of the things we as West Union do is that we have a back to school programme. We motivate the migrants to send their in Latin in the US. It's a big programme in the Latin America area. We motivate the sender to send money back. We lower the fees on that September time. And we motivate the people send money that the kids go back to school again. Because one of the things is, as you said, Prime Minister, is that if you break that chain once and if somebody goes for a year to school, it's very hard to get them back again. Now, from the audience, there may be some companies here who feel that they could offer something to the solution to these problems of getting children to school. And particularly, of course, in the field of technology, where there's a conference being held in San Francisco in a few days' time with all the major technology companies looking at what they can do. I don't know if there's any questions coming here from the audience. We've got microphones, I think, here. It's difficult to see actually. Please go to it. Hello. Thank you for all the speakers and panellists. It's been great and very instructive. I work for Embraer in Brazil, and all our company social responsibility is focused on education. One of the things that struck me listening to this discussion and to one yesterday with a Queen from Georgia, and she was saying about good teachers and year-old giving models, and what strikes me is that we do a lot, but too few. And we have the power to transform the life of these kids because they're on high school and they managed, we have 100% entrance into college, and most of them in public college, which is the best in Brazil. But what strikes me is how do we multiply that because we do have the best people from public schools and we are a company. But we have reached a certain limit and we don't know how to spread this out. So I think that companies can do and they play an important role. But I think that if there were more conversion between public and private, I'm sure that we could find a way to spread these successful cases that some companies have in their hands. Thank you very much, Jim. In all of the social sector, health, education, social protection, you've got precisely the issue that we've got to tackle, which is the spread of innovation and going to scale. In the health sector, in the education sector, I can't tell you how many times I've heard people say, we've got a great idea, we have a great pilot project, now all you've got to do is take it to scale. But you know an embraer, right? Taking something to scale is the whole ball game, right? So what we're trying to do with the World Bank is to say, we should be able to answer your question instantaneously. We should be able to give you all the experiences in the world where they've started with programs like that and taken them to scale and then help you actually do it. We call it the science of delivery. Here I'm talking with the CEO of Western Union who knows everything about delivery. And the interesting thing is, in the social sector, we've not focused on the science of delivery. Medicine, we've focused on basic science and clinical taking care of individual patients, but we've not focused on how you actually organize healthcare systems to actually reach an outcome which is healthy people. Not more procedures, not more charges. And throughout the social sector, we've not been able to do that. You would not ask me that question about how to go to scale on building an airplane, but you're asking it in the social sector because in the social sector we've not... Let me put it just bluntly. Because so often in the social sector you're not subject to market forces, you could execute poorly forever and no one ever gets rid of you. Whereas in the private sector, it's not necessarily that everyone executes well. It's that those who execute poorly go out of business. What can we do now at the World Bank and this is exactly the center of our agenda? What can we do to help everybody in the public sector implement, deliver, execute far more effectively? It's partly knowledge. It's partly experiential knowledge. It's partly apprenticeships. But just answering that question to me is the whole ball game. It's not that we don't have innovative examples. It's that we can't spread them and we can't scale them. You can see why it's called the solutions bank now. His focus is entirely on that. That's a great answer. Now, I think there are one or two others, yes? My name is Hussain Davod. I come from Pakistan. It's a privilege for me to address the World Economic Forum. It's a very important subject of education. Fortunately, Mr Gordon Brown has had the opportunity to visit Pakistan directly and to see what the ground realities are. But this issue, then the social sector, what you have been talking about, Mr Kim, is the ability to be able to deliver and deliver on a large scale. And I'd like to just give you a small example because you are directly involved, although you don't know it. The government set up an institution called the Pakistan Poverty Elevation Fund. And the World Bank provided us the funding. We're fortunate that we have been able to raise a billion dollars so far in 13 years. What have we been able to do? We've been able to use private sector principles in order to develop the delivery system. Instead of setting up a large organisation with a lot of administration, what we did was we took the NGOs that are already existing within the country and started weaving them together into a delivery system. The beauty of it is this, is that you push decision-making down to where it matters for those people who are on the ground who can make those decisions. So what we did, we've got 115 partner organisations and those partner organisations have spent themselves out of Pakistan. We cover 95% of the country. So with an organisation of just 200 people, one office, we are able to actually be present in 89,000 villages and communities. Now if we take those concepts to realise it's the profit motive that drives people and we're able to translate that so that there's a large social contribution in that, we can do the same thing in education. And I'm quite convinced that that type of delivery system would help, possibly help you in trying to address the situation and take the situation to scale. Jim, come back quickly on that, then, hello. No, and you know, there are so many great solutions. I mean, I was just in a room at the University of Muhammad Yunus, you know, Fazil Abed has done such wonderful things where they really look at how to, you know, so his great work has been how to structure incentives at the village level in Bangladesh so that people actually accomplish things. But again, we go right back to it. So how would I do it? How would I capture your experience and then help spread it elsewhere? This is at the core of what we're trying to figure out. And the thing is it's not impossible. There are millions of ways of capturing complex systems interventions, capturing them and then somehow spreading them. But we haven't done it at a large enough scale to have an impact yet. We intend to do that over the next few years. There's a question just come in on Twitter number 33. How can we build 4 million classrooms in just two years, Fabian Widman, via Twitter? And I think that's a fair question. We know about the good pilots, experiments, initiatives that are being taken at a local level, but we have a challenge to 2 million more classrooms, well it's 4 million more classrooms and more teachers. How do we do it, Helen? I think I get difficult questions, Gordon. No, I think one of the things that we have been doing and is doing right now is for the UN to put emphasis on this. The fact that we're sitting here today moving into this kind of discussion is important. I think we have the global partnership for education which, by the way, Denmark has just stepped up our effort to support. We have put it under the World Bank. Why? Because exactly the discussion that we are having here now. Now we want to see tangible results. We want to put things into scale and I think this is why it is perfectly placed. This global partnership for education is perfectly placed in the World Bank and I do expect a lot from that because this is exactly what we need now. We want to see practical results. If I said to a business build 4 million classrooms in two years, there's no huge technological advance that's needed to do it. Could you deliver? Of course we will do it, because we will see the potential. We will get a construction company. We will build it and we will have the follow-up on that and build the brand and custom relation for that. I think it's coming back to the scale issue. I mean one of the things which we were seeing union did that is we build it they came. And one of my business philosophies first you help first, then you have the customers. Normally what business is thing and this is changing to protect my business fellows, all the CEOs. In the past you made money than you gave. I think now it's I see and the discussion with my business fellow is that first is that how do you build a relationship? How do you understand the issue and then make money and longer term and our goal is obviously otherwise I wouldn't be a business leader making business. So I don't see an issue about the business leader with the 4 million classrooms because it has a purpose and it has incentives as the president said. Teachers I'm coming back to this. We need more teachers, we need better trained teachers, we need re-training of teachers. Now can technology help us here also with distance learning with courses such as being organized by the Khan Academy and Coursera and other organizations can we do both the training and re-training of teachers and push that forward at a very fast rate. I think we can and I think the technology will play a major role in actually the train of re-training of teachers and the train of new teachers but I think beyond that just very quickly is that we need to, particularly in Nigeria you need to attract people into the teaching profession. I think that's one big major challenge that we have where teaching particularly in Nigeria has been seen as something that you do when you can't do anything else. I think it's important that we begin to attract the right kind of people into the teaching profession. But going straight into the technology question we've seen situations where you can actually, when you are able to pace yourself with the training and the development, you actually get better quality teachers because when you sit in a classroom you're trying to teach adults people learn at different paces and when you teach it in a lecture mode you get different different quality coming out of the same out of school. So when you're able to use technology online courses the Khan Academy, the different kinds of online curriculum that are now being put on the internet for teachers, I think that you are able to then let teachers learn at their own pace because they are learners too actually, you actually are training teachers at their own pace and they come out much better than they would if you put them in classrooms. I think there's also the notion and Amina was just mentioned that one of the things that she's thinking of is actually the teacher training colleges make all of them online as long as a teacher or potential teacher has a computer and has access you can actually increase the number of teachers that you're training and you can increase the number of teachers. I think it's very possible for the 2 million target that we have particularly if we leverage technologies to implement that training. I think the classroom may be said to be one of the few institutions that's remained virtually unchanged since the 19th century so technology and the initiative of people on this panel can play a huge difference. Now a final point because we've got to finish at seven, what is the message you would send to the business leaders here at Davos about what they can now do to push forward with our goals and education starting of course with those not at school improving the curriculum in school and of course encouraging more to draw on the benefits of tertiary education. What would be your message to business this evening? I would say listen to our CEO from western union that the way to build a great brand is to actually invest in people and you know back to the school room I think we have to be really creative working with the private sector in figuring out how to do things that we never thought the private sector could do. McKinsey Global Institute report recently came out and said over the next few decades there's going to be a $30 trillion infrastructure deficit that includes the things we need for education and the point of course is that there's no way that ODA will even come close to building those things in developing countries we've got to find with the private sector the kind of win-win solutions that we know we're out there. In Nigeria right now we're working to try to find a way to harness a public-private partnership that would fill the energy gap in Nigeria that would have a good return and also reduce the cost of energy. Are there ways of doing that in education? We have to find them. We've got to find them and it is very much in their interest to have great educated people. They're going to be better consumers they're going to be better workers and they're going to make the world a better place for the businesses to work. I think we can find those win-win-win solutions but we have to be creative and we have to be committed. Business of course has taken a huge interest as you said Hella in the malaria campaign in all the health campaigns at HIV AIDS and perhaps when it is more directly affected by what happens in education and skills it has done less what would your message this evening be to business? No, but this is the message and I think this is very well put I mean education is the key to everything. Education is the key to better health system and more less improved maternal death it's a key to everything and I think what is the problem in getting a philanthropic involvement in education is that it's a long time investment but it's actually the best investment you could possibly do if you are a business wanting to operate globally this is the best investment you can do and your example is an example of thinking outside the box but also in a very logical way because you know that a lot of money you send will be used for education and there must be hundreds of examples out there where it could be a win-win situation for businesses to get involved. I'm going to give you the final word because we have to stop Hickman. What would your message be to your fellow business leaders even at the risk of making yourself unpopular with them? I like the long term goals long term shareholder value is obviously what motivates us to your business leader giving back to the shareholders and I really believe that and I know that education means growth education means potential educated people create economical empowerment as an part and they create growth they create jobs they create has the future so investing in education means that also having better potential for a business for my business fellows. As you may know there's a new charity which is the global business coalition for education which you've joined there Hickman trying to persuade business leaders to take a bigger interest in this global impact so the message to businesses is that this is an open invitation to get involved in the future of education and I think the message that we're seeing across the panel is that there is a partnership now possible with an urgency to deliver both the millennium development goal itself by the end of 2015 and higher quality and transformative education using new technology and all the skills that business has. Thank you very much for joining us this evening and I would like to thank the panel for their involvement and engagement not only in this exercise but in building better education systems for the future. Thank you all very much.