 Vijay Kumar, I'm the Associate Dean for Open Learning at MIT in Cambridge and also privileged to be the Executive Director of the Jameel World Education Lab, J-WEL, which really focuses on sparking an educational renaissance around the world. So the lab has been operational now for a little more than two years, two and a half years, almost three years. And what it does is try to bring MIT's educational innovation practice research and convene a community of collaborators or members to work with them to co-design solutions for education transformation. I just, you know, and it does it across pre-K through 12 education, higher education and for workforce learning, looking at these as an integrated flow. I've been at MIT for a little more than 23 years, largely working with education technology and education innovation and open learning. Oh, yes, no, OCW, I was intimately involved in its launch. In fact, even before it became an organization, it came out of a council on educational technology that we had and with a small group of us who conceived of the idea. And I should say with some trepidation when, you know, took it to our president and provost who wonderfully supported the idea because it was in some sense a bold step in intellectual educational philanthropy, you know, saying we have to, and we do this. It's an extension of stuff that MIT does about promoting, influencing good practice around the world for education. And this allowed us to really do that in an extensive manner, you know, saying not to tell the world how to teach or learn, but to say, here is what we do. Michael's both passion, propensity to support open education, I'm personally aware of, you know, having seen both Saylor Academy and the kinds of, you know, both resources he was applying in his own personal time and effort and resources towards advancing the intent of making educational resources openly available. And also, and it's very much connected to the global skills gap, how do you enable capabilities and capacity around the world to participate much more acutely, productively in the global economy, you know, I mean, ever since I came in touch with the amazing MIT alum, you know, and we've seen this. And the global skills gap, and this has been the conversation yesterday, today. And when I think about the gap, and it is quite a pronounced gap, and perhaps it always existed now, you know, there's a lot of light shining on it, saying that there is a gap. And on the one hand, the skills gap is much more pronounced now because everything around is being transformed because of the increasing centrality of technology and digital. And today in my talk, I was remarking this wonderful statement that I heard from Michael two presentations, two sessions ago, you know, when he gave the example of us learning geography and say, well, when we learned geography, it was an atlas, you know, and some maps and which became a million images on Google Earth, you know. And now it's an intelligent service, a GPS service on your watch, you know. So every hard product is becoming an intelligent soft service. And what are the implications for the competencies that people need to have to both create that transition, respond to the transition, then also be able to take advantage of that shift, you know, to do better things and to be productive in our economy. So the skills gap in some sense is because of the centrality of these, of technology. That's certainly one thing. But it's also because, you know, everything around is, is suddenly we're also conscious that people are displaced, displaced from educational opportunity, either because of social political crises or because they're in jobs where the jobs are changing and they need careers, they need advice, right? They need to upskill. So the skills and then also because a lot of people are just not participating in learning opportunities, which even eliminates our participation in the economy, you know, right? So it's not just about upskilling, you know, they don't get there. So the skills gap is increasingly pronounced and not just because of these influences like technology and global factors, you know, other socioeconomic factors, but also we are becoming conscious of the fact that our current institutions and modalities have left a lot of people underserved, unserved and therefore excluded them in the skills economy. So that's a, and I think we have the opportunity now to, and we've always had the opportunity again now in more interesting ways, you know, to be able to leverage what we have learned, what we're learning about technology, whether it is mobile technology, what we're learning about learning itself from brain science, cognitive science, to be much more inclusiveness, to be able to address the skills gap. One thing I will add, the skills gap is not a thing that you get to and you have arrived, you know, the gap is because things are constantly changing. So this is moving, you need this to move also, meaning the preparation, the capacity building is an ongoing process and that's, and so, which is not just about being, providing access openly, but to being open to change in what you provide access to, you know, into the quality of the learning experiences, what kinds of things are you open to.