USL pilot project proposals to UNESCO/UN

The general introduction to the USL proposals to UNESCO (in Guatemala, South Korea, and the headquarter) and UN Headquarter (MDGs) in general

By Dongchan Lee

This paper is the central paper to guide the rest of the 3 pilot project proposals to UNESCO and UN (regional and headquarters)


Objectives of USL: The fastest, easiest, and cheapest way to boost sustainable [economy, education, environment] & end the [extreme poverty/most critical global crises] while making the average students learn math/science faster/easier than prodigies & so revolutionizing the human capital to its maximum and achieving the EFA/MDGs of UNESCO/UN (especially MDG 1,2,3,4,7,8) much faster effectively.

As expressed on the top front page of this website, USL –> UPSPM –> 5UEs –> URF constitute the overarching plans of ours. As 5UEs mean Unified Economy-Energy-Environment-Education-Empowerment, its scope is vast, but has a lot of parallel with the top agendas of the UN´s.

The most relevant UN agencies for USL-5UEs-URF seem to be UNDP & UNDESA(for the sustainable economic and social developments), UNEP (Energy & Environment).

The whole point of our operations depend on the tremendous economic potential and incentives that USL provide to the participating countries – as its economic contributions will exceed the entire economy of the world in 1-2 decades – and to embrace is tremendously favorable to the future of the participating countries than to ignore USL-5UEs maintaining their status quo. Regardless, the pilot studies with over a thousand students may not be enough to convince the international community, including the UN. So we invite the UN, especially UNESCO to collaborate and verify our results and together we can run joint pilot studies exclusively online in a short time frame with relatively small amount of budgets. Once the sufficient data emerge, then we can push a new international treaty called URF (Unified Redistribution Fund) to realize a large sum of the UN goals, especially those relevant for what I mentioned above.


USL hierarchy:

USL consists of 1) USL Social Enterprise, 2) UFA (in response to EFA), and 3) URF (to end the the hardest MDGs problems within 5-10 years if the UN collaborates early enough by redistributing the global wealth). USL tries to incrementally raise the learning standard of math and language over the next 10-15 years, whose annual economic worth will become greater than the total sum of the current global GDP by boosting the human capital. With this special observation, USL is trying to establish the international treaty (with URF) in the UN General Assembly (if possible in 2014) to use USL as a means to redistribute the global wealth more fairly.


Please read this first.

How fast URF can accomplish the entire EFA and MDGs once the UN establish the international treaty for URF?

The following USL pilot proposals here are for the first and second steps. We propose each project for Guatemala regional UNESCO, but as each one is very scalable, we would like to propose these to the UNESCO headquarter at the same time.

UPSPM to UN General Assembly

UPSPM to UN General Assembly

The proposals for 3 pilot study projects are: all are based on internet-based USL education.

1)      UPSPM (USL-UNESCO Pilot Studies for the Post-MDGs): to run online pilot studies of USL in 5-10-15 countries, starting with South Korea, Guatemala, and USA (July-September) to collect their data to propose a new international treaty in UN General Assembly (mid-September)

2)      USL for the indigenous people: using the support of UNESCO to invite investors to a village to run more effective math and English education using music. Faster and cheaper education that utilizes the solar energy and internet access in typical poor village schools.

3)      UFA mobie (mini-version): to provide the education to the poor families, we skip the difficulty of building schools and hiring teachers altogether by teaching students in useless buses that are solar-internet powered. (late-summer or fall)

There are more, but for now, we will focus on these three only to build the relationship between UNESCO/UN and USL.


USL Pilot study results

USL Pilot study results


The established facts from USL pilot studies so far: (

  • First of all, in the USL pilot studies from October 2013 till February 2014 from Mexico and Guatemala, there were participations from 8 schools, over 1,200 students.
  • Each USL class has covered what normally takes 1-1.5 months in 30-40 minutes.
  • The participating USL students took the tests 1-2 days after each USL pilot classes (without textbooks, homeworks, or extra solutions other than my 30-40 minute lectures with a suggestion for them to study half an hour or so if possible, which normally didn´t seem to be followed).
  • the typical average scores jumped up 20-40% from the first tests, e.g. from the first pilot test of average gains of 40% to 60% or 70% although at times jump 40-100% or once a while gain no significant rises or a couple of times negative results.
  • So the typical gain is about 1 standard deviation, say 0.5 to 1.3 standard deviations.


Some other useful findings to justify the power of USL as an alternative are:

  • As virtually almost all countries, including UN´s MDGs and EFA – perhaps except Finland – have followed an implicit dogma as if the years of schoolings are direct and most efficient means of achieving to raise the human capital and the living human standard, the numerous EFA reports show that this is not the case at all.
  • Nor are the spendings for the education.
  • Nor are the hours to spend for classes.


The theoretical/emprical bases of the URF estimations

Here, I will mostly rely on the economic relations between the human capital (especially math) vs. economic growth (especially GDP). Based on the various studies from OECD and others, using the test results particularly from PISA and TIMMS, etc, with the data over the past 5-6 decades of the various international math and science tests, the following mathematical patterns have emerged. Instead of going through all the details, I will simply use the most essential facts I am using from Professor Eric Hanushek who appears to be the best authority in this topic: math proficiency vs. the human capital vs. the economic growths.Please check his:


If the average students of the USA increases math level by 1 year - of Canada - the USA average annual income will icrease 20%, if advancing 2 years to to level of Singapore, then 40% of the average annual income increases.

If the average students of the USA increases math level by 1 year – of Canada – the USA average annual income will icrease 20%, if advancing 2 years to to level of Singapore, then 40% of the average annual income increases.

In PISA and TIMMS studies, which have covered over 50 OECD countries, that include most of the developed countries as well as some developing countries, the following results are the useful ones for USL and URF.


The findings from Hanushek (and others) over the past a few decades (Both PISA and TIMMS were taken into account for Hanushek.)

First, the following are more or less equivalent.

  • 0.5 Standard Deviations in test results
  • 1 year of math difference
  • 50 points in PISA math
  • 1 % (or 0.89%) of Per Capita GDP rate increases over the next 50 – 80 years. (with its compound effect, it grows massively as time elapses.)


PISA 25 Points gains
PISA 25 Points gains

For more details, please click here or the image above.


  • Advancing the basic level math or rocket science have even contribution more or less. In other words, whether trying No Child Left Behind policy focusing on the bottom line approach for the education (especially math) vs. focusing on the most advanced students instead of the under-performers don´t seem to make much differences when it comes down to their contributions to the national GDPs.
  • Since the above results are from the regression analysis, the plots that dictate these results are linear more or less from the poorest to the richest countries. (So we can extrapolate easily.)



  • In my first series of the international USL pilot studies online, I will focus only on the primary schools, up to grade 4 or 5 (although later I will cover grade 5-6, then the grade 7-9, then grade 10-12 when the proper time arrives).
  • TIMMS measure the math for the 4th and 8th grades. Since both the studies from PISA (9-10th grade levels) and TIMMS contribute to the results from Hanushek, et al, I believe that focusing only on the first 4-5 years of primary grade maths will deserve and contribute half the weight of the amth contributions to the GDP of the corresponding countries.
  • For the contribution levels to GDP from the years in schools, I think I can assume each grade contribute more or less equally.
  • As there are up to 9-10th grades for the PISA tests that measure the cognitive skills of the 15 year old students, what this means is that the grade up to the 4-5th contribution to the PISA level math may be about half of the factors that contribute to the PISA scores.


Based on these observations, let´s get the main points useful for URF.

  • If we raise the average math level by making the average students skip 1 year of math, which will roughly contribute to 0.9-1% of the annual GDP growth rate throughout the OECD countries (according to Hanushek) with the linear straight line relation. So far, this seems to be followed by most of the rich and developing countries.
  • For example, if we raise the average American student math level to that of Canada, then the average Americans´ annual GDP growth rate will be about 1% over the next 50+ years.
  • The levels of math USL will cover: Since the proposed pilots here are the first series, we will cover only 4-5 primary school level math. If we make the average students skip 2 years (out of 4-5 years), instead of skipping 1 year (out of 9-10 years) of math, this will raise GDP growth rate of 2% annually. With the compound, it increases exponentially.
  • This alone will boost the GDP annual growth rates by a few percents annually for decades.
  • Over the next 50-80 years, the GDP of the URF participating countries will increase 3-5 times with this factor alone.
  • As these annual increases will have the compound effects. So by simply skipping 2 years of math in Guatemala, for instance, may have theGuatamalan GDP increase 2-4 times within the next 10-15 years or so once the effect of USL starts kicking in as the educations get translated to the labor force of these people.

I will provide the separate projection GDP charts based on the advancing the math by years in a separate paper.


For more details, please read the accompanying 3 pilot project proposals.