MMU proposals to English-speaking countries

MMU1 (Mini Mini USL1) to end the math poverty in your districts, cities, or states of all English-speaking OECD (developed) countries in a few years, not generations

Our main summary:

  1. Our motto: to end the math poverty is to end the poverty itself, not in 50-200+ years, but to take care of math poverty in 5-10 years and the poverty itself in 10-20 years, nothing more, if the governments (cities, states, or nations) can collaborate with us and support the causes.
  2. What MMU1 if supported can do: to raise the math poverty (about 25 percentile of the student population) to the math prosperity (about 75 percentile of population), starting at the district, city levels and then to the states and then perhaps nations in 2-4 years, not 50-100-200 years.
  3. Normally how long does it take to raise the national or state math average the way MMU1 can? 50-200 years (if we use the global math assessment data for the past 15-20+ years from the PISA, TIMSS, and for the NAEP (or the Nation’s Report Card) from the USA).
  4. What will be the economic impacts? If fully utilized the average annual real income per capita rise will be at least 4-10 times, depending on the level of the economic developments of the nations.

 

MMU1 visual impacts for various language or economic groups

In this basically 8 minutes video, you can see the MMU1 (yellow arrows) impacts on your country vs. the past 12-15-20 years of the math trajectories of selected English-speaking or Latin American countries. Please watch this as it will be very education whether you decide to embrace MMU proposals or not.

 

 

 

Some 5 minutes of video evidence summary (which is a playlist and this leads to the MMU1 evidence video). Although this video was geared more for the USA state DoEs, basically similar rules apply to all the developed English-speaking OECD countries with some minor changes, especially for Australia, New Zealand, UK, and the math poorer half of Canada and Ireland..

To propose MMU1 pilot study proposals to the districts, cities, governments, philanthropists, NGOs, investors, media people, and other like-minded people (summarized in this 1 page highglight) who are rational, efficient to go directly to the ultimate causes of troubles instead of whining and complaining, praying with the never ending wishful thinking that haven’t bear fruits and will not bear fruits.

 

Introduction about MMU1 (Mini Mini USL1) is an appetizer version of USL1, which is still just a first step of the full USL.

 

Share

CC BY-NC-ND 4.0 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Google Traductor

Traductor, tradução, 번역 (predeterminado en español)

Follow Us

Facebooktwittergoogle_plusyoutube

current focus on MMU x.x series

MMU1: just to uplift the math poorest half average to the math top half average, which normally would take at least 50-100 years in the average OECD nations with almost no exceptions at least according to the PISA and TIMSS math rsults 1995-2015 (and you should know that this is a revolution, not some sort of useless reforms that have been going on in the entire developed OECD nations). To reduce the hyper-skepticism, my initial target may be reducing the math poverty by 20-30% and raising the proficiency in similar manner, which still would normally take at least 30-50+ years in at least 90% of the developed countries, their states or big cities. Current focus is on the MMU1 series as the warm-up exercises as forms of pilot studies to demonstrate the math EDU revolution is not only possible in spite of the hyper-bureaucracy of the EDU establishments that simply would not any of the most breakthrough innovations in EDU and will instead keep on playing with the furitless, fancy toys of the math EDU apps and technology.

The Fundamental Premises Of USL1 And USL

USL will use the colossal cognitive capital potentials of STEM education (especially Math at the moment), because USL can make the learning 10-50 times faster and more effective than the Business As Usual typically, to trigger the equally colossal gains in the socio-economy in exchange of their willingness of the participating governments - under a new UN-led treaty hopefully - to collectively contribute the reasonable ratios of the expected surplus gains in their economies to resolve the top global crises. Each of the governments will mostly focus on resolving their crises of course, but they have to contribute to the world communities to prosper with the sustainable growths together not at the exclusion of half of the world that is poverty-stricken. USL 1 will be the fastest, easiest, and cheapest way to collectively contribute the effectively gained, USL1.0-induced surplus economy (in a sustainable manner) to resolve the most serious global crises (for all governments and the UN) based on the 5UE principles: to transition towards the resource-based, renewable energy-based, sustainable global environment and the circular economy, to help end the poverty much faster than without, while making the average people learn math and science faster and easier than prodigies. As the original USL is too fast and too disruptive (as it can literally make average people learn math and science 1,000%-50,000% times faster) to transform and people are too skeptical, we are currently focusing on only 2-5% and up to 10% at most of its capacity called USL 0.25-0.5-1.0 for the state and national governments as well as the UN.

USL1 Global Movements With Governments: 3 Steps & 3-Tier Economic Gains

STEP 1) Math Education Reform USL 0.25 at the city and USL 0.5 at the state government levels (advancing their regional average math skill levels by half a year, which normally takes 10-30 years to most of the OECD countries, in just 2-3 years). STEP 2) Math Education Reform USL 0.5 at the state government levels (advancing their regional average math skill levels by 1 year or more, which normally takes 2-5 decades to most of the OECD countries, in just 2-4 years). STEP 3) Math Education Reform USL 1 at the national government & the UN treaty levels (advancing their regional average math skill levels by 2 years or more, which (almost) never happened to virtuallly all of the OECD member countries, in just 2-5 years). For each of the following step, we will try to create local, regional, or national Social Enterprise for each government - if they are willing as the gains are tremendous potentially - to share the profits together. So the governments will have the 3-layered benefits: ... 1) USL 0.x will enrich not only the math education that helps each USL x participating regions, 2) but also to prosper together as Social Enterprise board members of the corresponding regions. 3) once the UN gets involved, then the certain portions of the massive surpluses to their local or regional economies will be properly redistributed for the global social, energy, environmental, equality and poverty causes.
%d bloggers like this: