The key Hanushek-Peterson-Woessmann papers from OECD, World Bank, UNESCO, and Harvard relevant for USL

The human capital aspect here – in our case the USL 0.5 (by boosting the national average school math by 1 year rapidly) or USL 1 (by boosting the national average school math by 2 year rapidly) and their massive boosts of the (Real) GDPs as captured in the following chart – was originally based on the discovery by Hanushek and then followed by Woessmann.

For the downloadable version, please click here: The key Hanushek-Peterson-Woessmann papers from OECD, World Bank, UNESCO (UN), and Harvard relevant for USL 0.5 & 1

Roughly speaking 1 Standard Deviation progress of PISA or TIMSS cross-country math scores (which is roughly equivalent to boost the national average math scores by 2 years) mean that you can add 2% surplus Real GDP per capita growth rates in your country.

We put the following references by Hanushek-Woessmann here from OECD, World Bank, UNESCO, and Harvard as USL1 is trying to collaborate with various governments, the UN, primarily starting with the OECD countries and African Union.

The original diagram in the orange color is adapted from Hanushek-Woessmann´s paper published from World Bank. (The surrounding flow charts are more developed ideas by Dongchan Lee)

The original diagram in the orange color is adapted from Hanushek-Woessmann´s paper published from World Bank. (The surrounding flow charts are more developed ideas by Dongchan Lee)

Figure 1. The original diagram in the orange color is adapted from Hanushek-Woessmann´s paper published from World Bank. (The surrounding flow charts are more developed ideas by Dongchan Lee)

Notice in this diagram that is based on the cross-country cognitive skill test scores – in our case particularly national math scores of PISA and TIMSS, etc – the entire gamut on the x-axis is about 2.25 standard deviation (which roughly corresponds to about 4.5 years of school math level differences) – corresponds to about 4.5% of Real GDP growth rate difference between the top of the world to the bottom of the world, in terms of math and GDP growth rate.

What USL 0.5 (with states is to crosss 1/4.5, which normally take a few decades or more) and what USL1 will do is to cross 2/5 (which normally take half a century or more) of the entire ocean of math skill differences.

 

For more confirmations relevant for the USL1 claims, please check the following from OECD, World Bank, UNESCO (UN), and Harvard. You can view them all online.

Hanushek-Woessmann-Peterson papers from Harvard’s Program on Education Policy and Governance & Education Next Taubman Center for State and Local Government Harvard Kennedy School

  1. Peterson, P. E., Woessmann, L., & Hanushek, E. A. (July de 2012). Achievement Growth: International and U.S. State Trends. PEPG Report No.: 12-03.  http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG12-03_CatchingUp.pdf
  2. Peterson, P. E., Woessmann, L., Hanushek, E. A., & Lastra-Anadón, C. X. (August de 2011). Globally Challenged: Are U.S. Students Ready to Compete? The latest on each state’s international standing in math and reading. PEPG Report No.: 11-03 http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG11-03_GloballyChallenged.pdf

 

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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.