In an environment of rapid academic and technological achievement; what are the potential long-term impacts on individual well-being and societal development should social-emotional learning no be effectively incorporated into our educational systems? What can we do to balance and serve broad diverse requirements of young learners? Ryder Delaloye is the Associate Director for SEE Learning® (Social, Emotional, and Ethical Learning) Program at the Center for Contemplative Science and Compassion-based Ethics which is located within Emory University. He is a practitioner of education and learning, his experience as a teacher and administrator spans from 2nd grade through graduate school. He has taught in public and private schools and universities both domestically and internationally. Prior to his role as the Associate Director of SEE Learning, his research and school engagement focused on whole school and district transformation, district leadership, social studies education, sustainability education, civic education, and teacher and administrator social emotional learning. Ryder believes that education is a vehicle for interpersonal growth and societal change. He is grounded by his wife and children; with whom he loves to play and go on adventures in the mountains. He received his Doctorate in Curriculum and Instruction from the University of Montana. —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation — Transcript available at thelearningfuture.com

How do you safely define 'peak humanity' and what would you consider its main characteristics? What ingredients make the education, reasoning, rationality, and creativity for an era of fulfilment for humanity; particularly when faced with dramatic and powerful tools such as AI? Dylan Wiliam is one of the best known educationalists in the world. He’s dedicated his entire career to understanding how to ensure learner outcomes are achieved, especially through the study of formative assessment. Dylan is currently Emeritus Professor of Educational Assessment at the Institute of Education, University of London. He was previously Deputy Director of the Institute, and has held posts at King's College London and Princeton University. He earned his PhD from the University of London in 1993. We highly recommend one of his recent and many publications about preparing for AI: https://edarxiv.org/372vr/ —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation — Transcript available at thelearningfuture.com

How does one become the realisation that much of what might be learned over 15 years of schooling was mostly meaningless influence over a person's life trajectory? How might free and untethered gaps help one find personal growth, resilience, and navigation in their life? Sal Gordon dives into the details of his Peaceful Pirate Principle. After Sal's schooling, he quickly realised that most of what he had learned in over 15 years of formal education seemed meaningless. In a way, Sal felt that school had impeded his true education. What was meant to be a gap-year transformed into a gap decade, during which Sal travelled and worked around the world, picking up new languages, customs, and cultures. He took on an array of jobs and enhanced his life skills; from sales to office jobs, from authoring books to driving trucks, from tending bars and restaurants to managing warehouses, working in labs, and building houses. It seemed there was no job Sal hadn't tried – constantly adapting to new environments, building resilience, and nurturing his love for people, learning, and our beautiful planet. Amongst all his roles, Sal's favourite was sailing boats – an experience that profoundly changed his life. He discovered an undeniable, sacred bond between the water, the wind, and a boat. Sal soon recognised that the treasures he once sought weren't just material, like gold or gems. Instead, the real treasures were all around — the breathtaking natural environment, remarkable humans, innate creativity, life's challenges, and love. These became the most valuable to him. Sal believed his true vocation lay in teaching and learning. After all, that had been the essence of his life's journey. He was confident that, as a Peaceful Pirate Principal, he could guide others to discover their real treasures. —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation Transcript available at www.thelearningfuture.com

What conditions in our current learning systems may be hindering our young people's ability to thrive, and how might we address these barriers to foster better learning environments? See some of Cathrine’s projects at www.trustforlearning.org and her nature-based learning report published in April 2023, found here. This conversation features a longing to expand into capabilities that make us really human and help us in the new reality of the marketplace, for example, to be problem solvers, risk takers, collaborative, critical thinkers, all important skills of adaption. As an educator with over 30 years of experience in the field of early care and education, Cathrine Floyd PhD (pronounced “Katrina”- it’s Norwegian) brings her experience in quality improvement, programming, policy studies and education finance to Trust for Learning and our partners. Cathrine holds a Master’s Degree in Early Childhood Education and Special Education from the University of Colorado at Denver and a doctorate from the University of Denver in Educational Leadership and Policy Studies. Her passion for social justice and equity building guides her work to create systems change and positive outcomes for children and families, particularly those from historically underserved populations. Cathrine is a coalition builder with experience in state and federal systems, public and charter school districts, non- and for-profit community organizations and family child care. Her joy in learning and hearing different perspectives enables her to authentically partner and support all voices in collaboration. When not engaging in her work in early childhood, Cathrine enjoys spending time with her family and travelling. —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation Transcript available at www.thelearningfuture.com

Are we truly promoting self-control or just compliance to adult demands? How can we engage students in deep, effortless, and meaningful learning experiences? Stephanie M. Jones is the Gerald S. Lesser Professor in Child Development and Education and Director of the EASEL Lab at the Harvard Graduate School of Education. Her research, anchored in prevention science, focuses on the effects of poverty and exposure to violence on social, emotional, and behavioral development from early childhood through early adolescence. Over the past fifteen years, her work has centered on evaluation research addressing the impact of preschool- and elementary-level social-emotional learning interventions on behavioral and academic outcomes and classroom practices, as well as new curriculum development, implementation, and testing. Stephanie is also co-Director (with Nonie Lesaux) of the Saul Zaentz Early Education Initiative and Co-PI of the Early Learning Study at Harvard (ELS@H). She serves on numerous national advisory boards and expert consultant groups related to social-emotional development, early childhood education, and child and family anti-poverty policies, including recently as a member of the Council of Distinguished Scientists for the Aspen National Commission on Social, Emotional, and Academic Development. Her research is published in academic and educational journals as well as in trade publications, and she regularly presents her work to national academic and practitioner audiences. Jones holds a Ph.D. from Yale University and a B.A. from Barnard College. —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation Transcript available at www.thelearningfuture.com

How might a background in politics, including as Minister of Education, shape an approach to public education? What significant initiatives or reforms from Government might spearhead successful and positive education reform in the public sector? Mr Olli-Pekka Heinonen became the 8th Director General of the International Baccalaureate Organization on 1 May 2021. Prior to joining the IB, Mr Heinonen was Director General of the Finnish National Agency for Education where he worked from January 2017. Mr Heinonen had an active career in politics in Finland between 1994 and 2002: he was Minister of Education and Science from 1994-1999; Minister of Transport and Communication from 1999-2002 and a Member of Parliament from 1995-2002. From 2002 to 2012, Mr Heinonen was Director of Yle, the Finnish national public broadcasting company, before joining the Finnish Prime Minister’s Office in March 2012 as State Secretary, responsible for organizing and leading the office. He has also been responsible, as State Secretary, for the portfolios of the Ministry of Education and Culture, the Ministry of Internal Affairs, the Ministry of Foreign Trade and Development and then as State Secretary at the Ministry of Finance of Finland. Mr Heinonen holds a Master of Laws from the University of Helsinki in Finland and has been awarded honorary doctorates by both the University of Jyväskylä and the University of Turku in Finland. He is married and has three children. Transcript available at thelearningfuture.com

Have you ever considered how curiosity is a powerful state of mind and being? What feel-good trends are there in modern humanity? Jigyasa says her name means curiosity, and in this conversation, she doesn't shy away from delving into deep explorations of creativity, holism, beautiful futures, and even meeting our dreams. These two deep-thinking changemakers share their insights, free of inhibitions, and encourage listeners to embrace their own curiosity to change the world for the better. Jigyasa Labroo is the Co-Founder and CEO of Slam Out Loud (SOL), where she leads program development, fundraising, and partnerships. SOL uses the transformative power of visual and performing arts like theatre, poetry, and storytelling to build Socio-Emotional Learning skills in children from underserved backgrounds. Slam Out Loud collaborates with state governments and teaching artists, currently working with children across five states in India through their in-person programs, building Creative Confidence in them to find their voice. Organisations across 19 countries have used their online open-source curriculum with a cumulative reach of 10 million children. Jigyasa studied Learning Design as a KC Mahindra scholar at Harvard Graduate School of Education and is one of the winners of Falling Walls, Berlin. She is also on the Forbes 30 Under 30 Asia list and was most recently awarded Innovator of the Year 2023 by HundrED, Finland. Jigyasa has been a fellow at Salzburg Global Seminar, WISE- Qatar, Arts for Good- Singapore, and Teach For India. She believes in the power of finding one’s voice and engages with music, travel, and coaching to evolve hers constantly. — Slam Out Loud, Education https://slamoutloud.com/ —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation Transcription available at thelearningfuture.com

How can a basic understanding of neuroscience empower children to take control of their reactions and behaviors? How can schools cultivate conditions that promote flow in their students and why is this important for optimal learning and fulfillment? This conversation is a goosebump inducer, an optimistic and can-do showcase of the practicality of practices that can promote flow - high-level performance and deep learning. Dido Balla Speaker, Educator, and Entrepreneur, Dido is currently the Head of Education for the Goldie Hawn Foundation, where his focus is to maximize the impact of MindUP in schools, communities, and families. He is on a mission to make the world a happier, healthier, and more fulfilled place. of Education for MindUp. Dido graduated with a Master’s of Science in Secondary Education from the Johns Hopkins University School of Education. Dido has seven years of experience as a High School teacher, and he is also the founder of a non-profit organization called FitLit, whose mission is to use a blended curriculum of fitness and literacy to empower youth. As an experienced brain trainer, Dido has positively impacted thousands of parents, educators as well as students in the areas of emotional intelligence, mindful awareness, and positive psychology. His work has expanded across the 10 countries. In this episode of the Learning Future podcast, hosts Louka and Dido explore the concept of flow and its impact on health, well-being, performance, achievement, and growth. They discuss the importance of long-term fitness rather than short-term gains, the profound experiences of flow, and the collective nature of this state. Join them as they delve into the depths of flow and share insights on how to cultivate it in everyday life. With inspiring conversations and a focus on honoring the learning journey, this podcast episode is a valuable resource for anyone seeking to tap into their own flow experiences. Educator, Speaker, Entrepreneur https://www.didoballa.com/ FitLit Chief Vision Officer https://www.fitlitters.com/ Kindness Matters 365 Board Member https://kindnessmatters365.org/ Transcripts available at www.thelearningfuture.com —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation

What are the ingredients, components and other big Cs for human flourishing? What tools are available and what are unneeded to achieve our visions? Alex sets out clear and enactable frameworks and approaches to achieve our visions and ultimately create systems in our work and life geared for human flourishing. Alex Battison is Senior Deputy Head at Lord Wandsworth College in Hampshire, UK.  Previous to that, he was on the SLT at Wells Cathedral school in Somerset and taught at Hurstpierpoint College in West Sussex, holding a variety of different roles. He is Chair of Educational Futures at Harvard’s Human Flourishing Programme and in May 2022 he was one of 51 individuals convened to discuss the future of education at Salzburg Global Seminar in Austria, with the work produced then being published at the UN Conference for Transforming Education in New York last September. He is a Salzburg Global and RSA fellow, has a Masters in Learning and Teaching from Oxford, and is currently in the last year of a Doctorate in Leadership, Learning and Policy from Bristol University. Outside of school, Alex is routinely engaged in exploring and collaborating for educational transformation around the world, following his dream of co-creating the future of education. Alex is also involved in two international working groups that are collaborating to affect systemic change; one that has a focus on supporting school leaders in the UK, and the other investigating inter-generational leadership and methods of co-construction as pathways for greater societal flourishing.  Alex consults in other industries where he mentors for both the Premier League and Reluctantly Brave in the areas of leadership and culture change, which exposes him to transformational leadership environments away from schools. Transcripts available at www.thelearningfuture.com —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation

Why do some students have such few hopes for the future where others do, when both have the same potentials and opportunities? What are some revolutionary, brave, and ingenious developments of technology design in education? Lasse Leponiemi is a co-founder and executive director at HundrED, https://hundred.org/ a mission-driven organisation focusing on identifying, amplifying and implementing education innovations. Lasse has been working with the youth education and career planning since 2003. In 2008, he founded an e-student counseling and marketing service whose clientele included everyone in Finland that was interested in university studies, reaching over 100.000 students monthly. When the company merged with the biggest prep-course provider in Finland in 2011 Lasse co-founded the NGO Mentors of Finland, which helps over 400 unemployed young people get a job every year. Since 2012 he has been working at HundrED developing educational concepts. Find out more about Lasse at HundrED Transcripts available at www.thelearningfuture.com —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation

What does it mean to empower younger generations? Does it shift power away from others, or does it empower the whole? The concept of sharing and building and renovating our spaces, co-designed intergenerationally, enables more broad outcomes and possibilities. This episode features two guests and contributors to Salzburg Global Seminar, this seasons partner. Elo·ise loves to connect ideas, people and places. In her work with the charity Big Change, a catalyst for long-term changes to how we support the next generation, she nurtures Global Alliances. In particular, the Big Education Conversation, which has evolved from a campaign in England to get the public talking about the purpose and future of education into a global invitation launched at the UN Transforming Education Summit. With intergenerational collaboration at its core, the initiative is currently being adopted, adapted and co-created by partners across 6 continents. Elo·ise is committed to the craft of holding space for system transformation, from the personal to the global. This ranges from work to raise awareness and build agency around the Sustainable Development Goals, in her previous role building the World's Largest Lesson and presently with Colombian Charity Worn-en, to her practice as a massage therapist and Circles facilitator with Space To Pause. At the moment, she is particularly curious about the power of listening and attunement. Aliyah lrabor-York is the founder of Pupil Power, a nation wide movement based in the UK which empowers young people to develop their agency in order to reimagine the 21st century's Education system. Since starting her organisation at 16, her work has been awarded and recognised for advising global leaders/organisations on how to embed a genuine culture for youth voice. Currently she serves as the youngest board member for Lyfta Education, as well as an Associate Consultant at Big change. Her expertise include designing, aligning, and implementing collaborative and intergenerational campaigns and programs that transform practice in the Education system. Aliyah is currently studying Education, Policy and International Development at the University of Cambridge. Transcripts available at www.thelearningfuture.com —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation

What does it mean to recognise that education is more than an institution, but a state of being? What are some of the shifts of perspective required for positive systemic transformation? People and their systems are in symbiosis, the relationship between personal and systemic transformations is an inseperable one. Romana Shaikh is the Chief Program Officer at Kizazi, a global non-profit that seeks to catalyze innovation in the design of school models to enable all children to thrive. She has deep experience working across India, West Africa and Armenia with local teams to transform public education to so education is contextually responsive, restorative of culture and identity & relevant to the needs of young people and their communities. Romana practices Presence Oriented Psychotherapy with individuals and groups and is currently involved in collaborative and peace building efforts in India. Through her work, Romana is studying the relationship between personal transformation and systemic transformation. She is a faculty member for Comprehensive Sexuality Education, Presence Oriented Psychotherapy. A Salzburg Global Seminar Fellow and an alumnus of Teach For India. Previously, she has been the Director of Training & Impact for Teach For India & a consultant to TFIx, TFAll and various other NGOs in rural & urban India. Romana loves tending to plants, practicing yoga and meditation and learning from various wisdom traditions. She enjoys learning about cultures and the diversity of life experiences people have through reading, traveling & being a part of communities. —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out our partner’s publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation

How do projects of Agency across broad ranges and portfolios across Peru impact upon the lives in the community? Hear from a Peruvian expert in education about how a system has empowered hundreds of students into role models and doers of admirable public and community good. Franco is CEO and co-founder at Enseña Peru. https://ensenaperu.org/ Franco finds, connects and develops leaders to transform education together. His passion is student leadership. He holds a master’s degree in education from Harvard and studies in strategy also from Harvard. He is a TEDx Speaker and Salzburg Global Seminar Fellow. He was a member of the Network Advisory Council of the global network Teach for all. He is also an author, publishing several chapters and articles in UNESCO, Diplomatic Courier, OECD, Teach for All, Harvard Latin Review, Global Education Initiative. In 2018 he was the recipient of the Leadership in Education award from Harvard, as well as the Faculty Tribute award from Harvard. His courses have become public policy in several regions in his country, scaling to thousands of teachers, especially promoting transformations such as student agency and personalized teaching in rural areas. He lives in Peru with his wife and daughter. —- This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/ Please check out the partner publication: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation

Is there a way to prepare ourselves for complexities that don’t fit standardised approaches or formula? How complicated can pedagogy become before it’s unworkable, and what does it take to increase this threshold? Transcripts available at https://www.thelearningfuture.com This episode features The Learning Future’s Director of Leadership and Culture. Dr Anne Knock is an educator, facilitator, and coach who enables profound shifts in strategy, leadership, culture and pedagogy through her wisdom. Anne holds a PhD in Education from The Univeristy of Melbourne with a focus in complexity theory, revealing how to craft successful and sustainable practice and culture in innovative learning environments. She also routinely supports education leaders and architects to develop school masterplans and design briefs. Commencing as a primary teacher, Anne has experience in community development, school system administration, and school-based innovation consultancy. At The Learning Future, Anne leads programs and projects to help educators, leaders and organisations step into the future through strategic design and learning experiences that optimistically chart a path ahead in our increasingly complex world. Anne also leads the executive coaching and learning tour aspects of The Learning Future, supporting schools and organisations to integrate the cutting edge of school design, philosophy and practice.

Is there a chance that in trying to innovate we risk inflating systems in a way that 'misses the mark'? How can we approach innovative and big ideas in a way that is mission focussed? This conversation also features a careful speculations on the impact of OpenAI's ChatGPT and how learning innovators imagine and prepare for it's potential implications. https://www.gettingsmart.com/ Transcript available at https://www.thelearingfuture.com. In this sixth episode of Education Transformed, Louka speaks with Tom Vander Ark, a strong professional advocate for innovation in education but also a deep thinker about the potential consequences or failures of new systems. Tom Vander Ark is an advocate for innovations in learning. As CEO of Getting Smart, he advises schools, districts, networks, foundations and learning organizations on the path forward. A prolific writer and speaker, Tom is author of Getting Smart, Smart Cities That Work for Everyone, Smart Parents, Better Together, The Power of Place and Difference Making at the Heart of Learning. and has published thousands of articles and papers. He writes regularly on GettingSmart.com, Forbes, and LinkedIn. Previously he served as the first Executive Director of Education for the Bill & Melinda Gates Foundation. Tom served as a public school superintendent in Washington State and has extensive private sector experience. He serves on the board of Education Board Partners, 4.0 Schools, Digital Learning Institute, Latinx Education Collaborative, Mastery Transcript Consortium and eduInnovation. He is also an advisor to numerous schools and startups. Check out this season’s partner publication: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation

Is it possible that reframed early learning can empower otherwise disadvantaged young people? Is there an opportunity to re-define schools as community hubs and social squares? Do teachers need to be an expert in mental health in order to improve wellbeing? In this fifth episode of Education Transformed, Louka speaks with Frank Oberklaid, a pioneer and inspiring spark for early education geared directly at the centres for child wellbeing, with demonstrable results. Professor Frank Oberklaid is the Foundation Director of the Centre for Community Child Health at The Royal Children's Hospital – Melbourne [ https://www.rch.org.au/ccch/ ], Co-Group Leader of Child Health Policy, Equity and Translation at the Murdoch Childrens Research Institute and an Honorary Professor of Paediatrics at the University of Melbourne. He is a highly regarded specialist paediatrician and brings a wealth of skills to his work and is an internationally recognised researcher, author, lecturer and consultant, and has written two books and over 200 scientific publications on various aspects of paediatrics. Transcript available: https://www.thelearningfuture.com/the-learning-future-podcast/educationtransformed-6

Is education a globally recognised construct, is it universal? What are the environments in which the best transformations occur and which regions have unique and interesting approaches? In this Fourth episode of Education Transformed, Louka speaks with Gavin Dykes, a wealth of knowledge about the unique approaches to education globally with https://www.theewf.org/ . Transcript available at: https://www.thelearningfuture.com/the-learning-future-podcast-about Gavin Dykes is Programme Director of the Education World Forum (2004-present) held in London and for the Asian Summit on Education and Skills (2015-present) in Bangalore, Mumbai and Delhi. He contributes to advisory boards for ISTE, University of the People, and Karanga, he is on the board of Lyfta and is a judge for the Empathy Week Awards. Gavin has worked closely with governments, corporations, foundations, schools and universities in many countries. His writing includes co-authorship of “Building and sustaining national education technologies agencies: Lessons, models and case studies from around the world” (The World Bank 2017) and “Aspire High – Imagining Tomorrow’s School Today” (Corwin Press 2017). He has moderated and chaired international discussions including OECD Skills Summits in Norway and Portugal, Virtual TIESS in India, and Education Fast Forward debates across the world. For education to achieve its best possible outcomes, Gavin thinks we all, whether learner, teacher or leader, would do well to listen more, collaborate better and innovate constantly. Check out this season’s partner publication: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation Transcript available: https://bit.ly/3QX7SkW

What do the innovative architects of education sound like? How might they imagine channels that defy the “trickle-down” model of success by delivering high-tech and advantageous tools of education and employment directly to all? In this Third episode of Education Transformed, Louka speaks with John Goodwin and Chris Purifoy. LEF’s mission to bring quality skills and equal opportunity to every human on Earth, using open standards and web3 technologies. https://www.learningeconomy.io/ John Goodwin, is Executive Chairman of the Board of Directors. Prior to joining LEF, Goodwin spent a decade working in the LEGO ecosystem, first as EVP and CFO of The LEGO Group then later as CEO of LEGO Foundation. Chris Purifoy, CEO of Learning Economy, about their ambitious global goal—to increase the impact of investment in humans, solve equity gaps, and empower learners and employees with better access to their data. He is a delegate for the UN’s Blockchain for Impact and the U.S. Department of Education’s Blockchain Action Network. Chris is a digital architect, serial entrepreneur, author, and futurist. He speaks in global forums about AI, blockchain, and the future of education and work. Chris loves simplifying really complex, difficult problems and building strong tribes. thelearningfuture.com

In this second episode of Education Transformed, Louka speaks with Dr Anantha Duraiappah, Director of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development. A depthful discussion about the whole brain approach to learning and education, including a confident approach to digital pedagogy, where neuroscience technology is applied to learning and teaching as a potentiality enhancer. UNESCO MGIEP in New Delhi, India is UNESCO’s first category 1 institute in the Asia-Pacific region. As an experienced environmental-development economist; Dr Anantha Duraiappah plays a key role in positioning MGIEP as a leading research institute on education for peace, sustainable development and global citizenship. Professor Duraiappah received his PhD in economics from the University of Texas in Austin, USA. He has authored numerous books and journal articles on environmental and developmental issues. Anantha also serves presently as as the policy forum editor for "The Journal of Human Development and Capacity". He is a Fellow of the World Academy of Arts and Sciences (WAAS), a Founding Fellow of the Human Development and Capability Association and a visiting Professor at the University of Tokyo, Japan. Anantha, in his previous post at the United Nations Environmental Programme (UNEP), initiated and played a pivotal role in the establishment of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). He was the Co-Chair of the Biodiversity Synthesis Group of the Kofi Anna commissioned Millennium Ecosystem Assessment and founding director of the Inclusive Wealth Report released at the Rio+20 Summit in 2012. Dr. Duraiappah is presently focusing on researching and exploring how “Firing Gandhi Neurons” can be integrated into the educational curricular of the formal, informal and non-formal education systems around the globe. Transcription upon request - e-mail hello@thelearningfuture.com

Find out which countries are embarking on true education transformation and discover why transformation might be the best way to articulate the changes we need in schools and education systems. View the report: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation Today's episode is with educationalist, convenor, and non-profit leader Dominic Regester. Dominic is Director of Education and Director of the Center for Education Transformation at Salzburg Global Seminar, where he is responsible for designing, developing and implementing programs on the futures of education, with a particular focus on social and emotional learning, education leadership, regenerative education, and education transformation. Prior to this he worked for the British Council for 14 years on global citizenship education, teacher professional development, and education collaboration. He works on a broad range of projects across education policy, practice, transformation, and international development, including as a Director at the Amal Alliance, as a Senior Editor for Diplomatic Courier, and as an advisor to the Learning Economy Foundation, and the Power of Zero. Since 2021 he has also served as the Executive Director of Karanga: the Global Alliance for Social Emotional Learning and Life Skills. He holds Masters degrees in Chinese Studies from the School of Oriental and African studies in London, and in Education and International Development from the Institute of Education at University College London. In this chat Dominic mentioned the work of bigchange.org, who we are talking to in a future episode. Find out more at salzburgglobal.org and keep transforming. thelearningfuture.com