global generation 8: measuring the global educational efforts

So. I have written a lot about the thinking underpinnings of the Global generation and the global education plan of action (kind of a convergence between generational attitude, behavioral trends and technological enablement) and someone came back with a rockin’ question.

measure 1Measurement. How will you measure this idea?

My initial temptation was to give a flippant response (kind of a flaw of mine). Something like:

“If 30 to 40 years from now we are in the midst of the greatest innovation revolution since the industrial revolution as cross culturally an entire generation will debate and ideate.”


“Maybe we haven’t eliminated war per se but eliminated genocidal acts.”


“Less conflict between believers of different religions and cultures.”


Then I starting thinking that maybe if I could ever figure out how to get someone to invest in the idea I should outline some measurement steps so that we don’t have to wait 40 years to feel good about what we created and did.measuring-tape

Short term measurement has to be attendance, repeat attendance and involvement. It all falls apart if no one attends and absorbs and wants to continue absorbing. This is numbers. Sheer traffic and repeat traffic.

Mid stream measurement should be more about measuring the “absorbing” aspect. Because if kids are attending and they are involved we can always adjust things to help ‘understanding.”

Mid stream we should be measuring or maybe better said ‘gauging’ behavioral and attitudinal aspects. The easiest way to do this is some ongoing omnibus tracking study with some sub sets of early “attenders” versus those joining later.

So this measurement is a checks & balance of ‘do they get understanding of choices and respect.’

In addition this type of measurement is assessing critical thinking skills (and most importantly within this aspect is “are we being practical enough to affect the least and aspirational enough to affect the most.”)

So. Hopefully this outlines measurement with enough detail but not too much.

Short term, in midstream and long term measurement.

I am not a research “gwonk” but I understand what research and measurement information is important in order to be able figure out whether what you are doing is doing what it is supposed to be doing as well as see some information that could possibly inspire some course correction action if necessary.

Personally I wouldn’t go overboard on tracking and research just to prove to everyone that this is a good idea (I see a lot of things like this in today’s world … what a waste of resources).

I would do the basics to insure we had the information we needed to create the best content to achieve the objective. When in doubt all dollars should be focused on content and increasing “absorption and understanding.”

Now. I would imagine a lot of education experts will be wondering about ‘where are the test scores?” or “where are the standards?” Well. They are nowhere in my measurement. And, no, I didn’t overlook it and say “oops, I need to update the post.” in a plan of action like this with objectives like this we need to look at education in a completely different way than the existing “standards of education” and focus on creating desired behavioral aspects.

Let me suggest my only test score measurement would be an average globally. Did the tide of intellect just get a little higher regardless of whether you live in Slovenia or Sao Paolo or Saskatchewan?

Least rise. Most rise. Those in-between rise. It’s not a competition for best scores.

So. This may be a wacky idea.

Or this global education plan for kids may be a great complex expansive idea.

But it is certainly a measurable idea.

Written by Bruce