• Extraordinary feedback from Participants
• Enthusiastic reception at the Commonwealth Heads of State SP, leading to invitation to develop The 100Hours at CIDA University in South Africa
• Founding signatory to EU Peace and Wellbeing Compact
• Invited to develop The 100Hours for UNESCO’s UK based schools’ network, giving access to its 9,000 schools in 180 countries world wide.
• Invited to develop The 100Hours for Sahara Corporation’s new nationwide network of 200+ schools in India, and to present at the inaugural televised “Education Oscars” in India.
• Invited by the government of Sri Lanka to explore development of The 100Hours in its schools nationwide

A.) The 21^st Transformational Curriculum – a transformational knowledge base and technologies capable of bringing out profound and sustainable social change through key shifts in the heart and mind: greater insight, empathy, compassion, responsibility, integrity, wisdom, and confidence.  It has 20 Core (and 200 extended) subject areas.

B.) Addressing societal and global problems and challenges at the root cause level of the heart and mind through these Transformational Technologies.

C.) Using MOOCs to deliver transformational education.  Most conventional education is ‘informational’, teaching information and skills, but not specifically designed to empower the participant to train and transform their own heart and mind.

D.) Creating and deploying an integrated Global Network of Networks (GNoN) of youth leaders, social entrepreneurs, and elders and empowering them through A), B), and C) to bring about personal, local, societal and global transformation.

E.) Effectively Integrating A), B), C) & D) to bring about personal, local, societal and global Transformation.

To make the 100Hours Curriculum freely and globally available, we plan to integrate the following technologies into a powerful online knowledge collaboration platform:

MOOCS -
Massive Open Online Courses will be created to train youth and youth leaders, social entrepreneurs, ‘elders’, and others

Collaborative Course Builder Technologies -
Empowering the most brilliant teachers, youth leaders, social entrepreneurs, and elders, in the further development and applications of the Transformational Curriculum .

 A Purpose-Specific Social Network (PSSN) & Networking +  Collaboration Technologies (e.g. Google Plus, Google Hangouts) -
to create and deploy mission-based Global Network of (sub) Networks (GNoN) that powerfully connects youth leaders, ‘elders’, and others to enable rapid global knowledge and skill learning and sharing; coordinated project and mission development and execution; and social entrepreneurial partnership and support.

Digital Multimedia -
Video, audio, writing technologies to capture and share (e.g. via YouTube) the transformational Curriculum, as well as to develop further projects, knowledge and technology sharing

Mobile Platforms -
to deliver the Curriculum, gather feedback, and upload onto the internet & share transformational knowledge skills, and technologies to people anywhere in the world with access to mobile devices; to enable coordination and support within and between the GNoN

Expert System Database & User Interface –
(beyond 2016) – a longer-term goal to optimize functionality and user experience

• Empathy and compassion;
• Personal and social responsibility;
• Integrity and tolerance;
• Mindful awareness;
• Communication skills;
• Collaborative problem solving and conflict resolution;
• Systems’ thinking, including understanding long-term, or unintended, consequences of actions;
• How to bring about transformational change, and many other key areas of learning.

This Transformational Curriculum consists of 20 Core, and 200 extended areas.  We have successfully piloted the core transformational approach in small settings, such as CIDA University, South Africa. We are now at the crucial next stage:

2013-2016: Creating the Open Source technology platform to make the transformational curriculum freely and widely accessible and networking participants

This technology platform has two specific purposes:

1. Free and broad delivery of a full version of this 21st Century Transformational Curriculum across the world via:

• Multimedia on the Internet, including mobile platforms;
• School systems (For example, The 100Hours is partnered with UNESCO’s ASPnet – a global network of 9,000 schools in 180 countries)

2. Powerfully networking the curriculum participants to support one another and to transform society via a mission-based Global Network of (sub) Networks (GNoN). It will connect and coordinate program participants to support them in:

a)    Learning and practicing the transformational curriculum and its skills, and

b)   Networking and supporting curriculum participants and others in their personal and societal change initiatives, including coordinating project and mission development and execution.
The project will adapt, integrate, and improve existing technologies and platforms; and, where necessary, further innovate in the areas of:

• MOOCS (massive open online courses)
• Collaborative Course Builders
• Teaching and Learning Platforms
• Multimedia
• Mobile Platforms
• Purpose-Specific Social Networks

Participant Demographic Focus

Developing Youth and Youth Leaders (especially ages 15-24): Through the curriculum, developing youth and youth leaders sourced from both existing change agent networks (e.g. WE-day, Ashoka Youth, etc.); and from schools globally (e.g. UNESCO’s ASPnet)

“Elders”: Any wise person over 24, especially social entrepreneurs, thought leaders, and change-makers from all walks of life

Transform: The difference between ‘Change’ and ‘Transformation’ is:

Worth noting that

- CHANGE is about doing or having something better, different, or more with what is already possible or already exists.

- TRANSFORMATION is about doing what isn’t currently possible – completely changing the game, including changing the paradigms, views and values of our organizations, institutions, and society. It’s about empowering people to create a whole new future for themselves and for the world around them.

(Transforming paradigms and empowering people to transform their paradigms are two of the most powerful of ’12 Leverage Points to Intervene in a System’ **)

Society is operating within old paradigms that are insufficient for our 21^st Century challenges. The view that our environment and ecosystems are “externalities” of minor concern; and the view that our actions do not have long term consequences.

Research consistently finds youth lacking the knowledge and skills to enter the workforce, much less to deal with our global challenges, for example, potentially catastrophic climate change.

If a transformational curriculum were freely available via the Internet, 2 1/2 billion+ people could access it.

Visionaries, such as Al Gore, recognize the need for a shift in consciousness for our major global challenges to be met before it is too late. They also observe that there are signs of such a shift taking place; But that the inertia of existing political and economic systems is making the change too slow. We need a disruptive approach to significantly accelerate the process.

But, past efforts have mostly lacked:

•          addressing root causes of behaviour in peoples’ hearts and minds

•          access to transformational technologies that impact those root causes in positive ways

•          the benefit of mission-specific Global Network of Networks now possible using new technologies and platforms