this is bbc news. i'm duncan golestani. our top stories: fears of a major military the un fear is a major military conflicts could take place in libya. confrontation in libya. it comes after talks between the un talks with the country's most powerful warlord fail as his forces secretary general and the country's advance on the capital. most powerful warlord broke down. forces from the general‘s self claimed the libyan national army are president trump business what he saysis president trump business what he says is the first part of his border advancing on the capital. president wall, insisting america has no room trump is visiting the border with for migrants. mexico after batting —— backing off our country is full, our area is full, the sector is full. from his threat to shut it down. he can't take you any more, sorry. has praised mexico for stepping up can't happen. so turn around. security in recent days but left that's the way it is. open the possibility of car tariffs if the flow of drugs is not stopped within a year. theresa may asks the eu for another delay to brexit, but will european leaders agree? uk prime minister theresa may has asked that european union for a further delay on the brakes are and lifting the lid on america's newest arts centre. process , further delay on the brakes are process, to june 30. further delay on the brakes are process, tojune 30. european new york's shed opens leaders have responded coolly to the its doors and its roof request, asking britain to provide more clarity. now on bbc news: the next generation

of workers will need skills quite unlike those of their parents and grandparents. but how will they get them? tanya beckett has been to dubai to find out for talking business. hello, and welcome to a special addition of talking business with me, tanya beckett, here in dubai. —— edition. iamat i am at the global education and skills forum, where leaders from the education sector are gathered. some quarter of a billion children worldwide this year will not attend school. we are here to find out what it would take to prepare young people in africa and the middle east for the work place. but first, let's get some views from students in the

region. what are your main concerns in terms of the challenges you might face when you enter the work force? ifi face when you enter the work force? if i ever had any future aspirations to live in iran i wouldn't be able to, because i would have to complete national service. it really limits what i could do for my original country, which i am very passionate about, i would really country, which i am very passionate about, iwould really like country, which i am very passionate about, i would really like to enter the politics of iran, because there isa the politics of iran, because there is a lot that needs fixing. the politics of iran, because there is a lot that needs fixinglj the politics of iran, because there is a lot that needs fixing. i think that there are certain ideas about the kind of career path everybody should follow. so for example people who do well in school are expected to all go into medicine and engineering, which creates problems for everyone, because some people are not that good at certain areas, they are not good at sciences. but at the same time it creates unemployment because there are more people who have majored in these things. in the middle east, we have

onlyjust begun to progress on gender. so we haven't had much of a choice, like, only the past 20 years or so, to open up our own businesses or so, to open up our own businesses orto or so, to open up our own businesses or to follow demanding career paths. you are from sudan. clearly you have a reference point as to what sort of things might disrupt education? right now there is chaos because people are protesting against the government. it disrupts the education system. some universities, especially the public university, walked out and they stopped studying and it caused a lot of problems for people, especially those who are graduating soon. what sort of skills do you think you might need? definitely a broad mind. in finance, it is going to be a very high stress, very long work hours job. it is going to be a very high stress, very long work hoursjob. i guess commitment is very, very important. if you are going into finance you definitely need to have that commitment to yourjob otherwise you definitely won't make

it. do you worry that there aren't women in the senior roles and that might be, quite often when you look at businesses, they are not many women in senior roles, and that might limit your opportunity? yes, of course i worry, because in certain countries, the laws don't make it possible for women to do such things. so in certain countries, a lot of arabic countries and the middle east, women are not allowed to start their own business and become ceos. 0rthey allowed to start their own business and become ceos. or they do all the work, but under their husband's name orunder work, but under their husband's name or under the name of someone else. let's now introduce my panel of guests. there is with me vickus poter, the chairman of a global education charity. elizabeth bender left who is the ceo ofjunior achievement africa, which helps children get the skills they need to enter the workplace. and doctor amy logan, who is professor at carnegie mellon university. i want to start

with you, and ask you, could you put a scale on the problem for us? today there is half a billion children in failing schools around the world. this is not an africa problem, this is not an asian problem. it is as much a europe problem and a north american problem. so bearing that in mind, the scale of the challenge is significant, and we have to think about how we address this. elizabeth, even when they do get to school, as you have highlighted, vikas, they may not learn things that will prepare them for the workplace? that's right, there is a big gap between what kids are learning in school and what they need to do to prepare for the workplace. and it is important that we fill that gap. soft skills are very important. those are typically not taught within the context of the school curriculum. digital skills, we know are going to be very important in the future as well. so all of these things we need to take into account when we look at the context of what they need is. there isa context of what they need is. there is a big gap. and we are not really equipping teachers and equipping students to be prepared to enter the

workplace, and that is critical. and also, indicators of many countries, but i am thinking in the context of africa in particular, we have a very large, young, growing population, about to enter the workforce, but there are nojobs. about to enter the workforce, but there are no jobs. that's true. we graduated about 11 million young people out of schools in africa each year, and we're only creating about 3 millionjobs. so the question and the solution can't just 3 millionjobs. so the question and the solution can'tjust be about 3 millionjobs. so the question and the solution can't just be about the traditional ecosystem that exists. it really has to be about creating and graduating young people who are notjustjobseekers but and graduating young people who are not just jobseeke rs but really and graduating young people who are not just jobseekers but really job creators. it seems a big ask for schools that are already struggling with funding to expect them, perhaps, to have technology in schools to help teach children. how do you get around the problem? absolutely. we don't recommend that technology is a solution in every case. absolutely there are cases where the introduction of technology can disrupt classrooms in a negative way. but with the right technologies and the right design for our

software, it can absolutely be a support. often times that can mean working with technologies that are already present in the communities and not trying to introduce something that is expensive, costly and difficult to work with. elizabeth, engagement is also a problem, isn't it? you can take a horse to water but you cannot make it drink. it is, and to add to your point, it is very important we also talk about the stigma of children being in class when they are at an age that is different to what the re st of age that is different to what the rest of the classes, and that can be a big problem as well, because it is not a comfortable situation. stigma can be from the society, from classmates, it can even be from teachers. would you go as far as to say that sometimes schools should really overhaul the curriculum ? absolutely. we are still, very much, in africa, teaching curriculum for a future that we know has changed, for a job market that, you know, is no longer fit for purpose. so we really need to look at the curricula, we

need to look at the curricula, we need curricula that is more actions oriented, that includes more experiential type learning. we need to teach curricula that matches up to teach curricula that matches up tojobs of the to teach curricula that matches up to jobs of the future, we to teach curricula that matches up tojobs of the future, we don't know exactly what those jobs are going to look like but we do have a sense of what they are going to take. we know, for example, that soft skills are going to be... when you say soft skills, what do you mean by that? what i mean by soft skills is the ability to work in a certain context. skills that allow you to interact in the workplace, like communication or presentation skills. those are some of the skills kids need. we see, i see in my office, for example, we have taken a lot of young interns and they come in with amazing academic credentials but they cannot present themselves to get the job, and once they get the job, if they are lucky to, they don't know how to function within a workplace. so those skills are pretty critical. but digital skills are also critical. absolutely. and one of the things that adds to this problem is that despite the fact that we know so much now about how to design such curricula and how to

introduce a new pedagogy that teaches it, we don't have teachers that are trained in these new pedagogy and new curricula in ways that make it easy for them to convey these new materials to our learners. so once again our methods of training teachers have to change in addition to what is actually happening in schools for young learners. vikas, would you say that the problem is we are trying to create a workforce and yet there is a lack of understanding in schools as to how to create that workforce, even with the lack of resources to do it? see, the thing is, teachers and educators do not live in silos from society. teachers to see what is happening in the world. they are engaged in this world and they see the disruption that is happening. the question that i think we have to answer, yes, i agree curriculum is have to change, i agree that technology is part of the solution, but as amy rightly says, how we actually bring teachers on board

with regards to these changes that we seek to make which are fundamental to their job is, we seek to make which are fundamental to theirjob is, i think, where we need to concentrate and emphasise stop in a way it is surprising, isn't it, that we are not seeing students do better? because we have seen not seeing students do better? because we have seen the technology revolution. are you saying that is not delivered in the classroom? well, we as middle—class parents all around the world have been fed the story about how ipads are going to revolutionise learning outcomes. now, iam not revolutionise learning outcomes. now, i am not picking on couple per se, but if you look at the 0ecd‘s report in 2015 which talks about the adoption of tac in schools, whether it is microsoft or cisco or apple, to be honest, there is no evidence that any of these tax giants have led to significant improvements in learning outcomes in our schools. —— tech giants. i think that is a fundamental problem, we overestimate the impact technologies have played already. what i am proposing is that we are at a very nascent stage when

it comes to the adoption of these technologies in classrooms, nascent simply because teachers have not been brought on board early enough in the design of these products and services, in the deployment of these products and services, and that is what i think we need to be focused on. part of the issue is that even when we put technology in the classroom it is not the device itself that magically transformed the way that children learn. itself that magically transformed the way that children learnm itself that magically transformed the way that children learn. it is people's engagement with it. engagement with it, engagement with the teacher and the student. in our studies we can find it takes up to two or three years before the teacher understands how to deliver a new pedagogy that involves this new technology that really transforms learning. and often times they are not given that chance. if three years go by and we do not see this transformational effect, it is removed from the classroom, or they are not given the opportunity to go do more professional development in order to understand how to better improve their classroom. elizabeth, there is sometimes, even when there are education resources available,

made in schools, girls cannot use them. why not? girls are so disproportionately disadvantaged from education. there are all kinds of reasons why this is happening. there are reasons as basic as not having access to minstrel hygiene products, which is a big contributor to girls missing class and school. —— minstrel. there are security issues, especially around conflict areas. there are traditionally —— traditional issues, especially to do with girls needing to do more housework, in order to be eligible to go to school. or to support the family, before they go to school. so there are all kinds of challenges that are keeping girls out of classrooms and this is unfortunate because we have all the research and data that suggests girls' education can be pivotal to changing the future of entire families. and of course conflict plays a large role as well, even when the infrastructure is there. the outbreak of conflicts can change everything. yes, and so this is one of those places where security

becomes an even larger concern. keeping girls safe while attending school in a conflict zone is very difficult. and so this is one of the major problems that we need to work to solve, is how we can keep girls secure, how we can enable the educational opportunities, whether it is ina educational opportunities, whether it is in a refugee camp, whether they are displaced, economically, or whether they are displaced physically. we have huge issues around the world with regards to how children behave. as a result of the circumstances they find themselves in. ithink circumstances they find themselves in. i think that is an area that is often neglected and under invested m, often neglected and under invested in, which we should think about addressing. thank you to our guests for the moment. we will come back to them shortly and ask about solutions. but first, what do teachers think? well, i went to talk to the winner of this year's global teacher prize. peter da vinci, a son

for skin teacher prize. peter da vinci, a son forskin —— a teacher prize. peter da vinci, a son for skin —— a franciscan monk, is the winner of this year's prize. he teaches science in a remote village and canyon ‘s rift valley. teaches science in a remote village and canyon 's rift valley. many people tell me that i am humble, of course, i also know that i am humble. humility, iam pretty sure thatis humble. humility, iam pretty sure that is what has really made me do these things. you see, when you are humble, you can easily interact with people. you can easily interact with your students, and then your stu d e nts your students, and then your students will be able to listen to you. therefore, iwish students will be able to listen to you. therefore, i wish humility is kind of a value. that is what has enabled me to get this award. described me what your classroom is like. mostly the classrooms are overcrowded. the students are

between 50—80 students. at times you find it is very difficult moving as a teacher, you have two move a lot, it is very hectic but we manage. what about the difficulties that children might have? most come from very poor backgrounds. most of the students, the meals are provided school, the school provides porridge, because that they cannot get their meals. it very challenging because in the morning, their concentration is so low because they are hungry. what would you like your classroom to look like in 5—10 yea rs ? classroom to look like in 5—10 years? it is notjust necessarily having more teachers, but we have to look at more efficient ways of integrating technology and virtual technology, we are going to achieve a lot, we have to include things like artificial intelligence, but

the bottom line is that technology may not replace a teacher, still we need a teacher, because the teacher is going to act as a facilitator, and then everything else is going to support and i am very sure learning is going to be effective, and is going to be smooth. that was the winner of this year's global teacher prize, congratulations once again. 0ur panel is still with us, vikas pota, elizabeth bintliff, and doctor 0gun. vikas, iwant pota, elizabeth bintliff, and doctor 0gun. vikas, i want to come to you first, we have talked about the myriad problems of getting children in education, where would you start? 0ne in education, where would you start? one of the most important elements

of how you bring change and what we are hearing at this years conference is asking the simple question, who is asking the simple question, who is changing the world, who is becoming better at telling stories about success. when we think about at one end of the spectrum we have the abject failure of political leadership, we need to celebrate things that are just like people who are doing things fantastically well. elizabeth, how do you see where we start, the obvious answer is funding to countries who are obviously not dividing state education? funding is important, resourcing is important, we have talked about schools who are under resourced. we are also need to have the right ideas and right approaches, and one of the problems we see as non—profit organisations is that there is such an emphasis on innovation sometimes in terms of funding coming into these programmes, that programmes and projects that have been successful and pilot phase never get the opportunity to see scale. that is also important. but the other

solution i think we need to pay attention to as we talked about earlier, addressing the curriculum, is focusing on experiential education. education where students are doing and feeling things rather than just hearing about concepts, thatis than just hearing about concepts, that is very important. especially in africa where we have established that the job creation rate is slower than the youth graduation rate. we need to be graduating people who are thinking aboutjob need to be graduating people who are thinking about job creators need to be graduating people who are thinking aboutjob creators rather than just thinking aboutjob creators rather thanjustjobseekers. thinking aboutjob creators rather than just jobseekers. would you say, amy, that there is a lack of ideas, not just a funding amy, that there is a lack of ideas, notjust a funding problem? no. we have so many ideas about how to help. but one of the problems by thinking of it as simply an issue of funding is that oftentimes this leads to providing resources like ipads or tablets, without thinking through exactly how they are going to be used in the classroom, what hildred and teachers will do with them, what software is provided. so for example, in ivory coast right

now we are employing products in which learners can engage with literacy topics and have fun with them, play games, try out rhyming, but it is all happening through feature phones, so no screen, everything is happening by voice entirely, and so the children are listening and engaging with these on the phone, and there is software, and in fact artificial intelligence in the background that is processing their responses and giving them the right next activities. and they can continue to do this at home? right. this is something the children can use at school, they can use them at home, this is one of the ways in which we can help solve some of these problems, where not everyone has equitable access to the physical location of schooling. has equitable access to the physical location of schoolinglj has equitable access to the physical location of schooling. i was going to say, vikas, the problem is in some cases simple access to activity — simple access to electricity, we know that because kids cannot study into the evening. how much of a

problem is electricity? it is interesting, i want to build on what amy said, the power of education technology is immense, and we are not yet to harness any of what we have covered not yet to harness any of what we have cove red early not yet to harness any of what we have covered early on. if you take a teacher was myjob on a daily basis, apart from actually being in the classroom, a number of their hours ina day classroom, a number of their hours in a day go into lesson planning. you just think, all these teachers around the world that exists, why do they all, who are for example teaching history, plan the same thing? you have many lesson planning applications now that you can actually cure the best content, the best lesson plans together, that gives them an advantage. if you take another example, if you take large class sizes, especially in sub—saharan africa, the opportunity we have two personalised learning for every child who can learn at their own pace is transformational. elizabeth, the problem of girls not getting to school for cultural

reasons, presumably is exacerbated when you are trying to teach them business skills to, how do you get around that problem? we need to do a lot of training with families to think about girls education differently. and a big part of the solution i think is about talking to fathers who are very much a big influence of the decisions that are made about their daughters and their daughter's' education, and their daughters' future job choices and career daughters' future job choices and career choices. i think that is where we need to put a lot of focus. the girls want to go to school, it is not about a lack of focus or attention, it is about getting societies to change the way they look at girls and i think that is down to the most granular level, which is the family level. one of the ways we have seen this play out with technology is there has been some interesting studies that showed that when we provided technological solutions to families, and then came back months later to look at what happened with them, the boys were still learning on their phones, everything was going really well,

the girls' phones had exploded. looking into what happened in this situation, the girls were working in the kitchens and the phones are safe by putting them under the stove. and so... so this became an issue with their ability to continue learning because they had to sometimes hide the technology or keep it away from their brothers. and so i think this perfectly speaks to the idea of educating families, parents and communities about the value of girls learning as well. we know how to do it, wejust learning as well. we know how to do it, we just need to allow them the safe s pa ce it, we just need to allow them the safe space to do it in. i think, vikas, there is a recognition now that this is an international problem, there is no interest in any country in the world in having children in any part of the world not learning. absolutely, even the most conservative societies that exist, there is an acknowledgement that girls education is fundamental to the progress of the economy and

society. the question is, like you said, ithink society. the question is, like you said, i think one of culture. there are many vested interest in education globally that do not want this advancement to continue. that is what we have to be very aware of and keep on challenging, and i think thatis and keep on challenging, and i think that is a role that all of us have to play, whether we live in the westerly east of the south of the north, we have two make sure all girls are at school. elizabeth, private or state funding?” girls are at school. elizabeth, private or state funding? i don't think it is one of the other. i think it is one of the other. i think we need to have both sectors come together. public and private partnerships have been very successful, because they bring a good combination of ideas and of resources. and political will, so i think it is not a choice we need to make, we need to look for ways of including both in the dialogue and change making. i think what we have isa change making. i think what we have is a great question actually, ideology plays a huge part in the delivery of education, whether it is private or public, whether it is on

curricular reform, whether it is on the use of technology, we have so many strong voices that try to guide this discussion. if you take for example where we are in the uae, i think they have found a great balance between public and private. then it does not matter, as long as the is learning. and i think more and more countries should actually think about it that way. —— as long as the child is learning. the discussion of whether it is private or public is a moot point. we should be more mature as to how we approach our kids are educated. today we talk about the tragic statistics out there, no government can be proud of those, no government can say that this is only something government consoled because they don't have a track record to do so. —— can solve. but we know this is a public good and we should be advancing the cause of education for all. one of the ways this can work very successfully as the governments to fund

scientific research into what works, so we have evidence for providing the right solutions into our classrooms. when we work with that public funding, we can then transition the things we are developing after private hands order to get them produced at scale and delivered to the children appropriately. and then it needs to come back around to the public space so that governments and administrations are allowing these new tools and new solutions to be enacted in the classroom. amy, elizabeth, vikas, thank you for joining us for this special edition of talking is from and thank you for watching. —— talking business from dubai. it is looking like a pretty mild weekend across most parts of the uk, but as i will show you in a moment,

sunshine amounts will vary. the last few days have been characterised by heavy downpours, areas of cloud circulating around an area of low pressure. but as we start the weekend that lowe is retreating southwards, taking a lot of the rain with it and leaving us with an easterly wind. where you are exposed to that easterly wind, parts of eastern england and part of scotland will have cloud, we will have some patchy rain at times, the further west you are with some shelter from that easterly wind, that is where we will see the dryers of the weather and the best of the sunshine. so the rain associated with that low pressure continues to pull away southwest winds through the early pa rt southwest winds through the early part of saturday, some early patchy rain pushes into the north—east of scotla nd rain pushes into the north—east of scotland in between some clear spells, most places holding well above freezing but one or two places starting saturday with just a touch of frost. through the day they will be some spells of sunshine but generally will be bringing more cloud in from the north sea into eastern parts of england, certainly cloud spilling across scotland with them outbreaks of rain at times. a

bit silly close to the north sea coast where the wind is coming in off the sea and there is a lot of cloud, but elsewhere we have sunshine further west, it is going to bea sunshine further west, it is going to be a mild day, 11— 1a degrees. certainly at aintree for the grand national and looks like we will have largely blue skies overhead, just a little bit of patchy cloud here and there. as the race gets going, temperatures getting to around 13. it will be western areas that hold onto the clearest of the skies as we through saturday night. so much so that parts of northern ireland will see a touch of frost. elsewhere more and more of that cloud feeding in from the north sea with the odd spot of drizzle, that lingered of cloud holding temperatures up seven degrees. it does mean that it will bea degrees. it does mean that it will be a great start on sunday for many others, still a bit of patchy rain across north—east england, and scotland. signs that it will brighten up a bit to the south, but that could serve to kick off one or

two showers, south of the m4 corridor there could be some hit or miss thunderstorms by the end of the day. a little cooler further north and east. next we get onto a mild start but it does look increasingly likely that we are going to see cold aircoming back in likely that we are going to see cold air coming back in from the north—east as the wind wears on. —— week wears on. the forecast looks like this. showers towards the south on monday and tuesday, mild start to the week but from the north—east things are expected to turn cooler, 00:28:27,033 --> 2147483051:50:58,674 those temperatures beginning to dip 2147483051:50:58,674 --> 4294966103:13:29,430 away.