i hope you enjoy this as much as i know i'm going to. thank you so much. [applause] >> good morning. good morning, friends and neighbors in thank you all for coming out in choosing mass over the beach and a tennis court. i'm not sure i would rate the same choice, but it's wonderful to see so many of you and we promise, leymah, dina and i will make it worth your while. as someone said, we have two extraordinary women who are walking the walk. not just talking the talk of women rising. our subject today is women ascended, women rising in peacemaking and prosperity. i would like us to have more

than kind of it that adding conversation here. i would like us to explore whether that is indeed the case. our women rising in a meaningful way? certainly these two women are. but when the average american female worker is still making 18% last than her male counterpart, we still have a ways to go and i think the fact that a recent cover story in "atlantic monthly," asking, can women have it all, written by one of the highest powered remain in the obama administration, anne-marie slaughter, concludes that no, women cannot have it all. she ended up returning to tend the home fires, leaving an extremely important position. so whether that us to engage in that. but i would like to start with leymah, who is one of those transformative figures in our world. it isn't that exaggeration to

size that without firing a shot, she brought about dramatic change in her war-torn country of liberia, which was one of the most ruthless warlords in africa and that hussein sent being, charles taylor recently condemned the prison sentence and much of that is your doing. [applause] and of course we are here to find out how exactly you did that and how it is that as a result of your organizing grass-roots organizing of the women of liberia you have now brought the first woman head of state in africa, atlantis early johnson and what can you share the nobel peace prize this year. so we are extraordinary pleased for you.

[applause] i am frankly in on a few. i stayed up all night reading it. when you finish reading paris, a love story, the new book, i recommend this. [laughter] so you've got that order. on a serious note, you're wrong trajectory really runs parallel to library as. that is to say that she did not have a great start in life. >> no. >> and yet you pretty much thought about it hit a wall and found strength not only to transform yourself, but from the women of liberia. where did you find the strength and where did you find the kurds to face these men, armed and absolutely dangerous?

where did you find that strange in that courage? >> let me say thank you to everyone here for making this a success, my being here. this is a real small group compared to just coming back from new orleans but 33,000 people in the superdome from all over the u.s. so this is really a good conversation compared to 16, 18 years old. [laughter] be met we hope. but you know when the war started, my parents weren't rich. we were comfortable in a sense that we were date. in my book we talk about the community. i grew up being an urban mixture of ethnic groups and different

things. so being sheltered all my life and then all of a sudden one day, everything collapsed and i carried a lot of anger. i was very, very angry for many years, angry at god, angry for many different reasons. and when i started having my children, the anger wasn't going away, the pain was a going away. one of the things i say to young people when i'm working with them, what can you see, mandela,.or king had in common? and they look at me like nothing because you can't be comparing hitler with mandela and martin luther king. i said they do have one trait in common. that trait is anger. they were all very angry at a particular situation. the difference between this group of people is the rate they decided to do with their anger.

and i say that is what i did as a person, really thinking through the 17 to 31. it hasn't done anything for this community. let's try something else. there is nothing like grabbing a bunch of angry african women and saying let's do something for peace. that is exactly what they did because we all shared similar pain, the group of women that came together. there's not a single one of us that hasn't seen a child go to bed hungry. some of us had been beat, abuse, we all had their lives turned upside down. so we just decided, let's use our pain and just put it out there to confront these cowards but i really i'm leashing the terror. that is what we did and most times people said that was an

act of being a hero. that was an act of being fed up and an act of >> one of the most appalling things that charles taylor did of course was to your children from you and to turn them into what he called small soldiers. and you spend a great deal of time talking about how important it is not to shun these trials fulcher's. by the way, spent a year at the united nations working on this issue. it's one of the trickiest abolishes because these children are robbed of their childhood and turned into cold-blooded killers. how do you bring them back? that is such an important part of your mission because these are your children. >> it is a catch-22 situation like you said because these are young people who have killed their mothers, variant isn't done all the difficult things. i remember when i started

working and went to meet with them, the abused me for one hour and they really abuse me in the next day the abused me for 59 minutes and the following day, 58. and when they realized i wasn't going away kind of the abuse that. but what i realized was says they do all these things, it is a switch. and you'll see that that 18-year-old boy become the 8-year-old that he was when was giving the tracks and the gun. and he said child. he is trapped in the body of that 8-year-old, even though he has become a man and a killing machine. when i started working with them, i told myself, i can't deal with these children are these young men at 18. we have to go back to eight years old. and that's how i dealt with them. what you do with your 8-year-old child, reassuring them that just being there for them and

transformation for me came when one of them looked for me for a week and he couldn't find. frantically looking for me because he had something to say. when he finally found me come you said i looked for you and look for you and i could find you. that's the only way. he was high strung out on drugs. when we sat down to talk, it was like reassuring my 8-year-old. and this is the 16-year-old boy, really just reaching out at that level, reaching out at that compassionate level. and when you say that in a society like liberia, people think you're crazy. how can you be compassionate to people who kill? and then you ask yourself, think about your 8-year-old giving drugs, into whatever.

>> a spring deana into the conversation because the net is doing astonishing things as head of goldman sachs foundation to nurture and foster when men and bring them into bigger ship rolled through her 10,000 women projects. how exactly are you doing now? i see of course an intersection between what the two of you do because it is by now it sure was some that societies do not empower their women, cannot progress beyond certain limited dealings. and so, you two are really comrades in arms. >> that's an honor for me for sure. >> thank you, first of all. it's such an honor to be with shoe extraordinary theaters, kati and leymah. when leymah spoke last year, literally there were people

hanging outside the auditorium trying to get in. the work that she has done this so humbly and. as one of the reasons i wanted my two daughters to come. they are heroes along with sybase children and it was an honor backstage to introduce them all. i can't think of a greater role model for my young daughters and see the work which you have time to change a country, that changed the world. you're awfully kind to mention 10,000 women. i want to thank allen and don mullen, my colleague at goldman sachs here today. one of the greatest things about this program is how invested everyone at goldman sachs is from our ceo, blade blanks stand to so many of my colleagues all around the world. we started this effort more than four years ago to literally reach 10,000 women around the world of business and management education, mentors and networking and links to capital. it emerged because i goldman

sachs we had two pieces of research that actually showed that if you empower women economically, it gdp growth, growth developed and developed economy. what is so interesting about the work they leymah as in the work are trying to do this if you really want more peaceful and prosperous solutions, the very best investment is investing in women, especially e-mail entrepreneurs who grow their businesses to create jobs. we are now working in 22 countries. 6000 women have graduated, including in monrovia, where leymah as a member of the women entre nous astaire, who when we started there really was no economic program for women at all and now they are literally growing their businesses. at goldman minister were everything. that might not surprise you. the international center for research is the first independent analysis of the program and found that 80% of the graduates are increasing

revenues. 60% creating new jobs. a very important, but not surprising piece of data as nine out of 10 are mentoring at least one other woman. now kati said to me, don't eat too many numbers. i had to set the stage because they think it's important we are so focused on results. but the real power of the stories that the women themselves. one of the women we work within liberia has a very committed very difficult time throughout the war. it was really remarkable she could barely read and write, but she got into the program. she actually now has a gas company where she is providing corn oil and is hiring 25 women. the stories are so powerful. i know you wanted me to share a couple. >> one of the things i love about your narrative is that you

turned the stories, women stories into resources trying at the highest reaches of policymaking. i love your crown of thorns kind of therapy, group therapy. explain how that works because i frankly think we could use some of that, all of us. so how was that -- how does that pass when his strength, the thing you develop code crowded horn? >> one of the things we do what we bring women back together to do the work that they do, i was talking to my daughter last night trying to get them to hope methinks here because i think sometimes i get to travel -- >> that is their job as children. >> sometimes we have to put a lot of thinking to what i say. so we've are simply having a

chat, but the way we do our thing with the win and when start working is to bring them into the stage. the fact that we recognize is that you just exist. no one has ever taught you or has ever help to reaffirm or affirm what woman headaches. you know, so when they go into the room, we do something called being a woman. and the first time you work with these women you say why it is being implemented, there is nothing about themselves. it's the mother, wife comic caregiver. so everything is outside of themselves. and then you ask them ask a woman identified what are your problems. they will all say children's, husband, nothing about themselves. and then you say, the idea of this session is to really get

them to come to realize that around all of these things, yourself is important. you know, so we've realized that his women talk about their crown, the crowns are associated when you go home and sat down and think about your life of the things that we value. what are those things that are the crown in your life? do you realize we actually do this in hope than to really come to understand themselves. one of the other things we do in the room, which i think is fine is dry yourselves and really just halas what a sad feature of your body that you like? and the first thing you get is what? because none of these women -- we dress up and we get in the street and people admire our things, but what i find as you

never get your kids because the kid is not part of the culture. you look good, mommy. a year has been says you're very pretty. so we've been looking at spending time looking at yourselves saying wow, you did a good job with me. so by the time we do that is called a catwalk. so we try themselves positively. at the end of that one day, the ones that are very quiet, they are always chatty, chatty, chatty. they come to good facer they find themselves. so these young people, my daughters about women raise or today, the implications for global peace and security, the one thing that struck me was sad is it that we are rising now, or is it that there is a way of being created that we are

contributing? we come back to 10,000 women. and liberia, all my life i sonogram under, my ent, my own mother work. like our womanhood, no one said that was too any real contribution. so it is not like he did anything we've done anything. when they are sitting and drinking fine wine and the europeans are to cease. this is at the end of high school. so the roles of these women minimize what is happening. it is this new awareness that you're actually contributing. so the 10,000 women is put into perspective. they say you know, i never really countered much what is

amounting. i need to shut up? >> no. i wish we had all day to hear you. dina, this notion of women's work being respected and whether it is in the home or outside the home, this week we have the news of higher to 37-year-old woman to be a ceo. the big news about that was also share the same day announced she was pregnant. and you know, there is still this kind of notes and -- built-in friction between those two pieces of ourselves, the mother and the provider. we want to be posed, but we are still torn, right? immuno, one part is generally getting short strapped. i does -- and you read about this very powerfully, that you had to give up another for quite

a while in order to find the leader in you. and how painful that was. what i love about your book among other things is it has human -- how she menubar. we and our country tend to like our icons to be perfect and you embrace -- >> my flaws. >> cannot comment as the 10,000 women as tab to view without built-in conflict for most of us though? >> may be described it by telling you a story about our program in kabul, afghanistan, one of my favorite stories. i should say have the privilege of working with ambassador holbrooke, worked at the american university in afghanistan. he was so dedicated to making sure women are central to the

peace process because he understood strategically if they were. >> you learned all that for me. >> there is always a woman behind a van like that. >> but what we learned in afghanistan, if you can imagine one of the most challenging places to economically empower women for many years been the taliban actually restricted growth from going to school and certainly there were no universities that expected win in. we were now at the university of women in afghanistan. we worked for 300 entrepreneurs. but one just struck a chord with us. there is a woman we work with, ranking a d. he was a company called kandahar treasures. she still goes to the most conservative provinces throughout the country. and women who cannot leave their homes gave her handicrafts commit beautiful scarves, jewelry, she sells them and returns the proceeds to these

women. and a couple of years ago, when she first started working with us, she told us a story about a woman, which is really considered the most difficult province in afghanistan still. she returned money one day to a woman as a mayor who had literally never her home. in the wind grabbed her hand and said we do not, i have to tell you a story. my husband never respected me. i has been barely ever looked me in the eye. but ever since i started working with you in making a little bit of income, he suddenly talks to me. he even asks my opinion on this now. and just the other day, and a dismissive way, he did say, you know, i think all of these girls schools popping up are terrible, because we have three young daughters, i suppose i should ask your opinion on whether or not we should put them in school. and when she told the story, did she say yes, yes, please send my daughters to school? she said no, she was much

smarter. she said i had had never borne u.s. senate because it that you have to care for these three girls. you have to provide them a dowry. but if they go to school, they'll learn a school. like me they will make money and take care of you in your old age. and the husband looked at her for a moment and then said, you are right. we will force them to go to school. [laughter] and sure enough, all these years, those three little girls are still in school. this woman who will never read or write ruby for homecoming user moment of power so wisely as she got that moment in power by ian economically independent. and that is i think where this intersection of an estimate and if you care about global peace, national security policy with a global recession if you care about economic growth if women are the best investment. >> leymah, you of course emphasize to read your book that

women are the experts in peacebuilding. explain that. >> well, our gift is knowledge. two brothers live in a compound. their wives and their daughters are in the compound, but before the fight, do these women have observed a buildup to the site and attention and know everything. and there is this big fight that destroys everything in that compound, including these women and some men outside the compound come to make peace and decide the women and daughters should sit outside. think about it for a moment. who knows the beginning of those prices? who knows those men better than anyone to say if you tackle

peace from his this week, you're going to get to peace? if you tackle this issue from this perspective this week, you're going to get that. no one but those women because they've been there. take it to the national level. i give your typical example. when we started disarmament in the communities, the disarmament was like the other side at east hampton. and you have mother is coming to us from this side of the block to melbourne to when new this voice because their community or atrocities and say my son and we have guns here and we watch you to help us take the guns from them. we've got to do this kind of disarmament with these boys and were standing there.

and because in a lot of our communities it is the mothers who are the ones these boys really would race back because others are most often not around. if we are around, we no care for these boys. these women understand the frustration. they understand why they want to get involved. and then you've got to see in building peace, and making peace picking out this misinformation or person who i saw the information out of the thing. that is the first big thing. the second part is when we stop building peace as women, it is not about herself this interest. i'll give you another story. ..

>> we are the greatest.

we are the ones who suffer the brunt fred we are the ones. when your husband is a fighter and goes out there and loses his life come you have the burden of children to bear. you are the mother who loses a son or a daughter and you have to nourish that child without saying a single word to anyone. when it comes to this coming community but all of those things behind you and say that i am moving ahead. again, peace in your community means peace in your life. >> human values. [applause] >> you don't have a particularly high opinion of the u.n. >> you know, my mother told me they are doing the things over and over and it is affecting a different result. that is the u.n. [applause]

[laughter] >> the example of your transformative role there, can that work elsewhere? you are now working from ghana, or you have moved back to that area. but are you attempting to transport -- transfer -- >> one of the things that the u.n. makes is a mistake as they have a one size fits all initiative. and i think that every conflict is unique. every conflict has different perspective. when it comes to building in different countries, people have to decide for themselves that this is the way it's going to go. what we can offer, what i do and communities and try to listen to them, two years ago we were in como and sitting with those women. i left that room and the others

who went with me -- >> let me just say that abby disney produced a fantastic documentary. and if you haven't seen it -- [inaudible question] >> she is right there. thank you for good work. i recommend it for all of you. >> i was saying to her that it will be difficult for us to see the women come together. because what we see in como is that the conflict is still -- we are the ones. it is still about which political group and which ethnic group wins. in liberia, we came to that place where it was to hell with the religion. to hell with our ethnic groups.

we are together based on one common theme. and that is our humanity as women. in different areas, people can come to that place where we understand that laws are not fought because of political ideology. if people put together this and find peace. >> i think it went institutions come together. when you have the government saying that this is a national security priority. corporations like goldman sachs. four years ago, it was the single investment empowering women. so many corporations are saying we really need to be a part of this if we care for it and i think institutions like the u.n., you were saying earlier have little in women rising.

i think it could go either way and we are at the tipping point. that is why it is so critical to have leaders in the private sector and government saying that we all have to come together. >> now we have ahead of state. your head of state. a woman. is she governing differently than a man would? >> shes doing her best. [inaudible] >> one thing she could do is [inaudible] the thing that every clinton is doing. i just like to say that. girls that are doing something, there is now this real movement of women saying that i want to do this and i want to do the best. a level person who has just come

here, -- joyce had just taken over as president since the vice president died. not that we are part of the form in africa -- but joined this out right. she is an activist president. so you get all kinds of things from her. first thing she said, i don't think i will be coming to the eu summit if i have to sit at a table with the likes of bashar al-assad. i don't like him and i don't want to engage. she was not at the eu summit. by the time she became president, she overturned laws from the previous president. even though she is a collections in two years, to hell with it. so be it.

[inaudible] [applause] >> i am just curious, how did you personally feel watching charles taylor sitting at the dock and be sentenced by the highest court in the world. the day of his sentencing, i couldn't get dressed. i am holding this piece and sitting in front of the television. and i am asked to continue to read and read and read. the only thought that kept going through my mind is how hard he had fallen. he is just sitting there and sitting there. >> they don't look so big when they are at the dock. >> then we step outside, and this is something that many people haven't heard. when they see what is going on,

when there is a verdict -- a final verdict that is coming down, the sun had a rainbow around it, and everyone was amazed that the bbc satellite through this is the first time in my life that i have seen something like that. it means traditionally, a big chief has fallen. i said no, it's all right. his conviction will not bring us to war anymore. but it was a mixed feeling for me, because again, as an activist from i never am satisfied until justice is served. what is going to happen to those amputees? that was my question. what conviction has done for africa is to show bashar

al-assad, all of those who mess around with their people, that your day in court is due. either you die now or when you live, that is what the conviction has done to the world. the other thing we need to do is stop thinking. how to put millions of dollars into prosecuting these people. the people who suffer the most will never know true justice until there is some form of justice to let them live their lives better. our friends in the audience have questions were so we will go to that. but first, i would like to return to where i started. it is not yet a perfect world for women. the great conversation that was

sparked by the atlantic cover story about women having it all, i think it brought back a subject which i thought that we had already had. but obviously, it is still -- it is still relevant. and women are still having to make choices. do you feel that? do you feel that in your experience, but there is a compromise to be made? in other words, that we can't have it all? >> i will answer a couple of ways. first, my perspective of working with so many women around the world. one of the most interesting things about this whole issue is how in our country, a partisan, secretary clinton's leadership has been extraordinary. secretary rice's leadership. >> you work for secretary condoleezza rice? >> yes, i had the privilege of working for her and traveling in

many countries after 9/11. it was clear that when she sat at the table, just like secretary clinton does now, and said that i will not even discuss any national security issues you care about until you tell me what you are doing for women and girls in your country. that is so powerful. to use that power in that role is extraordinary. but remember, in many ways, this whole dialogue began when secretary clinton, so many years ago, more than 17 years ago, went to china. in made that declared that statement that women's writes our human rights. and it set off such a fire that you may remember. all these years later, not only did that statement resonate and create enormous change, but last year when she went to the summit when all the countries got it again, she said i know what i said so many years ago when i have something new to say which is women are central. forget just about the right thing to do or how we should help women around the world.

but if we want to have an impact in this global recession, there has to be central change the economy. i think the ball is moving. and i think that it is so different now. this is not the right thing to do. this is the smart thing to do. as bob zoellick always says, it's smart economics that invest in women. >> on a more human and personal level -- can anybody have it all? >> i'm not sure how to have it all. >> i think that women do a little better -- i will say one other thing. what is interesting about the debate is how many men are saying this is the right thing to do, whether it is -- >> how you feel on this issue? you certainly didn't have it all at once. >> i think we can have it all. that is my optimistic mind. i definitely think that we can have it all. and i think we are having it all. the problems that we have now are just another part of the

world recognizing that having it all doesn't mean that we are going to have everything coming is it everybody else's life is going to be better. [applause] it is not about -- when you have these women leaders like president from liberia and hillary clinton and all these people -- what else do they want? you want to say to them come you have given us to us. this is just a benefit of it. don't you see changes, you know, in more meaningful ways in the lives of girls in the lives of boys? in the lives of people in general. things that are important. >> i want to ask about this sort of thing. what i think is different is that i don't think it's for one woman to do fine. i think that what women do is give each other encouragement.

you don't say what one path is correct or one isn't. >> i don't think that men have it all, either. those men who spend their lives in the office are missing a great deal, too. >> you also want to ask yourself when you talk about having it all, what are you talking about? if you ask me, i will tell you that i have it all. and they say to you live in africa and have all of the problems in africa. and i say yes, at least i have a space where i am able to stand up and addressed some of those problems and also have this space where i am able to care. having it all is based on defining it. defining what is all. all to one person could mean a company from a group of people, having economic security in some countries. other security and other countries. what is having an all? i am saying that everyone, including men can have it all. it is an understanding that we are all unique and we all have unique skills.

just allow us to culture those skills. then operate at 50% of their brains come until women come into the space. >> on that note, we would love to hear your questions. if you have questions, but let's make them real questions, not speeches. i think we have 20 minutes. we have mike barrett and please, whoever is closest to the microphone. >> speaking up about scaling up the golden model. it has been so effective. you mentioned the international research for women has done an analysis of the impact. the 10,000 women will not change the world -- we can change the world one woman at the time, so

many problems are embedded in such issues as class and race and economics and economic division in the world. more in the south particularly. >> we have reached 10,000 over five years. at the end of next year, we'll have reached women in 43 countries. you said 10,000 women won't change the world. i would not be so sure. each of those women, as leymah gbowee were telling me earlier, support 100 or 200 or 300 people. not just the employees that they are hiring, but their families. their communities. the ripple effect, which is why we believe this is the best investment by goldman sachs. it is the multiplier effect of those women. we have been thinking and talking to her our partners. we work with more than 75 academic and non-profit partners. we are thinking about how we can get to many more thousands of women in more countries with very innovative models. i think the win in 10,000 women has been a success is because

it's not just education. it is bringing education mentors from goldman sachs and local partners and capitols together to help us. the reason we are in liberia is an interesting story. one of the things we will look at to scale. the overseas private investment corporation approached us. they had made a big announcement to create a 30 million-dollar lending facility. president johnson sterling insisted that every one of those dollars go to a woman on business. this is right after her election. there were barely any women entrepreneurs. so many women were not at the levels that could even be building of this. they called us and said if he will bring 10,000 women to liberia, we will give first and my status to every one of the graduates to get capital. today, 50% of the women graduates have access to that capital. it is going extremely well, and we just started a dialogue with the new president to open onto

other countries as well. certainly the people are so committed to this and we would love ideas grid in fact, and how to reach more women and we are starting the process now. >> any other questions? >> i would like to ask about communications. the majority of the united states, and you want to communicate in the world. you have you -- you have facebook and twitter and other social networking around the world. how did you reach out when you are starting? spirit that is such a good question. word of mouth. >> we have a committee of 25 women that we call [inaudible name]. in our committee, we have a chair and a cochair for community outreach.

fund-raising and different things. going to the market and going to the churches, we targeted areas that have more women. when we started protesting in the rural community, someone came down, and saw us. they would come and ask questions and go back into the community. something good is happening and we need to have protesting for peace. someone in those communities without any consulting with us they would not speak to the

press or do anything formal until we came and kind of blast them. by the time we started with one group, when we ended up, 2.5 years later, we were at 15 groups operating from nine counties. over 10,000 members. >> a brilliant stroke was a white t-shirt. >> yes. >> that all of your women wore white t-shirts and white headscarves, so that it was like a blaze of white that even charles taylor couldn't miss in his motorcade passing by. all of these women in white. it is good marketing. >> yes? >> i have eight daughter who is a journalist with reuters and she just spent a week to cover

the problem of the muslim migration of the country. because she is young, she was instantly invited to two weddings and started talking to all of the women there. and the women were traditionally kidnapped. some of them are multiple wives because of the moslem issue there. i talked to all of these people and i said i don't think a solution will come unless some organization comes in red i want to know how you get in touch into a country like that. >> let me just say one thing, and i want to really debunk the myth of these people. if you even try to think [inaudible] , you have mr. mark. the things about organizing our

internal things. i made mention about my como experience. in liberia, since the end of the war, you go to different communities and the challenges are enormous. i spent the last two weeks with women activists in different communities with some of the worst challenges. >> teenage pregnancy, and these women, when i got in the room -- the first question was how did you get them together to act on these things? and it was so sad. it was said that they did not learn anything. the other thing was the one question, when you are inviting women to a gathering, were you inviting them for? and they say oh, we've are just inviting them. let me tell you something. you have to find something that

every woman sees as active in the community to mobilize them around that issue. maybe your daughter saw the kidnapping of those women in that part of the world is a problem, until those women do it for themselves can see it as a problem, even if you have 10 conferences in the u.s. and 2000 more conferences, they will look at you like you're nuts. >> so it has to come from within. >> it has to come internally. don't know what i would be wasting my time. the only way that i would go into any state, if i was invited by those women and they said we need you, let's get together and

talk about issues of peace were mobilizing. like the woman in liberia are doing now. we need you this week and we want to see how we can all be together and i keep saying to them, if you are leading the way, we are not going to come with them at them and tell them that we know at all. what kills me, and every time i get so upset when a group of people comes to a country to teach these women -- are you kidding me? do you know my culture? you can't teach me. what you can do is to comment and share experiences. and i can speak with you when you can speak with me, and together, we can make the world better. [applause]

>> the fact that so many well instituted organizations -- is totally disrespect all. i think that our guiding principle of 10,000 women is how we can go and learn from extraordinary women. and these local partners and local institutions to do something together in partnership. it is the reason we are working in pakistan now. because there are so few female entrepreneurs and so many women came forward during secretary clinton's visit and requested that the program go there. we have a different model there. we actually see that it is amazing. -- >> the nobel peace prize, has empowered you? hasn't made you more than international mediator

organizer? are your services more were greatly in demand? are you willing to engage. >> i wish they could give me a little bit more respect. [laughter] [applause] >> i know the feeling. >> i went and visited my friends and my daughter and niece and said that you have to come to my school and i said, okay, my sister lives nearby. i said this is my daughters school. let's just put on jeans and t-shirts, because again, i am still a local girl. and i said we should put on something more nice. well anyway, she won, and that

is how we ran. [talking over each other] >> we got to the school and there were cameras. and i said why is the press here? and then my daughter says [inaudible] >> [inaudible] that shows you how much respect they have for me. i was just saying to her and her colleagues, there is one thing i have come to learn. very early on. people want you to come to their defense to brighten it. it is like a very ornamental christmas tree. you were doing nothing but to brighten it. i have rejected that.

i will not go to any thing where i know that i'm not going to make any impact and people are not interested in what i have to say. that is clear-cut. immediately afterwards, we identify issues that i have worked on that are dear to my heart and will continue to work on end deal with the issues that get me to continue to work on. working on issues for women, reproductive health, issues that we need to continue to talk about. and girls leadership. those three things, you give me go anywhere to talk about. so you get all kinds of demands to go to different places. i am very selective about the places that i go to. you have all of these things globally that would invite you to be a member of. can you come and be on the board of this and that -- we said no

many times. along with the president, on the high-level panel on reproductive health and women's rights between now and 2015. that is a long time to be talking about family planning. but i think it is something that is very important. one of the things kati marton, that i say, and i say to this group -- and you can take it and use it as a quote. what the nobel prize has done for me as a person is given me a local girl a global platform to advance the issues of rights of women and girls. >> that is wonderful and so inspiring. [applause] >> one more question. [talking over each other] >> we have the microphone there and then we will come to you. >> this is a question for leymah

gbowee. i don't know if this is a silly question. but i admire the courage and the tenacity and obvious wisdom that you have brought to your experiences in their own country. you know, you have overcome such dramatic injustice and violence. i wonder if you have any thoughts for us women in the united states, who have been raised with wes of the dramatic challenges and have the illusion of equal opportunity. do you have anything, you know, trades or practices become successful, that you would maybe, in your wisdom, advise us -- maybe not just cracking the feeling, but shattering it, like you had in liberia. >> against first used to be

afraid to speak about u.s. issues. now that the government of america decided to give me something, i don't know if you've heard of it, people would extraordinary abilities. [talking over each other] >> this last trip, my son also got lost in the airport in chicago. because i kept going back and forth, i think they thought i had something planted somewhere, so they took me into the holding room. i was so mad. but anyway, when it comes to the united states and women and what they can do, one of the things that i have seen over the many years that i have been coming back and forth, the first time that i came here was in early 2000. no one, the people i engage with, would not distinguish

between liberia and libya. honestly. or when you say i am from liberia, they say nigeria? or libya? those kinds of things. >> even politicians can do so much. >> overtime, what i have seen is -- and i think that 9/11, which was bad, but in a very good way, that suffices for the kind of hunger for people who are privileged in this country to want to know what is happening in the underprivileged world. there is a huge -- there's there is that kind of thing. that is one. one of the things that i would wish to see, because like you said, it was an illusion. that quality exists in this country. you are too polite. you know, when you have issues, women's issues, and you should be angry. i see people angry in their living rooms.

they never take it outside. you have resources. if dina powell invites a tv crew to it make a statement to her friends about something that was going wrong with the wishes of women's rights, then the media would pay attention. i think i am on tv, right? please don't hate me, those of you watching. but sometimes i feel that with all of the resources at your disposal, you are a little bit too laid back when it comes to women's rights issues. and i think some of the things that we read into, in 2008, gloria steinem came to ghana to one of our conferences. those african women wanted to beat her up. >> gloria steinem, oh, because

for them, she represented one of those people who opened up the stage for some very difficult conversations and women's rights issues. >> for all of us. >> what we see now is like you all have put it in the fridge. it is on ice. you know? a lot of things will be happening, not just with women in this country, but globally. sometimes i say to myself, maybe you know it, or maybe you don't know it. but you can change the world for women out there if you were just a little bit more assertive. [applause] >> good answer. [applause] >> okay. the fact that there is still an 18% income disparity tells you that what you said is absolutely true. >> i want to ask on a more personal level in terms of having it all, how you each came

to terms with motherhood and activism, and what choices were involved with that. >> someone once said to me, would you have done it any differently as a mother. growing up, my kids sitting there, [inaudible] [applause] [inaudible] >> geneva had just her daughter. janine had to take care of all my kids. so geneva is the one who died, and when i ever stop running it around, we would both write a

book on the great years of our kids. because you know, when this person -- she taught them very well. so when people say your kids are well behaved, i cannot take credit. it happened before my sister died. someone asked me, if you could do your life differently, would you do differently? and i said no, i would not. and the audience went, -- you know, like you are a cruel mother. but for me, motherhood is making this work, a peaceful place. so that these girls and dina powell's girls don't have to worry about such insecurities. [applause]

>> that there was never any question on my list of priorities. my children were on top. yes, i admit that i made compromises professionally. life is a correspondent was not suitable to motherhood. and i tried my hand at writing books. but now i am just about to publish might eighth book. and i have two very good kids. my name, and my life is not perhaps as i dreamed in my 20s -- that i would be the next barbara walters. [talking over each other] i think that we all make bargains with ourselves. so i really don't buy into the superwoman thing. because i think that we all make compromises along the way.

>> i am so lucky to talk to today, and as kathy said, there is nothing more precious to me in the world and those two little girls. along the way, there were the tough days of needing to be two places at one time. somehow they would know that or something. because i remember one kate met one of the graduates at goldman, one of the 10,000 women graduates from nigeria, it was a day after she had been to school and she met her. and she said to me afterwards, wow, i can't believe that we can help her. and i remember thinking, on our tough days, we all have to worry about being our daughters role models. we are all our daughters were models. >> after a while, i think -- my daughter told me -- she was very quiet in an evil way, she has an

opinion. abby will be looking at you and laughing at you in her head because she had some analysis of you. but she you told me when she was growing up, mom, i would never want to be shipbuilder. i want to stay home for my children. i read somewhere, and that said i'm doing something for god. it's a do what you can and god will help you do what you can -- he will help you do what india.

it states that china will have 200 million college graduates by 2030. this is an hour and 45 minutes. >> good morning, everyone. my name is neera tanden. we are very excited about today's events in today's report. i wanted to have a special introduction to the group but we are working with over the last year.

which is a new organization that is really dedicated to ensuring that we are tackling those issues that really ensure that our next generation will be successful. i can think of no better topic than today's. today, the center for american progress and the next generation is releasing a joint report entitled competition that really matters. which details china and india and other countries and investing in their young people, to ensure that they are competitive. ensuring that we are competitive in the decades to come. we have a lot of issues about competitiveness in our country and want to do to make our economy competitive for the future. there have been a lot of resources dedicated to that

work. we took on the subject because we recognize that other countries were not just looking at competitiveness today. but they are looking at competitiveness for the next several decades. they have real strategies that they developed shootout. in the center of the strategies is looking at the resources. the area in which they can affect human resources the most is always for the education of the children. not only children in public schools and public education, but in later years as well. when we think about competitiveness and economic growth, we should recognize that other countries have expansive view of that and that takes human resources and education as well. that is at the heart of what this reporter is talking about. both china and india have increasing investments in young people. in school and pre-k, and what policies are for their families.

i would say that both parties have to ensure that their stewardship of the growth. that is what i want both parties to do, look at the issues of human resources. we need to look up the heat that our policies will take on the next several decades. i want to say a few words about the authors of this report. we are very excited about it. it has been a long-term effort. believe me, getting data from china and india is not such an easy task. i really want to thank adam hershel and ann o'leary. it is my task now to introduce

matt james. he has worked on a whole range of issues that are really critical to economic competitive topics. from education to health care, and he's an expert on so many of these issues. also, the franklin center looked at what is at stake in his work. children and their needs. it is my great honor to introduce matt james. [applause] good morning, everyone. this is a great day for us. a big day for the center of the next generation. this is a release of our first big report. let me first of all thank neera tanden for her work in the early days when the senate for the next generation was operating in my family room. they were constant colleagues who helped me think through the

issues about how to set up the center and how to get started. and we cannot be could not be here without their advice or counsel. we also like to thank adam hirsch and donna cooper. this was not an easy report to put together. it is very tough. the quality of the work is absolutely fantastic and we are proud to be releasing it today. i would like to also thank my colleague, ann o'leary. she was on the first hires at the center for the next generation. i said to my wife, i think i just hired the smartest person i ever worked with. and i have worked with a lot of smart people. she has been a terrific colleague and friend. let me just quickly talk about what the center is about. it is a partnership between me, tom stier, who was a businessman in california, and also his brother, jim stier, a children's advocate who started a number of

organizations. we came together to try to make a new organization that will be focused on the primary issues that will effect the next generation of young americans. our first program areas are sustainability and children and families issues. and we offer you both here and on a national basis, and also in her home state of california. the way to think about it is a strategic beauticians organization, which will be bringing these issues with the centers for american progress. and also instituting some of the very best policy and research material. let me also thank to the bipartisan polling research and bob carpenter, a consultant. their work on running together a fascinating survey. it is clear from the survey that

americans want their political leaders to be focusing on education and global competitiveness. they've actually won governors to spend a lot of time thinking about this. clearly this will within the next set of elections, they are hoping will be a strong focus on. we are here today to focus on what we think is the nation's greatest asset. our young people. what the future holds for them in the face of intense challenges from china, india and elsewhere. those countries are aggressively scanning opportunities for young people. to the degree that they will have millions of more people competing for the best jobs in a global economy in two years. were we going to do about it? how can we maintain the competitiveness of the united states? our report from the competition that really matters, but sees things into perspective. the key findings. china and india have embarked on a vicious program.

the challenges and well-paying jobs of the marketplace. by 2030, china will have 200 million college graduates. one of the entire u.s. workforce. by 2020, india will be graduating four times as many college graduates as the united states. part of this disparity is obvious we related to human capacity of china and india. each with populations four times greater than the united states. but it is more than just the numbers of people. china and india are investing in their future, more than ever before and while the united states is fighting to keep up. frankly, we are doing a poor job in this country of educating and training all of our young children who want to compete for the great jobs that will be coming in the global economy. the united states cannot afford to squander the talents of young people if we hope to compete. it is one of the united states doesn't perform as well as students in other developed countries and standardized test. out of 34 developed countries,

we are 14th in reading, we are 25th in math. what is less well-known is that if you compare reading scores of students only from our wealthiest schools, from our wealthiest schools -- they would outperform students from all 34 countries measured. but students from our poorest schools would rank 33rd, trailing only mexico. if you look at mathematics, all of our students from wealthy and poor schools are basically emulating my academic record, which was mediocre. what exactly are china and india doing to prepare more of their young people graduate from college and thrive in the workforce? three things. first, they start early. by 2020, china will provide 70% of children with three years of preschool. india plans to increase the number of children entering school ready to learn from 26% to 60% by 2018. while the united states, half of our children received note early childhood education and we

lacked a national strategy to increase enrollment. they educate their young people for the jobs of the future. especially in the critical needs of science, technology, engineering and math. china has already graduated over 1 million college graduates a year. in the areas of science, technology, and mathematics. while the united states graduates fewer than half that number. what we are doing now is clearly not enough, and imagine what will happen in the years, to come if investments in our children continue to decline. thirdly, they ensure that students are taught by highly effective teachers. china is improving the quality even as the number they are training slows. the number with bachelors degrees has increased 66% in just eight years, with almost two thirds of primary school teachers having an advanced degree. our teaching corps is filled with degreed professionals. but it is not attracting the best and brightest on average. in the united states on average, high school students who choose to enter undergraduate programs

for education have sat scores in the bottom third of all students tested. this stands in sharp contrast to nations with impressive student results. which successfully pervert teachers from the top high school graduates. here to make a commitment our competitors are making, we need strong political leadership to move forward. and the will to make education a national priority again, which we have done in the past. for today, at least, luckily we don't have to look very far to find political leadership and commitment to improving education. i am honored now to turn this over to jack markell, governor of delaware. governor markell is a national leader in school reform. he is a chair of the national governors association. and he is the cochair of the common core standards initiative. he led delaware's efforts to when the race to the top competition. it is a pleasure to have you here today, governor jack

markell. [applause] >> thank you, it is great to be here. i want to thank matt and neera tanden and chennai. i believe this is the defining issue of the day and this is really just a terrific, terrific rapport. businesses have more choices than ever about where they are born to look for candidates for jobs. there are 3 billion people in the world looking for jobs. and there are 1.2 billion jobs available. so we are truly in the global war for jobs, which means we are in a global war. the jobs are going to go where the talent is. the numbers show in this report are absolutely stunning in terms of the investments in the results in india and china, and they are not the only two. so this report outlines the need for comprehensive national strategy. in the absence of such a

movement, we have some incredible work underway in our state that i would like to show you today. there are several efforts underway in delaware. they began to address the competitiveness of jobs. it really starts with the recognition, if we sleep on my part, that what we have been doing in the last several years is the academic equivalent of having our kids learn to play basketball by shooting at an 8-foot basket. you can get very good shooting at an 8-foot basket. when you get into the game and you are competing against players who have been shooting a regulation basket, which is tempe. every state is required under federal law to administer a state standardized tests. these tests don't have anything to each other from one state to do next. they don't have to measure the same things or use the same measurement scale. so what we end up with, is that

every kid is about average. the result of these state tests, when you compare them to the nation's report card for the international report card, the results tend to be high. if you tell a kid that they are proficient based on a test that is administered only within their borders, but then they have to go compete for college and jobs and people who are not within the borders, you are not being very honest with them. i believe that a dose of honesty is in order. one of the very first things that we did in our state, shortly after he took office is we we've raised the bar. and we literally said to parents and teachers and students across the state, that even though kids don't know anything less than they knew before, fewer of them will be judged to be proficient. that is not a very popular message to deliver. but again, we thought it was one that was important and one that we thought was honest. number one, we are raising expectations for students with higher standards and with a

world-class cricketer. we are also providing high-quality early childhood opportunities, especially to the high-speed students. we are striving to transform the education profession with more meaningful evaluations and professional development, and we are using data in a whole new way. i want to touch on each of these. let me start out raising expectations. when it comes to raising the bar for all students, beyond raising the bar what needs of what needs to be profession, we also focused on the adoption of common core. and we thought that that was a necessary first step. i had the privilege of starting with the former republican georgia governor. the standards are fewer, higher, and clearer and make it easier for states to share resources. in delaware we are focused on making sure that all educators understand how instructions should change with common core.

developing systems and accountabilities to make sure that those shifts are underway. it was difficult enough to get all the states to sign on, but as with most things, it is difficult when you get to the implementation part. by now, we are heavy-duty into the implementation mode, and across the country, we are learning what it is really going to take to make common core real. we are also raising the bar to students by expanding our world in which opportunities. i'm particularly excited about this initiative. over the next five years, we are opening up schools and our in our state. these will be schools within schools are students spent half of the day learning in a different language. we are starting with 340 kindergartner students across our state. half of them doing chinese and half of them doing spanish. not only will they be learning those languages in their class, but science and social studies and math in that target language. frankly, there was a fair bit of pushback at first.

this really matters as an education issue and an economic issue. .. are you about her early childhood in westminster. there is a clear research that the most effective economic

development if they can make is in early childhood development. we underresearched image of the extent any of you that permitted federal take fabulous cake and others are geekier or behind their peers, who has a significant and vocabulary, that's a tragedy every single time. so we are tackling this head on in our proving of access to and the quality of early childhood education programs. so in 2011, we did have some additional money come on the. essentially had room for one new investment. but that it's taken a lot of time, i decided to focus on early childhood education. again, a lot of research, some as referenced in today's report comes out as federal reserve bank of minnesota, gave sharon must affect of economic development a state can make is in early childhood education. so we invested state resources and were fortunate to bring this back and rested atop early

learning grants. as a result, we are going to increase from 22 a.d., from 22 a.d., the percentage of four kids in delaware who were enrolled in a quality preschool program. in my view is that it's a true game changer. we are really, really excited about it. our effort will focus focus on four main pillars. one, a land of birth approach to school readiness. secondly though strengthening the quality rating program. this is not just about throwing money -- we have a terrific program and delaware called our stars program for early childhood centers noted their extra milestones they have to be to get a certain stars rating. we have a very clear transparent process, so we are focusing that as well. we are addressing health and development of the whole chat and building professional in effect to really chat at work force it and of course this is one of the real challenges because so many senators don't

have resources they need to invest in quality status or materials. our program is going to change that. we are also focusing on working with teaching professionals in taking that to the next level. we obviously know are focused on building a professional workforce has to go beyond early childhood gum which is why the third after we are focused on is transforming the education professional. as today's report clearly shows, the top-performing systems around the world are those that recruit and retain top-performing educators. in delaware, we are focused on a number of things. number one commit conducting meaningful evaluations f educator performance and developing new leadership opportunities for most effective educators. were committed to opportunities for best educators to take on more responsibilities, earned her compensation while still staying in the classroom. around the country this is one

of the day challenges. teachers say that they have to move on and get out of the classroom to earn more and build their career and more focused on changing that. we are also adding some coaching initiatives for principles. we talked to teachers as they do all the time and asked them if they cared most about, they care about compensation, but also the working environment within schools is a collaborative environment. and so much of our principles time is taken up in administrative matters. if you have it in any school recently, you'd be surprised by how much time they are focused on dealing with the bus company because the bus is late, chilling with folks into service because the parent complained that it is cold, whatever it is. with several initiatives underway to transition our principles to be more of instructional leaders. we've also got additional pathways to get into teaching positions, things like tsa as

well so the colors stand residency program as well. finally, we are focused on improving professional development in our schools. i think a lot of teachers around the country feel the money we spend on professional development is often money that is not very well spent and so we think we've got to ramp that up significantly, which leads us to the last area i want to talk about, which has to do with user data. it is absolutely stunning how little good data at the educational community has had historically in terms of understanding how students are doing and giving good information on a timely basis to teachers and principals and other staff so that they can change their approach. so we believe we are at the cutting edge of changing none in delaware. it is about a new focus on transparency and performance in using data throughout the system

to determine what is working and to challenge your thinking about what is not working. this is all possible because two years ago we introduced a new assessment. before that it is typically administered in the spring. results came back in the summer. this is absolutely no use to teachers who may want to say okay, i'll make doing? what can i change? that is all changed in its really change within the last year because we had this new assessment. we just finished the second year and it suffers several times a year. teachers can see in real times what kind of progress their kids are making. and if you link that was not only teachers see it, but principles than others. the kind of conversations this opens up some of the kind of dialogue among educators is powerful. we've just got every public school teacher in delaware now sits down several times a month with five of their peers. he said at a table of five

people and drilling to put the data is telling them about student performance. i sat in the elements are not teachers who teach kids to add numbers. the data assignment kids are not making the game to get in the performance had expected is that they reached out, teachers took it upon themselves to reach out to the school having better results, to assist teachers in a school what kind of worksheets are using, what kind of approach are using a fortnight he seen here. similarly, we have our superintendence get-together amongst themselves once a month and periodically they get together and sit down in groups of four or five. he figures that were doing in high school not the middle-school reading. they dated is very clear. we look at the same data and not making the progress we felt we were making a middle-school reading. what can i learn from the other superintendent over here?

and said this ties back to the professional development issue because many teachers in our state are telling us that they hands-on -- these hands-on meetings that they have several times a month as some of the best professional developments they have ever done. they have periodic meetings between our department of education and our districts, where we essentially share the data with each other and ask questions about what they're doing to improve. they come at the superintendent, board members, local teacher union have a representative from that district so everyone is operating from the same set of facts. these are very powerful conversations than we think disorientation is very transparent is just an incredibly useful tool. i had the opportunity a week ago to sit down with delaware's teacher of the year from this year. she's a fifth-grade teacher and

our smartest school district and she was telling us how powerful desire to sit down to drill into the data mbo to talk with her peers about what they could be doing differently. so we are proud of the work underway in our state every game for a the earliest of data to working to teachers, but we also know we have a lot to do in the report today clearly says even the states doing it fast have a long way to go. none of us can sit still because it's very clear that all these countries around the world are doing quite the opposite. they're investing massively into human capital. and so, we know that identifying what comes off the plate at the state level is also very important because we can't afford to do everything, which is why i try to drill and an figure out what is working and what is now quirkiness critically important so they can do less of what is not working. to address that challenge, the

leadership in our department of education is examining how we can organize the department, trying to transition from a department historically focused on compliance to a department focused on support. it is my view that some day and the secretary duncan has done nationally. he's been absolutely terrific with the support of states. i also in that area have figured out what is now working. i recently signed a two weeks ago an executive order requiring state agencies to hold public hearings and all three accounts so we can hear directly from the public, teachers, parents and everybody else but is not working to the extent we impose regulations that don't have any benefit to kids. we better hear about it because we can't afford to keep doing that. finally the last thing and maybe this is easier to do in a state of delaware size. we work really, really hard to keep everybody at the table.

that includes business community, teachers union, and includes principles, disability community, parents. we don't have any luxury to have any finger pointing going on. to the extent we are getting something wrong, the best 86 it is fixed it is for us to talk together were getting wrong. so we have spent a lot of time on collaboration and keeping people at the table and i think that's invaluable. so that is sort of my message. i wanted to give a vocal sense from the perspective of the governor and i think a lot of great work is going on in many states across the country. as you have the privilege of working and serving as the chair of the national governors association. i can tell you the issue of competitiveness is not just to think the issue of the day. we spent a lot of time trying to compete to get the job spear but companies have to decide first they want to be in this country before they decide wednesday

person either. we have a lot of work to do together. i appreciate the next generation irking the center for american progress on this report, highlighting the critical issue and i worked forward to working with all of you. thank you so much. [applause] >> governor coming thank you so much. we all appreciate your leadership on education. next up we hear from eric hanushek in our neck of the west, stanford university from my house. he is a renowned education economist and as we've discussed, this is not just about money. he has made a critical contribution by focusing on what policymakers and political leaders, how they can widely as resources for education. after that, we'll hear from

jonathan baas, for the center of the next generation looks at voters attitudes on competitiveness and education. rick. >> thank you very much for having me. and thanks to the two organizations that sponsored this great report. when i look at this report, i think that it is starting to move the discussion in exactly the right way. the talk is not about tomorrow. it is about decades from now. it is about our children. it's not about what's going on today. it is what we are going to look like in the future. i wanted to run through a few things. i should say also the governor leaves, delaware is one of the top three states in terms of improvements, measure performance in math and science at the last two decades. so you should put a little extra

weight on his comments. let me see if i can -- but i want to start with is a very simple syllogism. and that is that the future of the united states in the long run depends upon his economic growth. if we remain the same, were pleasantly doing all right. everybody else is going to move past. that is one of the arguments about this report. the second thing is a statement they could see a lot of lipservice, but i think it needs more than lip service. that is the only thing, in my opinion, that matters for long-run growth is the human capital of the work force in the

united states. that is what has led to our success and that is what will propel us in the future. this report has made a great contribution in pointing out that it is the broad investment in our youth that is going to make the difference in the country. it is not whether we regulate this in the marketplace or whether the tax rate notes by 1% or she present or that. what is going to matter is whether we in fact and best in our youth and make it the results. and then finally, i will put in a remark their brands through this report that is not going to be so central to my talk, but it is absolutely clear that we've had a lot of discussion about distributional issues in recent time and the only way that we're going to follow our distributional problem is by thinking about good investments

and are used and what that means. so let me fill in a few details. this report is important because it makes a statement that their nations recognize what has made the united states strong, which is our investment in human capital. and in particular, what is highlighted in this report as china and india, which are not very good economies right now. but in 20 years, malic and tiredly different. and that is the message here. so what we want to think about here is not how they are investing. there is a lot of that in the report. it is what they are doing. in particular, they are models of commitment to the future that we don't quite see it and the same regard in the united

states. and i think they point out it is the challenge of the united states future. it is not that our nation will fall out a vocal into a long recession. is that we will not keep pace. we will not have the standard of living at the forefront. we will not be doing the kinds of jobs we are used to in terms of technological leadership and that is the key. so let me try to simply -underscore what investments in human capital needs. but i'm going to try to do is talk about the value of increasing the skills of our workforce. we have measures of the math and science ability of our students

and pens that we see regularly is that the government mentioned and so are. what is less recognized is that performance on these tests is an extraordinarily powerful predictor of what economic growth looks like in the future. i mean, extraordinarily powerful. this is the thing that matters. and what is man is if the magnitude of this economic facts, that if you just sit back and say oh yeah, we know education is important. let's do some more. you're missing the point. so let me put this in a simple table that comes from some work in germany and economic growth than the day in the future. in particular, i am going to say, what would the u.s. future look like if we could be at the

level of germany, canada or finland, which is that both of us? or what would it be if we actually meet no child left behind work? i will give you all four of those. what i am going to do is say at the future looks like the past 50 years, then we know that improving performance at two levels levels that these other countries will change our growth rate, which will change the future gdp of the u.s. and we can calculate in dollar terms, in current dollar terms what would be the impact. here's a table table you won't believe. i hope you can see this. the first row of this is calculating the present value of the added genes to our gdp over

the next 80 years, which is the lifetime of someone born today. the expected lifetime of someone born today, look at the expected gdp. the columns are germany, kennedy, finland and then onto to ncrp ncrp in a second. these are the levels of performance increase family further from it. the first number -- i don't know that i have it. the first number on that chart in the upper left-hand corner says getting up for the level of germany as a present value of $43.8 trillion. that is on a 15 or $16 trillion gdp that we have today. are attacking about three times the current gdp as the present

value of getting up to germany. now, think of canada. when i was going to graduate school, we used to refer to as the 13 federal reserve district. it's kind of like the u.s. a little colder, but kind of like the u.s. if we could get our performance level, which is an index of the quality of our labor force, a to the level of canada, it is easy to trillion dollars. and then finland, the eye of everyone in the world, but it is too cold. except for being too cold, it is $112 trillion in present value compare each worth 15 or $16 trillion gdp today. now, if we could actually make an clb work, which is operationally get everybody had two basic levels on this international math and science

tests, that is what $86 trillion. it is not a trivial matter. now, the second row of this size, what proportion that says is that the future gdp because gdp gets and so forth, so trillions of dollars don't mean anything to you. germany is like adding an increase in gdp of 6% every year for the next 80 years. canada is 11.4%. finland is 15.8%. nclb is 12%. so let me translate that into another thing that might make sense to you. about half of our population draw salaries. so what these numbers say are these percentages and this is the average increase in the

paycheck of every worker in the united states for the next 80 years. so just getting up to germany is sent too far ahead of last, but they're pulling away from us. it is like a 12% across-the-board increase in salary for every worker in the united states for the next 80 years. can you do to canada is a 20% pay increase, nothing else. in my sort of reckoning from california, that looks like it's worth it, worth doing something. we notice other countries are doing it. first, the report underscores how canada and india are manichaean the u.s. investment in human capital that is made as strong in the past.

secondly, there's this other aspect that canada and india had the world's most messed up economy for a very long period of time and all of a sudden they say well, all make our institutions, economic institutions, too, was to make these investments in human capital more productive and they are doing now. quite dramatically. all these other countries have now surpassed the u.s. in terms of the school attainment with higher quality. very few people at least outside of this realm, the round understands that, but very few people understand that today the u.s. has a lower completion rate in high school than the average oecd country, the average developed country. if you go down the street, i

think if we walk down to teach street and asked somebody, they would say were probably first in the world in terms of the art of education. that's not true, either in quantity or quality. this report is really important in my opinion because it says that we have to think of a broad investment in our youth. we have to worry about the family that they are helping out because they're extraordinarily important in education. we have to worry about the support network, the early childhood development and the school. in the past, we've done two things. first, everybody in the united states, including people down on each street say we've got to do more about our schools. but it's more that service. and if anything, it calls for a

deepening the upper doing now. so we'll have slightly smaller class sizes. we'll have this, that were the other thing. a little extra program for reading. without thinking about what it is that creates higher achieving a better performance. and i will go in terms of saying the essential component at least in terms of the school and part is the quality of teacher. but that is not doing more and it's making better choices, getting better people and getting rid of bad people. every time i say getting better for a people, it is a combination of making better choices to ensure that the quality of our teachers is

higher. if the need to do something different rather than more. we've tried the more strategy. genetically and consistently over the last 40 years and more has blessed us flat in terms of performance and outcomes. we have to do something different. and this is the line that was for the governor. you know, which is the political leadership here and we need governors to stop saying we've got to do more and get governors to say we've got to do better. that is where we are at in my opinion. [applause] >> thank you, eric. my name is jonathan boss and i want to thank ann and not at the

center for american progress further issues. it's fun to work with folks committed to the next generation. we want to conduct research and see how they perceive america stand the world in education relative to this report. the one thing i would differ with what eric said is if he went to that person on h. street, they would want america to be the leader in the world on education, but they are not necessary sure we are at the moment. we asked a question, and methodology of over 1200 registereder likely the 2012 general election voters. samples of african-americans, latinos to the survey was conducted at the end of july. one of the questions we asked was a follow-up for a question asked in 2011. once again we found plurality of americans do in fact think the united states is falling behind

other countries when it comes to education. we asked the question in another way some voters believe that other countries are surpassing the united states when it comes to education. we ask in a couple of playful ways they show you as well, we see the majority of americans think future innovators come from other countries. voters want leaders to prioritize restoring leadership and increase investment education, particularly executives. the next president states of governor, more so than leaders in congress. they're interestingly for us, they are willing to pay more in taxes if those funds are dedicated to his education, k-12 education. majorities to pay more in taxes for pre-k, k-12 and higher education and majorities would also pay more in tax personally reduce spending in other areas of the sons were dedicated across education levels. the parkway tolls, we found

across lines are going to pay more in taxes. so on the left side, we we asked this question from 2011. in 2011, 40% of voters thought united states is behind other countries. 22% about even in 22% ahead. today 46% say we are behind, 25% had an 25 about even. on the right inside our schools in china and india catching up with surpassing, but the same or behind your schools. 14% say they are catching up. 44% say they are passing schools in the united states be 13% about the same in 10% falling behind. two different approaches at this question with very similar results. these numbers are consistent across state lines. asked in a different way, the left and said we asked where will the next bill gates come from. on the right-hand side to more of a scientist to cure cancer come from? more people say the united

states is any one country, 35% say the united states will produce the next bill gates and we explained to that list. the founder of microsoft and 31% believe the united states will produce a scientistic cures cancer. we see the majority and left inside, 52% of voters say the next innovative leader that the gates will come from another country. 25% china, 15% india, 3% 0.9% somewhere else. on the right-hand side, where will the scientistic cures cancer come from? 40% say no. in terms of the priority voters face on this issue, the high one good 70% of voters want the next president, whether it's barack obama or mitt romney to meet restoring america's leadership in education and increasing investments in education a top priority. 42% a top priority, 36% a high, but not necessarily top priority. these are consistent across party lines as well.

among democrats for the president they would like 90% to be a top for education. among independents is 80% of republican voters is 61%. the governor's level is 85%. 69% of republicans. and the next congress, 77%, 70% of advance. so at least two thirds of voters across party lines for restoring america's leadership in education to be a top or a high priority. and not only do they want it to be a priority for leaders, they are willing to put their money where their mouth is. we asked this in two different ways. going to pay more for education programs for pre-k, k-12 and higher education and we also one half of the sample if they do want to pay more in taxes and reduce spending and other programs and majorities across the levels so they would be willing to.

the dark lubar means they were very willing to pay more in taxes for the life of ours somewhat willing. total numbers k-12, 68% of voters are going to pay more in taxes and those funds are dedicated to education. that's 81% of democrats, 59% independents and 57% of republicans. the pre-k level is more consolidated around democrats going to pay more in taxes. lower levels of independents and republicans. k-12 across party lines is a desire to personally pay more in taxes at the center dedicated to education. pay more in taxes or reduce spending for other domestic programs. majorities of voters would do so for all three education levels. again, the partisan dynamic is very similar. by party, the consensus is around k-12. 76% democrats, 64 independence and 55% republicans are very

somewhat willing to pay more in taxes or reduce spending in other areas if funds are dedicated to programs. that is where voters come out on these issues. i'll turn this back to ann o'leary. [applause] >> thank you very much. i'd ann o'leary, director of the family program for the center for the next generation and i want to just say i'm delighted to be back in d.c. that is my home base at the center for american progress. i'm wearing my new hat. is not set from the center a think tank based in san francisco, dedicated to improving investment in children

and families and investing wisely in children and families and gaining the political will. we are focused on looking now at a new strategic communication to get people focusing and thinking about issues that are high quality research quality research and melissa were doing today. i'm delighted to be joined on the stage by rick hanushek, bob carpenter, one of the new authors of the survey that jonathan voss just presented. is the chesapeake beaked consulting and a long time, very well respect his survey researcher, poster, particularly republican surveys. were pleased to have him in a bipartisan survey us. and marilyn reznick with at&t and executive director of educational leadership at at&t a lot of work in educational leadership on the business side. i'm really delighted the maryland sfs. before starting the discussion, i would want to reiterate my thanks for the american progress

and anita cooper, in amherst, co-authors on the report, terrific work taking hard at data from china and india. we appreciate that. and thanks to michael allender who provided a lot of guidance and leadership throughout. i really appreciate their help. let me start with maryland who we haven't heard from yet. how to go back and save more about one one of the things refining. what we see in the business community. matt started by telling you one fact i want to reiterate. in china by 2030, were going to have 200 million college graduates coming out of china. that is more than the entire united states labor force. the other fact that as we highlighted in the report that is quite interesting is that we look at the u.s. labor force. one of the things happening is that people are retired wicked new individuals, we see that we

have a less educated labor force today there are new entrance, less educated than those retiring from the u.s. labor force. so really a change in how we're doing things in the united states. marilyn was mentioned at the beginning the commitment that at&t is made to the type of people they feel they need to hire in the workforce, which is the only hire people who have those secondary education or training in terms of new entrants into at&t. they do this at a time in which there is a scarcity in terms of individuals who are and all jobs. so i'd like to turn to you and have you stay up a bit about what type of commitment to think business community is making enemies to make of it is sure as you look at what the global competitors says. >> thank you. at&t, like every company invests in education because you need

you need a smart scout work for us be successful in an increasingly competitive global marketplace. we know that education is directly tied to growth and development. in fact, investing in education may be the most important thing we can do to help america remain a leader in a global economy. we invest a lot in education to increase high school graduation rates and better prepares students for college and career. a lot of companies are investing in education. and yet, in spite of those investments, in spite of other good efforts that are going on in this country to improve education and workforce development, we still are not able to find enough workers with the skills we need to fill the jobs that are available today. and then if you look at the graduation rates in this country in both high school and postsecondary education, those numbers are only going to get worse. then when you look at what china

and in you are doing, that is real cause for concern and that is why we need to do more. >> rate, while thank you. can you see a little more about the type of investments you see the other worker community investing? for many years we've had the business roundtable and other stepping up to the plate. we have the governor of delaware today saying they want to make sure businesses off the table. what d.c. in terms of how we get businesses like at&t more involved in this debate in the public way? >> i think we do have to do that we have to engage a broader part of the business community. it can't just be a handful of companies that are always the leaders. it can't just be the business roundtable. it needs to be all business is a minitour card to work hard to engage more of an. we have chosen to focus on that particular problem in the country, but other companies are

looking at k-12 education, early childhood education. and in fact i think there's a real growing sense of urgency in the business community, particularly around k-12 education, but i think we have to be careful that it's not just k-12 education. by the time i get the students out of high school, we need to make sure that postsecondary institutions are prepared to accept those statements, graduate more of them faster and have them prepared to enter the workforce. >> welcome upgrade. when they take take up on something you said he had one of the things they found in the poll is that there is this very strong commitment to k-12 commandment. as jonathan just presented, 68% of voters said the willing to increase taxes in order to commit more k-12 education. 57% of republicans would increase taxes to those dedicated to k-12 education, but not the same robust numbers that

early childhood that we look at how you read. can you say a little bit more about what it's going to take in terms of the political will and some of these issues? one of the things we found is reported. in some sense we know what to do, but what we need is a robust number you see in k-12. maybe if you could speak to what we found in the k-12 numbers. >> certainly. just to follow up on one dating marilyn said. the public is ready to follow investment education. we are willing to pay more in taxes more in taxes across the board, whether it's democrat, republican or independent and we see slightly higher numbers add up parents on the same question, which is really not surprising. in terms of how we move forward in terms of here, the public again as john pointed out, the

public has believed that high priority or a top priority, that their governor as well as the next president and congress should be focused on education. and when you think about the high versus top it all the things that a governor or member of congress or president has done his or her plays, to make it a high priority and a top priority is still a very important statement. when you're in the 80% and 90% of the public lending to focus on education, and that speaks volumes for what are the officials should be doing. in terms of moving forward, it is really convincing it is a priority, not just of those in the room around the city, but it's the public is ready. voting members that are likely

to vote in the 2012 presidential election. onecompany focused on education and are willing to pay for it. and on my particular side of the i/o, we are saying 60% plus saying sure, i'll pay more for a commitment to education. >> is a fascinating number and i want to highlight two things you just said. one is i want to highlight survey were voters and the next election and that's really important. but the other thing is that the parents are higher in some of these numbers, not the pricing. but one of the things that is so fascinating is the last several weeks facing a very big shift and focusing on medicare and talking about what we need to be doing for seniors and that's obviously a very critical part of who we are and that we want

to make sure that our seniors have the greatest generation do not live in poverty were committed to medicare and social security. one of the things that is frustrating is how do we have that debate, but also ensure that we have the type of commitment to the next generation to her young people. one of the things about bob is always the in the commandments in how we may be able to build on that to get our politicians and voting on these issues. in fact they do care about this. they also care about medicare, but this is a top priority, high priority and they should be talking about it. >> let me share some additional numbers in terms of the clash and where we rank as a remember, jonathan pointed out among all respondents, the u.s.a. that had, 25% said it had, 46% and

21% at about even. perez, 21 ahead, 55, difference of nine points behind and 16 about even. so across the board we see parents believing that the u.s. and other countries is falling behind. a majority believe that peer to the question you think schools in china and india catch up at u.s. schools are passing u.s. schools is about the same or falling behind. we see about the same numbers. 14% among all respondents catching up. 44% surpassing, among all 46% among parents and 13 about the same among both. but when you look at making the commandments, how willing the gb to pay more taxes if the funds raised were dedicated to kindergarten through 12th grade education programs. among all respondents, 60% were among willing, among parents 75%

were somewhat willing. how willing would you be to pay my taxes as well as reduce spending among all respondents, 65% area or willing among parents. so you see a greater commitment to non-parents. one of the caps i do politics is encouraging to get out of the. and they develop a message that they're going to hone their elect officials accountable. when you look at the questions relating to the priority for the next president among all respondents, 70% there is a top or high priority among parents 80%. what 88% of, in particular,

voting bloc is saying something, it is incumbent on any of the official, or someone who wants to be an elected official to certainly within. the next congress among all respondents, 72% for high priority, 75%. how much of a difference. over 75% or even 72% of the public expressing a particular point of view, it is important to obviously pay attention. restate governor bob all respondents, you have priority. so again, a difference of eight points, 85% of parents are saying to their governor, pay attention. so you know, make it either a top priority or a high priority. again, when you think all that is on the governor's plate or president's plate to 5% focusing on a single issue at the top or her priority, that's a pretty strong message that if i were

governor, i would be rewriting the state speech right now. >> so they heard from maryland about the business leaders available and we see there is critical well to do this. and then the question, what do we do? brick touched on that in the remarks that happens a little more. i want to highlight one piece of this report and i noticed some of the ideas to help this report is americana, a research associate. and as he dug the numbers. one thing she brought forth is this issue that if you look at reading scores, one of the things that happened is that we're doing quite mediocre with regard to international comparison. the students who go to our most wealthy schools, the way we measure that is less than 10% of the students get free and reduced price point, it will

cure school, poor schools for 90% aren't free and reduced price lunch. you see a huge gap. so you see wealthy students are number one in reading compared to these other countries, where poor students were only second to mexico. so a huge difference. not so much of the different is not pointed out at the beginning were all doing mediocre in terms of math. but you have really focused on looking out what it would mean if we actually made some improvements, both in our math assessment, but also if a close some of these inequities that we have overall. can you say a little bit more about that in terms of we could have the political will, what would we be able to see? >> we really talk about changing changing -- you introduce the discussion of medicare that the current debate, the paul ryan budget is all about what is the

balance between future revenues and future expenditures of the federal government trying to take care of the fiscal problems you see. they all go away with a slightly higher growth rate. they go away. and we don't have those discussions if in fact we can improve the quality of our schools. now, the problem with improving the quality, i think we have from washington d.c., the unfortunate part of this meeting is in washington d.c. gives you the sense that washington d.c. has much to do with education in the u.s., whereas it's actually different states that are the key to education. i think we've had two terrific presidents in terms of education policy in a row. i think george bush and barack obama has been terrific on education issues.

but it is whether you can get the state to in fact changed dramatically. if you go out into the country, countryside outside of his district, you see that there's a real battle going on. we all witnessed this constant and saw it was in a lot of turmoil about how state laws should have sat should have sat should have sat should have sat they changed the labor laws or the pension system or what have you trained to deal with education. none of the states quite know what to do. we don't have a lot and it's all a great experiment. i happen to think it's a good experiment because it is moving

states to consider first and foremost issues of the pay of teachers and evaluation of teachers and how those go together, which is the secret to changing anything. >> right, what one of the other seekers of changing anything is also investing early in early childhood that i want to raise that because one thing fascinating look at the maryland and the work he did on the survey is that we see in the business community and the voting public a strong commitment from k-12, but not a strong commitment to early learning and necessarily to higher education. i think it's important to recognize what we are doing. so china and india, not noted at the beginning china has said are going and make sure 27% of our population gets three years of preschool education.

3-year-olds, 4-year-old on the account of kindergarten so their 5-year-old would get three years of data. for us, our three and 4-year-old, only about 50%. it's quite a significant difference. india is also recognized that will make sure 60% of our kids are ready when they enter primary school by 2018. again a different commandment. but many people know is we've made a commitment and many states have made a commitment to preschool education. we've seen the repossession and the impact on our economy, does have the robot for they perceive they had to rollback and we are -- i think this is concerning. i do it for you to say a word about the economic commitment. if you want to add anything to that. >> have been a good start through preschool education is an extraordinarily important.

what we do see the schools in the sixth grade are the ones behind in kindergarten. and we have to deal with this issue from not only equity and fairness kind of data, but also from where our country is going to go, because these are resources being left behind. much of this discussion of preschool actually can be traced back to a colleague of mine, and noble laureate in economics from chicago who has done a lot of work on preschool. and the simple line that he had said they think should run through all of this discussion is fat burning beget learned. when you start better off, you learn more in third grade if you start ahead. when you know more in ninth grade, you do better in college

and the colleges and universities can build upon the stronger base. and it starts early and our nation to the extent that our european nations has done and that is to try to ensure a solid starting point. and a part of this and the statistics that we have before for that upper income, middle class and upper income parents know the story that she start early. i remember a psychologist friend of mine said well, you know, when we had a head start comment really about nutrition, how penetration because it's not developmentally appropriate for kids to learn things. and then you look at every middle class parents in the country who is making sure that

their child is learning way before they get into any kind of school and you realize that this is not the right thing, that she really have to start early and in particular are most vulnerable populations have to be helped. >> i think this report is really sobering. i think we've all got some notion that china and india, yeah, they're really big, but when you see the numbers, it's really struggling. when you put their investments, starting early, we are not. it doesn't take a lot of math to figure out where we're going to end up. and i just think the report is very important for putting real numbers, real data behind that rather then yeah, we start having to worry about them because they're sort of big and growing. this is real data, real numbers

and that is really alarming. >> i want to make the point that the public, while perhaps not quite as committed to spending money are being taxed for k-12 education, it is still supported that being taxed for pre-k and for higher education. when you see a number like 60%, which is the number willing to pay more in taxes for k-12 education committee think wow, 68%, two thirds or to put ip willing to be taxed to pay for more. it's important to point out that 60% of the same voters said they would gain more for pre-k education and 55% said they would pay more for higher ed. and i don't know of a single politician in this country who

would take 55% job approval are we elect scored 55% of the ballot or 56% and not be happy. so while 68 is a great number and another was focused on, to 55 and 56 or higher ed in pre-k respectively are important numbers to remember and to think about because the public is committed to spending more of their tax dollars on education across the board. k-12 certainly comes in first, but the other two are not far behind. >> i'm going to a question for a moment. rick had one more point he wanted to make. >> i want to add a couple and it does. i'm not really a reckless person by birth, but the two stories that, thayer, first is the importance of the imported labor

into silicon valley, which is a reflection of the fact that many of the firms in silicon valley look more to h. one v. says teenagers to our k-12 education system. and that is key. the second man is to try to keep my body going. i play with some other people around stanford. one of my long-term opponents as someone who's getting a phd in electrical at the university comes out and says, i'm going back to indiana. the opportunities are better there for me than they are to the con valley. and that is the part that brings someone would talk about china and india and not only developing their own, but having the opportunities for educated

people. >> using our world-class education system to then import back to the transpacific is another point. several more questions. in the pink right there. >> thank you. i'm a correspondent for macedonia television for macedonia, europe. talking about competition from china and yeah 10, 22 now, what about now? between september the european countries like spain, portugal, italy, ireland, are you ready for the high skilled personnel coming to this day when you talk about high school personnel and not taken a college graduates. pentax zoom out dr. of science -- okay, people who speak at least two foreign

languages. >> yes, i think one of the things that is very evident is in this particular report we focus on competitors in china in the future. there are real competitions in terms of what's going on right now in bringing up the issue of hero. i think one of the things we recognize that some underwear was a camp right now, the united states is preparing our children for today or tomorrow, certainly not for tomorrow and even today we are stretched in terms of how we prepared our young people. i was looking at some data is not in the report, the to send data to foreign languages, one of the issues you just mentioned. i took a redeye last night because my daughter started demanding it to be there for her first at kindergarten. she started adding mandarin kindergarten called fuming charter school. i was curious how many children

are learning mandarin. it turns out the last time they collected data about four years ago, only 60,000 kids in the entire united states for only. the entire country of china is teaching english. only one of five children learn another language. so we really are behind in terms of a whole plethora of issues, including foreign languages. i think you make a good point, which is the need to look both today and tomorrow. >> we are going to take advantage of this many europeans highly trained as we can. and actually i think this is from a very parochial u.s. view, this is one of the ways we can bridge to a better educated labor force by a in the short run borrowing people that are trained in major education systems abroad. >> let's see, we have in the purple and then in the pink.

>> hi, thank you. alyssa schwenk from change the equation. one of the tenets mentioned at the beginning of the presentation terms of where china and india are investing their resources and strategies regarding education a stand. we also spoke a little less about teacher quality. i'm just wondering what investments are china and india make you that are interesting in terms of science and technology he? >> i'll say something and turn to rick, the first of all, congratulations with your great work your great organization focusing on not on the same subjects. what we know at the beginning is that china and the right now, china in particular is graduating over a million people and half a million people are investing tremendously in making

sure their population in higher education are trained in those subjects. india is making the same type of investment. we make investments much, much smaller, much larger scale. one problem facing the united states will you get to, and i know you know this wasn't anybody, but because we don't start early, by the time students get to college, they are not able to participate because they haven't received the baseline they need in their early ad in case all of education. marilyn, did you want to make a comment? >> we to. not surprised that an at&t would care about stand. those disciplines are at the height of our business. increasingly we think this disciplines will be important to every industry and every business. stan drives innovation. innovation drives the economy and i think that his wife so

important. >> this is sort of a simple global answer. the other nations pay attention to whether their teachers know matt before they teach it. and we don't pay as much attention to that in the u.s. so that the stem problems that are often talked about our middle-school math and so forth. i think they're actually a third and fourth grade math where we are preparing a and even deeper than that. we have to make a commitment that knowledge and results are important. >> let's see. the blue here and orange in the back. i'm calling you out by your color today. if you stand up, i'll repeat your question.

ibm back [laughter] [inaudible] >> to two observations i want to offer them like to have the reaction of the panelists if possible, as number one, when we talk about quality in the context, the danger i perceive is that we may have already used the ground to those competing with death at area. i.e. we want to model quality within 30 years about what china and india and other countries in finland and canada and germany are doing. the questions that arises is observation is what atrocities do you see in place for us globally to define? apple is now the largest

capitalized company and somehow the company has to find quality of globally. they've managed to do that and it's an american company. so i would like to hear some observations about how do we go about really thinking about 30 years ahead from now, not in an american context, but a global context. the second question i have is icy and place it and what it's been said and i haven't had the benefit, that we will lose part of the population regardless of what we do. i would like for the panelists to talk about what assumptions have gone into the study. you talked about the results, the methodology, what assumptions have gone into it when he started out on this process to define the study? thank you very much. >> so, let me turn to the panel to think a little bit about quality. i know a number of people are working on an effort in the

states to define some of our national goals of how we are preparing children in terms of being ready for postsecondary training or for college or postsecondary education through something called a common core initiative to make sure that we do have an understanding in all of our states. marilyn, i don't know if at&t is banned about, but you have to see to that effort? >> yes, we are very involved and committed to helping the states now implement the common core standards and does not an english-language art as governor markell said earlier, the real heart part comes now and implementation. we have states agreeing to that, but implementing that and join with the results of the assessment when those come in 2014. but for us, we are going to be the recipients of the outcomes of that, if you will. that is going to form our

workforce. we must adhere to higher standards, to higher quality so we can remain a competitive force. >> i think that to your first question, quality is going to be very hard to measure because then, for instance, the business community and the quality of employees and how they perform his or her job is the measurement. to a parent, the quality of education is going to be so their child has a little better, it's not a lot better than they have. ..

>> i want to do what i can, either through paying more taxes or through my congress member or governor, encouraging us to be more upfront and involved in pushing the education agenda at all levels. ultimately, that is going to be my measurement in terms of quality. because my job is a little bit educated and has a better life than i do. again, 200 million is an astounding figure. but you have to put it in to a sense of the entire person and

their existence and how that will be measured. >> i have a slightly different take on this. and that is the kinds of policy decisions that we are making, we have a measure of quality. we can measure the ability of people fairly well and that is fine. there is a much broader sense that everybody thinks about when they think about quality of life for me, it is not necessary that every person in this room advances that. there is going to be new objects and focus. for the kinds of broad policy decisions in the broad

competition in terms of the development of the world economy in the future, i think that we do okay right now. we know how to do it. >> let me just say one thing about the assumptions that were made. one thing i want to make sure to be really clear is that obviously global competition is not all bad. having china and india educator workforce, is we want more people to be educated and to be contributing to solving the world's problems. it is a good thing there to prove the education and workforce trade one of the things that we don't want to see happen is for the united states to be in a lack luster economy. so that is where we started. and we look at what is happening and i have been pulling out some of the numbers here. what you are seeing is that from 1980 until 2011, china increased

their world economic output from 2% to 14%. over the same period of time from the united states decreased its world economic output from a quarter, 25% down to 19%. things are going in different direction, directions, and that is the assumption we started with red.. [inaudible] >> i am mindy reiser, i am a sociologist and i work with the u.s. department of education and also internationally. [inaudible] >> [inaudible question]

some private education institutions are really diploma mills that we have in this country. other campuses overseas, universities with great salaries, high-tech all over the world, campuses and the gulf states and elsewhere. they are available internationally from an i.t. has some a lot of that. some of the opportunities to learn and grow are now diffusing internationally come even though you can get a degree. my question is, i would like to ask you a little but more specifically about the world business universities that i'm talking about. there is motorola university, gallup university. how are you perceiving this? as at&t have university? and of course, cisco does a lot.

is their association there association bring them to the front? can you tell us what kind of training at&t does provide? in terms of its workforce. >> my observations in terms of what that means. [inaudible question] >> her microphone wasn't working very well, so they're probably a couple of questions in their current one is the quality of higher education. some things are not as good as they could be. what implication does not have. the implication of businesses that have their own universities and trainings. the third one, [inaudible] let me talk to maryland. we have to universities, which are owned internal education and

training organization for our employees. and we provide a really broad array of coursework for our employees, everything from basic management courses to hire technical courses, and that changes as the needs of our work force changes that is one of the things that we need to worry about. in terms of education, generally in this country. technology is changing our jobs and changing the nature of the work force faster than we can prepare people. how do you educate and train people for that kind of a workplace. at at&t, for us, it is ongoing all the time. we can go and take courses for our own edification to change jobs and reach skills so we as we can be competitive within our own workforce. and i think we need to keep up.

we talked to other corporations, obviously, who have their own workforce and training programs. i don't know of an association that brings us all together. >> sing a couple things about higher education come i think higher education is going to go through an enormous transformation in the next two years. the best example other than mit is to stanford courses and artificial intelligence and database management. that were offered to over 100,000 registered students in the world. all of a sudden, we should not monopolize this whole tier. part of this is also a story that there are students in other countries that are more hungry than our students.

that are out there trying to work harder. that is part of what china and india is. they are just not at the level of even california schools. but what you see there is with 1.2 to 1.4 billion people, there are a large number that are working very hard on their own, to get to the point where they will be at the highest level in their own countries and to move into the u.s. universities and so forth. >> well, i would like to think the panelists, not only for their contributions today, but for the ongoing work that they do on these issues. please join me in thanking the

panelists. >> i will be quite brief. i want to thank you for your participation today and hopefully you will take this report and help us all raise the flags for public attention on this issue. when we started to this report, remember the first day that i walked over to my colleague, adam hersh, and i said to him that i that we will find out those crazy chinese over there, they are teaching their kids multiplication before they start school. i was joking. only two weeks later, there were experts who pointed out to me that the chinese have just changed the preschool curriculum. they used to teach three digit multiplication by entry to kindergarten. predigital tradition. but they tested 90,000 pre-k students in china, a couple of

years ago, and realize that they couldn't use three digits, so they are bringing down our standard 22 digit multiplication. by the time that you enter kindergarten. so what middle-class parents know, one of the things that we see around the quality deficit in india and china is that they are mimicking what middle-class parents know in america need to happen for their children to have the skills to compete in the global economy. that is one of the points that we make and support heavily. we look at the patterns that have served to middle-class and upper-class families well over several decades. they have focused on volunteering in their children's schools and they have focused on making sure that children have jobs before they graduate high school come so they have some work experience. the outcome of those patterns of behavior are markedly different for children who have those and

those who don't. even for poor kids, whether they are able to take advantage of early childhood, parental volunteerism, quality schools and employment, they also do better as adults. it is not a surprise that china and india are limiting our behavior. what is surprising is the pace at which they are doing this and the scale. the biggest echo is china has 1.1 million students graduating with degrees. that number will rise dramatically as they get towards their college completion goals over the next 10 years. in india, they have increased in seven years by 200% from the number of graduates. about 220,000 spam graduates compared to our half a million. in that same seven years, our number of spam graduates only grew by 24%.

in fact from the last year, in 2010 from the number of graduates declined a little bit. sort trajectory of projects may not be anywhere near where we needed to be. so when you think about it, 33 -- for every 100 kids that enter elementary school, 33 kids in america are graduating from college. our assumption in this report is that we change that. not every kid has to go to college, but in order to get a job at at&t, every kid has to be able to get a postsecondary credential or degree. for that reason, we also looked at the american history and we saw that when ronald reagan was president from there was a very telling report called the nation at risk. barack obama brought together the nation's governors. the goal of that summit remains

the goals that we have today. we have not yet achieved them. as bill clinton, raise the red flag again, calling the nation to focus on improving the outcomes of our children. none of those presidents gave lip service. all of them focused on investment, as did george w. bush and has barack obama. but what we learned by doing this research was that china and india approaches unturned approach the state differently. they have a plan. they don't just have goals, they have a plan. that plan started from pre-k and goes through college. how many pre-k slots do i need? how many qualified teachers do i need? how i get qualified teachers, how do i keep them. how many was secondary.

>> what our report calls for is for the next president, to look specifically at how we create new goals and put plans behind them. how we expand assets to early childhood education and ensure that it is high-quality how we ensure that americans competitiveness is advanced by improving the future of our children. the olympics ended a week ago and we wanted the most medals. four years ago, china vetoes by 11 gold medals. that is a sign that the u.s. is getting more focused on quality. but we believe that the competition that really matters is the competition of what happens when children go back to

school. this week and over the next two weeks, children are going back to school. this is a call for the next president to go back to school and take us all back to school and improve america's competitiveness by improving the outcomes of our schools and what they deliver. we invite you to be part of that challenge and encourage members of congress and governors of the next president to leave for america's competitiveness and leave for our children. thank you very much for coming and thank you to the cent