1 00:00:05,400 --> 00:00:07,400 Speaker 1: Welcome to the Business of Tech on Peter Griffin and 2 00:00:07,440 --> 00:00:10,640 Speaker 1: this week I'm looking at a big shift potentially in 3 00:00:10,680 --> 00:00:13,840 Speaker 1: how children are taught in our country, at least children 4 00:00:14,280 --> 00:00:17,120 Speaker 1: fortunate enough to be able to go to private schools. 5 00:00:17,440 --> 00:00:21,160 Speaker 1: An international group of premium private schools is rolling out 6 00:00:21,239 --> 00:00:25,520 Speaker 1: a new AI enabled primary teaching model. It's promising to 7 00:00:25,600 --> 00:00:28,840 Speaker 1: help children as young as eight learn core subjects up 8 00:00:28,840 --> 00:00:32,720 Speaker 1: to three times faster than in traditional classrooms. The program, 9 00:00:32,800 --> 00:00:38,680 Speaker 1: called Inspired Edge Academy, compresses the core curriculum English, maths, science, 10 00:00:38,760 --> 00:00:43,040 Speaker 1: computing and languages into three interactive hours each morning, then 11 00:00:43,080 --> 00:00:46,279 Speaker 1: turns the afternoon into a lab for real world skills 12 00:00:46,960 --> 00:00:51,760 Speaker 1: things like financial literacy, entrepreneurship, even public speaking. Underpenning it 13 00:00:51,840 --> 00:00:57,120 Speaker 1: all is an AI enabled adaptive learning system, personalized education 14 00:00:57,760 --> 00:01:01,440 Speaker 1: that learns as the child, gives feedback to the AI 15 00:01:01,920 --> 00:01:05,000 Speaker 1: and adapts based on their progress. It's a move really 16 00:01:05,080 --> 00:01:08,240 Speaker 1: from the education a lot of us were familiar with, 17 00:01:08,360 --> 00:01:13,119 Speaker 1: which was everyone sitting on the mat learning together, progressing 18 00:01:13,280 --> 00:01:17,360 Speaker 1: as one, to actually adapting to the strengths and weaknesses 19 00:01:17,400 --> 00:01:20,600 Speaker 1: of an individual student. This has been the promise of 20 00:01:20,720 --> 00:01:25,160 Speaker 1: AI in education in recent years. This is probably the 21 00:01:25,160 --> 00:01:27,480 Speaker 1: first time it will be rolled out in New Zealand 22 00:01:27,520 --> 00:01:31,640 Speaker 1: across seven private schools and dozens, if not hundreds of 23 00:01:31,720 --> 00:01:35,319 Speaker 1: other schools as part of the Inspired Education group around 24 00:01:35,319 --> 00:01:39,240 Speaker 1: the world. My guest today is Nadim Insulei, the founder 25 00:01:39,360 --> 00:01:43,800 Speaker 1: of Inspired Education and the entrepreneur behind the Inspired Edge Academy, 26 00:01:43,840 --> 00:01:47,200 Speaker 1: which is being launched. Nadim started his career in finance 27 00:01:47,240 --> 00:01:51,280 Speaker 1: before moving into the education sector, building Inspired into what 28 00:01:51,320 --> 00:01:54,480 Speaker 1: it calls the leading global group of premium schools ninety 29 00:01:54,480 --> 00:01:58,200 Speaker 1: five thousand students, and now betting that the AI assisted 30 00:01:58,520 --> 00:02:02,960 Speaker 1: personalized learning will find the future of primary education, at 31 00:02:03,040 --> 00:02:05,640 Speaker 1: least in the private sector. Nadem talks about why he 32 00:02:05,760 --> 00:02:09,560 Speaker 1: thinks the traditional classroom is designed for another era, how 33 00:02:09,680 --> 00:02:12,960 Speaker 1: AI and mastery based learning could reshape the school day, 34 00:02:13,240 --> 00:02:15,519 Speaker 1: and what it means when the most radical experiments in 35 00:02:15,680 --> 00:02:19,440 Speaker 1: education start in the private sector, candies also be more 36 00:02:19,440 --> 00:02:23,000 Speaker 1: widely adopted across state schools. So stay tuned after the 37 00:02:23,040 --> 00:02:27,400 Speaker 1: Business of Tech. From my interview with education entrepreneur Nadeem 38 00:02:27,480 --> 00:02:40,480 Speaker 1: and Sulei Nadine, Welcome to the Business of Tech. How 39 00:02:40,520 --> 00:02:42,560 Speaker 1: you doing coming all the way from the Bahamas. 40 00:02:42,760 --> 00:02:44,240 Speaker 2: Thank you, thanks for having me. 41 00:02:44,440 --> 00:02:49,400 Speaker 1: The announcements from Inspired education. About your plans for AI 42 00:02:49,520 --> 00:02:54,920 Speaker 1: driven education I found really exciting. We haven't heard much 43 00:02:54,960 --> 00:02:59,000 Speaker 1: about AI's role in education in New Zealand. Sure students 44 00:02:59,160 --> 00:03:02,400 Speaker 1: are using probably chat, GPT, and that there are some 45 00:03:02,440 --> 00:03:06,519 Speaker 1: platforms that are starting to draw on AI. But from 46 00:03:06,560 --> 00:03:11,600 Speaker 1: twenty seven primary schools in Auckland, these are private primary 47 00:03:11,600 --> 00:03:14,359 Speaker 1: schools that are part of your international group of schools 48 00:03:14,440 --> 00:03:17,720 Speaker 1: will really embrace this. So we want to get into that. 49 00:03:17,840 --> 00:03:20,679 Speaker 1: But first, really interested in your background, you know, a 50 00:03:20,720 --> 00:03:24,920 Speaker 1: background in finance and private equity and venture capital, and 51 00:03:24,960 --> 00:03:28,359 Speaker 1: then around twenty thirteen you really went big on education, 52 00:03:28,520 --> 00:03:32,639 Speaker 1: really pivoted your career to this. Interested in Yeah, give 53 00:03:32,680 --> 00:03:35,680 Speaker 1: us the lowdown on your background and what inspired that 54 00:03:35,800 --> 00:03:38,400 Speaker 1: move to really embrace education the way you've done. 55 00:03:38,640 --> 00:03:43,040 Speaker 3: Thank you, Yes, So you know it's as you mentioned, 56 00:03:43,120 --> 00:03:47,800 Speaker 3: I was come from a background that is not traditional 57 00:03:47,800 --> 00:03:51,920 Speaker 3: for the education sector. But I was a partner at 58 00:03:51,960 --> 00:03:56,680 Speaker 3: a private equity firm and they used to invest in 59 00:03:56,720 --> 00:04:00,880 Speaker 3: the education sector. And as I spent time looking at 60 00:04:00,920 --> 00:04:03,480 Speaker 3: the sector, I really fell in love with the school 61 00:04:03,600 --> 00:04:08,640 Speaker 3: sector and I looked close more closely at the opportunity 62 00:04:09,840 --> 00:04:12,200 Speaker 3: and my view was how nice would it be to 63 00:04:12,280 --> 00:04:17,120 Speaker 3: have a group of the best schools around the world 64 00:04:17,240 --> 00:04:21,279 Speaker 3: that maintain the ethos and values of the schools that 65 00:04:21,360 --> 00:04:24,599 Speaker 3: are part of the group, but yet share global best practices. 66 00:04:25,000 --> 00:04:28,760 Speaker 3: And one of the things is, you know, it's a 67 00:04:28,880 --> 00:04:33,240 Speaker 3: very large sector, but at the time when I started, 68 00:04:33,400 --> 00:04:38,080 Speaker 3: there were very few, if any groups of science doing 69 00:04:38,120 --> 00:04:41,960 Speaker 3: it at scale on a global basis. So, you know, 70 00:04:42,040 --> 00:04:45,880 Speaker 3: I left private equity because my view was has to have, 71 00:04:46,720 --> 00:04:50,040 Speaker 3: you know, a very long term approach, and I had 72 00:04:50,040 --> 00:04:53,520 Speaker 3: suffered a personal tragedy in my life which made me 73 00:04:53,560 --> 00:04:57,920 Speaker 3: reexamine what I wanted to do, and I decided that 74 00:04:58,040 --> 00:04:59,800 Speaker 3: I wanted to try and build a school group. Now 75 00:05:00,040 --> 00:05:02,479 Speaker 3: be honest with you, I never expected the group to 76 00:05:02,520 --> 00:05:06,000 Speaker 3: be the size it is today, you know. So I 77 00:05:06,200 --> 00:05:10,040 Speaker 3: started with the acquisition of four schools in South Africa, 78 00:05:11,640 --> 00:05:15,080 Speaker 3: used these schools as a platform, and started growing. 79 00:05:14,760 --> 00:05:15,799 Speaker 2: The group globally. 80 00:05:17,000 --> 00:05:20,920 Speaker 3: And today we're the leading global group of premium schools, 81 00:05:21,080 --> 00:05:26,280 Speaker 3: educating over ninety five thousand students across one hundred and 82 00:05:26,320 --> 00:05:31,080 Speaker 3: twenty five schools, employing fifteen thousand individuals and operating on 83 00:05:31,160 --> 00:05:35,800 Speaker 3: six continents. So very proud that, you know, among the 84 00:05:35,880 --> 00:05:38,320 Speaker 3: schools that are part of the group are really some 85 00:05:38,440 --> 00:05:40,760 Speaker 3: of the best schools in each city in which we operate, 86 00:05:40,880 --> 00:05:44,080 Speaker 3: whether you go from our schools in Kenya, to our 87 00:05:44,080 --> 00:05:47,560 Speaker 3: schools in Milan, to our schools in Spain, and obviously 88 00:05:47,600 --> 00:05:49,320 Speaker 3: to our schools in New Zealand, you know, and New 89 00:05:49,400 --> 00:05:52,320 Speaker 3: Zealand schools are all of them are ranked in the 90 00:05:52,400 --> 00:05:56,440 Speaker 3: top ten fifteen schools and ACG Parnell's rank as the 91 00:05:56,480 --> 00:05:59,920 Speaker 3: first school in New Zealand. And we're very proud of 92 00:06:00,160 --> 00:06:01,960 Speaker 3: work we do there and as well as some of 93 00:06:01,960 --> 00:06:02,839 Speaker 3: the other cities. 94 00:06:02,600 --> 00:06:03,200 Speaker 2: Around the world. 95 00:06:03,360 --> 00:06:06,640 Speaker 1: Yeah, and so you've you've obviously in the benchmarks you're 96 00:06:06,680 --> 00:06:11,159 Speaker 1: doing really well. The quality of the education is independently verified, 97 00:06:11,200 --> 00:06:13,520 Speaker 1: as you know, these are some of the top primary 98 00:06:13,520 --> 00:06:16,880 Speaker 1: schools in each country, as you've outlined. Yeah, I think 99 00:06:16,920 --> 00:06:19,440 Speaker 1: what you've got seven schools in New Zealand, the majority 100 00:06:19,480 --> 00:06:22,640 Speaker 1: in Auckland one and Taaronga one in Queenstown. Tell us 101 00:06:22,680 --> 00:06:24,200 Speaker 1: you how you set out with this vision to do 102 00:06:24,760 --> 00:06:28,440 Speaker 1: world class education in primary schools around the world. What 103 00:06:28,480 --> 00:06:30,520 Speaker 1: does that look like in your mind? How does that 104 00:06:30,560 --> 00:06:34,640 Speaker 1: differ from the typical sort of education maybe a key 105 00:06:34,640 --> 00:06:37,040 Speaker 1: we kid would get in a state school at primary school. 106 00:06:37,080 --> 00:06:42,120 Speaker 3: Well, I mean, obviously you know, the state schools exist 107 00:06:42,960 --> 00:06:46,279 Speaker 3: in all over the world to you know, to say 108 00:06:47,279 --> 00:06:53,080 Speaker 3: has done at different levels of in Some countries have 109 00:06:53,200 --> 00:06:56,280 Speaker 3: done really well, other countries LUs well. But obviously you 110 00:06:56,360 --> 00:06:59,839 Speaker 3: have with changes of government, you have more or less emphasis, 111 00:07:00,080 --> 00:07:07,280 Speaker 3: have more or less budgets, so the quality varies. Obviously, 112 00:07:07,520 --> 00:07:12,880 Speaker 3: you know, we are offering schools that are professionally run 113 00:07:14,160 --> 00:07:19,280 Speaker 3: and which are aiming to provide a holistic education with 114 00:07:19,440 --> 00:07:22,920 Speaker 3: always the academics at the center. We talk about the 115 00:07:22,960 --> 00:07:27,280 Speaker 3: three pillars, but the pillar at the center are the academics, 116 00:07:28,800 --> 00:07:31,720 Speaker 3: but two other pillars are equally important, which are sports 117 00:07:31,720 --> 00:07:36,040 Speaker 3: and performing arts. Because the entire goal of what we're 118 00:07:36,040 --> 00:07:40,320 Speaker 3: trying to do is make sure that the child that 119 00:07:40,400 --> 00:07:43,000 Speaker 3: attends one of our schools embraces who they are as 120 00:07:43,040 --> 00:07:48,320 Speaker 3: an individual and developed as a confident human being. 121 00:07:48,400 --> 00:07:51,120 Speaker 2: Because at the end of the day, whether you get. 122 00:07:50,960 --> 00:07:54,880 Speaker 3: Your confidence by getting a top grade in math, or 123 00:07:55,720 --> 00:07:59,680 Speaker 3: by being a great football player, or by being a 124 00:07:59,720 --> 00:08:02,960 Speaker 3: top performer on the drama stage, so that's important. How 125 00:08:03,000 --> 00:08:05,760 Speaker 3: you obtain the confidence is more important that York you 126 00:08:05,880 --> 00:08:09,720 Speaker 3: develop that confidence and belief in yourself, which then allows 127 00:08:09,720 --> 00:08:13,600 Speaker 3: you to actually do well across the three pillars. So 128 00:08:13,640 --> 00:08:16,840 Speaker 3: that's really the fundamental goal of what we're trying to 129 00:08:16,880 --> 00:08:19,160 Speaker 3: do with our Hotherestic education, what we're trying to do 130 00:08:20,600 --> 00:08:22,880 Speaker 3: around the world without one hundred and twenty five schools. 131 00:08:23,360 --> 00:08:27,080 Speaker 3: Some schools obviously do certain things better than others, and 132 00:08:27,240 --> 00:08:30,760 Speaker 3: what we're trying to do is we're not changing the 133 00:08:30,960 --> 00:08:33,160 Speaker 3: ethos and values of the schools that are part of 134 00:08:33,160 --> 00:08:36,119 Speaker 3: the group, because they're really there to serve their local community. 135 00:08:36,720 --> 00:08:39,760 Speaker 3: But we're trying to take what makes a SG part 136 00:08:39,840 --> 00:08:43,160 Speaker 3: now so good in certain things, what makes my school 137 00:08:43,440 --> 00:08:47,720 Speaker 3: in London so good in other things, and then the 138 00:08:47,800 --> 00:08:50,720 Speaker 3: fact that we're a group being able to take these 139 00:08:50,720 --> 00:08:54,720 Speaker 3: things and share that expertise across the group so that 140 00:08:54,800 --> 00:08:59,120 Speaker 3: since implemented on a global level, and you know, and 141 00:08:59,160 --> 00:09:01,480 Speaker 3: today we're really able to do that. You know, in 142 00:09:01,559 --> 00:09:04,680 Speaker 3: early days there was more a a goal and a 143 00:09:04,760 --> 00:09:07,520 Speaker 3: marketing pitch. Today is very much a reality. 144 00:09:08,240 --> 00:09:12,599 Speaker 1: In terms of the primary schools, you've developed this Inspired 145 00:09:12,800 --> 00:09:15,520 Speaker 1: Edge Academy which they're through. 146 00:09:15,320 --> 00:09:17,480 Speaker 3: Schools, So our schools are usually from one to eighteen 147 00:09:17,520 --> 00:09:19,720 Speaker 3: years old, so primary and secondary. 148 00:09:19,240 --> 00:09:24,720 Speaker 1: Schools is going to sort of compress the core curriculum English, maths, science, computing, languages, 149 00:09:24,760 --> 00:09:29,080 Speaker 1: into three intensive hours each morning and then turn the 150 00:09:29,160 --> 00:09:32,480 Speaker 1: afternoon into what you're effectively calling a lab for real 151 00:09:32,520 --> 00:09:38,880 Speaker 1: world skills like you know, financial literacy, entrepreneurship, public speaking, 152 00:09:39,000 --> 00:09:43,520 Speaker 1: problem solving. What's the philosophy around structuring the learning day 153 00:09:43,559 --> 00:09:43,960 Speaker 1: that way? 154 00:09:44,120 --> 00:09:47,920 Speaker 3: So you know, first of all, we developed a strong 155 00:09:48,000 --> 00:09:53,720 Speaker 3: expertise online and started using a lot of technology, you know, 156 00:09:53,840 --> 00:09:57,200 Speaker 3: doing COVID and after COVID, and as some of the 157 00:09:57,320 --> 00:10:02,000 Speaker 3: technology accelerated, so we already have invested you know, tens 158 00:10:02,040 --> 00:10:07,040 Speaker 3: of millions in technology across our group bringing it to 159 00:10:07,080 --> 00:10:10,120 Speaker 3: our schools to personalize learning. I mean, at the end 160 00:10:10,120 --> 00:10:12,720 Speaker 3: of the day, really personalized learning is a holy grail 161 00:10:12,760 --> 00:10:15,640 Speaker 3: of education, and you know it's hard to do it 162 00:10:15,679 --> 00:10:19,679 Speaker 3: at scale, especially if you have limited resources, but some 163 00:10:19,760 --> 00:10:24,200 Speaker 3: of the new advances are making it more possible. And 164 00:10:24,360 --> 00:10:27,040 Speaker 3: what I mean by that, you know, for example, even 165 00:10:27,080 --> 00:10:30,760 Speaker 3: now in our schools around the world. You know, if 166 00:10:30,920 --> 00:10:33,160 Speaker 3: you and I are doing a homework set, let's say 167 00:10:33,200 --> 00:10:37,119 Speaker 3: in math, and you're struggling in fractions and I'm struggling 168 00:10:37,160 --> 00:10:42,520 Speaker 3: in some other math problem on the homework sheet, that 169 00:10:42,679 --> 00:10:47,640 Speaker 3: the the following questions adapt and arest depending on what 170 00:10:47,679 --> 00:10:52,320 Speaker 3: you're struggling with so so, and let's say you're whizzing 171 00:10:52,360 --> 00:10:55,360 Speaker 3: through it, so it will become more difficult for you. 172 00:10:56,040 --> 00:10:59,480 Speaker 3: Is every quest subsequent question becomes more difficult. Let's say 173 00:10:59,600 --> 00:11:03,560 Speaker 3: I'm actually struggling in a certain area, I'll get more 174 00:11:03,640 --> 00:11:06,800 Speaker 3: practice and more questions on that area for me to 175 00:11:06,840 --> 00:11:09,960 Speaker 3: allow to achieve certain mastery in that area before I 176 00:11:10,000 --> 00:11:12,960 Speaker 3: move to the next area. So that's already there, and 177 00:11:13,000 --> 00:11:15,840 Speaker 3: it's already being used, and we're already seeing the result 178 00:11:15,920 --> 00:11:21,680 Speaker 3: of that in our in our schools today. I mean, yeah, 179 00:11:21,720 --> 00:11:24,480 Speaker 3: you know, we have ninety five thousand students, so we're 180 00:11:25,120 --> 00:11:27,320 Speaker 3: we're we have a lot of data on how some 181 00:11:27,400 --> 00:11:30,240 Speaker 3: of these new technology and some of this new approach 182 00:11:30,280 --> 00:11:35,200 Speaker 3: to education is helping them. So this is now a 183 00:11:35,240 --> 00:11:39,880 Speaker 3: step further, which is using the huge advances in AI 184 00:11:40,559 --> 00:11:43,960 Speaker 3: and creating a much smaller environment where we actually are 185 00:11:43,960 --> 00:11:47,160 Speaker 3: stepping back and saying, you know what, you know, not 186 00:11:47,320 --> 00:11:54,000 Speaker 3: everybody progresses, obviously at the same speed. Not every child 187 00:11:54,040 --> 00:11:59,520 Speaker 3: of a certain age is you know, is is capable 188 00:11:59,559 --> 00:12:03,560 Speaker 3: of it is the same capability as the other, whether 189 00:12:03,600 --> 00:12:06,160 Speaker 3: it's in math or English or so, why do we 190 00:12:06,200 --> 00:12:09,080 Speaker 3: need to move them in the same way? I mean, 191 00:12:09,440 --> 00:12:13,319 Speaker 3: you know, schools in general teach for the for the average, 192 00:12:13,440 --> 00:12:15,080 Speaker 3: right because at the end of the day, if you 193 00:12:15,080 --> 00:12:18,120 Speaker 3: have twenty kids or thirty kids in class, you know, 194 00:12:18,200 --> 00:12:21,439 Speaker 3: you know, you're trying to teach the average and hopefully 195 00:12:21,480 --> 00:12:23,120 Speaker 3: you pull up some of the ones that are below 196 00:12:23,240 --> 00:12:27,360 Speaker 3: up and you but you're you're not stretching on both ends. 197 00:12:27,440 --> 00:12:28,280 Speaker 2: So we're trying. 198 00:12:28,720 --> 00:12:32,640 Speaker 3: We're trying in our traditional schools to personalize as much 199 00:12:32,640 --> 00:12:35,719 Speaker 3: as possible so that as to elevate the ones that 200 00:12:35,760 --> 00:12:38,719 Speaker 3: are below average and to also push further the ones 201 00:12:38,760 --> 00:12:42,000 Speaker 3: that are above average as opposed to teach. 202 00:12:41,840 --> 00:12:42,640 Speaker 2: For the average. 203 00:12:42,920 --> 00:12:45,880 Speaker 3: But here you can go one step further and that 204 00:12:46,000 --> 00:12:49,079 Speaker 3: you can really personalize it and not base it on age, 205 00:12:49,480 --> 00:12:52,840 Speaker 3: but base it on mastery of a certain subject. You know, 206 00:12:52,880 --> 00:12:54,760 Speaker 3: we say we talk about three hours in the morning, 207 00:12:54,760 --> 00:12:57,160 Speaker 3: but reality, it's not like you're sitting three hours non stop. 208 00:12:57,240 --> 00:12:58,600 Speaker 2: You're you're breaking it. 209 00:12:58,600 --> 00:13:01,960 Speaker 3: Up in chunks twenty twenty five minutes of certain subjects, 210 00:13:01,960 --> 00:13:05,760 Speaker 3: and depending on how that child is progressing, you are 211 00:13:05,800 --> 00:13:09,679 Speaker 3: then you are then accelerating or slowing down. 212 00:13:10,240 --> 00:13:12,640 Speaker 2: And it's not sitting on the screen. But there are. 213 00:13:12,600 --> 00:13:16,520 Speaker 3: Educators there actually the ratio of educators to students is 214 00:13:16,559 --> 00:13:19,920 Speaker 3: significantly higher than traditional schools. You know, you have about 215 00:13:20,440 --> 00:13:23,600 Speaker 3: one educator create students so that they can jump in 216 00:13:23,640 --> 00:13:26,960 Speaker 3: and out depending on when they are needed in the 217 00:13:27,000 --> 00:13:31,000 Speaker 3: different clusters of children that are being put together, again 218 00:13:31,360 --> 00:13:34,440 Speaker 3: not just depending on age, but depending on mastery. And 219 00:13:34,480 --> 00:13:36,480 Speaker 3: it may not be the same group doing math that 220 00:13:36,480 --> 00:13:39,640 Speaker 3: they're doing English with. Right, Obviously, you can be great 221 00:13:39,679 --> 00:13:42,240 Speaker 3: in math but less strong in English. 222 00:13:42,600 --> 00:13:45,560 Speaker 2: So the groups also change and vary, and. 223 00:13:47,360 --> 00:13:52,320 Speaker 3: That with that inspired edge offering, we're going to give 224 00:13:52,559 --> 00:13:55,719 Speaker 3: families a meaningful choice and how their child learns from 225 00:13:55,720 --> 00:13:59,760 Speaker 3: an early age, blending these rigorous academics as I described 226 00:13:59,800 --> 00:14:02,600 Speaker 3: now with the real world skills, and the real world 227 00:14:02,679 --> 00:14:07,000 Speaker 3: skills that are coming the afternoon are things that we 228 00:14:07,120 --> 00:14:09,840 Speaker 3: all know are the ones that we use in real 229 00:14:09,920 --> 00:14:14,040 Speaker 3: life in post school life and work. Whether it's trying 230 00:14:14,120 --> 00:14:17,760 Speaker 3: to put together a marketing plan for a startup that 231 00:14:17,800 --> 00:14:21,240 Speaker 3: you thought of, but again blending what you learned in 232 00:14:21,280 --> 00:14:23,800 Speaker 3: the morning and what you would usually learn in school, 233 00:14:24,160 --> 00:14:30,000 Speaker 3: but trying to really turn it into into an actual Okay, 234 00:14:30,120 --> 00:14:34,480 Speaker 3: prepare a pitch and present it in front of your 235 00:14:34,480 --> 00:14:38,720 Speaker 3: fellow classmates and the educator, and then engage in a 236 00:14:38,800 --> 00:14:41,240 Speaker 3: Q and a session on it much more what you 237 00:14:41,240 --> 00:14:42,640 Speaker 3: would do in real life. 238 00:14:42,840 --> 00:14:47,400 Speaker 2: Than theoretical theoretical approach. 239 00:14:48,000 --> 00:14:51,440 Speaker 3: So that's really a bit of what we're doing there. 240 00:14:51,680 --> 00:14:55,840 Speaker 3: And you know, obviously many many examples, whether you know 241 00:14:55,880 --> 00:14:58,280 Speaker 3: you can you can take it from history lesson to 242 00:14:59,040 --> 00:15:04,280 Speaker 3: mapping out you know, into geography, to entrepreneurship to public 243 00:15:04,280 --> 00:15:05,760 Speaker 3: speaking and combining. 244 00:15:05,360 --> 00:15:06,000 Speaker 2: It all together. 245 00:15:06,560 --> 00:15:10,160 Speaker 3: Obviously we do some of that in our traditional schools 246 00:15:10,160 --> 00:15:12,360 Speaker 3: all the time, but not to the extent and to 247 00:15:12,440 --> 00:15:14,560 Speaker 3: the focus that we would be doing it on the 248 00:15:14,600 --> 00:15:16,600 Speaker 3: inspired edge academy approach. 249 00:15:17,040 --> 00:15:20,680 Speaker 1: Yeah, it's I wish I'd been able to sort of 250 00:15:20,680 --> 00:15:25,640 Speaker 1: go through this approach to my own education progression. It's 251 00:15:25,680 --> 00:15:29,280 Speaker 1: based on mastery rather than what age group you're in. 252 00:15:29,720 --> 00:15:32,200 Speaker 1: And you know, I just remember sitting around and everyone 253 00:15:32,240 --> 00:15:35,920 Speaker 1: had to basically do everything together and advance basically at 254 00:15:35,920 --> 00:15:38,600 Speaker 1: the same pace, or else you're sitting near twiddling your 255 00:15:38,600 --> 00:15:41,040 Speaker 1: thumbs waiting for everyone to catch up. So I love 256 00:15:41,120 --> 00:15:44,080 Speaker 1: the idea of that. Having that higher staffing I think 257 00:15:44,600 --> 00:15:47,680 Speaker 1: really enables that to happen in your schools. 258 00:15:47,760 --> 00:15:50,040 Speaker 3: Why it exists that way to whether you described it, 259 00:15:50,080 --> 00:15:53,520 Speaker 3: is because obviously you're trying to teach millions and millions 260 00:15:53,520 --> 00:15:57,600 Speaker 3: and millions of students around the world, and you know, 261 00:15:57,720 --> 00:15:59,920 Speaker 3: you're trying to teach a scale and it's very hard 262 00:16:00,960 --> 00:16:04,960 Speaker 3: to have done that otherwise, right, you know, obviously private 263 00:16:05,000 --> 00:16:08,520 Speaker 3: schools can do it a bit differently, a bit smaller approach, 264 00:16:08,600 --> 00:16:11,480 Speaker 3: a bit more personalized. And this is I think with 265 00:16:11,600 --> 00:16:14,280 Speaker 3: AI as well, one step even further. 266 00:16:14,080 --> 00:16:14,160 Speaker 2: And. 267 00:16:22,000 --> 00:16:26,600 Speaker 1: The AI aspect, I'm really interested in, what's your perspective really. 268 00:16:27,520 --> 00:16:29,800 Speaker 1: You know, AI has been used in education for a 269 00:16:29,880 --> 00:16:33,600 Speaker 1: long time, but you know, really generative AI put it 270 00:16:33,640 --> 00:16:36,040 Speaker 1: on the map of parents and teachers, and a bit 271 00:16:36,080 --> 00:16:39,920 Speaker 1: of a backlash I think initially to it around cheating 272 00:16:40,360 --> 00:16:44,440 Speaker 1: and students using it to generate essays and and that 273 00:16:44,520 --> 00:16:46,680 Speaker 1: sort of thing. That seems to have settled down a 274 00:16:46,680 --> 00:16:48,960 Speaker 1: little bit. But when you were sitting back around in 275 00:16:49,000 --> 00:16:52,000 Speaker 1: twenty twenty two and you saw this explosion in generative AI, 276 00:16:52,120 --> 00:16:54,640 Speaker 1: what were you thinking about the impact this could have 277 00:16:54,680 --> 00:16:57,920 Speaker 1: on both on your company and on education in general. 278 00:16:58,160 --> 00:17:00,440 Speaker 3: I mean, listen, the same we've got, We've through the 279 00:17:00,480 --> 00:17:03,520 Speaker 3: same questions that everybody else has wrestled with. But at 280 00:17:03,560 --> 00:17:05,280 Speaker 3: the end of the day, you know this is here 281 00:17:05,320 --> 00:17:08,639 Speaker 3: to stay. It's only going to accelerate, So we need 282 00:17:08,680 --> 00:17:10,720 Speaker 3: to know how to use it and use it well, 283 00:17:10,840 --> 00:17:14,240 Speaker 3: and use it ethically and properly, and teach students how 284 00:17:14,240 --> 00:17:17,360 Speaker 3: to do that as well. So you know what we're 285 00:17:17,359 --> 00:17:20,280 Speaker 3: doing here. What you know what we're doing here is 286 00:17:21,160 --> 00:17:23,879 Speaker 3: most many of the adaptive learning platforms that EDGE is 287 00:17:23,920 --> 00:17:26,440 Speaker 3: going to be using are publicly available. The difference lives 288 00:17:26,440 --> 00:17:28,760 Speaker 3: really in how we're integrating them into the structure of 289 00:17:28,760 --> 00:17:33,560 Speaker 3: the school. And every statutory curriculum projective already is mapped 290 00:17:33,560 --> 00:17:37,520 Speaker 3: and sequenced so that the adaptive pathway is aligned precisely 291 00:17:37,560 --> 00:17:42,879 Speaker 3: with the curriculum requirements and include frequent mastery checks. And 292 00:17:42,920 --> 00:17:45,600 Speaker 3: then you have the educators there that are actively interpreting 293 00:17:45,600 --> 00:17:49,600 Speaker 3: the learning data that is being generated by the platforms, 294 00:17:50,040 --> 00:17:54,560 Speaker 3: So this then informs them and allows them to target 295 00:17:54,560 --> 00:17:59,960 Speaker 3: it to do targeted reteaching in certain areas mastery workshop 296 00:18:00,080 --> 00:18:05,560 Speaker 3: of deeper reasoning sessions. And then third, because the foundational 297 00:18:05,600 --> 00:18:09,760 Speaker 3: knowledge can be secured more efficiently, the school data then 298 00:18:09,800 --> 00:18:15,800 Speaker 3: protects time from meaningal meaningful application through the interdisciplinary projects 299 00:18:16,080 --> 00:18:21,840 Speaker 3: that I mentioned before involving leadership, communication and reworld problem solving. 300 00:18:22,200 --> 00:18:28,280 Speaker 3: So the technology therefore increases precision while teachers obviously remain 301 00:18:28,400 --> 00:18:32,520 Speaker 3: centralty explanation, to modeling, to intellectual. 302 00:18:32,000 --> 00:18:37,920 Speaker 2: Stretch and to monitoring. So we're not replacing the existing system, 303 00:18:38,119 --> 00:18:40,199 Speaker 2: we're just adding to it. You know. 304 00:18:40,240 --> 00:18:44,280 Speaker 3: It fully aligns and complies with obviously each market's national 305 00:18:44,400 --> 00:18:48,240 Speaker 3: educational standards. The difference is more how we deliver the learning. 306 00:18:48,520 --> 00:18:52,840 Speaker 3: It's more designed to strengthen the provision, share insight and 307 00:18:52,880 --> 00:18:56,680 Speaker 3: help raise the standards. We're not creating a closed system 308 00:18:57,240 --> 00:18:59,240 Speaker 3: by and we're going to be sharing what we learn 309 00:18:59,320 --> 00:19:04,600 Speaker 3: openly inspired network within our group and beyond. So we're 310 00:19:04,640 --> 00:19:07,400 Speaker 3: going to be really trying to contribute to better practices 311 00:19:07,600 --> 00:19:09,560 Speaker 3: everywhere within the group, not only a day. 312 00:19:09,880 --> 00:19:12,960 Speaker 1: And I've been looking at the platform that you're using, 313 00:19:13,000 --> 00:19:18,080 Speaker 1: the power from Century Tech, a British education start up, 314 00:19:18,119 --> 00:19:22,680 Speaker 1: really interesting stuff. You've got these pathways, these educational pathways 315 00:19:22,720 --> 00:19:24,920 Speaker 1: that are built into the platform, these nuggets that they 316 00:19:25,000 --> 00:19:30,320 Speaker 1: work on, and this dashboard concept for teachers as well 317 00:19:30,320 --> 00:19:34,360 Speaker 1: as for students, so they can see exactly their progress 318 00:19:34,440 --> 00:19:37,240 Speaker 1: as a teacher can see basically on a diagram the 319 00:19:37,320 --> 00:19:40,119 Speaker 1: progress of everyone in that classroom. It's the sort of 320 00:19:40,760 --> 00:19:43,840 Speaker 1: level of detail you know a state school teacher could 321 00:19:43,840 --> 00:19:44,520 Speaker 1: only dream off. 322 00:19:44,560 --> 00:19:45,480 Speaker 2: Really even if you. 323 00:19:45,400 --> 00:19:49,040 Speaker 3: Think the best independent schools standardone school with a lot 324 00:19:49,040 --> 00:19:52,000 Speaker 3: of resources, they're never going to be able to invest 325 00:19:52,040 --> 00:19:53,879 Speaker 3: as much as a group that has one hundred and 326 00:19:53,920 --> 00:19:56,280 Speaker 3: twenty five schools around the world in the technology right. 327 00:19:56,640 --> 00:19:59,040 Speaker 3: So Century is one platform, but we have many others, 328 00:19:59,160 --> 00:20:02,159 Speaker 3: and then we develop our own Global study platform where 329 00:20:02,280 --> 00:20:05,680 Speaker 3: you know, I actually went to our chief investment officer 330 00:20:06,080 --> 00:20:08,680 Speaker 3: and I said to him, listen. You know, in my day, 331 00:20:09,040 --> 00:20:12,840 Speaker 3: I used to get a textbook on the subject, and 332 00:20:12,840 --> 00:20:15,480 Speaker 3: then I used to take notes, and then when I 333 00:20:15,520 --> 00:20:17,800 Speaker 3: interview for an exam, I to review chapter. 334 00:20:17,600 --> 00:20:19,560 Speaker 2: One to three in my notes, and that's that. 335 00:20:20,400 --> 00:20:23,760 Speaker 3: Now I'm sitting with my son and it's like, you 336 00:20:23,800 --> 00:20:26,480 Speaker 3: go to this website and then go to this website 337 00:20:26,520 --> 00:20:29,119 Speaker 3: and then take some of the notes from class, and 338 00:20:29,280 --> 00:20:30,320 Speaker 3: it's really hard. 339 00:20:30,359 --> 00:20:31,399 Speaker 2: It's all over the place. 340 00:20:31,480 --> 00:20:34,879 Speaker 3: So can we try and put it all together in 341 00:20:34,960 --> 00:20:37,760 Speaker 3: a place where I can track what we need to do. 342 00:20:37,840 --> 00:20:40,560 Speaker 3: So we've created this Global Study platform which allows us 343 00:20:40,600 --> 00:20:44,880 Speaker 3: to then also, you know, put all the different resource 344 00:20:44,920 --> 00:20:48,160 Speaker 3: and learning resource tools in one place and with one 345 00:20:48,160 --> 00:20:50,440 Speaker 3: password and one log in as opposed to like fifteen 346 00:20:50,480 --> 00:20:53,919 Speaker 3: different ones go there, pull it so that you can 347 00:20:53,960 --> 00:20:56,640 Speaker 3: revise properly for an exam, and prepare properly and then 348 00:20:56,680 --> 00:20:59,280 Speaker 3: have the data to allow you. I mean, that's one 349 00:20:59,280 --> 00:21:01,960 Speaker 3: thing you have today. He's actually overwhelmed with data. But 350 00:21:02,000 --> 00:21:04,320 Speaker 3: at least let's try and use it and distill it 351 00:21:04,400 --> 00:21:09,040 Speaker 3: properly to enable the teachers to track it track the 352 00:21:09,520 --> 00:21:12,760 Speaker 3: student more efficiently. So, of course at the beginning's a 353 00:21:12,800 --> 00:21:15,480 Speaker 3: bit overwhelming, but actually, once you as a teacher start 354 00:21:15,560 --> 00:21:17,320 Speaker 3: using you're like, wow, Actually it saves me a ton 355 00:21:17,359 --> 00:21:21,359 Speaker 3: of time because it tells me much more quickly what 356 00:21:21,520 --> 00:21:24,520 Speaker 3: the issues may exist with that child versus that child, 357 00:21:24,560 --> 00:21:27,680 Speaker 3: and where I need to focus on target And it 358 00:21:27,720 --> 00:21:30,159 Speaker 3: will be taking one step further with the educateemy. 359 00:21:30,200 --> 00:21:32,200 Speaker 1: And I think there is from what I've read, there 360 00:21:32,240 --> 00:21:35,800 Speaker 1: is a fair amount of evidence that's gone into informing 361 00:21:35,840 --> 00:21:40,560 Speaker 1: and constructing this from neuroscience to educational this practice. Maybe 362 00:21:40,560 --> 00:21:43,520 Speaker 1: talk a little bit about how you designed something for 363 00:21:43,640 --> 00:21:46,359 Speaker 1: the age of AI that is going to actually really 364 00:21:46,440 --> 00:21:49,880 Speaker 1: work both for young students as well as the teachers involved. 365 00:21:49,880 --> 00:21:52,399 Speaker 3: So you know, the nice thing is that it's not 366 00:21:52,480 --> 00:21:56,199 Speaker 3: like we're studying this without having once educated as a child. Right, 367 00:21:56,280 --> 00:21:59,320 Speaker 3: we have ninety five thousand children forty four schools of 368 00:21:59,320 --> 00:22:03,800 Speaker 3: ours using a lot of technology we've already shown, and 369 00:22:03,880 --> 00:22:07,280 Speaker 3: also of students completing diagnostic assessments after six weeks of 370 00:22:07,400 --> 00:22:11,119 Speaker 3: learning on this adaptive platform showed an average improvement of about 371 00:22:11,160 --> 00:22:15,800 Speaker 3: eight to nine percent of assessment scores, which is basically 372 00:22:15,880 --> 00:22:21,120 Speaker 3: a full grade boundary on using gcsc grades. So we 373 00:22:21,160 --> 00:22:25,520 Speaker 3: already have some good data on how this is going 374 00:22:25,560 --> 00:22:31,119 Speaker 3: to be helping parents and students as well as teachers 375 00:22:31,920 --> 00:22:38,280 Speaker 3: personalized learning and allow them to progress faster, and really 376 00:22:38,320 --> 00:22:40,880 Speaker 3: go back to the fact that it then allows them 377 00:22:40,920 --> 00:22:44,439 Speaker 3: to focus on what they are struggling with master go 378 00:22:44,520 --> 00:22:47,919 Speaker 3: back to the mastery, to the mastery element of what 379 00:22:47,960 --> 00:22:51,480 Speaker 3: we describe. You know, you can go very quickly to 380 00:22:51,520 --> 00:22:54,760 Speaker 3: the next level as soon as you've mastered that level, 381 00:22:55,160 --> 00:22:57,000 Speaker 3: and if you're struggling with that level, we'll spend more 382 00:22:57,040 --> 00:23:00,280 Speaker 3: time on it. And if the other child has moved 383 00:23:00,320 --> 00:23:02,960 Speaker 3: on it, that's fine. He can keep lying through on 384 00:23:03,000 --> 00:23:05,320 Speaker 3: that because I say he's great in math and or 385 00:23:05,400 --> 00:23:09,520 Speaker 3: she's great in English, but doesn't mean that we need 386 00:23:09,560 --> 00:23:14,200 Speaker 3: to hold her back while you're still trying to get 387 00:23:14,880 --> 00:23:19,720 Speaker 3: strong in that specific area of algebra. So that's really 388 00:23:20,240 --> 00:23:23,080 Speaker 3: what this is going to allow us to do and 389 00:23:23,520 --> 00:23:26,879 Speaker 3: what you know, Obviously, the smaller classrooms and the technology 390 00:23:26,920 --> 00:23:30,480 Speaker 3: combined together will allow the educators to hone in on what. 391 00:23:30,440 --> 00:23:32,800 Speaker 1: Does it look like in practice for a typical kid 392 00:23:33,480 --> 00:23:36,840 Speaker 1: sitting in the classroom, Will they have their laptop open 393 00:23:37,240 --> 00:23:38,760 Speaker 1: a lot more because obviously a lot there's a Q 394 00:23:38,800 --> 00:23:42,040 Speaker 1: and a based or you're entering stuff into the platform 395 00:23:42,119 --> 00:23:44,200 Speaker 1: that so can gather all of that sort of rich 396 00:23:44,240 --> 00:23:48,800 Speaker 1: information and then adapt based on the feedback from from 397 00:23:48,880 --> 00:23:51,159 Speaker 1: the kids. Are we going to see kids spending a 398 00:23:51,200 --> 00:23:53,160 Speaker 1: lot more time doing sort of computer work, No. 399 00:23:53,200 --> 00:23:55,440 Speaker 2: Because not necessarily. 400 00:23:55,840 --> 00:23:59,720 Speaker 3: You know, it's a digitally you know, it's a digitally 401 00:24:00,040 --> 00:24:03,000 Speaker 3: live but human centered environment. You know, so AI will 402 00:24:03,040 --> 00:24:07,520 Speaker 3: handles precision and enables the educators to focus on coaching, 403 00:24:07,680 --> 00:24:10,960 Speaker 3: dialogue and high impact teaching, you know, and the children 404 00:24:11,000 --> 00:24:13,400 Speaker 3: will spend most of their time in a small group workshop, 405 00:24:13,880 --> 00:24:17,160 Speaker 3: an inquiry session, and in project work, so. 406 00:24:18,880 --> 00:24:21,800 Speaker 2: You know, and they're being divided into small chunks. 407 00:24:21,520 --> 00:24:24,000 Speaker 3: Of twenty twenty five minutes that in the morning session 408 00:24:24,240 --> 00:24:27,720 Speaker 3: and then don't forget the afternoon is free, not free, 409 00:24:27,800 --> 00:24:28,879 Speaker 3: but structured. 410 00:24:29,200 --> 00:24:32,040 Speaker 2: But you're not sitting in front of a laptop. But 411 00:24:32,119 --> 00:24:34,440 Speaker 2: the fact that you have the educator there. 412 00:24:34,800 --> 00:24:37,800 Speaker 3: So the children are working in a small pod environment 413 00:24:37,840 --> 00:24:38,440 Speaker 3: with other. 414 00:24:38,320 --> 00:24:41,879 Speaker 2: Children, Yes, they have the laptop there. 415 00:24:42,080 --> 00:24:44,800 Speaker 3: And then let's say they struggle in certain areas that 416 00:24:45,000 --> 00:24:49,520 Speaker 3: the teacher can dive in and out as needed, much 417 00:24:49,560 --> 00:24:52,160 Speaker 3: more than you can in a twenty twenty five child 418 00:24:52,240 --> 00:24:55,720 Speaker 3: classroom setting, and where you don't have the quick feedback 419 00:24:55,760 --> 00:25:00,080 Speaker 3: on data available to you. So I would argue, you know, 420 00:25:00,320 --> 00:25:02,800 Speaker 3: it's not very different in terms of once you add 421 00:25:03,480 --> 00:25:08,000 Speaker 3: the time on screen in the edge academy versus any 422 00:25:08,040 --> 00:25:14,120 Speaker 3: traditional school model, and then the homework part is probably 423 00:25:14,640 --> 00:25:26,719 Speaker 3: less intense in the edge academy than in a traditional classroom. 424 00:25:26,800 --> 00:25:32,280 Speaker 1: What sort of viewing policy around devices in class in general? 425 00:25:32,320 --> 00:25:36,720 Speaker 1: We've got a smartphone band in schools here in New Zealand. 426 00:25:36,760 --> 00:25:39,120 Speaker 1: It's sort of been quite well received. That was an 427 00:25:39,119 --> 00:25:40,680 Speaker 1: official government mandate in all. 428 00:25:40,640 --> 00:25:41,680 Speaker 2: Our schools globally. 429 00:25:41,800 --> 00:25:44,199 Speaker 3: You know, our school that joints the group you know, 430 00:25:44,240 --> 00:25:46,920 Speaker 3: will has to implement the same thing. There are zero 431 00:25:47,000 --> 00:25:49,560 Speaker 3: smartphones in any of our schools globally. So that's been 432 00:25:50,560 --> 00:25:53,960 Speaker 3: it has been our philosophy from day one. You know again, 433 00:25:54,520 --> 00:25:56,639 Speaker 3: you know we still have you know, still want of 434 00:25:56,640 --> 00:25:58,800 Speaker 3: these textbooks we still want people to write. 435 00:26:00,359 --> 00:26:02,240 Speaker 2: Is most exams are still hand written. 436 00:26:01,960 --> 00:26:06,280 Speaker 3: At the end of the year and for university acceptance 437 00:26:06,280 --> 00:26:06,760 Speaker 3: and so on. 438 00:26:07,080 --> 00:26:08,679 Speaker 2: If that moves, then will have to adapt. 439 00:26:09,720 --> 00:26:11,680 Speaker 3: Sometimes when we get a bit we pushed back, Hey, 440 00:26:11,720 --> 00:26:14,840 Speaker 3: you guys are using a bit too much technology on homework. 441 00:26:14,920 --> 00:26:19,080 Speaker 3: I'm like, guys, yes, because there's no homework that can 442 00:26:19,280 --> 00:26:22,720 Speaker 3: adjust your questions depending on how the child is struggling. 443 00:26:23,160 --> 00:26:26,320 Speaker 2: So we are we. 444 00:26:26,160 --> 00:26:28,760 Speaker 3: Want to use the traditional methods which we know work. 445 00:26:28,840 --> 00:26:31,080 Speaker 3: We want people not to be on screen all the time. 446 00:26:31,200 --> 00:26:33,679 Speaker 3: But at the same time, we'll be silly not to 447 00:26:33,720 --> 00:26:37,240 Speaker 3: be using the advances that we've seen happen in technology. 448 00:26:37,720 --> 00:26:42,320 Speaker 3: Where if I'm struggling in a certain area, the next 449 00:26:42,320 --> 00:26:44,440 Speaker 3: ten questions are going to be on that area so 450 00:26:45,200 --> 00:26:48,159 Speaker 3: that I master it. That cannot be done with a 451 00:26:48,200 --> 00:26:51,639 Speaker 3: piece of paper. It can only be done with an 452 00:26:51,720 --> 00:26:56,120 Speaker 3: adaptive technology and a homework on an online homework right 453 00:26:56,920 --> 00:27:01,880 Speaker 3: or if a teacher has to grade one hundred exams, now, 454 00:27:01,920 --> 00:27:06,280 Speaker 3: I guarantee you the level of detail that that teacher 455 00:27:06,320 --> 00:27:10,600 Speaker 3: can provide using technology will be far superior than what 456 00:27:10,680 --> 00:27:13,160 Speaker 3: he will any stretch teacher is going to give you 457 00:27:14,280 --> 00:27:17,479 Speaker 3: in person. You know, by review, by doing it in 458 00:27:17,520 --> 00:27:21,680 Speaker 3: writing himself for herself every single time. So that's where 459 00:27:21,680 --> 00:27:23,720 Speaker 3: it makes a lot of sense to use the technology 460 00:27:23,720 --> 00:27:26,359 Speaker 3: whereas the teachers more efficient. We've compared it to the 461 00:27:26,760 --> 00:27:29,760 Speaker 3: we've even compared it to the feedback that the teacher 462 00:27:29,800 --> 00:27:32,760 Speaker 3: has given and it's actually almost exactly the same, but 463 00:27:32,880 --> 00:27:38,000 Speaker 3: anything more depth and more explanation because it's generated as 464 00:27:38,000 --> 00:27:39,440 Speaker 3: opposed to being written. 465 00:27:41,280 --> 00:27:42,760 Speaker 2: You know, by hand by a teacher. 466 00:27:42,880 --> 00:27:46,320 Speaker 3: So you know, so you have to be careful, but 467 00:27:46,320 --> 00:27:49,000 Speaker 3: we also have to embrace some of these advances that 468 00:27:49,040 --> 00:27:51,360 Speaker 3: are just impossible to replicate on a human level. 469 00:27:51,400 --> 00:27:52,960 Speaker 1: When you look at a country like New Zealand, we've 470 00:27:52,960 --> 00:27:55,080 Speaker 1: had a lot of change in our education sick the 471 00:27:55,359 --> 00:27:58,119 Speaker 1: you know, some of our standards. We've slipped on some 472 00:27:58,160 --> 00:28:01,200 Speaker 1: of the benchmarks, the PISA sort of educational standards, so 473 00:28:01,320 --> 00:28:05,320 Speaker 1: they're you know, they're big sweeping changes to try and 474 00:28:05,440 --> 00:28:09,960 Speaker 1: address that. Yeah, interesting your view on where AI fits 475 00:28:09,960 --> 00:28:13,760 Speaker 1: in overall in education in New Zealand. It's great that 476 00:28:13,760 --> 00:28:16,760 Speaker 1: that your schools are offering this from from next year 477 00:28:16,920 --> 00:28:20,480 Speaker 1: kids will be able to use these tools, this adaptive learning, 478 00:28:20,560 --> 00:28:24,840 Speaker 1: personalized education. Are you worried that the rest of the 479 00:28:24,920 --> 00:28:28,760 Speaker 1: education sector in New Zealand is well behind the ball 480 00:28:28,800 --> 00:28:31,199 Speaker 1: when it comes to you know, the uptake of technology 481 00:28:31,200 --> 00:28:31,600 Speaker 1: and AI. 482 00:28:31,720 --> 00:28:32,920 Speaker 2: Well, I mean, listen, you. 483 00:28:32,840 --> 00:28:35,640 Speaker 3: Know, education in New Zealand has traditionally been very very 484 00:28:35,680 --> 00:28:39,920 Speaker 3: highly ranked in terms of compared to global rankings on 485 00:28:40,000 --> 00:28:43,320 Speaker 3: a public sector. Right, So I'm not going to criticize 486 00:28:43,360 --> 00:28:46,280 Speaker 3: them on that front. They've done a really good job. Yeah, 487 00:28:46,000 --> 00:28:48,480 Speaker 3: it's it's slipped a bit more recently and there have 488 00:28:48,560 --> 00:28:52,080 Speaker 3: been too many changes and some polses have infiltrated that 489 00:28:52,120 --> 00:28:53,440 Speaker 3: have turned people off a bit. 490 00:28:53,920 --> 00:28:58,400 Speaker 2: But you know, as a country in general, it's done well. 491 00:28:59,560 --> 00:29:02,320 Speaker 3: In of on the in the in terms of the 492 00:29:02,320 --> 00:29:05,760 Speaker 3: public sector offering to the But at the same time, 493 00:29:05,880 --> 00:29:07,840 Speaker 3: you know, you not have choice as well, and you're 494 00:29:07,880 --> 00:29:11,440 Speaker 3: seeing a growing a growing number of people choosing private 495 00:29:11,480 --> 00:29:16,280 Speaker 3: schooling for different reasons, right, So and and and I 496 00:29:16,320 --> 00:29:21,560 Speaker 3: think you know, as AI advances, yes they may stage 497 00:29:21,640 --> 00:29:24,320 Speaker 3: system will not be the early adopter, right, it will 498 00:29:24,360 --> 00:29:26,920 Speaker 3: be more like group like us, like ours, because we 499 00:29:26,920 --> 00:29:30,320 Speaker 3: can invest, we can, we can innovate, we can we 500 00:29:30,320 --> 00:29:35,640 Speaker 3: don't have layers of approvals required to get it to 501 00:29:35,640 --> 00:29:38,400 Speaker 3: to try and to try and these different ways of 502 00:29:39,080 --> 00:29:40,160 Speaker 3: achieving better results. 503 00:29:40,160 --> 00:29:41,960 Speaker 2: For our children and our students. 504 00:29:43,120 --> 00:29:46,720 Speaker 3: But I think eventually, you know, if we're successful, the 505 00:29:46,760 --> 00:29:50,440 Speaker 3: whole sector is will benefit, and particularly the public sector 506 00:29:50,960 --> 00:29:56,280 Speaker 3: because you can then start personalizing and and and I 507 00:29:56,320 --> 00:30:01,320 Speaker 3: think it will it will enable places like New Zealand 508 00:30:01,480 --> 00:30:04,040 Speaker 3: or other countries around the world in terms of public 509 00:30:04,080 --> 00:30:09,959 Speaker 3: sector to benefit from this personalization VIAI that you know, 510 00:30:10,040 --> 00:30:12,640 Speaker 3: potentially you won't be able to afford. 511 00:30:12,920 --> 00:30:15,080 Speaker 1: So you'll be rolling out in New Zealand I think 512 00:30:15,520 --> 00:30:18,880 Speaker 1: later next year, starting in London, and then sort of 513 00:30:18,880 --> 00:30:21,680 Speaker 1: what September or something like that, you'll start introducing it 514 00:30:21,720 --> 00:30:22,560 Speaker 1: to the Auckland schools. 515 00:30:22,640 --> 00:30:25,200 Speaker 2: Yeah, so I mean it's going to be depending on demand. 516 00:30:25,240 --> 00:30:27,480 Speaker 3: I mean a nice thing is we're already in on 517 00:30:27,600 --> 00:30:29,640 Speaker 3: six continents and we already have one hundred and twenty 518 00:30:29,680 --> 00:30:32,600 Speaker 3: five schools, so it's pretty easy for us to take 519 00:30:32,680 --> 00:30:38,880 Speaker 3: a few classrooms within the school and offer it for 520 00:30:39,120 --> 00:30:41,840 Speaker 3: people that may have an interest in signing up for 521 00:30:41,960 --> 00:30:47,440 Speaker 3: that for that approach, right, And and that's really the 522 00:30:47,520 --> 00:30:51,920 Speaker 3: beauty of having a group with such a presence like 523 00:30:52,000 --> 00:30:55,880 Speaker 3: ours is that we can accelerate and slow down depending 524 00:30:55,920 --> 00:30:58,880 Speaker 3: on where we see the most interest coming from, what 525 00:30:58,960 --> 00:31:00,320 Speaker 3: country and what continent. 526 00:31:00,040 --> 00:31:01,800 Speaker 1: In terms of the business case for it's obviously a 527 00:31:01,840 --> 00:31:05,040 Speaker 1: big investment for you. Putting millions of dollars into your 528 00:31:05,080 --> 00:31:09,280 Speaker 1: platform is part of It's obviously better results for students, 529 00:31:09,320 --> 00:31:13,440 Speaker 1: that happier parents and better career prospects for their kids 530 00:31:13,480 --> 00:31:15,840 Speaker 1: and that sort of thing, and hopefully they're willing to pay, 531 00:31:16,240 --> 00:31:20,440 Speaker 1: you know, maybe a premium fee as a result. But 532 00:31:21,120 --> 00:31:24,280 Speaker 1: do you see the use of AI in classrooms actually 533 00:31:24,320 --> 00:31:28,880 Speaker 1: making the process of educating kids a lot more efficient? 534 00:31:28,960 --> 00:31:32,440 Speaker 1: Teachers don't have to spend so much time marking and 535 00:31:33,760 --> 00:31:38,480 Speaker 1: doing prep for students, preparing course modules. A lot of 536 00:31:38,520 --> 00:31:40,320 Speaker 1: that will effectively be automated. 537 00:31:40,600 --> 00:31:41,760 Speaker 2: I think it will definitely. 538 00:31:41,480 --> 00:31:43,840 Speaker 3: Bring a lot of efficiency, just like it's just like 539 00:31:43,880 --> 00:31:46,160 Speaker 3: it's going to be doing in every sector around the world, 540 00:31:46,760 --> 00:31:48,720 Speaker 3: So there's no doubt we will see efficiency. 541 00:31:50,200 --> 00:31:50,440 Speaker 2: Yeah. 542 00:31:50,520 --> 00:31:54,040 Speaker 3: Unfortunately, at this time this will be a premium product, 543 00:31:54,120 --> 00:31:55,760 Speaker 3: if I can call it that, and that they will 544 00:31:55,800 --> 00:32:00,920 Speaker 3: be expensive because reality is the technology costs but also 545 00:32:01,000 --> 00:32:03,920 Speaker 3: the human costs in terms of these are top educators 546 00:32:04,200 --> 00:32:08,320 Speaker 3: in a very small setting, so you know, but we 547 00:32:08,400 --> 00:32:12,920 Speaker 3: hope that with time, as the as it skills and 548 00:32:12,960 --> 00:32:18,480 Speaker 3: as we as it developed, then it should be it 549 00:32:18,520 --> 00:32:19,640 Speaker 3: should become more attainable. 550 00:32:19,640 --> 00:32:21,600 Speaker 1: It's abso a little bit of an experiment, but I 551 00:32:21,640 --> 00:32:24,440 Speaker 1: think one that will be watched keenly. Here in New Zealand, 552 00:32:24,520 --> 00:32:28,080 Speaker 1: Ericus Stanford, we've got a very engaged education minister who's 553 00:32:28,120 --> 00:32:31,680 Speaker 1: looking at ways to improve education. There's a lot of 554 00:32:31,760 --> 00:32:34,479 Speaker 1: charter schools have set up recently in New Zealand. As 555 00:32:34,520 --> 00:32:38,120 Speaker 1: you said, more people are seeking out private education options, 556 00:32:38,160 --> 00:32:41,400 Speaker 1: so for those particularly who can afford it, in places 557 00:32:41,400 --> 00:32:44,240 Speaker 1: like Auckland and Queenstown, I think there's gonna be a 558 00:32:44,240 --> 00:32:45,520 Speaker 1: lot of interesting So we're very. 559 00:32:45,360 --> 00:32:49,200 Speaker 3: Excited by it. We think there's only upside here for 560 00:32:49,240 --> 00:32:53,520 Speaker 3: the students. Again, you have to remember we educate ninety 561 00:32:53,520 --> 00:32:54,760 Speaker 3: five thousand students. 562 00:32:54,440 --> 00:32:54,960 Speaker 2: Around the world. 563 00:32:55,040 --> 00:32:59,040 Speaker 3: We've graduated hundreds of thousands of students from our schools globally, 564 00:32:59,360 --> 00:33:02,160 Speaker 3: so it's not like it's someone trying something new. It's 565 00:33:02,240 --> 00:33:07,120 Speaker 3: a established global education group that has some schools atre 566 00:33:07,120 --> 00:33:09,200 Speaker 3: over one hundred years old as part of the group, 567 00:33:09,720 --> 00:33:16,440 Speaker 3: that is using technology to offer a new approach in 568 00:33:16,480 --> 00:33:17,520 Speaker 3: different parts of the world. 569 00:33:17,600 --> 00:33:19,920 Speaker 1: Well, good luck with things. It's going to be really 570 00:33:19,960 --> 00:33:24,760 Speaker 1: cool to see how this all goes, and I think, yeah, 571 00:33:24,960 --> 00:33:29,120 Speaker 1: a lot of parents will love it. Teachers will love 572 00:33:29,160 --> 00:33:32,040 Speaker 1: it. It will be interesting to see how the students embrace it. 573 00:33:32,080 --> 00:33:35,040 Speaker 1: But you know, they're all digital natives at that stage, 574 00:33:35,040 --> 00:33:36,520 Speaker 1: so I think they'll probably love it as well. 575 00:33:36,600 --> 00:33:39,320 Speaker 2: Listen, I know my three children want to sign up. 576 00:33:39,360 --> 00:33:41,000 Speaker 2: I told them it's not ready for them here. They 577 00:33:41,040 --> 00:33:42,680 Speaker 2: still need to go to a full day school. 578 00:33:43,800 --> 00:33:46,120 Speaker 1: Hey, Nadine, thanks so much for coming on the Business 579 00:33:46,120 --> 00:33:46,440 Speaker 1: of Tech. 580 00:33:46,480 --> 00:33:48,000 Speaker 2: Thanks a lot going to meet you. Thanks for the 581 00:33:48,000 --> 00:33:49,120 Speaker 2: opportunity to take care. 582 00:33:53,720 --> 00:33:56,520 Speaker 1: Thanks so much to Nadine for coming on the Business 583 00:33:56,640 --> 00:33:58,840 Speaker 1: of Tech. I think this is a really interesting development. 584 00:33:58,840 --> 00:34:02,120 Speaker 1: I've had a look through some of the platform materials, 585 00:34:02,120 --> 00:34:05,880 Speaker 1: some video demos of what is going to be rolled 586 00:34:05,920 --> 00:34:09,080 Speaker 1: out in New Zealand next year. It's pretty comprehensive, a 587 00:34:09,120 --> 00:34:13,319 Speaker 1: great way to track a child's progress through education and 588 00:34:13,320 --> 00:34:15,680 Speaker 1: from the teacher's point of view, just being able to 589 00:34:15,719 --> 00:34:18,319 Speaker 1: get a bird's eye view on how every student is 590 00:34:18,360 --> 00:34:22,000 Speaker 1: doing and to literally track them, metrics on them as 591 00:34:22,000 --> 00:34:26,279 Speaker 1: they progress and zone in on weaknesses that need to 592 00:34:26,320 --> 00:34:29,520 Speaker 1: be addressed. So I think it's going to be interesting 593 00:34:29,680 --> 00:34:33,759 Speaker 1: to see how it is received and hopefully will inspire 594 00:34:34,280 --> 00:34:38,160 Speaker 1: innovation across the board so that kids who can afford 595 00:34:38,239 --> 00:34:42,360 Speaker 1: to be educated in a private school, get similar sorts 596 00:34:42,360 --> 00:34:45,439 Speaker 1: of tools in the state sector. So that's the hope. 597 00:34:45,520 --> 00:34:45,840 Speaker 2: Anyway. 598 00:34:45,840 --> 00:34:48,280 Speaker 1: If you enjoyed this episode, please share it with a friend, 599 00:34:48,640 --> 00:34:52,680 Speaker 1: like it on your podcast platform of choice, and the 600 00:34:52,719 --> 00:34:55,040 Speaker 1: tune in next week for another episode where I'm looking 601 00:34:55,120 --> 00:34:59,240 Speaker 1: at road user charges and the whole ecosystem of tech 602 00:34:59,560 --> 00:35:02,480 Speaker 1: that has gon to emerge to support this massive change 603 00:35:02,520 --> 00:35:04,399 Speaker 1: for drivers. I'll catch you next week.