--- title: "Coffee with Crow: Future-Ready Nations: Education as Economic Strategy" slug: "jon-ford-google-public-sector-coffee-with-crow-future-ready-nations-asu-gsv-2026" author: "Jon Ford" date: "2026-04-14 12:00:00" category: "Premium" topics: "ASU+GSV 2026, conference transcript, AI/ML, Higher Education" summary: "ASU President Michael Crow leads a conversation with former Korean Education Minister Lee Ju-ho, Kazakhstan Science and Higher Education Minister Sayasat Nurbek, and global university builder Doug Becker (Cintana Education) on education as a national economic strategy." banner: "" thumbnail: "" --- > **ASU+GSV 2026 Summit** | Tuesday, April 14, 2026, 3:00 pm-3:45 pm | Sponsored Partner Programming ## Speakers - **Jon Ford**, Google Public Sector ## Key Takeaways - ASU President Michael Crow leads a conversation with former Korean Education Minister Lee Ju-ho, Kazakhstan Science and Higher Education Minister Sayasat Nurbek, and global university builder Doug Becker (Cintana Education) on education as a national economic strategy. - Lee Ju-ho describes how Korea's post-war transformation from $250 per capita GDP to advanced economy was built on tightly coordinated education-economic policy, particularly heavy investment in vocational schools and STEM universities during the 1970s industrial push. - Minister Nurbek reveals that Kazakhstan has amended its constitution to enshrine education, research, human capital, and innovation as national priorities, made AI compulsory across all educational levels, and is building an academic hub by attracting universities from the U.S., UK, France, Korea, and China. - Becker notes a global shift in demand from elite/selective institutions toward innovative, accessible universities -- with ASU's model of "you don't gain reputation on incoming material but outgoing material" now being actively sought by nations worldwide. ## Notable Quotes > "You don't gain your reputation on your incoming material. You gain your reputation on your outgoing material... This new concept of university really appeals to policymakers in Korea." > > — **Lee Ju-ho** > "We've just amended our constitution... and we've put four key values as our national priorities: education, research, human capital, and innovation." > > — **Sayasat Nurbek** > "What I lack is a new breed of teacher who is bold enough not to be afraid of this new technology... but compassionate enough to instill values, to bring this new experience, freeing up his time to students." > > — **Sayasat Nurbek** > "A lot of the people that used to look over my shoulder for Harvard, they're now looking dead at me saying, what do we do to get ASU to get involved in our country?" > > — **Doug Becker** > "Balance between high touch and high tech... We radically introduce AI technology in the classroom, but at the same time, we leverage this amazing technology to reduce the burden of teachers." > > — **Lee Ju-ho** ## Full Transcript So, every country as a nation-state, we are still organized in evolving places called nation-states, each with dramatic histories. Kazakhstan is emerging as a wonderfully successful emergent country out of the former structures that existed in the past. Korea, South Korea is a country that just 70 years ago had a per capita GDP of $250 and now is one of the leading economic powers of the country with massive educational attainment. Doug Becker has been building universities literally around the world for decades and decades. And so what I thought we could do is talk about this notion of education as an economic strategy. And I'm going to start with Juho, who I've known Juho for a long time, the former Minister of Education in Republic of Korea, but also a president for a little while and prime minister for a couple of times as the Korean government's gone through its bumps in the road and its ups and downs. And so, Juho, if you could talk about the Korean strategy to create a transformed economy from a post-World War II, post-Korean War, post-Japanese occupation. I mean, the 20th century was a terrible time in Korea, North and South. The South has then built this country with education as a key strategy. So how is education the important strategy? How does that get done? How has it gotten done in Korea? You know that the idea that education is key pillar of economic strategy is proven by Korea's own development experience. I am trained as an economist, but had an opportunity to serve as an education minister twice, making me the longest-serving Minister of Education in Korea. Everything good can be attributed to you then. No, no, no. But from that vantage point, I have clearly seen how deeply economic and education policy intervened during the process of Korean development, especially in 1970s when Korea strongly pushed for a so-called heavy and chemical industry push. The Korean government heavily invested in vocational high schools and science and engineering universities. Both at the same time. Both at the same time. So education policy and the economic policy were very tightly coordinated in very close alignment. So this alignment really tells how Korea has been successful to become an advanced country. And so this theme of education being the major pillar of economic strategy perfectly aligned with Korean economic development experience. Okay. And so, Minister Nuremberg, most people may not be aware that Kazakhstan is a rapidly rising economy, vastly endowed with natural resources that have given it a foundation to build from. And at the same time, as the Minister of Science and Higher Education, you're working to evolve the skill set of the people of Kazakhstan and turning it into a global economic actor. So what's the basic strategy? Just give the audience a little bit of a feel for the complexity of your job, what you're trying to do, where you're hoping to end up, and then what is your strategy? How is education a part of the strategy of the evolution of Kazakhstan? Thank you. Thank you, President Crow. And thank you, esteemed panel, dear colleagues and friends. It is a true pity I was not able to travel. We used to live in a world that used to be called vulgar, volatile, and certain complex and ambiguous. They've coined a few new terms now. And the one I like is called Bonnie World, brittle, anxious, nonlinear, and incomprehensible. It's very brittle now. Particularly the last thing, the I, the incomprehensible. The more information you have, the less understanding you have. So the abundance of information actually makes things more unclear in effect. So think of Kazakhstan, a small nation, population-wise 20-plus million, large country, squeezed in between superpowers, big countries like China, India, and Russia. So a complex neighborhood. Small nation, abundance of natural resources, very, very strategically located. We are in the middle of this huge continent called Eurasia. And Chinese strategists call us buckle of the belt, in reference to the One Belt Belt and Road Initiative. So we're right in the middle, buckle, we're connecting tissue, large, country between Southeast Asia, Europe, what is now called Global South, and former Soviet Union. So education is the core pillar of our strategy, of our development strategy, for several reasons. One, our GDP has now exceeded over $300 billion. We have the largest economy in the region. Our GDP is that of combined of other countries in Central Asia. Our GDP per capita has now exceeded $18,000 per person. We've surpassed Russia, we have the highest GDP per capita. But now we've hit what economies call the middle income trap. So you grow to a certain extent by exporting this abundance of natural resources you have, oil and gas and critical minerals and metals and stuff. And then at a certain point, you just hit that hidden glass ceiling of economic growth. To take that next step, to go from good to great, you really need to invest in human capital. The productivity, skill sets, the competencies, innovation and research, applied research, that's what gives you that extra push to bypass, to go further and break that glass ceiling of middle income trap. So we went to an extreme, and Korea is a great example, South Korea is a great example of investing in human capital and taking innovation and research as core of their economic development policy. We learn a lot from countries like Japan and South Korea and Singapore. I myself have been trained in all those countries, in Japan, in Italy, in the US, in Singapore, Lee Kuan Yew School of Public Policy, proud graduate. So we went to the extreme. We've just amended our constitution a few weeks ago, and we've put four key values as our national priorities, education, research, human capital and innovation. So we've amended our fundamental document, our highest legal act, to make sure we put issues of human capital, education, innovation and research as our strategic priority. So we have a free, we call it a free M strategy, nothing to do with American Stationery Company. First M is Middle Corridor, and you'll be hearing more and more about Middle Corridor, given the events in the region, the reason I was not able to travel and be there myself. So Middle Corridor is this new alternative route connecting Southeast Asia, China is investing a lot, through Central Asia, mainly through Kazakhstan, through Caspian Sea, connecting to Azerbaijan, through Turkey, to Europe. So second M is Middle Power, and Kazakhstan is positioning itself as new emerging middle power of the region, given the economic potential we have, given the investments in human capital, the diverse and very multi-faceted, flexible diplomacy. We're trying to be friends with everyone, living in a complex neighborhood, we have to. And then the third M is Middle Hub, so that's the core of our education strategy. So I have to navigate through all these different power struggles and power surges in the region, in geopolitics, complex geopolitics of the region, to bring in all the best universities we can handle. And we're talking about American universities, and we're so proud, and we're looking forward to welcome and host ASU's first ever branch campus and collaboration partnership in the region, in Kazakhstan, in the middle of that great continent. British universities, we have three Russell Group universities, French, Italian, German, Korean. We have KAIST, the best national research university in Lidl Hall, it was deputy prime minister and minister of education, the Korean Advanced Institute of Science and Technology, Chinese universities. So we have to carefully balance, to bring all these great institutions to Kazakhstan and create what we call an academic and research hub, which already is giving us some really tangible results with over 35,000 international students. We're now among those 14 new destinations for academic mobility. We have $250 million worth of investments from different countries, from governments. with Soltech, Seoul University of Science and Technology, opening its sister campus in the Kosovo, in south of Kazakhstan, and $2.5 million investment from Korean government, which actually Lee Ju-ho, when he was deputy prime minister, was back in the days, was approved in your term. So education is not only, it is an economic driver per se. We've located all these different campuses around our country, which is large country, and local governors now enjoying this new wave of investments and human capital, quality human capital from the region. So it's also a great talent retention tool. We're able to tap in different resources, talent pools from China, from India, from Pakistan. Think of Pakistan, 254 million population, 178 people, young people, million young people below age of 25. So we're not only attracting these resources and investment, we're also tapping into talent source. And with demographics changing the global landscape, where you have only two regions producing enough babies, Africa and our region, our part of the world, where we have huge demographic bust, boost in India with 20 million plus babies born annually. Pakistan, 5 million babies born annually. Uzbekistan, million babies born annually. Kazakhstan, half a million babies, which is now becoming a big challenge. And His Excellency, Ruho knows a lot about struggling with not enough baby situation. So a talent pool, demographics, investments, great transit potential, abundance of natural resources. We're the third source in the world by proven reserves and net reserves of critical minerals on top of everything. We're number one producer of uranium in the world. And we have huge agriculture powerhouse of the region as well. Given the situation in the region with not enough fertilizers coming through that famous straight, Pakistan would become very, very important. We are one of the greatest, one of the biggest producers of wheat and grain in the world. So building this academic hub, investing in education, attracting strong academic partners is core pillar of our strategy of positioning Kazakhstan as new middle power of the region. Right, so before turning to Doug, I would just like for the benefit of the audience to get people to understand what's happened in Korea and Kazakhstan. Just go back 50, 60 years in each place. And this goes to this logic where you hear this logic in the United States where there's too many people being educated. I'm like, did you like have some sort of problem when you woke up? I mean, is your brain not working right? So give me what Korea has transited from to just in quick order. Like where were things, let's say 1955, 70 years ago to today? Yeah, we transformed our country enormously like you said, and we were a really poor country. But many people believe that thanks to our investment in people, especially in education. Human capital focus. Human capital. We achieved both industrialization and democratization. So this whole, the path towards advanced country really based on our strategic investment in education. So, but sometimes we reach it too far. So there is very high competition to enter best universities among the, so the cost of private tutoring has highlight and the stress and the burden of parents and students to enter into the best university is really strong. So that might be able to be regulated. So the, one of the most difficult job is education minister actually. We had a huge challenge how to balance this very high priority in education and too much competition, too much pressure for education. It really produce a stress and problems in Korea. So then minister quickly, then 70 years ago in Uzbekistan versus today. I mean, Kazakhstan. 70 years ago, Kazakhstan was part of Soviet Union. So we were under Soviet Union, one of those 15 republics officially independent, but basically be part of that great huge empire. So we would put it in empire terms, would be province, one of the richest provinces, which was governed, administered by the Soviet administration. The Russian was the major language. So basically the true melting pot in a way was Soviet Union. So they tried to coin new nation, the Soviets based on Russian language, Russian culture, Russian identity, Russian values. Still, it might sound really strange, but there are a lot of Kazakh people who wouldn't speak Kazakh language, their own language, because they all went to Russian speaking schools and they graduated from Russian speaking universities. So we were nearly losing our own identity basically. We were relatively developed republic, with big investments and oil and gas, but mostly raw materials. So there was no added value and complex industries. We would produce a lot of raw materials, minerals and send it back to Russian part of Soviet empire. So mostly an extractive economy without much emphasis on human capital development. Essentially governed, administered by Moscow. Right, so Doug, you have built in the past one global company that built universities in I don't know how many countries, but dozens. And then now you're building and have built a second company, Centana, and where you're doing the same thing. And so you are in constant motion all over the planet. You're in Kazakhstan, you're in Korea, you're everywhere, Saudi Arabia, Egypt, Asia, Southeast Asia, everywhere. Why is there so much emphasis on, I mean, give me your sense of what are leaders looking for? What do they want their universities to do? And why are they still hoping to build these kinds of universities that can enhance human development? Like, why is this still something that is unbelievably important as we've heard from Kazakhstan and Korea here? What are you sensing out there when you talk to leaders all over the world and weave in some examples? Sure, thank you very much. And it's really great to be here. And Minister Norbeck, I'm so sorry you couldn't be with us in person, but everybody here can see and hear you so well. And your message is as always clear and very powerful. When I think about innovation around the world, what's happening in Kazakhstan, the bringing of universities from around the world into your country is incredibly impressive. And we have two projects affiliated with ASU underway at the same time in two of the three largest cities in Kazakhstan right now. So Michael, as you mentioned, I spent a long time building a company called Laureate Education, and we built and invested in universities, private universities linked very much to employability and industry in 29 countries, and grew to a million students and learned lessons of scale. Really, actually, my first interest in ASU was seeing your vision, Michael, for the idea that you could do something that could be large and excellent at the same time. And I was very much trying to do that without the resources of a research-intensive university, which, of course, is why I'm here now. When I left Laureate after 20 years, I received this incredible invitation from President Crowe saying, essentially, let's do this together. And we have since built Syntana around the world, taking the lessons that I learned in the journey of my time at Laureate, but also bringing ASU's really unique capabilities. And when you mention what our country's looking for, it's been very interesting to see how they have changed, because when I started, I would go into a country with an offer to help develop that country with education and to invest in that country, and we at Laureate had a huge amount to invest in that capacity. But everybody wanted an elite institution, and they would say, you know, really nice to meet you, and then you could see they would look right over my shoulder and say, you know, where's Harvard? But what's been exciting... It's still in Cambridge. Yeah, it's still in Cambridge. And so what eventually became clear to me, though, was one is very quickly people figured out Harvard wasn't coming. And in fact, the number of cases where elite institutions successfully went into other countries are very, very few. And I think it's partly because what nations need, you need to meet them where they are. And in their development, the country's very affluent... You used the word elite, by the way. We use the word highly selective and high-performing. elite invokes something else. I mean, elite should be performance. An elite athlete is an elite athlete only after they're demonstrated athletic ability, not because they look really nice in their uniform. Exactly. And that's selectivity. Exactly. And that's selectivity, meaning that there's not necessarily an opportunity for everyone. And that is where elitism, in the elite word, you know, begins to seep into the conversation. In countries that developed enormous wealth and South Korea would be a great example, then they created their own high performing universities, highly selective. But in many middle income countries and developing countries, very, very difficult for them to do that. And what they would want would be affordability, access, and innovation. And so we would go into countries and develop something like that. And over time, people began to recognize and seek that. And I'll just give you one quick anecdote that I remember from many years ago. I see one of my friends from the autonomous University of Guadalajara, Juan Carlos Leano, is here. Years ago, in building up Laureate's large university in Mexico, I once was asked by the Minister of Education to come visit. And he had a chart on his desk showing how the growth of participation in higher education. And he had attributed a percentage of the growth because of the capacity that we had created by investing in education and creating universities in his country. So 20% of the increased seats of capacity in his country, we had created in my work at Laureate. Well, now when I go around the world, people want that, but they also really, really want what ASU can do. What ASU can do is bring this first tier positioning in innovation. I loved hearing that Kazakhstan is adopting innovation as one of its pillars in the same way that ASU has, and realizing that in the end, that is probably the scarcest natural resource if we don't develop it. And so people want innovation. And honestly, Michael, as you know from our work together, a lot of the people that used to look over my shoulder for Harvard, they're now looking dead at me saying, what do we do to get ASU to get involved in our country? Because they see ASU's capacity for innovation, for change, for applying technology, for focusing on lifting as many people up as possible. That's what people are really looking for. I think what Doug is talking about is providing a global platform to provide ASU's new American university model to benefit many students globally. And I really admire ASU's new model because in Korea, the selectivity is a really big issue. And ASU clearly showed that you don't have selectivity to provide high quality education. You don't gain your reputation on your incoming material. You gain your reputation on your outgoing material. Exactly. So this new concept of university really appeals to policymakers in Korea. So ASU has been regarded as a real model to transform our university system. So when I was in the ministry, we started a big project called Global University Project. We selected 30 universities and provided $750 million to each university to transform themselves to be more like ASU. So that could really be a big momentum for Korea to transform our education, to reduce the burden of the parents and students because of the selectivity. Yes, and also broaden the output of larger numbers of unbelievably empowered people. In the 15 minutes or so that we have left, because the meeting here, Minister, in San Diego is about 7,500 people who have gathered here from 60 or 70 countries. And everybody's here looking for ideas, sharing ideas, looking for tools, sharing tools, working on innovations, sharing innovations. And so what I'd like to spend a little bit of time on, and Doug, the question will be a little bit different to you, is, Minister, we'll start with you. What's on your wish list? So give us three things you wish you had right away that you don't have related to accelerating, given your constitutional changes, education as an economic strategy. What do you wish you had? More money? Well, funding is always limited. So we try to be creative. So one of the things we do at the moment is trying to come up with what we call a hybrid intelligence idea. So Kazakhstan is one of the first nations in the world to make AI compulsory for all of our national curriculum. So last year, we made AI as a compulsory subject for all high school students, for all higher education institutions students. So far, so good. Within a year, I was able to train 100% of my bachelor students. I go to next stage now, I select about 100,000 of them, and they learn coding and creating their own AI agents, basically. So it's like learning by doing. We not only teach them basic AI literacy, we make them with little funding just to incentivize. And we've access, free access to our supercomputer cluster. We've acquired two national supercomputers, and I've installed four supercomputers at four of my national universities. So basically, we've created a large funnel out of our higher education system, our education system, where every student has a chance to learn about AI, make AI part of its daily routine research. But what I wanted to have is to have some extra methodology and extra tools. And we're now working, we've partnered with OpenAI, we're a part of OpenAI for Countries project. There are eight countries in the world who would have licenses to chat GPT education. And we would distribute, we distributed all these licenses, 165,000 of them, among our faculty members. We're covering 100% of our faculty at our universities. We teach them how to use AI, not for immediate answers, for like instant satisfaction, but to upgrade and hone their teaching methodology. So basically, instead of using AI as this no-doll companion, we use it as a teaching companion, like learn it with me or teach it with me. It's a classic one-to-one agent. That's what we're trying to get into. So we believe for decades, we've been talking about personalized education. And I just, your last panel, President Crow, was really impressive. It's all about individual. It's all about giving opportunities to every single student, every single human being. And then we have this huge opportunity, huge opportunity to really, really give equal opportunities, equal possibilities to as many people as we can. So that's the idea. And I lack the methodology of creating this truly Socratic, like a one-to-one personalized agent that would help every student in their personalized learning journey. So we really need to work on those methodology. And hopefully this OpenAI pilot project, nationwide pilot project, will give us some insights. And next day is huge. I mean, fingers crossed, I'll be there myself to present the results of what in our part of the world we've obtained. We need more computing power. We need more teachers. And the one thing I lack is, my third thing would be, I do lack a new breed of a teaching fella, a new breed of teacher who is bold enough not to be afraid of this new technology, but to incorporate it in its teaching, learn to coexist, to co-create, to co-teach with this new companions. But compassionate enough not to leave it just to automation of routine tasks, really focus on working with students and having this emotional link, spending more time, freeing his time for automation and focusing really on teaching, on emotional linking with his students. Compassionate enough to instill values, to bring this new experience, freeing up his time to students. So that would be the things that I need to really try to find a new framework of education as we know. Yeah, very, very powerful. So Juho, in Korea, as you've suggested, I mean, you've reached these plateaus of unbelievable success that also come with social complexities. Yeah. And so what are the three innovations you most would like to see? First, I think we really have to build a good ecosystem. Korea was dependent on powerful leadership from the top, but what we do need now is a vibrant ecosystem that talent and workforce can be developed from the bottom up. So a good ecosystem is number one. And number two, bottom up 우선 우선적인 움직임이 필요합니다. ASU와 마이클 크로우 교수님처럼 우선적인 움직임이 필요합니다. 세 번째로는 한국의 혁신과 교육은 미국의 다른 구조로 연결되어야 한다고 생각합니다. 또한 다른 효율적인 구조로 연결되어야 한다고 생각합니다. 한국과 미국의 협력은 최근 몇 년간 발전하고 있습니다. 한국에서 방문한 회사들이 아리조나에서 건물을 만들고 있습니다. 동시에 한국의 대학과 아리조나 대학은 협력을 할 곳이 많습니다. 특히 일종의 교육이나 한국이 잘하는 발전기업의 지역에 대해서는 새로운 혁신 개발 시스템을 함께 개발할 수 있기를 바랍니다. 한국의 혁신 기술과 아리조나의 혁신 기술의 연결되면 두 가지 이유에서 효율적일 수 있을 것입니다. 덕, 당신과 센타나 크로우 교수님은 센타나 네트워크에 이미 30, 40개의 대학이 있는데 세상에서 가장 많은 것을 알고 있는 분들 중에서 가장 많은 것을 원하는 분들입니다. 센타나 네트워크는 70개까지 성장할 것입니다. ASU 런던과의 관계를 통해 우리의 관계를 연구하고 있습니다. 사우디 아라비아의 왕국과의 관계를 통해 우리의 관계를 연구하고 있습니다. 다른 곳에서 사람들이 분열하고, 학생들이 분열하고 싶어하는 곳도 있습니다. 그래서 어떤 혁신 기술에 대해서는 사람들이 가장 많이 원하는 것일까요? 이 관객과 시청자들에게 말하는 것은 센타나가 어떻게 일하고 있는지 알게 될 것입니다. 센타나가 어떻게 일하고 있는지 센타나가 어떻게 일하고 있는지 센타나가 어떻게 일하고 있는지 센타나가 어떻게 일하고 있는지 알겠습니다. 감사합니다. 오늘은 ASU 런던과의 관계를 통해 30개의 나라를 연구하고 있습니다. 몇 개의 나라는 새로운 대학을 만들고 있습니다. 이것은 저에게는 매우 흥미로운 일입니다. 왜냐하면 당신은 랭크 슬레이트를 사용하여 시작합니다. 우리는 그 환경에서 필요한 것들을 맞춰보기 위해 노력하고 있습니다. 예를 들어서, 어떤 예를요? 카색스탄의 아마티에서 새로운 대학을 만들고 있습니다. 이 대학은 혁신 기술의 대학입니다. 이것은 필요한 것의 예입니다. 아시다시피, 우리는 아주 흥미로운 프로젝트를 하고 있습니다. 지금 사우디아라비아에서 발표되지 않은 정보입니다. 우리는 우크라이나에서 새로운 대학을 개발했습니다. 우크라이내에서 발표되지 않은 정보입니다. 불행스러웠습니다. 전쟁 속에 활성화되고 있었죠. 전쟁 속에 활성화되고 있었죠. 그리고 전쟁 때문에 활성화되고 있습니다. 그 나라에서 필요한 것들에 대해서는. 정말 흥미로운 예입니다. 우리는 파키스탄에서 새로운 대학을 개발했습니다. 노백 장관께서 파키스탄의 예에 대해 말씀하셨습니다. 엄청난 나라입니다. 당신이 사람들이 원하는 것을 말하면, 그 나라에서, 그들은 세계의 일부가 되고 싶습니다. 외국 대학들은 몇 개 정도가 카자흐스탄에서 개발하기로 결정했습니다. 하지만 파키스탄 같은 나라에는 그런 경우가 적지 않습니다. 파키스탄은 카자흐스탄 보다 나라가 적은 나라입니다. 그러나 인간 경제에 대해서는 매우 중요한 나라입니다. 그리고 우리는 오늘 정치적 중심에서 그 나라를 볼 수 있습니다. 그리고 그 나라는 핵이기 때문입니다. 정확히 그렇습니다. 하지만 이것은 정말 훌륭한 예입니다. 다시 말하자면, 사람들이 원하는 것은 무엇입니까? 제가 가게 되었을 때, 그리고 우리의 작업을 함께 했기 때문입니다. 우리는 항상 감사하다는 것입니다. 우리가 받은 것입니다. 사람들이 ASU에 대해 더 많이 알고 싶어하는 것입니다. 우리는 매우 높은 수준에서 받은 것입니다. 그래서 저는 카자흐스탄의 미니어시 노백 장관과 같은 놀라운 리더들을 만날 수 있습니다. 제가 파키스탄에 갔을 때, 놀랍게도, 제가 생각했던 미니어시 교육 장관과 만났을 때, 결국은 미니어시 장관과 나머지 나라의 국제정보원이 되었습니다. 그리고 제가 말했습니다. 좋은 일들이 일어났는지, 나쁜 일들이 일어났는지? 저는 당신을 대표하고 있었습니다. 그리고 나는 그것을 망치지 않을 것입니다. 그리고, 물론, 그것은 매우 어려운 일입니다. 하지만, 정말 흥미로웠던 것은, 그리고 저는 미니어시 장관에게 말했습니다. 저는, 왜 이것이 당신에게 개인적으로 그렇게 중요하다고 말했습니다? 그는 10년 동안 파키스탄의 가장 큰 지역의 국제정보원을 지지했다고 말했습니다. 우리는 항상 원했고, 우리는 대규모의 대학교를 가져올 수는 없었습니다. 왜냐하면, 올 수 있는 대학교들은 정말 작고, 강력하고, 혹은 인플루엔셜 대학교를 원하지 않는 대학교들이었습니다. 그들은 원하지 않는 대학교들이었을 겁니다. 그들은 정말 흥미로웠고, 응원했었습니다. 우리는 파키스탄의 국제정보원인 몇 개의 개인 대학교를 개발했습니다. 그것은 국제정보원이 어떤 도시에서 개발할 수 있는 대학교를 가지고 있습니다. 그리고, 저는 파키스탄 정부에서의 정치적과 규제적 응원, 아니, 경제적 응원을 원하는 것입니다. 그리고, 여러분의 질문에 대해서는, 어떤 사람들을 찾는 것입니까? 저는 각 나라에서 조금 다릅니다. 사우디아라비아에서는 엄청난 국제정보원이 있습니다. 우리는 모두 그 정보원의 조금 더 현실적한 부분에 조금 더 헷갈리게 할 수 있습니다. 그 정보원에 엄청나게 현실적한 부분에 많은 정보원이 정보원이 사우디아라비아에서 엄청난 정확성을 가지고 있습니다. 그들은 정밀한 국제정보원을 원하는 것입니다. 그들은 국제 학생들을 위한 안정적인 투자에 도달하고 싶습니다. 그럼, 그 나라에서 대학생들을 생산하는 방법을 찾는 나라들은 어떤 나라인가요? 대학생들을 직무하지 않는 경제적 정보원이 그 나라들에 대해 조금 얘기해 주세요. 사실, 저의 최악의 걱정, 아프리카는 아프리카에서 여러 나라에서 일할 수 있는 가장 큰 도전이라고 생각합니다. 아프리카는 경제적 정보원과 대학생들이 함께 일해야 합니다. 그리고 때로는 경제적 정보원이 대학생들보다 더 빠르게 이동합니다. 아프리카는 대학생들이 경제적 정보원을 멈추기도 합니다. 그리고 대학생들에게 직업이 없기 때문입니다. 저는 예전에 케냐에서 암비셰스 개인 대학을 방문했고, 그들은 50%의 대학생이 없었습니다. 그리고 저는 학생들에게 인터뷰를 했습니다. 그리고 제가 말했습니다. 만약 학생들이 여기 왜 여기 일할 수 있는지 알고 있었다면, 학생들은 대부분 똑같이 말했습니다. 그 반에 있지 않을 것이라고 말했습니다. 물론. 하지만 감사합니다. 그들은 그렇게 생각합니다. 왜냐하면 그들이 없었다면 학생들이 없었다면 그 반이 경제적 정보원을 운영하고 있었을 것입니다. 한국에서 문제는 교육과 교육의 균형이 경제적 정보원을 운영하는 것입니다. 그래서 1950년대 60년대 70년대 학교에 들어온 숫자가 균형을 조정했습니다. 우리는 학교의 교육 시스템을 천천히 증가시켰습니다. 우리는 학교의 수준을 천천히 증가시켰습니다. 현재 학교 교육에 입학률의 비율은 세계에서 1위입니다. 그러나 학교 교육의 수준을 천천히 증가시켰습니다. 그래서 우리는 직업 시스템과 학교 교육 학생들과 교육 시스템의 수준을 증가시켰습니다. 학교 교육의 정보원 그리고 경제적 정보원의 경제적 발전입니다. 정확히 그래서 우리는 1분이 남았습니다. 그래서 몇 가지 말을 하겠습니다. 그리고 각자 짧은 조언을 주시기 바랍니다. 우리는 이 순간에 살았습니다. 우리는 이 순간에 살았습니다. 이 세상이 끝에 도달하는 것을 이해하지 못하는 것입니다. 우리의 역사에 대해 아시다시피 존 미쳠의 새로운 책 미국의 고통 는 미국의 작품을 만들기 위해 고통에 대해서라는 것입니다. 그것은 고통입니다. 우리는 이 곳에 살고 모든 것이 완벽합니다. 그리고 지금은 누군가가 완벽한 모든 것을 망설일 것입니다. 장난인가요? 그것은 계속해서 발전하는 믿기 힘든 고통입니다. 민주주의는 우리의 종교적 정보원이 아닙니다. 그것은 지금 이 세 나라에서 발전하고 있습니다. 미국, 카자흐스탄, 그리고 한국. 그래서 제가 원하는 것은 민주주의의 전 민주주의와 민주주의의 정보원이 우리의 혁신자들에게 이 회의에서 이 정보원에게 정보원에게 정보원에게 정보원에게 정보원에게 정보공사의 가석분야입니다.. 젊은 세대는 미래를 만들 것입니다. 그러나 noodle 공식釤은 미래 유칭을 구축할 수 있습니다. 그래서 우리가 작년에 to our future generations, making them believe in power of education. And Juho, I mean, you were interim president of the Republic of Korea, so I really want to hear your words of wisdom, dude. So, you know that the more fundamental reform and transformation you want, you really have to more carefully design your policies. And you really have to focus on harmonies and balance. So I suggested four harmonies. One is harmony between bottom-up and top-down. So we are moving towards top-down ecosystem, rather than, I mean, the bottom-up ecosystem rather than top-down. Second, balance between high touch and high tech. That concept is actually inspired by ASU. That we radically introduce AI technology in the classroom, but at the same time, we leverage this amazing technology to reduce the burden of teachers, to make teachers transform their roles, to focus more on being mentors, coach, role models, to stress more on human side of education. So balance between high touch and high tech is second important, I mean, the second balance. And third balance is balance between equity and efficiency. And that's also what ASU model really stands for. I mean, you provide a huge access to the people, and you do not lose high-quality education. So efficiency and equity can be reinforced. And if you design carefully, the good education system. And lastly, balance between global and local. So AI, especially AI challenge really requires us to address issues globally rather than locally. So these four balances I really want to stress. Let's call it a wrap and thank our panel. Thank you very much. Thank you. Thank you. Take care. Thank you. Thank you. --- *This transcript was put together by our friend [Philippos Savvides](https://scaleu.org) from Arizona State University. The original transcript and additional summit resources are available on [GitHub](https://github.com/savvides/asu-gsv-2026-summit-intelligence). Licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).*