Themed ‘Future-proofing education: the essential role of resilience’, the summit was hosted by the Yidan Prize Foundation, the global philanthropic foundation behind the world’s highest education accolade.
In his welcome remarks, Dr Charles CHEN Yidan, founder of the Yidan Prize, shared what resilience means to him.
“In today’s world, where civilisation and technology make progress in tandem, where conflicts and cooperation co-exist, resilience is rooted in hope,” he said.
“Hope drives us to chase after a better life, realize our potential, and never give up.”
Yidan emphasised that resilience is essential to the future of education.
“Resilient people make resilient economies and thriving societies,” he said.
Alicia Herbert, Director of Education, Gender and Equality and Special Envoy for Gender Equality at the United Kingdom Foreign, Commonwealth and Development Office, gave the opening keynote, and spoke about the need to systematically foster resilience in education to prepare for an uncertain future.
“Whilst there is an uplift in high quality research and evidence on what works to improve student learning outcomes in low-income contexts, the priority now is to ensure these interventions are embedded in government systems, and that they are sustainable at scale,” Herbert said.
“More effective investment is crucial, but money is not enough. Collaboration is key to building the resilience of individuals, educators and the wider system to ensure lasting transformational change.”
In a guest sharing session, Professor Zongkai Yang, president of Wuhan University of Technology, showcased what AI-driven learning looks like.
He explained that AI supports educators in co-teaching, data analysis, and problem-solving, while students can benefit from enhanced skill development to build future-ready skills.
Former NSW Minister for Education Adrian Piccoli was a panelist at the summit and talked about how an environment that gives room for teachers to imagine and play a bigger role in education is key to building a system that in turn supports and sustains their resilience.
Three panels discussed the role of resilience in education through the lens of learners, educators, and systems respectively. The key takeaways were:
1. Resilience is about giving students the skills to thrive in systems co-created with them
Encouraging dialogues with students, leveraging new digitalised platforms for education, and creating a learning environment beyond the classroom are essential to fostering effective engagement with students and resilient mindsets. A panel of learners who experienced higher education during COVID discussed what can enable learners to navigate changing futures confidently.
2. Resilience grows with trust, autonomy, and agency in educators
Adrian Piccoli, the former New South Wales Minister of Education, discussed with fellow panelists how we can engage teachers in education reform. The panel stressed the importance of creating a supportive environment that builds the emotional and social capacity of teachers. An environment that gives room for teachers to imagine and play a bigger role in education is key to building a system that in turn supports and sustains their resilience.
3. Resilience is about integrating diverse perspectives to strengthen education systems for all learners
Bridging research, policy, and practice is vital for crafting resilient education systems. Dr Becky Telford from UNHCR and her fellow panelists highlighted the need of involving marginalised groups, such as refugees, in developing effective solutions. Their discussion underscored the importance of governance, international partnerships, and integrating education with public health and environmental efforts in the face of challenges.
The summit also featured fireside chats with this year’s Yidan Prize laureates — Professor Wolfgang Lutz, as well as Professor Mark Jordans, Marwa Zahr, and Luke Stannard from War Child Alliance.
The 2024 Yidan Prize Awards Ceremony on December 8 celebrated the laureates for their work in ensuring equitable, quality education in diverse contexts. They join the Yidan Prize Foundation’s global community of education changemakers.
Lutz won the Prize for Education Research for his statistical research on the long-term benefits of near-term investments in education.
A statistician and demographer, he pioneered assessments of education’s impact on sustainable development goals including gender equity and climate resilience.
His work highlights the multiplier effect of quality education for a healthier and more prosperous future.
Jordans, Zahr and Stannard won the Prize for Education Development for advancing foundational literacy and numeracy skills of children through the ‘Can’t Wait to Learn’ intervention.
Co-created with local partners, educators, and children, ‘Can’t Wait to Learn’ uses technology to develop educational games in line with national curricula.
It has widened access for more than 205,000 children in conflict-affected and resource-constrained settings across eight countries.
The War Child Alliance team won the Prize for Education Development for advancing foundational literacy and numeracy skills of children through the wonderful ‘Can’t Wait to Learn’ intervention.
Lutz drew on his demographic research to highlight the benefits of education in strengthening climate resilience. He emphasised that tackling climate change goes beyond hard infrastructure, but also involves investing in human capital to develop climate adaptability.
The War Child Alliance team shared that ‘Can’t Wait to Learn’ not only widens access to quality education for learners disrupted by conflict and climate shocks, but also improves their well-being and resilience, bringing a sense of normalcy and hope for the future.
The team stressed that for education technology programs to succeed, it is crucial to build teacher capacity and contextualize learning content working with children, partners, and ministries of education.
John KC LEE, the chief executive of the Hong Kong Special Administrative Region (HKSAR), congratulated the Yidan Prize laureates in a video message.
“The Yidan Prize represents a profound commitment to the transformative power of education,” he said.
“The bright minds and dedication of the laureates throughout the years have helped to reshape the future of education, paving the way for a better future for our students.”
In closing the summit, Lucy Lake, Yidan Prize Foundation’s Director of Global Engagement, captured the essence of the relationship between education and resilience.
“Education is key to fostering resilience – both at an individual and societal level,” Lake said.
“Yet we also have to ensure that education itself is resilient. We all have a part to play in that.
“It means taking collective responsibility for education – recognising that education is a common good – and if it is to be resilient, it needs to be adequately financed through public funding, and that there is collective accountability for the results.”
The Yidan Prize is the world’s highest education accolade that recognises individuals or teams who have contributed significantly to the theory and practice of education.
It consists of two prizes, working in harmony: the Yidan Prize for Education Research and the Yidan Prize for Education Development.
Laureates of each prize receive an unrestricted project fund of HK$15 million (A$3 million) over three years, helping them scale up their work, as well as a gold medal and a cash prize of HK$15 million.
The project fund and cash prize are shared equally for teams.
The 2025 Yidan Prize is open for nominations until March 31, 2025. To learn more about the opportunity or to nominate changemakers, visit the Yidan Prize website here.
