Hello, everybody! Ah, we're on ToTheMoon. Technological news, Silicon Valley sites around the world. Aah, special issue. A-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a- Wednesday we come out, we' we've-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a Thematic. Here. Uh, hold on. Write it down, you like it. Make your opinion. And plus, most importantly, tell me what the topics are interesting to take. We plan to take off the AI agents in future rolls, as promised. Here. Iia has a theme today, education and education, all in education, child education, schools and universities.
And actually, I'd like to start with what is, in fact, um, we're talking a lot about ToTheMoon and saying that, uh, this is a really incredible break, using artificial intelligence in life, Aah, simple people, yes. Everyone, just people. Uh, there's a technical team that's been using systems very deeply every day, and all the others in the last few years, uh, there's been some kind of incredible break-up. And I, Elnar, by the way, think I'm getting more and more in touch with that people tested ChatGPT three and a half, there, four-zero, and then, and that's what they left.
So they have a feeling that artificial intelligence is some kind of system, some kind of thing that generates and does. Not seeing the whole picture that's happening now. This is our task to increase this perception, including by showing which countries and how you are included in the educational process so that you can use, use these things, determine, a-a-a-a-a-like. education where the good, the bad, where schools can be used, which is to be used in terms of education, children ' s education, which is to be seen in the future, how to choose professions, perhaps what to do Business, in which countries to do business, in which countries, there are no niche or so on. It's very important, yes. I mean, markets where artificial intelligence, for example, is very well supported and a huge amount of money is being channelled. Like the U.S. It's just trillion dollars in artificial intelligence. There are markets that are very sceptical to limiting, yes, and they say that we will try to preserve our authenticity as much as possible, identity. And even remember, there were boxes when Italy blocked when ChatGPT showed up three and a half more, yes, it was. Italy blocked itself in the country for a month.
For a month or two, yes. They blocked access.
Actually, today's topic is very interesting that we chose her. Because you and I are in different places, somehow, with education, they've been very connected for a long time. There are still projects in which education is being carried out. In doing so, we have the ToTheMoon Channel where we are constantly discussing I. And today, this is a cross-cutting issue, very close, on one and the other. So I hope that's interesting. Here are some examples of life, some of the statistics we found, respectively, to try the world today, to tell different countries. I hope the audience will be interested, too. Think about it while we're talking, and what kind of things you'd like to see how this is happening in your country. Perhaps it would be useful for you or your children to see where this is going with artificial intelligence.
The same subject, by the way, has begun. Well, we have a lot of experience, there, in education, completely differently, both in business and in technology, in IT. And the subject started, remember, when we said in one of the episodes a few weeks ago, that China was just so on the front lines and wanted to introduce artificial intelligence studies in all the country ' s schools from the first. class, teacher training. They have, since the first September, started directly into mass, mass systems, there in Beijing, in different cities, where they start to train dozens of millions of, uh, students, yes, and there are thousands or tens of thousands of teachers. And from this topic, we went into the list, about different countries, yeah. We're gonna try to get through this very fast today. United States, United Kingdom, Germany, France, Singapore, China, Israel, South Korea, Japan.
I want to start with the U.S.
Come on.
Given that I'm in the US, in California and, um, I want to start with the US, and we'll show you some statistics so that you, uh, well, have some common, common, The painting, yes. Right, Elnar?
Yeah.
So we're at least trying to show approaches and trends. The United States is a great deal of understanding with you that it is an innovator from the point of view of artificial intelligence. With the biggest chip companies, with a large number of companies. Well, it's just, well, it's on the front, right, from a model perspective, how much is it? Forty or thirty-five of their own models. China is the second one. And, uh, in the US, there's a fairly disparate education system in the US, and the market is very simple. Even if you study statistics, I think the EdTech market, well, there's a different technology in China, India's better than the US. So, on the move.
And-and-and-
Correct me if I'm wrong, but I think in the US, schools are quite independent of each other and from the general education system. I mean, there's a director or district or there, there's a state-wide adoption of separate, there, I don't know, there are regulations on the learning process. There is no such thing that all America is learning about one standardized curriculum and, accordingly, using artificial intelligence there, and others, it is not being regulated throughout the country.
Look, it's kind of like that. At the same time, well, school is clear that there are very different things, right? And you and I know that in Russia, like, teachers have the right to use any of their training systems in, uh, de-children. Although we understand perfectly the system that is superficially so unique. Of course, there's, uh, a little more decentralized, although there's centralization, yes. And now, in the time of the time of the time of the arrival of the Trumpa, he came in, said, "I'm gonna let the Ministry of Education go, and every state will be doing school itself." Although, when you were in California, I understand at least California, yes, they did. It depends very much on where you have a school where they are. Because, for example, I have kids at school, at primary school. I have four kids, two of them, like, sniffing in the elementary on Stanford's territory. And there's a very simple approach. The teacher says, "If we had no big deals, well, millions of dollars in our zone, I would have had your kids to learn how to paint or teach ourselves how to play tools. It wouldn't work out well, yes. And we hire some expensive music teachers, some expensive art teachers, some expensive teachers, some expensive teachers, some more, you know, different subjects, separate independent teachers. Whose money do they make? They don't just make money for money, it's not for the county money or for the state's money, it's for the money that parents in here make the kids to the school. And that's certainly a completely different approach. Here. But this is an interesting, separate topic, yes, for discussion. And I guess some conclusions can be drawn on it, too. Let's see if we can tell.
Yeah, why did I start talking about that? Because while you and I were watching the statistics on different countries, it was interesting to see that there was some kind of public introduction of systems and the educational process, and somewhere in some countries it was, in fact, not done. Yeah, and, like, in the U.S., we're gonna go a little bit of a statistic now. Very much use, and artificial intelligence in the training of such private, i.e. private initiatives when a teacher is there, some particular school or pupils are taking initiatives and are beginning to take initiatives. Introduce it in the process of learning, yes. And there we have some pretty detailed statistics, how many students use how many teachers use. But there's no centralized system that's in all schools, like China's talking about.
Yeah. Not at all. That's right. And that's a problem, by the way, from the point of view of the centralized system. I was just thinking I was a Belarusian. Thought it would be easy to deploy a centralized system in Belarus, for example. In the US, or as we are now, you're referring to Singapore. In the United States, it is certainly not possible to deploy a centralized system.
You have a state that can block, then someone down the block, then someone else blocks out. Look, in the statistics of last year, well, we can talk about two fourth years very well, yes, it's said that almost 60 per cent of school directors reported artificial use. I'm intelligent in my work. And there are different roles, there are directors, and I think it's very strong, well, quite a strong indicator. Teachers, the students were 66%, 67%, so, uh, 70%, too, yeah. So, teachers used artificial intelligence. But you're saying it right, it's a lot of questions, it's not individual systems. And in the US, the artificial intelligence in the use of education will be, uh, very tight. It's guaranteed. Yeah, it's guaranteed in terms of people's approaches. I mean, because there is no single national programme on artificial intelligence in education in the United States. But once again, there's a huge agenda for artificial intelligence. Now, especially in the new administration, and in the past administration as a whole, artificial intelligence is very much discussed everywhere. Yeah. I think so.
I'm talking everywhere, yeah. And I think the U.S. is a top government in general. Well, I say, among such huge, big countries, big countries, m, still that starts discussing artificial intelligence at once. Well, I mean, very fast, yeah, very quickly started talking, so fast started at state level. I mean, there was a lot of things, but there's definitely no single agenda. But once again, the EdTech market is somehow developed, but companies are worth a little. Yeah? And if you and I are watching companies in the US, Education Technologies, they're cheaper than companies in China, yes.
The most expensive companies will be in China.
Yeah. And here I'd have two more points. There is no such, uh, central implementation, but on the other hand, the enormous potential, uh, AI, which is in the US, is that of the company, and the market, which is, what has it brought? That's what I see, first of all, that companies are private, uh, that are implementing it. I mean, like, Han Academy, many people probably heard a non-profit company with a pretty close connection with OpenAI. The company in Mountin-Whoe, just right near you, Sas, it's where I think it's been in the eighth, ninth year. And, uh, one of the largest such educational platforms in the United States, respectively. Uh, they created, uh, and that, uh, student supporter, Han Migo, they call him, and, accordingly, many students are familiar with the system and, in fact, they are in the process of further training in the system. This system. But again, it's not a centralized training countrywide. That's one aspect, isn't it? So companies are coming up, and they start to do it on their own. The second story is all the major operators, uh, I mean, uh, artificial intelligence operators, such as OpenAI, Google, Anthropic. They have a special tariff for educational institutions, especially for students, of course. But, accordingly, they themselves offer, either centrally or centrally, there, that could, uh, be purchased by educational institutions, or, consequently, students on the stand, there, students, they, Accordingly, there may be some relief, lower cost or no cost at all if the university has purchased these licences. I mean, it's an arts education, it's happening. Another case is that for large OpenAI companies, it's obviously not-- not-not-not-not-not-not-just-not-just-not-just-not-just-not--just--not--not-just-just-not-just--not-just--just--- just Completion, completion of university studies or somewhere they've already been very close to these tools and have continued, haven't they? It's been a while, 15 years ago, it must have been Microsoft's company that issued free licenses to students, Windows, IDE, for some other stuff. We always had a question: why are they giving free? Why is it expensive to be licensed? But then it becomes clear that you get used to these products in three or five years of study at university and you keep using them. Yeah. And that's what happens on the one hand, yes, this is not a centralized story, on the other hand, a huge market, a huge potential of technology, and it's all in each other.
And as you're statistically reporting, over 60 s-% of students have been using it last year, uh...
Yeah, but what do you want to add? What you want to add, huh? Since we were in this, uh, well, I have a few business in education, yes, and I'm very much in education. There's no money in this. I mean, if you look real, like, money is personal, but if someone wants to do a start-up, an educational start-up in America, it's hard to earn money. I mean, if we see, I'm in, in investment funds, and I'm looking at some start-ups, a lot of stuff. Very little money goes to the start-ups in education. I think, yes, people need to. People need education and food. I mean, it's like a huge market. And, uh, companies like Coursera or Udemy are worth less than two billion dollars. So, uh, what's the American market now with less than two billion dollars? Well, as you can see, giants are worth trillion dollars. I mean, it's weird that there's no company, there's more than a trillion dollars. And in my hypothesis, my hypothesis is that there's a learning company in the horizon for ten years that's gonna cost hundreds of billions of dollars, probably a trillion.
Well, I mean, she's got to show up. Interesting, by the way, I want to see and move on to the next page. It's important about the U.S. With all the development, a survey was conducted last year among school teachers. And how do you think the percentage of teachers said that artificial intelligence would be more useful than harm? That's what's interesting. Six percent. Six percent of the people and twenty-five percent of the teachers said that artificial intelligence is bad. Well, the rest of us have abstained. Uh, why are we giving this number? Because when we discuss other countries, we'll see how other people are involved. I mean, that's a big factor, too. If you have six percent of the teachers who think that using artificial intelligence is, well, useful, but it's obvious that you're going to have a little a little bit different, especially if you're in the US. - That's a good idea. I mean, it's almost impossible to introduce. Subject to all trade unions, restrictions, details and everything. But people will be using it. Mm-hmm, unreal, huh? Seventy percent of people, by the way, I think the U.S. must be one of the leaders, yes, that's what it is.
We're in-- we're in this size of the population, so the population is just a bit of a coral, right? Britain. Britain as leader in EdTech, uh, EdTech Educational Technologies, uh, education technology in Europe. The second country after Britain is Germany, I think. And Germany has a pretty serious project. Uh, Britain as a whole wants to, uh, stay on the front lines of artificial intelligence in education. And, um, as of the twenty-fourth year, fifty-seven percent, about, uh... Teachers, uh, schools, regular school, there, middle and high school used artificial intelligence, yes. Although, from the pupil perspective, students were trained, there were 77% of the statistics at the age of 13:18 years. Look, 70%! Thirteen to eighteen years old. Well, that's an incredible introduction. By the way, it is interesting that if students use, if teachers protest, teachers will have a very big problem with their training. Yes, Eldar? Oso-- you're like, you're like, you're like, with a lot of teaching experience, including at the university, complicated things, yeah, math, programming, you can say that's... You know, if you protest, you're in this mid--- and if you protest, you don't know that, right? Here. And that's very, very, very, very, very. And eighty percent, seventy-eight percent of British students used, uh, and they used ChatGPT. I think it's a very important indicator. And this, uh, indicator has grown. Look, there are indicators that didn't change much. In the US, if you look, there's a twenty-third, twenty-fourth year, sixty-five percent of it used it, and it's been used. And in Britain, in the twenty-third year, uh, at the school of the 13 to 18, again 13 to eighteen, look, it's the age, not the forty, it's not the thirty. Thirteen-eighteen. In the twenty-third year, there were thirty-seven per cent, and in the twenty-fourth year, seventy-seven per cent. I think this jump is just that it's a non-rea-inertial jump, right?
And teachers are very interested in using, aren't they?
Yeah. It's important to add here that if we continue to think about America, we said there was, uh, a public platform in Britain. I'll tell you what it is. Oak, uh, National, Oak National Academy.
Academy.
It's like a oak. That's the transfer, right? If my English is not very clear.
You just said no. You just told the Academy. It's about this comedy.
Here. That's it, yeah.
Yes, Oak National Academy.
Yeah, yeah, yeah, yeah. That's all I need to know about my English language. Accordingly, a, there is a public platform that is funded by the State. It defines a certain knowledge base that can help teachers generate, there, content, tests, other things. E, teachers are not obliged to use this, but accordingly, this is, uh, permitted-- unlicensed, accredited space where teachers can make their own materials, using artificial intelligence. There's a ChatGPT 4o under the hood. At least on the article, uh, on the website that was on the product, it is likely that other models will be used in the future, but in one way or another. Yes, that is, unlike the United States, there is already some kind of platform from the State, funded by the State, where some teachers, methodists, experts who collect knowledge bases that are used by the State. pick up some formats that can be used further. And then, schools can make decisions on their own, teachers can make decisions. If they want to use it, they're allowed to use the model.
In fact, it also probably gives a little increase in the number of teachers who use artificial intelligence.
Yeah, and here's an interesting moment, by the way, about the State model, about the Ministry of Education. The British Ministry of Education has a clear agenda. They say that artificial intelligence is seen as a tool to reduce the paper burden of teachers, staff training and support, there, feedback. It is emphasized, stressed, yes, that teachers are irreplaceable and artificial intelligence should not replace them. We'll see the world's politics, by the way. It's very much shared. Someone thinks that artificial intelligence will replace people, and people will just live and enjoy life. Someone thinks that people and people will be slaves, and they won't have money, they won't have anything to eat. Someone thinks that artificial intelligence will not replace anything, but it'll just improve. It's very much different. The new president's administration, by the way, they're making a very clear statement that since-- they think that artificial intelligence will help.
So they think that artificial intelligence will help to develop humanity, not to take people away. Yeah. Well, I think that's a political agenda on their part, that's quite right, probably right enough. And that's what Britain is, notice that the state is very, well, demo-- how is that? What's the right word? I forgot the right word. They're very, very discreet. And Ilnar, you said it was fun. In Britain, ninety per cent of British teachers support the integration of artificial intelligence into the school curriculum. Eighty percent believe that the basics of artificial intelligence need to be taught from the primary level. Eighty percent, yes. Eighty-eight per cent of educators expressed the need for additional training and professional development in the area of artificial intelligence. But I'm telling you, Ilnar, 98%- 80% of the teachers who think we should develop in artificial intelligence, we understand, of course, yes, that we don't know what the number is. People asked what they looked at. But it's a very serious indicator. Well, I mean, I think it's really serious, it's... I don't know what position it would be like to interview teachers, all teachers in Russia, for example, yes. Or question everyone. We're gonna see you guys, like, big countries in India, right? There's a number of institutions in these technical, yes, it's amazing. It's a big deal, isn't it? Market, market, market, market size and volume. Here's Britain. Britain, as we said again in EdTech on the front lines, the market is estimated to be around, well, it's fairly decent in money, yes. And honestly, I've never encountered a lot of things, and I've never really encountered platforms in Britain in terms of learning. Oh, by the way, a little fun. I had a design company, my first two thousand eight year. Eight, nine, ten. And in the eighth or ninth year, I opened in the seventh year, but in the eighth, ninth year. That's not the point. I had a software contract for a British company that was developing content authoring tools and then sold it to a huge operator like that blackboard. So? What's interesting? The interesting thing the system was that they were doing a system to create and develop a multimedia content, that is, that you could transform it. They had known systems then that transformed all the teaching formats. There's a SCORM training format, yes, on the platform, there's a PowerPoint and so on. And then we were making a good money for them, and we went to Britain. And then the owners of this company sold, you know, selling this American provider directly. I'm not even in the UK with my education companies because of my... because of his things.
I wonder if the British Research Council for the twenty-fifth year this year has announced a competition to study the impact of artificial intelligence on learning to reap scientific evidence. That's a very nice study, isn't it? It is in the view of identifying this as a scientific study that you must not rush. I mean, on the one hand, it seems like a rush to be, on the other hand, we understand the enormous number of problems that occur in terms of education, including ethics. By the way, what topics in education were you interested in taking down from a technology perspective? Ilnar and I were discussing, maybe some platforms, more detailing what teachers need or learning, where people learn, what platforms. I mean, there's an interesting thing that you can see, including the ethics issue. Germany. Germany is like a British counterweight, isn't it?
So, Germany is a very big EdTech market again. There are quite important operators, very well-known operators in the market, um, in the school market, straight, well, world-related, different integrations, there with Meta and very large integration, there, Hundreds of millions of dollars, well, quite serious systems. But in Germany, and not in Germany, what is being implemented moderately and unevenly, right?
It is estimated that only 10 per cent of school teachers have tried to use artificial intelligence for the twenty-third year. So, the twenty-third year is over. Although it was the twenty-third year, please draw attention, March was already an explosion of artificial intelligence. Yeah. And here we see the difference with the United States. I mean, Germany is very, very calm. They're obviously developing different strategies there.
They have artificial intelligence strategies, they accept different recommendations for using artificial intelligence in schools. And they call schools. That's interesting, by the way, they have a moment, in the twenty-fourth year, they did it. They decided and decided not to prohibit artificial intelligence in schools, but to use it constructively, yes, by training critical thinking. And of course, I think the ban is a total problem. I mean, well, not-not-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no-no I think that in many countries, it happens at the same time.
It's forbidden, right? It's a very specific story.
Yes, in Germany and Europe as a whole, they have a high pressure on GDPR, which is a personal data law. And therefore, this makes it difficult to implement this simple process. And especially when it comes to children. You were talking about the ethics too. This is, however, much more difficult in Europe than in other countries. But again...
Especially in Herma...
Yes
In Germany, in particular, in Germany, 60 per cent of Germans believe that artificial intelligence is being used, and that artificial intelligence is being assessed negatively. Imagine, 60 percent of the Germans are negative. Well, yes, given their GDPR, and they don't have any more, by the way-- there's still a big factor in Germany. Teachers have no access. German teachers generally have no mass access to English-speaking chat-bots, for example, in schools, right? And you and I don't know any type of German cool model.
Here we know, from France, yes, Mistral, and Germany is hardly. In France, in France. A little Europa, yes, to understand. And I don't think Europe's the best technology has lost the market, in my opinion. I'm a lot in the technology market, by the way, in France, I've done a lot of automating equipment from different parts of France for two thousand fourth, fifth, sixth and seventh years, right? I guess I had contracts in eight too. And then it seemed that Europe was strong enough in technology. It's a little, uh, different now. According to the Ministry of Education, less than 20 per cent of teachers regularly use artificial intelligence. Well, that's the twenty-fourth year. We'll see what's going to be in the penetration of the twenty-fifth year. But let's note that France is very, very conservative, very conservative, without any surgery. We're just going to go with you now to countries that have very serious movements, yes, and very serious approaches.
France has decided that in the twenty-fifth year it will increase the education of artificial intelligence in the United States. And that's what they're doing, in-- since September, it's twenty-fifth year, that's, since September of the twenty-fifth year, that's after summer in all colleges, colleges, that's the fifth, about fifth to ninth grade in Russian. And in their lycées, it's called lyceum, it's a high school in our tenth to twelfth grade, and there's a digital literacy module and artificial intelligence. Yeah, they have a platform. It's, I understand, such education, yes, pixeducation.gov.fr. It is a public platform to assess the development of digital competences. Well, they're gonna add a study of artificial intelligence to, uh, a centralized platform, right? And that's an interesting thing in the way of trying in Russia. We were involved, remember, we trained, I don't know, we're thousands of five people, yes, we trained in IT education in Russia. Which one? Twenty-first year or twenty-second year?
Twenty-second.
On IT.
There was a website project.
Twenty-second.
Yeah.
Yeah. Where the State, the State, was helping, wanted to teach people. And then the State has covered this subject. So, there was a mistake, yes, in terms of the methodology, by the way, an interesting, interesting approach. What was the mistake? The first project they've done, they've been putting on the bet that the more people get on the program, the more they get. A bunch of people went on the program, and then they finally saw that it was like 100, one out, and everyone should be paid. They decided to add that they would check the diplomas, and they looked more closely at the program, check the diplomas. So what are you sending the education company to? You're sending an education company to make an education company interested in a student getting a degree, not a student getting a certain amount, you know, or some kind of knowledge, I'm sure he'll continue to apply. Well, they've made this program wrong again. And in my 20th, maybe a year, yeah, they turned it off. Don't you remember? Twenty-third, maybe a year, huh?
I don't remember any of these details. But I wonder, there are different countries saying that you're gonna turn on education, there's an AI-Ramotism paragraph, yeah, there's an artificial intelligence. I'm very interested in what they're learning, given that the system changes from one month to one month, new ones are emerging. Whatever it is, you know, there's a PowerPoint study on the informatics at school when everyone needed to be a computer. What do you want?
So you, horse-- yeah. So you mean what could be in the public system, right? This. This. In France, however, the interesting point is that in France the pedagogical community combines interest in artificial intelligence with the traditional strong emphasis on the humanistic values of education. Yeah? And many humanitarian teachers expressed fear that
Humanitarian subjects expressed fear that artificial intelligence would undermine children ' s development of mind-telling skills and a beautiful letter. Well, that's the same direction for people. If the teachers are so directed, what is the artificial intelligence? Here. And again, by the way, I'm not against these things. I think that with regard to a beautiful letter, this example in the United States is not enough, um, well, it's a little hard for a Russian man to understand. There's a grom-- there's a whole bunch of generations that can't write hand, uh, not hand, what's that called? When the Calligret, uh-
The manual text, yes, you're right.
The text in the manual, yes, the manuscript, i.e., cannot be written in a manuscript. And it was a straight case when my wife wrote something and brought it. And her English level is quite simple, yes. Well, compared to the fact that it's a sympathetic sympathetic. And she brought it, and, uh, showed it to someone, showed it, and the man couldn't read it. That's very interesting, isn't it? And in-- now they're teaching, yes, the kids write, they're learning very much like us. Well, at least I see my kids. Oh, and it's clear that with the art of mind, children, you know, remember the childhood we've been doing, yeah, and with the technology, what can happen now? And even me, I had a printer there early, and I could have typified microtechs, and I could have some reflexes, look, look. I mean, got a computer there, I don't know, 1,000 de-nine second year, and there in '96, I connected it to the Internet, so, by studying at school in '90s sixth year, I was at the end of the day. What was the class? Eight. Well, somewhere else, I've already had the opportunity to find something there. But I understand there wasn't much, we didn't know much. Now, you have a superaccess Internet, you can find incredible, you know, unbelievable things, right?
And, uh, this could lead to some problems. Here. But in France, by the way, France is planning to introduce a national system of artificial intelligence for teachers throughout the country by the year of the twenty-seventh. That's the other thing they're writing, Ildar, I'm laughing at this moment. They say the project results are $2 million. And when there's a dozen million dollars in that show, you think it's a national system for the introduction of artificial intelligence? It's billions of dollars to be in control of data, especially in Europe, to have a good system that, uh, holds ethics, but, uh, takes serious training. So, to date, with a dozen million dollars, uh, well, nothing's wrong-- well, you're gonna turn it around. But what national system is, right? What national system can you talk about? Although they plan again in the twenty-fifth year to complete the training of three hundred thousand teachers in artificial intelligence. So France has established nine institutions of superiority in artificial intelligence, right? They have a focus, some of them with a focus on education, skills. And that's an interesting subject. And they're planning to train 100,000 artificial intelligence specialists by the thirtieth year.
But how real is this, how publicist, as you said, maybe they'll be powerpoints learning it, we'll see, see what's really gonna happen. Singapore. Ildar, tell me about Singapore, because I think Singapore is, as always, a very serious case like a side like the world, and it's really very serious.
The favorite case of all the countries we have here. But there's only three hundred and fifty three schools in Singapore, according to Wikipedia.
And, in fact, on that scale, anything can be implemented very quickly and in a focused manner and so on. What's good in Singapore? Oh, all centralized, all through the State initiative. A special student Learning Space platform has been established. Yes, that is, a system that trains students. There is a training module for teachers to plan the lesson, which is, accordingly, the production of some teaching materials to track the student performance. It's not just their grades, it's an electronic magazine, right? And that's every subject that's gonna be crushed on little subtlets. Let's take it, let's say math, study, English language, first of all, yes, there, or something. And the teacher sees it on every little subject, which student has learned, what a student has not learned very well, and who is often lost when he answers, right? And you have all this in the system, respectively. The teacher can work exactly with a student, and may therefore group students by their level of achievement. I, of course, as a man with experience, have been very short of teaching at university for 12 years. I'd say when I read it, I think it would be much easier for me to understand which of my students doesn't understand anything, but who, for example, just smashes, but actually understands everything. Yeah? And that's a very good story. Here. But again, I repeat, three hundred and fifty three schools, the city of the state. It's possible to install things at an inaccurate speed, which is what they do. It was the English and math program in the twenty-third year, right? This system was first set for these two subjects, now there's a very wide pool and a plan, I think, for the next few years, for almost all the topics that are available, to cover all the education in the field. Singapore. This has both adversaries and supporters, but somehow, Singapore has a very high level of education. They are therefore trying to maintain it at the same high level.
Yeah. Well, you've noticed. I... You know, Singapore was a lot of discussion once, even in the business community. And here's the example of what the main people and the government did. But it's a very small country, of course. And little is the basis they have, and the rigid regulation that is available at the technology and business level and everything, enables such systems to be easily and easily launched.
Well, it's like, three hundred sixty schools. What is that, huh? Let's go to China. And in China, I want to start by showing a little other way around people in their thinking. Yeah? Chinese society has traditionally, understandably, valued, uh, this strong, there, values education very much. And, uh, look, Chinese teachers and parents are more concerned about the conquering competitiveness of children. And they say that if artificial intelligence helps to achieve better estimates, we use it. I mean, this, uh, I think it's a very important story. What's the paradox?
I mean, we'll remember France. France, for example, there are children who are going to lose, I don't know, there, creativity or writing can't be there. Britain is some kind of internal ethics. Again, from the perspective of the development of the child. The Chinese say that there are 60 per cent of people concerned about unfair competition and abuse. I mean, basically, the problem is not that children, I don't know, will lose some love, there, or joy, or some detail in their own upbringing. The biggest problem is, in China, people look at the problem, for example, where competition is, and who, for example, did, did not do it. And, well, that artificial intelligence can be used by children themselves, yes, or by students themselves. And by the way, the subject was a big expression, and the concern was also a polemic in China ' s social networks that the surveillance is even more intense with artificial intelligence.
Well, in China, we know that there's a human rating, and that rating is a well-functioning system, composed of a huge number of different parameters. I think it's a very interesting subject for analysis and discussion. It's a human rating. And everyone says that what happens when you use the temporal intelligence in children's education from the start. I mean, in fact, in 20 years, imagine that man would know everything. Well, you'll have a car with the data and start... Well, let's be honest. If I'd get the whole history of my training today, if I'd been followed and everything was and everything was there, I'd say instantly any system, well, it's very easy to teach it, it's a penny, right? She'd be serious enough to show me some things. And that's why, of course, it might be a question in China. That for the State is the highest control and some allocation, distribution, sequestration of children.
I mean, you're great in the series, you're bad, you're cool, you're bad.
Oh, well, you're talking about this experiment right now. The article stated that the experiment had been conducted with a test of the involvement of pupils in the educational process, uh, by artificial intelligence, in blunt words. How often he turns his eyes off the textbook, how often he distracts, how emotionally involved in the learning process. They tried to experiment, but they were, respectively, faced with, uh, dissatisfaction on the part of the parents of the pupils. Well, you know, yeah, it's really that tough robotic, it's how much this is all being tested. You took your eyes off the textbook, all of them, like they did. Less on social rating or something.
And a little history was rolled back, respectively. Although, naturally, implementation is quite serious. And the first part, I remembered the competition... In the valley, you have a straight term tiger mom in the Silicon Valley. It's like a tiger mom. Oh, well, a lot of different people in the valley live. There are people from China, India, from other countries. And, accordingly, it is Chinese moms who are different that their baby has a secret place where it goes to just so that it's a straight top level.
To be a straight-up level, uh, among all the other students. Any money is spent on teachers, extra clubs, rehearsers. Only if the child was as competitive as possible and won the competition was there, at some higher school and so on. On the one hand, good, but on the other hand, the straight-out terms are very different, so, uh, culture from other countries.
Yeah, very much. I remember when we arrived in the States, uh, a girlfriend came to see her daughter, uh, a Chinese girl, and I don't know how to say the right thing. And yes, and then I came, so my girlfriend and, uh, my daughter said they had a book for a month. And, well, we didn't even ask her what to read when she was clear. And her friend's parents said, "You should read the book this weekend." And she was right-- well, she was right, um, she was a very strong separation, so she was disconnected, and she's got this parameter. And a lot of parents, uh, from China, they're determined from first grade to get their baby into Stanford and everything.
So they're urinating right and doing anything. I'll pay attention to China. That means, by the way, Illar, that China is not only developing within China, but China is still developing in all absolute countries. And by the way, the U.S. government has been openly speaking many times this year, and the technology operators have spoken. Elon Musk, by the way, said very seriously that the number of engineers in China was insane. I remember, there was, there was a trend when it seemed that Russian engineers were somehow superior to this, well, it was really something. I'm hearing a very serious trend, yes, that the number of smart Chinas, from China, the people that engineers in programming, they just outperform everything together.
Well, there's a lot of them, yes. So, China wants to have another interesting topic to tell us that there is a huge problem with not-- not with artificial intelligence. Let's go to some provinces, in Russia, in the US, in China, and we'll face a problem, for example, access to the Internet. And China has launched an initiative to ensure that all rural schools are connected to the fast Internet in the twenty-fifth year, including why? Then, to-- they have access to national digital platforms. And artificial intelligence is planned to overcome the shortage of teachers in remote areas where internet-based classes, a s-- an artificial intelligence assistant and remote teachers together They teach village children. So, basically, what do they want? They want to strengthen this problem with, uh, uneducated teachers, just so they can get kids to be assistants in artificial intelligence. Of course, China, I think it's the first person to be mass-examine and protesting, and to get, uh, and help-- and it's already sorting, yeah, artificial, artificial, artificial, mass, just multi-faceted, because he's not.
The difference is, he'll replace the teacher, he won't replace the teacher, people will be left, people will not be. It's a big political agenda, isn't it? It's another movement, completely different. India. So in India, artificial intelligence goes, uh, quite unevenly, well, given the general, I understand, India. But in India, it's a shock to say, I'm impressed with the volumes. They're, uh, in the '25s, they're declaring that the twenty-fifth year is the twenty-fifth year of artificial intelligence. And the All India Technical Education Council has declared, so he said that this is the kind of thing that goes to artificial intelligence. And he said we were planning to involve 14 thousand four--tech graduates and 40 million students in the artificial intelligence initiative. I, Ilnar, when I saw the number of 14 grand, uh, graduates, I came in, I over-checked him because I, I, I couldn't. I have, you know, my brain is just fourteen thousand technical zips!
And there's Singapore, like, three hundred fifty schools.
Yes! And there's Singapore, like, three hundred fifty schools. Forty million students! So, someone in France is going to teach 40, 100,000 people to 2,000 trid-- this is another time, numbers. We plan to teach 100,000 people by 2,000 in the thirtieth year. So, India. We want, like, 40 million students to be in artificial intelligence. Forty million! That, uh, well, that's very serious, that's very serious. And, by the way, about India, well, let's just say it. The number you're looking at is the presence, uh, of people from India in world companies. To date, Google and Microsoft are running people from India, yes. It's amazing for me, by the way, that it's still amazing that it's actually, uh, at the level of the American government. Although there are some circumstances, discussions that these people are very well, um, neutral, in a neutral vector, when it is necessary that the company not develop and when it is neutral.
Although I don't know, yes, I don't know, it's really hard for me to say, but 40 million students are falling apart. And India is the home of a huge EdTech market, yes, second-largest finance after China. And India is really a very big company, like Byju's, yeah, there's more... Again. I was the manager of the Geekbrains company. Ilnar was responsible for all IT education inside, and we had six million people on the platform. So, in the Byju's more than 100 million users. So volume, just volume, yeah, volume, and quantity, and total.
It's just, uh, it's not real, yeah. Aaah, in India, the perception is largely positive, positive, positive for different people. Why? Because the government and society see artificial intelligence as a chance to solve some chronic problems. There, shortage of teachers, low individualization, language barriers, and problems in the country, yes. I mean, there's a problem in the country. As my friend businessman said recently, he said, "In India, there are so many people, so little work-- no job that people create, come up with work." So you open the elevator, so you press the elevator button, yeah, to pay them an apple, yeah.
So, this is-- and this is what he's saying? He once said the problem of artificial intelligence, that if artificial intelligence becomes a mass, starts doing everything himself, people will make different jobs, make it up. And because people in many professions will become unnecessary.
And here's the question. You'll write it, by the way. I wonder what you think about this. What's gonna happen? What happens after all?
This paragraph, which you noted about the shortage of teachers in rural areas, is for India and China, given their enormous size and the number of people in these countries, it is very costly for them. And I think it's a great way to go when you can actually build a public education program, build a platform, put an AIA. in there, and put one in class. The assistant may not be very qualified, but who will support and moder the social interaction in the classroom in some way.
But China, I think it's not gonna be a long time, I think. China and India as a whole, if they take care of this task, are able to do so. Well, China is the first thing to do.
South Korea also wants to train 5,000 teachers in the twenty-fifth year. I mean, they want to develop it, but... They generally expressed their ambitions that they wanted to be one of the leaders of education. They say at least how they can do it. I mean, they said that by the twenty-eighth year, they were planning to ensure that 100 per cent of school graduates had basic knowledge of and were able to use artificial intelligence. By the way, there was an interesting theme about China when I was studying what they were, what they were planning on teaching kids from first to eleventh grades, they were not just planning to teach them how to use their job to use. programming. There was a Python right there, different systems were like Excel. So they didn't consider training as a simple study. Like you opened it. Look, this is important. Now someone might think that art education is like a prom to create. No, there's a logic of looking forward to it. And it's training in the development of different systems and in-system programming, intra-system-based placement. Although, by the way, Ildar, do you have any idea what it is to plan the training? What does a man have to know in ten years? Well, that's a difficult task. Now, today is a very difficult task. And I'll just, too, pay attention to the audience that it's not training, some kind of nonsense. I mean, they're gonna be trained. That's a subject, by the way. They can still talk. We've got a type of instruction in Word and Excel, too. People don't really know Word or Excel on the way out. If in Russia, in Belarus, for example, people were taught Word and Excel, mostly no Word Excel is normal. Well, I'm talking about normal use, right? The Excel DVR and the Excel summary tables. So who can do that from people? Well, it's a base one or a computer. Who, when they leave school, knows the blind press course? I mean, that's what a great job at school would be. Well, learn the blind press and everything. I mean, number one. And that's why, by the way, it's very interesting to have a load and a look, and actually, what they really do inside, what they're watching, and what they're doing.
I just remembered the blind press course. We were sending all the boys to the auto--
All boys were sent to the car, and girls had a choice. Oh, and either they received a barrel of a stitch, a motorist of some kind, or a secretary-referent. And those who are the Secretary-General, they're on print machines, uh, blind prints were supposed to print the text at a certain speed. I think that, uh, for these girls, it was good to go on and on and on, maybe even in the job.
Yeah.
They hardly thought about it when they were studying and when they were getting text on the printer. But in the future, I'm sure it's been very helpful.
When you have this easy access, it's super cool, yeah, that's very, very good. I would like to mention in Japan a phrase that would bring such a vision together. In Japan, unlike the last countries under discussion, we are more close to what we said at the beginning. So-- the teacher's union, so they have, uh, recommendations that are temporary in terms of the use of the arts. They noted the need to explicitly limit the use of artificial intelligence to avoid, quote, jeopardizing the pupils ' mind-bearing ability. Here. I am not even assessing Japan, however, because Japan, they may, therefore, say that they are not harming. But do something big in technology, go away and something, and develop something. Although Japan's artificial intelligence market, well, not over there, it's really hard to hear. Ah, the eclipse-- at the end, I want to recapture our graduation, uh, two countries.
It is the United Arab Emirates and Israel. And the agenda, of course, in the United Arab Emirates, the Emirates is very ambitious. I think they might be more serious than Singapore, making plans for the development and application of artificial intelligence. And, of course, that's all you can imagine, I think Dubai's in there, and OAE just put it in there, right? In terms of artificial intelligence, technology, different programs, anything. So they have a strategy of the United Arab Emirates, the Arts Two thousand Thirty One, and it proposes a transformation of the smart classes in schools, the integration of artificial intelligence into the teachings. programmes, and, uh, study of artificial intelligence, analysts, programming everything else. Well, you and I know that they have enough money, right? So they're not gonna have any money problems. Next question is who's gonna do it and how much super cool it is. Interestingly, in the twenty-fourth year, ninety per cent of teachers in the United Arab Emirates supported the integration of artificial intelligence. Ninety-nine, huh? And I think it's really cool. Here. And 90% of teachers want extra education in artificial intelligence. Well, that's, uh, that's an OAE, right?
Plus, teachers, they're a lot of people from the world, you know, world teachers, right, different countries. Come on, Ilnar, a little bit about Israel.
I'd be more...
Israel. Israel is a man-made intellectual. Yeah, yeah, yeah.
I'd say more about the OAE region, the Saudis added that they have even their own model, they have Falcon, if I remember correctly, called it. So, as France has its Mistral, yes, not super front, but still, there is a fundamental model in the region. I just don't remember the only thing that saudites or the Emirates have, but somehow, there are prerequisites, even in terms of their own models and capacities that all learn.
There's money. It's absolutely right. The guys are ready to invest in all the new, interesting. Yeah, well, about Israel, I actually have no statistics here under my hand.
Well, I can start with Israel. I think Israel, Israel, is top, top, top, in terms of the desire for technological and understanding of artificial intelligence. They have the same agenda. They also have a year of artificial intelligence in education in the twenty-fifth year, like India. They plan to teach 70,000 teachers in the twenty-fifth year, 70,000 teachers. They're introducing five new tools, there, different AIs for use on their platforms, on their platforms. And their task is from fourth to twelfth grade to cover all pupils, all pupils, look, fourth to twelfth grade. So, basically, they're gonna have a universal integration in the twenty-fifth year, right? And they have a... well, it's clear that higher education will be connected, that's a little next step, but they have very serious, strong initiatives. Well, it's big, right? They're attracted to them in the twenty-fifth year, wanting to attract 3,000 mentors, four hundred technology companies. Imagine four hundred technology companies to train their teachers and everything in the country.
The region is small enough. The fourth to twelfth grade. Oh, that's... That's why we're all telling this today, right? I think that, well, that's the most important story ever. Why? What is this? What's going on in every country? Because our viewers, it's clear that this is Russian all over the world. Well, I understand that the leader will still look at the people who live in Russia. Many people from Belarus, from Ukraine, there, Kazakhstan. And then the Russian, Russian-speaking population of the United States, too many people there, Germany and so on. It's important to understand that there is a whole, well, a whole threshold of things that you make decisions. Yeah, like, if I don't use artificial intelligence yet, I'm just... How can I even catch that skill or not? And if I plan to study myself, where do I learn and what am I to choose from a learning perspective? What trend is to choose from a learning perspective? If I'm working now, I'd rather go to what company is best? Here we are at one of the episodes recently at The Moon. Illar was just telling you that Google staff earned space-based wages in artificial intelligence, and they're many sitting without work. So they're told like C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-C-T-C-C-R-T-C-T-T-T-S-S-T-T-T-T-T-T-T-T-T-T-T-S-S-T-T-T-T-S-S-T-T-T-T-T-T-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S-S- Why do they get told they're not in the job? Because they don't want to lose these employees. And the staff are starting to miss you. That was Google, wasn't it?
Google had it,
yes, DeepMind.
Yeah. Yes, DeepMind. And the staff start to miss and say, "We don't like it because we're... Why don't you like it? Look, it's very important because we're missing work on real artificial intelligence. And today is a spark-e-e-e-smart intelligence, just that, well, that's an incredible move, right? I want to tell you that the beginning of the year and now is a huge difference. Here's a model o3 and Deep Research in ChatGPT for me, they just changed the use of artificial intelligence in general inside, right? It's a use of artificial intelligence in your life, an understanding of where you'll live in, what city, in which country, what choice and direction you'll be. It's a story where you, in your professional activities, think what business to do, and what business to use in terms of artificial intelligence. And, for example, find the idea of starting some or some investment project in artificial intelligence, right? Where to learn, avoid the mistakes that are inside the country. So you can enter many countries and there will be no development in this project. Now, a large number of projects in Europe cannot be developed. I mean, I know a lot of people who don't work in Europe because of just GDP, right? Well, it's impossible. My sister, I remember, is very well saying, "Cristasin, you know, if you're in the CRM system, you're-- you're in the hands of clients, users, and you're supposed to be in a year to keep this man in the system, "to send him a letter and get him permission to stay in your CRM system." Well, you know, you can't handle it. Well, that's a working-conscious, unworking system. Uh, Elnar, Tanya was filming the graduation on our ToTheMoon channel. If you suddenly hit our channel by accident, there are four of us on our ToTheMoon channel. We've got fifty-six episodes down there, and, uh, Tanya and Elnar, they've been filming a week ago, a law, yeah, in the US, in terms of sco--oh, in the US, in artificial intelligence from the U.S. of the viewpoint--
About the license, yeah.
About the license. Yes, the legality of the use of licenses. Because you can start doing some kind of start-up, do a lot of things before he makes money, everyone doesn't care about you. Once you start making money, you'll be here and told you that you've done everything illegal and you need money, right? And you're losing it. Why else would you want a graduation? It's very important. Oh, you have kids or there are kids or there are kids around here. And make the right, balanced decision about where to teach this child, how to learn what to learn. Artificial intelligence, it's still a plus or a minus, which is to use, not to use. I need to, uh, realize what's going on, including in the world, because there's a different trend coming from different countries. Let's see what happens in education.
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