For the present the rise of knowledge-intensive global industries favours centres rich in infrastructure and specialised skills.

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It is thrilling to imagine them delivering insight and inspiration to knowledge-seekers old and young, rich and poor, in every corner of the planet.

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It appears likely that there will be more room for teachers to focus on deeper learning by working with students on higher-order skills and the application of knowledge in rich projects.

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The result is a profound imbalance in the global production of knowledge: probably the most powerful engine of divergence in global well-being between the rich and the poor.

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