Hadi Partovi

Founder and CEO, Code.org

Hadi Partovi is a tech entrepreneur and investor, and CEO of the education nonprofit Code.org. Born in Tehran, Iran, Hadi grew up during the Iran-Iraq war. His school did not offer computer science classes, so he taught himself to code at home on a Commodore 64. After immigrating to the United States, he spent his summers working as a software engineer to help pay his way through high school and college. Upon graduating from Harvard University with a Master's degree in computer science, Hadi pursued a career in technology, starting at Microsoft, where he rose into the executive ranks. He founded two startups: Tellme Networks (acquired by Microsoft) and iLike (acquired by Newscorp). Hadi now invests and advises other technology startups. In 2013 Hadi and his twin brother Ali launched the education nonprofit Code.org, which Hadi continues to lead full-time as CEO. Code.org has established computer science classes reaching 30% of US students, created the most broadly used curriculum platform for K-12 computer science and launched the global Hour of Code movement that has reached hundreds of millions of students spanning every country in the world. Hadi has served as an early advisor or investor at many tech startups, including Facebook, Dropbox, Airbnb, and Uber. He currently serves on the Board of Directors of Axon and Convoy. Hadi's family lives in Seattle, Washington, and he enjoys skiing, water sports, playing music, and playing word games in his spare time.

Edtech in action

15 November 2021 | 15:25 - 15:45 | English | Teaching the curriculum of the future

The COVID pandemic has forced society to rethink the learning experience. It has accelerated the need to change not only how our children learn but also what they learn. Schools should teach the curriculum of the future, not just the curriculum of the past. In an increasingly digital world, learning computer science will help students better understand how the world works, in the same way, that all of us studied biology, chemistry, or physics as foundational subjects. Many countries have started this journey of adopting a computer science curriculum. But there is still much work to be done. While we can’t predict what our workforce needs will be in the middle of the century, we already know that the workforce is changing and will continue to do so with the rate of technological advancement. Any discussion of the future of work should go hand-in-hand with a discussion about the future of education.