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London School Leavers Benefit From Free Hospitality Training With An Industry-Leading Summer School Programme

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A group of school leavers from London have been able to kickstart their careers in hospitality with free, sponsored training from the UK hospitality charity Springboard.

Aimed at school and college leavers aged 16-18, Springboard’s Summer School programme is a free two-week course. Made possible through sponsorship from the Worshipful Company of Innholders, the programme comprises four days of training and five days of work experience, with prestigious businesses including the Hilton Waldorf and The Royal Lancaster providing placements for participants.

The London Summer School programme saw eleven local students participate in various workshops and develop their CVs and interview techniques, with additional elements focused on developing valuable Health and Safety, Food Hygiene, and Customer Service skills and enabling them to gain three industry-related qualifications in these areas. Students also visited Park Plaza Waterloo, where they received a hotel tour and took part in a mocktail-making class – and one candidate even secured a place at the Raymond Blanc Apprenticeship Academy at the end of training.

Discussing her participation in the programme, Vera K (age 17) said,

“I am passionate about a future in the food industry, and I am very tenacious and open to new adventures. Springboard’s Summer School has allowed me to further my knowledge, whilst also progressing my work experience.”

Participant Neha S (age 16) said:

“Springboard’s Summer School has been a fantastic way to learn new skills while opening up opportunities to work in the hospitality industry”.

Chris Gamm, CEO of Springboard, said:

“With the hospitality sector taking a big hit over the last couple of years, the Summer Schools is an important programme to introduce new young talent to the world of hospitality. It’s more important than ever to keep the idea of a career in hospitality at the forefront of students, teachers, and parents’ minds. We hope the students taking part will be able to take a pivotal role in the recovery of the sector, through the injection of talented and motivated individuals to the workforce and the promotion of the industry.”

Sue Davison, Head of Apprenticeships and Early Career for Sodexo, said:

“Sodexo believes that it is essential to be involved in programmes such as Summer School to be able to showcase the vibrancy and diverse opportunities that are available within the hospitality industry. By supporting with work placements, we can nurture a young person’s talent and introduce them to the opportunities that a career with Sodexo can bring, and ultimately be able to offer them employment and apprentice opportunities. We must support future talent into roles within the industry and turn their talent into worthwhile careers that can span the world.”

During the summer holidays, Springboard will host three more summer school-style programmes in Manchester, East Anglia, and Northern Ireland.

Upon completing the course, participants will have access to employers, with the potential to gain full or part-time employment.

For more information on Springboard, visit https://springboard.uk.net/.

-ENDS-

About The Springboard Charity and Springboard UK

Springboard was established in 1990 to support the hospitality, leisure, and tourism industry and those seeking employment within it, with three key aims:

  • To advance the life and education of those under the age of 25, through the provision of advice, training, and skills courses.
  • To relieve poverty and unemployment by assisting people to secure jobs in the hospitality sector.
  • Tackle ongoing problems the hospitality, leisure, and tourism industries face, including staff and skills shortages and misrepresentation about what a fulfilling career they offer.

What we do

Working nationally across the UK and Ireland, our work is built around three key areas:

Employability training programmes – helping disadvantaged people gain soft and hard skills, industry insight, and work placement opportunities- leading to overall improved wellbeing, enhanced employability, and transition to positive destinations including employment/further education/an apprenticeship/etc.

Education programmes – working with schools, colleges and universities to enhance curriculum teaching delivered to students – helping them gain key industry insight and skills development required for the transition from education to employment

Careers resources and advice – providing specialist careers activities online, face-to-face and at careers events.

5 Innovative Ways to Motivate your Staff to Learn New Skills

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When it comes to the success and growth of any business, a large part of it falls on the employees.

However many people you employ in your company they are the ones who represent your brand and keep the wheels turning. To get new clients, draw in new customers, and boost profits, your team needs to have a plethora of skills to do their jobs effectively.

There is always something new to learn in any business, so it’s wise to invest in your employees and give them opportunities to brush up on their skills and learn new ones such as digital skills.

Here are five methods you can try out today to achieve just that.

1. Define Clear Goals

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If there is one thing in business you must do, it’s to define clear goals for your employees. This applies not just to company goals, but personal goals for each member of staff. When you communicate and define your overall goals, it’s far easier to help staff establish personal goals that correlate with their overall mission. You can support and help them to build the skills necessary to achieve their personal goals.

2. Reward Employee’s Enthusiasm

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One of the most challenging tasks for staff and managers is to keep employees motivated. When a new member starts at your business, they’ll be full of enthusiasm. However, they may begin losing motivation over time. Therefore, it’s crucial to nurture positive relationships with employees and allow them to communicate effectively with employee feedback tools for example.

You can do this by implementing a reward system. To show your team you care, there are all kinds of incentives you can provide while they learn and master new skills. This may be in the form of a bonus, an extra day’s holiday, or discounts and vouchers they can use.

3. Promote E-Learning

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To motivate your employees to learn and develop new skills, you need to prove that the process won’t take forever. There are eLearning platforms that allow staff to schedule their time around studying.

Providers like iHASCO have eLearning courses that your employees can benefit from. Their programs are designed specifically for employees across the board and can teach your staff new skills and gain qualifications that can boost their work performance.

4. Create a Positive Work Environment

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Employees can spend up to 1/3 of their lives in the office, so being happy at work is a vital element of overall wellbeing. To encourage your team to learn new skills, they need to be in a work environment they feel comfortable. There are lots of things you can do to create a positive work culture. This includes conducting regular check-ins, holding team meetings, and prioritizing onboarding and training.

5. Provide Mentoring Programs

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Regardless of what kind of business you run, you’ll want the best people behind you running the A-Z of the operation. When you invest in your employees’ careers and development, they can master an array of transferable career skills that will help boost productivity, and confidence, and push your business in the right direction.

How To Become A Data Scientist After Completing Your Engineering Graduation In 2022

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The power of Big Data fuels every technology sector, and data science is the field that deals with the study, analysis, collection, clean-up, and extraction of this data.

As the volume of information generated is growing, the demand for skilled data science professionals is also increasing.

What is a Data Scientist?

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A data scientist uses skills such as statistical modelling, mathematics, data wrangling, and various other subsets to deliver business insights from information and help them make key business decisions.

Employers expect candidates to have a bachelor’s degree in computer science or finish a master’s program in an IT-related field to apply for data science job roles. Every student’s journey toward becoming a data scientist is different, and nobody takes the same career path.

In this article, we will be discussing how to become a data scientist after finishing a bachelor’s degree in engineering in 2022.

How to Become a Data Scientist for Engineers

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Data scientists in companies manage massive processive volumes of unstructured information and make sure that the data is usable, presentable, and used across a wide variety of business applications. A data engineer doesn’t just collect data but analyses interpret and optimizes it in ways that improve business performance.

Most engineers become data scientists by studying software development and taking a data science & engineering course to supplement their learning. The best way to get started is by developing coding skills, understanding how to work with ETL (extract, transform, and load) systems, exchanging information on the cloud, and writing automation scripts.

A portfolio is a key component of getting hired by employers, and engineers should add data science projects independently or as part of their coursework. For those who are new to the field, applying for entry-level positions such as database administrator or business intelligence analyst is a good way to acquire experience and work your way up.

It is not necessary to have a bachelor’s degree in Software Engineering to become a scientist but employers view candidates having a degree to be more credible than those who don’t. There are many data scientists who are dropouts and self-taught who made their way into the industry.

Build job-ready skills, a high-quality portfolio, showcase projects with passion, and give employers what they’re looking for in the market – you’ll get hired in no time.

Technical Skills Required

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Some of the most important technical skills required to become a data scientist in 2022 are:

Coding skills – Coding skills are required to become a data scientist since data modelling involves analysing, writing, and reading code. Proficiency with tools such as R, SAS, and Python is important, and there are many open-source programming languages as well. It is important to master these three first and have a working knowledge of the Python libraries, which are NumPy and SciPy.

Creative and problem-solving skills – Data scientists must be creative thinkers and strong problem-solvers. Having the ability to think outside the box and brainstorm business solutions using Big Data is important. Businesses go through tough times, and data scientists must work hard to meet deadlines. It’s not like regular 9 to 5 jobs since every project has a challenge.

Big Data Foundations – Having solid foundations in data structures and algorithms is critical. Students should familiarize themselves with Big Data tools such as Apache Spark, Hadoop, and Tableau. Strong mathematical skills and knowledge of statistical concepts are a must. Being able to analyse and present empirical data to non-technical board members in the company and create compelling data visualizations – that, as well.

Be able to work with unstructured data – As a data scientist, you should be comfortable with the idea of analysing and extracting insights from unstructured data. This data can come from multiple channels or sources.

Niche-specific skills – If you’re a data scientist working for a social media marketing firm, your employers may require you to understand social media marketing and how their company works. Similarly, data scientists working in the healthcare segment should be well versed with telemedicine technology and understand how computer-assisted diagnostics work. You must know the product and services companies provide to clients before you can design business solutions effectively using Big Data.

Strong communication skills – Being able to work in teams, collaborate on projects across multiple departments, and communicate effectively with stakeholders – all this comes under communication skills. As a professional data scientist, you must show strong business acumen and be able to explain your findings to non-technical members of your team. Having good data intuition is also important, but this comes with work experience. Business acumen is important, and data scientists should know how to market products/services using the power of big data.

Do I Need to Do a Data Science Degree After My Engineering Degree?

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No, you don’t have to do a bachelor’s degree again after finishing your engineering degree. A good way to advance your career would be to apply directly to master’s programs instead. If you are planning on upskilling, signing up for a data science engineering program online can be a great way to get ahead of your peers. Good data science programs run 12 months long and feature capstone projects which you can showcase in your portfolio.

Companies care more about what you can do for them instead of your qualifications and credentials. That’s a very important point to note. There are many options available for learning online such as MOOC (Massive Open Online Courses) and paid data science boot camps. These data science programs online go beyond traditional textbooks and make students work on practical projects more to gain technical and digital skills.

Conclusion

Data scientists must wear multiple hats in organizations and be a jack of many trades. Leveraging big data to get insights, improve customer experiences, and refine product development lie at the heart of their responsibilities. Companies are paying big money to hire these professionals, and there is a shortage of skilled talent in the industry. If you’ve ever wanted to become a data scientist or switch careers after engineering, there is no better time than now.

Advantages and Disadvantages of Living in a College Dorm

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Many college students have experienced living in a dorm. There is a school of thought that all college students need to live in the dorm for the first year. It is a valuable experience, but there are reasonable concerns that would cause stress for some students.

Living in a dorm means you are at the center of the social scene on campus, friends live down the hall, and walking to class takes little time. Some students feel it represents the rules that are strictly enforced, distractions from schoolwork, and roommate drama. From lack of privacy to convenient living, staying in a college dorm has both pros and cons.

Advantages of Living in the Dorm

  • Living in the dorm makes the transition from home more comfortable. Busy students simplify their lives because they do not have to worry about their daily commute, grocery lists, or utility bills. There are fewer responsibilities than living in an apartment off-campus.
  • Aside from keeping your corner of the room tidy, there is no cleaning. Campus personnel is in charge of bathroom upkeep, trash, and maintenance. There are no hassles of traffic or finding a parking spot.
  • Food is provided in the university dining hall. Living in the dorm is paid for in advance for the entire semester. There are no worries about grocery money or monthly rent. Being near campus buildings means students can sleep in a little later because classes are a short distance from the dorm.
  • Dorm life provides campus social opportunities. Meeting new people is an excellent way for first-year students to stave off being homesick. Most dorms offer social programs, mixers, and activities that allow students to get to know their neighbors.
  • Parents have less say in your everyday life. Most students see that as a big plus. Having friends living a few doors down the hall make loved ones at home seem less distant. Dorms provide opportunities to get involved in campus activities through word of mouth and community bulletin boards that inform students about the events taking place.

Disadvantages of Living in the Dorm

  • Living in a dorm is not all convenience and fun. The lack of privacy is an issue some students find to be a struggle. They don’t like to share a small space with someone else. Being surrounded by people may cause conflicts between significant others, friends, or roommates.
  • Students share a shower room, living room, bathroom, and often a bedroom. Two roommates with different lifestyles end up in an environment that is not psychologically healthy. Dorms offer limited customized living opportunities. The rooms are more or less box spaces with beds, desks, shelves, and closet space.
  • Other than hanging posters, students can’t decorate to make the room seem like home. Adjustments to decor and fixtures and painting are usually prohibited. The furniture can be rearranged as long as it is not anchored to the wall or floor.
  • Social opportunities can be a distraction from the time needed to study. Students may need to develop some balance between time with friends, campus activities, and schoolwork.
  • Students who like to study in peaceful tranquility may clash with the dorm’s noisy atmosphere. Living in a dorm can also be isolating. Being in the same place every day to both live and study means a student needs to experience the local culture by exploring the city.
  • Movies like ‘Animal House,’ depict college life as a constant party that includes bad behavior and lots of beer. If you live on campus, there are rules by which you are required to abide.
  • Most schools have specific policies about alcohol, drugs, quiet hours, overnight guests, and opposite gender visitation. Noncompliance can result in disciplinary action or expulsion — the freedom of being on your own needs to be respectful of these policies and other residents.
  • At first, not having to cook any meals and having everything handed to you seems great when you live in a dorm. You are eating cafeteria food three times each day. After a while, it becomes tedious to have the same food.
  • Dorms have mandatory breaks that require students to live elsewhere during those breaks. Staying someplace else can be problematic for students who live in another state. Students who need a year-round living space and a kitchen may benefit from an off-campus home or a rental like these apartments for rent in Macon for example.

Decide what is most important for your student life

Living in a dorm has been a traditional college experience for a long time for students who have recently graduated from high school. There are advantages and disadvantages. Drawbacks vary based on a student’s objectives and personality.

Because there are both advantages and disadvantages, all students should not be required to live in a dorm. The best advice for those who do is to take advantage of outside facilities also. Keeping a balance between non-private and private will make dorm life more enjoyable.

Future Prediction Research with Children under 10 reveals Environment plays a huge part in their Worldview

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As 2022 continues to see technological innovation, cloud tech creation specialists, Revolent, asked school pupils to draw their predictions for the future, with the shortlisted entries brought to life by a professional 3D designer.

The results revealed a car that will fix the climate crisis and a bin that turns rubbish into solar energy.

Rubbish Converter Design Idea

Future-Prediction-ResearchDespite what is put inside it, this bin is far from rubbish. With the power to turn our waste into solar energy, there’s no doubt this invention could reinvent life as we know it. If it is ever possible for this pupil’s drawing to become a reality, there won’t be a house, street, or park in sight without one.

Statista predicts worldwide municipal solid waste generation is expected to hit 3.4 bn metric tons by 2025, and with technology like this, this could be creating mass amounts of renewable energy.

Flying Car that Stops Climate Change Design Idea

Childhood-Development-and-Access-to-NatureIf you thought electric cars were futuristic, wait until you see this new ride. Not only can it fly, but it can also save the world. Forget a sports car, this new model will be all the rage, as it shoots through the sky on its way to refreeze Antarctica.

A study by Unicef showed that 95% of children aged between 4 and 18 were concerned about climate change, so it makes sense that the typical childhood dream of a flying car has been combined with one that can end the crisis.

With a vehicle like this, both wishes could come true.

These are only two of the creative designs that the younger generation is expecting. Despite the pupils being on opposite sides of the world, notable trends still popped up.

·         A positive impact on the environment was the third most popular theme amongst all the drawings

·         1 in 10 drawings include eco-friendly features such as solar power and zero-waste delivery

·         Children’s minds are focused on ways we can tackle environmental problems

You can view all 10 shortlisted entries here:https://www.revolentgroup.com/kidsdrawtech/

Why is Early Childhood Learning & Educational Psychology Important For a Child’s Development?

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“Children are like a little sponge”, a phrase that although it can be considered a cliché if analysed in-depth, is key to understanding that education from an early age is the key to a child’s training and development.

According to experts specialising in the Professional Master’s Degree in Educational Psychopedagogy children’s learning is key and will determine the way they relate to others in the future; therefore, the role of an educational psychologist is indispensable at this vital stage.

However, how would a person’s learning be impacted if they do not have good mental health from an early age?

And beyond being “teachers”, what other contribution could an educational psychologist make to education?

Early Childhood matters for further Development

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The first 7 years of life are crucial for every human being, as they are in a formative stage of life, which will have an impact on their brain development, their health, their emotions, their learning and even their professional life.

On the other hand, a child who enjoys good mental health will be able to manage situations that generate stress, anger, or anxiety; there are several factors that can affect the mental health of a child: from hereditary mental disorders to external factors, therefore, knowing how to regulate and express their emotions will ensure good interpersonal relationships, as well as a healthy social and emotional development.

Most children and young people’s lives are generally spent in the school environment, so these environments should be places where they feel that their self-esteem, security and strength of feeling are not affected and they can develop their social skills and feelings, e.g., if after an exam students felt it was difficult to answer, they should feel confident in their knowledge and, in case the situation arises, they should know how to manage the failure.

Having a healthy childhood gives way to good mental health, these will affect the behaviour in different situations, and, as mentioned above, being mainly in educational centres, if these spaces generate discomfort, they will lose interest in the development of their learning, as well as the interest in attending classes, affecting not only the academic part, in the same way, their abilities to socialise, threatening their intellectual capacities and socio-emotional aptitudes, making their interpersonal and work relationships difficult in the future as they do not know how to communicate with others and have difficulty in expressing themselves.

Educational Psychologists: the key to developing Life & Learning Strategies

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Educational psychologists play an important role for them as their second caregivers, therefore, in these scenarios they must look after their well-being. On the other hand, specialists have expressed that emotionally strong and happy child concentrates better and develops skills that will help them to manage their day-to-day effectively.

It is important to point out that studies show that infants who feel comfortable in their closest environments, learn better simply because the brain is more willing to receive all kinds of information, which gives room to be not only a great student but also an empathetic person and a great professional.

The use of efficient educational systems is part of their work, the use of which must be adapted to the needs of the students, along with the constant changes in society. The inclusion of people with diverse educational needs is the building of an empathetic and inclusive society; an important aspect of this work is that they can develop teaching programmes aimed at the different stages of the human being, with the aim of contributing to their education.

During the school learning process, it is natural that there are learning difficulties, whereby educational psychologists will identify these problems and apply strategies that help students to understand the subjects depending on how it is most comfortable for them, thus enhancing their abilities.

Finally, this professional, being the guide of the person in the learning process, will evaluate how the individual is performing in the various areas of the school environment, and, consequently, decide whether it is necessary for their mental health to be treated by another specialist such as a psychologist, psychiatrist, or neurologist, depending on the situation.

To conclude

The role of the educational psychologist is essential in society, as the application of methods that are adapted to the needs of each person is necessary to ensure that no one feels excluded during their training process and affects the development of their relational and cognitive skills, but also to create spaces in which children do not feel vulnerable.

On the other hand, mental health should take importance since the person is at a young age, as everything that surrounds them will absorb and define the personality in the future. That is why it is always necessary to monitor the behaviours and actions that they display because if the child’s education will be optimal and they will grow up as a skilled and confident person, they will perform well within society.

A Conversation with WuKong Education at the London EdtechX Summit: Without a good EdTech Product, Growth is unsustainable

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The UK Education Blog met WuKong Education at the EdTechX summit in London and learned that it is an online EdTech company headquartered in New Zealand that is committed to providing a better learning experience for K12 students around the world.

Co-founder Cicy Ding was a speaker at the session “Scaling Internationally: Shared Experiences from EdTech Leaders” and was happy to provide more information about their EdTech company.

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What stood out was that the company aims at making online learning easy, fun, and efficient. But many EdTech companies claim this, so we asked a few more questions about the EdTech products and services, but also about the EdTech business strategy.

1. Can you briefly explain what you currently offer?

We offer live lessons for students aged 3-18. The main subjects we provide by now are Chinese and Mathematics. WuKong’s Chinese online course was launched in 2018 and our Maths program started last year. New Zealand is our first stop, and later we successfully expanded our business map to North America, Europe, and Asia, which are our core markets now. The number of class bookings has increased 70 times from 2019 to 2021. There are about 300,000 students registered with WuKong.

2. Your goal is to let children discover that learning is not something to be hated, but something worth a lifetime of effort. How is this reflected in your programme?

Since our inception, we have invested a lot of resources in teaching and research. This is because the content and pace of Chinese teaching is very different for children from different countries and families, so we set the goal of tailoring our teaching to their needs from the outset, opting for one-to-one and small group teaching.

Similarly, we have spent a lot of time polishing the grading system to more precisely find the child’s target and to design their learning line for children from different backgrounds.

Our programmes incorporate New Zealand’s world-renowned Inquiry-based learning philosophy to truly inspire learners.

Specifically in terms of teaching sessions, if we are dealing with children from non-native English-speaking countries such as Germany, France, and Japan, our teachers must have the ability to teach in that country’s language. In addition, we match the teaching content to the environment in which the user has grown up.

To give a simple example: for the Chinese character “爱(love)”, WuKong’s teacher would first ask the children, “What does this character look like? Where have you seen such a character in your life?” and use a picture of a mother’s love to guide the children’s imagination and thinking. The children are then taken through the process of analysing and deconstructing the character, breaking it down into its radicals; next, they are told the pronunciation and semantics of the character, and then they are given words and sentences; finally, the children are asked to express love physically, to feel love, and to say “love” to those close to them.

This way, children use almost all their senses to learn, which is not only fun but also very memorable. It is a very touching process as the children at WuKong are slowly taking the initiative to speak Chinese at home and their parents can see the changes and growth in them.

3. What stands out in terms of the user experience WuKong offers?

  • We stay true to the roots as an educator

WuKong’s original mission is to “educate with love”. A large proportion of our staff are parents themselves, and their children are learning at WuKong, so we are both the

producers and users of our products. This is the biggest “secret” to the quality of WuKong’s products and courses, which is to test our products against the standards of parents.

  • We invest a lot of resources to polish the curriculum

Take the Chinese course for example, it takes 2000+ hours to develop a unit course in WuKong Chinese, going through 5 major stages, 20+ workflows and hundreds of trials to hone the course before it is finally put into formal teaching use.

  • We use the original 6A inquiry-based teaching method

To address the difficulties of non-native Chinese learners who are more passive and lack of interest in Chinese learning, WuKong has developed the WuKong 6A teaching model based on the inquiry-based learning method, which allows students to change from “passively being taught” to “active exploration” and enjoy learning Chinese. 6A includes “Ask, Analyse, Acquire, Act, Advance, Assess”.

  • We use the original WuKong 5C competency and literacy model

When responding to a students’ lack of interest in Chinese learning and poor Chinese vocabulary, WuKong incorporates interdisciplinary knowledge into the design of the Chinese curriculum and classroom presentation, creating the WuKong 5C competency model, which drives students’ interest in learning through innovative topics. We also integrate history, geography, biology, and science into the curriculum design, which comprehensively improves their interest and Chinese vocabulary. The 5Cs include: Critical thinking and problem solving, Communication and collaboration, Creativity and imagination, Citizenship and leadership. Citizenship and leadership, Cultural inclusion, and respect.

  • We develop a leading teaching and learning management system

Since 2019, our IT team has invested tens of millions of dollars in the research and development of our technology and data platforms to build an industry-leading teaching quality management system and an intelligent learning tracking and analysis system. We have also developed a set of relatively mature teaching content systems and technology platforms that meet the personalised learning needs of our users, based on our continuous expansion in the global market and the growing needs of our users. We believe that the most precious thing for most parents nowadays is their children’s enthusiasm for learning, and WuKong hopes to fully stimulate children’s interest in learning and their thinking in learning through technology-enabled means. Our app, applets and interactive courseware are embedded with lots of interactive features to move children from ‘passively being taught’ to ‘actively learning’.

Our aspiration is to help children grow happily and grow wisely in parallel, and to be a faithful companion in the learning process for families around the world.

4. How have these efforts been reflected in the success of WuKong Education?

Our investment in products and technology has ultimately driven growth. Many of our new students come from referrals from existing students due to their recognition of our products and services and are willing to spontaneously promote WuKong.

At WuKong, two out of every three new students come from referrals, which is the strongest brand power by word of mouth. In the last two years (2020 and 2021), WuKong has grown 70 times in global usage.

5. Which measures helped increase referral and renewal rates?

  • Enhancing the learning experience of students

We provide students with a stage-by-stage enhancement programme and personalised review services to enhance their learning experience and thus increase their retention rate.

  • Polishing teaching quality

We believe that visualisation of teaching effectiveness is the basis for increasing user trust, and that quality courses and teachers are the prerequisites for increasing renewal rates, so we invest a lot of resources in polishing our teaching products.

  • Dedicated follow-up

After stratifying our users, we take different guidance measures for different users in a rhythmic manner.

6. What would you suggest an EdTech business to do to prepare themselves to scale?

–  Optimize the product market fit.

– Develop a sustainable growth strategy.

– If it’s strategically important but easy to enter the market, lower the cost and risk.

7. What’s the biggest barrier to growth you’ve experienced? How did you get beyond it?

We are targeting the global markets. We have experienced challenges like how to manage distributed teams and how to effectively manage market expansion costs.

What we do is centralize multiple core functions, such as human resources, IT department, service centre, curriculum design, teachers hiring and training. We roll out those centralized functions to global markets. This is more cost effective for the company.

We also build regional focused centres to be more responsive to local markets and have a deeper understanding of local customers.

8. How did you craft your original growth strategy and what objective underpinned it?

Product is king, committed to providing students with the best learning experience. Without a good product, growth is unsustainable.

Before starting my business, I hoped my naughty daughter would become a keen learner. She was very interested in her native language Chinese, but we lacked good Chinese teachers in New Zealand, so I thought of using the Internet to connect with the best teachers in China to teach my daughter. This is the origin of WuKong.

So, in the beginning, I was doing the course for my daughter, and now my daughter is still one of WuKong’s students, she is our “Chief Product Experience Officer”, and she really likes our Chinese and Math class.

Just like me, our team at WuKong are polishing the products with love for our next generation. Minimum Viable Product is so important. Do MVP first, iterate rapidly, then expand with a relatively mature model. It is necessary to focus at the beginning, to explore MVP models such as products, acquisition channels, sales and service models, etc.

From New Zealand to global markets, WuKong completed the MVP test in the New Zealand market back in 2019. In 2020 we entered the nearby Australian and further North American markets. Even later, we entered the European and Asian markets. Explosive growth doesn’t just happen.

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It was a pleasure meeting Sasha, the head of BD at WuKong Education, at the EdTechX summit and to exchange a Q&A with Cicy online. If you want to learn more about the platform you can visit the website: https://www.wukongsch.com/en.

EdTechX Speaker Interview with the CEO of Code First Girls: Female Coders build Inclusive Technology for all

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The UK Education Blog was excited to meet with the CEO of Code First Girls, Ms. Anna Brailsford, who also held a talk at the summit titled “How EdTech is solving the Tech Gender Crisis” here are some of our inquisitive questions she answered.

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1. Do female students learn coding differently from male students or do you use specific teaching methodologies for female students?

“I wouldn’t say that female students learn differently or need different teaching compared to men but as we only teach women aged 18+ or non-binary people at Code First Girls I could not really make this comparison and I think it’s more about the individual and their learning style. However, what stands out from the work we do is that our students enjoy learning in a team or as part of a community.”

“We have now taught coding to over 70,000 women and all learning is project-based. This means that while our students learn to code they already work with a company in a dedicated team and experience exactly how it is to work as a coder. 55% of our students are fresh graduates or still studying at university and for them, it’s great to learn not just in theory but also hands-on. We have trained more women how to code than the entire UK university system as we work with 90 employers and over 50 universities UK-wide. Students are also mentored by the organisation they work with and we also offer lots of additional learning support.”

2. How can EdTech contribute to building more inclusive technology?

“By training more women to code we influence the tech industry. Our graduates have many options entering into tech with possible tech roles available such as software engineering, product design, full-stack development, cybersecurity, or machine learning. This in turn leads to more technology available in the market being created, developed, or designed by women, making it more inclusive. Many of these tech roles offer salaries above the average income and with 35% of our students being the first generation to attend university in their family or 27% have been eligible for free school meals at school learning to code offers them great opportunities to enter into this industry, making it more diverse, especially as over 55% are from underrepresented ethnicities.”

3. What are the challenges for female students learning to code?

“Many are unsure whether coding is for them initially or whether they could be employed in this industry. And obviously, expenses for learning to code are a hurdle. That’s why all our coding courses are flexible and free and we have experienced coding instructors that work full-time but offer their support. Some of them used to be our students and want to give back to our community. We offer short courses or refreshers for beginners over 8 weeks as well as intensive courses over 14 weeks and many can be completed virtually in the evening for example. So, if women have childcare duties, they can still access our courses when it’s possible for them. Because we offer sponsored course placements, we enable women on lower incomes to enter into coding and eventually switch careers. We have around 41% of students that are career switchers.”

4. Does Code For Girls also teach students about data protection – a hot topic at EdTechX?

“Yes, data protection and data privacy in line with current legislation such as GDPR is part of the training courses, because students work with companies and mentors who share best practices and how to implement this in their work as coders, developers, or engineers. As I said, all learning is project-based so students will be faced with such topics throughout the training. And cybersecurity is one possible career path so if students were interested in specialising in this field, they could.”

5. Can you share any career paths that Code For Girls graduates take?

“On our website we share different CFG member stories and testimonials. Generally speaking, we have women switching careers for various reasons, e.g. the pandemic or personal reasons such as starting a family. Because we offer different courses, women can choose what works best for them in terms of working towards their goals. Say a woman has a degree or a job in advertising and wants to expand her skillset with coding, she has many more options in the current job market such as front end engineering. With her new skills she can work in advertising, but also publish and design content on a website for example. So, our courses can help students refine and specialise in their existing careers or enter into a new career where their previous experience is also sought after.” 

Ms. Anna Brailsford is also a Board Member of the Institute of Coding, and you can find more success stories from the CFG community here.

We thank her for her time and insightful answers.

Campus Advisor announces the 20 best Countries in the World for Higher Education in 2022 with UK in 2nd Place

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TheCampusAdvisor.com is a global student review website that allows users to rate and review their university, academic staff, campus facilities, accommodation, as well as much more relating to their experiences of life at university!

Over the past year, we’ve also surveyed 17,824 students about the countries where they received their higher education degrees. The survey considered a range of factors including Quality of Education, Cost of Living as a Student, Graduate Career Prospects, Student Diversity, Social Life, and Arts & Culture.

The scores each of these categories received were used to determine the overall rankings.

We’re delighted to now reveal the 20 best countries in the world for higher education in 2022, determined entirely based on those ratings submitted by students! Here’s the link to the published rankings: https://www.thecampusadvisor.com/best-of/20-Best-Countries-in-the-World-for-Higher-Education-2022/Ranking/104.

In summary, the top 20 countries in the world for higher education in 2022 are

1st – United States
2nd – United Kingdom
3rd – Australia
4th – Germany
5th – Ireland
6th – Switzerland
7th – Canada
8th – Denmark
9th – Netherlands
10th – France
11th – Japan
12th – Czech Republic
13th – Austria
14th – Singapore
15th – Sweden
16th – New Zealand
17th – South Korea
18th – Portugal
19th – Belgium
20th – Malaysia

Across 6 categories, the United Kingdom achieved an overall score of 4.51 out of 5.

The categories that the United Kingdom scored best in were ‘Student Diversity’ with a score of 4.8 out of 5 and ‘Graduate Career Prospects’ with a score of 4.83 out of 5.

With a score of 4.83 out of 5, the United Kingdom ranks 1st in the world in 2022 for ‘Graduate Career Prospects’.

Here’s the full breakdown of the rating scores from 1 to 5 for the United Kingdom

Quality of Education: 4.79

Cost of Living as a Student: 3.54

Graduate Career Prospects: 4.83

Student Diversity: 4.8

Social Life: 4.59

Arts & Culture: 4.53

These are the top 3 countries in the world for each of the categories

The top 3 countries in the world for Quality of Education are:

1st – United States

2nd – United Kingdom

3rd – Switzerland

The top 3 countries in the world for Cost of Living as a Student are:

Joint 1st – Czech Republic

Joint 1st – Portugal

3rd – Australia

The top 3 countries in the world for Graduate Career Prospects are:

1st – United Kingdom

2nd – Denmark

3rd – United States

The top 3 countries in the world for Student Diversity are:

1st – Switzerland

2nd – United States

3rd – United Kingdom

The top 3 countries in the world for Social Scene are:

1st – Australia

2nd – Canada

3rd – Germany

The top 3 countries in the world for Arts & Culture are:

1st – Ireland

2nd – Germany

3rd – United States

The overall mission of ranking the best countries in the world for higher education is to help future students to make a more informed decision about what university will be the best fit for them and allow students to better prepare for the next chapter in their life.

– Ends –

Two-thirds of English schools are taking steps to be more sustainable by 2024 says new Pearson School Report

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Sustainable schools: A new in-depth study compiled by the leading digital media learning company, Pearson, explores the environmental, economic, and social activities taking place in the country’s schools – from ‘going green’ to future-proofing a curriculum with wellbeing and life skills at its core.

More than six in 10 headteachers (65%) are taking steps to be a more sustainable and eco-friendly school in the next two years, and a half (47%) are planning to teach climate change, according to the findings, released today.

The Pearson School Report: Schools Today, Schools Tomorrow – Views on education in England – 2022 and beyond, presents the views of more than 6,500 educators surveyed in English schools and sheds light on the impact of world events on classrooms across the country, as well as how education can be evolved to best serve learners this year and beyond.

It explores teacher insights on the future of education, school communities, and the national curriculum while considering core environmental, economic, and social elements; the key pillars of sustainability.

The release of Pearson’s School Report follows recent research by the UK body Public First, in which 50% of parents reported that climate change was the most important issue to their children.

Almost half of all teachers (48%) have seen an increase in awareness amongst pupils around sustainability and the environment over the past year, yet six in 10 (61%) do not think the current education system is developing sustainably-minded, global citizens of the future. Today’s figures suggest that most school leaders are working to meet that need.

Along with an increased focus on climate awareness, teachers responding to Pearson’s survey also expressed their wish to see a greater emphasis in schools on both social equity and supporting pupil mental health and wellbeing.

Two-thirds of teachers want to see core life skills, such as managing finances and communications skills, mental health/wellbeing (60%), social skills (54%) and responsible decision making (48%), incorporated into the national curriculum with as much time and emphasis as core subjects.

Almost half of all teachers (43%) want to see climate change incorporated into the national curriculum with as much time and emphasis as core subjects and a third rank climate awareness as one of the top characteristics that they would like a future national curriculum to develop among their pupils so that they can thrive in 2022 and beyond.

Speaking about the findings, Holly Everett, Education Programme Manager at Reboot the Future, a charitable foundation with a vision of a compassionate and sustainable world, said:

“It’s encouraging to see so many headteachers proactively taking steps towards becoming more sustainable, but it’s also important to highlight the need for a holistic, systems approach to embedding sustainability into schools. Everything is connected; sustainability is inextricably linked with wellbeing, responsible decision-making, life, social and relationship skills, and so each of these issues should be used as themes to weave throughout the curriculum and the school year, rather than addressed in silos.

“There are so many micro-opportunities in the day to engage students in ideas and actions for a better future, from the moment your students walk through the door.”
Headteacher, Sara Davies, of St Bartholomew’s Primary School in London, discusses their school’s existing approach to sustainability:  “As a school, we take a broad, holistic approach to sustainability which includes wellbeing, financial education, the environment, and care for the planet.

“We have wellbeing ambassadors and an eco-council who contribute to our immediate environment and lead on initiatives to support our approach and our Year 6 run our savings bank which is well established, as is our approach to financial education.
“The children and staff acknowledge that every small change, from water consumption to recycling impacts on the big picture, and  through this we are all responsible.”

Sharon Hague, Managing Director, Pearson School Qualifications, said:

“We are committed to supporting schools in their mission to become more sustainable and in helping to shape a future generation of sustainably-minded global citizens. Over the past few years, we have seen in both our project qualifications and wider initiatives like our World Changers competition, that there is a real thirst for driving proactive change in this space. We are excited to build on this passion and are working with key partners in the sector to support schools, students and parents to make education enriching for all learners.”

Other key findings from the Pearson School Report include:

– Eight in 10 teachers feel that pupils’ social and emotional development is as important as their academic development, yet six in 10 teachers spend less than 30 minutes of a working day developing pupils’ social and emotional skills. When asked, more than one in four (27%) stated that they spent no time on this at all

– Almost nine in 10 teachers (88%) thought that all children would benefit from a greater focus on emotional and social skills, particularly those with SEND or from areas of disadvantage

– 37% of heads are planning to embed life skills into their curriculum, whilst 38% plan to build space to explore current affairs, and 46% want to enact positive change in their community

– Almost six in 10 headteachers (56%) are planning to diversify curriculum topics to cover race/gender/disability

In the last year, teachers have seen a rise in pupils’ awareness and anxiety over global issues like global conflict, Covid-19, mental health, and climate change

The five most important characteristics that teachers would like the future national curriculum to develop among their pupils so that they can thrive in 2022 and beyond are:

  • resilience (63%),
  • kindness (61%),
  • self-esteem (61%),
  • tolerance of diverse opinions (58%),
  • and societal and cultural awareness (57%).
  • A third (33%) of teachers want a greater focus on climate awareness

Most teachers (92%) agree that wellness and mental health awareness should be introduced to students in primary school or earlier. Starting this in the early years (pre-school or infants) was a preference for 63% of educators. This aligns with additional School Report findings that show that the funding of a senior mental health lead across all schools was the most supported policy in the government’s recently released Schools White Paper, Opportunity for All (68%)

Three-quarters (73%) of headteachers are planning to embed mental health and wellbeing across the curriculum over the next two years

52% of all educators feel we need a better digital curriculum to prepare learners for an online world.

Speaking about the wider implications of the report, Pearson’s Sharon Hague continued:

“Today’s education system is delivered year on year by one of the most dedicated, compassionate, and vital workforces around – one that not only supports the varying needs of children and young people but also the ever-evolving communities and workplaces of the future.

“We know from this research and our work on the Future of Qualifications and Assessment that there is a desire, and need, for a progressive education system that promotes choice and provides a broad inclusive curriculum. This extends beyond just secondary level, but across all phases and stages of education.”

The full, embargoed report is attached and will be available for download on Thursday 30th June at http://go.pearson.com/SchoolReport2022.

Stay up to date with ongoing research and education news by following Pearson on Twitter @PearsonSchools and on Facebook @PearsonUKSchools.

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