Online Education Market: by Technology Type (Certificate and Degree), by Application (K-12, Higher Education, Corporate, Government, and Others), and Region Global Industry Sizing, Growth, Trend, Opportunity, and Forecast (20202025)

The online education market report covers a thorough analysis of the market dynamics, business models, segmental/regional analysis, and respective market shares and strategies adopted by the key market players operating in the global market. It entails an in-depth analysis of the factors influencing the global market and market statistics indicating region wise and segment-wise market share/growth analysis. The study of the report will outlook one of the most exhaustive analysis of the market, capturing all the aspects of the online education industry.

Online education is a knowledge-sharing platform that offers its user with a range of developmental opportunities for the user who is willing to enroll for a subject. It is a process of acquiring knowledge through electronic technologies and resources. It relies on the internet and distribution of course material between students and teachers. An increase in the number of internet consumers has raised the demand for sophisticated online education courses. As per the Office for National Statistics, almost all adults in the age group of 16 to 44 years in the UK were current internet consumers (99%) in 2019. The accessibility of improved network connectivity coupled with the convenience provider by on-demand the courses will boost the market size.

The rising volume of course content is making it onerous for the education industry to handle and store such a huge amount of data in their libraries, online education enables these verticals to store and handle their educational courses in websites or applications. Therefore, the rising access to these educational courses across increasing budget-friendly e-learning websites is one of the major factors driving the growth of the online education market across the globe. Moreover, the rising adoption of the cloud-based platform in the online education is offering these verticals pliability in the content storage, availability, and processing, which in turn, is offering growth to the market. However, the accessibility of ample free content is restricting the growth of the global online education market over the forecast period.

Moreover, amid the COVID-19 pandemic has led to a temporary shutdown of corporates, and educational institutes, restricting public gathering and maintaining social distancing to stop the spread to the virus. This is positively affected the market with a growing number of companies switching to a virtual learning experience. According to the United Nations, around 22 countries on three continents have closed schools due to the rapid spread of the COVID-19. UNESCO has referred some of the e-learning platforms on its website, to assist teachers, schools, and parents to facilitate student learning during periods of school closure.

The report outlines the study of the online education market on the basis of technology type, product type, and application.

Based on type, the online education market is segmented into-

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Based on application, the online education market is segmented into-

Online Education Market by Type, 2018-2025 (USD Million)

Source: Market Statsville 2020

From a geographical viewpoint, the online education market is segmented into North America, Asia Pacific, Europe, South America, and Middle East & Africa (MEA). North America accounts to hold the largest share in the global online education market and is anticipated to maintain its dominance over the forecast period. This growth is attributed to the rapid adoption of technologies by numerous firms based in the US to offer effective training to its workforce. The business verticals across the region are effectively engaged in the improvement of their employee training programs which would enhance employee productivity. These factors are boosting the demand of online education in the region.

Online Education Market Growth by Region, 2020-2025

Source: MSG Analysis, 2020

Following North America, Asia Pacific is anticipated to project a significant growth rate in the online education market over the forecast period. The high internet penetration and an increasing number of companies setting up their businesses in the emerging economies, such as China and India are few factors boosting the demand for e-learning or online educationin the region. Further, the governments are taking initiative to support e-learning and rising digitalization will influence the market growth in the region during the forecast period.

The leading manufacturers of online education in the global market include Lynda.Com, Pearson PLC, McGraw-Hill Education, Blackboard Inc., and Aprata Inc.

Other online education manufacturers include Adobe Systems Inc., Docebo, Classteacher Learning Systems, Tata Interactive Systems, Udacity Inc., Edmodo, K12 Inc., PowerSchool Group LLC, Cisco, NIIT, Allen Interactions Inc., Alibaba Group (DingTalk), Alison, BYJUS, Chegg Inc., Club Z! Inc., Coursera Inc., TAL Education Group, Tencent (Yuanfudao), Varsity Tutors LLC, and Vedantu Innovations Pvt., Ltd.

The online education market report provides a thorough analysis of macro-economic factors along with market attractiveness of every segment. The report will include an in-depth qualitative and quantitative assessment of segmental/regional outlook with the presence of the market players in the respective segment and region/country. The information concluded in the report includes the inputs from industry participants and industry experts across the value chain.

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**Above mentioned market information and insights are based on the initial secondary basis; it may update post report published.

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Online Education Market Size to Hit New profit-making Growth By 2027 This Is Ardee - This Is Ardee

Westford, USA, July 21, 2022 (GLOBE NEWSWIRE) -- Education technology market has become an increasingly important part of the world and takes many different forms - from books to websites and classes. There has been a revolution in education technology that is moving at an incredible speed as new platforms, tools, and solutions create opportunities for people to learn more and faster.

Modern World Requires Modern Solution, and Education Technology is Just Doing That

Generation Y (born between 19812000) is the largest demographic in the world and it is only getting bigger. According to a study by SkyQuest Technology, there will be over 2.3 billion people living in this generation by 2024. They are already active and impactful and their Influence is only going to increase in the global education technology market. For businesses, generating a billion-dollar opportunity directly from this demographic can be a challenge. However, there are some start-ups that are actively encouraging Gen Y to rule the world.

It can be hard to keep up with all the new education technology innovations. The revolution is so big, in fact, that it's hard to know where to start. But if you're like most people, you want to make sure that your investment in education technology is worth it. So, let's take a closer look at this revolution and see just how big it really is.

The education technology market revolution is about making learning more efficient and easier for students. Technology has always played an important role in classrooms, but recent advances in hardware and software have made a dramatic difference in how students learn. There are now tools available that make learning fun and interactive, as well as tools that help teachers get the most out of their students.

In fact, education technology market has become so important that there are now entire industries built around it. Software companies develop tools for teachers, virtual learning platforms offer online courses for students of all ages, and hardware companies create devices such as tablets and laptops that can be used in the classroom. All of these companies are working hard to create innovative new technologies that can improve student learning.

So where does this leave us? SkyQuest Technology has done in-depth analysis of the education technology market. The report has identified key revenue pockets, future potential, trends, investment strategies by market players, current and future outlook, market forecast, market dynamics, value chain and Value chain optimization, among others.

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Education technology has the potential to revolutionize education as we know it, but only when this industry is developed in such a way that it's not just another tool for teachers and students, but rather an effective way for them to work together.

Start-ups are Active More than Ever to Incentivize on 300 billion Dollar Opportunity in Education Technology Market

There is no doubt that education technology start-ups are more active than ever. This is evidenced by the number of new companies being founded, the amount of venture capital being invested in the sector, and the number of edtech products and services being launched.

One reason for this increased activity is that there is a growing recognition of the potential of edtech to transform education. With advances in technology, it is now possible to create educational experiences that are more personalized, engaging, and effective than ever before. Another reason for the increased activity in education technology market is that the demand for education technology products and services is growing rapidly. This growth is being driven by factors such as the increasing use of mobile devices for learning, the expanding online education market, and the rise in demand for educational software and applications. This has led to a surge in interest from both educators and investors.

In terms of sheer numbers, education technology market is already quite large. More than 2 billion people are currently using mobile devices for educational purposes, and that number is only going to continue to grow. Furthermore, online learning platforms like Coursera, Unacademy, GoGuardian, Dreambox Learning, Outschool, Newsela, Civitas Learning, Byju's, and Udacity have been extremely successful in attracting students and professors alike. In fact, revenue generated by online learning platforms will exceed revenue generated by traditional brick-and-mortar universities by 2028.

In 2021, global education technology market witnessed an inflow of over $20 billion, which was valued at $15 billion in 2020. This has also increased market value of start-up by more than 15X in last one decade. Despite world crippling due to covid-19 pandemic, the market witnessed increased number of edtech start-up during this period. In fact, 1/3 of all start-ups came into existence in the same period. Wherein, Indian start-up in education technology market succeed in raising more than $4.7 billion from private equity players and venture capitalists. In 2019, it was estimated at around $440 million. Following are some of the recent funding developments

Tech companies are pouring money into edtech startups to try and stay ahead of the curve in the global education technology market. The ad-supported learning platform Udacity announced this week that it has raised $160 million in new funding, including from prominent venture capital firms such as Andreessen Horowitz and Index Ventures. The company says the new capital will be used to "accelerate its mission of democratizing access to high-quality education."

Elsewhere, Coursera, a teaching platform owned by Stanford University, earlier this year announced a $60 million round of financings. Pearson, one of the world's largest education publishers, is reportedly planning to invest an additional $500 million in digital learning platforms over the next five years.

The edtech startup boom is creating opportunities for young entrepreneurs who are looking to capitalize on growing consumer demand for educational services. And while the industry is still in its early stages, there's no doubt that it's rapidly evolving and will continue to do so for the foreseeable future. To understand detailed analysis of investments in education technology market,

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Consumers Spending on Education Technology to Surpass $150 billion by 2028

Technology revolution in the global education technology market is an ongoing process that has drastically transformed how students learn. Throngs of consumers are utilizing various forms of technology in their classrooms, and there is no telling where the trend will lead. In order to better understand consumer trends, SkyQuest has analyzed data from 1,5000 U.S. households across eleven different industries.

The results of the study showed that consumer spending on education technology is steadily climbing, reaching a record high of $24.8 billion in 2017 and is projected to surpass $158 billion by 2028 in the global education technology market. Half of all U.S. households now have at least one device used for educational purposes, with tablets and laptops leading the way (55% and 32%, respectively). Notably, 72% of tablet owners said they use them for educational purposes. Additionally, 57% of U.S. adults believe that using digital technologies in the classroom makes learning more engaging for students.

Though the majority of Americans are already utilizing education technology in their classrooms, there are still countless opportunities for growth. For instance, 73% of respondents said they would be interested in using augmented reality (AR) in the classroom. In addition to advances in digital technologies, it is important to continue innovating along traditional school teaching methods.

Providers are Partnering with Technology Giants to Transform into Digitalization

In recent years, the education technology market has seen a surge in the number of providers partnering with technology giants to transform into digital organizations. This shift is being driven by the ever-increasing demands of todays students and parents for more personalized, engaging, and relevant learning experiences. In response, many edtech companies are turning to cutting-edge technologies like artificial intelligence (AI), big data, and cloud computing to help them meet these challenges.

One such company is 2U, which partners with leading universities to offer online degree programs that combine rigorous academics with real-world experience. 2Us use of AI allows it to provide each student with a personalized learning plan that takes into account their individual strengths and weaknesses. The company also relies on big data to track student engagement and performance across all its programs. This information helps 2U identify areas where students are struggling and design targeted interventions to improve outcomes.

Another edtech leader in the global education technology market that is harnessing the power of technology is Pearson Education. LearningMate recently announced a partnership with Google Cloud Platform (GCP) to migrate its entire content library onto the GCP platform. This will allow LearningMate to take advantage of GCPs AI and machine learning capabilities to deliver more personalized experience to students.

Recently in July 2022, TMRW Partnered with TCS to digitally transform K-12 education sector. TMRW is eyeing to leverage their all-in-one integrating Learning Operating System (LearnOS) to bring together the entire spectrum of education and school operational elements under one unified umbrella.

Top 5 Education Technologies Poised to Take the Market by Storm

The education technology market is one of the most exciting things to happen in recent years. There has been a big shift in the way we learn, and there are several Technologies that are poised to take over the market. here are some of the top education technologies that you should be aware of.

1. MOOCs: Massive Open Online Courses are becoming more and more popular every day. These courses are typically offered online, and they offer a variety of courses from different disciplines.

2. Virtual Schools: Virtual schools are another great option when it comes to learning in the global education technology market. These schools allow students to attend classes online, which saves them time and money. Students can also choose a virtual school that specializes in a certain subject area, such as math or science.

3. Augmented Reality: Augmented reality is another technology that's gaining popularity in the education world. AR allows student to see information superimposed on real-world environment. This technology can be used in a number of ways, such as teaching subjects or preparing students for the SATs or ACTs exams. AR has been getting a lot of attention lately in the global education technology market thanks to Pokemon GO. However, its potential goes far beyond gaming. AR can be used for things like interactive textbooks, crime scene reconstruction, and medical training simulations. With Microsoft HoloLens leading the way, AR looks like it will become increasingly prevalent in the coming years.

4. AI Tutoring: An artificial intelligence computer system is a robot teacher. Using this technology, you can have an AI tutor tailor your coursework to match what you need. You can also ask for help with math, science and general subject issues using this method.

5. Virtual Reality (VR) and Augmented Reality (AR) VR is already being used in a variety of industries, and its potential for education is vast. It can be used for simulations, educational games, and even virtual field trips. With the Oculus Rift and HTC Vive leading the charge, VR is experiencing a renaissance that looks set to continue into the foreseeable future.

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Current outlook of Education Technology Market is Not so Bright, But its Temporary

In 2022, Edtech companies started facing massive lay off, slower funding, and closing operations of education technology companies. This is mainly due to the current state of the economy and rising inflation. Industries such as online education and digital learning have taken a hit due to changes in the market dynamics. Companies that focus on edtech products have been struggling to find investors and secure sales. Even though these companies are still profitable, they are shutting down due to the reasons mentioned above. for instance,2U has started closing its operations across the globe and Byjus in talk with the company for acquisition.

Moreover, many consumers are simply cutting back on spending on non-essential items like education technology during these difficult times.

All of this means that it is a tough time to be an edtech company in the education technology market. However, there are some silver linings to be found. For one thing, the current situation is likely to lead to increased consolidation in the industry as weaker players are forced out of business by stronger ones. Additionally, the crisis could lead to more innovation in the sector as companies are forced to find new ways to reach and serve their customers.

What Does Future Hold for Education Technology Market?

Global education technology market is booming and the future looks bright. The global edtech market is expected to reach $302.58 billion by 2028, with a compound annual growth rate of 16.20%. This growth is being driven by advances in technology, the increasing use of mobile devices for learning, and the growing demand for online and blended learning solutions.

There are a number of trends that are shaping the future of edtech. One of the most important is the move towards personalized learning. This approach tailors content and instruction to each individual student, based on their abilities, interests, and needs. This allows students to learn at their own pace and in a way that best suits them. Personalized learning is already being adopted by leading schools and districts across global education technology market, and it is poised to have a major impact on education in the years to come.

Another trend in the education technology market that is influencing the future of edtech is the rise of artificial intelligence (AI). AI-powered tools are being developed that can help teachers with everything from lesson planning to assessment. AI can also be used to create customized learning experiences for students based on their individual needs. As AI continues to evolve, it will increasingly shape how education technology is used in classrooms and beyond.

This growth will present both challenges and opportunities for companies in education technology market. On the one hand, they will need to meet the growing demand for their products and services; on the other hand, they will face increased competition from traditional providers as well as new startups. They will also need to address concerns about privacy and data security, as well as manage changing regulatory environments.

Despite these challenges, there are reasons to be optimistic about the future of edtech. First, there is a growing recognition that technology can play an important role in improving education outcomes. Second, funding for edtech initiatives is becoming more available, both from private investors and government sources. Finally, there is an increasing number of pilot projects and case studies demonstrating the potential of edtech solutions.

Top Players in Education Technology Market

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Global Education Technology Market Witnessed Gold Rush of Investors, Secured $35 billion Funding in just Two Years as Market is Eyeing to Surpass $302...

With more students studying for M.B.A.s online than on campus for the first time ever, Ive been thinking about what makes a scaled online degree program successful. Brooke Elliott, executive associate dean, and Nerissa Brown, associate dean of graduate programs at the University of Illinois, graciously shared the lessons theyve learned since launching the iMBA in 2016 on Coursera.

The program was the first degree on Coursera and pioneered the stackable degree model, which allowed students to first take a course or specialization from the program. Its also offered at a breakthrough price$23,000, about a third of the average price of residential M.B.A. programs.

In 2016, the first iMBA cohort was about 100 students, and this academic year, its over 4,600. Heres what theyve learned as theyve grown the program.

Q: Youre one of the early innovators in making online degrees more accessible, affordable and job relevant. A large part of that success is your stackable, scalable degree model. Tell me about how you started with the iMBA degree, including how you got internal buy-in and how youve continued to grow your online degree portfolio.

Brooke: The University of Illinois is a land-grant institution, and the iMBA started with this mission in mindto provide high-quality, accessible and affordable education to all who desire it and are committed to pursuing it. The program was designed to be online from the beginning; every facet of the program from course length, number of course offerings, synchronous and asynchronous content type and duration, technology for delivery and engagement, to the faculty engaged to develop and deliver the content was intentionally designed to serve an online learner who was also a working professional. From the beginning, we committed to having our very best tenure-track and specialized faculty develop and deliver the contentthis differentiated us early on in the online market and continues to be a key differentiator for the iMBA program.

In full transparency, internal buy-in was challenging as we were building and preparing to launch the program. Many academics and administrators were skeptical that we could create and deliver a program that maintained the high-quality, rigorous academic standards that the University of Illinois has built its reputation on while also making the program accessible and affordable. However, we were committed to disrupting the graduate business education space, and our very best faculty believed in our mission and our ability to transform higher education. Through the commitment of our faculty, the leadership of our administrators and our willingness to think wholly different about how to deliver high-quality education we were able to successfully launch and grow the iMBA.

Nerissa: The growth of our online portfolio is grounded in our core land-grant mission of providing accessible and flexible lifelong learning opportunities. We aim to meet learners where they are, and as such, our ongoing strategy is to build stackable content from the ground up. We visualize our portfolio as building blocks and start at the microcredential level when developing new content or repackaging existing content.

For instance, we often start with our Skills iCademies or Coursera MOOCs when building out or packaging new content areas. Our iCademy and MOOC offerings are short, learning programs that offer in-demand skills that can be consumed easily. The content from these microcredentials form the core of many our credit-bearing, high-engagement courses that learners can pursue either as stand-alone, nondegree courses or as a part of our graduate certificate and degree programs. It is with this building-block mind-set that Gies became the first university partner of Grow with Google and the creator of Illinois first set of campus graduate certificates.

We are constantly innovating our portfolio to meet market demand for upskilling and reskilling. In fact, we are creating a catalog of certificate programs in specialized skills such as analytics, digital marketing, entrepreneurship and innovation, as well as foundational business skills in accounting, finance and management. Two certificates in accountancy analytics and strategic leadership are expected to launch in August and are now accepting applications. We are also in the process of developing in-demand content in disruptive technologies.

Q: How do you replicate the high engagement full-time, residential M.B.A.s are known for, like networking, at scale and make these programs successful?

Brooke: When you ask our iMBA alums to identify the greatest values provided by the program, they almost always talk about the outstanding network they have joined and the individuals they have come to know and befriend. In residential education, a small group of individuals from diverse backgrounds and experiences come together in a common location to have a common educational experience.

What is unique about the iMBA program is that a large number of individuals from more diverse backgrounds and experiences come together to have a common educational experience but from locations all around the world. The learners in iMBA are more diverse in background and experience because when you offer education that is accessible and affordable you attract and serve a more diverse set of learners. And the network that you build around the world is unmatchedsome of our learners wake up in Dubai while others wake up in Chicago, and they all learn together! We use technology and an internal social medialike platform to drive engagement and provide opportunities for our learners to develop and grow their networks.

Nerissa: We also provide opportunities for individuals around the world to meet each other in person. We host an in-person networking and professional development event each fall on campus called iConverge. In fall 2021, we had just under 1,000 current students and alums come together to learn and to meet each other and faculty face-to-face. You would never know that many had never met in person, as they often embrace one another as lifelong friends and colleagues. In addition to iConverge, we host a series of professional development and networking events around the United States and the globe.

Gies Online has multiple, successful ways in which our learners network and engage in experiential learning. Networking and experiential learning is a core part of the Gies brand, and this is no different when it comes to our online programs. In addition to iConverge, we offer a series of impactful immersion programs to our online learners. Our immersions are a collaborative networking experience that you will not see in most online M.B.A. programs.

We offer both virtual and in-person immersion opportunities, and the experience is rated high by our participants. Over the last two years, we have immersed students in the business and cultural ecosystems of domestic and international locations such as Dallas (Tex.), Colombia, Ghana and Japan. We are getting ready for our first in-person immersion to Seattle since the pandemic, and attendee interest has been tremendous. We will continue to offer an annual series of virtual immersions so that learners who are unable to participate in person can still gain firsthand experience of global business.

Q: What advice do you have for university leaders who are trying to launch a scaled online degree?

Brooke: Be bold and purposeful in designing the programdo not simply take an existing residential program and move it online. Engage faculty in the design of the program from its inceptionfaculty buy-in and passion for online education are critical to its success. Identify teaching and learning talent with expertise in pedagogy, assessment and technologywhether this exists within your own university or you need to hire from outside. Be clear about how online education can serve your educational mission and enhance your institutions reputation.

Nerissa: Strong investment in faculty and staff talent. Gies Online has been successful in attracting talent from across the nation. For instance, weve been able to attract instructors who are industry and technology leaders and who bring their practical experience directly to our virtual classrooms. Weve been also nimble in our talent acquisition by offering remote work arrangements to staff and our faculty. Flexible work is crucial to tap into top talent, and recent university announcements on remote work arrangements illustrate how important it is for higher ed institutions to meet talent where they aresimilar to how online education reaches learners in the location and at the time that works best for them.

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Through this elevated partnership, the two organizations are working together to provide specialized healthcare workforce education and development.

CLEVELAND, July 21, 2022 /PRNewswire/ -- The Center for Health Affairs, the leading advocate for Northeast Ohio hospitals, today announced a new educational opportunity throughDignity Health Global Education(DHGE), a leading healthcare workforce development company, for member hospitals, sponsor and community organizations, and members of The Center's business affiliate,CHAMPS Group Purchasing(GPO).

DHGE designs and offers online degrees, certificates and custom education programs by working alongside leading academic institutions as well as top healthcare experts, such as chief executive officers and chief nursing officers, to provide engaging and reimagined virtual healthcare workforce development content in a student-centric environment.

"As the healthcare industry continues to struggle with meeting their staffing requirements, this partnership with DHGE is a step forward in our mission to help members fulfill their workforce retention goals," saidBrian Lane, president & CEO of The Center for Health Affairs. "These courses offer incredible opportunities to healthcare professionals looking to grow their careers into higher-level positions of management and improve health equity within our community."

The Center and DHGE first began working together last year, and this expanded partnership now enables The Center to form cohorts with member and sponsor organizations to offer DHGE's educational programming at a discounted rate.

"Our agile and flexible education options ensure that professionals in healthcare have access to the best-in-class learning whether in our MSN, MBA or our suite of certificates," said Andrew Malley, CEO of Dignity Health Global Education. "We also work with health organizations on custom solutions such as our Nurse Residency with CommonSpirit Health, one of the nation's largest health systems, for improved retention and a stronger workforce."

Dignity Health Global Education, which recently announced a partnership as a provider of education services to the U.S. Department of Health and Human Services, offers professional development and higher education courses that have been specifically created for healthcare. Learners and organizations can choose from more than a dozen online courses, including:

VisitDHGE.orgto learn more about the courses offered by Dignity Health Global Education andcontact The Center for Health Affairsto learn how your organization can form a class cohort.

About Dignity Health Global Education:

DHGE is an online education and technology provider for the healthcare workforce. Our mission is to transform how healthcare workers learn. We design learning experiences that are loved and affect positive change in our learners' lives and, in turn, impact their organization. We partner with leading academic institutions and top experts to innovate, redefine, and reimagine healthcare workforce development.

About The Center for Health Affairs

The Center for Health Affairs, the nation's first regional hospital association, has served as the collective voice of Northeast Ohio hospitals for more than 100 years. Together with its business affiliates, CHAMPS Group Purchasing and The Essentials Group, The Center continues the legacy of its founders, working collaboratively to increase the efficiency of healthcare delivery, providing insightful healthcare information to the public and undertaking initiatives aimed at improving the health of the community. For more information, visit http://www.neohospitals.org.

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NAMEMichele FancherPHONE216.255.3657WEBSITEhttps://www.neohospitals.org

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The Center for Health Affairs and Dignity Health Global Education Expand Partnership - PR Newswire

COVID ushered in the pandemic era. Coming out of the pandemic, higher education must be prepared to ... [+] operate, adapt, and evolve in the post-pandemic era.

For higher education, the post-pandemic era is here. Whats abundantly clear is that new strategies will be needed for college and university leaders to successfully respond to the types, magnitudes, and concurrent/coincident impacts and mutual amplification of crises they will face in the years ahead. This point was driven home over the last nearly three years as higher education institutions and their leaders faced multiple challenges rising to the level of crises. What made this period so challenging was not the global pandemic on its own (although this was perhaps the single greatest challenge US colleges and universities have faced in history), but the concurrence of multiple crises, more than one of which might even be considered a pandemic.

Lets start by recognizing and acknowledging the confluence of crises (from the global pandemic; to the growing political divide and crisis of democracy; to racial unrest, Black Lives Matter, and the rise in social justice activism and demands; to the deepening economic crisis; to the publics diminishing perception of the value and relevance of a college degree) facing higher education. From there the strong case can be made for Higher Ed to both reaffirm its purpose and mission, goals and ideals, and to reestablish itself as a fundamental public good. Using the COVID pandemic as it unfolded and evolved, not necessarily connected to the other crises but certainly intertwining with them, there is a strong and urgent case for higher education to return to being the marketplace of ideas by bringing people back to the middle, away from the extremes to which our society has migrated in the last decade.

Higher Eds return to the middle, to the marketplace and to the common good, should be through distinction (not replicating one another) and remaining purpose-driven and not giving in to political pressures or ideological divides. Higher Ed has often run to the middle in a crisis, even when much of society flees to one extreme or the other. We saw this in the pandemic (sensible masking and social distance policies, vaccine policies and requirements that followed the (admittedly evolving) science, and our best efforts to hold firm on free speech without giving in to political pressures from outside or cancel culture from within. In this increasingly polarized time, such sensible and unflappable moves to the middle ground (informed, reasoned, tempered) aggravated and angered those at the extremes. But thats what makes Higher Ed different. It does not, should not, and must not take sides.

Rather, this must be where colleges and universities commit themselves. The middle ground, now largely devoid of citizens (educated or not), must be where people are brought back, for reasoned and informed discourse, for civil discourse and shared learning, and to discover their own truths. Higher Eds role is not to validate the extremes but to enable discourse without threat, scientific exploration without boundaries, and learning without limitations. This is how universities can reassert their relationship with their public, restore and gain credibility, and reestablish themselves as a public good. They can do this by fundamentally and unflinchingly advocating for free speech on their campuses as well as for diversity in all dimensions, including intellectual (diversity of discipline and thought).

This is exactly the opposite of where other institutions and individuals are positioning themselves. This is also the opposite of how the public is positioning (through their narratives) higher education. For example, many believed Higher Eds response to COVID was driven by those at the edges (i.e., uninformed, unsubstantiated, or ideologically motivated masking and social distance policies), and that they didnt understand (or were withholding from the public) the science behind the virus. All that said, in their laudable (and largely successful) efforts to do the right thing and follow the science (which would later evolve to reveal new information and new understanding of the virus vector, lifespan, resilience, and impact), they moved swiftly and absolutely (and quite consistently across the nation) to close down their campus operations. They didnt yet fully understand the COVID science. And they didnt fully realize the cost of shutting everything down. It may have been the wrong decision in hindsight, despite being the best decision given what was known (and believed to be known) and arguably the decision in the best interest of public health, but it most certainly contributed to and even created economic problems that are only now beginning to be fully realized. As often is the case, there exists legitimate criticism from both directions. Higher education is diminished and devalued when it is becomes, allows itself to become, or is believed to be driven by politicians or by ideologues. Rather, their best destiny is in the middle reasoned, tempered, informed, and ever learning and bringing the population toward that ground as well. Civil discourse is essential to a civil society, to a democracy, and to a world facing serious and even existential challenges.

Consider five themes for higher educations great reset:

1/ Disruption

The pandemic made clear that for colleges and universities to survive, they must both adapt and differentiate, and to do these, they must be open to and indeed commit to disruption. Long standing issues within Higher Ed were highlighted and in some cases amplified as the pandemic unfolded and institutions responded. Status quo would no longer work, and the do-nothing strategy resulting from ignorance, arrogance, or impasse could no longer be acceptable. Change was needed perhaps long overdue and failure to make needed changes to adapt as the pandemic unfolded and secure a sustainable future both represented existential threats.

Adaptation came quickly by academic standards, at times surprising even those within Higher Ed, but focused on immediate needs (i.e., a triage model of adaptation rather than a strategic or systemic model). By contrast, little attention was paid to hardening finances, adapting operating models or governance, and securing a sustainable post-pandemic future. This was perhaps made less urgent by the generous and substantial, though fixed-term, financial support provided by the federal government. There have been few changes in university operating models and no changes in governance.

The risk now is sliding backwards to pre-pandemic models, dynamics, and expectations. To do this would be both a missed opportunity and grave mistake. Commitment to (and comfort with) disruptive change is needed desperately and this will require new and different thinking, leadership, and governance dynamics.

2/ Re-thinking

The higher education landscape has been tested and made more complicated by COVID. But the ... [+] opportunities ahead are many and vast.

Higher Ed must embark on a total rethink (a great reset) using the pandemic as a springboard but recognizing that securing a sustainable future that is mission-driven (purposeful), attractive (compelling), and financially responsible (stable) requires a willingness to rethink nearly every aspect of higher educational institutions operations. This includes mission, purpose, and role; enrollment management strategies; costs and financial models; marketing and communication; campus operations; strategic planning and decision-making; the academic calendar; academic offerings (degrees, certificates, and more); the effective integration of academic and student life programming; the use of technology and role of experiential education; how universities engage with their off-campus constituents; and even the design and role of the physical campus.

Colleges and universities must break free of the incremental nibble around the edges strategy of both resource allocation and expense reduction. It has not served any institution well and has led directly to diminishment if not demise of their ability to deliver on mission as well as morale of faculty and staff. A decade or more of incremental cuts has left many colleges and universities stagnant, severely curtailed, and hopeless.

Rethinking everything requires a new culture of leadership, governance, engagement, and partnerships. It requires trust, respect, and a new sense of shared direction and shared commitment. Above all, it requires a recognition and understanding that system change means just that its a systemwide commitment, and all-in conversation where everything is on the table and there is no exclusion of sacred cows. No individual, department, program, or office is immune and none are held harmless. Neither is there a one-size-fits-all approach.

The goal must be an institution that is able to be more responsive and adaptive as crises present, with strong predictive and planning capabilities so that the response is more thoughtfully and carefully implemented, and less suddenly reactive. Higher Ed institutions must manage change rather than be managed by it. They must follow the lead of Nancy Zimpher, Chancellor Emerita of SUNY, who has written that higher educational institutions must become the best at getting better.

3/ Bearing Witness and Reflection

Over the last two years, my series in Forbes has chronicled the COVID pandemic experience for higher educational institutions through multiple lenses, university leaders as well as their constituents and the broader public, and on lessons learned in real time and upon reflection.

This series (and others) documented the unfolding pandemic and decisions that were made in response to the evolving crisis, and explored fundamental lessons learned in the pandemic, key decisions (e.g., pivoting to online instruction, shutting down campuses and sending students home) made early on, and major milestones (e.g., requiring masking and social distancing, and the end of those requirements). They also examined the unintended consequences of those decisions, including mental health issues, economic issues, and exacerbated access and affordability issues.

Nearly every college and university, in the end, followed the same script and the same timeline in their response to the pandemic and in how they managed the crisis. There was even near uniform consistency in the timing and process for returning to full on-campus operations. Whether this was sensible and strategic, or a nationwide example of follow-the-leader (or fear of mis-stepping), is still unclear. They all came from the same place of relative ignorance. But there most certainly will be another global health pandemic or pandemic-like crisis in the years ahead. What remains to be seen is whether universities responses will be more individualized, more independent, or more effective. They certainly should be more well-informed and better planned.

One thing is certain, the arc of this remarkable story provides a series of important leadership lessons and serves as a backdrop for needed change and for responsible change-management.

4/ Accelerating

Clearly the need for change is urgent and colleges and universities must accelerate (not simply gravitate) toward that change. They must smash the rear-view mirror and not be constantly looking backward, longingly or for the safety or comfort of what was known. Instead, they must focus their energies and their commitments to moving forward strategically, responsibly, and quickly. This means redirecting their antennae or their radar forward. This means committing to making long-needed and long-overdue change quickly in order to ensure their sustainable future.

Universities have been, and are still at-present, catatonic. The teacher-learner-books model is no longer applicable or relevant. We live in a fast-changing digital world. Businesses have taken the place of universities as drivers of change. Our slow pace to recognize, accept, and adapt to the changing world has left us marginalized and at considerable risk. They must accelerate or die.

But colleges and universities have learned through the pandemic that they are capable of making change. They demonstrated both the will and the capacity to adapt quickly. They broke through longstanding taboos around online learning, remote work, and flexible schedules. Faculty, staff, and students rallied. Continuity of teaching and learning was ensured. And they were able to return to normal campus operations seamlessly and no doubt better prepared for the next crisis.

But these institutions must now take steps to leverage that new learning and not allow themselves to slide back to pre-pandemic operating modalities. They must not only get better at being part of the changing world around them but they must also get better at monitoring, forecasting, recognizing, and acknowledging changes that are (and will be) taking place. Adjustment in real-time is the better strategy. Its far more difficult and far more disruptive, as has been learned, to react and re-establish following a crisis.

Two sayings come to mind. The first, youre either at the table or on the menu reminds universities that to survive they must be part of the conversation. While the second, if you want to run with the big dogs you have to come down off the porch, reminds them that they cannot simply watch and bear witness. They must engage and commit. They must dive into the fray where its messy and where there is risk. And they must accelerate.

5/ Responding and Repositioning

Public perception of higher education has declined over the last decade, in part due to Higher Eds failure to tell their story effectively and in part due to their failure to adapt and evolve to meet changing conditions, expectations, and needs. The world had changed and our institutions turned a deaf ear, a combination of arrogance and reticence, almost daring the world to go on without them. And it did. Higher Ed not only lost its luster, it allowed itself to become marginalized.

Public perception has declined. Higher Ed must take steps to regain trust, confidence, and respect ... [+] as a public good.

Higher Ed must begin paying closer attention to public sentiment, listening and hearing from the public, and writing a new narrative that will enable broader support, trust, and respect of our colleges and universities. Only by acknowledging how they are perceived can they change it to match their aspirations. Only by listening to those they serve can they truly be responsive to their needs. And only by continuing to engage authentically and consistently with their communities and stakeholders can they remain relevant, trusted, and counted upon as a public good.

Our colleges and universities have an incredible opportunity (if not imperative) now to reaffirm their mission and value, reach more students and provide even greater accessibility and affordability, connect more authentically to the public they serve, and rebuild respect, confidence, and trust.

As they continue to grapple with woke and cancel cultures, political divides, economic pressures, and the move away from fact-based reasoning and civil discourse, higher education must return to first principles and the university as the marketplace of ideas, the broad and fertile center ground where civility and science and debate live largest. Our great colleges and universities were once looked to as brilliant and shining lights on the hill. Today they are at risk of becoming little more than cave drawings on the wall, telling us something about what life was like long ago but offering little about where we must go next. Historic but of little relevance today, and certainly not visionary.

For higher education, it's time for a reaffirmation of ideals, evolution of mission, much needed and long overdue change, and both new leadership and new leadership-governance dynamics. By committing to these, our colleges and universities can secure a brilliant future, one in which they are once again central to our nations growth, trusted and respected, and looked to for light and guidance as well as solutions and discoveries.

Original post:
Blueprint For The Great Reset: Five Themes For Higher Education's New Imperative - Forbes

Western Governors University aims to increase college opportunities for students of all ages and backgrounds.

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What sets Western Governors University apart?

Students are the driving force behind Western Governors Universitys competency-based education program. Competency-based education places emphasis on students understanding and ability to master material rather than on time spent in the classroom. This provides students with a course outlook that is tailored to their schedule and specific needs.

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With 24/7 access to online learning resources, students embark on a learning journey that focuses on areas that will specifically meet the desired criteria they seek and help to move them through areas with which they are already familiar.

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Online Western Governors University Dedicated To Making Higher Education Accessible - KHTS Radio

Online platforms that aid in getting scholarships, educational loans

Jul 22, 2022, 06:00 am 2 min read

Pursuing higher studies can be financially taxing most of the time, especially when studying abroad. In today's digital world, however, many online platforms have made the lives of a number of students easier as they can find educational loans and scholarships without much fuss. Here are a few online platforms which can help students with educational loans and scholarships for pursuing higher education.

Buddy4Study is an online platform that aggregates global scholarship information with the aim to make quality education available to all. Launched by IIT, IIM, and BITS Pilani alumni in 2011, the platform has so far helped over one million students get the right scholarships. It has a scholarship search engine that allows seekers and providers to access curated scholarship information from across the world.

GyanDhan is an online education financing marketplace that also offers a scholarship of Rs. 1 lakh. It was launched with the aim of increasing accessibility to higher education. The scholarship is granted based on merit and strength of profile. It's for candidates pursuing a two-year postgraduate course overseasin the USA, UK, Australia, among others. Students must have an undergraduate degree from an Indian university.

Corporate-funded scholarships

Vidyasaarathi

Vidyasaarathi is an online platform run by Protean eGov Technologies Limited. It is a technology-enabled initiative aimed at providing financial assistance to deserving students via corporate-funded scholarships. Students can apply to educational finance schemes for skill development and higher education. Over 10 lakh students have registered on this platform so far, and candidates receive scholarships based on merit from fund providers, industries, and corporates.

National Scholarship Portal

The National Scholarship Portal is an educational assistance initiative under the Centre's National e-Governance Plan (NeGP). It is a Mission Mode Project that aims to provide a digital one-stop platform for different services related to government scholarshipsapplications, receipts, processing, sanctions, and disbursal. It serves as a common portal for implementing scholarships under the central government and those offered by the states and union territories.

Read more:
Online platforms that aid in getting scholarships, educational loans - NewsBytes

New Jersey, United States TheOnline EducationMarket research guides new entrants to obtain precise market data and communicates with customers to know their requirements and preferences. It spots outright business opportunities and helps to bring new products into the market. It identifies opportunities in the marketplace. It aims at doing modifications in the business to make business procedures smooth and make business forward. It helps business players to make sound decision making. Online Education market report helps to reduce business risks and provides ways to deal with upcoming challenges. Market information provided here helps new entrants to take informed decisions making. It emphasizes on major regions of the globe such as Europe, North America, Asia Pacific, Middle East, Africa, and Latin America along with their market size.

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Adobe, Apollo Education Group, Inc., Blackboard Inc., Cisco, Citrix Systems, Inc., McGraw-Hill Education, Microsoft Corporation, Oracle, Pearson, SAP, MPS Limited, Lynda.Com, Aptara, Docebo, Edmodo, PowerSchool Learning, and Tata Interactive Systems, OES among others.

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Online EducationMarket Segmentation:

Online Education Market, By Type

Academic Corporate

Online Education Market, By Technology

Mobile E-learning Learning Management System Application Simulation Tool Rapid E-learning Podcasts Virtual Classroom

Online Education Market, By Vendor

Service Provider Content Provider

Online Education Market, By End-User

Higher Education Institutions K-12 Schools Others

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Report Overview:It includes major players of the Online Education market covered in the research study, research scope, market segments by type, market segments by application, years considered for the research study, and objectives of the report.

Global Growth Trends:This section focuses on industry trends where market drivers and top market trends are shed light upon. It also provides growth rates of key producers operating in the Online Education market. Furthermore, it offers production and capacity analysis where marketing pricing trends, capacity, production, and production value of the Online Education market are discussed.

Market Share by Manufacturers:Here, the report provides details about revenue by manufacturers, production and capacity by manufacturers, price by manufacturers, expansion plans, mergers and acquisitions, and products, market entry dates, distribution, and market areas of key manufacturers.

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Production by Region:Here, the production value growth rate, production growth rate, import and export, and key players of each regional market are provided.

Consumption by Region:This section provides information on the consumption in each regional market studied in the report. The consumption is discussed on the basis of country, application, and product type.

Company Profiles:Almost all leading players of the Online Education market are profiled in this section. The analysts have provided information about their recent developments in the Online Education market, products, revenue, production, business, and company.

Market Forecast by Production:The production and production value forecasts included in this section are for the Online Education market as well as for key regional markets.

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Online Education Market Size, Scope, Growth Opportunities, Trends by Manufacturers And Forecast to 2029 This Is Ardee - This Is Ardee

Todays rapidly changing workforce requires a shift in learning. Workers dont have of time to conform to a rigid academic setting; they need flexibility. That's good for employers too.

Kimberly K. Estep and Victor Aluise| Guest Columnists

Tennessee Voices: A conversation with Kimberly Estep

Kimberly Estep, Southeast vice president and Tennessee chancellor of WGU, spoke with Tennessean opinion editor David Plazas.

Nashville Tennessean

Even before the global pandemic, employers needs were rapidly changingas technology pushed innovation in business, workflows, and processes. The pandemic has only accelerated these changes.

As a result, many Americans are compelled to learn new skills often several times throughout their professional careers by the evolving workforce. However, acquiring new skillsrequires a new mindset and approach to learning.

Fortunately, education organizations across Tennessee are leading the charge to help students and employees navigate the changing workforce landscape.

For example, postsecondary institutions are developing or revamping curricula to meet the workforce needs of companies like FedEx, HCA Healthcare, Dolgencorp and Dollar General.

Hear more Tennessee Voices: Get the weekly opinion newsletter for insightful and thought provoking columns.

The integration of technology into critical business processes and the automation of routine tasks was happening well before COVID-19, but the pandemic has hastened these trends dramatically.

In a July 2020 survey of 800 senior business executives by global research firm McKinsey & Company, two-thirds said they were stepping up their automation and artificial intelligence investment either somewhat or significantly due to the pandemic.

These changes are having a profound effect on workplace needs. The roles businesses are looking for are shifting and opening new positions for an incoming workforce equipped with the right mix of hard and soft skills.

Sign up for Latino Tennessee Voices newsletter:Read compelling stories for and with the Latino community in Tennessee.

As the workplace transforms, we must enable workers to change and keep pace. The World Economic Forums Future of Jobs Report 2020 predicts that half of all employees worldwide will need upskilling or reskilling by 2025 to stay competitive in the dynamicbusiness landscape.

Its no surprise that job-posting site Indeedcurrently lists business analysis, cloud computing, and app development among the most in-demand skills. Soft skills such as creativity, collaboration, and adaptability also rank as skill priorities, as todays businesses need team-oriented employees who can help organizations innovate and stay ahead of change.

Most importantly, the cadenceof change for professional skills is gaining speed. For the average worker, the relevance of their core skills has dropped to just five years, according to the Future of Jobs Report. As a result, employees will have to refresh their skills multipletimes during their careers to remain viable. Learning institutionswill need to adapt their teachingmodels toenablestudents to upskill quickly.

Sign up for Black Tennessee Voices newsletter:Read compelling columns by Black writers from across Tennessee.

These rapidly changing workforce requirements create a massive demand for skill growth and professional learning.As a result, higher-education programs must be flexible enough to meet the needs of working adults and accommodate a balance of work, school,and family. Asynchronouslearning allows for this flexibility, resulting ina fourfold increase nationally in people learning online at their own initiative and pace.

Skills-based learning offeringsalso must enable participants to earn a degree or credential in a shortertime frame versus the traditional four-year college model. Competency-based online learning offers one solution. Based on proficiency rather than seat time, competency-based education can help students earn a degree or credential more rapidly by moving through courses and learning experiences as they demonstrate mastery of course materials.

Todays rapidly changing workforce necessitates a shift in approaches to professional learning methods. Working learners dont have an abundance of time to conform to the rigidity that traditional postsecondary settings offer. Instead, they requireflexible degree and credential programs that can help them quickly acquirehigh-demand skills throughout their careers. Employers cant wait on traditional learning methods to close the gaps between workforce skills and economic needs.

Kimberly K. Estep, Ph.D., is chancellor of WGU Tennessee and regional vice president of Southeast Region, Western Governors University,and Victor Aluise, Ed.D., is vice president and dean of Western Governors Universitys College of Business.

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Changing workforce requires new skills and approaches to learning - Tennessean

More from this theme Recent articles

Ofsted has raised concerns over some further education providers reverting back to online learning over the spring without a clear reason for doing so.

The inspectorate published its latest findings today into the recovery of education from the Covid-19 pandemic, with three reports covering early years, schools, and further education and skills.

It follows previous reports in the spring and autumn and assesses what the key issues are and how the sector has been recovering.

The report was informed by discussions among Ofsted staff and inspections carried out between April 25 and May 27 of independent specialist colleges, seven further education colleges, two sixth-form colleges and one local authority and adult education provider. Inspection findings from seven independent training providers with high-needs provision and adult education courses were also reviewed.

Here are the key findings

Ofsted reported that in a small number of cases some providers had switched back to, or retained, remote learning and off-the-job training in apprenticeships where there was no clear benefit for doing so.

It said that while remote learning can be useful in some courses, it can also narrow the opportunities for developing skills and limit social engagement with peers and staff.

That was especially problematic in instances where practical skills are needed, such as brick laying or car mechanics, and is especially important for younger learners in their social development.

Chief inspector Amanda Spielman said: Across all phases of education, were seeing creative and resilient responses to the ongoing challenges of Covid-19. But I am concerned that some learners in a small minority of further education and skills providers are still not receiving sufficient classroom teaching or off-the-job training.

This is narrowing their opportunities to gain practical skills and limiting their social engagement, which could have serious consequences on their readiness for the workplace.

No matter how good online teaching is, its just not possible to change brake pads, cut hair or lay bricks remotely. And having just a few hours on site each week doing practical activity isnt enough for younger learners to gain the skills and experience theyll need in the workplace.

Spielman continued: It may be better from a business or financial perspective for providers to use online or remote learning, but this should only be done where there is a clear benefit for learners.

Weve seen how the youngest children, who spent most of their lives in lockdown, have struggled with starting school. But the transition from education or training to the workplace is just as dramatic. Learners need to have the confidence and social skills to work alongside their colleagues not only other young people, but also adults who might be decades older than them.

Staff shortages and pressures on businesses resulted in some employers failing to release their apprentices for the mandatory off-the-job training element of their learning.

Ofsted said that firms were struggling to balance training with the day-to-day demands of running their businesses. Areas like hospitality, travel and tourism, and health and social care were particular areas this was happening.

Staff shortages had also amounted to high workloads on some apprentices who were having to fill the gaps.

Learners that missed functional skills during the pandemic often dont understand the importance of the subjects, and opted to duck the learning coming back, according to Ofsted.

In some cases, timetables for maths and English had been compressed in an attempt to help learners catch up in practical and vocational skills, resulting in not enough time being allowed to make good progress in those two areas.

Challenges in securing work placements are easing, the watchdog says, but industries which were hit hard by the pandemic, such as health and social care, still struggled.

It said some health and social care settings were too busy to train staff or were reticent about new people on their premises.

In addition, tasks they were doing were not always appropriate for their course, citing examples of some nursing associate apprentices having to carry out porter duties or work in pharmacies rather than in patient-facing care.

Ofsted praised the hard work of providers to secure new placements with either new contacts or re-establishing partnerships halted during the pandemic.

Elsewhere, some apprentices were still on an agreed pause in their learning or still on their programmes beyond their finish date because of delays in training and assessments, or they just were not ready.

Business closures had contributed to that, but in some cases apprentices had found better paid jobs elsewhere and abandoned their courses altogether, the report said.

Finding end-point assessment organisations had proved a struggle, the documents reported, either because there were not enough organisations to carry out the tests or because of sector pressures in areas such as driving tests.

Many providers have reported declining numbers of adult learners, with some courses closing entirely as a result. That was most prevalent in community learning settings.

However, in some employability courses, interest is higher because adult learners are looking to retrain in a new career.

Ofsted has reported high levels of anxiety among learners who sat exams this summer, with many further education learners taking a high stakes exam for the first time.

The combination of usual exam pressures with the lack of familiarity of exam procedures had contributed to that, and prompted providers to put in place extra measures such as more mock exams, increased pastoral support or more revision time factored into courses.

The watchdog said that the curriculum had been re-sequenced for many learners, such as front-loading courses with the theory elements and focusing on practical skills later.

As a result, we have some concerns that apprentices were not given enough time to learn curriculum content securely, its report said.

Some providers added catch-up elements to the curriculum, while some learners reported feeling overwhelmed with the amount of content they were having to learn.

Read more here:
Ofsted denounces continued use of online teaching in latest education recovery research - FE Week