Online education is here to stay and there are good reasons why.

Brilliance is what the online education business model has brought our way.

If youre tempted to think e-learning is a sham, think again. Especially with the ever-climbing revenue accrued on a monthly/yearly basis. As of today, E-learnings current market value is over $190 billion and by 2025, the latest study by Global Market Insights estimates the market value to grow to over $300 billion.

Why is This So?

Its not that people dont want to learn; traditional learning systems are just too expensive!

Hence, the current surge in demand for cost-effective training and learning in all sectors, and at an individualized pace too.

Besides, in each sector, the amount of relevant content continues to rise making it increasingly difficult to keep tabs on it in physical libraries or stores. Keeping it in electronic media is an ingenious way of managing these vast resources and disseminating them in real-time across user interfaces.

The Use of Cloud-Based Platforms

Cloud-based learning platforms are increasingly being adopted in the online education business.

This is helpful and is one of the core reasons the market continues to rise at an impressive rate. These cloud-based platforms provide flexibility in the storage, accessibility and processing of content by users.

Major reasons for which users increasingly patronize cloud learning platform are data backup, cost-effectiveness and the security it affords. All of this is backed by the ease of content delivery which cloud technology offers!

As more young people get used to the advent of mobile platforms and the Internet, it only makes sense to utilize the cloud to help them easily access content and compare with other content on the net (instead of opening several books just to get certain information).

Smartphone users, with the aid of recent apps, can gain insight into several different topics in real-time, and up-to-date universities are developing their own mobile-based applications for their students. This way, learners can log in to the student portal, enabling them to gain access to even missed lectures. You see, learning is no longer about how hard you can work, but how smart you can work.

In corporate sectors, some of the major mobile applications in use are Udemy, DesignJot, and BoostHQ.

An Overview of the E-Learning Market (and the Factors Propelling It)

The impressive growth in the usage of technology in academic institutions across the globe has propelled the e-learning market forward. For instance, it makes it easier to pay someone to do my homework, especially if I have other pressing responsibilities.

The academic sector accounted for over 50 per cent of the global e-learning industry share in 2018; and with the surge in awareness about education and the adoption of modern solutions in universities and colleges, the literacy rate continues to grow.

Lots of education centers provide digitized platforms for learning and interaction which offer deeper and clearer insights into all academic courses, and this does wonders in terms of depth of understanding of students, and further impacts on their societal input. Its also pretty liberating for teachers, who are able to, with time limits and distractions eliminated whilst teaching a virtual audience, teach in more practical terms while employing the aid of interactive media such as pictures and videos.

Online Education in the Corporate World

Corporate sectors are also beginning to get the hang of the use of online educational materials to train their employees, further boosting market capital. It has been discovered that when employees are trained at their own pace, there is higher productivity.

Wrapping Up

E-learning has come to stay. Knowing how it works, and employing it in your favor is one of the smart things to do in this century.

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Online Education: The Future is Today - Legal Reader

The Kansas City, Kan., Police Department Hiring Event is 11:30 a.m to 12:45 p.m. Sept 27 in room 125 of the Resiliency Center. For more information, call 684-2227 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

The Soldier for Life - Transition Assistance Program will host HIGHER Education Workshops from 8:30 a.m. to 4 p.m. Oct. 1-2 and Dec. 10-11 in room 131 of the Resiliency Center. For more information, call 684-2227 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

Upcoming Entrepreneur Workshops are from 8:30 a.m. to 4 p.m. Oct. 3-4 and Dec. 12-13 in room 131 of the Resiliency Center. The workshop explains the basics of developing a business plan, legal and financial aspects of business ownership, advantages and disadvantages of purchasing a franchise, help available and how to overcome stress. To reserve a seat, call 684-2227 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

The Department of Labor Career exploration and planning track workshop is 8:30 a.m. to 4 p.m. Oct. 9-10 and Dec. 17-18 in room 131 of the Resiliency Center. The workshop helps build a personalized career development assessment of occupational interests and abilities, and participants will learn to use self-sustaining tools to narrow their career focus by establishing achievable career goals and self-development strategies. For more information or to sign up, call 684-2227 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

The Soldier for Life - Transition Assistance Programs Advanced Linkedin Seminar is 11 a.m. to 1 p.m. Oct. 15 in room 131 of the Resiliency Center. Attendees will learn how to best use the advanced components of LinkedIn. Attendees must have a LinkedIn profile and a basic knowledge of the site. For more information, help establishing a profile or to reserve a seat, call 684-2227. Space is limited.

The Soldier for Life-Transition Assistance Program Career Skills Program Day is 11 a.m. to 1p.m. Oct. 16 in room 125 of the Resiliency Center. The career skills program allows transitioning soldiers who are in the last six months of active-duty service to intern or earn a certification before they transition from service. For more information contact the CSPinstallation administrator in room 275 of the Resiliency Center, call 684-8999 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

Soldier For Life - Transition Assistance Program workshops are mandatory for all military personnel transitioning from active-duty service. The workshops are also available to spouses of transitioning military on a space-available basis. TAPworkshops are five days from 8 a.m. to 4:30 p.m. each day. Upcoming workshops are Oct. 21-25, Oct. 28 through Nov. 1, Nov. 18-22 and Dec. 2-6 at the Resiliency Center. For more information, call 684-2227 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

The Army Community Service Field Grade Spouse Seminar Putting the Pieces Together is 8:30 a.m. to 1 p.m. Oct. 26 at the Resiliency Center, 600 Thomas Ave. The seminar will provide up-to-date information, possible expectations, opportunities and resources. For more information or to register, call 684-2800 or e-mail fgspouseseminar@gmail.com.

The Hiring Our Heroes corporate fellowship Program information briefs are conducted weekly at noon on Mondays in room 277 of the Resiliency Center. Completed application packets are due Nov. 1 for the next cohort that begins Jan. 13, 2020. The CFP places service members within 180 days or less left on active duty into a 12-week fellowship program. The program provides mid- to upper-level corporate experience, credentialing education and career skills training. Selection for this program is competitive, but placement rates average more than 80 percent per cohort. For more information, go to https://www.uschamberfoundation.org/corporate-fellowship-program-0 or call 684-8999.

The Soldier for Life - Transition Assistance Program offers a monthly Federal Application Seminar on submitting applications using the USAJobs website. The Civilian Personnel Advisory Center will provide instruction. The seminar covers navigating the USAJobs portal and preparing a resum to apply for government employment. Classes are 11 a.m. to 1 p.m. Oct. 17 and Nov. 14 in room 131 of the Resiliency Center. For information, call 684-2227 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

The Soldier for Life - Transition Assistance Programs career and education fair is 10 a.m. to 2 p.m. Nov. 5 at the Frontier Conference Center. The fair is open to all active duty, guard, reserve, retirees, veterans, family members and DoD civilians. For more information, call 684-2227 or e-mail usarmy.sfl-tap.leavenworth@mail.mil.

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Education and Employment - News - SJ News Online - St. John, KS - St. John News Online

South Carolina is one step closer to having a school resource officer in every school.

The state Department of Education announced Thursdaythat it has received funding from the Legislature to pay for 205 officers in districts across the state.

A spokesperson for the department said every district, including the South Carolina Public Charter School District and the Charter Institute at Erskine, received funding for between one and four officers depending on the need.

Once those officers are in place, the state will have fewer than 300 schools without a full-time officer, though spokesperson Ryan Brown said that number is misleading because it includes elementary and middle schools that share a building. Brown said about half of the remaining schools have a part-time officer.

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The remaining schools also includeelementary schools in Greenville County Schools, where the district does not intend on stationing full-time officers because the district uses a zone patrol model. For zone patrols, the district pays off-duty officers employed by local law enforcement to regularly patrol two to three schools at random times.

The Greenville County school district is in the process of determining where it will assign its new officers.

This story will be updated. Check back formore.

Read or Share this story: https://www.greenvilleonline.com/story/news/education/2019/09/26/sc-department-education-funds-sro-upstate-schools/3773418002/

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SC is assigning 205 more school resource officers. Here's how it will work out in Upstate - Greenville News

Earlier this week, the VOICES conference featured two days of talks from science educators and communicators who use music to share ideas about science, technology, engineering and math (STEM).

VOICES (which stands for Virtual Ongoing Interdisciplinary Collaborations on Educating with Song) took place entirely online, which allowed participants from all over the world to present talks about their own unique methods of using songs or music to talk about science.

The virtual online VOICES conference highlighted the variety of ways that science educators and ... [+] communicators are using music to talk about science. Here, Lewis Hou shows his Science Ceilidh project.

Keynote speaker Edmund Adjapong spoke about Hip-Hop Based Education, and the methods success in engaging students with educational topics by having them engage and participate than forcing Hip-Hop into the curriculum. As an example, he talked more about the Science Genius rap battles, first held in New York City. The format is a friendly competition, in which students are judged not only on their performance and lyrical skills, but also on the scientific quality of their lyrics. Adjapong said that theyve seen students who previously showed little interest in science suddenly start researching topics outside of the mandatory curriculum just to make their rap more interesting and scientific.

In other talks during the two-day online event, speakers covered a broad range of topics. Bioacoustician Sara Niksic spoke about making music inspired by whale song, Shashi Kant Pandey logged in from India to share his mathematical poetry, and Jerry Appell showed how he had created educational songs aimed at adults rather than children.

Despite the broad range of artistic styles, scientific fields and educational levels, there were some recurring themes among the talks. Speakers largely agreed that the best way for scientists to teach with music is to keep people engaged with entertaining music, and that it was not useful to try to cram too much information in a song.

Interspersed between talks about different methods of engaging people with science through music, the audience was treated to a playlist of science songs from a wide range of YouTube videos. From A Capella Sciences Evo-Devo (set to the tune of Despacito) to Oort Kuijpers S.T.E.M. rap and Monty Harpers catchy Science Frontier these videos covered some of the variety in themes and formats of science music.

One section of the conference included several speakers who use their musical skills for community science outreach. Here, Helen Arney sang one of the science-themed songs that shes taken to various events in the UK. On the same panel, Benji Jones and Liesbeth Tip spoke about a choir they launched in Edinburgh a few years ago. The Harmony Choir started as a scientific experiment: to study the effect of participating in a community choir on mental health. Even though the project was due to end after a few months in 2017, the choir is still going strong, because the participants didnt want the project to stop after the research was finished.

This years virtual conference was the third year the event took place. Ive been impressed with the talent of this years presenters, says conference organizer Tiffany Getty. Their wide range of perspectives clearly shows that people in STEM are very open to the idea of collaborating with the arts.

Getty is a high school chemistry teacher as well as a PhD student in education at Wilkes University, and she adds that she would perhaps have liked to see more VOICES attendees who work in primary or secondary education. But perhaps the start of the new school year is too hectic for teachers to make time for additional meetings - even those that take place entirely online and include music in almost every talk.

Disclaimer: Although I was not involved in organising the VOICES conference, I have been involved in VOICES workshops in previous years, and was previously familiar with several of the speakers and organisers.

View post:
From Hip-Hop To Harmony, Music Has A Place In Science Education - Forbes

Textualizing the American incarceration experience is a difficult task. How is one to put into language the absurd cruelty of its vision, the oppressiveness of its architecture, the inhumanity of its owners, the vacuity of its violence? We all know our mass incarceration trivia: Texas currently imprisons over 250,000 people, the United States is the undisputed international champion of depositing people behind bars, currently almost 2.3 million, and so on.

Quantitative trivia can obscure an understanding of mass incarceration for what it really is: the deliberate, conscious outcome of policies designed by the ruling class to conquer minorities, particularly Latinx, immigrant and black communities. A forceful reassertion of elite power against the destabilizing social movements of the 60s.

A byproduct of this move toward incarceration is that millions have been forcibly deprived of their right to an education, a gap that remains largely unaddressed by public universities.

In The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Michelle Alexander claims that mass incarceration embodies the evolved form of 20th century Jim Crow laws. Americas racial caste system originating in slavery never ended; it merely assumed a new face.

Once youre labeled a felon, the old forms of discrimination employment discrimination, housing discrimination, denial of the right to vote, educational opportunities, food stamps and other public benefits, exclusion from jury service are suddenly legal, Alexander wrote.

The violence of being branded as a felon is often compounded by the startling lack of educational resources within prisons. Underresourced libraries, censored reading lists, lack of vocational and college courses and similar methods of depriving access to knowledge persist, defuncting prison education programs.

Yet, all prisoners have is time. Time combined with real opportunities for learning generates unbounded human potential. Hidden deep within the inmate population are incredible scholars, poets, community leaders, welders and gardeners waiting to emerge if only given the opportunity to learn.

In 2017, some UT-Austin faculty founded the Texas Prison Education Initiative. The program represents the first organized, interdepartmental effort to offer prisoners a college experience that exceeds a one-off course. The initiative sends volunteer UT-Austin professors to teach prisoners college-level courses, such as introductory sociology and rhetoric classes. Taught through UT-Extension, prisoners accrue transferable college course credit they can utilize upon release. Its vision is to provide free, high-quality university education for the incarcerated.

We try to make the classroom feel like a classroom doing things like calling students students, not inmates, said Sarah Brayne, UT sociology assistant professor and director of Texas Prison Education Initiative. Theyve been out of school for a long time, and many have had alienating educational experiences, so really fostering their identity as a student and being very affirming about that stuff is really important.

Understandably, the program is a huge time commitment professors physically drive to the prisons, which could be an hour-long drive, and parcel out their own time preparing the class, lecturing, grading and so on for an entire semester. Its selfless, virtuous work.

The administrative functions of running the course, such as registration or processing grades, are done through UT-Extension, a program that charges the intiative $125 per student. With hundreds of students, administrative costs accumulate not even including books, dictionaries and journals. Because affordability precedes accessibility, the initiative fundraises from the general public to free the prisoners from having to pay out of pocket.

Texas Prison Education Initiative is doing the important and necessary work of trying to incrementally improve a fundamentally heartless institution. They are no substitute for a mass social movement capable of reforming incarceration as we know it, but nonetheless, they represent an important, concerted effort to minimize damage.

UT-Austin is the flagship school of a state that imprisons more people than any other. UT should increase education access for prisoners by using its endowment money to financially bankroll the program. This means paying all of its UT-Extension and course-related fees, subsidizing its expansion by paying professors to go teach classes and giving professors stipends for buying classroom materials such as books and notebooks.

Access to higher learning is a basic human right, meaning public universities like UT-Austin and other institutions that ostensibly celebrate the common ideal must unflinchingly defend the rights of those most dispossessed.

Lee is a sociology senior from Houston.

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UT should expand educational opportunities for Texas prisoners - UT The Daily Texan

GlobalOnline Program Management in Higher EducationMarket Growth (Status and Outlook) 2019-2024comprises of the basic insights that are associated to the global market. The report includes a comprehensive analysis of the presentOnline Program Management in Higher Educationmarket. It specifies the market size and also factors controlling the growth of the market. It will help the users to understand not only the market trends, but also the size, production, forecast trends, share, demand, sales, and many other aspects. It also includes key competition, market trends with forecast over the predicted years, anticipated growth rates.Detailed analysis of the competitive spectrum of this business vertical,constituting companies such as,IDesign, Online Education Services, Blackboard, Pearson, Wiley, 2U, Six Red Marbles,

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According to this study, over the next five years theOnline Program Management in Higher Educationmarket will register a xx% CAGR in terms of revenue, the global market size will reach US$ xx million by 2024, from US$ xx million in 2019. In particular, this report presents the global market share (sales and revenue) of key companies inOnline Program Management in Higher Educationbusiness.

Brief Coverage of The Market Report:

The report contains the detailed company profiles of a number of the significant market players that will maintain their activeness in predestined decades. The study delivers data about the company and its operations. This data will help to understand competitive threats and decide how to deal with them while performing against major competitors. The combination of primary and secondary sources are used to derive the primary factors driving and impacting growth market data and analytics. Competitive analysis of top manufacturers has covered their production, price, and revenue (value) and market share.

What Global Market Research Report Consists?

Geographically, the key segments of the global market areAmericas(United States, Canada, Mexico, Brazil),APAC(China, Japan, Korea, Southeast Asia, India, Australia).Europe(Germany, France, UK, Italy, Russia, Spain),Middle East &, Africa(Egypt, South Africa, Israel, Turkey, GCC Countries) at present dominates the market with maximum share in the revenue. Additionally, the valuation of theOnline Program Management in Higher Educationindustry analysis across diverse regions along with essential information on the market share, size, and the growth rate has been covered.

Overall, for better comprehension, this report covers regional segment analysis, type, application, major manufacturers, industry chain analysis, competitive insights, and macroeconomic analysis. Next, it provides sales channel, analysis findings, and results. Moreover, the quantity of production, future demand, and required raw material are featured. The report also forecasts the proceeds that this industry would gather at the end of the projected duration from 2019 to 2024.

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In addition, this report discusses the key drivers influencing market growth, opportunities, the challenges and the risks faced by key manufacturers and the market as a whole. It also analyzes key emerging trends and their impact on present and future development.

Research objectives

Contact Us

Mark StoneSales ManagerPhone :+1-201-465-4211Email :sales@mrinsights.bizWeb :https://www.mrinsights.biz

Tom is a staff writer at Top News Herald. He covers technology news and handles all the technical stuff for Top News Herald. Tom originally hails from the UK and went to Foyle College.

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Global Online Program Management in Higher Education Market 2019 By Demand drivers - IDesign, Blackboard, Pearson, Wiley - Top News Herald

BEIJING, Sept. 26, 2019 /PRNewswire/ --TAL Education Group ("TAL" or the "Company") (TAL), a leading K-12 after-school tutoring services provider in China, today announcedthat it will release its unaudited financial results for the second quarter of fiscal year 2020 ended August 31, 2019, before the market opens on Thursday, October 24, 2019.

The Company will host a corresponding conference call and live webcast at 8:00 a.m. U.S. Eastern Time (8:00 p.m. Beijing Time) on Thursday, October 24, 2019.

The dial-in details for the live conference call are as follows:

- U.S. toll free:

+1-866-519-4004

- Hong Kong toll free:

800-906-601

- International toll:

+65-6713-5090

Conference ID:

4843779

A live and archived webcast of the conference call will be available on the Investor Relations section of TAL's website at https://ir.100tal.com/.

A telephone replay of the conference call will be available through 8:59 a.m. on November 1, 2019, U.S. Eastern Time (8:59 p.m. on November 1, 2019, Beijing Time).

The dial-in details for the replay are as follows:

- U.S. toll free:

+1-855-452-5696

- Hong Kong toll free:

800-963-117

- International toll:

+61-2-8199-0299

Conference ID:

4843779

AboutTAL Education GroupTAL Education Group is a leading K-12 after-school tutoring services provider in China. The acronym "TAL" stands for "Tomorrow Advancing Life", which reflects our vision to promote top learning opportunities for Chinese students through both high-quality teaching and content, as well as leading edge application of technology in the education experience. TAL Education Group offers comprehensive tutoring services to students from pre-school to the twelfth grade through three flexible class formats: small classes, personalized premium services, and online courses. Our tutoring services cover the core academic subjects in China's school curriculum as well as competence oriented programs. The Company's learning center network currently covers over 50 key cities in China.

We also operate http://www.jzb.com, a leading online education platform in China. Our ADSs trade on the New York Stock Exchange under the symbol "TAL".

For further information, please contact:

Echo YanInvestor Relations TAL Education GroupTel: +86 10 5292 6658Email: ir@100tal.com

Caroline StraathofIR InsideTel: +31 6 5462 4301Email: info@irinside.com

View original content:http://www.prnewswire.com/news-releases/tal-education-group-to-announce-second-quarter-of-fiscal-year-2020-financial-results-on-october-24-2019-300925747.html

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TAL Education Group to Announce Second Quarter of Fiscal Year 2020 Financial Results on October 24, 2019 - Yahoo Finance

September 26, 2019

By: Dustin Comm, Maranatha Volunteers International

In the northeast of India lies one of the very first Seventh-day Adventist schools ever opened in the country. Located in the state of Jharkhand (meaning bushland), the Khunti Adventist School has a quiet, rural setting but a booming enrollment. More than 1,300 students attend the school, which opened in 1937.

The campus started with humble beginnings. The Adventist families in the community constructed a mud-hut classroom with a thatched roof and hand-dug a water well. Since then, the school has grown from a single building to todays sprawling 37-acre (15-hectare) campus, with classrooms for elementary and high school students, dormitories, a cafeteria, and staff housing.

Although it is a Christian school in a majority Hindu region, the Khunti school has come to be regarded with distinction. The people around it live in villages and lead simple lives, earning wages through a trade like tailoring or pottery-making. As one of the only English-speaking schools in the area, families are eager for their children to attend Khunti, where they also learn about Jesus and the Bible.

Student Arzoo Warsi comes from a Muslim family but has attended the Khunti school, where she learns about Christianity. I learned many things about Christ, Warsi said. I learned how to read the Bible. I learned how to pray to God in every situation not only in need but in every situation, when I am happy or sad. I carry one Bible always with me, and in the morning and before going to bed, I read it, and I pray to God. Whenever Im alone I feel lonely I open my Bible and pray to God. God has helped me.

Warsi is one of many students at Khunti who are not Christian. Like Warsi, they are also learning about the love of Jesus by going to a Christian school. Because of the quality of education that students receive at Khunti, non-Christian families are willing to send their children to an Adventist school.

Christians have a special place in the society, says V. P. Singh, president of the Adventist Church in northern India. Although some people do not like to become Christians for various reasons, they know Christians are good people, and the education that they get in Christian schools is good. In fact, those who oppose Christianity or conversion, they themselves want to [be] educated in our schools.

Because of the demand, the Khunti school could increase its enrollment, but it simply doesnt have the space. Each year the school turns hundreds of families away. Classrooms are crowded, elementary grade classrooms are scattered throughout campus, and there is no space large enough for the entire school to assemble. Deteriorating buildings are also a deterrent for prospective and existing families. With the campus being more than 80 years old, many structures haveleaky roofs, crumbling walls, and broken windows.

When parents come to the school, they actually look for the infrastructure, said former principal Ramesh Fendall. Good classrooms. And that we do not have. Once they see the classroom and the facilities, for elementary especially, they go back. They dont come. They take applications but never come back with the applications. Many of the parents also give suggestions that we update ourselves, make good infrastructure for the children to have good education.

Suleman Topmo is one of the schools teachers. He has spent much of his life at the Khunti school; growing up, his parents worked on the farm operated by the school. We dont have proper classrooms, Topmo said. They arent wellequipped and are very old. They are the same classrooms I studied in when I was a student! Students are increasing, but classrooms are getting crowded. We are really facing a problem to get more students.

In 2018, Maranatha Volunteers International agreed to construct a 12-classroom school building on the campus of the Khunti school. The new structure could house elementary grades, provide a space for assemblies during the week, and host church on Saturday (Sabbath).

In April 2018, Maranatha broke ground on the project, and over the past year, 115 volunteers helped construct the new building.

Compared to many of the structures we construct around the world, the scale of this building is different because its simply much larger, said Kyle Fiess, Maranathas vice president of projects. At more than thirteen thousand square feet, it is a large steel structure with long spans, so it can take more time to complete. Yet, as large as it is, it is simple enough that volunteers can still help build it.

On May 2, 2019, a special dedication was held with more than 1,000 people in attendance. Maranatha president Don Noble was present to participate in a ribbon-cutting ceremony.

This building is much more than a structure, Noble said. Future Seventh-day Adventist Church leaders come through this school, and it provides a less-fortunate area with opportunities they wouldn't otherwise have.

The building was made possible, in part, by a generous gift from the Krueger family inmemory of Sue Krueger. Krueger, a long-time volunteer and supporter of Maranatha, had a passion for education and a special affinity for India, and the building is named in her honor.

After the ceremony, students and teachers explored their new classrooms. These large, clean classrooms are a far cry from the old, deteriorating buildings. Students and teachers smiles showed their approval. And when enrollment opens in January 2020, there should be even more smiles.

One of the parents at the dedication told me his daughter didnt want to go to school at Khunti anymore because of the conditions, so they pulled her out, Noble said. Then they sawthe construction going on, and with this new building, shell be returning to the school next year.

The excitement or the new school building extends beyond the Khunti campus. Families are taking notice, and children who have never heard of Jesus may soon be attending the school. One of the first Adventist schools in India that started with a mud hut now has a substantial building to be a beacon for the gospel for years to come.

New principal Patmas Murmu knows this building will make a big difference in sustaining Adventist education into the future.

On behalf of the school I would like to thank the donors for helping the students in getting their Christian education and hope someday these children in return will come out good and serve the community at large in their surroundings, Murmu said.

The original version of this story appeared in Maranatha Volunteers Internationals Spring 2019 issue of The Volunteer magazine.

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Growing a Legacy in India - Adventist Review

TheU.S. Education Market is Expected to Reach USD 2,040 billion by 2026complete outline is crystal clear penned down in the GlobalU.S. Education Marketresearch report such that not only an unskilled individual but also a professional can easily extrapolate the entire U.S. Education Market within a few seconds. The current market research report shifts our focus onto the vital aspects of the market like U.S. Education Market product overview, U.S. Education Market bifurcations, growth enhancers, U.S. Education Market share, and others in an imperative manner. Even the factors hampering the development, leading companies, supply-demand chain, futuristic facts, economic strategies, government policies, and topological statistics are enlightened in the survey report. The research dossier endows the information pertaining to the dynamics and genuine facts propelling the expansion as well as the product sale on a Global basis.

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There are 15 Chapters to display the Global U.S. Education Market

Chapter 1: Definition, Specifications, and Classification, Applications of U.S. Education Market, Market Segment by Regions;Chapter 2: Technical Data and Manufacturing Plants Analysis of U.S. Education Market, Capacity, and Commercial Production Date, Manufacturing Plants Distribution, R&D Status, and Technology Source, Raw Materials Sources Analysis;Chapter 3: Manufacturing Cost Structure, Raw Material, and Suppliers, Manufacturing Process, Industry Chain Structure;Chapter 4: The U.S. Education Market Segment Market Analysis (by Application) Major Manufacturers Analysis;Chapter 5 and 6: Regional Market Analysis that includes North America, Europe, Asia-Pacific, South America, Middle East, and Africa, U.S. Education Market Segment Market Analysis (by Type);Chapter 7 and 8: Overall Market Analysis, Capacity Analysis (Company Segment), Sales Analysis (Company Segment), Sales Price Analysis (Company Segment);Chapter 9: Market Trend Analysis, Regional Market Trend, Market Trend by Product Type- Small Sized, Large and Middle Sized, Market Trend by Application-Home Use, Commercial Use, OtherChapter 10: Regional Marketing Type Analysis, International Trade Type Analysis, Supply Chain Analysis;Chapter 11: The Consumers Analysis;Chapter 12: U.S. Education Market Research Findings and Conclusion, Appendix, methodology and data source;Chapter 13, 14 and 15: sales channel, distributors, traders, dealers, Research Findings and Conclusion, appendix and data source.

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US Education Market will hit USD 2040 billion by 2026 - Online Industry News

San Mateo County will need to fill about 2,500 teaching spots by 2025 to keep pace with the growing need for early childhood education programs, according to a 2016 early learning facilities needs assessment for the county.

The study also predicts that between now and 2025,

there will be a shortage of 14,000 classroom spots for children anticipated to live in the county who would be eligible for such programs, according to the assessment.

With these statistics in mind, Menlo Park-based nonprofit Community Equity Collaborative partnered with Foothill College in Los Altos Hills in 2018 to create the Teacher Pipeline Program. The aim: to boost the number of high-quality early education teachers in the area.

The program for this school year will begin next Monday (Sept. 23) and includes early childhood education courses through the community college, along with meals, child care, coaching and loaner laptops, all free of charge.

"The Teacher Pipeline Program has the potential to become a model for how we can successfully bring new educators into the workforce to address the teacher shortage, expand our capacity to serve more children and professionalize the field," said Peggy Pizzo, director of Stanford University's Early Learning Project, in a prepared statement. "The benefits of such collaborative efforts go beyond its participants or partners as many are watching and hoping for archetypes that can be replicated and scaled."

In its first year as a pilot program, the Teacher Pipeline offered classes in Redwood City through Foothill's child development department.

This year, students can also take classes, which run from September to June, at the Menlo Park outpost of the Boys and Girls Clubs of the Peninsula.

Students can participate in the program to simply bolster their skills, or they can follow one- and two-year pathways to becoming an assistant teacher or a teacher in early childhood classrooms. Courses include child growth and development, prenatal through early childhood; positive behavior management; and how to plan art activities.

For Olivia Saachi, a teacher's aide at the Early Learning Center preschool in Menlo Park, the program offered her a chance to brush up on her prior early learning training and the latest best practices in early childhood education. Saachi, one of the 40 students who took classes in the program last year, plans to enroll in classes this year as well.

The classes "made me much more mindful about how I would talk with children," she said.

Program organizers provide students and their families with dinner 30 minutes before weeknight classes and snacks on Saturdays. The Boys and Girls Club provides programming for children ages 6 to 12 and child care for infants to 5-year-olds on weekday evenings.

One student said the child care and meals helped make it possible for her to take the classes.

"For a single mother, the fact [that I can go to school and have my child at the school day care is phenomenal," she said in a prepared statement from the Community Equity Collaborative.

This student's story illustrates why Community Equity Collaborative leaders thought the program would help bring more people into the early childhood learning field: its access to child care for people who otherwise might not be able to complete such coursework.

"The ROI (return on investment) is pretty remarkable," said Dayna Chung, co-founder of the Community Equity Collaborative, which was formed in 2017 to organize local groups to solve educational inequities. "Communities are paying the price by not having as many women engaged in the workforce and people are definitely needing these child care spaces."

The Redwood City and Menlo Park City school districts are also partners in the collaborative, helping to spread the word about the program. Pati Ortiz, the Redwood City district's community-school partnerships director, helped connect program organizers with SparkPoint, which offers individual online financial and career coaching, Chung said.

This school year, the program is operated through $125,000 in private donations, according to Heather Hopkins, a Community Equity Collaborative co-founder. Half of this funding goes toward tuition costs, she said. These funds also go toward child care expenses, meals and other program expenses.

The nonprofit is pursuing grants to help fund the program that could be used during the second half of the school year, according to the group.

The collaborative held 2019-20 program information sessions earlier this month in Menlo Park and Redwood City to welcome participants and program partners.

Classes in Menlo Park will run from 6:30 to 8:20 p.m. on Mondays and every other Saturday from 9 a.m. to 12:50 p.m. Classes in Redwood City will run from 6 to 7:50 p.m. on Wednesdays and every other Saturday from 9 a.m. to 12:50 p.m.

Registration is open until the first day of classes on Sept. 23, or until classes are full, here. There are about 40 student slots in Menlo Park and 50 in Redwood City, Chung said.

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Nonprofit aims to bolster number of early childhood education teachers in county - The Almanac Online