Category Archives: Education News

Education, Education News, News

Free courses give prisoners stepping stone back into the world

National distance learning provider, Open Study College, has announced its partnership with Prisoners’ Education Trust (PET), a charity dedicated to providing a variety of educational courses to prisons in England, Wales, the Channel Islands, and the Isle of Man.

Since July 2021, Open Study College has delivered a range of courses to PET, including an AAT Accounting qualification and a range of accredited CACHE courses in health and social care, such as supporting individuals with learning disabilities and prevention and control of infection.

Nearly half (42%) of adult prisoners have been permanently excluded from school, and even more people in prison (47%) have no qualifications. PET helps around 1,500 people in prison each year, giving them the opportunity to learn new skills and gain recognised qualifications which, according to the charity, increases the chance of securing employment and reduces the possibility of them returning to prison by over a fifth. PET also advocates for system-wide improvements to make the most of education in prisons.

Commenting on the partnership, Samantha Rutter, CEO Open Study College, said: “We feel a real synergy with Prisoners’ Education Trust as, like us, they believe that education has the power to change lives, and that everyone should have the chance to study. Our ethos encompasses giving second chances and making education accessible to all, so this collaboration very much aligns with our values. Due to the early success of our partnership, we are currently working on adding even more courses to the programme.”

Of the learners who have completed their distance learning courses via Open Study College and PET, a number have gone on to study further courses showing a real appetite for these kinds of opportunities.

‘Dimitrios’ completed CACHE Level 2 Prevention and Control of Infection in November 2021 and has now applied for NEBOSH Level 3 National Certificate in Environmental Management.

He commented: “I’ve now completed and passed the Prevention and Control of Infection course. Thank you for funding it. This has helped me keep myself busy [and] helped me with Covid-19 and other infections that surround prison/communities. This will go towards my environmental employment when I’m released. I have really enjoyed the course and the Prisoners’ Education Trust are very good with helping support prisoners. Education and distance learning is very important for prisoners.”

‘Jenny’ completed CACHE Level 2 Certificate in Health and Social Care in October 2021, then applied for the Open University’s Introducing the Social Sciences in December 2021.

She said: “Studying this course will enable me to have a stepping stone to study further in this field. With my current role within the prison as a safer custody orderly, this course will benefit me with a greater understanding about health and social care and will help me prepare to go on to further study. I want to use my time wisely, re-educate myself and gain a new qualification, so upon my release future employers will see my drive to succeed. This will benefit my mental health and wellbeing and as a peer, educate others in the future.”

Education, Education News, News, North of England

Bradford College Awarded £5.8m for Garden Mills Project

Students at Bradford College are to benefit from state-of-the-art facilities after a multimillion-pound investment from the Higher Education Capital Fund.

The Office for Students today (8 December) announced Bradford College has been awarded £5.8 million for the Garden Mills project. This will see the building on the college campus grounds transformed into flexible higher education STEM training and educational facilities for digital, science, and allied health subjects.

Bradford College is one of a hundred colleges and universities that have been awarded a share of £432 million to invest over the next three years in state-of-the-art facilities and equipment and help level up more opportunities for people to gain the skills they need to progress.

The maximum amount on offer per provider was £5.8 million – an allocation that only five colleges managed to secure, including Bradford College.

A further £57 million has been awarded to 20 higher education providers for 2022/23, who specialise in areas including science, agriculture, business as well as creative and performing arts.

Chris Webb, CEO & Principal of Bradford College, said:

“The Bradford College Garden Mills project is an exciting development that will create cutting-edge facilities for higher-level STEM teaching in one impressive five-storey building. Digital, science, and allied health professions will gain a flexible training environment to accommodate expected growth in the industry.

“Aligned with our vision ‘to create a better future for all through education and training,’ the sustainable regeneration project will work with specialist employers such as Specsavers to enhance the student experience, create aspirational graduate opportunities, and counter regional skills shortages.

“Our strategic objectives include delivering curriculum that meets the needs of students, employers, and our community, and providing an outstanding student experience. This ground-breaking opportunity to upskill Bradford in vital sector areas will support regional economic growth and goes hand-in-hand with our value of inspiring students.”

Garden Mills will enhance the College’s existing STEM science and digital facilities located in the David Hockney Building and Advanced Technology Centre (ATC). The plans incorporate two new flexible science laboratories, a prep-room, six higher education digital IT labs, an ophthalmic dispensing suite, clinical suite, a real-life work environment with consulting/testing booths, and a collaboration space alongside academic teaching spaces.

The Prime Minister, Rishi Sunak, said:

“Investing in education and skills will unlock future growth, boost productivity and help build the skilled workforce of the future. That’s why we’re spending £490 million to support high-quality teaching and world class facilities in universities and colleges right across the country. Whether it’s in aerospace engineering or green tech, this funding will provide young people with the support they need to build a great career.”

Education Secretary Gillian Keegan said:

“This investment is about making sure students get the highest quality training in key subjects which are driving economic growth. That means access to top of the range facilities which prepare people for the workplace, filling skills gaps and levelling up the whole country. From Yeovil to Durham, we are backing the industries of the future and giving people the skills they need to succeed.”

Students benefitting from the funding will have access to high-quality training environments in vital subjects that will help get more people into jobs with higher wages, plug local skills gaps and support economic growth.

Susan Lapworth, chief executive of the OfS, said:

“Investing in modern buildings and innovative equipment will help universities and colleges in England prepare students for their future careers. Modern labs and state of the art technology help students learn with the best facilities. The investment will also increase the provision of short courses that provide flexibility to boost the skills of the workforce.

“Competition for funding was strong, with high-quality applications from across the sector. The OfS-funded projects will ensure current and future students have a positive experience while studying expensive-to-deliver subjects that are strategically important to society. Taxpayers will feel these benefits too, as the investment will boost local and regional economies and support environmental sustainability.”

The multimillion-pound investment allocated today builds on the £150 million provided to higher education providers by the OfS in 2021/22.

Image: The David Hockey Building which houses some of the existing Bradford College STEM science and digital facilities.

Education, Education News

11 plus tutor – should you hire one for your child?

When a pupil is in their last year of primary school in England or Northern Ireland, they may take the eleven-plus test (11+), which decides their admittance to grammar schools and other secondary institutions that use academic selection.

The 11 Plus exam’s purpose is to help grammar, private, and independent schools identify and enrol the brightest kids. Examining how many students are accepted into schools that utilize the eleven-plus test is one of the best methods to learn how many students pass the exam. A rough estimate is that every year, around 100,000 pupils take the test. Out of an estimated 15,000 pupils, these kids have the opportunity to earn one spot. With their test results, pupils have a 15% chance of being accepted and succeeding. This proportion is relatively low, indicating that this test is quite challenging for kids – but you can hire an eleven-plus tutor to help your child get ahead.

11 plus tutor – finding the right one

Every parent wants their child to have the best chance of eleven-plus success, and choosing the right tutor could be the key. This exam is distinct from what a youngster would likely accomplish in school and assesses more than just their fundamental abilities. Your youngster won’t learn the theory underlying the question by just completing old exams. Your kid will have a personal coach and mentor in the form of a perfect tutor, in addition to a teacher who will provide them with tailored one-on-one assistance based on their unique areas of weakness. Choosing an 11 Plus tutor can frequently be an emotional process, but once the choice is made, reason and practicality must swiftly take over. When selecting the tutor, there are a variety of different aspects to take into account. These consist of the following:

  • Experience: “The most crucial question to ask is whether the 11 plus tutor has any previous success securing admission for students to the schools.”
  • Pass rates: Ask the tutor what percentage of their pupils have passed the test over the previous several years to get an idea of their pass rates.
  • Qualifications: Although official credentials are not required for eleven-plus Tutors, it could make you feel more at ease if yours does.

After deciding on a tutor, you must ensure that your child is making progress with them.  It is normal to request a report after every six to eight sessions and to discuss your child’s test results. Are they progressing, or are there any areas where they are still having difficulty?

Preparing for the 11 plus

The youngster and the school they want to attend typically have the most influence on this. Higher pass rates are required by more competitive schools and locations, thus parents in these circumstances often start their preparation sooner, perhaps as early as Year 4, to allow for enough revision for the test without feeling under pressure. Most often, classes will begin towards the conclusion of Year 5 or 12 months before the test. You may be guaranteed to receive high-quality instruction since tutors will adjust the session to your child’s age and aptitude.

Revision for 11 plus

Revision for the test takes planning and focus. With a timetable for eleven-plus in place, children will significantly increase their chances of passing the eleven-plus exam. A half-hour revision every other night, several months before the exam, should be plenty of time to improve your child’s chances of success.

Why is 11 plus so hard?      

On the 11 Plus exam, there are 4 primary courses that are assessed. These include verbal reasoning, arithmetic, non-verbal reasoning, and English. Since children are taught courses like arithmetic and English at school, it is probable that they are already acquainted with these topics. However, it becomes very difficult when discussing things like verbal and nonverbal thinking. These tests measure critical thinking, which many kids between the ages of 10 and 11 still struggle with.

How can I help my child pass the 11 plus?

The examination is difficult to pass with a perfect score, particularly if you haven’t taken the exam in a long time or at all. Given that there is only one test chance each year, your child’s performance on the eleven-plus largely depends on high-quality and skilled assistance. Every parent wants to give their kid the greatest chance of passing the exam. Whether preparing at home or receiving tuition, there are several ways to get your kid ready and increase their knowledge before the selection test.

1)     11 plus online tuition

Online tuition is growing in popularity, and not simply in areas where it could be challenging to find an instructor due to location or competition. Due to their hectic home lives, many parents are too busy to plan a comprehensive routine for their kids. It’s often preferable to enlist a 11 Plus Tutor to handle the academic obligations. So instead of depending on the unproven knowledge of a local instructor, online tuition enables your kid to be paired with a tutor whose teaching approach is most closely fitted to their learning requirements.

In order for their child to profit from this system, parents may be asked to pay for their child to obtain online tuition.

2)      Get involved

Consider discussing with your kid how they overcame any obstacles at the conclusion of each revision for an eleven-plus exam, online learning course, or practice exam. You can also ask them to share their favorite memory.

3)     Create a routine and revision for 11 plus

Having well-defined routines can help your kid manage their workload and provide their best work while experiencing less stress. Talk about the days that will be reserved for revision, and schedule schoolwork and downtime accordingly.

4)     Use Online 11 Plus Resources

For preparation and revision, using 11 Plus online tuition is the best way to be ready for the exam. There are websites where kids may do revision for the test by practicing questions and answers.

5)      Regular Practice

Practice at home with your youngster. Encourage your kid to read often. Eleven-plus practice might be an hour or two every evening or simply on the weekends when they’re feeling rested, depending on their academic style.

What is the maximum 11+ score?

The nationwide average for this test is roughly 100 since the results are standardized. In certain places, the average might reach 111. The lowest and highest scores often fall in the range of 69 or 70 and 140 or 141, respectively. While it also relies on a number of other things, such as:

  • The outcomes from the previous year
  • The organization that conducts the test
  • The prerequisites of the school you want to attend.

 

 

Education, Education News, News

New era for national education provider

Following a year of huge growth, Open Study College (OSC) has announced that the next generation of the family-owned and run business are now the principal drivers taking it forward into its 16th year.

Open Study College Co-founder and former Chairman, Mark Rutter, who this year celebrates 30 years in the distance learning sector, will be assuming a new role as Non-Executive Director.

His wife, Lisa, will be stepping back from her role as Director, allowing their daughters and the next generation of the Rutter family, Samantha and Shawna, to lead the business forward, continuing as CEO and Director respectively.

These organisational changes coincide with OSC’s 15th anniversary, which has seen them reach their 110,000th student milestone, increase turnover from £5m to nearly £6.5m, and increase operating profits tenfold over the last decade from £200,000.

Non-Executive Director of Open Study College, Mark Rutter, commented: “It’s been an incredible period of celebrations both for us as a business honouring our 15th anniversary, but for me personally too as I celebrate 30 years in the distance learning sector. Back in 2007, we had an idea to provide high-quality and affordable distance learning courses and believing in this dream, we made the tough decision to sell our family home to fund our start-up. It all began from our garage, printing and despatching just a few courses a week.

“Fast forward to today, we now have over 750 courses, two offices, 55 employees, and more than 100 tutors. But most importantly, we have helped over 110,000 students to achieve their goals and improve their lives. As a family-founded business, I’m proud to have worked alongside my wife, daughters, and other family members. Together, we have in excess of 80 years of experience in the industry and I have every confidence in the next generation of my family seeing us through another magnificent 15 years and beyond.”

Co-founder & CEO of Open Study College, Samantha Rutter, said: “This year has been an instrumental one for the business. We’ve heavily invested in our technology, systems and people – making sure we’re set up for the future and have the best, seamless learning experience for our students as we enter the next stage. As a leader in this market, Mark has solidified our status in the education sector. We’ve learned so much from our father and will continue to lean on his expertise, guidance and advice.”

Specialising in fully supported, high-quality education since 2007, Open Study College offers the largest selection of distance learning courses in the market, and works with over 70 tutors globally. With family at the heart, an ethos set from the get-go, OSC is firmly focussed on inclusivity, believing that everyone should have access to an education.

Education News

Studying an MBA significantly improves women’s purpose, confidence, self-efficacy and identity, new research finds

Henley Business School releases new research from Dr Elizabeth Houldsworth that shows women who took part in an MBA programme improved in all three areas of career capital, but most significantly in their work purpose, motivational energy, confidence, self-efficacy and identity.

The research demonstrates how the MBA might serve as an important step towards gender equality by supporting women in the development of careers in business and management.

The research paper examines the impact of the MBA on the three dimensions of career capital (the qualities, knowledge and connections an individual possesses to progress at work) – knowing why, knowing how and knowing whom.

Findings reveal women reported increases in all three dimensions of career capital, with statistically significant gains in the ‘knowing why’ aspect. The ‘knowing why’ dimension of career capital describes the work purpose, motivational energy, confidence, self-efficacy and identity that an individual has in their career.

The other two dimensions of career capital, ‘knowing how’ (the skills, experience, qualifications and knowledge needed for progression and success) and ‘knowing whom’ (the beneficial connections and networks), also saw gains over the course of the MBA.  Given that women are typically seen to be disadvantaged in terms of access to beneficial networks, it was particularly interesting that there was no difference between men and women in terms of their ‘knowing-whom’ increase, lending credence to the view that MBA programmes can help support gender equality.

Dr Elizabeth Houldsworth, Associate Professor of Leadership, Organisations and Behaviour at Henley Business School and co-author of the research paper, said: “We are excited about the results from this study which indicate how the completion of an MBA can support women to develop their career capital before transitioning on to deploy these career competencies in the broader domain of business and management.”

The paper ‘Career capital and the MBA: how gender capital supports career capital development‘ has been published in the International Journal, ‘Studies in Higher Education’. It contributes to career capital theory by considering how gender capital, drawn from feminist Bourdieusian scholarship, interacts with theories of social capital. Lessons from the pedagogy and learning design of the MBA can be applied to other programmes.

The paper is written with Dr Karen Jones (Associate Professor of Educational Leadership & Management at the Institute of Education, University of Reading), Dr Richard McBain (formerly MBA Programme Director and External Tutor at Henley Business School) and Professor Chris Brewster (Professor of International Human Resources Management) at Henley Business School.

Findings of the research come from a survey of 129 female and 482 male MBA alumni.

Education, Education News, News, STEM, Training & Apprenticeships

National Grid’s partnership with Connectr inspires 50,000 young people into STEM careers in its major education programme’s second year

Award-winning HR platform and talent solutions specialist, Connectr, today announced the results from its partnership with National Grid, and its London Power Tunnels project (LPT), in delivering a dynamic programme to inspire the next generation of STEM leaders.

LPT, a major engineering scheme to rewire the Capital, has worked with Connect to deliver an ambitious five-year campaign encouraging disadvantaged students in Years 9-13 across South London communities into a STEM-focussed career. Launched in 2020, the programme blends digital and in-person activity with an aim to impact 100,000 young people by 2025 – however, at the end of its second year, the initiative has already engaged over 50,000 students.

Over the last 12 months, highlights include:

  • 12,467 workshops and Q&A sessions
  • 4,754 assembly takeovers
  • 12,906 Resource Packs to a network of educators
  • A Virtual Work Experience Week to 190 students, supported by 12 guest speakers and 10 Digital Mentors
  • 1,035 insight events

The success of year two was supported by 100 volunteers from National Grid, and engaged a total of 31,352 students – exceeding its second year target by 43%.

The STEM and career programmes give back to the communities impacted by LPT and its tunnelling works by showcasing career routes into STEM for socio-economically disadvantaged young people. The programme not only supports National Grid’s wider objective of working towards a greener grid, but also proactively addresses the demand for the energy sector to fill 400,000 roles by 2050 in order to successfully reach Net Zero.

 

Connectr designed the programme with National Grid to inspire an underrepresented community of students and their educators during the UK’s pandemic recovery through a dynamic blend of activity, whilst offering a meaningful volunteering opportunity to National Grid employees.

Utilising Connectr’s engagement platform and wider services, this included:

  • In-person workshops for Years 9, 11 & 12
  • Virtual Q&A sessions for Years 9-13
  • Online events across key dates including National Apprenticeship Week and Engineering Week for Years 9-13
  • Assembly takeovers
  • Resource packs for educators to deliver classroom workshops
  • Virtual Work Experience Week for Years 11, 12 & 13
  • Digital mentoring support

 

Connectr’s Founder and Managing Director, Will Akerman, commented, “I am thrilled to see the impact our partnership with National Grid has delivered so far. Connectr is built upon a mission to give every person equal power and opportunity to shape their future – and the success to date of The London Power Tunnels Project truly exemplifies this. I’m delighted to see how Connectr’s platform and services are facilitating such positive change and very much look forward to continuing this impact alongside National Grid into Year 3 and beyond.”

 

Gareth Burden, Project Director for National Grid said: “Growing our next generation of STEM leaders starts with our young people. The Connectr programme brings engineering to life for students, helping them to practise and develop solutions for complex problems. It is a perfect fit with our aim to encourage and inspire young people to work on ground-breaking projects, showing them a STEM career is one with purpose and an exciting future.”

 

For more information on Connectr’s learning technology, visit www.connectr.com/products/employee-engagement

 

Education, Education News, Midlands News, News, Space

Everton Free School launches space balloon to mark decade of success

Everton Free School – the school set up by Everton in the Community – has marked its milestone 10th anniversary by launching a weather balloon into near-space, kicking off its next decade in style.

Former students joined teachers, current pupils and key partners on Friday 23 September for the occasion at Welshpool, with the balloon travelling a total of almost 30km.

The event was the culmination of a week-long schedule of activities designed to inspire and encourage youngsters to consider a career in STEAM (science, technology, engineering, arts and maths).

Throughout the week, students had been given the chance to try their hand at a range of skills and hear from experts within areas such as forensics, medicine, astrophysics and web virtual reality development, as well as a visit to the new Everton Stadium at Bramley-Moore Dock.

The launch was an opportunity for them to track the balloon’s journey, while a 360-degree camera on board also captured images of Earth.

Set up by Everton in the Community, the club’s charitable arm, the school offers alternative educational opportunities to young people who have either been expelled or are at risk of exclusion.

Former student Zack Kelly, who says it “saved his life”, enrolled at the school when he was 13 years old after being expelled from the mainstream school he was attending, having spent much of his childhood in and out of the care system.

Zack, 23, who now works as an intervention mentor at Everton in the Community, said: “Looking back, mainstream education was just not right for me. I’d spent a long time in care and got into a lot of trouble at school – I was getting into fights and generally getting into trouble.

“But Everton Free School was completely different. I’d always been known by teachers as the ‘naughty kid’ or the ‘class clown’ but I felt I was seen as a person rather than a number at Everton and that made a huge difference to my behaviour.

“Being there 100% saved my life, I have no doubt about it. It scares me to think where I could have been now if I hadn’t gone to Everton Free School as I was headed down a very different path.

“It’s incredible to celebrate the school’s 10th anniversary – it’s a real credit to the amazing teachers who go above and beyond every day.”

As part of the launch, a specially-created Everton kit designed by an Everton Football College student was attached to the balloon, as part of a school-wide competition.

Everton and England goalkeeper Jordan Pickford and Everton Women’s player Izzy Christansen selected Ethan Westray as the winner, with club sponsor hummel* bringing the design to life and creating 500 shirts for students and staff.

Both the men’s and women’s first teams signed the kits before they were launched into near-space, with plans to auction them to raise money for disadvantaged students in the school and college.

Jordan said: “Everton Free School is an incredibly special place and it’s a real honour to be helping the staff and students celebrate such huge milestone.

“Ethan’s design stood out to us as it’s creative and unique – it perfectly captures the theme of the occasion and looks great too. It’s amazing to see it being launched into near-space today.”

During the event, year 11 students used GPS technology to track the balloon as it descended back down to Earth, with it landing in Eccleshall.

Principal Steven Baker, who was awarded an OBE last year for his services to education, said: “Our success during the last 10 years is a true testament to the efforts of our fantastic team, together with our students’ ambition and drive.

“Our students’ achievements have gone from strength to strength each year. But it’s not just about the qualifications they take away – it’s the life skills and experience that they take into the world after education.

“We are incredibly proud to have reached such a milestone in our history and to mark it by taking Everton into near-space is extremely special, especially with our one-off kits on-board, thanks to our talented students and hummel*.

“Now, we’re looking forward to the possibilities of the next 10 years as we continue to build on our success.”

Education, Education News, News

ePassport project will support young people on their journey back into mainstream education

YOUNG people will find it easier to express their feelings and monitor their progress through Northampton Saints Foundation’s Engage programme thanks to an ePassport created in partnership with the University of Northampton (UoN).

The university has worked alongside Northampton Saints Foundation to create the ePassport using interactive online platform, Padlet, making it easier for young people to talk to those around them about their progress and monitor their success.

Operating from five hubs around Northamptonshire, Milton Keynes and Ipswich, the Engage programme supports young people who are disengaged from mainstream education and in need of additional support to regain control of their academic pathway. The programme uses practical activities to empower young people to see the positives in everyday life with the aim to getting them back to school.

Emma Whewell, Associate Professor in Learning and Teaching and Deputy Head of Subject in Sport and Exercise at UoN, has been working on the project with colleague Alison Power, Associate Professor in Learning and Teaching. She said: “We are very excited about how this project is developing and how enthusiastically the young people involved have engaged with it. The children on the Engage programme are in alternative provision education designed to support their self-efficacy, educational outcomes and future prospects.

“The impact that positive interventions such as this have on young people in the short and long term, for their learning potential, their health and their futures at work or home cannot be underestimated. The digital ePassport will reap many benefits for vulnerable young people to better understand their emotions and, we hope, journey back to mainstream education.

“Alison and I are both passionate about using technology to support learning and teaching and have enjoyed working with Northampton Saints Foundation to create the ePassport. This opportunity has allowed us to make tangible differences in our local community and we look forward to announcing further successes with this project.”

Jordan Letts, Head of Foundation and Social Inclusion Lead said: “It has been fantastic to work with Alison and Emma on this project. The passport has developed over the past four academic years and provided us with key statistical data to enhance the progressions of our young people. When we were approached by the university, we were thrilled at the idea of making it more accessible and enjoyable for our young people who find it difficult to write their feelings and emotions on paper. Since phase one we have been an increase involvement with young people in filling out the document.”

With Phase One complete, the university has put in a bid for Phase Two which would be to make changes to the e-Passport in line with recommendations from Phase One and roll out the provision to other programmes across the Foundation.

Climate, Education, Education News, News, Sustainability

Students at NEOMA Business School start the new year with a focus on the “Sustainable Transition”

Sustainability and our response to climate change is becoming increasingly urgent. As a result, business schools have a responsibility to give their students a thorough understanding about the complexity of these issues.

This is why, at the start of this academic year, more than 1,000 Master in Management (MiM) students at NEOMA Business School attended a crucial event on “Sustainable Transition”.

Taking a multidisciplinary approach, the three-day seminar gave a platform to international experts from a range of fields. Discussions focused on overcoming the challenges that stand in the way of making businesses more sustainable.

Through lectures, interactive sessions, and round table discussions, students were able to benefit from the expertise of scientists and business leaders.

Guest speakers included Dr. Adina Revol, Spokesperson for the European Commission in France, and Jeremie Fosse, Co-founder and President of Eco-Union, an independent think tank on matters of environmental sustainability.

On the third day, students engaged in a simulation exercise, putting concepts discussed on the first two days into practice. Arranged in groups, they had to negotiate and make decisions with a view to keeping global temperatures below a 2oC increase by 2100.

Ultimately, the event was a unique and powerful way for students to further their understanding of how climate change will affect all aspects of society, as expressed by Diana Mangalagiu, Associate Professor at NEOMA and organiser of the event:

“We are confident that the knowledge acquired during this seminar will enable students to take informed positions on the way forward in response to the climate crisis.”

Business, Education, Education News, News

ESCP Business School’s Master in Management ranked fifth worldwide by the Financial Times

Out of the 100 institutions ranked by the Financial Times in 2022, ESCP Business School earned fifth place worldwide for its Master in Management programme, climbing two places from the previous year.

With campuses across Berlin, London, Madrid, Paris, Turin and Warsaw, ESCP’s European approach is celebrated in both our global performance as well as our outstanding achievements across the ranking criteria.

As part of the programme, students are required to study at a minimum of two of ESCP’s six campuses. Thanks to this unique structure and our network of partner universities around the world, the school ranked fourth in the International Course Experience category.

The international dimension of our Master in Management programme is also reflected in the makeup of our student cohort (94% international students) and our faculty (86% international faculty). We are confident that this multicultural, multi-campus experience prepares our students for today’s workplace, as evident from the fact that 99% of our students are employed within three months post graduation.

Professor Cécile Kharoubi, Associate Dean for the Master in Management programme, commented: “Positioning within the top five worldwide makes us very proud of our students, alumni, faculty, and staff. Institutions are made of people, and our high position in this very competitive ranking shows the merits of our attention to personal development, including cultivating a communicative, innovative, and critical thinking mindset in our students.”

Professor Léon Laulusa, Executive Vice-President and Dean for Academic and International Affairs, said: “We are delighted to see ESCP’s Master in Management programme ranked so highly on a global scale, reflecting our strong international presence in business education as well as the multicultural experience offered as part of this programme. Embracing differences is at the core of our mission to educate against indifference. A mission perhaps more important now than ever before.”

The ESCP Master in Management begins each September.