Category Archives: Education

Education, News, Tech Education

Tech London Advocates Launches Education Tech Resource Hub to Enable Schools, Young People and Parents to Access Digital Skills

Tech London Advocates, the UK’s leading independent network of tech leaders, has launched an Education Resource Hub that is mapping the digital skills ecosystem in the UK and will collate information, advice and resources for educators, young people, parents and employers looking to access digital skills.

At a time when unemployment is reaching record levels, young people are faced with a bleak employment landscape and schools and parents are having to adapt to remote learning, the TLA Education Resource Hub harnesses the world-class expertise of the British edtech and digital skills community to improve the quality of digital skills in the British workforce.

The UK has one of the most active edtech sectors in the world – estimated to be worth £3.4bn by 2021 – along with a wide range of outstanding digital skills initiatives, academic institutions and providers. However, until now access to digital skills has been fragmented.

For the first time, the TLA Education Working Group, part of Tech London Advocates which includes more than 9,000 tech leaders, experts and investors, has worked with edtech providers to provide a centralised repository for those looking develop digital skills at all stages of their careers.

Highly regarded educational organisations such as Founders4Schools, Digital Boost, Code First Girls, Teen Tech, Decoded, Tech Will Save Us, WhiteHat, Makers Academy, UK Blacktech, ADA College, Firefly Learning, Stemettes, Good things Foundation and UpSkill Digital are featured in the hub, offering advice and resources. The collaboration between such esteemed industry platforms is testament to the urgency of the need to address the digital skills shortfall in the UK.

Last year alone, the Office for National Statistics revealed that 10% of the UK population had no digital skills. With workers operating remotely and digital playing a greater role in citizen’s day-to-day lives, those without the necessary skills will suffer further disadvantages.

To help address this in the context of growing unemployment, the TLA Education Resource Hub will feature courses and apprenticeships designed to help improve UK citizens’ digital skills. The Education Resource Hub will also offer practical advice and guidance to schools and parents navigating areas such as homeschooling.

The online portal will also include articles and practical advice from the experts that make up the TLA community, to go alongside opportunities for those looking to boost their digital skills during these challenging times. You can find a link to the TLA Education Hub here.

Russ Shaw, Founder, Tech London Advocates & Global Tech Advocates, comments:“As we navigate through the pandemic, providing digital learning opportunities will be a priority for businesses and the government, to help the public and employees thrive in what is undoubtedly becoming an increasingly technology-driven world.

“The success of edtech companies and the adoption of their services by the UK population is testament to the appetite for virtual learning, accelerated by Covid-19. Now is the time to ensure that we are teaching future generations the skills that will prepare them for the digital workplace.

“The TLA Education Resource Hub is a fantastic and timely initiative, which will connect thousands of families and businesses alike to the support and guidance they need to ensure they don’t miss out on crucial learning and develop relevant skills in the process.”

o Tasker, Managing Director, Jo Tasker Consulting and co-lead of TLA Education Group, Comments: “The UK has everything it needs to create a workforce equipped with the digital skills required to meet the continued demand for tech jobs across the country. However, digital skills courses, digital apprenticeships and edtech tools are hard to find for those unfamiliar with the sector. The TLA Education Resource Hub aims to bring all of the programmes offered in the UK in one place for the first time.

“To drive the economic recovery, we need to give schools, young people, parents and employers access to the resources they need as quickly and simply as possible. That’s why we’re making resources, advice and practical guidance about how to develop digital skills accessible and easy to understand.”

Euan Blair, co-founder and CEO, WhiteHat, comments: “Skills training in digital and tech will be an essential part of our economic recovery because the lockdown has led to twin challenges: young people looking for work and employers needing those skills more than ever. By widening access to the best opportunities and resources, a more diverse and representative group of people can grasp the benefits of apprenticeships in these critical sectors. That way we will both power the recovery and ensure we’re taking real action to tackle social mobility.”

Mark Martin, founder of UKBlackTech and teacher at South Bank Engineering UTC, comments: “These are incredibly challenging times for schools, young people and parents alike as they navigate lockdown, remote learning and economic disruption. Digital skills can unlock the employment market for young people, as well as improve the learning experience through digital channels. People need simple, accessible solutions and the TLA Education Resource Hub will be massively appreciated by educators and young people.”

Maggie Philbin, founder of TeenTech, comments: “Young people are facing unprecedented challenges when looking for employment after education. The tech sector offers very attractive career prospects and demand for tech jobs remains high, but students, teachers and parents aren’t always aware of the digital and personal skills which are most valued or how to gain them. With the right skills, young people can realise their full potential and we need to make sure they have access to the learning platforms and opportunities they need.”

Tech London Advocates (TLA) is a private sector led coalition of over 9,000 expert individuals from the tech sector and broader community who have committed to championing London’s potential as a world-class hub for tech and digital businesses. It strives to support London’s tech start-ups and high-growth businesses in finding new investment, new talent and continued success.

The TLA Education working group is led by Jo Tasker, along with Ade Awokoya and Jules Wix. Mark Martin, Founder of UK Blacktech, advises the working group.

TLA is supported by a range of commercial partners, including Shoosmiths, Lakestar, Hiscox, Penningtons Manches Cooper, CENTI, Beringea, Interxion, Credit Suisse, KPMG, Russell Reynolds and Here East.

To learn more visit: https://tlaeducation.org.uk/

Education, EU, News

Politecnico di Milano School of Management ranks in the top 100 for its Global MBA in America Economia rankings

Politecnico di Milano School of Management’s Global MBA now ranks 51st in the world in the latest rankings by America Economia.

Educational acknowledgement, multiculturalism, networking and an advantageous geographic location are the key attributes that positioned the business school’s MBA in this ranking of the Best Global MBA Programmes for Latin American students.

Vittorio Chiesa and Federico Frattini, Chairman and Dean of MIP Politecnico di Milano say: “This ranking recognizes our MBA’s strong global position, but also the technical and professional dimensions that help establish its strong reputation within Latin America.”

The programme ranks at the top for its multicultural experience, as well as an impressive 79% for ‘innovation’.

This ranking is unique as it focuses on alumni, taking into account variables such as previous and subsequent income, the time it takes to recover the cost of the programme, job offers derived from having obtained the MBA, and changes in position or responsibilities in a company.

America Economia recognizes Politecnico di Milano School of Management as the leading Italian Business School for Latin American Students and indeed across the globe.

Education, News

Trinity Business School ranked 23th in Europe in Financial Times Global MSc in Finance rankings

Trinity Business School has been ranked 23th in Europe in the 2020 Global Masters in Finance rankings produced by the Financial Times.

The rankings provide another boost to Dublin as a centre for international finance with Trinity’s Masters in Finance becoming a European leader.

The business school also secured 1st place in Ireland for its MSc in Finance.

Professor Andrew Burke, Chair of Business Studies and Dean at Trinity Business School, says:
“Our MSc is now amongst the top 5 finance masters in the UK and Ireland combined. This is timely as Dublin’s International Financial Services Centre continues to expand, most recently due to the Brexit-induced relocation of many finance service activities from London to Dublin, and so it is important that financial services firms in Dublin have a local pool of graduates to hire from one of the very best masters in finance. I am especially proud of our expert and dedicated team of faculty and professional staff who continue to drive innovation and improvements in this programme on a yearly basis. They full deserve this latest accolade to add to the recent Eduniversal ranking placing this MSc as the number 1 corporate finance masters programme in Europe”.

Aleksandar Šević, Director of the MSc in Finance Programme says:

“The Trinity Business School MSc in Finance programme is offered in the heart of Dublin, close to the IFSC, and provides students will knowledge and skills necessary to excel in the global financial industry. The team of permanent and adjunct TBS staff members has delivered lectures in the MSc in Finance programme from the very beginning with excellence and dedication to the highest academic and professional standards. Internationally diverse and gender-balanced student cohorts have had an opportunity to attend core-required modules modelled in accordance with the latest requirements forwarded by stakeholders in the financial industry, by the affiliate programme partner, Chartered Financial Analyst Institute, and by the programme partner, Chartered Alternative Investment Analyst Association. An important option for our students is to choose elective modules that are closely aligned with future career goals.”

To learn more visit: https://www.tcd.ie/business/

Education, News

University students facing food insecurity due to pandemic

Four out of ten university students have reported they are worried that they will run out of food as they deal with the impact of the coronavirus pandemic, according to a new report.

A collaboration of universities in the UK and USA surveyed students on their levels of food insecurity during April, after universities in both nations ceased campus-based teaching.

The preliminary findings outlined in the report, Food Insecurity and Lived Experiences of Students, reveal students have high levels of food insecurity and low levels of mental wellbeing, alongside a high level of lost jobs and income since the outbreak of COVID-19.

The findings have been submitted to the UK Education Select Committee inquiry into the impact of COVID-19 on education and children’s services.

The survey was completed by more than 1,200 students. The results reveal that 41% of students were worried that their food would run out and almost 35% of students reported high or very high, levels of food insecurity.

Those students who lived either alone or with other students were much more likely to face food insecurity than students who either lived at home already or who returned to their family home when lockdown began.

The situation was more positive for 56% of those students who were able to return home and live with their parents, as their parents purchased food and there was shared responsibility for preparing meals.

Financial worries were also a cause for concern. Almost 60% of students who responded to the survey said they were employed and reliant on this income to fund their education and living expenses. However, as many students are employed in the hospitality, leisure, and retail sectors they face a disproportionate loss in their jobs and income when businesses closed their doors.

There is already a known correlation between food insecurity and mental health and wellbeing, and this was confirmed further in the findings. One in five students report they are experiencing high levels of food insecurity and poor mental wellbeing, with many saying that they are eating unhealthy, ultra-processed foods and skipping meals

The authors of the report have called on the government and stakeholders in higher education, including Universities UK and the Office for Students to provide increased support for students.

In the UK, their recommendations include an increase and expansion in maintenance grants and loans and increasing the value of the hardship fund provided to UK universities.

Northumbria University’s Healthy Living Lab is one of the UK’s leading research centres into issues around the impact of diet on educational attainment and wellbeing, holiday hunger and food insecurity in children and young people. Researchers from the Lab worked in collaboration with internationally renowned academics from City, University of London; the universities of Sheffield and Ulster and Oklahoma State University in the USA, as well as representatives from the Students’ Unions at Northumbria and Ulster universities to proactively investigate the emergence of wellbeing issues as the COVID-19 pandemic took hold

Professor Greta Defeyter, Director of the Healthy Living Lab, explained: “Unfortunately we have become accustomed to seeing food banks on the high street, but I was surprised to hear that many universities around the world operate food banks or food pantries to alleviate student food insecurity.

“As in the wider society, this issue is not just about young people not being able to manage budgets. Rather, our research suggests that this issue is much more fundamental, it is a poverty issue, and challenges our perceptions of student equality and our belief systems of the stereotypical ‘poor student’.

“Our research has shown that, during the COVID-19 pandemic, a disproportionate number of higher education students face a primary loss of income, high levels of food insecurity, and poor mental wellbeing both in the UK and USA.”

Dr Michael Long, Associate Professor for Sociology at Oklahoma State University, said: “It is clear from this study that food insecurity in university students is alarmingly high since the onset of the COVID-19 pandemic, and will likely increase the existing inequalities in the food systems in the United States and the UK.

“While food insecurity is a substantial and potentially growing problem for university students in general and within Oklahoma, we hope that this research will lead to evidence-based solutions aimed at reducing food insecurity and inequality.”

Dr Christian Reynolds of the Centre for Food Policy, City, University of London and a visiting Researcher at the University of Sheffield’s Institute for Sustainable Food, added: “This research is some of the first to have linked food insecurity and the COVID-19 lockdown through to coping mechanisms such as eating unhealthy, ultra-processed foods and skipping meals.

“It was alarming to see that 33% of those who self-reported ultra-processed foods as their main type of food, also experience food insecurity,” he said, but he also reported an appetite for change adding that he had received emails from students who were hopeful that sharing their experiences will lead to wider support and structural changes.

Dr Sinéad Furey, Ulster University’s research lead for this project commented: “This research provides an essential insight and understanding of the challenges students face in accessing and affording food in the context of the COVID-19 pandemic and has worryingly outlined that one in three students reported low or very low levels of food security, and two in five were worried that their food would run out. Our findings will now enable universities to produce revised recommendations for students to alleviate this pressing need. Not to take action is a disservice to the next generation of employment-ready graduates.”

Andrew McAnallen, President of Ulster University Students’ Union, added: “Throughout the COVID-19 lockdown students have been riddled with uncertainty, with many losing jobs or becoming furloughed as a result of the pandemic. For many, this has resulted in financial insecurity and many students are worried about being able to put quality food on the table as a result. This paper offers a really valuable insight into the vulnerable and challenging situation students have experienced during the COVID-19 pandemic and reinforces the need to create a higher education system which is publicly-funded, lifelong and sustainable.”

The paper Food Insecurity and Lived Experiences of Students is available to view here.

 

Construction, Education, News

Works commence on £3.9m renovation of King Edward VI School

Construction has started on the £3.9m renovation of King Edward VI School in Lichfield, with works being led by Midlands contractor G F Tomlinson for Staffordshire County Council under the Staffordshire Construction framework.

This is the second contract secured by G F Tomlinson through the Staffordshire Construction framework for Staffordshire County Council, led by Entrust Property Services – the first being the £5.2m Poppyfields Primary School in Cannock, which was successfully completed last summer within a major housing development in the area.

The project involves the design and build of an extension to an existing building and the construction of a new modular building to provide much needed replacement teaching and auxiliary spaces at King Edward VI School.

Building on a winning partnership from the successful delivery of the Poppyfields Primary school, G F Tomlinson again appointed Arc Partnership to provide architectural and engineering services for the scheme.

Phase one of works at the Lichfield co-educational comprehensive for pupils aged 11 to 18, involves the construction of a new three-storey extension on the site of a former swimming pool, which had been closed for over ten years and was demolished as part of preliminary site-wide enabling works by ENTRUST prior to commencement.

The extension will provide replacement teaching and auxiliary spaces, as well as an administration area on the lower ground floor, which will be the location of the school’s new student services area. Completion for this phase is expected in spring 2021.

Phase two involves the demolition of existing accommodation and obsolete prefabricated buildings, to be replaced with the construction of a brand new standalone modular structure, providing modern and enhanced science laboratory teaching facilities at the school.

Ideal Modular, part of G F Tomlinson’s existing supply chain, has been appointed to deliver the modular element of this project. Works for phase two are expected to be completed in winter 2020.

During the course of the construction works, G F Tomlinson is looking to engage with both staff and students of the school. The site management team will perform virtual live site tours for the school to report project progress and allow them to raise any queries they have. Once government guidelines allow it, the contractor also plans to carry out regular site tours and school assemblies, as well as communicating the project’s progress through meetings with the school. Regular newsletters will also be distributed to the school and local residents.

Chris Flint, director of G F Tomlinson, said: “We are pleased to be able to commence construction works for our client Staffordshire County Council, particularly in the current climate. The works will maximise space and upgrade the existing buildings at King Edward VI School. These important renovations will optimise teaching spaces and improve the overall educational experience for students and staff.

“It has been rewarding to engage with Entrust Property Services again and we look forward to working for them and Staffordshire County Council to deliver this project, whilst continuing to build strong relationships with Arc Partnership and our other local supply chain partners over the course of both phases.”

County Councillor Philip White, cabinet member for learning and skills said: “These works are being completed to ensure the site can accommodate an increased demand for pupil places at the school, as a result of new housing in and around the city. Once finished, the work will enable the school to expand by 150 pupils.

“We have been planning for this for a while, and construction is taking place over the course of a year to minimise disruption as much as possible. I’m sure pupils and teachers will enjoy using the brand-new accommodation in September 2021.”

John Doherty, CEO of Entrust Support Services, said: “We are proud to see works commence at King Edward VI School following ENTRUST’s master planning of a multifaceted brief across a split campus. This is a complex project which we are proudly project managing with our preferred contractor and we look forward to working with G F Tomlinson, Staffordshire County Council and the school to complete it. Once finished, these new teaching spaces will benefit the school and its pupils well into the future.”

Jane Rutherford, headteacher at King Edward School said “With additional students joining us each year, this project will provide all our students and staff with access to improved facilities. We are looking forward to seeing the project completed during the coming academic year.”

Staffordshire County Council is leading the project, with project management from ENTRUST, G F Tomlinson acting as main contractors, and Arc partnership acting as architect and structural engineer.

Awards, Education, News

UCL School of Management wins major award for gender diversity, the ‘Athena SWAN award’

UCL School of Management has been awarded the Athena SWAN Bronze Award from the UK Equality Challenge Unit in recognition of their commitment to improve gender equality and representation among their staff and students.

The Athena SWAN (Scientific Women’s Academic Network) Charter is a framework which is used across UK to support and transform gender equality within higher education and research. Established in 2005, the Athena SWAN Charter was originally aimed to increase the representation of women at all levels in STEMM fields (Science, Technology, Engineering, Mathematics and Medicine). In 2015, the Charter was expanded to include the fields of Business and Social Sciences and to address gender equality issues among all staff and students.

The success rate for business schools, is low – roughly 30% in most recent years. Being one of the few business schools to receive the Bronze Award demonstrates that the UCL School of Management has begun to implement strong evidence-based action plans to improve gender equality for example women’s underrepresentation in senior positions and to encourage more inclusive culture.

According to Dr. Bert De Reyck,

“Prior to and throughout our Athena SWAN application process, we have been working to make diversity and inclusion a fundamental part of the school’s ethos and culture. For example, we have increased the representation of women in senior positions. Last year, we set up a dedicated EDI (Equality, Diversity, and Inclusion) team, which is now working on removing antisocial behaviors as well as monitoring broader diversity issues across the school. From 2019, in recruitment advertisements, we have highlighted our devotion as an Equal

Opportunities Employer.

The dedication of our Athena SWAN team, led by Dr. Sunny Lee, with members lending their time and expertise has been paramount in our receiving the first Bronze Award.

Ultimately, we must thank our staff and members as without their support with our application, this achievement would not have been possible. We have received invaluable feedback from our staff and students (through surveys, interviews, and emails) and will work hard to address the identified issues about diversity and inclusion over the next few years.”

Education

First of a kind Global Business Program designed to teach applied Shared Services expertise

Starting in September 2020, a new set of online courses will focus on Shared Services, processes and capabilities that can be shared among the various business units of a company — including finance, purchasing, supply chain, human resources, and information technology. These courses are offered for the first time.

With the aim to professionally certify executives in Shared Services, a critical corporate operations area, the Professional Global Business Services (P-GBS) Certification will be a transformational learning experience for participants. These courses are from MIP Politecnico di Milano, in partnership with renowned advisory services firm Inixia.
Inixia will bring their practical executive leadership expertise, drawing upon years of practical operational experience in leading best-in-class Fortune 20 Global Business Services (GBS) organizations. Inixia’s distinctiveness lies in its unique capabilities of having created an industry standard certification, called Professional GBS.

Made up of several modules, all will encompass the best of the global business community, taught by an international faculty composed of industry founders and experts, including world-class shared services and digital technology strategist, Filippo Passerini.

With over 30 years of business-building career with Procter & Gamble, Passerini will be one of the key industry leaders giving insights, guidance, and testimonials throughout the program. He said:

“Global Business Services is a proven model and a fast-growth industry. In addition to helping businesses increase efficiency and reduce costs, it’s a strategic enabler for innovation and innovative business models. However, up until now, there was no structured training to provide professionals in this area with the required knowledge, competency, and skills. It’s an honor and privilege to make my experience available to such a mission, together with my distinguished colleagues and the top-notch MIP School.”

Taught entirely in English, the unique set of online executive courses will allow participants to develop new skills, essential for the enhancement of their managerial professionalism within the Global Business Services market. As well as this, the courses are flexible and can be adapted to suit client’s specific needs.

“We can work with clients on an à la carte basis, creating different tailor-made streams of in-person courses leveraging modules from across pillars to suit the different types of roles their people may occupy across their organizations” said Sergio Terzi, Associate Dean for Executive Education at MIP Politecnico di Milano

Participants who complete all three pillars of GBS Training Modules and the GBS Strategic Leadership Modules will be certified in the P-GBS discipline by Inixia and MIP Politecnico di Milano, a widely recognized and highly sought-after industry accolade.

Charity & CSR, Construction, Education

Bodmin school voted as Community Fund winner

Bodmin’s Beacon Ace Academy has been voted as the latest winner of RGB Building Supplies’ Well Built Community Fund and will receive £1,000 to spend on timber and landscaping materials.

The school received the most votes following a public poll that began before the country went into lockdown. It was one of nine charities, schools and community focused groups that RGB chose as finalists in its last Community Fund before the initiative is refreshed and relaunched next year.

To encourage outdoor learning and sustainability, the school developed a vegetable garden, which was unfortunately damaged by a storm at the beginning of the year. Once the current situation comes to an end and school life returns to normal, Beacon Ace Academy will use the donation to buy materials to make essential repairs to the growing areas

Simon Rowe, Science Leader at Beacon Ace Academy and who nominated the school, commented:

“Pupils plant, grow, harvest and cook what is produced in the garden, so we hope we’ll be able to get to work and make the repairs soon. Thank you to RGB Building Supplies and to everyone who voted for us.”

Steve Best, Branch Manager at RGB Bodmin, is looking forward to being able to visit the school and learn more about what they have planned. He added:

“Normally we visit our Well Built Community Fund winners as soon as possible and give them advice on what materials to purchase for their project. That can’t be done at the moment, but we’re delighted to at least give them the good news that the public voted them as the winner, and I look forward to visiting once the school reopens.”

Image shows students from Beacon Ace Academy in the damaged garden area prior to the coronavirus lockdown.

E-Learning, Education, News

The Learning Partnership, Right for Education and Crystal TV join forces to launch online learning platform World Challenge Club for children during coronavirus pandemic

An Oxford-based education programme has launched an online educational programme alongside a pan -African charity and an African television network for primary school children across the globe to aid education processes during the coronavirus pandemic.

The Learning Partnership has partnered with Right for Education, the largest e-learning charity in Africa with 6.85 million learners across Africa, and Crystal Television, a major television production and broadcast company in West Africa headquartered in Ghana, to launch the World Challenge – primarily for children aged 6-12 – across Africa, with plans to launch localised series in Asia, South America and Europe.

Sponsors of the initiative include technology giant Amazon Web Services (AWS), as well as engineering firms Rolls Royce and Arup. Further incentives include Rolls Royce and AWS offering future work placements to the competition winners when they are older.

The new platform is designed to create and increase participation and competition within school communities across a range of countries. Focusing on STEM subjects (Science, Technology, Engineering and Mathematics), the partnership is aiming to provide relief and support to families who have to resort to home-schooling during the pandemic.

The inclusive challenge enables families from all backgrounds and locations to take part from their own homes with programmes delivered to households via television or streaming services.

The World Challenge partners, have sought expertise in the respective fields, working alongside KarisMath, a leading primary Mathematics video learning provider with a library of 450 primary focused mathematics videos. The partners have also brought in Twig education – a leading primary science video learning provider with a library of thousands of science videos designed to support primary stage science learning – as a partner for the challenge.

The partners of the World Challenge Club will be collaborating with television networks across the globe, with sporting icons from different disciplines introducing and engaging families in the challenge. Each week will be sponsored by industry partners and the World Challenge will be shown regionally on television networks, with a focus on a specific sector such as mathematics or engineering.

Aulden Dunipace, Founder & CEO of The Learning Partnership, commented: “Families around the world are in lockdown as a result of the coronavirus pandemic and an extended lockdown period will only increase the difficulties for parents trying to home school their children and keep them engaged. This reality is more challenging where connectivity to the web is less universal and access to web-based virtual learning less democratised.

The Learning Partnership is experienced in delivering virtual, interactive programmes and by partnering with charities with such a large following in Right for Education and television networks such as Crystal TV and potentially others in different regions, we aim to make life easier for parents and deliver learning experiences to children that have a positive impact on our children’s education and future.”

Dr Susann Dattenberg-Doyle AfBPS, Founder of Right for Education R:Ed – “World Challenge Club is learning by doing, accessible for free in your own time, in your own home, and following your own interests. It inspires career planning in the opportunities of the world today.
The Challenge aligns these learning opportunities to subject learning in Science and Mathematics and makes learning democratic. Joining the WORLD CHALLENGE CLUB is joining a movement for global education and opportunity.”
Dr. Chief Crystal-Djirackor, President & CEO of Crystal Television Network, said: “Providing for teaching and learning through television have always been part of our programming policy since the establishment of the Crystal Television Network over twenty-five years ago”.

“Our partnership with Right for Education.org and The Learning Partnership.com, to deliver virtual learning to School Children across the globe, particularly in these times where COVID-19 is ravaging our world, is an extraordinary achievement and very fulfilling. Our greater joy is the opportunity provided for learners across Africa, who are able to network with other students around the world, as they aim to achieve their academic ambitions on a global playing field with equal opportunities. The World Challenge Club offers exactly the needed practical hands-on and activity-based learning to all primary age learners throughout the world and Crystal TV is glad to be a founding member of this global initiative”.

The World Challenge is set to run for a three-month period during the pandemic. Series one of the challenge is launching in mid-May, with a second series to follow in June and a third series will run throughout July.

The challenge can be accessed free of all charge globally at www.worldchallenge.club

Education, News

ESCP Business School’s custom programmes ranked 14th worldwide

In the latest Financial Times Executive Education rankings, ESCP Business School have climbed the prestigious table to 14th in the world for their customs programmes.

With an increase of 10 places since 2017, the business school’s Executive Education team has been placed 9th in the world for the best satisfaction rate of clients, and 7th worldwide for the international experience offered to clients.

Executive Education at ESCP Business School has proven to be amongst the most innovative and professional when it comes to creating custom programmes that match the needs of directors, executives, high-potentials, managers, experts and young talents.

Bertrand Moingeon, Director of Executive Education says,

“We are grateful to our corporate partners with whom we co-construct innovative programmes on our European campuses. We remain highly mobilized to support our clients in meeting the challenges of the current context.”

In an ever changing and unpredictable business environment, the schools tailor-made training courses continue to be designed to meet the detailed requirements of specific organisations, enabling transformation and enhancing performance.