Carving global students for greater global cooperation

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June 2, 2023

Holistic development will only prepare students for life. It is more than the whole student’s education and addresses the broadest development of the entire child at the cognitive and affective levels, shared Dr. Angelo M. D’Cruize, Principal, Stepping Stones School in an exclusive conversation with Sheeba Chauhan of Elets News Network. Edited excerpts:

According to UNICEF, Over 600 million children and adolescents worldwide are unable to attain minimum proficiency levels in reading and mathematics. What do you consider the issue in developing foundational skills in literacy and numeracy?

For a country as diverse as India, that too with a huge demographic structure, students come from various socioeconomic backgrounds, have varied attention spans and interests, and have different language abilities.

There is a marked difference between students’ competency and the learning outcomes, thereby resulting in a deficiency in developing foundational skills in literacy and numeracy. The issues in developing FLN skills will continue till teaching is confined to the four walls of the classroom. Teaching will have to include a connection to the real-world experiences of the child. The teachers should communicate more with the parents as to what a child has achieved. Parents, even if non-literate, need to be involved. Sadly, a lot needs to be worked upon in this aspect.

Some two-thirds of the world’s school-aged children do not have an internet connection in their homes. Do you think the digital divide can be a major drawback of the digitization of education?

Yes, the digital divide is creating an uneven educational structure and pedagogical approach. Three-dimensional problems come to my mind that is evident in creating a setback for the digitization of education.

i) The first-dimensional gap is between those who have access to hardware, network, software, authentic information, etc and those who don’t.
ii) The second dimension is the gap between generations or the generational divide.
iii) The third dimension, call it the behavioural divide, is the gap between those who can learn on their own versus those who can’t. Many women, girls, minorities, and migrants shun digital access for learning because it is either too boring to learn on their own or too antisocial. This probably explains why only 2% of the millions who enroll for MOOCs complete their courses.

An estimated 93 million children worldwide live with a disability and these children are overlooked while making educational policies. What are the programs, you have at your school for these differently abled children?

For children with special needs, our school has devised a unique program titled ‘Sparkling Steppers’ which encompasses the learning and developmental competencies as well as meets the need of compassion towards these special children. For our society which otherwise considers such differently abled children as a tough task to educate, we joyfully embrace them with utmost love and care with our remedial classes & separate worksheets for them.

A ‘Buddy System’ is also being initiated in our school wherein a bright and normal child takes the responsibility of a special child. This imbibes a healthy environment of inclusive education and empathy in our campus.

How do you see global collaboration in education? Do you think, it can help the foundational stages?

I see global collaboration as the dire need of the hour as we look forward to a world without boundaries. The majority of the world’s children are growing up in the most resource constrained countries, where school systems are often stretched beyond capacity. In an increasingly globalized and interdependent world, I feel their education needs to be everyone’s concern.

There is a massive shortage of teachers. A challenge of this scale, including expanding teacher training programs, supporting public policies to build a skilled and motivated teaching force, and equipping educators with technologies to improve teaching and reach more students – is ripe for greater international cooperation.

It is a contemporary time of carving global students. ‘Care and Share’ must be the new motto of collaboration amongst the educators and institutions of the world.

How do you think global summits like World Education Summit Dubai can bring innovation and development to the landscape of education in India?

Global summits like the World Education Summit Dubai will certainly help in transforming, rather revolutionising education, with new initiatives. It will help to network and build partnerships with hundreds and thousands of global attendees. It will broaden the frontiers of knowledge and knit us together into a world of educational excellence.

Holistic development was one of the major pushes of the New Education Policy. How do you implement the same at your school?

At Stepping Stones High School, Aurangabad – India, we believe and strive for the all-round development of every child. We maintain a personal profile for the curricular as well as the co-curricular growth of every student.

Holistic development will only prepare students for life. It is more than the whole student’s education and addresses the broadest development of the entire child at the cognitive and affective levels. The holistic approach to education prepares students to pass from, what I fondly refer as the ‘University of Hard Knocks’ (the real-life challenges). It develops a learner’s social and academic maturity to accept life’s challenges, build their understanding, and learn from their errors.

The New Education Policy has a vision that will lead the students to return to their society and pay back to their society, parents, village, district, state, and nation. This in turn will transform our societies and provide the requisite impetus for an equal and sustained growth.

Redefining Leadership to Build an Agile and Collaborative Education System

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June 1, 2023

For education systems to thrive in the modern era, leadership must adapt and redefine itself. No longer can leaders dictate top-down in a siloed fashion; instead the focus must shift towards agility, collaboration, and empowerment. Leadership should serve to provide direction, facilitate communication, and remove barriers so that teachers, staff, students, and parents can accomplish more together than any single role could alone.

An agile education system depends on sharing knowledge, risks, and rewards among teams and stakeholders who are closest to the work. Leaders foster constructive dialogue, seek diverse perspectives, and enable decision making throughout the organization. Rather than being individuals with all the answers, leaders develop into coaches and mentors that equip others with the skills and autonomy to succeed. Through this reframing of leadership, education systems can harness the collective intelligence of all involved to achieve more relevant, adaptable, and meaningful learning outcomes. The discussion on this emerging trend took place in 25th Elets World Education Summit in Dubai. Edited excerpts:

Abigail Alexis-Olubuyide, Head of School, Wesgreen International School, Sharjah, UAE, said that, “In recent years, technology has undergone exponential growth. Although some schools had previously incorporated technology, it was the pandemic that accelerated the need for technological integration into our educational systems. This was necessary to facilitate effective collaboration among students, teachers, and leaders. As a result, educational systems needed to be revamped, and leaders had to redefine their leadership styles to ensure the creation of agile and collaborative institutions.”

She further added, “In order to not just survive, but to thrive in these changing times, leaders had to be responsive. Today, we welcome and express gratitude to our guest speakers who will delve into the impact of technology on their personal leadership journeys. It’s worth noting that technology has played a significant role in the globalization of education, which has opened up greater opportunities for collaboration among students and staff.”

She said, “Frequently, discussions about technology center around the perspectives of teachers, the individuals who utilize it the most. However, you mentioned that leaders should be leaders of technology first and foremost, setting an example for others to follow. After all, we cannot guide our institutions to places where we ourselves have not been.”

She stated, “In 2020, due to the pandemic, we finally fully incorporated technology, but moving forward, it’s crucial that we continue to bring technology along with us into the future. Instead of fearing it, we must embrace it as a tool, because if we don’t, our institutions will be left behind. As leaders, it’s up to us to lead the charge in bringing about this change for the future.”

Dr. Sheela Menon, Principal, Ambassador School, Dubai, UAE, said that, “Undoubtedly, technology has greatly accelerated the globalization of education and opened up opportunities for collaboration. The two terms that caught my attention in your statement are “globalization of education” and “opportunities for collaboration.” Technology has played a vital role in achieving both of these goals.”

She further stated, “We now have a global system of education that transcends individual countries, and technology has brought the world closer by integrating classrooms with teaching and learning. The COVID-19 pandemic has significantly changed the way we approach education. We have shifted from a pre-pandemic education system to a post-pandemic education system almost overnight. This has led to more opportunities for collaboration and sharing of best practices, which, in turn, has led to the development of new skills and a deeper understanding of the global education system.”

She also mentioned that, “If schools are not following this approach, we need to redefine our approach to education. We need to change the silo mindset and work together instead of in isolation. For instance, in the Teach for Planet sessions I attended, we talked about the need for collaborative action to address climate change. This is a prime example of how a collaborative approach is essential to achieving our desired results. Therefore, technology has undoubtedly brought the education system closer together and highlighted the need for collaboration.”

Allan Kjaer Andersen, Director, Chaman Bhartiya School, Bangalore, India, said that, “As leaders, it is crucial to view technology as an essential aspect of our school’s operations rather than simply implementing it because of its current popularity. Instead of blindly following trends, we should question why we want to integrate technology and ensure that it aligns with our school’s goals.”

She stated, “For example, laptops were provided to each student to facilitate flipped or blended learning, which improved the quality of lessons by allowing students to collaborate on their own and prepare for higher-level discussions with their teachers. This was only possible with technology, as students could access online textbooks and conduct research to supplement their learning. The integration of technology also enabled personalized and inquiry-based learning, which is a core aspect of our school’s pedagogy.”

“Students can use technology to delve deeper into a problem, create and present solutions, and develop physical or digital products. Technology is an integral part of our Center for Creativity and Innovation, where students can design robots, code apps, build Lego structures, and more. In summary, we should view technology as a tool to facilitate our desired educational outcomes, such as inquiry-based learning and creativity, rather than a mere accessory to be added to our curriculum,” she added.

Abhilasha Singh, Principal, Shining Star International School, Abu Dhabi, UAE, said that, “Collaboration is essential for survival and growth, as we cannot thrive in isolation. As the saying goes, “be a part of something bigger than yourself.” One way to achieve this is by initiating a project that invites local, regional, and international collaboration. A great example of this is a climate action project or a goals project that incorporates education for sustainable development into the school curriculum. Technology can be used to drive social good and create numerous opportunities for students to take action within the school.”

She also mentioned that, “School leaders must support teachers who have creative and innovative ideas by creating a space for them to implement these projects. One way to do this is by connecting with groups like Take Action Global, which conducts two flagship projects every year. One such project is the Climate Action Project, a six-week design thinking project that connects classrooms worldwide and offers virtual meetups. By participating in such projects, students gain a deeper understanding of climate and weather and the importance of sustainable development goals. By initiating similar projects and promoting collaboration, schools can encourage their students to give back to their communities and take action while learning important lessons.”

Jaya Menezes, Principal, Apple International School, Dubai, UAE, stated that, “In my opinion, the primary purpose of schools is to impart knowledge and skills to students. As leaders of international schools or schools of any curriculum, we have the power to create an optimal learning environment for our students, where both knowledge and skills can be imparted effectively. However, as technology has become increasingly central to education, our perspective towards leadership must change. For example, leaders must strive to create schools where students and staff are actively engaged in the use of technology. If leaders themselves are not proficient in technology, schools will not be able to promote its use effectively.”

She mentioned that, “Today’s students, often referred to as millennials, have a vastly different educational experience than their parents or most teachers. Teaching them using outdated methods would not create the right workforce for the future. Therefore, it’s crucial for leaders, especially those in schools where students lay their foundation, to become digital leaders. Only then can leaders change their schools’ vision and mission and create the best learning environment for their students, empowered by digitalization.”

Tech-upskilling startup Scaler acquires delhi-based edtech platform Pepcoding

Corporate Updates

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June 1, 2023

The tech-upskilling startup Scaler acquired the Delhi-based edtech platform Pepcoding for an undisclosed amount.

According to a press statement from Scaler, the acquisition aims to further accelerate growth and support across a number of business divisions, including strategy, product design, B2B enterprise, operations, and instructor org.

This is Scaler’s fourth acquisition; over the previous two years, the company had bought AppliedRoots, Coding Minutes, and Coding Elements.

Sumeet Malik, Co-Founder, Pepcoding, has joined as a teacher and content producer to enhance the learning environment, particularly for the Low-Level Design (LLD) curriculum. Additional Pepcoding personnel have joined Scaler as full-time workers who collaborate on numerous teams.

The primary goal of Scaler is to improve both computer experts’ and college students’ skills. As part of a demanding six-month computer science programme, the firm offers live seminars conducted by subject-matter experts and IT professionals.

Data structure and algorithms (DSA), web programming, data science, CORE, CBSE, GATE, and business analytics are Pepcoding’s areas of expertise. Pepcoding offered undergraduate students a platform with offline and online courses that allowed them to advance their coding abilities, collaborate with like-minded individuals, and find employment possibilities at top businesses. Since the team’s founding in 2017, it has worked with more than 5,000 students.

Benefits of teaching robotics to school students

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May 31, 2023

There has been a growing interest in teaching robotics to school children in recent years. This trend is driven by the belief that robotics education can offer a range of benefits to students, from developing important technical skills to fostering creativity and problem-solving abilities. This article will explore some of the key advantages of teaching robotics to school children.

Developing Technical Skills: Robotics education provides an excellent opportunity for students to develop important technical skills. Students who work with robots learn about programming, mechanics, and electronics. These skills can be applied in various contexts, from robotics competitions to developing new technologies. Moreover, students who study robotics gain a deep understanding of complex systems, which can help them develop a critical and analytical mindset.
Encouraging Creativity: Robotics education can also encourage creativity in students. When working with robots, students are encouraged to think creatively and to come up with innovative solutions to problems. For example, students might design their own robots or create unique programs to control the movements of existing robots. This creativity can be applied in many other areas of life, from art to science to entrepreneurship.
Fostering Problem-Solving Skills: Robotics education is an excellent way to foster problem-solving skills in students. As students work with robots, they encounter a range of challenges and obstacles. They must learn to identify problems, develop solutions, and test and refine them. This process helps students develop a range of important skills, including critical thinking, analytical reasoning, and teamwork.
Building Confidence: Robotics education can also help students build confidence in their abilities. As students develop technical skills and solve complex problems, they gain a sense of accomplishment and pride in their work. This can help build self-esteem and a sense of confidence in their abilities, which can be applied in many other areas of life.
Preparing for the Future: Finally, robotics education can help prepare students for the future. As robotics and automation become more prevalent in society, understanding and working with robots will become increasingly important. Students who study robotics will be well-prepared for careers in a range of fields, including engineering, computer science, and manufacturing.

Hence, there are many advantages to teaching robotics to school children. From developing technical skills to fostering creativity and problem-solving abilities, robotics education can help prepare students for future challenges. Moreover, robotics education can be a fun and engaging way for students to learn about science, technology, engineering, and math. By encouraging critical thinking and creativity, robotics education can help students develop into well-rounded and innovative thinkers.

Views expressed by Neelam Tuteja, Principal – Orchids The International School, Manglia, Indore

Next-Generation Classrooms & Learning Models: Reimagining the Role of Technology in Education

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May 30, 2023

Next-generation classrooms and learning models represent a new approach to education that leverages the latest technology to enhance the learning experience. These new models are designed to be more interactive, personalized, and engaging, allowing students to learn at their own pace and in their own way. By reimagining the role of technology in education, these models seek to address some of the challenges facing traditional classrooms, such as limited access to resources, rigid curriculums, and a one-size-fits-all approach to teaching. With the help of technology, next-generation classrooms and learning models are transforming the way students learn, making education more accessible, inclusive, and effective. A very exciting panel discussion around the topic happened at 25th Elets World Education Summit. Edited excerpts:

Jeff Evans, Principal, Global English School, Al Ain, UAE (Moderator) shared, “The subject of discussion is the “Next Generation Classrooms and Learning Models: Reimagining the Role of Technology in Education”. Over the past few years, there has been a significant shift in how students and schools utilise technology, both inside and outside the classroom.”

Robert Wang, MENA Director of Smart Vertical Development, Hikvision shared, “The education sector has always been at the forefront of utilizing technology, and this has become especially apparent during the epidemic. There has been a significant shift in the use of technology in education both before and after the pandemic. As an example, during my recent trip to Turkey, I learned that high-education universities no longer require students to attend classes in person. Instead, students have the option of participating in online learning and teaching, while still receiving certifications and graduating.”

“Even after the pandemic, people have continued to use the technological tools that were adopted during the pandemic, such as Zoom and hybrid online courses. I remember when the pandemic first began, we quickly implemented thermal screening solutions for students to protect their health. Instead of manually recording temperatures on paper, we utilized cameras to automatically recognize temperatures and combine them with students’ names and attendance information. This system allowed us to collect all the necessary information in a more efficient and automated way.”

“Another interesting case I encountered was at a Chinese School in Dubai, where they required dual classrooms with the same teacher teaching in two different rooms. To accommodate space requirements for each student, they split the students into two classrooms but used one screen to synchronize the content. While the teacher was teaching in one room, the image of the teacher was also projected in the other room. Students provided live feedback to the teacher through the screen, creating a live classroom experience. This hybrid approach to teaching and learning could be used in any classroom, whether in Dubai, London, or Mumbai, ushering in a new era of education.”

Supriya Sehgal, Head of Section (Primary & Middle), New Indian Model School, Dubai, UAE shared, “When it comes to technology, we need to have a simple mindset. Just like how astronomers and astronauts both talk about stars, they have different perspectives. Similarly, Educators may know about technology, but they need to act like astronauts and learn how to use it effectively. We need to work towards helping our teachers transition from being astronomers to astronauts and using technology not just as a tool, but as a means to shape and support students who need it.”

“In the institution where I work, we have students and parents from different backgrounds in the same class, and we need to consider all aspects of their situation when implementing technology. For example, we turned our corridor walls into learning walls by replacing boards with printouts related to our curriculum standards, and we included a small QR code on each wall. This allows students to access the information using their own devices or our devices, and we also teach them about device usage and cybersecurity. It’s the responsibility of all stakeholders to work together to ensure that technology is used wisely and adds value to education.”

Bushra Afreen, Head of Academics, Cloud British Private School, Sharjah, UAE shared, “There are numerous instances that exemplify the post-pandemic era and the impact it has had on education. Before the pandemic, most educators were unfamiliar with the use of educational technology tools and were forced to experiment with them when faced with no other option. The integration of technology into classrooms became essential for learning during the pandemic, and thus it was embedded into the curriculum.”

“This technological shift was a boon for students and educators worldwide, who adapted to the new way of learning. However, there were still many parts of the world, such as sub-Saharan Africa and some Asian countries, where access to technology was limited, resulting in a digital divide. Despite this, educators stepped up to help bridge the gap, volunteering to bring internet access to remote areas and ensuring that education was not compromised at any level.”

Aradhana Rana, Director, Icon Public School, Maharashtra, India shared, “People often mistake technology for what they have achieved after the pandemic. The knee-jerk reaction to the pandemic allowed people to cope and perform well, but it was just a wake-up call. Technology is much more than that; it is a tool that opens up minds to the future.”

“She mentioned a cartoon from 40 years ago that talked about a cell phone as a thing of science fiction, yet today, we all use cell phones. Technology changes lives over time and will affect our lives even more in the future. To prepare for this future, classrooms need to be changed to incubators of innovation and experimentation so that children can do what computers cannot do. The speaker’s goal as a school leader is to prepare students for the future, imagining what the world will be like in 30 years when the current first-graders will be ready to start their careers.”

India and Singapore collaborates on establishing knowledge and skill development as a fundamental aspect of their strategic partnership

Government News

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May 30, 2023

Dharmendra Pradhan, Union’s Minister of Education, is in Singapore for three days to deepen relations and consider the possibilities of expanding bilateral cooperation on education and skill development. Pradhan visited Spectra Secondary School and met with several important ministers of the Singaporean government.

Pradhan held a constructive conversation with Singapore’s DPM and Finance Minister, H.E. Mr. Lawrence Wong, about enhancing the two countries’ current relationship with an emphasis on extending engagements in skill development. It was decided during the conference to collaborate in order to establish a workforce that is prepared for the future and to make knowledge and skill development a crucial tenet of strategic partnership.

In the meeting, Pradhan stated that the National Education Policy (NEP) was introduced by the Indian Government in 2020, under the direction of Prime Minister Shri Narendra Modi. In particular, NEP 2020 is concentrating on giving middle school students early exposure to vocational education, assuring the marketability of training, and increasing the capability of our institutions to offer technical and vocational education. He added that the government is investing in creating short- and long-term training programmes to offer chances for skilling, re-skilling, and upskilling, as well as working to integrate the higher education qualification framework with the skills qualifications framework. The Minister emphasised the importance of adapting Singapore’s best practises to India’s needs through collaboration.

Dharmendra Pradhan and Singapore’s Minister of Trade and Industry, H.E. Mr. Gan Kim Yong, had a thoughtful conversation. In order to build a seamless architecture for skilling and lifetime learning, the Ministers had fruitful discussions about how to deepen the connections between our skill development and vocational training. They also discussed ways in which India can use the talents and experience of Singapore to address shared challenges and improve the Indian skills ecosystem, building on the conclusions of the G20 Future of Work meeting in Bhubaneswar.

Pradhan got the chance to gain a more comprehensive understanding of the top methods and concepts applied to worker training in Singapore. Both Ministers concurred that it would be in the best interests of their respective nations and those of other rising economies to advance their shared priorities in skill development, develop fresh avenues for lifelong learning, and work together.

Pradhan paid a visit to Spectra Secondary School later in the day. In order to understand more about pedagogy, the teaching-learning environment, and other topics, he interacted with students and teachers. The Minister was pleased to see that the school prioritises education that is skills-based and lays an emphasis on encouraging learning at a pace that is appropriate for each student to help them get ready for future workplaces.

IIM Visakhapatnam inaugurated 1st batch of Executive MBA for working professionals

Higher Education

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May 29, 2023

The Indian Institute of Management (IIM) Visakhapatnam welcomed the inaugural class of the Executive Master of Business Administration (EMBA) for Working Professionals programme.

In the presence of Prof. M Chandrashekhar, Director, IIM Visakhapatnam, and Anish Srikrishna, CEO, TimesPro, the occasion was officially opened by D Shivakumar, Chairman and Independent Director of BurgerKing India and Operating Partner of Advent International.

D Shivakumar, Chief Guest, addressed at the opening about the value of management education and technology. He mentioned various technical innovations in his commencement address, including the telephone, television, computers, mobile phones, and recently Chat GPT, and how their advantages manifest over time. On the management front, he challenged the participants to maximise their MBA learning experience by remaining attentive and involved at all times. He inspired people to engage in projects that include a sustainability or digital component.

Prof. M. Chandrasekhar welcomed the participants, congratulated them on enrolling in the programme, and wished them a fullfilling educational journey. He stated that the MBA at IIMV will be taught with this spirit and cited Bertrand Russell as saying, “More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given.” He advised the participants to work with professors to develop case studies that include real-world management scenarios.

The CEO of TimesPro, Anish Srikrishna, assured the candidates that his staff would offer a cutting-edge learning platform and technological support. For starting this learning journey through this EMBA programme, he commended the students.

The IIM Visakhapatnam EMBA is a master’s degree programme that was created with the goal of providing management education to working people who are looking for the skills and strategies to improve their organisations’ performance. In technical cooperation with TimesPro, India’s top higher education technology platform, the programme is provided in a hybrid format on an Interactive Learning (IL) platform.

Dharmendra Pradhan on a three-day visit to Singapore to expand the scope of bilateral cooperation in education and skill development

Government News

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May 29, 2023

Dharmendra Pradhan, Union minister of education, skill development, and entrepreneurship, will begin a three-day trip to Singapore to deepen current connections and consider the possibilities of expanding the scope of bilateral cooperation in education and skill development.

Pradhan will meet with a number of important Singaporean government officials during his visit, including Deputy Prime Minister and Finance Minister Lawrence Wong, Senior Minister Tharman Shanmugaratnam, Foreign Minister Dr Vivian Balakrishnan, Minister for Trade and Industry Gan Kim Yong, and Minister for Education Chan Chun Sing.

Additionally, Pradhan will pay visits to a number of educational institutions, including Singapore Spectra Secondary School, Nanyang Technological University (NTU), Institute of Technical Education and Educational Services (ITEES), and Singapore University of Technology & Design (SUTD). Additionally, he will communicate with Skills Future Singapore (SSG), the government of Singapore’s central body that coordinates the SkillsFuture Movement’s implementation.

Dharmendra Pradhan will meet with people from the Odia Association and the Indian Diaspora during his visit. In Singapore, the Minister will also connect with IIT and IIM alumni.

The development of skills is a long-standing area of cooperation between India and Singapore. Promoting lifelong learning and the future of work is one of the G20 Presidency’s key priorities for the Education Working Group. In partnership with the Singaporean Ministry of Education and Ministry of Trade and Industry, a joint workshop titled “Future of Work: Skill Architecture and Governance Models of India and Singapore” was held on April 25, 2023, in Bhubaneshwar, Odisha, concurrently with the third meeting of the Education Working Group. The discussions had at the event would help create a roadmap for future skill collaboration between Singapore and India.

Aptech’s skill-based training programs across verticals boost career prospects: Kallol Mukherjee, Aptech

Interviews

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May 29, 2023

At Aptech, we strongly believe that our competition is with ‘Unemployment’. Hence, our focus is on addressing verticals that have mass employment potential for career development potential. This has led us to enhance our student value proposition with unique features. Our goal is to consistently provide students with a better return on investment and faster payback compared to the formal sector, thereby maintaining our competitive advantage in the skilling space, shared Kallol Mukherjee, Head- International Business, Aptech with Sheeba Chauhan of Elets News Network. Edited excerpts:

Aptech offers its students, a competitive edge in their careers enabling them to become dynamic job-ready professionals. So, what according to you are the dynamic skills that can make an individual job-ready professional?

Aptech offers skill-based training across various verticals through its power brands i.e. Aptech Computer Education, Arena Multimedia, MAAC, Aptech English Learning Academy, Aptech Aviation & Hospitality Academy, Aptech Hardware and Networking Academy, Lakme Academy Powered by Aptech and many more. Aptech covers the latest in-demand tools, techniques & skills which are industry aligned and helps students get employed. We believe that our programs created in consultation with the industry allow every student to imbibe skills that in turn enhance their job prospects through Industry Connect Alliances & Placement (ICAP). This can be explained as bridging the gap between joblessness and employability.

Aptech has successfully collaborated with several Government Bodies, Ministries and leading organisations worldwide to offer customized quality training, some of which are the Ministry of Education & Training (MOET) in Vietnam, the Centre of Excellence in Information Technology (CEIT) in Costa Rica, the Ministry of Human Resources in Malaysia, NEC Corporation in Japan and many more. Aptech is also supported by alliances with several reputable partners. Our business associates and our students benefit from these strong alliances and connections. Middlesex University (UK & Dubai), Lincoln University College (Malaysia), NCC Education (UK), Centre of Entertainment Arts (Canada) and University of Bolton (UK & UAE) are a few of our prestigious partners.

What are the various domains in which your brand offers training programmes to get job placements?

We are in the business of creating opportunities to change the lives of millions globally, enabling them to build their dreams. Therefore, our motto is defined as opportunities to create defining careers and to deliver quality learning. Aptech as an organization offers employment-driven education and skill development training through its power brands in various verticals like Software Development, Multimedia, Animation, VFX, Game Design & Development, Networking & Security technologies, Spoken English, Aviation, Hospitality, Travel & Tourism, Beauty & Wellness and Banking & Finance and more.

World Education Summit 2023 in Dubai aims to unlock fresh strategies and foster new approaches to building a future-ready education ecosystem. How do you think such conferences help to uplift education standards at a global level?

Such conferences have always helped us and hopefully others to understand the formal education space globally. Event like World Education Summit is a major platform which is valued by global education leaders like us and influencers from across academia, government, and industry to debate, discuss and drive forward innovation in education not only in formal space but also in non-formal vocational & skill development training space. The discussions, networking and strategies communicated are highly significant to upthrust the education space in future.

The unemployment rate in major countries is rising day by day. What are the factors that are credible for rising unemployment? How can a brand like yours help in doing so?

Currently what we are witnessing is a Wide Skill Gap worldwide. To challenge such situations; we started the reinvention journey seven years ago with a fundamental change in our perspective – that our competition is with ‘Unemployability’. Hence, we are focusing on addressing verticals with mass employment and career development potential. Also, it has driven us to add many differentiated elements to our student value proposition. We endeavour to keep delivering a much superior ROI and faster payback for the students as compared to the formal sector and maintain our competitive edge in the skilling space. This eventually helps us transform Qualified Unemployed Graduates (QUGs) into Skilled Employed Professionals (SEPs). Aptech has been the market trendsetter year after year by focusing on initiatives that benefit our five pillars (stakeholders):

Students
Business Partners
Recruiters
Employees
Shareholders

Your brand is best known for Employment Driven Training. What are the strategies and programmes you follow, so that students from your doors land in some good corporates with high-end packages?

It was in 1986 that we at Aptech foresaw and forecasted how technology would transform business challenges into opportunities. It is this dream that gives us the strength to rethink industry-relevant programs and technologies while addressing the evolving employment needs of businesses across the world. Today, we continue to reimagine the way non formal tech education could impact everyday businesses. This has allowed us to focus on delivering industry-ready human resources year after year. Constant industry feedback has inspired our thinktank which consists of various teams which create value additions in existing programs while introducing new ones for any future needs. We also have a dedicated Industry Connect Alliances & Placement (ICAP) team to work closely with the industry which helps every student to imbibe skills that enhance their job prospects. Our students through the alliance partners also have the avenue to pursue a formal degree with direct admission typically to the 3rd year of a degree program in countries like the UK, Canada, Malaysia, Ireland and Australia. Over the decades, we have deployed the Aptech 6-Edge Advantage in our courses to metamorphose our students into industry professionals. This in turn helps push their aspirations beyond their peers. The advantages to our students besides technical skillsets are:

Industry Interface
Presentation Skills
Working Under Deadlines
Creativity
Resilience
Teamwork

Performing arts education – A life skill & stepping stone to a brighter future!

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digitalLEARNING Network

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May 27, 2023

Denise Gosney, Managing Director and Founder, Razzamataz Theatre Schools shared, “We are a performing arts education franchise school catering to children and young adults up to 18 years old. Since our launch in 2000, we have expanded to 60 franchise partners in the UK and teach around 10,000 students each week. Razzamatazz is passionate about supporting schools worldwide in cultivating the next generation of confident, adaptable, collaborative, and curious leaders. We are thrilled to announce that we will be bringing our brand to Dubai with the launch of our first skill in September 2023.”

Karen, PR Manager, Razzmatazz, shared, “Their “mission is to provide excellence and inclusion in performing arts training. Denise, the founder and managing director, also expressed her passion for performing arts education and how it transformed her life, boosting her confidence and equipping her with crucial life skills. Razzmatazz believes that performing arts is a stepping stone to a brighter future, complementing academic topics like science, technology, engineering, and maths. Through performing arts education, children can effectively communicate, negotiate, collaborate and become entrepreneurs and leaders.”

“Razzmatazz has a large and experienced team of professional performing arts educators, with over 30 years of experience in the children’s activity sector and specializations in performing arts, business, marketing, and PR. The team aims to build self-belief in their students and inspire the next generation through the arts to be better communicators, leading to higher academic achievement. They offer various products, classes, and masterclasses, including commercial and West End and Broadway musical theatre trends, audition techniques, and the process of applying to the top UK performing arts colleges and universities.”

“Razzmatazz’s performing arts lessons offer various benefits, including increased confidence, collaboration skills, positive effects on academic learning, and increased empathy. They provide a safe and secure environment for children to express themselves and find a community. The franchise school also offers multiple performing opportunities, including the chance to perform on a leading London West End stage. They recently sold out two shows at Shaftesbury Theatre and aim to offer these opportunities to their international students.”

“Razzmatazz’s exposure to the public began after Denise’s appearance on BBC’s Dragon’s Den in 2007, where they were given full investment by Dragon Duncan Bannatyne. They were then invited by TUI to provide performing arts teachers to their holiday resorts worldwide, leading to a significant expansion in the UK. Razzmatazz has continued to build its profile, with articles in many national newspapers like the Daily Express, which has a monthly audience of around 2 million.”

“Razzmatazz has become a leader in the performing arts, franchising, and children’s education sectors. They have established a brand both nationally and locally through strategic partnerships and responding to the need for increased physical and mental health support for children and young people. Razzmatazz has won several awards, including double wins in the British Franchise Association awards in 2022 and award success at the FSB Federation of Small Businesses. They have also been approached by influential brands such as Paramount Pictures, Warner Bros, and 20th Century Fox to promote their products. Razzmatazz is an ambassador for the Prince’s Trust, and they help young entrepreneurs through business support and mentoring.”

“They provide unique opportunities for children and their families, including performing on London’s West End stage, Disneyland Paris, and enrichment trips to New York. Razzmatazz receives daily messages from parents about the positive impact their classes have had on their children’s confidence and transformation. Razzmatazz is proud of its alumni, who are working as professional performers in the West End, major TV shows and films on Netflix and Disney, as well as a presenter on BBC Radio One.”

“Razzmatazz is committed to being inclusive and has provided more than half a million pounds in scholarship places and charity donations. They work with thousands of preschools, primary schools, junior schools, senior schools, and higher education colleges to enhance their arts offerings. Razzmatazz has launched the Razzmatazz Training Academy, which ensures their teachers and teams have access to CPD, helps them progress their careers, and ensures high levels of teaching consistency. Many of their students come back to them and work as assistants and teachers, and some become franchise partners.”

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