Education sector to host over 50% of its workloads in the cloud by 2020
Nutanix-commissioned survey by Vanson Bourne reveals the education sector will benefit from increased security, decreased TCO and ease of management Nutanix has announced the findings of its first ever global Enterprise Cloud Index, which included education institutions’ plans for adopting private, hybrid and public clouds*. The Index found that 55% of educational institutions’ workloads will be running in the cloud by 2020, compared to 38% currently. The results depict a future powered by hyperconverged infrastructure, with institutions in the education sector to benefit from advantages including improved scalability, lower total cost of operation and flexibility of workload applications. The report also revealed that in the education sector specifically, 32% of IT decision makers envision all of their applications working in the hybrid cloud within the next 1-2 years, mostly due to the flexibility on offer with a hybrid environment. Overall, seven in ten (70%) IT decision makers stated that the flexibility to choose the right cloud for each application is a major benefit of hybrid cloud. The findings also revealed that application mobility across any cloud is a top priority for 97% of respondents – with 88% of respondents saying it would “solve a lot of my problems.” One example of how hybrid deployments really work in educational institutions comes from The University of Reading who – driven by the requirement to reduce and simplify IT infrastructure while making it cheaper, opening up computing power to all academics and freeing up time for the IT team – turned to Nutanix to build its own on-premise Reading Research. While the public cloud could deliver the on-demand agility and self-service management it was after, the unpredictable workloads of the education sector meant it would be more expensive and potentially harder and more time consuming to manage, which is why the University looked to work with Nutanix. Running its workloads in a hybrid cloud environment provides a scalable, manageable and cost effective solution that benefits both the IT team as well as the researchers, teachers and students at The University of Reading. Other key findings of the report include: • Hybrid cloud better addresses business needs over single public cloud, including the price tag: 87% of respondents said that hybrid cloud was having a positive impact on their businesses, and more hybrid cloud users reported all their needs were being met (49%) compared to single public users (37%). • Security is top of mind for determining workloads: 71% of respondents surveyed for the report ranked data security and regulatory compliance as the top factor in determining where to provision workloads. • App developers circumventing IT: 57% of respondents said developers are circumventing IT when it comes to deciding where applications run, putting the organisation at potential risk. • Finding hybrid IT talent is difficult: With clear benefits to a hybrid model, respondents say scarcity of hybrid experts is a challenge. • EMEA is expected to surpass the Americas with hybrid adoption: U.K. businesses, in particular, plan to decrease data centre workloads by more than half in the next two years, and double use of hybrid clouds. Nutanix commissioned Vanson Bourne to survey IT decision makers about where they are running their business applications today, where they plan to run them in the future, challenges in setting up their cloud environments and how their initiatives stack up against other IT projects and priorities. The survey resulted in approximately 2,300 respondents from multiple industries, business sizes and geographies in the Americas, Europe, the Middle East, Africa (EMEA), and Asia-Pacific and Japan (APJ) regions. To learn more about the report and findings, please download the full “Nutanix Enterprise Cloud Index 2018”, here.
The Open University Business School receives EOCCS certification for its courses on FutureLearn
The Open University are delighted to announce a suite of eight Business and Finance Fundamentals massive online open courses (MOOCs) has been awarded the EOCCS Certification: – Customer engagement – Effective communication – Effective networking – Project management – Managing the household balance sheet – Financial planning and budgeting – Investment theory and practice – Financial services after the banking crisis These eight MOOCs are delivered through the FutureLearn platform. As part of a strategic partnership between EOCCS & FutureLearn, EOCCS reviewed and consequently certified the suite of eight Business and Finance Fundamentals MOOCs designed by The Open University Business School in the UK. The MOOCs are delivered via the UK-based MOOC platform, FutureLearn which uses design, technology and partnerships to create enjoyable, credible and flexible online courses as well as undergraduate and postgraduate degrees that improve working lives. It partners with over a quarter of the world’s top universities and is also involved in government-backed initiatives to address skills gaps such as The Institute of Coding and the National Centre for Computing Education. Kerry Houchen, the Director of Online Degrees at FutureLearn, said: “We are delighted to be partnering with EOCCS and a certification system that shares our commitment to quality assurance and courses learners can rely upon for their rigour.“ “That The Open University courses granted EOCCS accreditation have already enjoyed several runs on the FutureLearn platform is testament to their popularity. The subjects covered on the eight courses really are fundamental to success in business, and we’re pleased that today’s announcement further illustrates the value and integrity of these courses.” The Open University (OU) is the largest academic institution in the UK and a world leader in flexible distance learning. Celebrating its 50th anniversary in 2019, the university was founded with a clear purpose: to open up education to all. Since those beginnings in 1969, the OU has taught more than 2 million students worldwide and has over 170,000 current students, including more than 15,000 overseas. Doctor Keith Pond, the EOCCS director, remarked: “We are very happy that the suite of eight Business and Fundamentals MOOCs have successfully completed the Online Couse Certification System EOCCS. The Certification Board appreciated the efficient cooperation and communication between the Open University and FutureLearn as well as the committed course team that provides high-quality academic support.” Professor Mark Fenton-O’Creevy, the Associate Dean External Engagement at The Open University Business School, said: “The Business School is delighted to have received EOCCS certification for this suite of massive open online courses (MOOCs) which we run in partnership with FutureLearn. The extension of EOCCS certification to courses run on the FutureLearn platform recognises the increasing importance of open approaches to learning and should do much to further develop quality standards for MOOCs.” With 95 certified courses from 19 institutions in 11 countries, EOCCS presents an international quality benchmark for online courses worldwide. The certification system is firmly embedded in the general philosophy of EFMD accreditations: internalisation, practical relevance and quality improvement. Being certified with EOCCS makes you a part of a vibrant learning and networking community which meets annually at the EOCCS Learning Community Symposium and throughout the year, shares good practice in its virtual community of practice. EOCCS provides in-depth peer review and feedback as well as suggestions for improvements and sustainability, all in less than 3-month completely online process. Students taking courses from EOCCS certified institutions, whether they come from a MOOCs platform or directly from their school or whether they are higher education or corporate, can be ensured that they will boost up their career prospects with courses that are officially recognised and professionally relevant. If you would like further information or are interested in your online course taking part, please visit the EOCCS website or contact eoccs@efmdglobal.org
The growth of higher and degree apprenticeships and the ‘completion conundrum’
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Learn By Doing At Kidzania London
Bring the school curriculum to life with a school trip to KidZania London in 2019 KidZania London – the indoor city run by kids at Westfield London, Shepherd’s Bush – is excited to announce its action packed 2019 programme, boasting a series of special events for schools who visit KidZania, helping to bring the school curriculum to life. Activities include: Careers Fair (Wednesday 23rd – Friday 25th January) A three-day event where industry professionals run a series of talks to provide valuable insight into a whole host of careers. The fair will develop the experience of learning by allowing school children to discover ‘a day in the life of’ individuals from a range of brands, including leading partners such as British Airways, Ryman National Enterprise Challenge, The Alan Turing Institute and Fire Education Department. The fair includes: Free workshops around the city Meet and greets with real-life professionals Goodies and information to take away World Book Day (Wednesday 6th March – Sunday 10th March) A three-day celebration of literature, reading and writing, World Book Day will feature discussions, workshops and challenges that include cover design, story-writing, and character building workshops. Promoting a love of reading and various literature-based activities and challenges based around Key Stage 1 and 2 of the English curriculum, the World Book Day programme covers various topics including distinguishing between fact and fiction. Science Week (Wednesday 13th – Sunday 17th March) Dedicated to bringing Science to life, Science Week features a variety of activities designed with Key Stage 1-3 Science National Curriculum in mind. Children can become experts in veterinary care at the Pet Wellbeing Centre, where they will learn to identify and address animal welfare needs, as well as good pet nutrition in Lily’s Kitchen and even perform surgery on a patient in PDSA’s Pet Hospital. Surgeons at the KidZania Hospital will learn how to save a life in the operating theatre. Using specialist medical equipment and tools, the team of young doctors will play an important role in helping patients work towards a quick and healthy recovery. Whilst learning the function of different body parts, organs, survival needs and good health, students will become an expert of the human body. Maths Celebration: It All Adds Up! (May 2019) Preparing children to manage finances in later life, Math Month focuses on teaching children how to earn, spend and save their KidZo currency, plus special Geometry Degrees are available at the KidZania National University. Children who visit the city are given 50 KidZos upon entry and can work various jobs to earn and spend as they pleas, teaching them money management. STEM Fair (June 2019) In collaboration with leading Science, Technology, Engineering & Maths organisations and businesses, STEM week offers a four day programme of activities designed to support key skills needed for Key Stage 1-3 learning.
Bett 2019: BenQ to demonstrate how collaborative technology is reinventing education
BenQ UK, the internationally renowned provider of digital lifestyle devices, will showcase its latest classroom-ready collaboration solutions at Bett 2019 (23 – 26 January 2019) at the ExCeL London on stand B180. BenQ will showcase its extended range of flagship products for the education market including new Mainstream and Premium Interactive Flat Panels (IFPs). These new IFPs are optimised with a flexible user interface, multi-account management system and EZWrite annotation software to bring a truly collaborative learning experience into classrooms. The enhanced IFP panels also feature InstaQShare software, which is designed for seamless wireless presentation and collaboration. It allows for smooth streaming of both visual and audio files, plus users can mirror content from mobile devices and invite up to 16 participants. The Premium IFP range also supports multi-touch capability up to 20 points, allowing more students to participate in discussion and engage in group activities. BenQ ensures classrooms embrace innovation without compromising student’s health and the team will demonstrate its IFP features that create a healthy learning environment for students. For a comfortable viewing experience, the BenQ IFP’s automatically activate Flicker-Free, Anti-Glare and Low Blue Light features by detecting the movement of users close to the screen. However, the BenQ Premium panels are also equipped with a Germ-Resistant Screen which is powered by a multi-layer coating of a non-toxic enduring nano, ionic silver agent that kills germs accumulating on screen surfaces, even after thorough cleaning or long periods of use. The BenQ Premium panels also incorporate an air-quality sensor to help monitor CO2 concentration levels in classrooms and remind teachers to adopt necessary mechanisms to keep students highly productive during class. On the show floor, BenQ will host presentation sessions throughout Bett 2019, with education product advocates. The speakers will share their knowledge of BenQ’s latest interactive classroom-ready collaboration solutions and provide live case studies of their experiences using the products in the classroom. Visitors are also invited to join BenQ on stand B180 for a drink every day during Bett 2019 or drop by the stand to take advantage of refreshments, charging points and meeting tables. See the Bett 2019 website for more details on BenQ
PET-Xi Training’s New Skills Hub
West Midlands Mayor Andy Street has visited PET-Xi Training’s new Skills Hub in Nuneaton to see first-hand the difference digital training is making in communities. Skills shortages is one of the key areas the Mayor is keen to address throughout the region to ensure businesses are able to employ qualified digital staff. Andy met staff and learners taking part in the Positive Futures and ITQ programmes run by PET-Xi Training to break down employability barriers at its Skills Hub in Abbey Street. The Skills Hub provides work experience opportunities, support to lone parents through childcare and parenting courses, self-employment enterprise programmes and expands on the quality of careers advice for young people through tailored interventions. Positive Futures is aimed at 15 to 24-year-olds not currently in education, employment or training – or at risk of becoming so – to achieve qualifications and employability skills including being provided with advice and support on applying for jobs, CV writing and interview tips. The ITQ scheme was also taking place which helps unemployed people back into the workforce through a seven-day level 2 IT user skills qualification. Andy said it had been great to meet learners benefiting from improving their digital skills through intensive training courses. “I have come to have huge admiration for PET-Xi Training and since they have recently expanded into Nuneaton, I wanted to come and see what they are doing in a different community which has got slightly different challenges,” he said. “It has been fantastic to chat to people taking part in the Positive Futures and ITQ programmes and find out more about the work being done to encourage digital skills. “We know through our research into developing the region’s economic plan that there is a real challenge around the depth and breadth of people’s understanding of digital skills. “It is great to see people coming together to obtain these skills whether they are changing careers, returning to work after a career break or having not taken these courses at school, because they will have improved their chances of securing their career ambitions through digital training and in turn, that will benefit businesses.” Fleur Sexton, managing director of the award-winning PET-Xi Training, said she had been proud to explain the courses they were running to the Mayor since they were making a real difference to peoples’ lives. She said:“We are known for operating at a community level to engage marginalised 16-24 year olds and have a constant track record of success in community engagement – and we are also renowned for going the extra mile to help learners stay engaged and on-track to success. “We have responded to the CWLEP skills strategy by using the hub to create employment opportunities, equipping the right people with the right skills to meet future employer demands. “The Skills Hub for North Warwickshire is the focal point of all our courses which interlink to help more people have access to learn digital skills. “Since we opened the Skills Hub in November, we have noticed we are helping a high proportion of people achieve digital skills as well as basic level English and maths qualifications as part of our Positive Futures course, particularly those with disabilities since our office is accessible to all and learners feel comfortable here. “Digital Skills is an area which the Mayor is determined to improve and upskilling people in Excel, PowerPoint and Microsoft opens up new career paths and also builds a workforce for the future to attract and retain skilled people in the West Midlands.” www.pet-xi.co.uk
Ofsted’s new Vision: Benchmarking your MATs performance
In light of the recent announcement that Ofsted[1]will focus less on exam results and place emphasis on the quality of teaching, it’s more important than ever that Multi-Academy Trusts – MATs – are spending their time on creating a rich curriculum learning rather than data crunching. Today, there are 1532 MATs[2]throughout the UK and this number is expected to continue to grow. Data analysis is one of the most important measurers within MATs. On a student level, a Management Information Systems (MIS) allows teachers to pinpoint individual student progression and monitor attainment or behaviour. On a school level it aggregates data to highlight overall performance and benchmark nationally. From September 2019, inspectors will want to see the assessment information MATs use to understand how pupils are performing and, crucially, what MATs do with the information to support better pupil achievement. One factor central to this change in approach is the necessity for a robust, reliable data system.Having a robust IT system in place allows easy access of information enabling MATs to easily extract and manipulate data. This assures the best possible outcomes for learners and enables schools to implement interventions and evidence effectiveness during Ofsted inspection. The Power of Big Data Historically, data used in schools tended to be based around personal information, contact details and attendance information. Now, data has become more contextual and schools can delve deeper into the information they hold to explore variables such as deprivation, language proficiencies and mobility. Teachers have told us that this information gives them a far deeper insight into their students, which in turn helps strengthen their connection with teachers and ultimately shape how learning takes place. Teacher understanding, acceptance and use of systems is invaluable to the successful use of school data. When powerful data is combined with the experience of talented practitioners to bring about change, its power truly comes to life. MiS canenable teachers to easily record pupil progress, set targets and analyse all assessment, attendance and behaviour across the whole school. This is particularly important to MATs as development and performance analytics are often carried out centrally. A MIS allows schools to track which pupils are persistent absentees, what percentage these represent of all pupils, and how their absence patterns are changing over time. If early interventions are put in place with these pupils prompted by this data, these are much more effective in the long-term. Data systems also allow for further areas to be revealed, such as whether there’s consistent cover for staff absence, relevant clearance certificates, or where and when SEND pupils need additional support. By bringing live contextual data into their assessment mark books, users can immediately identify any interventions required. For example, if certain learners are not making the progress expected throughout the Autumn term, interventions can be planned for the Spring term. Rather than waiting until the end of the year to address these issues the system can help teachers and heads to intervene immediately. Assembly Analytics MAT data shouldn’t only offer insight; it should ultimately give a tangible path to improve academic performance and the efficiency of central-office operations. Collaborative approaches to MIS data are becoming commonplace. RM Integris has recently partnered with Assembly Analytics, a data analysis tooldeveloped specifically for MATs, with input from Ark, Astrea, Unity Schools Partnership and Windsor Academy Trusts. Assembly Analytics combines data automatically from multiple packages andconnects to a range of MIS, finance and assessment systems. This allows teachers, heads and senior management to view live contextualised data from each academy and pull together like-for-like data to view overall trends in one, simple-to-use dashboard. This simplifies the assessment process, allowing for changes and actions to be made, but saves time for all staff. Joshua Perry, Director of Assembly said: “Data analysis is an incredibly powerful management tool when used correctly, but too often in the past, it has been a time-consuming burden for schools with unclear benefits. That’s why Assembly have been working with RM to provide fully automated MAT analytics that simplifies the way schools glean insights from their data. Assembly Analytics crunches data from Integris and a range of other sources, including leading standardised assessment and finance systems. Our visual dashboards then present a MAT’s own data alongside meaningful benchmarks derived from national datasets, so leaders can quickly identify areas requiring management attention.” Optimise Learning With a clear set of objectives for improvement and a robust MIS, MATs can use their data much more effectively to optimise learning and maximise central-office functionalities. MATs have complex data analysis needs; system features like automation, aggregation and benchmarking are all critical for efficient and effective usage. This helps to ensure that resources are well-spent and learning outcomes improved. MATs seek a greater level of information from their systems and are recognising the potential to fully exploit the power of data to monitor progress, attendance and behaviours. MIS ensure that teaching is effective, and students are benefitting from a rich education. The new Ofsted framework aims to ignite conversation during inspection and complement school’s performance. With an effective data system, MATs have the power to deliver a deeper understanding of their trust and key recommendations for the future. For more information and advice, visit www.rm.com/products/rm-integris [1]Gov.uk 2018 Chief Inspector sets out vision for new Education Inspection Framework [Online] Available at: www.gov.uk/government/news/chief-inspector-sets-out-vision-for-new-education-inspection-framework [2]gov.uk. 2018. Get information about schools. [ONLINE] Available at: https://get-information-schools.service.gov.uk/. [Accessed 8 October 2018]
Time to face the automation challenge with soft skills
Catherine Whitaker, CEO & Head of Learning at EtonX, discusses the teaching of “soft skills” in order to prepare students for the workplace… Workers around the world will have been disappointed, but perhaps not surprised by, the World Economic Forum’s Future of Jobs report which predicted that 78 million jobs worldwide will disappear in the next few years with automation. Key aspects of jobs, from manufacturing to professional services, will be digitised and artificial intelligence will take over analytical roles currently reserved for humans. The report wasn’t all doom scenarios though. It estimates that if we can upskill our workforces’ technical skills like programming as well as soft skills such as critical thinking, we can create the jobs to replace those lost and add more in the future. By the forum’s estimates 133 million of them. Problem solved – maybe. But a fundamental worry for educators and employers is that recent research shows a worldwide lack of formal teaching of soft skills that power the adaptability needed in the workplace. We often don’t teach life skills such as entrepreneurship and public speaking to teenagers because education systems are geared to academic subjects and exam results. With no globally-accredited soft skills syllabuses and examinations, these subjects remain intangible or difficult to practise. Global data reveal employers and academics’ worries that bright teenagers with strong grades struggle to acquire skills that are key to them getting to grips with university or the workplace. A 2017 McKinsey report Technology, Jobs and the Future of Work found that a majority (60%) of employers feel graduates were not adequately prepared for work. A 2018 Bloomberg Next / Workday survey found that nearly half of US academic institutions said new recruits lack the soft skills needed to perform at a high level. In the UK, a CBI-Pearson Skills Survey in 2017 found that a majority (51%) of UK business executives is concerned by graduates’ poor analytical skills. Almost half (48%) were troubled by new employees’ lack of resilience. It’s not surprising that eminent educators like Sir Anthony Seldon, Vice Chancellor at the University of Buckingham, interviewed for The Economist’s Educating for the Future index, believe that education systems worldwide are ‘ill-fitting’ for the 21st-century workplace’s skills needs. While advanced economies are identifying core soft skills, according to the same report’s evaluation of countries’ digital strategies, only Canada gets top marks for having a strategy targeting future skills and a curriculum framework to support it. Soft skills’ value is, however, finally being identified. The World Economic Forum’s analysis of over 200 studies worldwide shows students with social and emotional learning instruction achieve academic outcomes on average 11 percentage points higher than those without. The best schools always find a way to blend soft skills with academic or technical subjects, giving teenagers the rounded education they need. Rather than criticism, schools need more tools to strike the fine balance of new and traditional skills teaching. Education innovators are coming forward with practical tools to help busy schools formalise their teaching of these subjects. EtonX has launched online soft skills courses for international schools and colleges called the Future Skills Programme to address such issues. And it’s technology – in the shape of virtual classrooms – that is allowing us to deliver a breakthrough in soft skills teaching. These innovations replicate and improve on the best of physical classes and allow teachers to act as facilitators of debate and discussion between students to promote skills development; the old style of online learning confined teachers to the role of a lecturer. Students can now learn more effectively with and from their peers in group classes online. If the class participants are gathered from different countries, then students develop the skills they will need in the future to work in cross-functional, multi-national and distributed teams. The virtual wall of a computer screen also helps students step out of their comfort zones in activities such as role plays and participate less self-consciously than they would in a traditional classroom. While we will doubtless lose sleep over the prospect of jobs being reshaped as artificial intelligence shows its capabilities, I believe we are entering a new generation of learning – one that will open up wider life and vocational opportunities for our children than we have ever previously imagined. See etonx.com for more details on the teaching of soft skills. EtonX Future Skills Programme video: https://vimeo.com/289087724
UNICOL Principal Teaching Aid Desk
UNICOL’s Principal Teaching Aid Desk provides lecturers or speakers with a central desk facility where they can control content, screen/projector sources, audio/lighting levels and more. With illuminated branding, the desk becomes the focal point for students. The table top is designed to ensure that staff don’t need to overstretch when reaching for the control housing, giving them the freedom to control projectors, lighting, content and audio from the comfort of their seat. Available in three widths it offers maximum teaching space and is ideal for wheelchair users where mobility and access to AV controls is crucial. All widths have been developed with motorised desktops for standing or seated teaching. Designed and manufactured in-house, with a rapid turnaround time of 10-15 working days. One of the key features of the Principal Desk is its ability to raise and lower at the push of a button. For staff that want to stand, especially those who have been sat teaching, marking and lecturing all day/week, the Principal provides them with the ability to adjust the desk to a height that is most comfortable for them – whether standing or seated. This is also beneficial for wheelchair users who need the desktop at a certain height. The two larger Principal Desks are DDA compliant, giving wheelchair users and more, the ability to teach comfortably and efficiently, without reducing mobility or causing strain. Additionally, the table top is completely custom built to suit the needs of each room, theatre or company. Current renditions include; visualiser, control panels, computer screen arms, control housings and any cut-outs the customer may want within the wooden top. Giving each education establishment the ability to vary what features appear on each desk enabling them to get the most out of the room and the desk. It provides them with a solution that best suits them and their needs regardless of the venue. Once installed, the Principal desk can be easily utilised by technicians, lecturers and integrators alike. The modular build allows panels to be removed and replaced without having to replace the whole product or have it taken from the venue for repair. IT Technicians are provided with suited keys that work for the desk locks along the front, back and to the hinged wooden top, giving them access to all areas of the desk should a technical problem arise. Find out more here