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Govt school seeds its best in ‘cloud’

Access to education, Online Education

16-04-2014

The Times of India

NEW DELHI: In a tiny room in a south Delhi government school, runs another school “in the cloud”.

There are computers here in place of textbooks; a flat-screen television in place of a blackboard and a “granny” from Canada instead of a teacher who, in a bizarre reversal of roles, sits at the back taking notes while the ‘students’ Skype.

The Delhi school in the Cloud is run from the premises of a formal school but constitutes an experiment which questions the fundamental principles of formal schooling.

“The assumption is that kids need to be lectured,” explains psychologist Ritu Dangwal who’s been collaborating with scientist and educator Sugata Mitra from the “hole-in-the-wall” experiment days. “But Prof Mitra has demonstrated that kids can learn on their own. Also, these kids have never been heard before,” Dangwal added.

The more technical term for the School in the Cloud is “self-organizing learning environment” (SOLE) and the concept originated with Sugata Mitra’s “hole-in-the-wall” experiment in the late 90s.

The Delhi laboratory has three computers with internet connection and a television. Students gather for hourlong sessions with the “granny” – a volunteer who’s willing to help initiate and steer discussions with the group.

On Tuesday, a batch of seventh-graders introduce themselves to the 52-year-old Ron Grypma from Vancouver, and also tell him about their siblings and their favourite food – Khushbu says “cauliflower” and her teacher, Rekha Mishra, promptly goes into a giggling fit.

In turn, they learn that Grympa has three kids, his best friend is a lawyer called Cosmas from Netherlands, and that Netherlands is in Europe. If that doesn’t seem much of an achievement, consider this.

By the end of their first hourlong session, a group that has never handled computers figure out how to type in their responses, shift back to full-screen when the window is accidentally minimized and re-establish connection when it snaps mid-conversation. Dangwal gets up twice to help, but each time the girls fix it before she can get to the laptop.

“I think the children didn’t have much exposure to computers before,” says Grypma, once the session is over. “I found what Prof Mitra is doing very intriguing,” he says, “I heard his speech and read his research papers.” Grypma himself is working on a master’s degree in education technology.

The senior secondary school which houses the Delhi SOLE has a regular roll-strength of over 2,000, nearly all coming from the neighbouring slums.

The SOLE sessions are planned in a way they don’t interfere with the school’s regular schedule or require participants – each Class (VI-VIII) has three groups of 15. The school principal and teachers selected the candidates to attend these sessions following an equally informal method.

They went by “questions answered smartly”, “a little bit of academic excellence” and that least scientific of all indicators – “the light in their eyes.”

However, an initial reading and comprehension test had been conducted, says Dangwal, and the participants will be tested on their “aspiration and confidence” every four months. “This is part of a research study that will continue for three years,” she adds.

But this education is practically contraband, smuggled in “clandestinely” as the principal puts it. Government permission for this project is yet to be obtained. As the ‘file’ traversed government departments, the principal launched the lab anyway arguing that if she didn’t, she’d “always regret it”.

“Now, with technology, a child’s mind should gallop,” she says, “But most of them come to school like blinkered horses.” Computer labs were introduced but there’s no maintenance of these. She says she’s “past the stage” of fearing the government’s disapproval. “If they question, I’ll just say sorry.”

(Name of teacher changed to conceal identity)

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‘We aim to bridge the gap between technology and education in India’

Access to education, Online Education

14-04-2014

Financial Express

With more and more students going online for study material, publishing industry is on the verge of a digital revolution. In this interview, Nizam Ahmed, founder & CEO, StudyeBuddy Online Services, tells FE’s Abhishek Chakraborty that setting up StudyeBuddy, an educational eBookstore, was a logical step for them. Excerpts:

What was the reason to come up with StudyeBuddy?

I have witnessed vast changes in the publishing industry, owing to digital revolution. Visiting global book fairs and interacting with the world outside, I realised digital technology has taken education by storm. The US is the pioneer and now other developed and developing countries are following suit. I did not see any reason why India should be lagging behind, especially when it constitutes world’s second-largest internet population. There are not many eBooks available on a single platform in India. It was high time we bridged the gap between technology and education in India. Thus, StudyeBuddy was the next logical step we could take after DiTech, my first company.

To what extent will such an initiative solve issues pertaining to academic needs of students?

In this fast-paced world, everybody wants instant gratification. Students are no different. Their basic homework starts with Google. But they lose a lot of time while googling different sites/links for different subjects and publishers. StudyeBuddy attempts to solve that problem by providing all sorts of education-related books for all subjects from K-12 to college and professional level, sourced from both international and national publishers on a single platform. They can also share and discuss notes with other students in the Buddy Book Club (a section in our portal) and watch education-related webinars for more exposure. Apart from highlighting important points, adding notes, searching keywords, audio-visual learning, students can also read their books whenever and wherever they want without worrying about the internet connection. This will help students keep their focus intact while studying. In cultural studies, they call it “McDonaldization” of education that focuses on more and more efficiency in transferring of knowledge to students.

Which are the top publishers that have signed up with you?

Currently, we have 51 publishers on board, both national and international. Springer, Thieme, Casemate, Ashgate, Usborne, Jaypee Medical are some big names. Publishers like Elsevier, Pearson, McGraw Hill, Cambridge University Press, Sage are in the pipeline.

Which are the most sought after books in your store?

Titles for medical, international business schools and management are very much in demand currently.

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Out in Front, and Optimistic, About Online Education

Online Education

13-04-2014

The New York Times

LONDON — Besides his name and email address Richard C. Levin’s new black-and-white business cards contain just two short lines of type: “Coursera” and “CEO.” Mr. Levin, the former president of Yale University, was named head of the online education company late last month.

With seven million registered users and 25 million course enrollments to date Coursera is the largest provider of massive open online courses, or MOOCs. A for-profit company, its main rivals include Udacity, another commercial firm, and edX, a nonprofit backed by Harvard and the Massachusetts Institute of Technology. But with its sole revenue stream coming from a small minority of students who enroll in its “Signature Track” — which charges a fee of around $50 to verify a student’s identity, and issues a certificate upon successful completion of the course — questions have been raised about how long its backers will have to wait to see a return on their investment.

In a recent interview, Mr. Levin predicted that the company would be “financially viable” within five years. He began by disagreeing with Andrew Ng, Coursera’s co-founder, who described Coursera as “a technology company.”

Q. Why is the former president of Yale going to a technology company?

A. We may differ in our views. The technology is obviously incredibly important, but what really makes this interesting for me is this capacity to expand the mission of our great universities, both in the United States and abroad, to reach audiences that don’t have access to higher education otherwise.

Q. Yale has not exactly been a mass institution.

A. No, but we were early in the on-line arena, with a venture back in 2000 called All-Learn.

Q. How much did you lose, and why didn’t that spoil this for you?

A. It was too early. Bandwidth wasn’t adequate to support the video. But we gained a lot of experience of how to create courses, and then we used it starting in 2007 to create very high quality videos, now supported by adequate bandwidth in many parts of the world, with the Open Yale courses. We’ve released over 40 of them, and they gained a wide audience.

But Coursera, by being an aggregator and having attracted so many universities, means that the traffic that flows to these courses is far larger. A couple of courses that have been on the Open Yale website we’ve repurposed as Coursera courses this year.

Q. When you had them as Open Yale courses did you offer certification?

A. No. We put the lectures on, and the course material. But there was none of the interactivity or on-line forum discussion that’s all built into Coursera.

Q. It looks as if edX is going for a kind of exclusivity in the universities that make it up, while Coursera is not doing that.

A. I’m not sure that edX is more exclusive than we are. Their numbers are smaller — in part because we got a bit of a head start. And there are some schools that are trying both platforms.

Q. There are?

A. We don’t require exclusivity. We want to win by having the best technology and the best support for our partners, and we’re not trying to constrain them. We recognize this is an experimental period.

Q. How do you see the landscape of MOOCs — now and going forward?

A. Many schools started in this because they thought they could do something to improve their on-campus experience — by using on-line lectures to give students background, and then have them come in the so-called flipped classroom and have more active engagement with the instructor.

That’s a great thing. But to me that’s like saying that the purpose of movies is to film theater productions. It’s missing the fact that we have a new medium now. Films today don’t look like film versions of stage productions.

You’re now talking about extended student bodies that are numbering in the hundreds of thousands potentially, for most of our partners, whereas their campuses are in the tens of thousands. And within a few years it’s going to be in the millions, per school.

That’s what got me interested. If this were just about the flipped classroom I wouldn’t have decided to take this plunge. I see a completely new set of opportunities opening up for universities — and for individuals.

Q. Doesn’t edX have an advantage in being not-for-profit, meaning they don’t have to worry about returning on investment so soon? Yesterday Andrew Ng said, “We’ve raised $85 million, so we’ve got some runway.” How much runway?

A. I think the principal investors in Coursera understand that this is a long term play. We’re fortunate to have patient investors; and as Andrew said, we’re quite adequately capitalized. I think we can become financially viable certainly within that five-year framework.

Q. You’re an economist. How do you get from here to there?

A. Right now courses are free and we’re charging for certification. We think that as the idea of using Coursera courses for professional advancement grows, the numbers seeking certificates will grow. And the price we charge probably can grow, too. A move from $50 or $60 for Signature Track to $100 is certainly imaginable. At $100 a pop, if you had two or three, or five million people. …

Q. When you start charging more, and people expect more from their certificates, won’t differentiation between partners be more of a factor?

A. There’s no doubt that the number of student enrollments — and the capacity to produce revenue — is going to vary across our institutions.

Q. Because it’s very stark. You either get 10,000 people signing up for your course, or you don’t.

A. I’m not particularly worried about that. Relative to the revenue potential, the cost of producing these courses is such that I think this can be viable for most if not all of our partners.

Q. How much of this is about first-mover advantage?

A. Well, there are both kinds of lessons in the history of Internet companies. One is that first mover advantage can be substantial. The second lesson is that it can sometimes be overcome. Netscape [an early Web browser] didn’t survive.

Q. Right now your target audience is not people who want college credits. Do you think that will change?

A. I think there’s going to be innovation in every dimension. You’re going to see some of the Coursera partners offer credit for courses. I think that’s bound to happen.

Q. At their own institutions?

A. At their own, or accepting credits for Coursera courses taken at other institutions. We’re not pushing it. In that respect we are a technology company. So that’s for our partners to decide.

Q. What is the partner role in corporate governance? Do they have a structural role?

A. There’s a university advisory board, composed of academic vice presidents or provosts from a number — I think it’s 10 — of our partner institutions.

Q. When you were at Yale your base pay was in excess of $1 million a year. Are you taking a pay cut to come to Coursera?

A. I don’t want to talk about my personal package. It’s a startup.

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Indians No 2 users of MIT-Harvard e-courses

Online Education

22-03-2014

The Times of India

BANGALORE: Over 2.5 lakh Indians have registered for courses on edX, the massive open online course (Mooc) platform founded by Massachusetts Institute of Technology (MIT) and Harvard University in May 2012 to host online university-level courses.

This makes Indians the second largest community, after Americans, to register for these courses, said edX president Anant Agarwal, an Indian American who grew up in Mangalore and who has been teaching the circuits & electronics course in MIT for 26 years.

The courses have been put together and are led by some of the finest professors in the world. Students require just an internet connection. The courses are free, can be normally completed within a duration of 4 weeks to 12 weeks, and those who complete them receive a certificate from the university that provides the course.

Some 2 million people from 196 countries have registered for edX courses, of which about 6 lakh are from the US, about 80,000 each from the UK and Brazil, and about 60,000 from China.

For Indians, the most popular courses have been those related to computer science, engineering, and public health. Globally and for Indians, the two most popular courses are ‘Introduction to computer science’, led by Harvard faculty David J Malan and Rob Bowden, and the circuits & electronics course led by Agarwal.

“Some 2.2 lakh people are currently registered for the introduction to computer science course, and some 3.6 lakh have registered for this course in the past two years. The circuits & electronics course has had a total of 2.5 lakh students since it started. About 12% of the students in both courses are from India,” said Agarwal.

Indians account for about 50% of the 70,000 enrolments in Harvard’s public health course. Agarwal said this strong interest from Indians was thanks to the Medical Council of India spreading the word among doctors.

edX, a not-for-profit initiative, and Coursera, a for-profit initiative by two Stanford professors, are among the biggest Moocs providers. edX now offers some 160 courses including in science, engineering, business, law, history, social sciences, and artificial intelligence. Only around 6% of those who register for these courses actually complete them and go on to receive certificates.

For this and other reasons, Moocs still has a lot of critics. Few think it can completely substitute classroom teaching. The big promise of Moocs is that it can take world-class education to those who are otherwise excluded for socioeconomic or geographic reasons. But a recent University of Pennsylvania study revealed that over 80% of surveyed people taking Moocs already hold college degrees.

Agarwal is unfazed by these arguments. Moocs, he says, are better than what you get in many universities, and particularly valuable for countries like India, for students who can’t get into the top schools or can’t afford them. “Today’s generation is also used to watching videos. And our courses give a video game-like experience. So students are very engaged. We are planning a big push in India,” he said.

He also noted instances of students benefiting from these courses. “One US student who took our software-as-a-service course added that to his LinkedIn profile and received a job interview call from a company in New York the very next day. Amol Bhave, a high school student in Jabalpur, took my course in circuits & electronics. He applied to MIT soon after and got in with financial aid,” Agarwal said.

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Online education tutorials make great strides in India

Access to education, Online Education

16-03-2014

The National

NEW DELHI // When Balaji Thirumalai and Pady Srinivasan started their online tutorial website last year, they named it Clay6, referring to the six great unsolved mathematical problems as defined by the Clay Mathematics Institute.

In its own way, Clay6 is grappling with a great unsolved problem as well. India’s schools are filled to bursting with students, but there is an alarming deficit of quality teachers.

“You’ll have cases where a teacher is handling a single class of 50 or 60 people, and in the next period, she’ll go and tackle another class that is just as big,” said Mr Thirumalai, a former computer hardware engineer. “So the teachers never have the bandwidth to deal individually with students and their progress.”

Clay6, based in Chennai, is one of a slew of Indian internet firms that have emerged over the past five years to tackle this problem. In a country where education is extremely competitive, the market is a massive and growing one.

Between 2008 and 2011, according to an estimate by the consulting firm Grant Thornton, the after-school tuition industry grew from US$5 billion (Dh18.4bn) to $6.36bn. In the 12th grade alone, around 3.6 million students across India are looking for an extra edge, and Mr Thirumalai estimates that this number will grow to 8 million by 2020.

The market even stretches outside India, to countries such as the UAE where many private schools follow the Indian government’s Central Board of Secondary Education (CBSE) curriculum.

MeritNation, which claims to be India’s largest education portal, has 6.5 million registered students across nine countries.

“I think 85 to 90 per cent of all CBSE students in the UAE are enrolled in MeritNation,” Pavan Chauhan, one of the portal’s co-founders, told The National. “More and more kids in India are coming online now as well. They have broadband connections at home. This is why the market is growing as fast as it is.”

The firms work in different ways. MeritNation provides study material for grades one to 12, based on the CBSE syllabus or other curriculums. For 4,000-5,000 rupees (Dh240-300), a student gets access to a year’s worth of lessons, in all subjects. MeritNation provides videos, interactive activities, revision notes, and practice exam papers.

Another company, Everonn, offers live classes where students can interact with subject experts in real time. MathGuru, which focuses exclusively on mathematical concepts, hosts videos of an instructor solving algebra and geometry problems.

Clay6, on the other hand, works by tying up with individual schools, providing periodic assessments to students based on their teacher’s pace and course of instruction.

“As soon as the teacher finishes a chapter, say, the student will have to log on and do a 30-minute test on its contents,” Mr Thirumalai said. “Our software figures out where the student is falling short, and provides that feedback to her teacher.”

A school pays approximately 1,000 rupees per student per year for the service.

“So this way, teachers can measure how every one of their students is doing on a regular basis,” Mr Thirumalai added. “Students gain confidence. Teachers get an extra tool.”

The feedback they have received so far, he said, has been encouraging.

Srikanth Narasimhan, whose son is in grade 12, was grateful for Clay6’s tracking of his progress.

The website “clearly shows your areas of strengths and helps you focus on the areas which require improvement”, he said.

Convincing parents and schools to regard these online services as an ally, however, is not always easy.

Mr Chauhan recounted how, in MeritNation’s first year of operations, in 2009, parents would grumble that their children were already on the internet too much, and that they did not want to add to their time online.

“We had to persuade them that the internet is here to stay, and that they may as well use it to improve their children’s education,” he said.

Teachers sometimes look upon these services as an encroachment on their turf, or as an accusation that they are not doing their job well. Kalyani Gupta, a middle school science teacher in New Delhi, also contended that education portals were placing yet another layer of work and assessments on already burdened students.

“Our energies should really be focused on getting more and better teachers into schools, so that students can get more out of their classroom experience,” Ms Gupta said. “These portals may be useful at times, but they don’t do much to address the real problems.”

Mr Chauhan agreed that websites such as MeritNation could never replace the teacher-student relationship.

“The stuff that a school does, we can never do,” he said. “But we’re looking to be complementary to a school, not to compete with it.”

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Update attendance details online: Education department to schools

Online Education

19-Nov-2013

Times of India

KOLHAPUR:State director of primary education Mahavir Mane has instructed education officials in the division to conduct and submit the daily online attendance of teachers as well as students. Mane was in the city on Saturday for a meeting with education officials from the five districts in the division.  The directive came after schools in the division reflected a poor record in updating the daily online attendance system.  Earlier, the state directorate of primary education had introduced the online attendance sheet for every student between Classes I and VIII as well as teachers and principals in the state on a daily basis from the academic year 2013-14. Officials had said the system would keep tabs on schools that have good attendance and those that have poor attendance, so that immediate action could be taken.  Deputy education director of Kolhapur division V B Paymal said, “We have been asked to enlist the schools that fail to follow the directive. At present, only 5-10% of all the schools in the division follow the online attendance system. The condition is almost the same in other parts of the state.”  Officials in the education department agreed that the online attendance system has received a lukewarm response. “Schools are not filing the data on time. Moreover, the department has not conducted any follow up after the scheme was launched. In fact, many of the schools in remote and rural areas lack computers as well as internet facilities,” said an official.  The online attendance project was launched after the department found that as many as 17 lakh students were absent when it conducted a surprise inspection of schools in the state in October 2011. This had sparked a debate on misuse of various education schemes such as those that provide mid-day meals and school uniforms as many schools utilized the funds by showing bogus students’ attendance.  Apart from online attendance, the director also instructed officials to keep track of schools that are not following infrastructure compliance norms under the Right to Education (RTE) Act.  “The department has set a deadline of December 31 for compliance with the infrastructure norms under the RTE Act, 2009. The Kolhapur division consists of Sangli, Satara, Ratnagiri, Sindhudurg and Kolhapur districts. The division has a total of 15,147 primary and secondary schools, of which only 3,013 have been found to be compliant with the all 10 RTE norms such as classrooms, playground and kitchen shed etc. We have already asked the respective officials to send the latest data of compliance with RTE infrastructure norms,” added Paymal.

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Coursera ‘Learning Hubs’ bring a social layer to online education

Online Education

31-10-2013

Venture Beat

Online education is all the rage these days, with startups like Coursera and Udacity offering free and cheap courses from top universities to anyone with an Internet connection.

One of the greatest challenges facing these new education providers is retention rates. People are rushing to sign up to cool courses — who wouldn’t want to learn about Greek and Roman mythology from an Ivy League university professor? — but without a network of supporters and/or a tangible reward, few students are finishing their classes.

Palo Alto, Calif-based Coursera is experimenting with ways to boost student engagement and completion rates. The business development team is forging relationships with employers, who might be willing to offer a bonus or promotion to workers who complete certain courses — that’s the reward aspect. Yin Lu, the head of growth and international strategy, is taking a slightly different approach.

In a phone interview, Lu introduced the Coursera “Learning Hubs” program, which adds a social layer to online learning. People who sign up for courses in a number of cities will be offered physical spaces to access the Internet while learning alongside their peers.

Lu was inspired by the story of a customer from Ohio, who emailed the Coursera team to describe how she rallied women in her home town to take a course. The group convened at a local community center to learn about business strategy from a professor at the University of Virginia. The majority of the participants were unemployed at the time.

Over 60 percent completed the course, and two of the women landed marketing jobs.

“We talked a lot about the idea of turning knowledge into something that is really impactful for people, [and] their friends, family and community,” said Yin.

Students will not pay additional fees to join the learning hubs program and co-work with friends. Instead, Coursera is building partnerships with local organizations that can provide the space and resources for free.

One of the most prominent partners is the U.S. Department of State. Overcoming Faith Academy in Kenya, the Learning Links Foundation, and other global institutions have also signed on. These spaces will typically reside on university campuses or embassies in countries ranging from Moscow to Manila.

“Together we hope that we can identify new models for blended learning and in-person learning,” said Meghann Curtis from the U.S. State Department’s Academic Programs, in a statement to the press.

Coursera is looking for additional partners and may even be hiring a few folks to spearhead this new initiative.

Comment

The Printing Press Moment of our Century:

Online Education

Rahul Singh

Associate, Research

Centre for Civil Society

Just a few centuries ago, books, a common entity today, were an extreme rarity. Only the rich elite could afford to own them. In fact some accounts mention their prices being comparable to the prices of houses today. Let’s just ask ourselves, what made them so expensive in those times while today we all enjoy them for the prices of fruits and vegetables.

Since at that time the books were only written by hand, one page at a time, it was an excruciatingly slow and painful process to develop even one book. But then something happened, that suddenly made these books affordable to all, things that could be owned by everyone–the invention of printing press. It delinked the direct proportionality between manual input of labor and production. The books no longer required days of work; they could be produced in bulk, several at a time and their costs came down drastically. In those times it would have been unbelievable for the people to imagine that these books or written texts could become a thing for all, yet it happened, technology made it happen.

We are witnessing a similar parallel today in education, which is increasingly becoming a thing for elite due to its ever increasing costs, especially the higher education. Even at other levels, the good quality education is usually only accessible to those few who can afford to pay for its high costs. There have always been efforts to make education available to as many as possible, just as well-intentioned people in pre-printing press eras must have done for books in those times. No doubt these efforts have helped increase access to education for a number of children, but we are very far from making good education affordable to all.

Going back to the printing press case, we see that the problem was the fact that supply of books was tied linearly with the input of manual labor. The invention of printing press disrupted this dependency and added another dimension to the production of books or the written material. It is important to notice that the disruption was of linearity, not proportionality; so the production may still have been dependent on manual inputs, but not linearly anymore, which is what additional dimension to any field does.

Today with the advent of the Internet, a similar dimension has been added to various fields, education being one of them. Education too is currently linearly linked with the resource inputs–both physical and human resources–and internet technology has added that new dimension to its supply which is independent of this linkage.

People say that online education cannot replace the experience that a child undergoes while listening to the teacher face to face in a classroom. However, one cannot help imagining what must have happened in the early days of printing press–paper prints must have been much cruder and texts not aligned very well – the final product a lot shoddier than the highly eloquent hand-written text, words woven by the scribe with grace, elegance and feel, with the all so important human touch.  The stark contrast between the two would have been evident and it must have felt almost foolish to even consider that someday this technology would entirely replace the old practice that everyone took for granted. Humans are naturally wired to resist change, subconsciously falling way too often for the basic fallacy that ‘that is how it’s always been, thus that is how it should be’.

Just like the printing press’ initial days, online education is in its infancy, and people have every right to doubt its potential. But just as Michael Faraday, on being questioned by someone in the audience about the use of electric current during its first public demonstration, responded saying “What is the use of a new born baby?”. Likewise I feel that we need to see the potential of this technology at our hand, to solve one of the biggest problems of our society–of limited access to quality education–which we have not been able to address for centuries. We all know what became of the Faraday’s baby in the years that followed his discovery and we must be thankful to those who nurtured it then. Now, it is our time. Now is the time when we can all envision a future for the world where irrespective of a child’s socio-economic status or geographical location, s/he could be able to receive the best education that world has to offer.

Comment

China Online Education Industry Report, 2013-2016

ICT, Online Education

The Herald Online

September 19,2013

New York

Online education, also known as e-learning, has been growing fast in recent years due to the advances in the Internet, multimedia information processing, cloud computing and other information technologies.

In 2011-2013, online education companies have mushroomed such as Chuanke.com launched in November 2011, Fenbi.com put on line in August 2012 and 91waijiao.com established in December 2012. At the same time, traditional education & training institutions have stepped into the field of online education successively. For example, Beijing Juren Education Group launched Juren.cn in July 2013, and Longwen Education plans to invest RMB 50 million in online business. Traditional Internet giants like Baidu, Google, Netease, Youku, Tencent, Kingsoft PowerWord, and Taobao also have set foot in the field of online education.

In 2012, there were only six cases of investment in online education in China. In the first seven months of 2013, 22 online education institutions including Hujiang.com and 91waijiao.com obtained investments, among which, the USD 20 million of Round B investment obtained by Hujiang.com in June was the most eye-catching.

Online education is becoming a trend in teaching and learning, and will become more and more mature in technology, product, service and business model with the entry of capital. Meanwhile, as the advantages of online education become increasing prominent, the public acceptance and market demand for online education will continue to increase.

The report mainly includes the followings:   Overview of online education industry (including the definition and classification, industry chain, teaching platform, business model and profit model);  Market overview of education industry (including the education funding, education spending, employment and wages, schools and students, and market size);  Online education market (including the market situation, investment and financing in China and worldwide, size of overall market and market segments, and development trends);  Market situation, business model, corporate financing, market size and development prospects of market segments such as online higher education, K-12 online education, online career training, and corporate e-learning;  Profile, revenue, business structure, online education business, business model and profit model, business strategy of 15 enterprises involved in online education, including China Distance Education Holdings, New Oriental, Tomorrow Advancing Life, Super Class, Hujiang, and Times Bright China.  1. Overview of Online Education Industry  1.1 Definition and Classification 1.1.1 Definition 1.1.2 Classification 1.2 Industry Chain 1.3 Teaching Platform 1.4 Business Model 1.4.1 Overview 1.4.2 B2C Model 1.4.3 C2C Model 1.5 Profit Model

2. Market Overview of Education Industry 2.1 Education Funding 2.2 Education Spending 2.3 Employment and Wages in Education Industry  2.4 Development of Schools 2.5 Private Education 2.6 Market Size of Education Industry   3. Online Education Market 3.1 Market Situation 3.2 Online Education Investment 3.2.1 Global Online Education Investment  3.2.2 Chinese Online Education Investment 3.3 Market Size 3.3.1 Internet Population 3.3.2 Market Size of Online Education 3.3.3 Market Size of Market Segments  3.4 Development Trends

4. Online Higher Education  4.1 Advanced Networking Academy 4.2 Public Service System of Distance Education 4.2.1 Overview 4.2.2 Main Task 4.2.3 Major Enterprises 4.3 Market Size 4.4 Development Prospects

5. K-12 Online Education 5.1 Online Children Education 5.1.1 Overview 5.1.2 Parenting Websites 5.1.3 Online Children English Training  5.1.4 Corporate Financing 5.2 Online Primary and Secondary Education  5.2.1 Market Situation 5.2.2 Business Model 5.2.3 Corporate Financing 5.3 Market Size 5.4 Development Prospects

6. Online Career Training 6.1 Market Situation 6.1.1 Overview 6.1.2 Online Language Training 6.2 Corporate Financing 6.3 Market Size 6.4 Development Prospects

7. Enterprise E-Learning 7.1 Market Situation 7.1.1 Overview 7.1.2 Competitive Landscape 7.2 Corporate E-Learning Model 7.2.1 Corporate E-Learning Advantages 7.2.2 Service Model 7.2.3 Suppliers and Expenses 7.3 Market Size 7.4 Development Prospects

8. Major Companies in Online Education Industry  8.1 China Distance Education Holdings  8.1.1 Profile 8.1.2 Operation  8.1.3 Revenue Structure 8.1.4 Students  8.1.5 Business Structure 8.1.6 Business Model 8.1.7 Business Strategy  8.2 ChinaEdu Corporation  8.2.1 Profile 8.2.2 Operation  8.2.3 Revenue Structure 8.2.4 Outlets and Students  8.2.5 Business Structure  8.2.6 Business Model and Strategy  8.2.7 Recent Developments  8.3 New Oriental Education & Technology Group 8.3.1 Profile 8.3.2 Operation  8.3.3 Number of Students  8.3.4 Koolearn 8.4 Tomorrow Advancing Life  8.4.1 Profile 8.4.2 Operation  8.4.3 Number of Students 8.4.4 Xueersi.com 8.4.5 Renamed “Tomorrow Advancing Life” to Promote Online Education Business  8.5 ATA  8.5.1 Profile

8.5.2 Operation  8.5.3 Revenue Structure 8.5.4 Business Model and Strategy  8.5.5 Recent Developments 8.6 China Education Alliance 8.6.1 Profile 8.6.2 Operation  8.6.3 Revenue Structure 8.7 China E-learning Group  8.7.1 Profile 8.7.2 Operation  8.7.3 Revenue Structure 8.7.4 Business Outlook 8.8 Shenzhen Kingsun Science & Technology  8.8.1 Profile 8.8.2 Operation  8.8.3 Revenue Structure 8.8.4 Gross Margin  8.8.5 Top Five Clients  8.8.6 Core Competitiveness 8.9 YY Inc. 8.9.1 Profile 8.9.2 Operation  8.9.3 Revenue Structure 8.9.4 Number of Users 8.9.5 YY Education 8.9.6 YY7621 8.10 Open Edutainment  8.10.1 Profile 8.10.2 College Cooperation Model  8.10.3 Student Service Model  8.10.4 Cooperative Colleges  8.11 Hiknow English 8.11.1 Profile

8.11.2 Teaching Model 8.11.3 Curriculum  8.11.4 Price  8.12 Chuanke  8.12.1 Profile  8.12.2 Main Products and Services  8.12.3 Business Model 8.13 Super Class 8.13.1 Profile 8.13.2 Teaching Model 8.13.3 Business Model 8.14 Hujiang 8.14.1 Profile 8.14.2 Financing and Performance Growth  8.14.3 Business Model 8.14.4 Profit Model 8.14.5 Mobile Products  8.15 Times Bright China 8.15.1 Profile 8.15.2 Business Structure 8.15.3 Corporate E-learning Business  8.15.4 Products and Expenses 8.15.5 Major E-learning Clients

Selected Charts   Online Education Market Segments Online Education Industry Chain Online Education Business Model Online education Profit Model and Typical Enterprises China’s Education Funding and YoY Growth, 2002-2011 China’s Urban Fixed Investment in Education Industry and YoY Growth, 2005-2013 Per Capita Education Spending of Urban Residents, 2005-2012 Employment and Average Wages in China’s Education Industry, 2005-2012 Number of Schools in China by Type, 2008-2012 Enrollment of Schools in China by Type, 2008-2012 Number of Private Schools and Training Institutions in China, 2008-2011 Enrollment of Private Schools in China, 2008-2012 Market Size of China’s Education Industry, 2008-2016E Online Education Products of Internet and Other Companies Involved in Online Education  Global Online Education Investment Cases, 2012 Global Online Education Investment Cases, 2012 (continued) Global Online Education Investment Cases, Jan.-Jul. 2013 Chinese Online Education Investment Cases, 2012-Jul. 2013 China’s Internet Population and YoY Growth, 2005-2012 China’s Internet Penetration, 2005-2012 China’s Online Education Market Size and YoY Growth, 2005-2012 China’s Online Education Market Size, 2013-2016E China’s Online Education Market Size by Market Segment, 2005-2012 Online Education Colleges Approved by the Ministry of Education  Comparison among Major Companies in China’s Distance Education Public Service System China’s Online Higher Education Market Size and YoY Growth, 2005-2012 China’s Online Higher Education Market Size, 2013-2016E China’s Major Parenting Websites  China’s Major Online Children English Training Institutions  Financing of Online Children Education Enterprises  Online Primary and Secondary Education Business Model and Typical Websites

Financing of Online Primary and Secondary Education Enterprises  China’s K-12 Online Education Market Size and YoY Growth, 2005-2012 China’s K-12 Online Education Market Size, 2013-2016E Financing of China’s Online Career Training Enterprises China’s Online Career Training Market Size and YoY Growth, 2005-2012 China’s Online Career Training Market Size, 2013-2016E Comparison between Traditional Training and E-learning Service Model of Corporate E-learning Major Corporate E-learning Management System Suppliers in China and Worldwide  Corporate E-learning Platform and Courseware Costs China’s Corporate E-learning Market Size and YoY Growth, 2005-2012 China’s Corporate E-learning Market Size, 2012-2020E China’s Corporate E-learning Market Size, 2013-2016E Revenue and YoY Growth of China Distance Education Holdings, FY2008-FY2013 Revenue of China Distance Education Holdings, FY2013-FY2016E Net Income and YoY Growth of China Distance Education Holdings, FY2008-FY2013 Gross Margin of China Distance Education Holdings by Financial Quarter, FY2008-FY2013  Net Revenue of China Distance Education Holdings by Financial Quarter, FY2008-FY2013 Net Revenue Structure of China Distance Education Holdings by Financial Quarter, FY2008-FY2013 Total Course Admissions of China Distance Education Holdings by Quarter, FY2008-FY2012 Revenue and YoY Growth of ChinaEdu Corporation, 2008-2012 Revenue of ChinaEdu Corporation, 2013-2016E Net Income and YoY Growth of ChinaEdu Corporation, 2008-2012 Gross Margin of ChinaEdu Corporation by Quarter, 2008-2012 Net Revenue of ChinaEdu Corporation by Quarter, 2008-2012 Net Revenue Structure of ChinaEdu Corporation by Quarter, 2008-2012 Number of Learning Centers of ChinaEdu Corporation, 2007-2012 Enrollment of Online Diploma Programs of ChinaEdu Corporation by Quarter, 2008-2012 Revenue and YoY Growth of New Oriental, FY2008-FY2013 Revenue of New Oriental, FY2014-FY2017E  Net Income and YoY Growth of New Oriental, FY2008-FY2013

Net Profit Margin of New Oriental, FY2008-FY2013  Enrollment of Language Training and Examination Tutoring Courses of New Oriental by Financial Quarter, FY2008-FY2013 Revenue and YoY Growth of Koolearn, FY2011-FY2016E  Revenue and YoY Growth of Tomorrow Advancing Life, FY2009-FY2013  Revenue of Tomorrow Advancing Life, FY2014-FY2017E  Net Income and YoY Growth of Tomorrow Advancing Life, FY2009-FY2013 Gross Margin of Tomorrow Advancing Life, FY2009-FY2013 Enrollment of Tomorrow Advancing Life and YoY Growth, FY2008-FY2013 Revenue and YoY Growth of Xueersi.com, FY2011-FY2016E Revenue and YoY Growth of ATA, FY2009-FY2013  Revenue of ATA, FY2014-FY2017E Net Income and YoY Growth of ATA, FY2009-FY2013  Gross Margin of ATA by Financial Quarter, FY2009-FY2013 Net Revenue of ATA by Financial Quarter, FY2009-FY2013 Net Revenue Structure of ATA by Financial Quarter, FY2009-FY2013  Examination Sessions of ATA by Financial Quarter, FY2009-FY2013 Revenue and YoY Growth of China Education Alliance, 2008-2012 Net Income and YoY Growth of China Education Alliance, 2008-2012 Gross Margin of China Education Alliance, 2008-2012 Revenue Structure of China Education Alliance, 2008-2012 Turnover and YoY Growth of China E-learning Group, 2008-2013 Turnover of China E-learning Group, 2013-2016E Gross Profit and YoY Growth of China E-learning Group, 2008-2012  Gross Margin of China E-learning Group, 2008-2012 Turnover Structure of China E-learning Group, 2009-2012 Revenue and YoY Growth of Shenzhen Kingsun Science & Technology, 2008-2013 Revenue of Shenzhen Kingsun Science & Technology, 2013-2016E Net Income and YoY Growth of Shenzhen Kingsun Science & Technology, 2008-2013 Revenue Breakdown of Shenzhen Kingsun Science & Technology by Product, 2008-2013  Revenue Breakdown of Shenzhen Kingsun Science & Technology by Region, 2008-2013  Gross Margin of Shenzhen Kingsun Science & Technology by Product/Region, 2008-2013  Revenue of Shenzhen Kingsun Science & Technology from Top 5 Clients and % of Total Revenue, 2012-2013 Revenue and YoY Growth of YY, 2009-2013 Revenue of YY, 2013-2016E

Net Income and YoY Growth of YY, 2009-2013 Revenue Structure of YY by Product, 2011-2013 Number of Paid Users of YY by Product, 2011-2012  Revenue and YoY Growth of YY7621, 2010-2016E Cooperative Colleges and Fees of Open Edutainment Course Levels and Objectives of Hiknow English Course Fees of Hiknow English Teaching Model and Process of Super Class  Business Structure of Times Bright China Costs of Times Bright China E-learning Platform Prices of Times Bright China’s Business School Open Class Learning Cards Major Clients of Times Bright China

Read more here: http://www.heraldonline.com/2013/09/18/5219936/china-online-education-industry.html#storylink=cpy
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Govt to finalise plans for spreading digital literacy this month

Online Education

6-Sep-2013

The Economics Times

The government will hold deliberations with NGOs, industry and other related parties this month to finalise plans for spreading digital literacy across India, especially in blocks and villages.

The plan, which seeks to leverage government’s ambitious National Optic Fibre Network (NOFN), aims to create the right eco-system to provide basic computer operating skills to at least one individual in every family.

“This month on 9th, we will hold marathon sessions with NGOs, industry and other related parties to chalk out a plan for spreading digital literacy across the country. We expect to finalise the plan by this month-end,” DEITY Secretary J Satyanarayana said on the sidelines of a Intel event here today.

Besides DEITY, Ministry of Human Resource Development and other related ministries will also participate in the day-long deliberations, he added.

The event also marked expansion of Intel India’s digital literacy efforts with the chip maker launching an Android based application of its Learn Easy Steps.

As part of the initiatives undertaken under the National Digital Literacy Mission, Intel also announced the completion of its”Follow the Fiber’ programme conducted in the first three villages to receive connectivity as part of NOFN roll out and released an impact study about the same.

Intel, NASSCOM and Digital Empowerment Foundation (DEF) also felicitated trainers and beneficiaries who participated in the programme.

“The work done in these three villages under the National Digital Literacy Mission gives us insights into the challenges at the grass roots and the impact that digital literacy can have on the lives of people,” Intel South Asia Managing Director Debjani Ghosh said.

Intel along with IT-ITeS industry body NASSCOM launched the National Digital Literacy Mission in August 2012 to participate in the government’s plan of making at least one e-literate person in every household in India by 2020.

“We feel that digital literacy will precede literacy. As the government rolls out NOFN, the industry will assist in the effort of working towards digital literacy by generating content and providing trainers and equipment to achieve the dream,” NASSCOM President Som Mittal said.

Intel’s Learn Easy Steps curriculum is a digital literacy training curriculum, focusing on integration of technology in daily life in simple ways and teaches users how technology can improve productivity, employability and impact livelihood.

The firm has trained over 1.7 million individuals in the country over the last 18 months using this curriculum.

It has created the application to scale digital literacy and take it to the next level at the grass roots and will be freely available from September 5, 2013.

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