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China Education Resources Inc. Reports Q3 2013 Financial Results

Finances & Budgets, Global news

Nov. 29, 2013

Market Watch

VANCOUVER,  /PRNewswire via COMTEX/ — China Education Resources, Inc. (“CER”) /quotes/zigman/354052/realtime CA:CHN +5.26% (otcqx:CHNUF), a leading technology and content provider of online learning, training courses and social media for teachers, students and education professionals, announced its financial results for the third quarter of 2013. All figures are expressed in U.S. dollars.

China Education Resources generated gross revenues of $3,475,166 in the third quarter of 2013. This is compared to gross revenue of $2,716,353 for the same period in 2012. It recorded a net profit attributable to shareholders of $741,010 as compared to a net profit attributable to shareholders of $1,008,994 for the same period in 2012. The decrease in net profit attributable to shareholders for the current period was mainly due to an increase in selling expenses of $1,243,317 as compared with that for the same period of prior year for marketing and promotion of the products of the Company.

Q3 of 2013 financial highlights include:

Online products revenue of $1,757,026 generated during the third quarter of 2013 as compared to $1,979,384 during the same period in 2012; $5,465,405 for the nine months of 2013 as compared to $3,756,376 during the same period in 2012.

Text book sales revenue of $1,718,140 generated during the third quarter of 2013 as compared to $736,969 during the same period in 2012; $4,465,744 for the nine months of 2013 as compared to $3,322,757 during the same period in 2012.

During the nine months ended September 30, 2013, the Company generated revenue of $9,931,149 as compared with $7,079,133 for the same period in 2012. The net profit attributable to the owners of the Company for the period was $618,069 as compared to $1,442,512 net profit for the same period in 2012.

“We are very pleased with our continually increasing revenue in the Q3 2013, and the strong operating performance of the company.” said Chengfeng Zhou, CEO, China Education Resources.

“We expect our unique and comprehensive blend of education resources and services to generate more on-line related revenue, and we are encouraged by the increasing utilization of our internet platform and educational social network, which work together with our existing online/offline products.”

In collaboration with China’s education administrators and experts, China Education Resources has been helping to transform the curriculum of the world’s largest educational system. Recognizing the need to address education reform changes, China Education Resources has created educational tools and curriculum for China’s entire kindergarten through twelfth grade system. The Company is playing an integral part in transforming China’s educational system through helping to convert the existing educational system from a memory-based learning system to a creative thinking and interactive approach. Presently, China Education Resources has over 1 million kindergarten through twelfth grade teachers registered through its Web portal. For more information, please visit www.chinaeducationresources.com or call (604) 331-2388.

Safe Harbor Statement

Certain statements made herein, and other statements relating to matters that are not historical facts and statements of our beliefs, intentions and expectations about developments, results and events which will or may occur in the future, constitute “forward-looking information” within the meaning of applicable securities legislation. Forward-looking information and statements are typically identified by words such as “anticipate”, “could”, “should”, “expect”, “seek”, “may”, “intend”, “likely”, “plan”, “estimate”, “will”, “believe” and similar expressions suggesting future outcomes or statements regarding an outlook. All such forward-looking information and statements are based on certain assumptions and analysis made by China Education Resources, Inc.’s management in light of their experience and perception of historical trends, current conditions and expected future developments, as well as other factors management believes are appropriate in the circumstances. These statements, however, are subject to a variety of risks and uncertainties and other factors that could cause actual events or results to differ materially from those projected in the forward-looking information or statements. Important factors that could cause actual results to differ from these forward-looking statements include those described under the heading “Risks and Uncertainties” elsewhere in the Company’s MD&A filed at www.SEDAR.com. The reader is cautioned not to place undue reliance on forward-looking information or statements. Except as required by law the Company does not assume the obligation to revise or update these forward looking statements after the date of this document or to revise them to reflect the occurrence of future, unanticipated events.

The TSX Venture Exchange has not reviewed, and does not accept, responsibility for the adequacy or accuracy of the contents of this press release.

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Michael Gove ‘refusing to back down over teachers’ strike’

Global news, Teacher salary

The Telegraph


Michael Gove, the Education Secretary, writes to England’s two biggest   teaching unions to confirm that contentious reforms at the centre of recent   strike action are ‘fixed’

Michael Gove was put on a fresh collision course with England’s biggest   classroom unions today after refusing to backtrack over controversial   reforms to the teaching profession.

In a move that raises the possibility of further strike action, the Education   Secretary insisted that the Government’s stance on pay and pensions was    “fixed” and ruled out any possible changes.

The intervention comes just over a week after the National Union of Teachers   (NUT) and the NASUWT suspended a threatened walk-out before Christmas after   revealing Mr Gove had agreed to formal talks.

They are taking part in a long-running protest over the introduction of   performance-related pay in English schools alongside changes to pensions   that will see teachers work for longer and accumulate a smaller retirement   fund.

Both unions – representing around nine-in-10 teachers – had already taken part   in a series of three regional strikes across England over the last few   months.

They had demanded one-on-one talks with the Education Secretary to discuss   reforms of the teaching profession alongside other issues such as workload   and job losses.

In a letter to both unions on Wednesday, Mr Gove said he was committed to    “resolving your trade disputes” and confirmed that he had “offered a   programme of talks”.

But in provocative move, he insisted that the talks would focus on the    “implementation of policy, given that the direction of policy on pay and   pensions is fixed following full consultation”.

In a further intervention, Mr Gove also revealed that every other teaching   association would be invited to the talks. This includes smaller classroom   unions, two associations representing head teachers and even one non-union   body – Edapt – that provides independent advice to teachers on personnel   issues.

He said: “This will help ensure that all are represented fairly, and striking   unions do not have any unfair advantage over other organisations which have   not taken strike action.”

The NUT and NASUWT staged the first in a series of regional walk-outs in the   North West of England on June 27.

They then embarked on two further strikes last month – one concentrating on   the Midlands and Yorkshire, with another taking in the South of England,   North East and Cumbria.

Both unions had been due to take part in a national strike before Christmas   but it was called off after Mr Gove agreed to talks.

Speaking at the time, Christine Blower, NUT general secretary, said: “We are   giving Government the opportunity to engage in meaningful discussions with   us to resolve our ongoing dispute on pay, pensions and workload.

“We have always been available for such negotiations and would have preferred   that this was a route the Government had gone down sooner rather than later.

“For the sake of teachers and the future of our children’s education I   sincerely hope that the Government takes these talks seriously and we find a   speedy resolution to our dispute.

“Failure to do so will leave us with no choice but to take further action as   the issues at stake are far too important to be swept to one side. If there   has to be national strike action it will be entirely the fault of the   Secretary of State, Michael Gove.”


Study: Malaysia has best English language speakers in Asia

Access to education, Global news

by tan yi liang


The Star Online

PETALING JAYA: Malaysia apparently has the best English language speakers in Asia, beating out Singapore, India, Sri Lanka, Taiwan, China and Kazakhstan – according to a Singapore-based English Language school.

The school, Education First, which released the findings of their English Proficiency Index on their website Wednesday, ranked Malaysia as having the highest level of English proficiency out of 13 countries in Asia.

On the global scale, Malaysia was ranked 11th out of 60 countries, with four of the top five slots going to Scandinavian countries, with Sweden and Norway taking the top two spots and Malaysia outperforming Singapore, Belgium, Germany, Latvia and Switzerland – countries which took the 12th, 13th, 14th, 15th and 16th spots respectively.

On its website, the school said that it had found that some Asian countries in particular Indonesia and Vietnam, have transformed their English proficiency over the 2007-2012 period.

“China has also improved, although less dramatically. Japan and South Korea, despite enormous private investment, have declined slightly.

“Across the board, English language skills are improving in the BRIC countries (Brazil, Russia, India, and China). “This year, India and Russia have moved ahead of China, and Brazil is closing in fast,” said Education First.

The school went on to say that their Index found the Middle East and North Africa to be the regions with the weakest English proficiency.

“These oil-rich nations have staked their futures on developing knowledge economies before their oil production peaks. An exception to the region’s lacklustre performance is the United Arab Emirates, which has improved significantly,” said Education First.

On the mechanics of the Index, the school said the Index calculated a country’s average adult English skill level using data from two Education First tests.

“One test is open to any Internet user for free. The second is a 70-question online placement test used by EF during the enrolment process before students start an English course. Both include grammar, vocabulary, reading, and listening sections.

“The open online test is a 30-question adaptive exam, so each test-taker’s questions are adjusted in difficulty according to his or her previous correct and incorrect answers,” said the school.


Education needs a compromise

Global news, Other


Business Day

FIRST we tried to fix the disparities apartheid-based education delivered by moving to outcomes-based education, despite the fact that it was not working in the UK. When we woke up to the fact that outcomes-based education produced nicely adjusted youngsters who were functionally illiterate and innumerate, we tried to fix the problem by dropping university entrance standards, raising unrealistic expectations for tertiary achievements and leaving universities to try to patch things up with bridging courses and other initiatives.

At one point we focused on preparing youngsters for matric. Now we are working on getting preschoolers ready for the “three Rs”. But where does that leave the crop of schoolgoers who are between Grade R and Grade 12? We are still light years away from producing a workforce capable of competing in the world economy.

The ills of the system have been diagnosed to death — uneven access to textbooks, technology and nutrition; the lack of a culture of reading; patchy teacher quality; limited exposure of children to ideas and role models and innovative ways of thinking; huge disparities in teacher capability.

Teachers, who must implement the changes that are decreed, will be at the heart of any school improvement programme. But as the Gauteng Online project showed, you can put in all the technology you like; without people who can use it, there is no point. So dotted around Gauteng are schools that still have computer rooms that remain unused, where teachers have no idea how to use them and will not try for fear of breaking something.

Any reforms the National Development Plan puts in place must be driven by teachers. But how do we get them to where they can offer all that is needed to stock the economy with competitive workers?

Singapore focuses systematically on teachers’ professional development, evaluating educators frequently, rotating them between teaching and ministry posts, and emphasising career pathing.

Finland lets teachers create their own curricula, and draws business into schools through its system of apprenticeships. Their teachers are exceptionally well-trained and in touch with what business needs … and well-rewarded.

The interview with Deputy Basic Education Minister Enver Surty, carried in Business Day on Monday, revealed that the department is clear on what needs fixing. But all is lost if teachers themselves remain unable to master their curricula and inculcate a love of learning. They are at the heart of the solution.

Continuous professional development (CPD) programmes, now a way of life for medical professionals, accountants and others, would provide the stepping stones to get teachers up to speed. But making them the basis for pay increases also makes them a grudge activity. The South African Democratic Teachers Union, rather than seeing CPD and performance-based pay as providing a foundation for inspired teaching, sees them as a massive threat to its underpaid and underinspired membership.

South Africa has already lost a generation to outcomes-based education. The current cohort need not be lost, but will be if teacher unions and the department do not find a workable compromise.

It would be counterproductive to take out the big stick and attempt to force the teaching unions to drop their opposition to such initiatives, although it does no harm to remind them that reforming the education system is a national imperative. The department could give teachers a period during which to get up to speed and achieve attainable “stretch” goals. And more attention could be paid to helping teachers in the most disadvantaged schools improve their pedagogy, content, technology use, and knowledge.

It is not too much of a stretch of the imagination to see teacher education as the liberation tool the economy requires. Neither the department nor the unions will achieve this alone. A rational compromise must be reached.


Why poor parents increasingly send their children to private schools

Global news, Private schools

The Economist


AT THE Spark primary school in Ferndale, a suburb of Johannesburg, Lesedi and his classmates work quietly through a computer programme that teaches arithmetic. Lesedi’s screen poses a question: “5+2 =?” When he enters the correct answer, his screen flashes like a slot machine paying the jackpot. In the next room a maths lesson is led by Dee Moodley. The class counts in unison to 200 in intervals of ten. Answers even to maths questions must be given in complete sentences. English is a second language for most pupils, and every chance is taken to brush up their skills.

This model of “blended learning”, in which classes given by teachers are mixed with computer-based lessons, is new to South Africa. Yet the Spark school, which opened in January and charges 13,000 rand ($1,300) a year, already has a waiting list. Spark is to open a second school next year and plans a total of 64 in the next decade. The speed with which such a new chain is attracting customers reflects a growing preference among South African parents for their children to be educated privately.

Just how fast demand is growing is not clear. The education department reckons the numbers enrolled in private schools rose by 76% in the decade to 2010, a time when many state schools closed. It puts the number of such schools in 2012 at 1,571, 6% of the total. The true figure is almost certainly larger, says Ann Bernstein of the Centre for Development and Enterprise (CDE), a think-tank, which has just published a report on low-fee private schools. Umalusi, a regulator, said recently it had 3,500 such schools to watch. Many others do not register to avoid the regulator’s fees.

The reasons why private schools are mushrooming are not in doubt. Although South Africa is a middle-income country, its education system is anything but middling. The Swiss-based World Economic Forum ranks it 146th out of 148 countries—and last in mathematics and science. This is not for want of money. Education chews up a fifth of the state’s budget. Teachers are relatively well paid. But standards are low and results dismal. Only four in ten pupils that start school stick it out to pass the matric, the school-leavers’ exam, though the pass mark is as low as 30%, says the CDE. Just 12% achieve high enough marks to get into university. And only 11% get a mark of 40% or above in maths.

It is hard to call state schools to account for this. Teachers’ unions have blocked the use of school inspectors or performance reviews. So more poor parents are willing to pay to send their children to private schools, the kind that run out of customers and money if they perform badly.

Marrying access for poor pupils and high-quality teaching is hard. Set fees too high, and only the rich can afford them; set them too low, and there is too little money to compete for good teachers. So schools often look to boost their fee income. Vuleka, a chain of seven primary and nursery schools in Johannesburg, charges fees of 14,000 rand a year. Its results in reading and maths are well above average, but it pays its teachers a bit less than the going rate to keep fees down. “Teachers who want to teach know they will be supported here,” says Melanie Sharland, the executive head. Even then Vuleka must raise 2,400 rand per pupil to cover teaching costs. A fifth of pupils get help with fees. Many are orphans. So yet more money from donors is needed.

Vuleka also gets a subsidy of 25% of the 11,000 rand the state says it costs to educate a child. Private schools that set their fees low enough qualify for a subsidy of up to 60% of that figure. Ms Bernstein says the proportion should be at least 90%, as in Pakistan and Chile. Yet many schools are unwilling to rely on payments from the state, which often arrive late or not at all.

Spark eschews them. It runs on a strict for-profit basis because its founders, Stacey Brewer and Ryan Harrison, believe that a model that relies on donations cannot work on a national scale. Instead it looks to blended learning and other innovations to keep its running costs down.

The ruling African National Congress, whose leaders once embraced Marxism, is unlikely to celebrate the rise of private schools for the poor. But nowadays it will be loth to inveigh against them.


Equity, quality and relevance in higher education in Brazil

Global news, Higher Education

Simon Schwartzman

An. Acad. Bras. Ciênc. vol.76 no.1 Rio de Janeiro Mar. 2004

Instituto de Estudos do Trabalho e Sociedade, 22210-030 Rio de Janeiro, RJ, Brasil

Brazilian higher education has doubled its size in the 1990s, going from 1.5 million to more than 3 million students in the period. This expansion was mostly due to the growth of private education, which, in 2002, accounted for about two thirds of the enrollment. Is expansion making higher education more accessible to persons coming from the poorer segments of society? Is the quality of higher education suffering by the speed of this expansion? Is Brazil educating enough qualified persons to attend to the country’s needs to participate in the new, knowledge-intensive and global economy? What public policies should be implemented, in order to foster the values of social equity and relevance? What are the policy implications of these developments? This article looks at the available evidence, and suggests some answers to these questions.


Contrary to widespread assumptions, expansion in the 1990’s did not lead to significant changes in the social composition of the Brazilian higher education student body.

Click here to read more: http://www.scielo.br/scielo.php?pid=S0001-37652004000100015&script=sci_arttext


Financial Innovation Goes to School

Finances & Budgets, Global news

Project Syndicate


PARIS – Later this month, the  United Nations will discuss a high-level report on global development priorities  for the period following the Millennium Development Goals (MDGs), which expire  in 2015. Quality education is one of the global priorities that world leaders  will be taking up.

While global health outcomes – a key focus of  the MDGs – have improved dramatically in recent years, progress on education  worldwide has not been nearly as satisfactory. There are many reasons for this,  including the complexity of education investments, weak global governance, and –  of course – money. The three largest global health-financing institutions (the  Global Fund to Fight  AIDS, Tuberculosis, and Malaria, the GAVI Alliance, and UNITAID) will have spent more than $55 billion by 2015, with  roughly $7 billion coming from innovative financing mechanisms such as vaccine  bonds, the airline levy, and debt swaps.

Despite unequivocal evidence of its positive social and  economic impact, education – particularly at the preschool and primary levels –  suffers from chronic under-investment. The Global Partnership for Education (GPE) has raised less than  10% of what has gone into global health, and to date no significant innovative  financing mechanisms have emerged. With almost a billion children lacking access  to quality education, more funding clearly is needed.

Barriers to education investment include a very long gap  between interventions and outcomes, the difficulty of measuring results, and  public-sector domination. The health sector faces fewer obstacles, because it is  characterized by immediate threats to human life, easily measurable outcomes, a  high degree of sustainability, and a vibrant private sector.

Moreover, the existence of global public-private  partnerships – such as the Global Fund, the GAVI Alliance, or UNITAID – offers  an institutional underpinning for effective advocacy and global health  diplomacy. Efforts to improve global education outcomes, by contrast, are  handicapped by complexities along the entire value chain of investment and lack  well-funded financing institutions capable of driving global education  diplomacy. So what are the options?

We propose an education investment bank to be established  with the cooperation of the GPE and major international investment banks,  capitalized in part by proceeds from a financial-transaction tax (FTT), such as  that proposed for the European Union.

An FTT is most suitable for such a venture for two reasons.  First, the tax itself is a result of – and, as some may see it, a punishment for  – the “bad” financial innovation that brought the global economy to its knees in  2008, hitting the world’s poorest people the hardest. It seems only fair to tax  the financial sector in order to nurture “good” innovation that funds social  infrastructure such as education.

Second, an education investment bank would be transformative  in terms of tapping new assets, leveraging capital, and creating more  opportunities. In developing countries alone, pension funds, insurance  companies, and mutual funds hold assets worth more than $6 trillion, and these  assets are growing at an annual rate of 15%. Why not mobilize some of this money  for education?

Despite the rise of private education in many low-income  countries, investment opportunities in public-private models and private  education remain limited. Currently, there are few clear opportunities for  investors, especially in terms of transaction size and scale.

In almost all countries, the state still shoulders the brunt  of the burden of education funding. Some efforts at innovative education  financing are being mounted, such as the recently launched social-impact bond  for education in the Indian state of Rajasthan; but scaling up such vehicles  will require greater institutional capacity and a far larger and more liquid  market. An education investment bank can play a vital role in catalyzing  both.

 The type of institution that we have in mind should be a  stand-alone organization operating as a registered investment bank and subject  to capitalization, regulatory, statutory, and other requirements. Its activities  should include raising capital (equity and debt) for global education; providing  investment-banking services to governments, businesses, and multilateral  agencies in cooperation with local banks; and offering consulting and advisory  services for public-private partnerships, privatization, decentralization,  loans, and concessionary finance negotiations.

 Such a bank should go still further, assisting in and  advising on economic reforms aimed at enhancing and developing the education  sector. It would also oversee mergers and acquisitions in the education sector,  establish its own private-equity and venture-capital education investment funds,  and operate as a fund of funds.

 One of the most important roles of an education investment  bank lies in transforming the scattered strands of research and ideas related to  financing global education into actual transactions. Indeed, there is  substantial transaction-flow potential for a portfolio that seeks investment  opportunities in providing infrastructure, human capital, services, and  technologies for education.

 Ensuring high-quality education, especially for the poorest  children on our planet, is a matter of fairness. But innovation in sustainable  education financing is lagging behind as investment in other social  infrastructure increases. And yet, despite considerable challenges, there are  feasible options for developing the mechanisms needed to generate additional  funding and ensure access to the education opportunities that all children  deserve. An education investment bank is the place to start.


Two Brazil Education Firms File For IPOs; More M&A Expected in Brazil

Finances & Budgets, Global news

Wall Street Journal


By  Rogerio Jelmayer

Two Brazilian education firms this week filed for initial public offerings, amid widespread interest in the booming education industry in Latin America’s largest nation.

On Friday, GAEC Educacao SA, which operates under the brand name Anima Educacao, said it plans to raise as much as 626 million Brazilian reais ($282 million) from an IPO while on Tuesday, Ser Educacional S.A and its shareholders unveiled a plan to raise up to 976.5 million reais from an IPO.

Both companies said they will use proceeds to finance their expansion via acquisitions across the nation.

The Brazilian market for private education services has grown rapidly over the past decade because of economic expansion, a rise in income and upward social mobility.

Growth has remained strong even as broader economic growth in Brazil has disappointed for three consecutive years. This scenario is attracting the interest of investors, prompting a series of mergers and acquisitions, as well as share offers.

“The education market is expanding, because now Brazilians are very clear about the importance of the education,” said Alexandre Furtado Montes, an industry analyst at Lopes Filho Consultores.

Mr. Montes cautioned that if the economy doesn’t start to recover as expected, continued weak economic growth could start to impact prospects for the education industry.

Meantime, a number of mergers and acquisitions are already underway.

Earlier this year, Kroton Educacional SAKROT3.BR +2.82%  and Anhanguera Educacional Participacoes SAAEDU3.BR +2.89% agreed to merge, creating the nation’s largest private-education company.

In August, U.S.-based Laureate Education Inc. agreed to acquire Brazilian university chain FMU for 1 billion Brazilian reais ($412 million).

Anima has 48,000 students across 17 units in the states of Minas Gerais, São Paulo and Rio de Janeiro. The firm reported net revenue of 323.7 million reais last year, up from 254 million reais the year before. Net profit was 23.5 million reais, reversing a loss of 31.9 million in the previous year, according to the prospectus.

Anima said it will offer up to 28.47 million common shares to the public, including an overallotment option, and it expects to price the shares between BRL16.50 and BRL22.00. About one-fifth of the shares will be sold by 15 existing shareholders through a secondary offering, while the remainder will be new shares.

Anima said the shares will be offered between Oct. 11-24, and trading is expected to begin Oct. 28. The deal is being managed by Itau BBA, Bank of America Merrill Lynch and HSBC.

The company will list the new unit’s shares on the Novo Mercado mechanism, which is the country’s most rigorous in terms of corporate governance. To qualify, a company must sell at least 25% of shares to the public, and all of its shares must be ordinary rather than preferred shares. It will list its shares under the symbol ANIM3.BR.


Education board won’t change schools’ grades

Curriculum Development, Global news



Indiana’s State Board of Education declined Wednesday to change the grades for a handful of schools following a review  of changes the former public schools superintendent made last year to the grading formula. The board decided that three high schools should keep the A’s they received, while four other schools should keep their  F’s. Indiana’s current schools superintendent, Democrat Glenda Ritz, abstained from Wednesday’s votes.
“These school are being penalized because we did not create a model that fits their school,” Tony Walker, a Gary   lawyer and Democratic member of the school board, said of the three high schools that had their grades lifted from B’s to A’s because of one change made by former Superintendent Tony Bennett, a Republican.
“That’s no fault of theirs, that’s a lack of foresight that we didn’t know these schools existed out there   that we didn’t have a model for them,” he said. “These schools should at least be given the benefit of the doubt because we did not account for their configuration.”
Bennett made a pair of sweeping changes in the formula that carried the Christel House charter school from a C to an A. He  removed a limit on bonus points and changed how so-called “combined” schools were scored. Each change affected multiple schools, but Christel House was the only school to benefit from both.

Three high schools saw their grades lifted slightly, but four saw their grades drop from D’s to F’s after Bennett  decided to drop high school grades for certain “combined” schools in Indiana’s scoring model. Christel House’s high school had poor algebra scores and no graduation numbers because it did not include grades 11 and 12. But in the case of the other four schools, their high school performance was lifting up their grades.

Bennett resigned as Florida’s schools chief in August, a few days after The Associated Press published emails uncovering his changes to the formula. Bennett has maintained he did nothing wrong.
Inspector General David Thomas has confirmed that Bennett is the subject of an ongoing investigation but has declined to say specifically what is being reviewed.
Indiana has classified schools based on graduation rates and testing performance since “Public Law 221” was approved   in 1999. But Bennett sought more accountability for schools and successfully pushed for a new A-F system.
The grades are used to determine how much money schools get and whether “failing” schools are taken over by private                              operators. The grades have also become an important tool for realtors and homebuyers.
Indiana’s school board had already been tasked by state lawmakers earlier this year with creating a new formula by Nov. 15. That work continues.
The pair of analysts picked by Indiana’s Republican legislative leaders to review Bennett’s changes took questions   from the board earlier Wednesday. John Grew, a former Democratic Statehouse analyst, and Bill Sheldrake, a veteran Republican analyst, walked through their findings in the 58-page report.
The pair found that Bennett and his team rushed to release the school grades last year without properly testing the formula. They also discovered credibility problems with the scoring because Bennett and his team were not telling the public about changes they made.
Sheldrake ended with some final advice for the board as it works on the new grading formula: “Transparency. Transparency.                              Transparency.”


3,200 UAE Students Enrolled In UK Universities

Global news, Higher Education

Gulf Business News


An increasing number of UAE students are opting for an education in the United Kingdom with 19 per cent of the 18,500 GCC students studying in universities there.That’s according to Marc Jessel, the country director of British Council, who says a total of 3,200 UAE students are currently pursuing their college degree in the UK. Speaking at the Education UK Exhibition 2013, Jessel said that educational ties between the UAE and the UK have strengthened over the past few decades.

Business management is the most popular degree among UAE students in the UK followed by degrees in medicine and engineering.

Jessel also said that a large number of courses and tests are being brought into the UAE by UK firms.

According to the British Council, the UAE remains one of the few countries that widely follows UK courses and tests in schools and universities.

The UAE is also one of the fastest growing private education markets in the world with a value of $1.9 billion in 2012.

In order to tap into the booming education market, many UK universities have been opening affiliate campuses in Dubai. Manchester Business School, Heriot Watt University, London School of Business and Middlesex University all have a presence in the emirate.

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