As the Coronavirus pandemic impacts education around the world, we believe it’s crucial that we help universities and colleges in any way we can, especially whilst they transition to online learning.

“Our teams are working diligently to help educators’ transition to fully online courses,” says Murray St. Leger, Managing Director, EMEA. “We are providing free access, training and support for our digital learning platform, Connect, along with eBooks and collections for students until the end of June.”

With our Connect initiative, our digital and adaptive technology will help deliver an effective online learning experience for both students and educators. Instructors can customise their course with a wide range of learning resources and assessment using our content or theirs. We will be providing free access until the end of term along with support and training to get your instructors up and running. …


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We know that the development of 21st century skills is crucial for workplace readiness and economic growth but how does this translate into real options for ambitious students and school leavers? With factors such as the cost of tuition fees, a highly-competitive job market and our fast-moving economy to consider, they face increasingly difficult decisions at this key crossroads in their lives. Often this means deciding whether to pursue an industry apprenticeship or to complete a university degree.

Industry

Industry apprenticeships were traditionally thought of as providing narrow, task-driven training, but apprenticeships have begun to evolve in order to attract top talent and respond to the need for skills and experience, not just credentials. The appeal of ‘earn while you learn’ and the prospect of an eventual role within the company is a big tick in the box for budding apprentices but in today’s employment market (where short-term roles dominate) candidates also need to know that they are developing transferable 21st century skills that they can eventually take elsewhere. …


With the rapid rate of change in today’s economy, it’s difficult to predict the future of the job market. However, by one estimate reported by the World Economic Forum, 65%* of school-age children will end up working in jobs that don’t currently exist today. In this fast-paced environment, students need to adapt and prepare for the future workforce and for a highly competitive employment market.

What Are 21st Century Skills?

Boston Consulting Group believes that when it comes to human capital and talent, there is currently a gap in skills needed for the global economy to thrive. They estimate that this gap stands to cost “a stunning $10 trillion” across 25 of the world’s largest economies if not addressed. In a white paper entitled New Vision for Education: Fostering Social and Emotional Learning through Technology, Boston Consulting Group and The World Economic Forum identified the key competencies and character qualities essential for the future workforce. …


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For many of those who have transitioned their classrooms to digital-first environments, the benefits have been plentiful. We’ve heard of better use of time, heightened student engagement, increased efficiencies and –arguably most importantly — boosted learning outcomes. (For more on the benefits of going digital, do check out our short video from customers of ours which is here.)

To see only the positives, though, would be folly. We have to understand that we can’t see a move to digital solely with glasses of the rose-tinted variety. There are issues to overcome, inevitably. …


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With technology a ubiquitous part of our lives — and digital literacy a key skill for the workforce both of today and the future — it makes sense to explore the potential for technology to improve both the teaching and learning experience. Yet for various reasons, the education sector globally has been argued to be relatively reluctant to push the boundaries. …


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Digital teaching continues to transform education in our fast-paced, connected world. Institutions that leverage digital capabilities effectively will reap huge benefits by attracting and retaining today’s tech-savvy students.

The role of the course instructor is key when it comes to the successful implementation of digital learning platforms. They must ensure that the tools available produce the best outcomes, both for themselves as teachers and for their students as learners.

We asked three instructors to share their experiences of using digital learning platforms as an integral part of their courses. …


A need for students to use authoritative, trusted, content led to a teaching transformation and learning gain.

The University of Milan is a public teaching and research university, which — with 8 faculties and 2 schools and a teaching staff of more than 2000 professors — is distinguished by its wide variety of disciplinary fields. A leading institute in Italy and Europe for scientific productivity, the University of Milan is the largest university in the region, with approximately 64,000 students; it is also an important resource for the socio-economic context of which it is a part.

It is the only Italian university in The League of European Research Universities (LERU). …


A move to a 100% paperless course saw boosted outcomes and sustainability for the largest and most consistent Spanish program in the Arab Gulf Region.
The purpose of CCQ is to provide a diverse range of educational opportunities which include: 2-year academic programs that prepare students for transfer to four-year universities, 2 + 2 academic programs as well as 2-year career oriented programs to meet the country’s critical workforce and labor needs.
CCQ is the fastest growing institution in Qatar with an enrolment of 4300 students at four different campuses.

Ali’s story

Ali’s relationship with McGraw-Hill Education started in 2013 when he was using MHE content as the basis for his course. He started considering a move to digital on the back of logistics. Ali explains, “As our program kept expanding, we really had to focus on delivery. The hardbacks we were using just weren’t that efficient; students would be using a book for one term and then throwing them away. The used-book habit isn’t something that has taken off here as yet, so we were really looking to address that.”
Ali explained that a couple of factors then led him to move to a digital learning space. He attended a McGraw-Hill Education event where he saw how the print textbook he was using could be used digitally via ebook within Connect, and then put together a proposal for his Department Chair who presented it to the Dean for approval. …


Coventry has a long tradition in business education, with successful graduates from the last four decades in high profile positions worldwide. Their courses are explicitly designed to be challenging and thought-provoking and to provide students with a modern, forward-thinking education, that prepares them for future employment and enhances their career prospects.

The development of skills, competencies and understanding, necessary in its contribution to the rapidly changing work environment, are all supported
by our own dedicated Employment Unit located within the Business Futures department. Every student within the Faculty has a designated Employment Personal Tutor (EPT), aligned to their area of study, to work with them throughout their course. …


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Most of us know of the expression ‘to send someone to Coventry’ — meaning to punish a person by treating them as though they don’t exist. But with the Teaching Excellence Framework (TEF) ranking Coventry University as 2nd in the UK for teaching, learning and employment outcomes in 2017, it might be time for the old idiom to retire.

With the introduction of tuition fees, the dynamic between student and institution changed, with student now as consumer of service, more entitled than ever to expect a high quality academic experience. A mountain of debt upon graduation makes being able to get a job not only an economic necessity but an outcome that should be pretty much guaranteed as part of the transaction between ‘consumer’ and ‘provider’. Unfortunately, this is often not the case, particularly for degrees that are less vocational in nature. Miriam, for example, is a recent young graduate with a 2:1 joint honours degree in Mathematics and Physics from a Russell Group university who was turned down for job after job for over 2 years (with lack of experience cited again and again) and ended up taking a position far beneath her capabilities. …

McGraw-Hill Education Europe, Middle East & Africa

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