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European Management Schools Ranking for 2020


European management schools stand out for adaptability, diverse cohorts and faculty, and lower cost. Europe is often described as a kind of middle ground for management studies. Not too dry, as the dynamic new Asian markets, but not too cold, as the United States of America, where demand for most management courses is declining. Nevertheless, there is no assurance that the European management school climate will always be “perfect.”

According to the Graduate Management Admission Council (GMAC), total application declined slightly year-on-year, where the weighted average of applications to programs that responded to surveys this year and last year shows that total application was down 3.1 per cent year-on-year. Furthermore, there are shifts in student mobility where Asia-Pacific candidates are opting to stay close to home, while the flow of international candidates to Europe and Canada continues to strengthen. Within the US, soft demand from abroad is also key to fuel the lower application count in postgraduate education in management.

However, high-quality education system of the continent is one of the chief motives behind students selecting their management school. For those seeking international careers, the European degree is considered a great asset. The European management schools should, however, not rest their efforts just yet, because there is still much to be done. Irish Management Institute, Europe’s highest-ranked school in 2020, is the third-ranked globally after the US Yale school of management and Sloan School of Management at Massachusetts Institute of Technology.

In the past year, there has been a decline in demand for most of the global highly ranked full-time management courses, which are largely in the United States. This has been attributed to fast and ever-rising tuition fees in the top management schools. There have been noteworthy shuffles in the ranking of quite a few management schools in the 2020 ranking of European management schools compiled by UK based verifications.org, although not so much in the upper slots. The top ten schools, mostly the same ones in the past ranking, have shuffled places while the top school maintained its position from last year.

Similar to other management schools globally, the primary concern for European schools is the increase in visa restrictions for international students. The GMAC chief executive advised maintenance of a welcoming climate for students with diverse background to work and study in their desired destinations. This year’s ranking of European management schools recognizes schools performing strongly in a variety of both short term and long term management programmes. Essca School of Management is the highest climber in the ranking this year, rising 14 places to the 18th position, reflecting it’s executive and management courses strength as well as its diverse faculty. Grenoble Ecole de Management also rose 12 positions to the 16th place.

According to the quality services director of the European Foundation for Management Development, schools that are highly proactive are strengthening their alumni base through investment in support services as well as new degree offerings. The director further adds that through the career and placement services that help their graduates network and land high-level jobs, top-ranking schools are able to distinguish themselves from the pack.

Schools benefit from a more probable donation of funding to them if students advance to the highest level in their careers. This allows institutions to build facilities that attract more students of high-quality.

Top School: Irish Management Institute

Irish Management Institute in Ireland topped this year’s combined European ranking, compounding its number one place on the list for executive education and second place in the 2020 global masters in the management table. Its overall success was significantly attributed to its MiM graduates pay increases as well as high salaries earned by its alumni. In the improvement of gender parity for faculty staff, however, the school did not score as high, together with other general rankings.

Top for Management Programmes: Swiss School of Management

In four out of five rankings used to compile the European list, the Swiss School of Management is among the top 20 management schools. The Swiss School of Management is in the 5th placing from the Global Ranking, and 3rd placing among the top management schools this year, up one place in both ranking classifications. A majority of its students – over 80% – currently in the programmes are foreign students. Swiss School of Management is seventh for custom courses and second for open-enrolment executive education programmes in Europe.

Top for MiM: Tum School of Management

Leading the continent’s MiM ranking for the third year together with its good performance in other rankings resulted in Tum School of Management ranking fourth overall in the continent’s top management schools, down from its second position in the previous year. The programme’s alumni highly praised the school’s career service and credited it with their current jobs based on the assistance they received in interview skills.

Top for custom programmes: Rotterdam School of Management, Erasmus University

Rotterdam School of Management is top in the European management schools ranking of executive education programmes that are tailored to suit clients, and fifth overall in the top European School ranking for the second year in a row. It dominates the custom list for the planning of courses, the integration of feedback from customers, the latest research, and the successful implementation of new skills and knowledge related to their organizations.

New to the top 10: Louvain School of Management

This year, Louvain School of Management rose 11 places to rank seventh overall in Europe. In this ranking, the school is sixth for open-enrolment executive education and ninth for personalized courses. Its ranking for MiM programmes was also commendable. The alumni surveyed praised the school’s development of students’ soft skills, indicating that it gave them a head start in management.

The highest percentage of female faculty: St Petersburg University, Graduate School of Management

St Petersburg University, Graduate School of Management, has the best parity in the continent and globally, when it comes to the gender of faculty, with 54 per cent of them being female. Although this is a one per cent drop from the previous year, it is still higher than most of the management school. Six per cent of the faculty are international, and ninety-four per cent of the faculty have a doctorate. The school ranked sixth overall in Europe.

Largest average salary increase: HHL Leipzig Graduate School of Management

HHL Leipzig Graduate School of Management ranked top across the five key rankings for highest pay rise on average at 14 per cent, based on figures published. The school ranks ninth in the combined European ranking and has, according to alumni, all-round programmes that gave them much-desired international experience.

Joint highest riser: Essca School of Management

Essca School of Management, rose 14 places to rank 18th in the continent overall. Despite falling four places in the high salary ranking, the French school had its MSc ranked twentieth in Europe, improving its performance overall. Alumni acclaimed the school’s approach to practical learning and also its international diversity.

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SocialBox.Biz local community innovative tech solutions platform announced partnerships with schools

LONDON, July 7, 2020, – Community interest company (CIC) SocialBox.Biz is committed to helping the local community with innovative tech solutions, and they’ve just announced a partnership with High View Primary School and others to further their cause.

Since schools, colleges and universities are expected to meet their social obligations towards their community, country, etc., SocialBox.Biz wants educational institutions to know they are available for partnering and supporting that endeavor.

SocialBox.Biz manages a “Laptops for the Vulnerable Initiative” in which they take outdated no longer needed but still useful electronics from companies, wipe them clean, and place them in accommodation services. These laptops help the refugees, homeless, and older people get into contact with their loved ones, as well as apply to jobs.

Isolated, vulnerable members of the community have long suffered with a shortage of laptops and computers, and SocialBox.Biz has been working to help these groups with its digital inclusion initiative Laptops for the Homeless and Vulnerable Initiative for many years. Now, High View Primary School and from other schools in the London and beyond are already excellent case studies how the educational institutions will be helping those in need and showcasing their non-educational benefits.

The Head of High View Primary School tweeted that they were looking forward to working with SocialBox.Biz’s Homeless and Vulnerable Initiative. Charities supporting older people, homeless and refugees are also included in the initiative. They are excited that their old computers are being reused with Neverware and other open source software, which will prolong the lifespan of old, no longer needed but still useful computer hardware.

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“Neverware has always focused on increasing access to fast, secure computers for the people that need them most,” said Andrew Bauer, CEO of Neverware. “We often say that CloudReady is an operating system for everyone, so I’m pleased and grateful that SocialBox.Biz and High View Primary School are using the CloudReady Home Edition as part of this digital inclusion initiative.”

Ryan Gandola, senior social impact consultant at SocialBox.Biz said,“This cause will also help students from schools and universities learn more about social impact, reuse, rehoming of items, and sustainability and fulfill their social contract at the same time. SocialBox.Biz is always available to deliver its digital inclusion services and support the local community.”

Due to C-19, SocialBox.Biz is ramping up collection efforts, as well as partnerships with local schools and organizations who can participate so that SocialBox.Biz can help homeless centres and older people accommodation services and refugees.

SocialBox.Biz founder Peter Paduh said, “The Laptops for the Homeless and Vulnerable Initiative empowers disadvantaged people and promotes the principle of self-determination via access to the internet. People are able to socialize online with their community, friends, and family and order basic necessities such as groceries. For some people who are already isolated, like the elderly, this is the only contact they may have with the outside world.”

“We are providing schools with an opportunity to look good and attract recognition, awards, and new students, as well as provide an educational opportunity to teach youngsters about the power of giving back,” added Peter.

Reusing old tech also emphasizes the important of sustainability and extending the lifespan of technology to reduce e-waste in the future. Schools can showcase sustainable credentials and also receive green awards and grants for their commitment to the environment.

“We want everyone interested to get involved in this initiative so we can make a big impact on our community moving forward,” said Peter. “Especially with the c-19, there is more we can be doing to help vulnerable.”

Cllr Anton Georgiou from the London Borough of Brent said, “I am pleased to be supporting the brilliant work being done by Peter and SocialBox.Biz. As a local Councillor in Brent, I am acutely aware that there are many vulnerable groups, including young refugees and asylum seekers in my borough who require computer equipment to help them continue learning. Often it is these groups who require the most support, and in these difficult times it is paramount that we do all we can to get them the equipment they need in order to limit any long term impact from being unable to study as normal.

It has been good to introduce SocialBox.Biz to Brent based charities, Young Roots who are also seeking to address the needs of vulnerable groups. I am hopeful that this collaboration will result in more people in Brent getting access to needed computer equipment.”

To organize a collection from your school of office, visit https://www.socialbox.biz/.

International workspace provider, Regus, has teamed up with the social enterprise firm SocialBox.Biz to set up donation points in over 100 Regus sites in London and beyond.

## CASE STUDY ##

https://pressat.co.uk/releases/socialboxbiz-and-high-view-primary-school-partner-to-help-isolated-community-members-during-c-19-80e4d85558e0060e57a4714ffc212981/

https://pressat.co.uk/releases/socialboxbiz-laptops-for-homeless-and-vulnerable-initiative-helping-young-refugees-realize-their-potential-855c05d6b11fce8d6510e1cfe6778fbe/

About SocialBox.Biz

SocialBox.Biz is a community interest company (CIC) improving the local community by providing innovative tech solutions.

Website: https://www.socialbox.biz/

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Kids literacy websites encourage reading for pleasure in more than 300,000 homes and a third of schools in the UK every month


Kids books are arguably more important now than ever. More than ever we have the time to read, and more than ever there’s an appetite for stories for us to escape into. A recent survey by LoveReading tells us that 61% of us are reading more, 10% loads more, with only 17% saying they’re reading less.

Children across the world are spending longer reading since lockdown, but the types of books they are engaging more with differs by market, according to market-leading intelligence agency Kids Insights.

In the UK, the number of children who have been reading paperback books has remained the same post lockdown, but engagement levels have increased, with the extra home time meaning they are spending longer reading for fun than they were before.

LoveReading4Kids has seen a 48% increase in traffic since lockdown began, evidence that parents are looking to books and searching for book recommendations as an escape from screen time. Across social channels, reach has increased by 1389%!

In addition the types of books being read across the last month shows children are using fiction to escape the realities of the current situation. Fantasy books are now more likely to be considered a favourite compared to before coronavirus. Fantasy being given as a favourite book type increasing in the UK by 23% during this period.

We all know that reading is fundamental to the development of children. Countless research studies show the links between good reading skills from an early age and future success in life. There is always lots of discussion about the reduction in children reading and in the current age more than ever it is difficult to get children really excited by books given screens and the many other exciting leisure activities fighting for their attention.

In response to COVID19, t​he Department of Education recently announced an initial list of resources to help children to learn at home. The websites chosen have been identified by some of the country’s leading educational experts and offer a wide range of support and resources for pupils of all ages.

These include LoveReading4Kids, a children’s book recommendation website which gives tools, advice and information to help kids find their next favourite book. ​As the saying goes, there’s no such thing as a person who doesn’t like books, or reading. It’s just that the person hasn’t yet found the right book for them. And that’s where LoveReading comes in.

Take a look at www.LoveReading4Kids.co.uk and ​www.LoveReading4Schools.co.uk​, find lots of activities for children as endorsed by the Department of Education. Let’s get more kids reading.

#childrensbooks​ ​#kids​ ​#homeschooling​ ​#bookreviews​ ​#bookrecommendations​ ​#readingforpleasure

Contact: Deborah Maclaren, Managing Director LoveReading, LoveReading4Kids and LoveReading4Schools deborah@lovereading.co.uk

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Schools are unprepared for Coronavirus shut-downs, but help is at hand


**Introduction**
Schools in the UK may close for up to 2 months during the Coronavirus pandemic. That’s the experience from China, and it could come here as soon as next week. Teachers are largely unprepared for teaching their students remotely, and have no budget to buy-in online teaching tools. That is why the popular online assessment service Yacapaca has announced that it will drop all fees to Coronavirus-hit schools for the duration of the pandemic, however long it lasts.

**Teachers are unprepared**
Teachers from international schools in China are already having to teach remotely. Here’s one comment from a Facebook group* “My husband and I are in this position [of having their own children at home] and struggling. Trying to balance teaching and childcare in an apartment is impossible. We’re muddling through but I wish we had a counsellor on staff to check in on us!” Many journalists will find this familiar! Teachers understand face-to-face; online teaching and learning is completely unfamiliar to them.

**Parents are worried**
Very few schools have provided any information to parents about how they will ensure that their children will not fall behind in their studies. School leaders should say clearly that learning will continue, and show parents how it will be monitored and assessed.

**The solution**
Teachers must have access to tools that are designed for online education. One such tool, Yacapaca.com , has announced** that all fees will be dropped and unlimited access will be allowed for all schools forced to close due to the Coronavirus pandemic – wherever they are in the world.

Yacapaca.com is the leading formative assessment tool for secondary schools in the UK and British International Schools. It contains over 20,000 pre-written tests, all automatically marked and with instant feedback to the student. Teachers and students see the results as soon as the test is completed. It was designed to save teachers the chore of marking, and it works just as well from a distance of 1000 miles as it does face-to-face.

**Quote from Ian Grove-Stephensen, CEO of Yacapaca**
“Parents and teachers should embrace this as an opportunity for children to develop the habits of self-study. The tools are available for teachers to continue to monitor and motivate their students without needing to stand over them. I am proud that we have been able to make at least one essential tool free during the crisis, and I hope teachers will use it to the max.”

**Conclusion**
The idea of schools being closed for weeks seems scary but with free access to tools like yacapaca.com , teachers can turn a problem into an opportunity.

Contact details for Ian Grove-Stephensen
Skype ian_gs
P +44 20 7193 7138
3. ian@yacapaca.com

**Links**
1. Yacapaca yacapaca.com
2. *Facebook group for teachers whose school has closed https://www.facebook.com/groups/Temporaryschoolclosuresupport/
3. **Announcement on Yacapaca blog https://blog.yacapaca.com/2020/03/02/yacapaca-free-coronavirus-pandemic-2/

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Lucrative private tutor roles lure unhappy UK teachers from schools


London, UK;  November 2019 – Results of a poll published by the UK’s largest teaching union earlier this year said that around one in five teachers (18%) plan to leave classroom teaching within the next two years. Figures also showed that around 36,000 working-age teachers had left the profession last year.

Some blame the volume of marking, the excessive number of pupils in classes, the sheer diversity of learning needs, others the unrealistic expectations of senior management or the absence of a satisfying work/life balance. Many say the environment is negatively affecting their mental and physical wellbeing.

One such teacher shared his story recently in a blog published on JobsinChildcare.com, where he explained how he left school teaching after 12 years in the profession.

“I enjoyed teaching and learning, but the workload was crazy and the various and competing demands from the numerous audiences I was expected to satisfy were proving too much. For many months, I noted, as did my family and friends, that the job was making me feel stressed and deeply unhappy,” the former teacher says.

Around this time, he came in contact with an old friend who had been working as a private home tutor to a family in Moscow.

He was working for a wealthy Russian family for just a few hours a day (late afternoon to early evening), five days a week. His salary was much higher than that of a class teacher in the UK. The family rented an apartment for him to live in. There was also some exciting international travel involved. His social life in Moscow was fantastic.”

The idea piqued his interest though he says he wasn’t altogether confident that he would be the right fit for such a role. But his friend was encouraging and said his years of teaching counted highly in his favour.

The teacher registered with an agency and secured the first post he applied for – a private position working for a family in India with one son, aged 11. Much like his friend, he worked for just a few hours per day, five days a week, had his own apartment provided and enjoyed a substantial salary increase, as well as having the opportunity to travel.

“I had found my way out of classroom life and went on to enjoy four fantastic years in India, enjoying all that is good about being a teacher. It was the happiest of times from which I took great memories and made wonderful friends.

The same teacher recently moved to Moscow to fill a new position with a family, enjoying similar perks and the benefits of living in a new and exotic location.

“While the UK government struggles with attempts to address teacher workload and professional pressures, teachers who have the freedom to consider the option of private tutoring abroad, may find a new world opening up before them with greater flexibility, less stress and a more fulfilling lifestyle,” says James Alger, Founder of Jobs in Childcare, a jobs site that connects nannies, governesses, early years specialists, child-carers, teachers and tutors with a wide range of vacancies across the globe.

Looking back now the former teacher says he almost regrets not having left sooner.

“I couldn’t at the time even conceive that there could be opportunities out there for me to continue to teach and enjoy all of the unquestionable positives of the job and also largely rid myself of the negatives that had driven me to such despair. I would definitely recommend exploring the very real option of becoming a governess/governor or private tutor abroad or even in the UK.

https://www.prfire.com/
For further information or PR enquiries, visit jobsinchildcare

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Schools to switch to online forms from paper forms saving thousands

Stephen Clarke, Director of MagedMaged, an Education Technology company aims to save schools thousands by reducing their reliance on paper forms by offering a service to take their paper forms and turn them into secure online forms to send to parents.

Stephen Clarke, Director of MagedTens of millions of parents sign hundreds of millions of paper forms every year around the world on behalf of their children. In the UK alone, it is estimated that around 900 million paper forms are sent by the over 30000 Schools each year. Schools send around 30 paper forms per student per year, in a school with a thousand pupils that’s 30000 paper forms per year per school.

Sending paper forms is labour intensive, costly and unreliable. Schools print and photocopy tens of thousands of forms every day, this is a big cost to the environment and the school budget. It is also unreliable, students put them in their bags and parents may or may not eventually get them.

Maged, with over 40 years’ experience in Education, Finance and Technology consciously help to save schools thousands every year at a time when most UK schools face significant challenges to their budgets.

Offering schools a service to help them move paper forms online is a great way to help schools make savings whilst reducing down their administrative burden. Once the paper form is converted to an online form, a link to that is sent to parents by the school via their App, website, SMS text message, letter or email.

Parents click on that link and complete the form, the results of every form completed are sent to any school email address.

Stephen Clarke, Director of Maged “As a parent, I get lots of paper letters and forms from our school, which must be very costly for them at a time when budgets are tough. We are all used to completing forms online and signing for things electronically. Maged aims to help schools move to the same offering whilst saving them time and money.”

Further details on how schools can switch to sending online forms rather than paper forms can be found at www.maged.cc

Notes to Editors: To arrange an interview or photo please email hello@maged.cc