The State of California has approved $5 million in funding for the Cal-Bridge program, which provides a pathway for underrepresented students in California Community Colleges and the California State University (CSU) system to pursue advanced PhD degrees through the University of California system and join the California science and technology workforce, including as public university faculty.
The Cal-Bridge program, launched in 2014, is a statewide partnership between 9 UC, 23 CSU, and 116 community colleges across California supporting CSU students majoring in physics, computer science, and mathematics to matriculate into PhD programs across the state and nation. The new California state budget allocation will enable Cal-Bridge to expand the subject areas covered and extend its impact, supporting Cal-Bridge scholars all the way from their CSU undergraduate studies through their UC PhDs.
“The new state funding will provide more young Californians from historically underrepresented communities with the opportunity to pursue a doctorate degree and access the support needed to successfully complete the degree and thrive in their chosen professions,” said Lori Kletzer, Campus Provost and Executive Vice Chancellor at UC Santa Cruz.
Bruce Schumm, a professor of physics at UC Santa Cruz who co-leads the Northern California Cal-Bridge program, said plans for the expansion include developing a comprehensive program of support and professional development through the years of graduate study. “This generous funding from the state will allow us to complete a unique, end-to-end pathway that can support students from our diverse community college and CSU campuses from the earliest steps of their college education through their entrance into careers in academia and industry,” he said.
The expanded program will build a pathway for thousands of California students from diverse backgrounds to achieve the expertise needed to fill university faculty and technology leadership positions in California and beyond.
“Diversifying the professoriate will lead to a growth in gender, racial, and ethnic representation in the technology workforce more broadly by increasing the number of students from historically underrepresented groups completing degrees in STEM fields because they see faculty that look like them,” said Cal-Bridge Executive Director Alexander Rudolph, professor of physics and astronomy at Cal Poly Pomona. “As countries around the world are increasing their investment in science and technology, making sure our nation uses all of the available talent in developing our expertise and capabilities in these fields is an issue of economic and national security.”
“I’m so proud to have secured $5 million in the California State budget for the Cal-Bridge program to diversify the State’s science and technology workforce,” said Assemblywoman Cottie Petrie-Norris (D-Irvine), who was the chief sponsor of the effort to win funding for the initiative in the state budget. “Breaking down barriers to entry into STEM fields for historically underrepresented groups and diversifying California’s public university professoriate will help California continue to thrive as a world-class hub for innovation.”
UCSC graduate student Rene Padilla is a Cal-Bridge scholar who credits the program with clearing his pathway to a Ph.D. Padilla started his education at Modesto Junior College, going on to receive his B.S. degree in physics from Stanislaus State in 2019.
“Making the transition from a community college to a CSU campus was challenging,” said Padilla. “However, doing the transition from a CSU to a PhD was even harder and more complex. Nevertheless, the Cal-Bridge community gave me the necessary tools to successfully make the transition and move forward towards my dream school. Now, after several years, I am a candidate for a PhD in physics at UC Santa Cruz. I never imagined that I could make it that far, but having the support from a program like Cal-Bridge made a big difference in my life. I am sure that increasing the resources of the Cal-Bridge program will increase the chances of students like me to get into high-level education programs.”
Phil Ting (D-San Francisco), Chair of the Assembly Budget Committee and Nancy Skinner (D-East Bay), Chair of the Senate Budget Committee together helped shepherd the appropriation into the state budget and are both excited to support the Cal-Bridge Initiative. Ting commented, “Cal-Bridge is a uniquely Californian treasure, ensuring fair and equal access to all the opportunities offered by our state’s outstanding higher education system. Cal-Bridge opens doors for all in our state to the most exciting and well-paid careers in science and technology, regardless of where they start their education. I’m excited to support Cal-Bridge, to see it funded in this year’s budget and look forward to watching it grow to benefit thousands of Californians over the coming years.”
Skinner added, “California has made progress in diversifying our public colleges and universities, but there is still much work to do. Black and Latinx students, in particular, remain underrepresented at our CSU and UC campuses. The Cal-Bridge program is essential to closing this racial gap, which is why I’m proud the Legislature and Governor have agreed to fund it in this year’s state budget. Cal-Bridge not only is effective at attracting underrepresented students to STEM fields, but also in ensuring that our cohort of future college professors in physics, computer science, and mathematics is diverse as well.”
For more information, visit www.calbridge.org.
About Cal-Bridge: The Cal-Bridge program has the mission to create a comprehensive, end-to-end pathway for undergraduates from the diverse student population of the CSU system through graduate school to a PhD, postdoctoral fellowship, and ultimately membership in the professoriate and science and technology workforce. Students in the program are referred to as Cal-Bridge scholars.
The program is a partnership between 9 University of California (UC), all 23 California State University (CSU), and the 116 community college campuses in California, thus fulfilling the promise of cross-segmental cooperation envisioned in the California Master Plan for Higher Education. Scholars are recruited from CSU and community college campuses across the state, with the help of local faculty and/or staff liaisons at each campus. Community college students transfer to a participating CSU to join the program.
Melissa Atkins has been a science teacher in Florida for 25 years but never combined science with technology. Now, by participating in one of the hundreds of enrichment programs for teachers happening across the United States this summer, she has an opportunity to merge the two disciplines. She’s plugging into a branch of artificial intelligence called machine learning to teach computers how to identify the teeth of an extinct giant shark.
This week, as many of their peers sun on the beach or take much-needed vacations, Atkins and 13 other Florida science teachers will spend five days at the University of Florida learning about shark teeth and artificial intelligence in a program geared to teachers at the K-12 level.
Teachers say these kinds of experiences help them revitalize, bring new knowledge into the classroom, and expand their teaching repertoire—and, often, they don’t cost teachers a penny.
Atkins teaches science to 6th, 7th, and 8th grade students with special needs at Tradewinds Middle School in Greenacres, Fla. For her, an important part of being a teacher is creating a classroom where students feel just as capable of learning as their peers without learning disabilities. She does that by using project-based activities to bring science to life. Enrichment programs like this one help her do that.
“A lot of my students don’t get outside of that three-mile radius from school,” said Atkins. “So for me, by bringing in a program like this, it helps extend that circle a little further.”
Teachers applied for the yearlong training and were chosen for their experience and interest in the subject. The program, hosted by the University of Florida Thompson Earth Systems Institute’s Scientist in Every Florida School Program, is free for teachers to attend, provides a $2,500 stipend upon successful competition, and is specifically intended for teachers who primarily teach at schools that receive Title I funds.
Cathy Hammel, a 6th grade science teacher at Frostproof Middle Senior High School in Frostproof, Fla., is another teacher in the University of Florida program. For Hammel, participating in enrichment programs provides a chance to have a new experience, learn a new skill, and implement new and innovative ideas in her classroom in addition to gaining professional development credits to continue her teaching certification.
“I prefer more of the hands-on professional development workshops,” she said, “I saw firsthand with all this science knowledge I’m teaching to my kids, what they could end up doing 10 to 15 years down the road.”
The National Endowment for Humanities is among the best-known of the organizations that host teacher enrichment programs every summer. The federal agency offers a wide range of enrichment programs in science, history, and art for teachers seeking to enhance their own knowledge or provide diverse ways to keep their students engaged in the classroom. Currently, the organization is hosting an enrichment program at Stanford University called “John Steinbeck: Social Critic and Ecologist” about the work and impact of that American author.
Susan Shillinglaw, director of that program, said she designs her program keeping in mind that teachers are there to learn tools that would allow them to be more effective in the classroom.
Teachers who have participated in some of NEH’s enrichment programs said the experiences have left a lasting impact.
During a second career as an English and history teacher to high school English-language learners in the District of Columbia, Mary Ann Zehr was constantly seeking programs like those that NEH offers. In 2015, Zehr participated in her first NEH program, called “The Transcontinental Railroad: Transforming California and the Nation.”
The weeklong program at the University of California, Davis, brought K-12 teachers together for an in-depth look at the transcontinental railroad’s social, political, and economic impact on the United States. The following year, Zehr did another NEH program, called “Voices from the Misty Mountains and the Power of Storytelling,” where she traveled to West Virginia to explore the writing, culture, and history of Appalachian people, as represented by writers from the region. She translated the knowledge to lessons for her classroom, introducing new perspectives on Appalachian culture.
“I was motivated just to learn more content through a couple of these seminars,” she said “I think these programs help teachers to kind of get their creative juices going and connect with each other.”
Like Zehr, Donna Neary found a unique way to bring history into her classroom of English-Language learners through an enrichment fellowship with Re-Imagine Migration, a U.S. based nonprofit focused on helping teachers and students understand migration history.
After her first career as a public historian, Neary became an educator in 2014. She was looking for opportunities to learn innovative approaches to teaching history to her high school English-learners in Louisville, Ky. In 2020, she filled out a brief application and was accepted into the Re-Imagine Migration fellowship program. Though the program was just four days long and held virtually, it has spurred her to delve more deeply intoteaching migration history.
“Re-imagining Migration is providing the space for conversations to happen around the movement of people and with absolute, complete respect and acknowledgment of the challenges that people face,” she said.
Her participation in the fellowship led to her being awarded a National Geographic Society grant to create her own program about changing perspectives on human migration throughout U.S. history.
One reason teachers say they participate in enrichment programs is because it requires them to introduce innovative ideas into their curriculum. For successful completion of the AI learning and the migration programs, teachers must develop a program or lesson plan to be implemented in their own classrooms. The University of Florida program even requires teachers to set up classroom visits from scientists during the academic year.
As a result of Atkins’s participation in various types of programs over the years, her students have collected data for NASA, grown endangered butterfly orchids, and soon will learn to teach computers how to use shape, color, and texture to identify ancient shark teeth.
“I have changed the direction of my classroom from a more traditional classroom to a more project-based classroom,” said Atkins. “My focus is on creating lifelong learners” and her summer experiences help her achieve that.
Is there a better way to teach agriculture mechanics? A development course was created with that question in mind.
Technology never stops evolving. Education should do the same. Ten ag teachers gathered at Thaddeus Stevens College to learn new skills on June 14-15.
Tim Wentz, a field director at Northeast Equipment Dealers Association, helped organize the gathering, which brought educators from around Pennsylvania to the Lancaster-based school.
Hydraulics, electrical systems and controls and diesel were among the topics. The purpose was to help teachers better prepare the ag technicians of tomorrow.
“We’re trying to encourage those teachers to expand their curriculum to include these basic competencies,” Wentz said. “Regular maintenance of equipment, troubleshooting, so on and so forth. That way, as equipment dealers, our customers are happy. That’s my long game.”
Wentz credited Ag Secretary Russell Redding and the Pennsylvania Commission for Agriculture Excellence for providing the resources to offer the course.
Matt Herr, a diesel technology instructor at Thaddeus Stevens, conducted the training. Herr said the first day focused on electrical systems and the second day was a basic class in diesel engines.
“I’m taking that many of these instructors were never taught this,” Herr said. “They’re trying to diversify. Maybe they’re a jack-of-all-trades master of none. So they never really got to learn the proper techniques of basic electricity, diesel engines and things like that.”
Being a farmer now is different than it was 20 years ago. The requirements have changed.
Wentz said ag teachers can’t teach what they don’t know. If they become more comfortable with this subject matter, they can better assist their students.
“Today’s equipment is electric over hydraulics,” Wentz said. “It’s electric over diesel. It’s electric over pneumatics. Every system has an electrical component to it. That’s a skill most of these teachers haven’t had the opportunity to explore and master.”
Each instructor left the two-day course with between $800 and $1,000 in grant money, according to Tim Bianchi, a special assistant to the president at Thaddeus Stevens.
Bianchi said the course will help teachers continue to adapt to changing times.
“There seemed to be a need to teach more advanced systems,” Bianchi said. “The electrical, the hydraulics and so on. What we’re told is as the ag industry progresses technologically these are some of the skills that students need a stronger background in.”
Herr said many teachers don’t have the experience in proper maintenance of diesel engines. Wentz’s goal was to connect the skills needed in the industry to the employees entering the workforce.
“You can’t be on a farm today and not have a piece of machinery,” Wentz said. “If they can help equip their students with some basic competencies, how to diagnose, how to troubleshoot and make general repairs, everybody wins.”
Ag teachers were given exercises in the classroom and lab. Herr said he put together 10 power points that instructors could take with them. They could modify those lesson plans to fit their curriculum.
The goal is to continue to help ag instructors in the future.
“The teachers responded very positively,” Wentz said. “We’re hoping to continue that partnership and build upon that success with more advanced programming and introduce current ag teachers to the technologies and skills that their students are going to need moving down the road.”
Schneider Electric University helps data center professionals upskill by offering free guidance on the latest technology, sustainability, and energy efficiency initiatives
Previously known as the APC™ Data Center University, the CPD-accredited platform has evolved to deliver more than one million courses to over 650,000 users globally
Available in 14 different languages, Schneider Electric University offers easily accessible, vendor-agnostic education to countries where it’s needed most, addressing the industry skills challenge
BOSTON, July 12, 2022--(BUSINESS WIRE)--Schneider Electric™, the leader in digital transformation of energy management and automation, has announced a series of updates to its vendor-agnostic and CPD-accredited digital education platform, Schneider Electric University. Available in 14 languages and accessible globally for free online, the dedicated professional development platform directly addresses the data center sector skills gap, helping industry stakeholders to upskill and stay up to date with the latest technology, sustainability, and energy efficiency initiatives affecting the sector.
To-date, Schneider Electric University has delivered more than one million courses to over 650,000 data center users, with +180 countries represented by its global user-base. The new updates to the Schneider Electric University Data Center Certified Associate (DCCA) qualification include fundamentals of power, cooling, racks, and physical security, and guidance on how to optimize data center designs to drive resilience, energy efficiency and sustainability. It’s existing courses, for example, include Optimizing Cooling Layouts for the Data Center; Fundamental Cabling Strategies in the Data Center; Examining Fire Protection Methods in the Data Center; and Fundamentals of Cooling II – Humidity in the Data Center.
Furthermore, its curriculum addresses key focal points for the industry such as Data Center Site Selection and Planning, which offers guidance on how to select brown and greenfield sites for access to renewable energy; Alternative Power Generation Technologies, which helps drive the implementation of renewable energy strategies, on-site power generation and use of technologies such as microgrids; and Battery Technology for Data Centers, which evaluates the sustainability impact of different types of UPS batteries, the benefits of Lithium-Ion technology, and offers an analysis of the associated lifecycle costs.
Addressing the industry skills gap
Research in the Uptime Institute Annual Data Center Survey 2021 estimates staff requirements will grow globally to nearly 2.3 million in 2025. Further, 32% of respondents reported difficulty in retaining staff, with 47% having difficulty finding qualified candidates for open jobs. Attracting and retaining talent within the industry, which is the heart of the digital economy, is now reaching a critical mass.
By encouraging individuals to upskill and continue their professional development for free, the Schneider Electric University is directly addressing the data center industry skills gap and talent shortage, helping businesses to attract, retrain both new and existing talent, and providing access to specialized technical education, everywhere.
"In the last few years data center capacity demands have grown exponentially, reaching record new highs as digitization and cloud adoption accelerates. The sector skills shortage, however, remains a significant challenge and has potential implications for other connected industries," said Pankaj Sharma, EVP Secure Power Division. "By providing guidance on the latest technology and sustainability initiatives, we believe the Schneider Electric University offers an invaluable resource to help bridge the skills gap by empowering business ecosystems, reskilling the workforce, and training the next generation of professionals to build the data centers of the future."
Long-term commitment to education
Prior to its acquisition by Schneider Electric in 2006, members of the Data Center Science Center at APC™, Schneider Electric’s flagship brand of battery back-up power, surge protection, and IT physical infrastructure for data centers and edge computing environments, created the ‘Data Center University’ as a free resource to help train and upskill the next generation of industry professionals. Their vision was to create a CPD-accredited training curriculum that would support the professional development of industry stakeholders and prepare them to build the data centers of the future.
As ‘Schneider Electric University’, the platform has grown to offer more than 200 data center, energy efficiency and sustainability courses via two dedicated colleges, the Professional Energy Manager (PEM), and the DCCA qualification. All courses are available as self-paced, one-hour modules, in 14 different languages, offering free access to energy education, everywhere. Further, the university is recognized by 25 different industry CPD bodies including BICSI, the Electrical Contractors Association (ECA), Engineers Ireland, and the Renewable Energy & Energy Efficiency Partnership (REEEP).
As one of the industry’s-first dedicated professional development platforms for data centers and energy management, Schneider Electric University has remained completely impartial with all courses maintaining 100% vendor-neutrality. To-date it has delivered over 1,000,000 courses to more than 650,000+ users globally and offers a crucial lifeline for industry professionals seeking to advance their skillsets.
For more information on Schneider Electric University – visit the website.
About Schneider Electric
Schneider’s purpose is to empower all to make the most of our energy and resources, bridging progress and sustainability for all. We call this Life Is On.
Our mission is to be your digital partner for Sustainability and Efficiency.
We drive digital transformation by integrating world-leading process and energy technologies, end-point to cloud connecting products, controls, software and services, across the entire lifecycle, enabling integrated company management, for homes, buildings, data centers, infrastructure and industries.
We are the most local of global companies. We are advocates of open standards and partnership ecosystems that are passionate about our shared Meaningful Purpose, Inclusive and Empowered values.
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DALLAS--(BUSINESS WIRE)--Jul 18, 2022--
Mary Kay Inc. a leading corporate advocate of women’s empowerment and entrepreneurship, continued its decades-long support of education and academic research with the announcement of the 2022 winners of the Mary Kay Doctoral Dissertation and Doctoral Dissertation Proposal Awards at the Academy of Marketing Science (AMS) Annual Conference held May 25 – 27 in Monterey, California. For nearly 30 years, the global beauty company has awarded these annual grants to doctoral candidates in marketing, giving them the opportunity to showcase their successfully defended dissertations in front of their peers. Winners are determined based on their final presentations at the AMS Annual Conference.
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Mary Kay Dissertation and Dissertation Proposal Award winners announced at 2022 Academy of Marketing Science annual conference. (Graphic: Mary Kay Inc.)
Submissions are open to doctoral students covering any marketing-related topics, methodology, and research interests worldwide. The finalists of the 2022 Mary Kay Doctoral Dissertation and Doctoral Dissertation Proposal Awards are:
Mary Kay Doctoral Dissertation Proposal Award Finalists
2022 Mary Kay Doctoral Dissertation Award Finalists
“The Academy of Marketing Science Mary Kay Dissertation and Dissertation Proposal Awards provide unique opportunities for marketing professionals to showcase their work and receive constructive feedback from their peers, which is vital to their professional growth,” said Sheryl Adkins-Green, Chief Marketing Officer at Mary Kay Inc. “At Mary Kay, we remain committed to providing platforms for educational and career advancement, as well as professional development. We are proud to support these talented marketing professionals and their contributions to the marketing field.”
“It is becoming increasingly more competitive to have your work published in the major Marketing journals, and to have the opportunity to receive feedback from leading Marketing scholars before submission is invaluable,” said Julie Moulard, Immediate Past President (as of June 1) of Academy of Marketing Science. “Mary Kay’s Dissertation Awards provide a critical platform for these marketing professionals to have their work reviewed and fine-tuned to better their chances of successfully publishing research findings in credible Marketing journals, which ultimately benefits their overall academic reputation and credibility.”
For more information about the Academy of Marketing Science Mary Kay Dissertation Awards, click here.
About Mary Kay
One of the original glass ceiling breakers, Mary Kay Ash founded her dream beauty company in 1963 with one goal: enriching women’s lives. That dream has blossomed into a multibillion-dollar company with millions of independent sales force members in nearly 40 countries. As an entrepreneurship development company, Mary Kay is committed to empowering women on their journey through education, mentorship, advocacy, networking, and innovation. Mary Kay is dedicated to investing in the science behind beauty and manufacturing cutting-edge skincare, color cosmetics, nutritional supplements, and fragrances. Mary Kay believes in enriching lives today for a sustainable tomorrow, partnering with organizations from around the world focusing on promoting business excellence, supporting cancer research, advancing gender equality, protecting survivors from domestic abuse, beautifying our communities, and encouraging children to follow their dreams. Learn more at marykayglobal.com, find us on Facebook, Instagram, and LinkedIn, or follow us on Twitter.
About The Academy of Marketing Science
The Academy of Marketing Science is a non-profit, international, scholarly, professional organization. It is dedicated to promoting high standards and excellence in the creation and dissemination of marketing knowledge and the furtherance of marketing practice through a role of leadership within the discipline of marketing around the world. The Academy is committed to the highest ethical standards and collegiality in the pursuit of this mission.
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The three-year project is being implemented in Ghana, Ethiopia, and Egypt to ensure the continuity and quality of learning under normal and crisis situations.
SHENZHEN, China, July 17, 2022 /CNW/ -- A three-day cross-country seminar hosted in Accra, Ghana on the subject of the Technology-enabled Open Schools for All (TeOSS) project drew to a close on July 7.
Following the official launch of the TeOSS project on 25 November 2021, the seminar was co-organized by Huawei and UNESCO as part of the project's implementation phase. The event included a progress report on the first phase of the project, including results so far, and discussed the implementation of the second phase.
UNESCO is assisting the Ministries of Education and other partners in Egypt, Ethiopia, and Ghana with the delivery of the three-year TeOSS project, which will run until August 2023. Developed under the framework of the UNESCO-Huawei Funds-in-Trust, the project spans the design, pilot testing, and scaling-up of open technology-enabled school systems. Including curricula, teacher-student interaction, and social care, these systems will be accessible in schools, homes, and other venues, ensuring education continuity and quality even if a crisis such as the pandemic occurs.
"There three axes to steer the digital revolution, which are all reflected in this project: to ensure connectivity for all; to build free, public digital learning content and platforms; and to focus on how technology can enhance pedagogical innovation and change," said Stefania Giannini, Assistant Director-General for Education, UNESCO.
Planned in close collaboration with the governments of Egypt, Ghana, and Ethiopia and aligned with their respective national strategies, each TeOSS project has been developed to meet specific local needs.
In Egypt, an ICT skills framework has been developed for teachers and students in K12 schools. Digital courseware development experts and primary and junior high school teachers will receive training, and a National Distance Learning Centre will be established for use by educators nationwide to ensure continuity in professional development.
"Since Egypt launched its new system, the President has provided unprecedented commitment to modernize the country's education model," said Dr. Hanem Ahmed, Head of International Cooperation for the Minister of Education and Technical Education of the Arab Republic of Egypt on behalf of H.E. Dr. Tarek Shawki, Minister of Education and Technical Education of the Arab Republic of Egypt.
The TeOSS project in Ethiopia is focusing on ICT infrastructure build-out to connect pilot schools, train teachers and students, and build a Learning Management System integrated with a Teacher Training Platform.
"The project perfectly aligns with Ethiopia's national strategies regarding the need to use ICT and digital content in our system. We will also scale up this system by adopting and customizing all activities according to the local context," said Dr. Zelalem Assefa, CEO of ICT and Digital Education for the Ministry of Education of the Federal Democratic Republic of Ethiopia.
In Ghana, the focus is on creating digital content for all subjects, as well as providing training for teachers and students of primary and junior high schools. The project is also building an e-repository that teachers can use to upload content and which learners can access online and offline with little or no supervision.
"We need to be able to embrace technology to enhance our education delivery. If we want to be able to achieve SDG-4, we need digital platforms as an enabler and leverage to achieve that," said John Ntim Fordjour, Deputy Minister of Education, on behalf of H.E. Dr. Yaw Osei Adutwum, Minister of Education of the Republic of Ghana.
TeOSS is aligned with the Tech4Education domain of Huawei's digital inclusion initiative TECH4ALL, which aims to drive education equity and quality with technology, and is working to enhance digital access, Strengthen digital skills, and develop high-quality courses. Huawei ICT Academy program is designed to help cultivate ICT talent by improving digital skills.
"To achieve global education equity and share education resources, Huawei has launched the comprehensive one-stop service platform 'Huawei Talent'," said Zhang Jing, Senior Director of Huawei Education Talent Ecosystem, Huawei ICT Academy Development. "To bridge the gap between talent supply and demand in the digital era, Huawei is building talent alliances, improving skills, developing talent standards, and promoting the value of talent to help the world become more digital."
Technology is already demonstrating intrinsic value in transforming education, a value that will continue to grow in the future.
"Digital technology has become a new driver of productivity that supports innovation in education models, the transformation of education methodologies, and smarter education environments," said Kevin Zhang, CMO of ICT Infrastructure for Huawei. "We are exploring how to apply AI, such as computer vision, natural language processing, and speech processing, to education. Innovative technology can help solve the world's most pressing challenges. And we must continue working together to innovate."
The collaborative and innovative approach of the TeOSS project is helping to create inclusive, equitable, and quality education for all and underpin lifelong learning opportunities. It will empower nations to rethink education and underpin a new generation of digital schools and digital learners.
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Major artificial intelligence (ai) in education market participants include AWS, Blackboard Inc., Blippar, Century Tech Limited, Cerevrum Inc., CheckiO, Pearson PLC, TrueShelf, Querium Corporation, Knewton., Cognii Inc., amongst others
Selbyville, Delaware, July 06, 2022 (GLOBE NEWSWIRE) --
The artificial intelligence (ai) in education market is expected to surpass USD 80 billion by 2030, as reported in a research study by Global Market Insights Inc. The growing emphasis on online learning platforms due to COVID-19 restrictions is driving the AI in education market growth.
Growing investments in AI-based startups are fueling the AI in education market expansion. Investments in the technology are led by digital-native companies and tech giants including Google, Amazon, and Apple. They invest billions of dollars in a wide range of AI applications, ranging from robotics to machine learning, virtual assistance technology, autonomous vehicles, and natural language to computer vision.
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The professional service segment held a market share of around 70% in 2021. As educational institutes are rapidly embracing digital technology solutions, companies are focusing on enhancing the learning experience across coaching institutes. Industry players are also slated to select a professional service partner that can offer expert consulting, maintenance, integration & deployment services and custom offerings including software implementation, test plans & product testing in an institutional environment.
The machine learning technology segment is predicted to grow significantly over the forecast timeline. It captures & maintains the rich content of information coupled with the identification of meaningful patterns and helps in converting it into a structured database for future usage. The technology offers a customizable learning experience, student path prediction, and suggested learning path, identifying weaknesses, and analyzing the areas that require improvement among students.
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K-12 education is anticipated to grow at a CAGR of 45% during 2022 - 2030. New and more critical academic standards are shifting their focus toward measuring students’ problem-solving & critical thinking capabilities and preparing them for higher education & career success.
The smart content segment is projected to witness exponential growth over the forecast period. Digital content platforms are used for their enhanced features to provide an enriched experience for learners and administrator control. The importance of e-learning standards has increased in the past five years, forcing many parties to launch their educational documents online to gather more reviews and new & improved service offerings.
Europe is set to generate a revenue of USD 15 billion in the AI in education market by 2030. European homes have access to fast broadband connections and as the internet penetration increases, the population with access to AI-enabled educational services also rises. These factors are estimated to foster market demand.
Industry participants operating in the market are emphasizing on collaborations with government authorities for accelerating the adoption of advanced learning platforms. For instance, in June 2021, the UK government signed a partnership agreement with IBM to explore and adopt innovative new digital technologies such as Artificial Intelligence (AI) and quantum computing across multiple business sectors. This partnership aimed to enhance productivity, create new skilled jobs, and boost regional & national economic growth.
Some major findings of the AI in education market report include:
The rising demand for interactive learning experiences complementing the market revenue.
Growing investments in AI-based startups are another factor propelling the market size.
The emergence of innovative EdTech startups is enabling consumers to shift toward AI technology-based education.
Europe accounted substantial market share in 2021 owing to the presence of prominent players and supportive government initiatives.
Major players operating in the AI in education market are AWS, Blackboard Inc., Blippar, Century Tech Limited, Cerevrum Inc., CheckiO, etc.
Leaders operating in the market are focusing on developing innovative product launches for advanced online education solutions.
Partial chapters of report table of contents (TOC):
Chapter 2 Executive Summary
2.1 AI in education industry 360º synopsis, 2018 - 2030
2.2 Business trends
2.3 Regional trends
2.4 Component trends
2.5 Deployment model trends
2.6 Technology trends
2.7 Application trends
2.8 End-use trends
Chapter 3 AI in Education Industry Insights
3.2 Impact of COVID-19 outbreak
3.3 Impact of Russia-Ukraine war
3.4 AI in education industry ecosystem analysis
3.5 Industry evolution
3.6 Features & benefits of AI in education sector
3.7 Technology & innovation landscape
3.8 Use cases
3.9 Investment portfolio
3.10 Patent analysis
3.11 Regulatory landscape
3.12 Industry impact forces
3.13 Growth potential analysis
3.14 Porter’s analysis
3.15 PESTEL analysis
About Global Market Insights
Global Market Insights Inc., headquartered in Delaware, U.S., is a global market research and consulting service provider; offering syndicated and custom research reports along with growth consulting services. Our business intelligence and industry research reports offer clients with penetrative insights and actionable market data specially designed and presented to aid strategic decision making. These exhaustive reports are designed via a proprietary research methodology and are available for key industries such as chemicals, advanced materials, technology, renewable energy and biotechnology.
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