Basic education in rural areas is the first teacher mother of the child. It has great importance in rural education. The primary education of the child starts on the basis of the rural environment. Regional languages ​​are very important in rural education in rural areas.

Government School Children

The quality of education is reaching rural schools. Trained teachers do not allow lack of proper text books and teaching material in rural schools.www.ruraleducationindia.com.

Rural Studant 2

There is a lot of difference between current education and ancient times in rural areas of India, in the name of rural education, most of the villages in India are deprived of education.www.ruraleducationindia.com.

Mid-Day-Mel 3

All students have lunch.www.ruraleducationindia.com.

The Rural PTA And SMC 4

Basic Education In Rural Areas Under the basic education in rural areas, the child's primary education begins on the basis of rural

The Game Of rural area 5

In the field of rural education, the government has arranged for qualified teachers in rural areas who are serving their services in rural areas and providing education to rural students,.

Wednesday, November 13, 2019

Rural Education In India -Mid-Day-Meal Sysem

Mid-Day-Meal System -Rural Education In India




         The Mid-Day-Meal Scheme is run with the concerted efforts of the Government of India and the State Government. The Mid-Day-Meal scheme was implemented by the Government of India on August 15, 1995, under which all children studying in government/council/ state government-aided primary schools from class 1 to 5, at 80 percent attendance, received 03 kg of wheat per month or 80 It was arranged to give rice. But under the scheme, the full benefit of the food grains given to the students was not received by the student, but he used to butt in the middle of his family.
Mid-Day-Meal

        As per the instructions are given by the Supreme Court on 28 November 2001, a scheme has been started to provide cooked food in primary schools from 01 September 2004 in the state. Keeping in view the success of the scheme, from October 2007 it has been extended to higher primary schools located in educationally backward blocks and from April 2008 to the remaining blocks and upper primary schools located in the city area.




  • Providing nutritious food to the children studying in the state's primary, council and state government-aided primary schools, EGS and IEE centers.
  • To develop the ability of children to learn by providing nutritious food.
  • Increase student numbers in schools.
  • Develop a tendency for students to stay in school in primary classes and reduce dropout rates.
  • To develop a sense of brotherhood in children and to feed them the difference between different castes and religions by sewing them together so that a good understanding is created in them.
Mid-Day-Meal

Mid-Day-Meal - arrangement : -          
             Under this scheme, students are provided tasty and delicious food in the mid-day school. Under the scheme, arrangements have been made to provide food items made of rice to each student 4 days a week and food items made of wheat for 2 days. Under this scheme, food grains (wheat/rice) are made available by the Government of India at the rate of 100 grams per student per day at the primary level and 150 grams per student per day at the upper primary level. At least 450 calories of energy and 12 grams of protein should be available in the food being provided in primary schools and at least 700 calories of energy and 20 grams of protein should be available in upper primary schools. The menu has been extensively changed according to the enhanced nutritional standard and has been widely disseminated.

Menu for food: -
         Different types of food (menu) have been arranged for each working day of the week for a variety of mid-day meals so that all the nutrients of the food are available and also according to the interest of the children. Due to the setting of the menu, transparency has come and the community has been able to determine the compliance status of the menu.

Attentiveness-
   Mid-Day-Meal -Further care should be taken that such mistakes are not repeated in the future and these mistakes need to be rectified.


     Mid-Day-Meal - The suppliers of mid-day meals in a Vellore government middle school have come under scanner after parents discovered that their children were provided with rotten eggs for lunch. The incident occurred on Thursday.

When the parents thronged the supplier’s’ office, they feigned innocence and retorted saying that they only cooked the eggs that were supplied to them and had no clue it was spoilt. Upon hearing this issue, Nalankani, the zonal development officer rushed to the spot. On investigation, it was found that all eggs provided to the students were spoilt.

The suppliers were ordered to distribute fresh eggs.

He also promised the parents-teachers association that action will be initiated against the suppliers if found guilty.
The All Assam Primary and Upper Primary Mid-day Meal Cook and Helpers’ Association on Thursday threatened to move court, challenging the engagement of 15 NGOs for preparing midday meals for primary schools in the state.



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Monday, November 11, 2019

Rural education In India-primary education TLM

primary education TLM-Rural education In India


        
       The medium of education in sports and sports has been given the first priority by TLM so that the child can get an education through TLM and TLM is also known as teaching aids and teaching-learning- material.

          The purpose is to feed them, keep them quiet or provide them with unique knowledge subconsciously, while they are concentrating or entertaining themselves using these gadgets. 

Everyone is connected to the Internet to some extent. Despite the positive and negative effects, as the 3rd generation technology succession reached this level, it is quite inevitable that embracing the fusion of technologies is just a matter of time. Embarking on the Fourth Industrial Revolution (4IR), technology and market leaders are already forecasting what will be the future trends. These include massive job losses due to automation, 10 percent clothes, and spectacles being connected to the internet, mobile phone implants in the human body, 90 percent of people to have unlimited free cloud storage,10 percent cars to be driverless, cities without traffic lights, 3d printed cars, 3d printed organs, etc. While these dreams are becoming reality, the choice is on us; either we could whimsically wait for this amazing future to happen and see who leads the world, or it is for us to claim a stake to lead the world together.
education TLM



     teachers and educators seldom know what opportunities and disruptions are waiting for foIn the quest for this answer, last year Access to Information (a2i) Programme organized a few workshops futurists, designers, journalists, development partners, and students together to discuss “Future Education”. Experts have opined that a future learner should have attributes of “Being a Solution”. To be a solution he/she should have major 8 characteristics of behavior that can be expressed in short as “6CAP”. That indicates a learner will be Creative, Critical Thinker/Problem Solver, Collaborative, Communicative, Change Maker, Citizen (active and global), Adaptive and Productive. Besides, having subject knowledge and occupational training a learner should have 6CAP characteristics that will help him/her to adjust to a new situation and lead the country with others.r our students. So global leaders are searching for the answer to what our future learners should look like. 
education TLM

      To ensure these characteristics in a learner, the teaching-learning process, environment, resource, teacher, assessment and overall curriculum must be reshaped. More precisely we need to focus on three most prioritized courses of action which are formative assessment along with interactive teaching-learning method, self-motivated and well-trained teachers, and visionary educational leaders to ensure quality education.
       Formative assessment is a continuous evaluation process that helps teachers to teach better and learners to learn better. Various FA tools can be used in the classroom locally and globally such as Think-Pair-Share, Daring Doodles, Roll the Die, Quick summaries, Round Robin Charts, Talk Show Panel, Interview, etc. Many more interactive FA tools can be practiced within the classroom hours. Besides, formative assessment requires a new set of teaching-learning method (TLM).
education TLM



       One very good example of TLM is Project-Based Learning (PBL). PBL is a powerful learning process that boosts learner's critical thinking, problem-solving, and communication and collaboration skills simultaneously. It takes learners on a cool and extraordinary journey of creativity, an exploration that is relevant to the real world. To
This does not mean that they have to be super-geniuses, subject specialists or a first-class graduate, rather it refers to people who love teaching, know how to engage learners, how to unleash their inner potentiality with quality test and feedback, how to prepare young people for the future by embedding them with curiosity and life-long learning behaviours.

education TLMeducation TLM


                                  education TLM
                         



education TLM          

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                                 education TLM

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Sunday, November 10, 2019

Rural Education Association to promoted

Rural Education



STEM West supports rural education in McDowell

COLUMBUS, Ohio—Recently, the national STEMx network announced funding for five states to expand quality STEM education programs and add to the national conversation on innovative education.
The 2019 STEMx Challenge Grants funds projects in Idaho, Indiana, North Carolina, South Carolina, and Virginia. Four of the five awardees focus specifically on expanding STEM in rural areas, an emerging focus of the STEM education movement today. The fifth includes rural areas as part of a broader coalition-building effort.
Education tlm

The STEMx network, a coalition of leading STEM education organizations, selected the winners through a competitive process. Each of the five winning proposals will achieve two goals. First, these programs will catalyze the expansion of quality STEM education in the selected state. Second, every state will document their success and share their expertise through the STEMx network, furthering the national dialogue on expanding access to education.
“The opportunities funded today will position these five networks as leaders in expanding STEM nationally,” said Wes Hall, interim senior vice-president of education and philanthropy at Battelle. “The expertise they share will strengthen all states.”
Battelle manages the STEMx network as a part of the institution’s commitment to inspiring the next generation of innovators.
Today’s funding marks the second time the South Carolina’s Coalition for Mathematics & Science has won a STEMx Challenge Grant.
“Through STEMx and its support of this program, more South Carolina students have experienced the inspiration that a quality STEM education provides,” said Tom Peters, executive director of the South Carolina’s Coalition for Mathematics & Science. “This latest project builds our work and will allow us to expand the reach of STEM to more communities.”
Idaho: New strategic plan and regional hubs planned to enhance statewide STEM access
Facing projections of a 26% increase in the number of STEM jobs in Idaho by 2024, the Idaho STEM Action Center looks to expand into a full-fledged statewide STEM ecosystem. The Idaho STEM Action Center will bring partners together and formalize a state STEM network with shared vision, mission, and goals. This new strategic plan will include a series of regional STEM hubs.
The project will be led by the Idaho STEM Action Center, a government agency under the Executive Office of the Governor.
Indiana: Community sessions culminate in state convening on rural STEM education
The Indiana STEM Ecosystem will host a spring 2020 STEM Ecosystem Convening to gather businesses, PK-12 education and out of school programs. Attendees will identify key local challenges to expanding STEM partnerships to reach students in rural communities. Planning for the convening will include open sessions in Indianapolis, Northern Indiana and Southern Indiana.


The Indiana STEM Ecosystem was established as the I-STEM Network in 2006 by the Central Indiana Corporate Partnership, Eli Lilly and Company, the Lilly Endowment and Purdue University. For this grant, the Indiana STEM Ecosystem will partner with the Indiana Afterschool Network, ISTEM Resource Network at Purdue University, and the Rolls Royce Corporation.
North Carolina: Seven county rural regions will select and achieve three key actions to expand rural STEM education.
STEM West will rally the seven-county region of rural western NC around STEM education. The main event will be hosted in the center of western North Carolina at the Isothermal Community College in Spindale on January 30th (with a snow date of February 12th). That full-day event will highlight local STEM programs, identify programming gaps, and select three key future action items. The facilitator for consensus will be Tom Williams, president of Strategic Educational Alliances, Inc. Following the event, sub-meetings will begin to drive completion of these three action items in time to report back to STEMx in June.
Education tlm

STEM West is a non-profit based in Catawba County Schools and is supported by the North Carolina Science, Mathematics, and Technology Education (SMT) Center in Durham, North Carolina. The seven counties served by STEM West are Alexander, Burke, Caldwell, Catawba, McDowell, Polk and Rutherford.
South Carolina: Local feedback session and new rural STEM effort
South Carolina’s Coalition for Mathematics & Science will host a localized feedback session focused on rural STEM education with an emphasis on whole community engagement. Building off the Coalition’s prior success with the Grand Challenges format, the session will be interactive. It will also drive toward the creation of at least one rural STEM education effort to increase knowledge and sustain community support. The South Carolina team has already begun developing a list of potential organizations and individuals to invite and plans for more than 100 attendees.
Through a previous STEMx Challenge Grant, the state identified five Grand Challenges for STEM in South Carolina. This included building awareness about STEM and engaging more people in STEM advocacy. This follow-on funding will enhance current efforts toward these ends.
South Carolina’s Coalition for Mathematics & Science will lead the program.
Virginia: As foundation state network grows, meetings in rural regions
To ensure the Virginia statewide STEM plan meets its goal of increasing equity and access in STEM education, state leaders felt it was important to hear directly from community members. This challenge grant will give citizens a voice and role in the development of this plan. With these supporting funds the Virginia STEM Coordinator, Chuck English, and the Virginia Department of Education STEM Director, Dr. Tina Manglicmot, will visit five rural regions and host sessions where stakeholders will have the opportunity to learn about the development of the plan and add their perspectives. It will start the communications network that will help with future Virginia STEM developments.
About-
Launched in 2012, the STEMx network is a nationwide coalition of state STEM networks. Through the STEMx network, organizations can share opportunities and solutions for addressing some of the education’s greatest obstacles. To learn more, visit www.Ruraleducationindia.com
About Battelle-
Every day, the people of Battelle apply science and technology to solving what matters most. At major technology centers and national laboratories around the world, Battelle conducts research and development, designs and manufactures products, and delivers critical services for government and commercial customers.
Battelle also manages a range of successful projects bringing quality STEM education to students including the Ohio STEM Learning Network, Tennessee STEM Innovation Network, and the national STEMx network.


Rural educators from the Kentucky chapter of the National Rural Education Association to promoted collaboration

No result found, try new keyword! Kentucky K-12 educational leaders increased their voice and power of collaboration by establishing a state chapter and joining the National Rural Education Association (NREA) last week in Louisville.

Rural Education-

International travel isn’t an option for most students in Mary Claire Giddens’ freshman English class at Fitzgerald High School. Even though they live two hours from the Atlantic, some of them have never seen the ocean, much less cross it. Fitzgerald, about 30 miles northeast of Tifton, is best known for the wild Burmese chickens that strut the downtown streets and, some claim, keep the bugs away. It is a heavily agricultural community with a population under 9,000 and a poverty rate of 38.8 percent (Georgia’s average is 16.9 percent). For some in the town, exploring new places isn’t possible.
But one warm May morning, just a few weeks before the end of school, Giddens takes her students far away from their sleepy hometown, over the ocean, and back a few centuries to Italy’s fair Verona with William Shakespeare’s Romeo and Juliet.
After graduating from the College of Education, Mary Claire Giddens BSEd ’14 returned to her rural roots to teach in Fitzgerald, Georgia (Photo by Peter Frey/UGA)
Capping the year with a play written in Elizabethan English could be a tough sell, but Giddens BSEd ’14 keeps the room engaged with a little dueling (as she has the students act out the fight scenes with foam swords) and an accessible dive into the text. Even though the story is hundreds of years old, Giddens keeps it relevant, comparing the earnest lovers to friends they might know while simultaneously cultivating an appreciation for Shakespeare’s writing.
“I want y’all to pay attention to what smooth game Romeo has,” Giddens says when the class reaches the scene of the star-crossed lovers’ first kiss.
The students eat it up. One remarks that, before meeting Juliet, a forlorn Romeo is acting “cringe.” Another question about whether the two are even in love, really. “He’s 17; she’s 13. They don’t know what love is.”
The skepticism is evidence that the students are paying attention.
In her second year at the school, Giddens is already the kind of inspiring teacher who can direct even the class clowns toward an appreciation for the Bard. She has become a lot like her own English teacher, Brenda Whitley, who teaches across the hall. It was about 10 years ago that Giddens was reading Shakespeare as a freshman in this same school from the same textbooks as her students. It’s one of the experiences that inspired her to earn a teaching degree from UGA’s College of Education.
Although she hadn’t really planned to, Giddens has come back to teach in her rural hometown. But this sort of homecoming has become an increasingly uncommon story.
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Challenges and Solutions
Schools across the nation are facing a number of challenges. A big one is teacher shortages, says Denise Spangler Ph.D. ’95, dean of the College of Education. In a 2018 Gallup poll of K-12 school superintendents, 61 percent said they were concerned about their district’s ability to recruit and retain quality teachers.
The challenges are especially acute for rural and urban schools (two areas associated with high poverty rates). But whereas policymakers often talk about the challenges of urban schools, rural districts tend to be forgotten. That’s also true in the scholarly realm, where there’s fairly little research about the dynamics of rural K-12 education—even though nearly one out of five students attends a rural school in the United States.
Sheneka M. Williams, associate professor in the College of Education, is one of the researchers exploring this issue. For Williams, the topic is personal as well as academic. 
grew up in rural Jackson, Alabama. It was the kind of town where her parents knew her teachers by name before she even started school. Williams rejects the notion that people from small towns are undereducated. For her, it was a quality learning environment. But she does see a growing problem: Too often, a rural community’s brightest minds don’t stay.
“Many are leaving, and those who do go off to college find it difficult to return,” Williams says.


What’s happening in rural communities is part of a larger economic shift.
“As the U.S. has transitioned away from relying heavily on manufacturing and goods production, it’s hit rural communities especially hard and sometimes created a cycle of unemployment,” Williams says.
The College of Education is addressing the needs of these rural communities not only through its research, such as Williams’ scholarship studying rural education but also with its rigorous teacher preparation program, which equips aspiring teachers to educate a diverse array of students. The impact can be felt throughout the state. In the last five years, the college has supplied at least one UGA grad to teach in 153 of Georgia’s 181 school districts.
Building Community
But it’s not all bad news. K-12 education may be one area that—if fortified with good teachers and the right resources—can be a source of strength for a small community. “What rural areas can offer is a more cohesive community. It’s more familial. There is research that says these smaller learning environments, where you feel like you are part of a community, provide benefits for students,” Williams says.
Already, schools can act as the cultural heart of a community. A place where generations have shared experiences and have gathered for Friday night football games and school concerts.
That sense of community is what Chuck Arnold MMEd ’10, EdS ’13 is building as director of bands at Dawson County High School. A skilled trumpeter, Arnold served in the U.S. Navy Band overseas and worked as a freelance musician in New Orleans before becoming a school band director, just like his father.
Arnold came to UGA for his postgraduate work. While in Athens, he taught the Redcoat Marching Band trumpet section and acted as rehearsal director for the UGA Jazz Ensemble.
While a graduate student ay UGA, Chuck Arnold MMEd ’10, EdS ’13 taught the trumpet section of the Redcoat Marching Band and was rehearsal director for the UGA Jazz Ensemble. He is now director of bands at Dawson County High School in North Georgia. (Photo by Peter Frey/UGA)
After working at Collins Hill High School in Gwinnett County, Arnold went to Dawson County. He was drawn to two things: the beauty of the area (a tight-knit community nestled in the foothills of the north Georgia mountains) and the challenges that awaited.
When he arrived, the band's program was not in good shape. In a school where 1,100 students were enrolled, only 35 were in the band. The program had not been a priority in the district until a new administration arrived.
Arnold was charged with building a band that could be a point of pride for the community. He had his work cut out for him. Being a high school band director is as much about running an operation (fundraising, travel plans, recruitment) as it is about teaching students to play together. Arnold’s coursework and experiences at UGA have been invaluable for helping him manage the load.
And for him, the effort is worth it. Music education, he says, offers an unparalleled experience to prepare students for success.
“It’s life in a nutshell,” he says of the band experience. “It teaches them accountability. They have to be here every single rehearsal because every other member is counting on them. You’ve got to be prepared. It’s very similar to job expectations.”
In his four years at the helm, the band has tripled in size and raised its music grade level from a 3 (which is a medium-skill level) to 5 (advanced). Arnold credits the students and the school administration for the developments. Others might add that Arnold’s musical experience combined with academic chops is a big factor too.
Distance Learning


While teacher shortages are a problem across the board, it is particularly acute in special education. Julie Rigdon BSEd ’18 was oblivious to the issue until 2011. That’s when a retinal disease damaged her husband Kevin’s vision so badly that he had to quit his job.
Julie Rigdon BSEd ’18 teaches visually impaired students in South Georgia. (Photo by Peter Frey/UGA)
To support her family, Rigdon went to work as a bookkeeper for an elementary school in Waycross. There she met the Ware County School District’s visual impairments teacher, Barbara Sonnier. Rigdon was still navigating her new life with a visually impaired husband. Sonnier helped Rigdon find some of the resources her family needed to get by. As Rigdon saw Sonnier working with students, helping equip them for a life without sight, Rigdon was inspired. She saw the need, and she wanted to help.
“There aren’t enough vision teachers anyway,” she says. “But in South Georgia, there are practically none.”
In her mid-30s, she enrolled in UGA’s online Bachelor of Science in Special Education program, a two-year degree that offers students the flexibility to complete this degree in a high-need field. In her area of southeast Georgia, bachelor’s programs are limited.
“It was not an option to drive to the nearest on-campus program because I needed to stay close to home for my husband and daughter,” she says. “Having the flexibility to be available for my family and get a degree from UGA was too good to not go for it.”
As soon as Rigdon graduated, she began working on her online master’s degree in visual impairment. This fall, she begins her first job as a visual impairment teacher in Wayne County. She’ll serve 11 students who range from 2nd to 11th grade, helping them learn Braille, making sure they have the right learning materials, and teaching them daily living skills (cooking, cleaning the house, and other daily tasks that they can’t learn from visual cues).
Getting to finally teach will be a relief for her. Just like Giddens, Williams, Arnold, and others who’ve come through UGA’s College of Education, the ultimate goal is helping the younger generations reach their potential.
“I’m so excited to finally get to work with the students and their parents,” Rigdon says. “Just to let them know, there is someone here that can help you.”
Education tlm

Theory vs. Practice
There’s an old debate in teacher preparation about the importance of theory (such as theories about how children learn, how to use technology effectively, how to teach reading) versus practical experience (just getting into a classroom and teaching). Both are extremely important to becoming an effective teacher, says Dean Denise Spangler, especially in a diverse environment.
The College of Education already is a national heavyweight when it comes to teaching theory and research. And it has worked to balance theory and practice with its partnership with the Clarke County School District. The Professional Development School District brings UGA students and faculty into Clarke County schools to contribute to the education of the K-12 students while also giving aspiring teachers an invaluable experiential learning opportunity. More than 500 UGA students participate each year, and eight faculty members serve as professors-in-residence to guide UGA students and provide support to teachers and administrators.
Mary Claire Giddens went through the program and calls it one of her most valuable experiences at UGA. She says the needs of urban students in a high-poverty area are comparable to those in her rural school.
“It gave me a realistic picture of what teaching was going to be like,” she says.
The program also sharpens the expertise of UGA faculty.
Denise Spangler Ph.D. ’95 is dean of the University of Georgia’s College of Education. (Photo by Peter Frey/UGA)
“It helps them make sure that what we’re doing is relevant in today’s schools with the kinds of policies that teachers work under, the kinds of students they’re working with, the kinds of constraints there are around testing,” Spangler says.

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Friday, November 8, 2019

Education Or Business -Discussions on the future


                                  Education Or Business 


              Education Or Business Forget free college. The future of the US workforce depends on a higher education worth paying for

    Discussions on the future of work tend to be aspirational — workers can live where they want, work how they want, for whom and when they want. The benefit of this new collaborative but disparate workforce for companies is that they gain the ability to scale the business quickly with just the right talent, filling specific niches. It's a win-win. Workers are happy, and companies get what they need ... in theory.
Education Business



   Unfortunately, talent shortages have become the top emerging risk organizations face, with large companies struggling to fill technology positions, revealed a recent Gartner survey. Approximately 918,000 unfilled IT jobs were listed in the U.S. over the last three months alone, as tech job postings continue to rise. By 2030 the global demand for skilled workers will exceed supply by more than 85.2 million workers. This translates to $1.748 trillion in lost revenue for U.S. companies, or roughly 6% of the economy, according to global organizational consulting firm Korn Ferry.
   Yet to have the greatest, most agile, most modern workforce in the world, to live in a better America, to embrace the future and solidify our position as a technology superpower, we have to have qualified workers that push the future of work forward. And the only way to do that is to hold our higher education responsible for the real-life outcomes of its students, equipping the workers of tomorrow with the necessary, relevant skills for success rather than simply handing them a paper diploma and wishing them well.
For more on tech, transformation and the future of work, join CNBC at the @Work Summit in San Francisco on April 1, 2020.
   On top of this, there must be a solution to the ballooning student debt crisis ($1.6 trillion and counting), which affects tens of millions of Americans and further threatens future economic prospects. Workers must be able to access skills-based training without digging themselves into an insurmountable financial hole.
Within this context, let's consider how the present crop of presidential candidates proposes to solve these problems.
Treating the symptom, not the disease-
     Former Vice President Joe Biden says that as president he'd lower student loan payments for people in income-based repayment plans. Bernie Sanders wants to erase all of the $1.6 trillion of outstanding debt and make public colleges tuition- and debt-free. Elizabeth Warren would cancel $640 billion of the debt and eliminate tuition and fees at public colleges. Pete Buttigieg wants to expand Pell grants. Kamala Harris and Cory Booker have endorsed using federal matching grants to incentivize states to invest more in two-year and four-year colleges.


  Elizabeth Warren speaking at Keene State College a day after Congress announced the beginning of a formal impeachment inquiry of President Donald Trump. The Massachusetts senator and presidential candidate say that if elected, she plans to cancel $640 billion of student loan debt and eliminate tuition and fees at public colleges.
Education Business

Preston Ehrler | SOPA Images | LightRocket | Getty Images
   While these candidates should be applauded for shining a light on the problems associated with student loan debt and the flaws in the modern education system, these plans all have one major thing in common: They're focused on treating a symptom — that is, the large, burdensome debt load of American college and university graduates. But they're failing to treat the underlying disease — providing a higher-education system that's worth paying for and is held accountable for turning out students with the essential talent necessary to work for today's employers.
   Current proposals instead present surface-level solutions that ignore the underlying root cause of the student debt crisis: the misalignment of expectations between schools (subject matter mastery) and their students (acquisition of skills to get a good job). This mismatch affects students' ability to fully participate in and help cultivate the future of work. This is not a problem isolated to the technology industry. It's systemic.
    Even within academia, less than half of faculty members at four-year colleges and universities thought school readied them for their jobs. We must demand more cohesion between the acquisition of knowledge and application of skills to future careers because the ultimate cost is too high — America's economic competitiveness is at stake.
3 ways to hold higher education accountable
Moving forward, one thing is clear: Resolving the student loan crisis and gaining a qualified workforce will not come from "free" college (after all, free college is never really "free"; it would likely be paid for via higher taxes). It instead will require providing an education that aligns the interests of schools with not only their students but future employers as well — and holds higher education accountable for the practical results of graduates.
Here are three ways this can be achieved-
1. Make alumni performance the measure of school quality (aka reform accreditation around workplace outcomes of graduates). The US doesn't have an official minister of education quality control, so it relies on an outside accreditation system. The federal government uses this system to determine whether tuition is worth the cost.
   The government has the power to demand that schools begin placing more weight on the employability or real-life workplace outcomes of their graduates. ... Schools should be judged on how well they help students live up to their hiring potential.
Education Business

    There are a lot of problems with the current system, such as the fact that quality varies widely from school to school, and different accreditors use different ways of measuring school quality. However, because the government is the biggest, most important customer of these accreditors, it has the power to demand that schools begin placing more weight on the employability or real-life workplace outcomes of their graduates. This doesn't mean schools have to be, or even should be, judged on how much money their students make when they graduate. It means that schools should be judged on how well they help students live up to their hiring potential.
2. Embrace ISAs. Income-Share Agreements are probably the single most effective way to embrace a market mechanism to foster accountability of schools to their students. Whether it's a President Biden, Bernie or Booker, we know that as long as schools continue getting tuitions paid, regardless of the employability of their graduates, we risk perpetuating the debt crisis. ISAs take aim right at it.
   It works like this: Trade schools or colleges make an agreement that students will share a percentage of their salary only when they find a job after completing their program. The amount can range from 7% to 20% of the graduate's income — and only for a limited period of time, usually from one to five years. Think of it as a built-in mechanism where students share part of their success to fuel the next generation of students and ongoing health of the workforce.

   ISAs prove that students don't have to live with debt their whole lives. They have been pioneered successfully in Europe and Australia, and are now increasingly being embraced in the United States. Among others, Purdue University offers ISAs, so does Clarkson University and the University of Utah. And this September, UC San Diego began offering an ISA program. Schools only get paid if their students succeed professionally so the incentive to train people for the future of work is quite high.
3. Get employers more involved. The pace of new skills needed on the job is fast and getting faster. Consider that most of the in-demand skills today — like mobile software development, AI, 3-D printing, nanotechnology — barely existed a decade ago. Skills prioritized today likely will not be the same ones tomorrow. In fact, according to a 2016 World Economic Forum report, 65% of children entering primary school will end up in jobs that don't yet exist.
   With that kind of skill churns, curriculums need to be constantly updated, and employers are uniquely positioned to help schools anticipate the rapidly changing jobs market to come. After all, employers are the direct beneficiaries of a skilled labor force. They should step up their involvement and investment in preparing students and workers for the future.
   The United States has been the world's technological leader over the past half-century because of its investment in human capital. The continued viability of the country's technology-driven economy and the future of work will depend on the quality of human capital more than ever as talent wields its own currency. Making schools effective and economically accessible is vital for success.
   Now is the time to hold schools accountable to students. Who will move beyond aspirations and step up to embrace actual tactics to improve the workforce? Who will do what is necessary to preserve economic stability? November 2020 in just one year away. It won't be long before we find out who truly champions the future of work with policies to strengthen and preserve the talent pipeline.


By Sylvain Kalache, co-founder of the Holberton School 
Career Education Stock Is Baselessly Down Due To Insider Sales
    My most successful strategy has been turnarounds. Career Education Corporation (CECO) is a late-stage turnaround that has quietly become a growth company. The market has not yet woken up to this.
     In fact, the stock recently got knocked back needlessly by insider sales. Insider activity can significantly move a stock in both directions. CECO's stock was cut by a third from a peak reached after second-quarter earnings in early August. But often investors don't look closely enough at the details. Reality couldn't be more different. Operating results are accelerating, and the stock sold; well, it was mostly given to the insiders one month earlier.
Background
  CECO is a for-profit higher education company headquartered in Schaumburg, Illinois. It offers online and campuses higher education through two regionally accredited universities - Colorado Technical University ("CTU") and American InterContinental University ("AIU"). Most of the students are online. Both universities provide degrees from associate and bachelor to master's and doctoral. CTU offers degrees in business studies, nursing, computer science, engineering, information systems and technology, cybersecurity, criminal justice, and healthcare management. AIU offers degrees in business studies, information technologies, education, and criminal justice.
     The for-profit higher education industry expanded rapidly until the late 2000s. At that point, numerous problems surfaced regarding recruiting and quality of education. The government, in some cases, withdrew student loans from some of the worst offenders, effectively shutting them down. CECO was the poster boy for all that was wrong when 60 Minutes did a smackdown story on it in January 2005. The company survived, but not before closing many of its schools due to declining enrollment. This led to significant losses from 2012 to 2016 as it was forced to teach out the schools being closed. The last discontinued schools were completely closed in 2018. CECO returned to profitability in 2016 and returned to consistent student enrollment growth in 2019. Expenses from the closed schools are now in the past.


   The company is now solidly profitable and has a strong balance sheet. Adjusted earnings for the quarter ended September 30, 2019, were $0.33, well above the $0.24 estimate. GAAP earnings were $0.25 per share, and the difference to non-GAAP was primarily a $7.1 million legal settlement. The company raised its adjusted EPS guidance three times this year. It now expects full-year 2019 adjusted earnings to be $1.33 per share (at the midpoint). This was raised from $1.22 at the second-quarter earnings announcement and $1.13 at the first-quarter earnings announcement. Adjusted earnings were $1.05 in 2018. Growth continues, as of September 30, 2019, and enrollments were up 6.1% from one year earlier.
Career Education stock chart-
As shown above, the stock was strong in the summer of 2019, especially after the second-quarter earnings announcement in early August. But it retreated significantly starting in September. The slide coincided with significant insider stock sales detailed below. There was no other news during that period other than the $7.1 million legal settlement, which is not that material to a company this size. I believe the insider sales were the reason for the decline as the stock consistently dropped on the days they were filed. What I have done below is drill down to look at the stock sales. What I found was almost all shares sold were given to the insiders in August. Insider holdings are actually significant across the board.
Officers and directors were given a total of 306,902 shares on August 12, 2019. Of these, they subsequently sold 80,255 shares at a market price and kept the rest. In addition to those sales, since March 31, 2019, they sold another 30,229 shares, less than 1% of their holdings. Finally, SVP Ayers bought and sold 207,208 shares in several transactions on the same day. He ended up with 6,949 more shares than he started with. After all, was done, the insiders had 196,418 more shares than they had on March 31, 2019. Share grants are a taxable event and insiders often sell some to pay their taxes.
I consider the CEO and CFO to be by far the two most important insiders when it comes to stock transactions. That is because they are usually the only ones who can see the full picture. In this case, neither CEO Nelson nor CFO Ghia sold any shares in this period. Also, none of the directors sold the shares they were given.
Education Business



Strengths/Catalysts-
The analysis above and the just-announced third-quarter earnings show that the stock slide based on insider sales was baseless. CECO is a growing company that should be able to increase earnings even faster than revenues for some of the reasons given below. Strengths and catalysts of CECO include the following.
1. The balance sheet is strong. On September 30, 2019, CECO had $312 million in cash and equivalents and no interest-bearing debt.
2. The company just announced a $50 million share repurchase program. That's about 5% of the market cap. It can easily fund this program.
3. The huge cash position will allow CECO to do something it hasn't until recently, grow through acquisitions. The recovery is over; time to grow. Management has indicated that acquisitions are now part of the plan, and it announced its first in a long time. On March 8, 2019, CECO announced the acquisition of Trident University for $35-44 million in cash. Trident had approximately $46 million in revenue and approximately $9 million in EBITDA during its fiscal year ended June 30, 2018. Since CECO is paying cash, the acquisition should be accretive from the beginning. Subsequent merger efficiencies should also be significant as this is a bolt-on acquisition. CECO will plug Triton into its AIU segment. There is significant more cash available for acquisitions before they ever need debt.


4. This type of business is often counter-cyclical and makes a good defensive holding as well as for growth. CECO did just fine during the last recession. The year 2008 was a little off, but earnings increased each year from 2008 to 2010. Those were some of their best years.
5. Management just guided new student enrollments to increase 12-13% in all of 2019.
6. Insider stock holdings are quite large. All seven officers listed as insiders own at least $1.5 million of stock. Six are over $2 million. This is a high level for officers.
7. The for-profit higher education industry has turned around in the last few years, and regulatory issues have diminished considerably. There is no longer an industry headwind. Peers are also reporting solid earnings beats.
8. CECO has a small real estate footprint. Most of its teaching is now online. Online is where many things are moving and a simpler business model.
9. Management attributed some of the recent EPS guidance raise to improved student retention. This is due to better analytics, some using AI, and according to the last conference call, "increased staffing, training, and development within our student advising functions".


10. AIU is much less profitable as a percentage of revenues than CTU. CEO Nelson on the last call mentioned this was primarily due to scale. AIU is growing faster and its earnings are jumping. Operating income went 2.3% of revenues in the first nine months of 2018 to 6.3% in the same period in 2019. That's on a 16.4% revenue increase. CTU's operating profit margin was 24.7% in the first nine months of 2019. This indicates, with continued revenue growth, AIU has a long runway of earnings growth ahead. Plugging Triton into AIU should help too.
Concerns-
The major risks I see associated with this investment are summarized below.
This industry is highly regulated and CECO has a history of regulatory issues, though it's been a while. In addition to the 60 Minutes exposé, the company recently settled two regulatory actions for $30 million and $7.1 million. The $7.1 million is pending court approval. The $30 million was from an FTC inquiry started in 2015. CECO has new management since then. However, CEO Nelson was the CEO of Education Management Corp., another for-profit higher education company from 2008 to 2012. That company went under in 2017 and did have regulatory issues.


Provisions in the recently passed Higher Education Act allow borrowers to seek loan forgiveness if a college or university misled them, or engaged in other misconduct in violation of certain state laws. The law is still pending. This would have been a huge problem a decade ago, but the industry appears to be in a much better place now.
Management compensation is high in my opinion for a company this size. The CEO's total compensation was $7.2 million in 2018. The top five officers received $13.6 million combined. Much of that was non-cash and about 40% was incentive pay due to the good performance of the company.
Valuation-
CECO's days in recovery are now over and the market should soon notice this is a growth company. I have found it often takes a while for investors to realize a major change like this.
As shown above, CECO's peers are growing EPS about 5-10% per year on average, though Grand Canyon has gotten better growth recently. Strategic (NASDAQ: STRA) just went through a merger that doubled its size and EPS growth is being driven by merger efficiencies. Both ATGE and LOPE have just reported solid earnings beats. CECO has grown EPS much faster primarily due to coming off a loss. However, its new guidance is for 26.7% EPS growth in 2019, up from a solidly profitable 2018.
CECO's analyst estimate of 8% growth in 2020 is likely to get adjusted up based on the recent big earnings beat. I expect 10-15% EPS growth in 2020 based on earnings momentum, the stock repurchase plan, the Triton acquisition, and rapid earnings improvements at AIU as it scales up. The first three items are unlikely to be in analysts' estimates yet.
With an above-industry level of EPS growth and cash levels, I believe a PE ratio of 16-20 is appropriate. That is only slightly above the peer average. Using a PE ratio of 18, based on 2019 guided EPS of $1.33, that puts the current value of $23.94. That is 51% above the closing price of $15.89 on November 7, 2019. But it is only slightly above the $22.28 high recorded in August, just before the insider sales induced a stock slide. That is the value today. My one-year target is $27, which is 12.5% above today's value.

Disclosure: I am/we are long CECO. I wrote this article myself, and it expresses my own opinions. I am not receiving compensation for it (other than from Seeking Alpha). I have no business relationship with any company whose stock is mentioned in this article.

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