BEIJING, Nov. 19, 2019 /PRNewswire/ --China Distance Education Holdings Limited (NYSE: DL) ("CDEL", or the "Company"), a leading provider of online education and value-added services for professionals and corporate clients in China, today announced unaudited financial results for the fourth quarter and fiscal year 2019 ended September 30, 2019.

Fourth Quarter Fiscal 2019 Financial and Operational Highlights

Fiscal Year 2019 Financial and Operational Highlights

Mr. Zhengdong Zhu, Chairman and CEO of CDEL, said, "We ended fiscal 2019 on a positive note, with fourth quarter revenue growth of 28.1% year-over-year, above our guidance range. Our fourth quarter revenue performance was primarily driven by continued strength from our industry-leading accounting vertical, together with higher-than-anticipated revenue from our legal vertical, primarily due to the earlier release of exam results for the objective section of the Legal Professional Qualification Exam compared with the same period last year. Total course enrollments were up 40.6% year-over-year in the fourth quarter, primarily due to significant enrollment growth in accounting continuing education courses. Cash receipts from online course registration grew 21.6% year-over-year in the fourth quarter, contributing to the robust growth of cash receipts of 33.1% in fiscal 2019, due in large part to the popularity of our longer duration premium and elite classes."

Mr. Zhu concluded, "During fiscal 2019, we continued our efforts to enhance our comprehensive lifelong learning ecosystem. Through our acquisition of Beijing Ruida, we have established our fourth key industry vertical legal, while solidifying our market position in accounting, healthcare, and engineering & construction (E&C) professional education with extensive and diversified educational offerings, such as our popular longer duration premium and elite classes. Overall, we remain focused on providing students with best-of-breed educational content and value-added services to guide them in their pursuit of professional licensure in their chosen fields. We are dedicated to serving a broader base of students at different stages of their careers to help them achieve positive learning outcomes and career advancement."

Mr. Mark Marostica, Co-Chief Financial Officer of CDEL, added, "The healthy fourth quarter revenue growth, together with continued effective expense control and leverage of our cost structure, contributed to the significant expansion of our fourth quarter non-GAAP operating margin, which came in at 30.9%, up from 23.9% in the prior year period."

Mr. Marostica, continued, "With fiscal 2020 well underway, we aim to continue to focus on balancing growth with diligent expense control, in an effort to build on the momentum of our operating margin improvement in the second half of fiscal 2019, and drive higher levels ofprofitability in fiscal 2020."

Fourth Quarter Fiscal 2019 Financial Results

Net Revenue.Total net revenue increased by 28.1% to $68.7 million in the fourth quarter of fiscal 2019 from $53.6 million in the fourth quarter of fiscal 2018. Net revenue from online education services, books and reference materials, and other sources contributed 72.0%, 8.4% and 19.6%, respectively, of total net revenues for the fourth quarter of fiscal 2019.

Online education services. Net revenue from online education services increased by 35.4% to $49.5 million in the fourth quarter of fiscal 2019 from $36.5 million in the fourth quarter of fiscal 2018, mainly due to revenue growth from the accounting vertical. Revenue from the legal vertical generated by Beijing Ruida also contributed to the growth.

Books and reference materials. Net revenue from books and reference materials increased by 410.2% to $5.7 million in the fourth quarter of fiscal 2019 from $1.1 million in the fourth quarter of fiscal 2018, mainly due to book sale revenue from the Legal Professional Qualification Examination contributed by Beijing Ruida.

Others. Net revenue from other sources decreased by 15.5% to $13.5 million in the fourth quarter of fiscal 2019 from $16.0 million in the fourth quarter of fiscal 2018, primarily due to the decrease in revenue from the "Tax School Program," which the Company disposed in the first quarter of fiscal 2019; and the decrease in revenue from business start-up training services. This decrease in revenue was partially offset by the increase in offline training revenue from the Legal Professional Qualification Examination contributed by Beijing Ruida, and the increase in revenue from the sale of learning simulation software.

Cost of Sales. Cost of sales decreased by 3.6% to $25.3 million in the fourth quarter of fiscal 2019 from $26.2 million in the fourth quarter of fiscal 2018. Non-GAAP1 cost of sales decreased by 3.5% to $25.3 million in the fourth quarter of fiscal 2019 from $26.2 million in the fourth quarter of fiscal 2018. The decrease was mainly due to the decrease in salaries and related expenses, and rental and related expenses. This decrease was partially offset by the increase in cost of books and reference materials, and lecture fees.

Gross Profit and Gross Margin. Gross profit was $43.4 million in the fourth quarter of fiscal 2019, up 58.5% from $27.4 million in the prior year period. Non-GAAP1 gross profit was $43.4 million, increasing by 58.2% from $27.4 million in the prior year period. Gross margin was 63.2% in the fourth quarter of fiscal 2019, compared with 51.1% in the fourth quarter of fiscal 2018. Non-GAAP1 gross margin was 63.2% in the fourth quarter of fiscal 2019, compared with 51.2% in the fourth quarter of fiscal 2018.

Operating Expenses. Total operating expenses increased by 15.5% to $23.2 million in the fourth quarter of fiscal 2019, from $20.1 million in the prior year period. Non-GAAP1 total operating expenses increased by 16.4% to $22.7 million in the fourth quarter of fiscal 2019, from $19.5 million in the prior year period.

Selling expenses. Selling expenses increased by 12.9% to $16.1 million in the fourth quarter of fiscal 2019 from $14.3 million in the prior year period. Non-GAAP1 selling expenses increased by 13.1% to $16.1 million in the fourth quarter of fiscal 2019 from $14.3 million in the prior year period. The increase was primarily driven by higher advertising and promotional expenses, the increase in rental and related expenses and other miscellaneous selling expenses. This increase was partially offset by the decrease in commission to agents and, salaries and related expenses.

General and administrative expenses. General and administrative expenses increased by 21.9% to $7.1 million in the fourth quarter of fiscal 2019 from $5.8 million in the prior year period. Non-GAAP1 general and administrative expenses increased by 25.6% to $6.6 million in the fourth quarter of fiscal 2019 from $5.2 million in the prior year period. The increase was mainly due to the provision for doubtful debts related to the Company's investee company, Hangzhou Wanting Technology Co., Ltd., and the sale of learning simulation software.

Impairment loss from long-term investments. Impairment loss from long-term investments increased to $6.9 million in the fourth quarter of fiscal 2019 from $2.8 million in the prior year period, due to impairment of the value of the Company's investment in investee companies, Hangzhou Wanting Technology Co., Ltd. and Amdon Consulting Pte Ltd of $6.4 million and $0.5 million, respectively.

Impairment of goodwill. Impairment of goodwill was $1.5 million in the fourth quarter of fiscal 2019, due to impairment of the value of the Company's business start-up training services segment.

Income Tax Expense. Income tax expense increased by 251.5% to $6.0 million in the fourth quarter of fiscal 2019 from $1.7 million in the prior year period, primarily due to an increase in taxable income.

Net Income Attributable to CDEL. As a result of the foregoing, net income attributable to CDEL was $13.8 million in the fourth quarter of fiscal 2019, up 42.4% compared with $9.7 million in the prior year period. Non-GAAP1 net income attributable to CDEL was $18.6 million in the fourth quarter of fiscal 2019, up 48.8% compared with $12.5 million in the prior year period.

Operating Cash Flow.Net operating cash inflow increased by 20.2% to $20.0 million in the fourth quarter of fiscal 2019 from $16.7 million in the prior year period. The operating cash inflow was mainly attributable to net income before non-cash items generated in the fourth quarter of fiscal 2019. The decrease in deferred tax assets, other non-current assets, and the increase in accrued expenses and other liabilities, income tax payable, and refundable fees also contributed to the operating cash inflow. The operating cash inflow was partially offset by the increase in accounts receivable, prepayments and other current assets, and the decrease in deferred revenue.

Cash and Cash Equivalents, Restricted Cash and Short-term Investments. Cash and cash equivalents, restricted cash and short-term investments as of September 30, 2019 increased by 2.9% to $128.5 million from $124.9 million as of June 30, 2019, mainly due to the operating cash inflow generated in the fourth quarter of fiscal 2019. The increase was partially offset by (i) the repayment of an offshore loan of $6.0 million and (ii) the capital expenditure of $2.0 million.

Fiscal Year 2019 Financial Results

Net Revenue.Total net revenue increased by 27.1% to $211.8 million in fiscal year 2019 from $166.7 million in fiscal year 2018. Net revenue from online education services, books and reference materials, and other sources contributed 68.9%, 12.9% and 18.2%, respectively, of total net revenues for fiscal year 2019.

Online education services. Net revenue from online education services increased by 24.7% to $145.9 million in fiscal year 2019 from $117.0 million in fiscal year 2018.

Books and reference materials. Net revenue from books and reference materials increased by 168.0% to $27.4 million in fiscal year 2019 from $10.2 million in fiscal year 2018.

Others. Net revenue from other sources decreased by 2.2% to $38.5 million in fiscal year 2019 from $39.4 million in fiscal year 2018.

Cost of Sales. Cost of sales increased by 19.2% to $104.7 million in fiscal year 2019 from $87.9 million in fiscal year 2018. Non-GAAP1 cost of sales increased by 19.4% to $104.7 million in fiscal year 2019 from $87.7 million in fiscal year 2018.

Gross Profit and Gross Margin. Gross profit was $107.1 million in fiscal year 2019, up 35.9% from $78.8 million in fiscal year 2018. Non-GAAP1 gross profit was $107.1 million, increasing by 35.7% from $78.9 million in fiscal year 2018. Gross margin was 50.6% in the fiscal year 2019, compared with 47.3% in fiscal year 2018. Non-GAAP1 gross margin was 50.6% in fiscal year 2019, compared with 47.4% in fiscal year 2018.

Operating Expenses. Total operating expenses increased by 30.9% to $86.4 million in fiscal year 2019 from $66.0 million in fiscal year 2018. Non-GAAP1 total operating expenses increased by 32.2% to $84.4 million in fiscal year 2019 from $63.8 million in fiscal year 2018.

Selling expenses. Selling expenses increased by 37.4% to $61.5 million in fiscal year 2019 from $44.7 million in fiscal year 2018. Non-GAAP1 selling expenses increased by 37.7% to $61.5 million in fiscal year 2019 from $44.6 million in fiscal year 2018.

General and administrative expenses. General and administrative expenses increased by 17.2% to $24.9 million in fiscal year 2019 from $21.3 million in fiscal year 2018. Non-GAAP1 general and administrative expenses increased by 19.6% to $22.9 million in fiscal year 2019 from $19.2 million in fiscal year 2018.

Change in fair value in connection with business combination. Change in fair value in connection with business combination was $0.7 million in fiscal year 2019, compared with $0.1 million in fiscal year 2018, attributable to the decrease in fair value of contingent consideration with respect to the Company's equity interest investment in Beijing Ruida.

Gain from Deconsolidation of a Subsidiary. Gain from deconsolidation of a subsidiary of $6.9 million related to the gain on the disposal of 60% equity interest, and fair value change of the remaining 40% equity interest, in Champion Tax Advisory or "Tax School Program."

Impairment loss from long-term investments. Impairment loss from long-term investments increased to $6.9 million in fiscal year 2019 from $2.8 million in fiscal year 2018.

Impairment of goodwill. Impairment of goodwill was $1.5 million in fiscal year 2019, due to impairment of the value of the Company's business start-up training services segment.

Income Tax Expense. Income tax expense increased by 252.0% to $8.1 million in fiscal year 2019 from $2.3 million in fiscal year 2018.

Net Income Attributable to CDEL. As a result of the foregoing, net income attributable to CDEL was $21.3 million in fiscal year 2019, up 82.8% compared with net income attributable to CDEL of $11.6 million in fiscal year 2018. Non-GAAP1 net income attributable to CDEL was $27.6 million in fiscal year 2019, up 71.0% compared with non-GAAP1 net income attributable to CDEL of $16.1 million in fiscal year 2018.

Operating Cash Flow.Net operating cash inflow increased by 45.7% to $73.0 million in fiscal year 2019 from $50.1 million in fiscal year 2018.

Outlook

For the first quarter of fiscal 2020, the Company expects to generate total net revenue in the range of $51.1 million to $53.3 million, representing year-over-year growth of approximately 20% to 25%.

For fiscal year 2020, the Company expects to generate total net revenues in the range of $254.2 million to $264.8 million, representing year-over-year growth of approximately 20% to 25%.

The above guidance reflects the Company's current and preliminary view, which is subject to change.

Conference Call

Management will hold a conference call at 8:00 a.m. Eastern Time on Wednesday, November 20, 2019 (9:00 p.m. Beijing Time on Wednesday, November 20, 2019) to discuss financial results and answer questions from investors and analysts. Listeners may access the call by dialing:

US Toll Free: +1-866-519-4004 International: +65-6713-5090 Mainland China: 400-620-8038 Hong Kong, China: +852-3018-6771 United Kingdom: +44-203-6214-779 Passcode: CDEL or DL

A telephone replay will be available two hours after the call until November 27, 2019 by dialing:

US Toll Free: +1-855-452-5696 International: +61-2-8199-0299 Mainland China: 400-632-2162 Hong Kong, China: 800-963-117 United Kingdom: 0808-234-0072 Replay Passcode: 3816479

Additionally, a live and archived webcast of the conference call will be available athttp://ir.cdeledu.com.

1 For more information about the non-GAAP financial measures contained in this press release, please see "Use of Non-GAAP Financial Measures" below.

About China Distance Education Holdings Limited

China Distance Education Holdings Limited is a leading provider of online education and value-added services for professionals and corporate clients in China. The courses offered by the Company through its websites are designed to help professionals seeking to obtain and maintain professional licenses and to enhance their job skills through our professional development courses in China in the areas of accounting, healthcare, engineering & construction, legal and other industries. The Company also offers online test preparation courses for self-taught learners pursuing higher education diplomas or degrees, practical accounting training courses for college students and working professionals, as well as third-party developed online courses. In addition, the Company provides business services to corporate clients, including but not limited to tax advisory and accounting outsourcing services. For further information, please visithttp://ir.cdeledu.com.

Safe Harbor Statement

This announcement contains forward-looking statements. These statements are made under the "safe harbor" provisions of the U.S. Private Securities Litigation Reform Act of 1995. These forward-looking statements can be identified by terminology such as "will," "may," "should," "potential," "continue," "expect," "predict," "anticipate," "future," "intend," "plan," "believe," "is/are likely to," "estimate" and similar statements. Among other things, the outlook for the first quarter and full fiscal year 2020 and quotations from management in this announcement, as well as the Company's strategic and operational plans (in particular, the anticipated benefits of strategic growth initiatives, including the promotion of the Company's lifelong learning ecosystem, as well as cost control and year-over-year improvement of operating margins, revenue and profitability) contain forward-looking statements. The Company may also make written or oral forward-looking statements in its periodic and annual reports to the SEC, in press releases and other written materials and in oral statements made by its officers, directors or employees to third parties. Statements that are not historical facts, including statements about the Company's beliefs and expectations, are forward-looking statements. Forward-looking statements involve inherent risks and uncertainties. A number of factors could cause actual results to differ materially from those contained in any forward-looking statement, including but not limited to the following: our goals and growth strategies; future prospects and market acceptance of our courses and other products and services; our future business development and results of operations; projected revenues, profits, earnings and other estimated financial information; projected enrollment numbers; our plans to expand and enhance our courses and other products and services; competition in the education and test preparation markets; and Chinese laws, regulations and policies, including those applicable to the Internet, Internet content providers, the education and telecommunications industries, mergers and acquisitions, taxation and foreign exchange.

Further information regarding these and other risks is included in the Company's annual report on Form 20-F and other documents filed or furnished with the SEC. All information provided in this press release is as of the date of this press release. The Company does not undertake any obligation to update any forward-looking statement, except as required under applicable law.

Statement Regarding Unaudited Financial Information

The unaudited financial information set forth in this press release is preliminary and subject to adjustments. Adjustments to the financial statements may be identified when audit work is performed for the year-end audit, which could result in significant differences from this preliminary unaudited financial information.

Use of Non-GAAP Financial Measures

To supplement the Company's consolidated financial results presented in accordance with U.S. generally accepted accounting principles, or GAAP, the Company uses the following measures defined as non-GAAP financial measures: non-GAAP net income attributable to CDEL, operating income, gross profit, cost of sales, selling expenses, general and administrative expenses, net income margin attributable to CDEL, operating margin, gross profit margin, and basic and diluted earnings per ADS and per share attributable to CDEL. The presentation of these non-GAAP financial measures is not intended to be considered in isolation or as a substitute for the financial information prepared and presented in accordance with GAAP. For more information on these non-GAAP financial measures, please see the table captioned "Reconciliations of non-GAAP measures to comparable GAAP measures" set forth at the end of this release.

The Company believes that these non-GAAP financial measures provide meaningful supplemental information regarding its performance by excluding share-based compensation expenses, impairment loss of long-term investments net of noncontrolling interests and taxes calculated using specific tax treatments applicable to the adjustments based on their respective jurisdictions, and impairment of goodwill. However, non-GAAP financial measures may not be indicative of the Company's operating performance from a cash perspective. The Company believes that both management and investors benefit from these non-GAAP financial measures in assessing its performance and when planning and forecasting future periods. These non-GAAP financial measures also facilitate management's internal comparisons to the Company's historical performance and liquidity. The Company computes its non-GAAP financial measures using the same consistent method from quarter to quarter. The Company believes these non-GAAP financial measures are useful to investors in allowing for greater transparency with respect to supplemental information used by management in its financial and operational decision making. A limitation of excluding share-based compensation expenses, impairment loss of long-term investments net of noncontrolling interests and taxes calculated using specific tax treatments applicable to the adjustments based on their respective jurisdictions, and impairment of goodwill from the above-mentioned line items and presenting these non-GAAP measures is that such items may continue to be for the foreseeable future a significant recurring expense in our business. Management compensates for this limitation by providing specific information regarding the GAAP amounts excluded from each non-GAAP measure. The accompanying table at the end of this release provides more detail on the reconciliations between GAAP financial measures that are most directly comparable to non-GAAP financial measures.

Contacts:

In China:

China Distance Education Holdings Limited Jiao Jiao Tel: +86-10-8231-9999 ext.1826 Email: IR@cdeledu.com

The Piacente Group, Inc.Xi ZhangTel: +86-10-6508-0677E-mail: dl@tpg-ir.com

In the United States:

The Piacente Group, Inc.Brandi Piacente Tel: +1 212-481-2050 Email: dl@tpg-ir.com

(Financial Tables on Following Pages)

China Distance Education Holdings Limited

Unaudited Condensed Consolidated Balance Sheets

(in thousands of US Dollars, except number of shares and per share data)

September 30, 2018

September 30, 2019

(Derived from Audited)

(Unaudited)

Assets:

Current assets:

Cash and cash equivalents

30,826

67,977

Restricted cash

51,736

38,358

Short term investments

17,073

22,118

Accounts receivable, net of allowance for doubtful accounts of US$1,282and US$1,342 as of September 30, 2019 and September 30, 2018,respectively

7,280

7,330

Inventories

2,782

4,232

Prepayment and other current assets

17,054

27,247

Deferred cost

1,125

1,427

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PR Newswire - China Distance Education Holdings Limited Reports Financial Results for Fourth Quarter and Fiscal Year 2019 - IT News Online

The University of Michigan began creating online learning content over a decade ago. Since then, over six million students have enrolled for these courses, a tenth from India.

Coursera, the US-based edtech platform that Michigan University partners with, has 4.8 million users in India. The universitys Programming for everyone is the most popular course in the country after Stanfords Machine Learning module.

Hundreds of Michigans 3,000-plus professors have taught, or are teaching, online courses. The top professors in this area have a million students that have taken their classes. They can reach out to more people in a single online course than in their 30-year career of teaching at a university, said University of Michigan president Mark Schlissel.

Meanwhile, Indias colleges and universities are plagued by a plethora of problems: alack of educators,teacher absenteeism, poor faculty-student ratio, and low-quality research. More and more people are, therefore, logging in online.

As internet penetration goes up, learning is bound to become more democratised, Schlissel believes. Below are the edited excerpts from a conversation with him about online education in India:

Why is online learning gaining traction?

Earlier, youd judge a university by how many books it had in the library, but now you own a library with 10 million books, which youre carrying around in your pocket. These devices give you access to information from all over the world. You just need to know how to find information online and how to judge the quality of information youre receiving from peer-reviewed journal articles, blog posts, or tweets.

How did universities like Michigan get into e-learning?

MIT (Massachusetts Institute of Technology) was very early to put the content of classes online but what they did was just lecture capture. Weve (University of Michigan) gotten way better at turning content into engaging videos. Weve invested in production studios and the technology to put together videos. Weve created a new profession (at our university) called instructional designers. They work with professors to convert it (lectures) into 12-minute blocks with mixed media to keep people engaged.

Since were producing content anyway, packing it up and giving it out for free does social good

The online content that we generate has many purposes. One is to make courses better at Michigan. And since were producing content anyway, packing it up and giving it out for free does social good.

How have you allocated resources for online teaching?

Were investing about $50 million in this (online learning) over the next five years. We have to figure out how to teach in an age where information is no longer limited or proprietary. Were trying to take into account new technologies that can enhance teaching. For example, were exploring how to use augmented and virtual reality. Were considering the ease of real-time online communication to enrich learning.

How has the reception in India been? What are people studying?

The top things Indians are studying are computer programming languages, data science, and business science. Maybe because they can be taught through online modules without much in-person discussion.

The top things Indians are studying are computer programming languages, data science, and business science.

What we do a lot in India is executive education, where working people with degrees need to get their skills refreshed. Either a Michigan professor comes here or, more often, employees from big companies come to our campus in Ann Arbor and study for two weeks.

What were starting to do now is mixing in-person and online learning. Its called blended learning. A lot of content can be learnt any time, any place, and then you get together for a week or two and do things you can do better in-person.

Ed-tech is still a nascent concept in India. How can people choose the right courses?

Initially, Coursera was highly selective about universities they would partner with. As theyve become a company thats trying to make money, theyve become a little less selective. They want to put as much content out there as possible to monetise their investments.

I dont have a sense of how a student in India, who may have never heard of these universities, can know if there is quality in the courses. There is so much information on the internet, without much editorialising of whats most valuable and correct. Thats a problem were yet to confront.

How do you make sure learners are authentic and they arent cheating?

Most of the people taking online courses are taking it for fun and are not getting graded or assessed. Or if they are, its for their own use. When we give credit for a course that can lead to a certificate, or a degree, then weve started to take advantage of testing centres. Testers have to provide the same documents I have to provide, say, when I fly in an airplane,to make sure I am who I say I am. In the current era, if you want to cheat badly enough, you can find a way to do it but we try to make the integrity as high as we can.

Can online education replace physical institutions?

When online education started becoming popular, people said: Aha! This is the disruptive technology that will put schools like Michigan out of business. I dont think it will, because there are aspects of education that cant easily be replaced. The obvious one is sitting around a table with other smart people and having a conversation. The human interaction and the things we learn from each other in a classroom is difficult to replicate at scale, in the online space. Theres no way a professor can individually engage with 60,000 people. They have to use some mode of AI (artificial intelligence), or something, to answer questions online and then you lose the human engagement piece. If youre studying literature and youre trying to discuss a complex novel, trying to do it two sentences at a time in a chat is hard. In-person education has yet to be disrupted.

A lot of the learning that happens is outside of the classroom

The other reason is that many universities in the US, including Michigan, are residential. A lot of the learning that happens is outside of the classroomstudents form organisations, get together to volunteer, go to special talks that are not part of the curriculum, listen to concerts, and see performances. Learning from people who are completely different from you helps you understand the world, and yourself, better.

Do you think online education can grow Indias small college-going population and introduce more skilled labour?

For a country this size, only to have a couple of million college students is way too small. The government officials Ive met tell me they have a goal of getting up to 10 million people in school and even that in a country of 1.3 billion is small, but theres a commitment. The strategic thinking of different categories of universities is good. Not every institute needs to be research-oriented. And theyre being spread geographically so more people can access education.

However, while I think online education can provide individual skills, theres more to an education than a set of skills. The problem with skills in the modern era is they go stale quickly. Having a foundation of learning how to learn is the best prep a student can have for the future.

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University of Michigan president on online education in India - Quartz India

LONDON--(BUSINESS WIRE)--The online education market in India is expected to post a CAGR of nearly 20% during the period 2018-2022, according to the latest market research report by Technavio. Request a free sample report

India has witnessed a significant rise in the adoption of the internet and smartphones over recent years. The high penetration of internet is allowing players in the e-learning market to expand their consumer base and improve their revenue. Moreover, the growing preference toward e-learning among the prospective learners in the country is providing significant growth opportunities for market players. Thus, the increased penetration of the internet and smartphones is one of the key factors driving the growth of the online education market in India.

To learn more about the global trends impacting the future of market research, download a free sample: https://www.technavio.com/talk-to-us?report=IRTNTR21121

As per Technavio, the emergence of cloud computing will have a positive impact on the market and contribute to its growth significantly over the forecast period. This research report also analyzes other important trends and market drivers that will affect market growth over 2018-2022.

Online Education Market in India: Emergence of Cloud Computing

Cloud computing enables organizations to save a significant amount of content, data, and information on a single platform. It also enables users and providers to access, process, procure, and manage information from anywhere at any time. Owing to such benefits, educational institutions are increasingly adopting cloud-based solutions such as ERP and LMS. The Indian government has also taken many initiatives such as the National Digital Library and the National Academic Repository to encourage the growth of e-learning institutes. The increasing adoption of cloud-based learning platforms is expected to further boost the growth of the market during the forecast period.

The increasing use of big data and learning analytics and the inclusion of gamification to drive engagement levels will further boost market growth during the forecast period, says a senior analyst at Technavio.

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Online Education Market in India: Segmentation Analysis

This market report segments the online education market in India by product (content and services) and end-users (higher education segment and K-12 segment).

The content segment led the market in 2017, followed by the services segment. During the forecast period, the content segment is expected to maintain its dominance over the global market.

Technavios sample reports are free of charge and contain multiple sections of the report, such as the market size and forecast, drivers, challenges, trends, and more.

Request a free sample report

Some of the key topics covered in the report include:

Market Landscape

Market Sizing

Five Forces Analysis

Market Segmentation

Customer Landscape

Geographical Segmentation

Market Drivers

Market Challenges

Market Trends

Vendor Landscape

Vendor Analysis

About Technavio

Technavio is a leading global technology research and advisory company. Their research and analysis focus on emerging market trends and provides actionable insights to help businesses identify market opportunities and develop effective strategies to optimize their market positions.

With over 500 specialized analysts, Technavios report library consists of more than 17,000 reports and counting, covering 800 technologies, spanning across 50 countries. Their client base consists of enterprises of all sizes, including more than 100 Fortune 500 companies. This growing client base relies on Technavios comprehensive coverage, extensive research, and actionable market insights to identify opportunities in existing and potential markets and assess their competitive positions within changing market scenarios.

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Online Education Market in India 2018-2022 | Emergence of Cloud Computing to Boost Growth | Technavio - Business Wire

What is the purpose of education? Why do we spend enormous amounts of money to attend school? What is the point of sitting in a classroom for hours on end? Why are we even here?

You will get a different answer to these questions from everyone you ask, and that, in itself, is the beauty of education. It does not serve one goal nor is it uniform in any manner. However, after reflecting on our current system, I can confidently say that we have misconstrued our purpose. While this critique of objectives can apply to all educational levels from pre-k to post-secondary institutions I will focus my attention on higher education.

It is evident that we have a student population that puts a greater emphasis on grades, test scores and performance rather than actual knowledge and personal growth. This does not just exist at Chapman, nor is it unique to higher education; this is a problem everywhere.

To illustrate, we can look at the mentality of a student preparing for an exam. Is this student focused on truly understanding the material and using it to better their life? Or is this student more worried about what grade they will receive and how it will impact their grade point average? I would argue the latter.

Moreover, we can focus on the student with a reading assignment for the class they have the next day. Is this student motivated to dissect the text, make meaning of the work and use the reading to further their intellect? Or is this student more fixed on simply completing the reading so they feel prepared for the potential quiz or questions during the following class? Again, I would argue the latter. While this is not the case for everyone and is most certainly not the desired mindset of any student, I do believe it has become the norm. Students are essentially coerced into this mentality and its this idea that Im attempting to address.

This reality is no ones fault. We are born into this system and, as a result, hold ourselves to the same standards as those who came before us. So where does the blame fall? I believe it does not fall on any specific person or group. It falls on the students and instructors to bring about change. In no way am I saying that teachers do not like to teach and students do not like to learn; I am claiming that we have adopted the wrong trajectory and as a result, lost sight of why we are here in the first place.

The major question remains: how do we fix this? Both students and instructors have a responsibility to modify their methods so that we can solve this problem.

To the student: we need to enhance our desire to learn by caring less about the score on the test and more about the content we are studying. We must put in the proper time and effort in all that we do, while shying away from viewing class as a dreaded task. Yes, life can be stressful and challenging, but we ought to be here because we want to learn, not because we feel it is an obligation. Once we begin changing our own views, we will slowly begin to see a change in the overall system.

To the instructor: you need to adapt your pedagogy so that your classroom can transform from that of a teacher-centered class to one that is student-centered. Yes, the traditional method of teaching via lecture, midterm and final is quite simple and works to a certain extent, but students do not learn to their fullest potential. Do not teach a course to simply check an item off a list, such as a chapter, exam or assignment. Teach because you want to change the lives of your students and do this with discussion, tailored curriculum and unique modes of professing which undoubtedly will further students critical thinking abilities.

Education should not be about a letter on a test, a number on a transcript or a title on a diploma; education should be about knowledge, empowerment, understanding and growth. If we continue in our ways, we will restrict our ability to take advantage of all that our educational system has to offer. We need to redefine our purpose.

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Opinion | Redefining our purpose of education - The Panther

Press Release

MondayNov18,2019at10:30AM

John and Lynn Farrell, owners of John Farrell Real Estate Company, were presented the Award of Distinction by the Missouri Community College Association (MCCA) in Kansas City last week. The Osage Beach couple were honored for their continued support of State Fair Community College at Lake of the Ozarks.

John and Lynn Farrell, owners of John Farrell Real Estate Company, were presented the Award of Distinction by the Missouri Community College Association (MCCA) in Kansas City last week. The Osage Beach couple were honored for their continued support of State Fair Community College at Lake of the Ozarks.

John and Lynn are two of the colleges most dedicated supporters, said Dr. Joanna Anderson SFCC president. We are proud to call them friends, and their contributions truly do improve the lives of students here at the lake.

The Farrells have organized the Genuine Country Music Associations (GCMA) Classic Country Jamboree at the Lake of the Ozarks for seven years. A portion of the proceeds from the Jamboree fund scholarships for lake area students who attend SFCC at the lake.

Neither John nor I attended college, said Lynn Farrell during her acceptance speech. So we are committed to providing that opportunity to students in the area.

Since 2013, the Farrells have raised over $84,000 for scholarships at the jamboree. That figure does not include the money raised at this years jamboree held last month at the Lodge of the Four Seasons. Those scholarships are specifically designated for students around the Lake of the Ozarks to attend SFCC.

State Fair Community College has served the Lake of the Ozarks for 36 years and offers academic and technical programs including Missouris highest ranked nursing program at Lake of the Ozarks.

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Farrells honored for commitment to higher education at the lake - Lakenewsonline.com

The College of Education is creating two tenure-track faculty positions to make progress toward interdisciplinary education practices.

The new faculty positions in bilingual education and prevention science will be hired from within the college and allow professors with these expertise to work in multiple departments, according to the colleges website.

Were really excited about these new job hires because they will provide us the opportunity to increase research activity across the disciplines in our departments in unique ways that are not typical in a university setting, Alexandra Loukas, the colleges interim associate dean for research and graduate studies, said in a statement.

According to the colleges website, the two positions will work toward the colleges three signature impact areas: eliminating educational and health disparities, addressing the effects of home and community on well-being and supporting student adaptability through lifes transitions.

Nataly Lim, a special education graduate student, said faculty with knowledge in multiple disciplines can address cross sections between majors.

Working with kids with autism, often times they also need speech, language or occupational services that arent just specific to special education, Lim said. To have faculty that are engaged in this kind of interdisciplinary research is really important.

According to UTs 2017-2018 impact report, English was the second language for 679 UT students. Ramiro De Los Santos, a journalism and European studies freshman, grew up with Spanish as his first language and said people who learn English as a second language are at a disadvantage in higher education or employment.

Effective bilingual education allows people to be more competitive academically, De Los Santos said. Im in Moody and Liberal Arts Honors and all I do is write. That wouldnt have been possible without bilingual education.

Lim said those with more severe disabilities are often not supported in their heritage language.

Special education policies stipulate that individuals with disabilities should be provided with equal opportunities, Lim said. But a lot of the time what we see reflected in practice is not aligned with this policy.

In addition to bilingual education, Lim said the prevention science faculty members expertise will be important when helping identify and treat individuals who are at risk for poor health or education outcomes.

Prevention is key, Lim said. We learn so much about early identification and how that really impacts child outcomes.

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College of Education seeks two faculty members to advance goals interdisciplinary scholarship goals - UT The Daily Texan

We invite entries from UK universities and university professionals across 14 categories, which are shortlisted and evaluated by an expert panel. An ideas bank of all winning and shortlisted entries will be published on the Guardian website after the ceremony.

Click here to enter now

Judges will assess each entry for:

Innovation what makes it new, unique and inspiring?

Delivery does it offer excellence in planning, teamwork, partnerships and value?

Impact what difference has it made, within the university and beyond?

Evidence are the claims made in the submission supported by evidence?

The winners will be announced at the award ceremony on Thursday 2 April 2020.

1 Outline the project, its place within your universitys strategy and what makes it innovative and inspiring (max 300 words).

2 Detail how the project was delivered, from the planning stage through to its successful conclusion (max 300 words), including details of timing* and funding.

3 Outline the projects outcome(s) within the university and beyond with relevant supporting evidence**, metrics or testimony (max 400 words).

* Project must have started in past 18 months but need not have finished if outcomes can be proven.

* For the Sustainable buildings that inspire category, the capital project must have been completed within the past 24 months, but need not have started in that timeframe.

* For the Research impact category, projects must have finished in past 24 months.

** Evidence must be provided in the text of the application except for the Sustainable buildings that inspire category where photographic evidence is required. Please send photographs to GUA@theguardian.com. Any appendices sent in for other categories will not be considered.

Entry fees:Early bird from 21 November to 31 January: One entry 225 + VATEarly bird multiple entries (after first entry): 125 + VATFull rate after early bird offer expires: One entry 275 + VATMultiple entries (after first entry): 175 + VAT

Please note that a booking fee will also apply.

If you have any questions please contact us on GUA@theguardian.com

Timeline: 18 November: Awards launch online18 November - 31 January: Early bird period7 February: Applications close9-13 March: Shortlisted applicants will be notified after the judging lunch this week2 April: Ceremony in central London

If you have any other questions, please email: GUA@theguardian.com. Good luck!

Join Guardian Universities for more comment, analysis and job opportunities, direct to your inbox. Follow us on Twitter @GdnUniversities.

Originally posted here:
How to enter - is your university a beacon of hope? - The Guardian

Here are the 14 categories for the 2020 awards lots of choice for every university to find an area in which it excels. Universities may enter as many categories as they wish.

Entries will be judged by a representative panel from across the UK higher education sector, winners will be announced at a prestigious ceremony in London, April 2020, and shortlisted entries will be profiled across the Guardian.

1. Staff experienceAwarded to an outstanding initiative that has a significant and measurable impact on working conditions for staff, from equality and diversity to pay and pensions.

2. Business collaborationAwarded to an outstanding university partnership with a business or an industry regional, national or international where knowledge is applied and resources are shared for the benefit of the wider economy.

3. Digital innovationAwarded to a university that is implementing innovative digital technology solutions to improve pedagogy, the student experience and online course delivery.

4. Employability and entrepreneurshipAwarded to a successful initiative that equips students with the skills they need for the job market, provides networking opportunities, gives them access to potential employers, and fosters the spirit of creativity that would enable them to launch their own enterprises.

5. InternationalisationAwarded to an outstanding project, venture or collaboration that shows the university operating with global vision and ambition.

6. Marketing and comms campaignsAwarded to an imaginative university marketing or press campaign that imparts a clear message to engage its target audience and raise the profile of the university, or show it in a new light.

7. Research impactAwarded to a research project that demonstrates either academic impact through advancing knowledge, or which results in measurable benefits to the wider society and/or the economy.

8. Course design, retention and student outcomesAwarded to a forward-thinking institutional or departmental approach that seeks to reimagine university education for a diverse student body and provide targeted support to students at risk of underperforming.

9. Social and community impactsupported by WonkheAwarded to a programme that has engaged with communities, at a local, national or global level, and implemented changes that have had a lasting impact.

10. Student experienceAwarded to an innovative project or initiative that has positively enhanced the academic and/or personal experience of the student body.

11. Buildings that inspireAwarded to a capital project that has positively enhanced the student and/or staff experience, and fostered a better living and working environment.

12. SustainabilityAwarded to a project or initiative that cuts down carbon emissions, reduces waste or lessens a universitys environmental footprint.

13. Teaching excellencesupported by JiscAwarded to an outstanding teaching initiative that inspires student learning and attainment through innovative pedagogy and places teaching at the forefront of the universitys mission.

14. Widening access and outreachAwarded to an initiative that has demonstrably helped to increase the number of disadvantaged and underrepresented students entering the university, through working with schools and communities to raise aspirations.

University of the YearAwarded to a university that combines academic excellence with an outstanding widening participation programme, drawing in a diverse intake and providing the tailored support students need to thrive.

Join Guardian Universities for more comment, analysis and job opportunities, direct to your inbox. Follow us on Twitter @GdnUniversities.

Originally posted here:
University Awards 2020: the categories - The Guardian

PAOLA - Students involved in Sunflower Elementarys new Kids Connect Club are already making an impact on their community that stretches far beyond the walls of their Paola school.

With the help of fellow teachers Malinda Chappell, Blair Burke and Jamie McDaniel, Sunflower interrelated teacher Paula Gage created the club and kicked it off this school year.

Gage made headlines this spring when she was named Paola USD 368s Elementary Teacher of the Year. Each teacher of the year gets funding for a school project, and Gage said she wanted her teacher project to involve civic engagement.

I want the children to love and have pride in their community and for our community to invest in our future leaders, she said.

The Kids Connect Club, which meets every Tuesday, has turned Gages vision into reality.

The club features 19 students in grades 3-5, and they most recently tackled a community service project designed to get socks into the hands of those who need them in the community.

Gage said the project was possible thanks to a partnership with Bombas socks, which donates a pair of socks for every pair it sells.

The sock companys website explains that its name comes from the Latin word for bumblebee, which is the organizations logo.

Bees live in a hive and work together to make their world a better place. Theyre small, but their combined actions have a big impact on the world, the company states on its website, http://www.bombas.com. We like that. Thats why our mantra is bee better. We put this reminder inside each Bombas clothing item as a reminder that little improvements can add up to make a big difference, and that your purchase went towards directly helping someone in need.

Gage said the Kids Connect Club were given 1,800 pairs of Bombas socks to give out, and the students quickly went to work writing emails to local organizations to see if they are in need of socks.

They then got busy personalizing each pair with a Sunflower Elementary Kids Connect Club sticker. Each sock also comes with a message that reads: This is a pair of specially designed Bombas donation socks. They are knit with love, made from high quality yarns, and engineered for comfort, durability and warmth.

The first 200 pairs recently were given to the Serving Our Students (S.O.S.) organization that helps local families in the Paola USD 368 school district. S.O.S. representative Jimmy Hay was more than happy to stop by the school and pick up the boxes.

Several additional pairs have been given to other local organizations, including the Coats for Folks project in Louisburg, Tri-ko, My Father's House, Life Skills program, North Point Skilled Nursing and the Paola Police Department for the Shop with a Cop program.

Some pairs were also given to the school nurses at each Paola school because they are always in need of socks.

Gage said she has been impressed with the way the club members have embraced the idea of community service, and she mentioned that as an added bonus, they are accumulating service hours that could make them eligible for the Presidents Volunteer Service Award.

See the rest here:
Connecting with the community - Miami County Republic

HARRISBURG, Pa. (AP) Officials have suspended a middle school teacher in Pennsylvania while authorities investigate if the teacher told his class that he wished he could shoot a person to have quiet in his class.

Harrisburg School District chief operating officer Chris Celmer posted a letter to parents and staff on Thursday saying the district is extremely concerned by what appears to be highly inappropriate and inexcusable judgment on the part of the seventh grade teacher at Camp Curtin Academy on Wednesday.

In a recording posted online, a person identified as the teacher is heard saying he used to tell his students he wished he could shoot one person and that person would be the first who wouldnt stop talking. The person then said hes not allowed to do that.

The teachers name was not released.

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Teacher suspended after shooting comment posted online - Education Week