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$AlphaDX(VVL.SI)
Probably shared this before during the actual announcement.
But upon re-reading this, I do feel that this will be huge.
" Alpha DX, a Singaporean EdTech company has partnered with the Asnaro University of Uzbekistan (&ldquo AUU&rdquo ) to deliver digital learning and educational solutions.
Previously on 26 August 2021, the Group has entered into a Memorandum of Understanding (&ldquo MOU&rdquo ) with the Ministry of Higher and Secondary-Specialized Education (&ldquo MHSSE&rdquo ) of the Republic of Uzbekistan (&ldquo Uzbekistan&rdquo ) that encompass various joint ventures, collaborations and key deliverables in relation to AUU. As such, the Company has announced that its subsidiary, ZioNext Pte. Ltd., will develop and implement the next generation ubiquitous learning platform for AUU."
Basically I believe AUU and the learning platform will be a used case study for the company to further promote their edutech and learning platform.
https://global-edtech.com/singaporean-edtech-company-alpha-dx-partners-with-asnaro-university-of-uzbekistan/
Ya lo ..so illiquid..maybe when buy enough ..will push
His brain short circuit...
gravity8888 ( Date: 14-Sep-2021 10:25) Posted:
|
Who is buying small lots ?worth it meh w the comm
This company, no telephone number, like fly by night type ,, can the Management or SGX look into this matter ?? Thank you
Need to buy and hold and don?t know how long funds will be stucked. Better to wait till have more volume, before buying. A lot of stuckist, like me, not sold yet.
gravity8888 ( Date: 13-Sep-2021 16:32) Posted:
|
Try to q below 30 for some more but seem not able to get it
But prices no change. Just wait till one day I can see it in the top 10 volume list. Still holding on to my alpha energy lots. No eye see for now.
pkli899 ( Date: 13-Sep-2021 11:05) Posted:
|
Yes, the game changer.
For_The_Next_Leg ( Date: 13-Sep-2021 10:54) Posted:
|
$AlphaDX(VVL.SI) Recently the company completed the acquisition of DIDI Academy.
I was relooking at the article and found something interesting - " ...a universal learning platform by 2023.."
I am sure if they have a platform, it can be used globally!
https://www.businesstimes.com.sg/companies-markets/alpha-dx-enters-mou-with-didi-investments-to-acquire-japanese-academy
They should get some analyst to write up .. but should be soon ..
According to CEO, there will be another significant announcement by end of the month.
See whether thereafter can attract more interest.
See whether thereafter can attract more interest.
gravity8888 ( Date: 06-Sep-2021 16:14) Posted:
|
Resting ? Should be moving soon?
Alpha DX to manage and establish university in Uzbekistan via JV with government
· The Asnaro University of Uzbekistan (&ldquo AUU&rdquo ) will be a next generation University that is fully integrated with the ubiquitous learning platform developed by Alpha DX&rsquo s subsidiaries
· Scheduled to open in the 3rd quarter of 2022, AUU will have two campuses in Uzbekistan with the main campus located in Tashkent and the second campus located in Andijan
· AUU will be funded by the joint venture which is expected to be injected with USD$50 million at the initial phase
Alpha DX Group Limited, (&ldquo Alpha DX&rdquo , the &ldquo Company&rdquo and together with its subsidiaries, the &ldquo Group&rdquo ), a premier learning and education solution company, is pleased to provide updates on the Group&rsquo s first public-private partnership (&ldquo PPPs&rdquo ) in digital learning and education.
Previously on 26 August 2021, the Group has entered into a Memorandum of Understanding (&ldquo MOU&rdquo ) with the Ministry of Higher and Secondary-Specialized Education (&ldquo MHSSE&rdquo ) of the Republic of Uzbekistan (&ldquo Uzbekistan&rdquo ) that encompass various joint ventures, collaborations and key deliverables in relation to AUU. As such, the Company has announced that its subsidiary, ZioNext Pte. Ltd., will develop and implement the next generation ubiquitous learning platform for AUU.
Under the MOU, Alpha and MHSSE will also establish a joint venture with the primary purpose of establishing and managing the AUU, a next generation University that will be fully integrated with the ubiquitous learning platform developed by Alpha DX&rsquo s subsidiaries.
PPPs are widespread in both developing and developed countries and governments often see PPPs as a way of improving quality, access or cost-effectiveness in their education system.
Subsequent to entry of the MOU, further discussions have been undertaken, and the joint venture is expected to be funded with USD$50 million by the joint venture partners and it will primarily be channelled towards the development and growth of AUU. Moving ahead, the scope of the joint venture may be expanded to include the transformation of the entire public education system of Uzbekistan. The establishment of the joint venture and its terms are subject to the entry into binding agreements.
Scheduled to open in the 3rd quarter of 2022, AUU will have two campuses in Uzbekistan with the main campus located in Tashkent, the capital city of Uzbekistan, and the second campus located in Andijan, the administrative, economic, and cultural center of Andijan Region. The Company will provide timely updates to shareholders as each contract is being finalised and executed.
With a strategic focus on integrating wide range of digital technology in education and businesses through strategic collaborations and partnerships, Alpha DX aims to transform learning and education to a fully personalised and ubiquitous learning experience for all learners across the world.
Formerly known as Alpha Energy Holdings Limited, the Group has transformed itself in January 2021 with fund raising and restructuring initiatives under the leadership of technology and financial veterans in the learning and education industry.
Alpha DX&rsquo s CEO, Mr Daiji Yamada, said, &ldquo The sheer scale to continuously improve the quality of education justifies the need for public-private partnership.
Many verticals within the education industry have been disrupted by the pandemic and in fact, we are operating in a market that is growing at a dramatic rate. As such, we are well positioned to harness the opportunities with our growing track record and capabilities.
This PPP joint venture with the Republic of Uzbekistan is a corporate milestone for Alpha DX and it fits well with our growth strategy, enabling us to further expand our technological and intellectual resources in the global digital Learning industry.
We expect the joint venture to help facilitate the development of our existing pipeline of project opportunities and prospective projects for further diversification and growth.&rdquo
$AlphaDX(VVL.SI) The company has completed the acquisition of the DiDi Academy.
Important parts of the announcement:
" The Target aims to be the first and only private higher education institution of its kind in Japan to provide various EduTrust1 certified academic and training programs and contents in the Japanese market including various certificate programs, diploma programs, bachelors and masters degree programs as well as a wide range of professional training programmes, through an exclusive perpetual territorial license (&ldquo Licence&rdquo ) from Singapore-based ERC Institute Pte. Ltd. (&ldquo ERCI&rdquo ).
In addition to its plans to offer academic and training programs in the Japanese market, the Target and the Company are currently in discussions with Government of Uzbekistan (Ministry of Higher Education and Secondary Specialized Education of Uzbekistan) (&ldquo Uzbek MOHE&rdquo ) to include the Target as a member contractor in a project to build and operate a &ldquo Next Generation&rdquo University &ndash the Ansaro University of Uzbekistan (&ldquo Project Asnaro&rdquo ) through an addendum Agreement (&ldquo Agreement&rdquo ) to a memorandum of understanding dated
12 December 2020 signed between, inter alia, the Company and the Uzbek MHSSE. The Target is also in advanced stage of negotiations for formal collaborations with several academic institutions and businesses in Japan to offer educational content to students and professionals in Japan."
Imo, ERCI must have know the revenue of their counterpart in Japan - which must have been great. Thus, they decided to acquire them. It may also be the counterpart ability to build the university in Uzbekistan - which will be lucrative.
DYODD.
https://links.sgx.com/1.0.0/corporate-announcements/GARCJBURAUUZSMD3/4e4d10015c2798f65e306946482c0aae45d232c137c1fef6fb50455ba8405156
Commentary: COVID-19&rsquo s education revolution - where going digital is just half the battle
Educators, parents and students have to find a way to use this outbreak to reimagine education, including what and how our kids learn, says Crystal Lim-Lange.
SINGAPORE: Welcome to the world&rsquo s biggest leap in education.
Right now, 90 per cent of the world&rsquo s learners &ndash more than 1.5 billion students - have been affected by school closures, according to OECD estimates.
In China, some 120 million Chinese students have been sitting in front of their televisions, learning through national broadcasts. Hong Kong students have been learning on digital apps since February.
In Lebanon, schools have been using online learning even for physical education, where students have been shooting and editing videos of their training and sports activities, learning digital skills as well as exercising.
Never before has there been a concerted global effort to digitise education.
A STEEP LEARNING CURVE FOR US ALL
Closer to home, my kids have been on home-based learning for two weeks now. Every day, I am flooded with emails from their teachers on the status of their homework submissions, reminders for them to participate in virtual hangouts, complete their video project on our dog, punctuality reminders and so on.
ADVERTISEMENT
It is a steep learning curve for all of us, parents, students and educators. This truly is a historic moment in education.
We now are forced to break with decades of tradition but we also have the chance to reinvent what we want to learn and reimagine what education could be. Yet, how much of that are we doing?
So much of the world&rsquo s educational systems have been designed for the first Industrial Revolution era. Passive learning, linear thinking, early specialisation, one-size-fits-all teaching, for example &ndash all geared towards building a work force adept at following instructions and being good at doing specific things.
While there has a lot of focus on going digital this home-based learning season, the bigger issue is that education needs to modernise and become more relevant. Digitalisation is both the solution and the challenge.
A kid spends time on a computer (Photo: Reuters) File photo of a child using a laptop. (Photo: Reuters)
In this, there are two main issues to reimagining education - how to teach, and what to teach.
CHANGE HOW WE TEACH
Starting with the &ldquo how&rdquo , many academic institutions are unprepared for this sudden transition to digital platforms and have scrambled to offer move their lectures online.
But while COVID-19 is challenging assumptions regarding engagement and building connections, these attempts at modernisation have merely offered the same outdated educational content and the same passive teaching methods, but now facing a webcam plonked in front of them.
We forget something else is needed in the equation to spark learning when a distance is placed between the teacher and student.
My 11-year-old and 13-year -old tell me many of their teachers are just coming online to dish out instructions, and then leave them to complete projects at their own pace.
&ldquo They say if you finish early, you can go and read a book. I don&rsquo t really feel motivated with all this free time. And also there is no flexibility to change the teaching because the timetable is set in the morning so everyone just has to stick with it,&rdquo the 11-year-old said.
My 13-year old grumbled: &ldquo The problem is that they aren&rsquo t very clear about their instructions, and they just say things once and then leave us alone to figure it out.&rdquo
Research in learning science tells us the human brain needs special care in digital environments to avoid the temptation of distractions and maximise the learning experience. Educators need training in how to teach differently on these platforms, when this old method of teaching by instructing, asking and reviewing is stifling engagement.
Part of the issue may be that video conferencing solutions are not necessarily the right tools to deliver learning, and come with their own challenges such as connection bandwidths, security and privacy.
Children may be spending increasingly more time on devices during the circuit breaker as home-based learning gives them the flexibility of time to do so.
Our education systems have done a good job making the jump onto digital platforms and must now focus on how to make digital learning count. So how about changing up teaching to nurture thinking rather than to dish out instructions?
FOCUS ON INTERACTING AND DRAWING RESPONSES, RATHER THAN INSTRUCTING
I had an opportunity to witness a lesson in progress at Minerva Project, a futuristic university headquartered in San Francisco regarded as a pioneer in the world of higher education recently.
The teachers working through a custom-based digital platform, acted much more as facilitators, provoking thought and stimulated discussion, while speaking for less than 15 per cent of the class time.
Lessons started with a &ldquo hook&rdquo at the beginning of a new learning topic &mdash a visually stimulating image, an emotionally striking story or a thought-provoking question that caught attention, then students were placed in breakout rooms to work on short live projects.
Short quizzes and polls peppered each class, and students were called on constantly to give their opinions, summarise the arguments presented by their peers so far, play devil&rsquo s advocate, and even to step in for the teacher and moderate.
It was a refreshing and thoroughly modern experience. It succeeded also because investments were made in having faculty undergo months of training in the principles of learning science and online facilitation.
It might sound like a daunting task but such investments in shaping the minds of our digital natives across all learning ages will go a long way. For one, similar principles may be needed in engaging our younger learners as well, given their short attention span.
Teachers can screen share short videos, unexpected questions, riddles or puzzles at the start of the class to keep students guessing what the answers may be, to be revealed through the lesson.
Quizzes and live polls are useful in gauging if their young audience is following or if they are lost.
Students can be placed in twos or threes into breakout rooms and given clear instructions on the topic to discuss or problem to solve and work on their presentations to the class.
Student groups work at different paces so plan for flexibility and have supplementary materials for groups that may finish earlier.
As student groups present, engage the class by asking them to give a rating or even to indicate using one or two or three fingers what their rating is.
A big part of learning is also documenting or writing things down, so collaborative documents such as whiteboards or google docs can be shared and various students assigned the role of scribe at different points.
Learning can be broken up with short energiser exercises to relieve the monotony of sitting.
For younger age groups, parents will probably also have to step up, help support the teaching role and act as tech support, as students do not necessarily know how to stay attentive to courses not adapted to the digital medium.
Educators could also afford to brief parents on simple ways which they can aid students learn, since there is no running away from the part-time role mums and dads will have to play, while being careful not to overloading parents with a deluge of information for each child.
CHANGE WHAT WE TEACH
The second, and perhaps bigger issue, is what to teach. What will be relevant in our brave new world?
The rapid spread of COVID-19 has demonstrated the importance of developing resilience to cope with the volatility and uncertainty of the future, from pandemics to climate change.
As parents now have a front-row seat into what their children are learning, many parents are now asking, why are my kids spending so much time learning things we ourselves have never used as adults - like quadratic equations, logarithms, the formation of an oxbow lake and iambic pentameter?
While some might argue these are foundational skillsets in logic and math, should we not devote the same amount of attention, if not more, to future-ready life skills like critical thinking, creativity and innovation, marketing and communications, financial literacy and resource allocation, coding, psychology and mindsets, entrepreneurship and so forth?
This may involve a strategic overhaul of curriculum so that we are not just adding more to our already weighty student workload, and a huge dose of imagination and creativity to weave some of these new Fourth Industrial Revolution competencies.
For instance, with the shuttering of science laboratories across universities, the Genetics Society of America suggest science students practise writing grant proposals instead, weaving in persuasion and marketing skills and financial budgeting skills, or use data visualisation tools to present statistics in a compelling new way.
FOCUS ON BRAIN HACKING
Another novel solution is Minerva&rsquo s approach of flipping the curriculum. Normally in most schools, the primary focus of teaching is the subject matter (e.g. Math or Geography). Teachers claim that in the learning of these subjects, students somehow also pick up secondary thinking skills and life competencies.
Minerva reverses the equation. Their first year is dedicated to just three foundational things &ndash critical thinking, creative thinking and effective communication.
&ldquo It&rsquo s basically brain hacking&rdquo says Ben Nelson, Founder of Minerva Project, &ldquo We&rsquo re changing the way you perceive the world around you.&rdquo
Only after the first year of learning to think well, do students choose a major and take subject matter courses, but the principles of critical thinking, creative thinking and effective communication are embedded into every single subject matter class.
This radical approach requires all teachers to go through training to learn the foundational life skills and Fourth Industrial Revolution competencies so that they understand how to weave these into their subject matter classes.
You can imagine many educators are reluctant to embrace this big shift as it involves much unlearning and relearning, but yet is a vital part of what our youth need.
THE VALUABLE OPPORTUNITY COVID-19 PRESENTS
The word " crisis" means " to sift" and comes from ancient Greek times. It refers to a critical moment where we must decide and choose what is essential.
COVID-19 poses a valuable opportunity to remind ourselves that the bigger picture skills students need in this unpredictable world are meta-skills that they can apply to many different scenarios, for example, creative problem-solving, focus and perseverance, critical thinking, and above all, adaptability.
To parents who may be fretting about whether their children will catch up with the demands of the curriculum and can cross that end-year exam bar, consider that your children are now learning things that are far more important to their future.
As our youth watch this pandemic unfold, they are learning lessons about how interconnected we all are, and what globalisation really means.
They are learning how fragile our ecosystem is, the miracle of the human body and its various unbelievably intricate mechanisms.
Residents queue to receive free reusable masks distributed by the government at a community center, as stricter measures are announced to combat the COVID-19 outbreak in Singapore, April 5, 2020. (Photo: REUTERS/Edgar Su)
Could the issues COVID-19 throw up not offer a rich source of engagement for children to apply these skillsets to whether in subjects like Science, English or Social Studies?
THE ONCE-IN-A-LIFETIME CHANCE TO REIMAGINE EDUCATION
Parents too have an outsized role this home-based learning season outside of the digital classroom. As your children watch you adjust to working from home, they are learning from you how to navigate uncertainty and respond to life&rsquo s challenges.
Pretty much everything is a new learning experience for them. While they walk past cordoned-off playgrounds and closed swimming pools and empty movie theatres with aching hearts, they are recognising the value of human connection, and acknowledging there is a limit to how much fun they can have on screens alone.
Let us not squander the opportunity this crisis offers and rebuild our education systems thoughtfully and intentionally, celebrating resilience, creativity and adaptability as the cornerstones of what it means to be educated in this brave new world.
Educators, parents and students have to find a way to use this outbreak to reimagine education, including what and how our kids learn, says Crystal Lim-Lange.
SINGAPORE: Welcome to the world&rsquo s biggest leap in education.
Right now, 90 per cent of the world&rsquo s learners &ndash more than 1.5 billion students - have been affected by school closures, according to OECD estimates.
In China, some 120 million Chinese students have been sitting in front of their televisions, learning through national broadcasts. Hong Kong students have been learning on digital apps since February.
In Lebanon, schools have been using online learning even for physical education, where students have been shooting and editing videos of their training and sports activities, learning digital skills as well as exercising.
Never before has there been a concerted global effort to digitise education.
A STEEP LEARNING CURVE FOR US ALL
Closer to home, my kids have been on home-based learning for two weeks now. Every day, I am flooded with emails from their teachers on the status of their homework submissions, reminders for them to participate in virtual hangouts, complete their video project on our dog, punctuality reminders and so on.
ADVERTISEMENT
It is a steep learning curve for all of us, parents, students and educators. This truly is a historic moment in education.
We now are forced to break with decades of tradition but we also have the chance to reinvent what we want to learn and reimagine what education could be. Yet, how much of that are we doing?
So much of the world&rsquo s educational systems have been designed for the first Industrial Revolution era. Passive learning, linear thinking, early specialisation, one-size-fits-all teaching, for example &ndash all geared towards building a work force adept at following instructions and being good at doing specific things.
While there has a lot of focus on going digital this home-based learning season, the bigger issue is that education needs to modernise and become more relevant. Digitalisation is both the solution and the challenge.
A kid spends time on a computer (Photo: Reuters) File photo of a child using a laptop. (Photo: Reuters)
In this, there are two main issues to reimagining education - how to teach, and what to teach.
CHANGE HOW WE TEACH
Starting with the &ldquo how&rdquo , many academic institutions are unprepared for this sudden transition to digital platforms and have scrambled to offer move their lectures online.
But while COVID-19 is challenging assumptions regarding engagement and building connections, these attempts at modernisation have merely offered the same outdated educational content and the same passive teaching methods, but now facing a webcam plonked in front of them.
We forget something else is needed in the equation to spark learning when a distance is placed between the teacher and student.
My 11-year-old and 13-year -old tell me many of their teachers are just coming online to dish out instructions, and then leave them to complete projects at their own pace.
&ldquo They say if you finish early, you can go and read a book. I don&rsquo t really feel motivated with all this free time. And also there is no flexibility to change the teaching because the timetable is set in the morning so everyone just has to stick with it,&rdquo the 11-year-old said.
My 13-year old grumbled: &ldquo The problem is that they aren&rsquo t very clear about their instructions, and they just say things once and then leave us alone to figure it out.&rdquo
Research in learning science tells us the human brain needs special care in digital environments to avoid the temptation of distractions and maximise the learning experience. Educators need training in how to teach differently on these platforms, when this old method of teaching by instructing, asking and reviewing is stifling engagement.
Part of the issue may be that video conferencing solutions are not necessarily the right tools to deliver learning, and come with their own challenges such as connection bandwidths, security and privacy.
Children may be spending increasingly more time on devices during the circuit breaker as home-based learning gives them the flexibility of time to do so.
Our education systems have done a good job making the jump onto digital platforms and must now focus on how to make digital learning count. So how about changing up teaching to nurture thinking rather than to dish out instructions?
FOCUS ON INTERACTING AND DRAWING RESPONSES, RATHER THAN INSTRUCTING
I had an opportunity to witness a lesson in progress at Minerva Project, a futuristic university headquartered in San Francisco regarded as a pioneer in the world of higher education recently.
The teachers working through a custom-based digital platform, acted much more as facilitators, provoking thought and stimulated discussion, while speaking for less than 15 per cent of the class time.
Lessons started with a &ldquo hook&rdquo at the beginning of a new learning topic &mdash a visually stimulating image, an emotionally striking story or a thought-provoking question that caught attention, then students were placed in breakout rooms to work on short live projects.
Short quizzes and polls peppered each class, and students were called on constantly to give their opinions, summarise the arguments presented by their peers so far, play devil&rsquo s advocate, and even to step in for the teacher and moderate.
It was a refreshing and thoroughly modern experience. It succeeded also because investments were made in having faculty undergo months of training in the principles of learning science and online facilitation.
It might sound like a daunting task but such investments in shaping the minds of our digital natives across all learning ages will go a long way. For one, similar principles may be needed in engaging our younger learners as well, given their short attention span.
Teachers can screen share short videos, unexpected questions, riddles or puzzles at the start of the class to keep students guessing what the answers may be, to be revealed through the lesson.
Quizzes and live polls are useful in gauging if their young audience is following or if they are lost.
Students can be placed in twos or threes into breakout rooms and given clear instructions on the topic to discuss or problem to solve and work on their presentations to the class.
Student groups work at different paces so plan for flexibility and have supplementary materials for groups that may finish earlier.
As student groups present, engage the class by asking them to give a rating or even to indicate using one or two or three fingers what their rating is.
A big part of learning is also documenting or writing things down, so collaborative documents such as whiteboards or google docs can be shared and various students assigned the role of scribe at different points.
Learning can be broken up with short energiser exercises to relieve the monotony of sitting.
For younger age groups, parents will probably also have to step up, help support the teaching role and act as tech support, as students do not necessarily know how to stay attentive to courses not adapted to the digital medium.
Educators could also afford to brief parents on simple ways which they can aid students learn, since there is no running away from the part-time role mums and dads will have to play, while being careful not to overloading parents with a deluge of information for each child.
CHANGE WHAT WE TEACH
The second, and perhaps bigger issue, is what to teach. What will be relevant in our brave new world?
The rapid spread of COVID-19 has demonstrated the importance of developing resilience to cope with the volatility and uncertainty of the future, from pandemics to climate change.
As parents now have a front-row seat into what their children are learning, many parents are now asking, why are my kids spending so much time learning things we ourselves have never used as adults - like quadratic equations, logarithms, the formation of an oxbow lake and iambic pentameter?
While some might argue these are foundational skillsets in logic and math, should we not devote the same amount of attention, if not more, to future-ready life skills like critical thinking, creativity and innovation, marketing and communications, financial literacy and resource allocation, coding, psychology and mindsets, entrepreneurship and so forth?
This may involve a strategic overhaul of curriculum so that we are not just adding more to our already weighty student workload, and a huge dose of imagination and creativity to weave some of these new Fourth Industrial Revolution competencies.
For instance, with the shuttering of science laboratories across universities, the Genetics Society of America suggest science students practise writing grant proposals instead, weaving in persuasion and marketing skills and financial budgeting skills, or use data visualisation tools to present statistics in a compelling new way.
FOCUS ON BRAIN HACKING
Another novel solution is Minerva&rsquo s approach of flipping the curriculum. Normally in most schools, the primary focus of teaching is the subject matter (e.g. Math or Geography). Teachers claim that in the learning of these subjects, students somehow also pick up secondary thinking skills and life competencies.
Minerva reverses the equation. Their first year is dedicated to just three foundational things &ndash critical thinking, creative thinking and effective communication.
&ldquo It&rsquo s basically brain hacking&rdquo says Ben Nelson, Founder of Minerva Project, &ldquo We&rsquo re changing the way you perceive the world around you.&rdquo
Only after the first year of learning to think well, do students choose a major and take subject matter courses, but the principles of critical thinking, creative thinking and effective communication are embedded into every single subject matter class.
This radical approach requires all teachers to go through training to learn the foundational life skills and Fourth Industrial Revolution competencies so that they understand how to weave these into their subject matter classes.
You can imagine many educators are reluctant to embrace this big shift as it involves much unlearning and relearning, but yet is a vital part of what our youth need.
THE VALUABLE OPPORTUNITY COVID-19 PRESENTS
The word " crisis" means " to sift" and comes from ancient Greek times. It refers to a critical moment where we must decide and choose what is essential.
COVID-19 poses a valuable opportunity to remind ourselves that the bigger picture skills students need in this unpredictable world are meta-skills that they can apply to many different scenarios, for example, creative problem-solving, focus and perseverance, critical thinking, and above all, adaptability.
To parents who may be fretting about whether their children will catch up with the demands of the curriculum and can cross that end-year exam bar, consider that your children are now learning things that are far more important to their future.
As our youth watch this pandemic unfold, they are learning lessons about how interconnected we all are, and what globalisation really means.
They are learning how fragile our ecosystem is, the miracle of the human body and its various unbelievably intricate mechanisms.
Residents queue to receive free reusable masks distributed by the government at a community center, as stricter measures are announced to combat the COVID-19 outbreak in Singapore, April 5, 2020. (Photo: REUTERS/Edgar Su)
Could the issues COVID-19 throw up not offer a rich source of engagement for children to apply these skillsets to whether in subjects like Science, English or Social Studies?
THE ONCE-IN-A-LIFETIME CHANCE TO REIMAGINE EDUCATION
Parents too have an outsized role this home-based learning season outside of the digital classroom. As your children watch you adjust to working from home, they are learning from you how to navigate uncertainty and respond to life&rsquo s challenges.
Pretty much everything is a new learning experience for them. While they walk past cordoned-off playgrounds and closed swimming pools and empty movie theatres with aching hearts, they are recognising the value of human connection, and acknowledging there is a limit to how much fun they can have on screens alone.
Let us not squander the opportunity this crisis offers and rebuild our education systems thoughtfully and intentionally, celebrating resilience, creativity and adaptability as the cornerstones of what it means to be educated in this brave new world.
No one interested
No Action so quiet
With Japanese CEO and Chairman, not surprise for more Jap investors to come in...
More importantly, their latest press release give a good glimpse of what is to come in the near future:
Here are some of the Group&rsquo s key corporate milestones during 1H2021:
January 2021
&bull The Group entered into formal discussions with the Ministry of Higher and SecondarySpecialized Education (&ldquo MHSSE&rdquo ) of the Republic of Uzbekistan regarding the proposed joint project to establish the next generation University in Tashkent and Andijan (&ldquo PROJECT ASNARO&rdquo ).
&bull The Group completed the acquisition of ZioNext Group for the total consideration of S$12.0 million.
March 2021
&bull The Group entered into the formal discussions with several higher education institutions in Singapore in relation to potential acquisition.
&bull The Group entered into the formal discussions with various universities in Japan, Uzbekistan, New Zealand, United Kingdom and Canada for the Academic Alliance and Partnership.
April 2021
&bull The Group entered into the formal discussions with a prestigious university in UK for a joint academic research project.
May 2021
&bull The Group completed the disposal of its oil and gas business in the U.S which resulted in the non-recurring gain of $117.0 million for HY2021.
&bull ZioNext Group entered into the formal discussions with MHSSE for the development and implementation of the Ubiquitous Learning Platform for the next generation University scheduled to open in 3rd quarter of 2022 as a part of PROJECT ASNARO.
More importantly, their latest press release give a good glimpse of what is to come in the near future:
Here are some of the Group&rsquo s key corporate milestones during 1H2021:
January 2021
&bull The Group entered into formal discussions with the Ministry of Higher and SecondarySpecialized Education (&ldquo MHSSE&rdquo ) of the Republic of Uzbekistan regarding the proposed joint project to establish the next generation University in Tashkent and Andijan (&ldquo PROJECT ASNARO&rdquo ).
&bull The Group completed the acquisition of ZioNext Group for the total consideration of S$12.0 million.
March 2021
&bull The Group entered into the formal discussions with several higher education institutions in Singapore in relation to potential acquisition.
&bull The Group entered into the formal discussions with various universities in Japan, Uzbekistan, New Zealand, United Kingdom and Canada for the Academic Alliance and Partnership.
April 2021
&bull The Group entered into the formal discussions with a prestigious university in UK for a joint academic research project.
May 2021
&bull The Group completed the disposal of its oil and gas business in the U.S which resulted in the non-recurring gain of $117.0 million for HY2021.
&bull ZioNext Group entered into the formal discussions with MHSSE for the development and implementation of the Ubiquitous Learning Platform for the next generation University scheduled to open in 3rd quarter of 2022 as a part of PROJECT ASNARO.
Fightback. hope Japan funds can start buying