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Basic connections between education and business.

Professor of Law, Charlotte School of Law

Understanding the connections between education and business matters. Questions concerning those connections abound, including: the extent to which higher education should make use of business methods; the extent to which education should focus on preparing individuals for jobs and careers, and if so how; and whether businesses, like educational institutions, should have both financial and social goals. Are the answers merely matters of ideology? If not, how can one reach answers that are well-founded?

In this note, I will examine the most basic connections between education and business. I will show that, at a deep level, education and business are inextricably interrelated. Through the examination, I will develop tools for understanding and offering well-founded answers to both practical and policy questions.

In a subsequent note, I will examine fundamental differences between education and business. In still other notes, I will apply the tools and analyses to issues such as: the problem of value in higher education; the reasons for education’s resistance to business concepts and methodologies; and the respective roles of accountability in education and business.

Common-Sense Views

Common sense says that there are and should be some connections between education and business. Education would seem to support business in certain ways and education would seem to draw on the methods of business in certain ways. This general outlook has long been with us. For example, in a 1903 essay, The Remote Relation Between Education and Business, the author argued for an important, albeit indirect relationship:

[E]xpert training for business or trades is hopeless in school. But some consolation remains in this, that the school is a good place for the harder and more disagreeable, but none the less necessary, training in manners, traits, and self-control. Business is system, organization, discipline, drudgery. A school rationally founded on these is better preparation for business than any other.

People continue to urge this type of indirect connection today, for example, with regard to the relevance of liberal arts education to career success.

To take another example, in a 1991 Harvard Business Review article, Does Business Have Any Business in Education? , the author challenged some prevailing assumptions, in particular “that school is school and work is work.” To the contrary, he argued that “in this new economy, school and work are necessarily intertwined. . . . Today more than ever before, school is about working and work is about learning.” People continue to urge this type of interconnection today, for example, as concerns apprenticeships and practical training in schools.

The common-sense view is rarely examined. But it immediately raises two sets of deeper questions. First, are the notions of education and business conceptually independent, like blue and square , so that any connections between them are merely contingent? Could there, for example, be no connections between education and business? Second, if the notions are not conceptually independent, can one identify connections more fundamental than those of common sense? If so, might those deeper connections explain or support the common-sense view?

People avoid the deeper questions or else struggle to provide satisfactory answers. One reason is the tendency to rely on paradigms: post-secondary education as the paradigm of education , and regular manufacture or sale of a good as the paradigm of business . But this is inadequate. Education and business are each considerably broader and reliance on the paradigms yields too narrow a focus. A second reason is that the notions of education and business are not fixed for all time. Each relates to and is influenced by a society’s current interests, beliefs, expectations, and needs. The scope and meaning of each is adaptable, like justice or common sense, rather than stable, like blue or round .

The task is to move beyond these limitations and develop a well-grounded approach to understanding education, business, and the connections between them.

Social Domains

To begin, just what are we talking about when we talk about education or business?

Each is a broad and complex domain of social phenomena. Each encompasses a variety of types of interaction, system, and structure. Education , for example, may variously apply to: the activity of teaching someone how to use a sewing machine; a method used for teaching persons how to use a sewing machine; a class or a program that includes instruction in the use of sewing machines; or a school in which one can learn how to use a sewing machine. A quick review of definitions and synonyms of business confirms that similar observations may be made about it, too. This underlying similarity—as complex social domains—suggests that there may be deeper connections which observation and analysis can identify.

Observation and analysis shows that there are two key commonalities between the domains. First, each essentially involves the same fundamental form of social activity, exchange . Second, each, in its own way, promotes or enables important types of social order .

These commonalities, in turn, illuminate and explain two basic connections. First, education and business can, without contradiction, overlap with each other, and often do. Second, each can provide support the other with respect to the other’s social function.

This much is largely an elaboration on common sense. What is important, however, is that analysis shows these commonalities and connections not to be accidental or superficial and not tied to paradigms. The analysis also provides tools and a framework for understanding, assessing, or urging other, less fundamental, connections.

Commonalities

Exchange is a pervasive form of social activity and a universal anthropological concept. It is “the chief means by which useful things move from one person to another.” (Fn. 1) Because law and business are so influential in our society, we tend to view exchange as necessarily economic or contractual. The paradigm might be the sale of potatoes for cash. But there are many types of exchange in any given society, each with its own characteristics and functions. In our society, kinds of exchange include selling consulting services; taking turns in a car pool; issuing a life insurance policy; extorting a victim; and giving money to public radio during a pledge drive.

Educational exchange involves the transfer from one person to another of particular kinds of intangible things: knowledge, skills, culture, and values. This description accords with common definitions or understandings of education but highlights the fact that the core activity is a form of exchange. An educational exchange can relate to an everyday activity, such as cleaning a floor, or to a highly complex one, such as designing gravitational wave detectors. It can also relate to a fundamental social domain, such as business, religion, politics, or law. Hence the existence of law schools and executive education programs in marketing.

There is an important qualification. Education applies to exchange activity only when it either has a measure of complexity or involves continuation or recurrence. Giving directions to a stranger on the street, while an exchange transmitting knowledge, would not be considered education. By contrast, offering workshops for tourists on how to navigate the city would.

Business also involves exchange. However, the scope of business exchange is broader and little constrained by subject matter. What is transferred may be virtually anything useful (or potentially useful), whether a rutabaga, a piece of information, or a euro futures option.

There are two important qualifications to this characterization of business exchange. Just as with education, the exchange activity must either have a measure of complexity or involve continuation or recurrence. A one-off exchange by two children of a frog for a turtle would not be considered business. But if one of the children regularly catches frogs and exchanges them for money or other items, the activity could be so considered.

In addition, business exchange is marked by the lack of a certain primary intention. A business exchange is generally one that is not carried out primarily for benevolent purposes or for purposes of advancing a societal, as opposed to an individual, end. There can, of course, be secondary intentions in a business exchange. For example, a secondary intention in the sale of wheat by a merchant to an NGO may be to alleviate hunger in a particular country. Indeed, there are both popular and technical efforts to import benevolence or social good into business exchange and business activity. Thus, there may not be a razor-sharp line between business and nonbusiness exchange.

As I will explain in a subsequent post, neither business nor educational exchange is a conceptually or empirically fundamental form of exchange. However, it is not necessary for purposes of this note to analyze these types of exchange further.

Social Order

Social order is the ability of members of a society to “coordinate their actions and . . . cooperate to attain common goals.” (Fn. 2) It contrasts with disorder and is reflected in the “regularity, repetition, and predictability of everyday social lives.” (Fn. 3) Education and business are each means for achieving and maintaining social coordination and cooperation. Each does so through a suite of activities, methodologies, systems, and institutions.

Education promotes order over time, principally through exchange activity. The exchange of knowledge, skills, culture, and values concerning a subject enables cooperation and coordination both at a given time and as between past, present, and future. It ensures (to borrow from William Faulkner) that “[t]he past is never dead. It’s not even past.” (Fn. 4) Educational exchange activity may be informal (e.g., a parent teaching a child how to fish) or more formal (e.g., an expert teaching welding in a community college). It may relate to narrowly defined phenomena or systems (e.g., bowling) or to broader patterns or systems (e.g., not prying into another person’s private life). Education, in its more structured forms, may further contribute to social order by, for example, enabling enduring access to knowledge, skills, culture, and values (e.g., through books).

Business also enables coordination and cooperation, but in different ways. First, as noted above, business exchange is not a fundamental form of exchange. However, most often it consists of a fundamental form known as market-pricing exchange . This form of exchange is based on systematic use of a common, flexible, and divisible measure of value. (Fn. 5) The most important such measure (although not the only one) is money. The ability to exchange useful items based on a common and divisible measure of value enables markets, which are mechanisms for coordination. It also enables a wide range of other activities, structures, and institutions important to coordination and cooperation, such as laboring for a wage and owning and valuing real property.

A second difference is that the methods, systems, and structures of business are broadly applicable. They can be applied to support coordination and cooperation in connection with non-business exchange and other activity. For example, accounting and laboring for a wage can support philanthropic activity or activity primarily for the public good. Or, for another example, branding in its modern (highly developed) form can be used in connection with phenomena that do not involve (or primarily involve) business exchange. For example, it has been extended to practices of personal branding , including use in non-market contexts (such as politics or social influence). This broad applicability stands in contrast to education: education’s associated methods, systems, and structures have limited applicability to phenomena other than those in the educational domain.

Basic Connections

These commonalities explain two basic connections that are easy to see and, at a general level, part of common sense: overlap and reciprocal support.

The criteria for educational and business exchange are not mutually exclusive. A given activity or suite of activities may have elements of both. Indeed, this is quite common. To take a simple example, a housepainter may employ an assistant (business exchange) while teaching her painting skills (educational exchange) as part of the relationship. To take another example, the conveying of knowledge and skills via a coding school involves both educational exchange (in the teaching activity) and business exchange (in the provision of services for a fee).

This much does not seem controversial. However, exchange overlap implies a broader overlap that often does generate controversy. Exchange is never an autonomous activity. It always involves some social relationship between the parties (even where there is anonymity):

Giving something to someone always means something. It indexes an intention to engage in a social relationship, creates a relationship, sustains it, marks its continued existence and its current status, or modifies it. (Fn. 6)

Hence, where there is concurrent educational and business exchange there are concurrent educational and business relationships. This alone does not seem controversial. It is easy to see in the coding school example that there are both hierarchical teacher-student relationships (educational) and market-based school- student relationships (business). What can give rise to disagreements is the respective scope of the two types of relationship, and which (if either) is dominant in the overall structure of relationships. For example, it is well accepted that educational exchange through a school must be accompanied by business exchange so that the school can be sustainable. But one often finds resistance to a wide scope for business relationships in the educational context, and pressure to limit or heavily regulate it.

Reciprocal Support

Education and business can provide support for the other’s societal functions. The kinds of support differ, however. A business activity, system, or organization, if complex or ongoing, requires some educational activity or system. It is necessary in order to ensure the continuing availability of knowledge, skills, culture, and values relevant to the functioning and success of the business activity. This much accords with common sense. Disagreements, however, arise as to the nature of the educational activity or system that best supports a given form of business (or business in general). Liberal arts education and practical training are two possible answers. “[T]raining in manners, traits, and self-control,” according to the 1903 article, is another.

Conversely, educational activities, systems, and organizations may need support from the business domain, particularly from its broadly applicable methods, systems, and structures. For example, systematic educational exchange may need to draw on employment relationships and on organizational forms developed within the business domain. The greater the complexity or continuity of the educational activity, the greater the need for these methods, systems, or structures. The recurring issues here concern the scope and character of the business methods, systems, and structures appropriate to providing the support.

These, then, are the basic commonalities and connections between education and business. They result from what we understand education and business to be. With some further refinement, the understanding and tools developed can also be used to clarify fundamental differences between education and business. I will explore these differences and their roots in a subsequent post.

The understanding and tools developed here can also be put to use with regard to other connections and differences which, although less fundamental, are of great important for practice and policy. I will explore some of these further connections and differences in a later post.

1 John Davis, Exchange (Minneapolis: University of Minnesota Press, 1992) 1.

2 Michael Hechter and Christine Horne, Theories of Social Order (Stanford: Stanford University Press 2009) 1.

3 Edward J. Lawler, et al., “Social Psychology of Social Order: An Introduction,” ed. Edward J. Lawler, et al., Order on the Edge of Chaos: Social Psychology and the Problem of Social (New York: Cambridge University Press, 2015) 1.

4 William Faulkner, Requiem for a Nun , (New York: Random House, 1951) Act I, Scene III.

5 Alan Page Fiske, Structures of Social Life: The Four Elementary Forms of Human Relations (New York: Free Press, 1991) 15.

6 Fiske 33.

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Why We Must Connect Education and the Future of Work

A lack of alignment among K–12, higher education, and the world of work threatens to compromise our resilience and success as a country. Education leaders at the Corporation argue that we must redesign our educational systems to reach a broader set of students

Fundamental goals for American public education are to ensure that each student is prepared to be an active participant in a robust democracy and to be successful in the global economy. This requires coordinated efforts among government, philanthropy, the business community, and the education sector. However, as our nation’s economic and labor market opportunities evolve, the lack of alignment among K–12, higher education, and the world of work is further exposed and compromises our resilience and success. Our institutions are working to meet the opportunities and demands of the future of work in relative isolation. We must encourage systematic connections that reach across the educational, political, and economic domains to holistically prepare students for life, work, and citizenship. This demands a redesign of educational and employment options for all students. We must ask tough questions about what contributions are needed from each sphere today to prepare the workforce of tomorrow. 

Today’s high school students are arriving at college underprepared: 40 percent fail to graduate from four-year institutions, and 68 percent fail to graduate from two-year institutions. [1] Yet the future of work will require higher — not lower — college graduation rates. Already, our economy has 16 million recession-and automation-resistant middle-income jobs that require some postsecondary credential, as well as 35 million jobs that require a bachelor’s degree or higher. [2] Nearly half of American employers say they are struggling to fill positions — the highest number in more than a decade — citing dearths of applicants, experience, and both technical and soft skills as their biggest challenges. [3]

As our nation’s economic and labor market opportunities evolve, this lack of alignment among K–12, higher education, and the world of work will become further exposed and will compromise our resilience and success as a country. At present, students without access to higher education already experience less mobility and lower lifetime salaries. [4] Looking forward, if K–12 and higher education do not redesign their approaches to reach a broader set of students, we might experience even greater labor shortages and income disparities. If we want to alleviate these issues and prepare students for the careers of the future, it is imperative that we close the chasm between K–12 and higher education. 

Those attempting to reform the education system are familiar with the ways in which it is fragmented. Many have experienced the unintended consequences that come from working in isolation and proceeding with untested assumptions, especially during efforts to scale innovations or foster long-term sustainability. We believe the solution is to work more integratively: to resist the temptation to tackle siloed, singular components and instead collaborate on large-scale transformations designed around a unified vision. 

Looking for­ward, if K–12 and higher education do not redesign their approaches to reach a broader set of students, we might experience even greater labor shortages and income disparities.

That vision, when considering American public education, is to prepare each student for active participation in a robust democracy and success in an advanced global economy. Accomplishing this demands an approach that reaches across educational, political, and economic domains to seamlessly prepare students for life, work, and citizenship. It demands the redesign of educational and career pathways to allow for cross-pollination among all sectors, from business to government to philanthropy — and it demands asking tough questions about what each sphere must contribute today to prepare the workforce of tomorrow. 

Higher education can play a unique role because it has the ability to reach in several directions: toward both K–12 schools and educators, and businesses and future employers. Since it is often under the control of the state, higher education can also reach across to the governor, mayor, and other decision- and policymakers. As such, higher education can do more than effect change within a single institution; instead, it can help to enact networks and policies across an entire city or state. In short, to prepare students to become citizens of the world — who also have economic opportunities in the future workplace — stakeholders must abandon their traditional silos and work together to achieve coherence. 

The Case for Coherence 

Linear, laser-focused strategies are appropriate when consequences are predictable, contexts are similar, and results are easily measured and few in number. But in the world of education, where contexts are diverse, the level of transformation needed is enormous, and the number of stakeholders is high, linear approaches to change do not work. They accomplish superficial, rather than meaningful, improvements and can lead to missteps and frustration. 

To create longer-term solutions at scale, we must accept that education is a complex social system, and design strategies for change around that fundamental fact. If our goal is to move toward 21st-century teaching and learning that better prepares young people for the dynamic world of work, traditional top-down, isolated, programmatic approaches will not succeed. Rather, to effect broad change, we must be thoughtful, flexible, and inclusive, and we must consider myriad factors, including the vantage points and resources of all stakeholders. 

Three Design Principles for Coherence 

In one attempt to catalyze this shift, Carnegie Corporation of New York launched the Integration Design Consortium in 2017. The corporation extended grants to five organizations to design and implement two-year projects aimed at reducing fragmentation in education and advancing equity. During our collaboration with these initiatives — each focused on different disciplines, such as human-centered design, systems thinking, and change management — we saw several themes emerge again and again. Irrespective of the project or context, these principles seemed to be influential in making progress toward coherence. For those striving for educational change, we believe these three principles can serve as a foundation upon which to design innovative solutions, and a lens through which to envision ways of thinking and working differently.

Cultivating a Shared Purpose  Rather than assuming that everyone engaged in educational improvement has similar priorities, deliberate attempts must be made to develop a shared understanding of what students need most during their journeys through the system. The work of defining this purpose cannot be done in an isolated manner; instead, a collective vision should be cocreated by various stakeholders, then anchored by thoughtful implementation planning. Developing a cohesive vision has multiple benefits, including increasing broad buy-in and helping individuals understand how their actions can lead to change at scale. 

One promising initiative that exemplifies this approach is the Cowen Institute at Tulane University, which shares its purpose of advancing youth success with a multitude of stakeholders in its home city of New Orleans. In addition to disseminating salient research and implementing several direct service programs, the Cowen Institute develops and leads citywide collaboratives focused on promoting access to and persistence in college and careers. These include the New Orleans College Persistence Collaborative and the College and Career Counseling Collaborative, bringing together counselors and practitioners from high schools and community-based organizations across New Orleans under the common goal of increasing students’ access to and persistence in college and careers. 

Rather than assuming that everyone engaged in educational improvement has similar priorities, deliberate attempts must be made to develop a shared understanding of what students need most during their journeys through the system.

By engaging in a shared review and understanding of data centered on the needs of all students, these communities of learning play an important role in cultivating a shared sense of purpose across a diversity of organizations and institutions. At the same time, they provide members with professional development, the opportunity to share best practices, and a means of engaging in collective problem-solving centered on improving college and career success for New Orleans youth. 

Cocreating Inclusive Environments  This principle, which has its roots in user-centered design, encourages the consideration of various points of view when developing policies, prioritizing input from those who will be directly affected by the outcome. It also urges individuals to assess their own beliefs before creating policies that reverberate through the entire system, and advocates the shifting of power structures so that those most affected have the opportunity to share their perspectives and play a role in the decision-making process. It is only by identifying the actors in the system, understanding their perspectives, and using their input that we can create inclusive and effective programs. 

Transforming Postsecondary Education in Mathematics (TPSE Math) is one example of a movement to create an inclusive postsecondary environment. It focuses on a discipline that has traditionally been a barrier to student success: math. 

In one study of 57 community colleges across several states, 59 percent of students were assigned to remedial math courses upon enrollment, and, of those, only 20 percent completed a college-level math course within three years. [5] Through TPSE Math, leading mathematicians have convened stakeholders across the country to change mathematics education at community colleges, four-year colleges, and research universities so that it better meets the needs of a diverse student body and their diverse future careers. 

For example, TPSE has provided significant support in the national movement to develop multiple mathematics pathways for students. The goal is for every student to have the opportunity to take a rigorous entry-level mathematics course relevant to his or her field of study and future career and to significantly reduce the time for underprepared students to complete their first college-level math course. This results in more inclusive math departments and courses that focus on success for all students, not only those who will go on to be math majors or to remain in academia. 

TPSE has also promoted cross-sector engagement by facilitating conversations about effective and innovative practices — including the connections between college mathematics and the world of work — and then sharing those learnings across institutions. These math departments are supporting a rich set of interdisciplinary academic experiences and pathways designed to prepare students with the mathematical knowledge and skills needed for engagement in society and the workforce. 

Building Capacity That Is Responsive to Change  To create infrastructure and processes that will be effective over the long term, it is crucial to acknowledge and accept the dynamic nature of the education system. This means prioritizing relationships and trust, and viewing a project’s initial implementation as the first of multiple iterations and trials, each of which considers the potential impact on different stakeholders. This is crucial because achieving broader coherence across the education system can seem daunting, so it is more manageable to identify a specific gap or disconnect to address, such as the transition from college to career.

Focusing on particular barriers and trying out solutions before prescribing them at scale acknowledges the dynamism of the sector and the complexities of coherence, while making meaningful progress on issues that matter. 

The University Innovation Alliance (UIA), for instance, takes an agile, human-centered approach to increasing the number and diversity of college graduates in the United States. Since its founding in 2014, this national coalition of 11 public research universities has produced 29.6 percent more low-income bachelor’s degree graduates per year, amounting to nearly 13,000 graduates annually. The UIA estimates that the total will reach 100,000 by the 2022–2023 academic year. [6] *

True to the nature of the research institutions leading the work, the UIA accomplishes this through experimentation and iteration. One area of focus for the network has been ensuring student success beyond graduation through redesigning college-to-career supports to better ensure students find gainful employment upon graduation. The project uses design thinking, with its rapid prototyping of ideas and short feedback cycles, in service of reimagining career services to better support low-income students, first-generation students, and students of color. 

The process of innovation starts with understanding the perspective of students and the current practices on campuses; providing career services professionals with the capacity, time, and connections they need to generate new campus solutions; and engaging employers and other stakeholders in the redesign. This approach is consistent with the vision of the UIA, that “by piloting new interventions, sharing insights about their relative cost and effectiveness, and scaling those interventions that are successful [,] . . . [its] collaborative work will catalyze systemic changes in the entire higher education sector. [7]

An Integrative Pathway to the Future 

Strides in educational coherence are being made on a regional level, too. Tennessee and Colorado, for example, have adopted holistic cradle-to-career solutions that intentionally plan for the duration of their residents’ lifetimes, and the Central Ohio Compact has mobilized K–12, higher education, community-based organizations, and local industry with the goal of helping 65 percent of local adults earn a postsecondary credential by 2025. [8] Each of these initiatives exemplifies the design principles described earlier, by considering the experiences of key actors and employing a multistakeholder approach that includes policymakers — factors crucial to enacting change on a systemic level.

In most of the country, education, employment, and economic reform remain isolated in both policy and practice. If we continue down this path, limiting ourselves to what is possible within each of our silos, our mutual interests will soon be consumed by our differences.

Though these projects are promising, they are not enough. In most of the country, education, employment, and economic reform remain isolated in both policy and practice. If we continue down this path, limiting ourselves to what is possible within each of our silos, our mutual interests will soon be consumed by our differences. For the revolutionary changes that the future demands, we must move beyond this fragmented way of thinking and working, and accept that history’s boundaries no longer apply. We must take a coherent approach to connecting education and the future of work, harnessing integrative design principles to foster progress, flexibility, and inclusivity. To improve today and prepare for the future, we must build on these ideas together. We must embrace a user-centered approach that is designed around our ultimate goal: empowering and preparing our nation’s youth for fulfilling, engaged lives and productive careers, now and for decades to come.

[1] National Center for Education Statistics, “Undergraduate Retention and Graduation Rates,” May 2019, https://nces.ed.gov/programs/coe/indicator_ctr.asp .

[2] Anthony P. Carnevale, Jeff Strohl, Neil Ridley, and Artem Gulish, “Three Educational Pathways to Good Jobs,” Georgetown University, 2018, https://cew.georgetown.edu/cew-reports/3pathways/ , 10.

[3] Manpower Group, “Solving the Talent Shortage: Build, Buy, Borrow and Bridge,” 2018, https://go.manpowergroup.com/talent-shortage-2018#thereport , 5–7.

[4] Jennifer Ma, Matea Penda, and Meredith Welch, “Education Pays 2016: The Benefits of Higher Education for Individuals and Society,” College Board, 2016, https://trends.collegeboard.org/sites/default/files/education-pays-2016-full-report.pdf , 3–4.

[5] T. Bailey, D. W. Jeong, and S. W. Cho, “Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges, Economics of Education Review 29, no. 2 (2010): 255–70.

[6] The University Innovation Alliance, “Our Results,” http://www.theuia.org/#about .

[7] The University Innovation Alliance, “Vision and Prospectus,” http://www.theuia.org/sites/default/files/UIA-Vision-Prospectus.pdf .

[8] Central Ohio Compact, “Central Ohio’s Most Critical Challenge,” http://centralohiocompact.org/what-is-the-compact/our-challenge/ .

Excerpted from The Great Skills Gap: Optimizing Talent for the Future of Work (Stanford Business Books, 2021), edited by Jason Wingard, Dean Emeritus and Professor of Human Capital Management at Columbia University School of Professional Studies. Reprinted with permission.

*Note: Since the publication of the book, UIA reports an increase of annual degrees to low-income students by 46 percent since launch. Overall annual bachelor's degrees have increased 30 percent, and annual bachelor's degrees to students of color have increased 85 percent. They have exceeded 100,000 degrees.

LaVerne Srinivasan is vice president of Carnegie Corporation of New York’s National Program and program director of Education, Farhad Asghar is the Education program officer of the Pathways to Postsecondary Success portfolio, and Elise Henson is a former program analyst at the Corporation.

TOP: (Credit: SolStock/Getty Images)

Andrew Carnegie Fellow Marcia Chatelain calls for innovative and inclusive ways to teach and support first-generation students across the U.S.

In 2020, one in three students in the U.S. attended a new public school created during the last three decades. A new Corporation-commissioned report provides a quantitative review of the number, geographic distribution, and characteristics of new public schools with implications for the broader education system

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Why Higher Ed and Business Need to Work Together

• Michael D. King

Smart partnerships can help students get the skills they need.

Over the past decade, business has changed dramatically. As a result, workforce skills and requirements have also changed. There are jobs today that didn’t exist 10 years ago — data scientist, social media manager, app developer — and in five more, there will be new roles with new requirements that don’t exist now. But while this has happened, one sector has lagged behind: higher education.

• MK Michael D. King is the Vice President and General Manager of IBM’s Global Education Industry. IBM’s Education portfolio includes consulting and IT services, analytics and other software, as well as cloud and high-performance computing.

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Education and Business

Reading up on business fundamentals or building leadership skills? Drafting a business plan or exploring ways to make an existing enterprise more sustainable or sound? The materials on this page will demonstrate how education is the driver of all future business. 

Investing in education is investing in the skills and talents of the next generation, fueling innovation, expanding opportunity, and promoting economic growth — the foundation for the growth and prosperity of the business community.

Looking for questions to centre your research efforts or interesting issues or problems to explore? These research questions can help provide a path to a focused research and writing process.

• What is the business case for investing in education?
• Why should business invest in a public good like education?
• In what ways can business contribute to education?
• Can business engagement in education generate a return on investment?
• Is education just another philanthropic donation that does not engage core business?
• Why is girls’ education important to business and how can the private sector help to advance it?
• How can business investment in education help to unlock the skills gap?
• Will the next generation be able to meet the skills demands of business without private sector investment in education?
• How can business partner with others to support education?
• What innovative financing mechanisms exist for business to engage in their support of education?

Looking for clear topic sentences to express your opinion, or thesis statements to serve as the core of your essay? Theirworld’s examples can help to form the base of your argument.

• Education is smart for society, and smart for business
• Education drives future business
• Business is uniquely positioned to support and create sustainable and scalable solutions to address the world’s pressing education needs
• The business community can support the transformational efforts to realise the right to education and improve learning for all
• Business can play a transformative role in elevating education as a political, social and economic priority, and can help ensure the right of every child and youth to receive a quality education
• Investing in education is investing in the skills and talents of the next generation — the foundation for the future growth and prosperity of the business community

Mutually reinforcing benefits

• An educated world is good for business. It means a talent pipeline for skilled employees, consumer bases with more disposable income, increased innovation and economic growth
• Education is the foundation to unlocking additional company priorities, including climate, public health, inclusion, financial literacy and entrepreneurship
• Quality education underpins innovation, job creation and entrepreneurship
• Access to a good-quality education is a growth constraint for business that has a direct impact on the bottom line
• Education provides the skills required for a talented workforce, fuels innovation, expands business opportunities, boosts wages, promotes economic growth, and creates more affluent consumers
• The private sector has the most to gain or lose from weak education systems
• Business investment in education delivers social value, boosts employee morale, and increases retention

Skills and jobs

• If nothing changes, more than half of all young people will not be on track to have the skills they need for work by 2030
• Employers are increasingly finding it difficult to find workers with the flexible and adaptable skills needed for the Fourth Industrial Revolution
• Access to relevant education focused on skills for the future of work and life can have a tremendous impact on providing a pathway to employment opportunities for young people
• The skills needed for work are constantly evolving which means that life-long learning is more important than ever

Business contributions

• The business community can bring all of its assets to support education, including volunteering, expertise, goods and services, supply chains, corporate social responsibility, ESG investment, philanthropy, human resources policies, and more
• Innovative partnerships, financing mechanisms and new vehicles for business investment in social sectors are rapidly emerging and increasingly recognised channels for successful engagement in education

Seeking key messages, facts, and opinions to build your evidence base? Find the most up-to-date, pre-sourced data points to help you make a robust case for business engagement in education.

Global skills gap

• There is a talent shortfall.  Nearly seven in 10 employers reported talent shortages in 2019, the worst level ever and a jump of 17% from the year before and more than three times higher than a decade ago. (CNBC, 2020)
• If current trends continue, by 2030 less than 10% of young people in low-income countries will be on track to gain basic secondary level skills.  The costs of this education crisis – unemployment, poverty, inequality and instability – could undermine the very fabric of our economies and societies. (Education Commission, 2016)
• It is estimated that by 2030 more than half of young people worldwide will not have the basic skills or qualifications necessary for the workforce.   (Education Commission, 2016)
• 55% CEOs globally believe that the current skills shortage hinders the ability of their companies to operate effectively. And nearly half are worried that skills availability is significantly impacting quality standards and/or the experience of their customers. ( PWC, 2020 )
• The world urgently needs more educated workers.  It is estimated that, by 2020, the global economy will have a shortage of 40 million workers with a tertiary education and 45 million workers with a secondary education, while there would be a surplus of 95 million low-skilled workers. ( Deloitte & GBCE, 2018 )
• As digital skills become essential for the future of work, the gender gap persists.  In the European Union in 2016, only one in six students in information and communications technology (ICT) were female. (ILO, 2020)
• The skills gap is a global challenge, and a lack of education is the root. In 57 of 108 countries, more than half of the workforce have jobs not matching their level of education — 72% of this skills mismatch attributed to under-education. ( UNICEF & WBCSD, 2021 )
• The quality of education and learning must improve dramatically to ensure that young people are better equipped for the workforce.  More than 600 million children around the world who are in school are not on track to learn the skills they need to thrive in the future. (Education Commission, 2019)

Economic cost

• The global skills mismatch is currently estimated to affect two in five employees in OECD countries, costing the global economy 6% every year in terms of lost labour productivity. (Boston Consulting Group, 2020)
• There is an economic cost to not investing in education. In India alone, nearly two-thirds of children born each year do not finish secondary school for a plethora of largely preventable reasons. In pure economic terms, this represents an opportunity cost of over US$100 billion to national annual economic output, or about 5% of GDP. (Winthrop et al., 2013)
• When public education systems are weak, the business community incurs significant costs.  Companies bear costs to compensate for poor-quality education and the low skill levels of graduates, including investing in remedial training programmes. In India, for example, in one five-year period information technology companies almost doubled the amount they spent on training employees, from US$1 billion in 2007 to close to US$2 billion in 2011. (Winthrop et al., 2013)
• Post-pandemic economic recovery depends on strong education systems . Predictions estimated that the current pandemic would wipe out 6.7% of working hours globally in the second quarter of 2020, equivalent to 195 million full-time workers. Some jobs will never return and others will cease to exist. Education prepares young people to enter into a new and changing workforce. (ILO, 2020)

Jobs and training

• There are 1.3 billion young people today, the largest youth population in human history.  Yet one in five youth worldwide are currently not in employment, education, or training (NEET). (ILO, 2020)
• Young people are more likely to be unemployed.  While youth make up one-fifth of the global population, they make up one-third of the global unemployed workforce. (ILO, 2020)
• Decent work is not available for many young people.  Even among employed youth, 30% are living in extreme to moderate poverty with an income below US$3.20 per day, signaling the lack of decent work. (ILO, 2020)
• Informal work is on the rise.  In 2016, three in four young workers worldwide participated in informal employment, ranging from the informal agricultural economy in sub-Saharan Africa and Southeast Asia to the gig economy in wealthier European countries. ( ILO, 2020 ) ( Nedelkoska & Quintini, 2018 )
• Youth are particularly vulnerable to automation.  In OECD countries, the risk of job displacement is highest for youth because they are more likely to be in occupations with the highest probability of automation
• Many youth are not satisfied with the education and training they are currently receiving.  In a global survey of 531 youth in 2018, 39% reported that their formal school did not prepare them with the skills they needed for the jobs they wanted. (Deloitte & GBCEd, 2018)
• The global learning crisis is a critical barrier to youth employment.  69% of youth in low-income countries will not attain basic primary level skills by 2030. (Deloitte & GBCEd, 2018)

Fourth Industrial revolution (4IR)

• Employment in the future is likely to place an increased premium on digital literacy. 84% of multinational and large national companies surveyed reported being ready to digitise work. Yet the percentage of adults with basic spreadsheet skills is 7% in lower-middle-income countries, 20% in upper-middle-income countries, and 40% in high-income countries. ( GEM, 2020 ) ( World Economic Forum, 2020 )
• Just a few years ago, technologies associated with the 4IR were projected potentially to displace more than five million jobs by 2020,  most of the loss concentrated in low- and middle-skill jobs. ( Deloitte & GBCE, 2018 ) ( McKinsey, 2017 )
• Philanthropy will need to play a significant role to help address the education funding gap.  Funding for education from philanthropists, corporations and charitable organisations will need to reach US$20 billion in 2030 if we are to get every child in school and learning. (International Commission for Financing Global Education Opportunity, 2016)
• Despite talk of philanthropic contributions to education increasing, they remain insignificant. Just 13% of Fortune Global 500 companies’ total corporate social responsibility budget went to education in 2015, with only 30% of that allocated to primary and secondary education. ( Varkey Foundation et al., 2015 )
• Education anchors investments in all sectors, but corporate giving to global health is 16 times what it is to education.  US foundations decreased their share of funding for education by 3% between 2005 and 2015, while increasing their financing for health by 5%. ( GBCE, 2013 ) ( International Commission for Financing Global Education Opportunity, 2017 )

Smart investment

• Supporting education in emerging markets will have high payoffs.  By 2030, not only will emerging market economies contribute 65% of global GDP but they will also be home to the majority of the world’s working-age population. (Winthrop et al., 2013)
• CEOs say lack of investment in education is costing them money.  In a global survey of more than 1,000 CEOs, almost 30% said that talent constraints kept them from pursuing market opportunities. Labour costs are increasing; in the same survey 43% of CEOs said talent-related expenses, including turnover, have a negative impact on their firm’s growth and profitability. (Winthrop et al., 2013)
• A small investment in education yields huge outcomes for employers. Data shows that US$1 invested in education today can return US$53 in value to the employer at the start of a person’s working years. ( UNICEF, 2020 )
• Investment in education can yield high returns.  Each dollar invested in education can yield more than US$5 in additional gross earnings in low-income countries and US$2.50 in lower-middle-income countries. (Education Cannot Wait, 2019)
• When businesses invest in youth education, they are investing in their skilled labour of the future.  A study has found that in India, every US$1 invested in education and training results in a US$53 return in value to the employer. (Winthrop et al., 2013)
• Education in sub-Saharan Africa is a smart business investment.  By 2060, the populations of Africa’s two most populous nations, Nigeria, and Ethiopia, will have tripled and doubled, respectively. Companies investing in the education of emerging markets like these will not only create the skilled workforce needed to address the global talent gap, but also capture the economic benefit of the resulting newly empowered consumer base. (Brookings, 2013)

Addressing the skills gap

• Investment in education is urgent to meet future skills demand.  It is estimated that 42% of core skills required for existing jobs will have changed by 2022. By 2030, more than half of youth worldwide will not have the necessary skills for what the workplace of the future requires. ( Education Commission, 2016 ) ( World Economic Forum, 2020 )
• Investment in STEM education and jobs will boost recovery. Cities with more STEM workers tend to have higher job growth, employment rates, patent rates, wages, and exports. In the US, for each high-tech job added, an additional five jobs are created. ( Moretti, 2013 ) ( Rothwell, 2013 )
• Closing the skills gap unleashes economic potential.  If education systems successfully address the skills gap for the future of work, as much as US$11.5 trillion could be added to global GDP by 2028. (Accenture, 2018)
• Young people are demanding that the education system step up and provide critical skills for the future of work.  In a 2018 Global Youth Survey, 79% of young people reported that they had to go outside formal schooling to get the skills necessary for their desired jobs. (Deloitte & GBCE, 2018)
• Education is essential to address the growing mismatch in skills and employment.  Following current trends, sub-Saharan Africa will be home to the largest concentration of young people without the skills to participate productively in the workforce. Nearly nine in 10 children in the region lack basic skills for the labour market. ( Global Business Coalition for Education/Education Commission, 2019 ) ( World Bank, 2019 ).
• Urgent investment into education and training is needed to meet the needs of the future  – to resolve the risk that 50% of tomorrow’s human capital will be unprepared for the workforce in 2030. (Deloitte & GBCE, 2018)
• Job growth is likely to be concentrated in high-skills sectors. It is estimated that by 2020, more than 80% of jobs will require medium- to high-skills levels, while low-skills jobs will continue to decline. ( GEM, 2016 )
• Education is essential for the transition towards green growth to address pressing environmental challenges.  Green industries are growing faster than the global economy average, with a job creation potential of 15-60 million additional jobs, yet the green skills gap is already creating bottlenecks in some countries. ( IRENA, 2014 ) ( GEM, 2016 )

Job creation

• Education spending is more effective at job creation than tax cuts.  A study found that spending on education created almost twice as many jobs as would be expected from tax cuts of equal value and also resulted in better paying jobs. (Pollin et al., 2009)
• Better educated individuals are more resilient in the labour market.  In the US, unemployed workers with at least a high school degree are 40% more likely to find a job again within one year compared with those who did not complete high school. Each additional year of schooling increases the chance of re-employment by about 6-7 percentage points. (Riddell & Song, 2011)
• Most of the new jobs created in the previous economic recovery went to college-educated workers. After the 2008 recession, jobs for college graduates in the US sharply rebounded and increased by 8.4 million, but jobs for those with a high school diploma or less only increased by only 80,000. ( Carnevale et al., 2016 )
• Education is an important asset to securing formal employment.  In developing countries, the share of informal employment decreases from 93.9% for workers with no education, 86% for those with primary education, 59.1% for those with secondary education, and only 32% for those with tertiary education. (ILO, 2018)
• Higher levels of education reduce employment vulnerability.  In 27 low- to upper-middle income countries, eight out of 10 young people with a higher education degree were in non-vulnerable employment. (Sparreboom & Staneva, 2014)

Economic growth

• A single additional year of education yields great economic gains. In some cases, an additional year of education has generated as much as 35% higher GDP per capita and a 10% increase in income, with larger gains for women. ( Patrinos & Psacharopoulos, 2013 ) ( UNICEF, 2015 )
• Getting all children into primary education, while raising learning standards, could boost economic growth by 2% annually in low-income countries.  If all students in low-income countries acquired basic reading skills, 171 million people could be lifted out of poverty, equivalent to a 12% reduction in world poverty. (UN Global Compact, 2013)
• Education increases income.  In Guatemala, each additional school grade that a child completed raised their earnings as adults by 10%. Increasing their reading comprehension test score to the average score raised their wages by 35%. (Behrman et al., 2009)
• Education is an important source of economic growth.  Increased educational attainment, especially for girls and women, accounted for about half of the economic growth in OECD countries over the past 50 years. (OECD, 2012)
• Higher education leads to increases in productivity and earnings that feed back to governments through higher taxes.  Over a 34-year period in the US, states that invested more in education ended up having higher per-capita income. (Contemporary Economic Policy, 2008)
• One additional year of school can increase a girl’s earnings by up to 20% – reaping benefits for the girls themselves, their future families and their communities. ( EFA GMR, 2013 )
• Educating girls raises earnings.  Each additional year of schooling helps a woman increase her wages by about 12%. (Brookings, 2016)
• Educating girls means they can earn more and have more secure working conditions. Women with good literacy skills in Pakistan earn 95% more than women with weak literacy skills. ( EFA GMR, 2013 )
• Financial literacy raises earnings.  Women with high financial literacy skills received 95% more income than women with little or no literacy skills. (EFA GEM, 2014)
• In the US, virtually all growth in the labour force over the next 40 years is predicted to come from immigrants and their children.  It is essential that this group is provided with a high-quality education to maintain economic growth. (Passel, 2011)

Cross-sectoral benefits

• Education’s spillover benefits save lives and promotes a healthy workforce.  A healthy workforce contributes to a stable operating environment. Over the past four decades, the global increase in women’s education has prevented more than four million child deaths. If all children completed primary education, 700,000 cases of HIV/Aids could be prevented annually. (UN Global Compact, 2013)
• A better educated labour force is essential to ensuring the technological transformation required to combat climate change.  Education provides the basic, technical, and managerial skills necessary to innovate and develop green industries, transforming economies and food systems, and reducing environmental destruction. Green growth could produce up to 60 million additional jobs globally. ( Technopolis Group, 2015 ) ( ILO, 2012 )
• It is important to remember the long-term horizon.  In Jamaica, providing toddlers with psychosocial stimulation increased earnings by 25%, but these returns only materialised 20 years later. (World Bank 2019)
• Early childhood education and increased childcare availability helps parents, especially mothers, re-enter the workforce.  A low-cost, universal childcare programme in Quebec increased labour force participation by 12.3%. ( MacEwan, 2013 ; see also Lefebvre & Merrigan, 2005 )
• Investing in education helps build a strong public health workforce to combat future pandemics.  Without the immediate ramping up of education, there will be a shortage of 15 million health workers worldwide by 2030. (Liu et al., 2017)
• Providing educational opportunities for refugees creates more productive members of society.  Education lays the base of foundational skills, preparing students for technical or vocational training, or university-level opportunities, leading to better job prospects and greater self-reliance for refugees. (UNHCR, 2016)
• Education integrates refugees into the local economy.  Among refugees in Germany, good German speaking, reading and writing skills were associated with a 19% higher probability of employment and 18% greater wages. (Hanemann, 2018)
• Ocean literacy provides valuable social and economic returns.  Limiting global warming to 1.5 degrees Celsius, as outlined in the Paris Climate Agreement, could result in billions of dollars in extra revenue for fisheries globally, most concentrated in the developing world where many rely on fish as a source of protein. (Sumaila et al., 2019)
• Education increases entrepreneurship and economic opportunity.  A sound understanding of financial mechanisms, management, and concepts like interest compounding, exchange rates and fee structures diversify and boost economic opportunity. (Atkinson & Messy, 2015)
• Educating children with disabilities has high returns on investment.  In the Philippines, returns on education for people with disabilities in terms of higher earnings can reach more than 25%. ( International Disability and Development Consortium, 2016 ) ( Mori & Yamagata, 2009 )

Encouraging innovation

• Innovation is almost exclusively accomplished by those with advanced degrees.  In the US, more than 90% of patent holders have at least a bachelor’s degree, and 70% have at least a master’s degree. If Finland had not invested substantially into engineering education in the postwar era, the number of US patents obtained by Finnish inventors is likely to have been 20% lower. ( The Hamilton Project, 2017 ) ( Toivanen & Väänänen, 2016 )
• Investment in higher education is essential for research and development, and technological advances.  Only 7% of young people in the least developed countries are currently enrolled in college, nine times less than the rate in developed countries. (Deloitte & GBCE, 2018)
• Almost all technology entrepreneurs in the US have a higher education.  92% of US-born tech founders hold at least a bachelor’s degree. (Wadhwa et al., 2008)
• When immigrants are educated, they help drive innovation and entrepreneurship.  Research on one million inventors applying for a patent in the US from 1976 to 2012 shows that immigrants make up 16% of the inventor population and 22% of total patents. (Bernstein et al., 2019)
• An educated and skilled workforce is key to growth and technological progress.  Data from 19 OECD countries between 1960 and 2000 show that their growth was more driven by skilled human capital rather than the total human capital of the workforce. (Vandenbussche et al., 2004)
• More and more businesses are playing an active role in education.  In a study of 250 companies, 28% of total corporate philanthropic giving went to education programmes, making it the number one cause that businesses supported. (CECP, 2018)
• Corporate support for education can have a greater social impact if it is better coordinated.  Although US Fortune 500 contributions to global education were reported to be small, short term, uncoordinated and not reaching the most marginalised, the total contribution was not negligible at just shy of US$500 million. This is equivalent to about two-thirds of the entire United States Agency for International Development (USAID) education budget. (Van Fleet, 2011)
• Global Fortune 500 companies invest a lot in education.  It is estimated that of the US$20 billion per year spent on corporate social responsibility initiatives, US$2.6 billion was spent on education-related activities. (Varkey Foundation, 2015)
• High net worth individuals can be powerful catalysts of change in education.  Key figures in global health have been instrumental in restructuring aid and building coalitions to leverage funds at scale. (KFF, 2020)

Key opinions

Education and training are the keys to unlock opportunities for women and men to gain employment, launch businesses and create better lives for themselves and their families. As we work to build a better and more resilient future after the Covid-19 pandemic, we must ensure quality education systems that are accessible to all. Guy Ryder, ILO Director General

Safeguarding our post-pandemic future means safeguarding our human capital. More than a billion learners across the world have been affected by the virus-related disruption to education. That is why we need more investment—not just spending more on schools and distance-learning capacity, but also improving the quality of education and the access to life-long learning and re-skilling. These efforts can pay large dividends in terms of growth, productivity, and living standards. We can build a more resilient world by harnessing the vast potential that education provides for people to learn, grow, and transform their lives. Kristalina Georgieva, Managing Director of the IMF

Searching for more in-depth reporting or quick refreshers on the relationship between education and business? Check out Theirworld’s groundbreaking reports and explainers that examine the issue in further detail. 

• Education Finance Playbook
• Education Finance Playbook Technical Guide
• Education Funding
• Education Cannot Wait Fund
• The International Finance Facility (IFFEd)
• Education Commission
• The Smartest Investment: A Framework for Business Engagement in Education
• Investment in Global Education: A Strategic Imperative for Business
• Planning for Impact: Measuring Business Investments in Education
• Unlocking Potential and Performance: Recognizing Education’s Position at the Core of ESG
• Investing in Inclusion
• Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution
• An Untapped Force for Global Education: An Exploration of Small & Medium Enterprises
• Resilience: A New Youth Skill for the Fourth Industrial Revolution
• Engaging the Investment Community in Education
• Opportunities for Impact: Business Case for Engaging in Early Childhood Development
• Launching a Global Education Platform: Lessons and Recommendations from the India Pilot
• The Journey of a Girl: Opportunities for Business Investment in Girls’ Education
• Strong Schools and Communities Initiative: Working Together to Build Safe Schools and Protective Learning Environments
• Investing in Education: Lessons from the Business Community
• Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis
• Toward a Global Education Platform: Potential Models for Harnessing Technology to Promote Education as a Global Public Good

Prefer an audio medium to better understand the connection between education and business? Listen to Theirworld’s Better Angels podcasts, featuring stories from globally renowned campaigners, Nobel Prize winners, celebrities, politicians and remarkable young people who are experts in the field.

Hanzade Doğan Boyner and Vuslat Doğan Sabanci: Interview Special

Top Turkish business women Hanzade Dogan Boyner and Vuslat Dogan Sabanci and their efforts to promote girls’ education through private public partnerships are featured in this interview special

More episodes here

Theirworld’s commitment to education spans sectors and subjects. See what we are working on at the intersection of education and business:

Small Grants Programme

Theirworld’s Small Grants Programme gives grants of up to £10,000 to registered charities and non-profits helping disadvantaged and overlooked young people in the UK and around the world.

Skills for Their Future

Theirworld partners with local organisations across Africa and the Middle East to help girls gain next-generation digital, coding and entrepreneurship skills, schools deliver quality education, and local companies offer work opportunities.

MBA Project with Edinburgh Business School

Theirworld partnered with Scotland’s Edinburgh Business School to offer 20 fully-funded Master of Business Administration (MBA) scholarships to refugees living in Lebanon and vulnerable Lebanese citizens. Students will gain a range of core business skills and one of the UK’s most prestigious management qualifications

Focus on Kenya

Theirworld is investing in research and working alongside local community partners to raise the profile of the importance of children’s early years across the political spectrum

The intertwined benefits of education and business touch a diversity of related subjects. Explore the below subject pages for additional ideas and information.

• Education and Economics
• Education and Government and Politics  

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Transforming the Role of Business in Education

An intensive one-day conference hosted by FSG, the Shared Value Initiative, and Stanford Social Innovation Review  

October 29, 2014 8:00 a.m. – 5:00 p.m. paul brest hall munger building 4 555 salvatierra walk stanford, ca.

Click here to learn more about the Shared Value Initiative  

Event Hosts:  

Sponsor: .

Quick Links Program Overview  | Conference Sessions  | Schedule  | Confirmed Speakers |  What Your Conference Fee Includes | Facilities and Location | Lodging | Rates and Registration | Privacy Policy | Contact Information | Co-Sponsors and Partner

Program Overview

Companies across industries—including technology, financial services, agriculture, and more—are beginning to play a new role in education. These companies are tackling education issues through their core business strategy and operations. In doing so, they are finding new ways to become essential partners for schools, nonprofits, and governments in helping to raise levels of student and workforce achievement.

This one-day conference, hosted by the Shared Value Initiative, FSG, and Stanford Social Innovation Review , will bring together business, education, and nonprofit leaders eager to explore new models to help address the world's educational needs. Through this conference, attendees will:

• Explore trends driving companies to engage in education in a new way.
• Discover how business, nonprofits, schools, and governments can create partnerships that improve education at scale.
• Gain practical recommendations for how corporate, government, and civil society leaders can work together to create greater value for society.

To learn more about how companies can create shared value in education, click here .

Conference Sessions

Morning General Sessions

Keynote Address: Introducing the New Role of Business in Education Sir Michael Barber, Chief Education Advisor, Pearson

The opening keynote will explain why we’ve come together to discuss the new role of business in education. The keynoter will review how traditional corporate engagement in education has left value on the table for both business and society and illuminate the trends that are driving business to engage in education in a new way. He will then discuss how Pearson is making this shift and argue why this transformation is critical to meeting our global education needs.

Panel: Can Companies, Government, and Educators Create Shared Value in Education? Dr. James Applegate, Executive Director, Illinois Board of Higher Education; Karen Cator, CEO, Digital Promise; Dean Florez, President and CEO, The 20 Million Minds Foundation Moderator: Eric Nee, Managing Editor, Stanford Social Innovation Review

This panel will explore how business, government, and education leaders can work together to improve the effectiveness of education systems at scale. Speakers will discuss two distinct approaches to shared value creation— building the workforce of the future and innovating for student success—and why these models are particularly worthy of our attention. Speakers will weigh the benefits and trade-offs of these approaches, and offer recommendations for how to effectively leverage the power of business to help improve educational outcomes.

Afternoon Breakout Sessions (Running Concurrently)

Breakout Session I:  Innovating for Student Success Diane Tavenner, CEO, Summit Public Schools; James Bernard, Senior Director, Global Strategic Partnerships, Microsoft Education

This session will focus on the shift that education and technology companies around the world are making to deliver products and services that have a measurable, proven impact on learners’ lives. Speakers will discuss the benefits and challenges of adopting this approach, and explore what it will take for more companies to integrate student success into their business strategy moving forward. Audience members will then engage in small roundtable discussions to further unfold these questions, and the session will conclude with speaker Q&A.

Breakout Session II: Building the Workforce of the Future Suzanne Fallender, Director, Global Girls and Women Initiative, Intel Corporation; Eric Johnson, Workforce Development Lead, Office of Education, USAID

This session will focus on how companies can evolve from passive consumers of talent to catalysts for developing a skilled workforce—and, in doing so, increase employability and economic mobility in their communities. Speakers will discuss the key ingredients needed to undertake this shift, from taking a broader view of workforce needs, to building cross-sector collaboratives, to aligning curricula with the skills needed for employment. Audience members will then engage in small roundtable discussions to further unfold these questions, and the session will conclude with speaker Q&A.

Afternoon General Session

Plenary: A Call to Action Bill Goodwyn, CEO, Discovery Education; Dr. Juan "Kiko" Suarez, Vice President of Communications and Innovation, Lumina Foundation; Jamie McAuliffe, CEO, Education for Employment Moderator: Mark Kramer, Cofounder and Managing Director, FSG, and Senior Advisor, Shared Value Initiative

The afternoon plenary will offer a vision for how companies and their partners can open up entrepreneurial and innovative solutions to addressing educational issues and realize opportunities to impact education through new thinking, new business models, and cross-sector collaboration. The speakers will share their stories of creating quality education for all and answer questions from the moderator and audience.

Closing Keynote David L. Kirp, James D. Marver Professor of Public Policy, Goldman School of Public Policy, University of California Berkeley

Networking Reception and Cocktails We will end the day with an open reception for networking and knowledge sharing.

TOP OF PAGE

Wednesday, October 29, at Paul Brest Hall:

Confirmed Speakers

Dr. James L. Applegate, Executive Director, Illinois Board of Higher Education

Sir Michael Barber, Chief Education Advisor, Pearson

James Bernard,  Senior Director, Global Strategic Partnerships, Microsoft Education

Karen Cator, CEO, Digital Promise

Rick Cruz, Director, FSG

Suzanne Fallender, Director, Global Girls and Women Initiative, Intel Corporation

Dean Florez, President and CEO, The Twenty Million Minds Foundation

Bill Goodwyn, CEO, Discovery Education

Eric Johnson, Workforce Development Lead, Office of Education, USAID

David L. Kirp, James D. Marver Professor of Public Policy, Goldman School of Public Policy, University of California, Berkeley

Mark Kramer, Cofounder and Managing Director, FSG

Jamie McAuliffe, President and CEO, Education for Employment

Eric Nee, Managing Editor, Stanford Social Innovation Review

Dr. Juan "Kiko" Suarez, Vice President of Communications & Innovation, Lumina Foundation

Diane Tavenner, CEO, Summit Public Schools

Matt Wilka, Associate Director, FSG

What Your Conference Fee Includes

• A full day of sessions and networking in a beautiful conference center
• Delicious, primarily organic and locally grown food: Breakfast buffet, gourmet boxed lunch, afternoon networking reception
• A list of conference attendees with contact information
• Access to additional post-conference resources and photos on sharedvalue.org
• Free Wi-Fi at conference center
• Free shuttle from the Sheraton Palo Alto hotel and Caltrain to the conference location
• Discounted parking

Conference Facilities and Location

The program will be held at Paul Brest Hall, a state-of-the-art facility located on Stanford University's campus.  View a Google map of the Stanford campus with the conference venue pinpointed.

Stanford is located between San Francisco and San Jose in the heart of Silicon Valley. The campus's 8,100 acres reach from the rural foothills of the Santa Cruz Mountains to the Stanford Shopping Center in Palo Alto. Stanford is conveniently located between two major airports—25 miles south of San Francisco International Airport and 20 miles north of San Jose International Airport. Mass transit is available from both airports to the Stanford campus and area hotels: Find information about the free Stanford Marguerite Shuttle here. Find information about Caltrain here. Find information about Bay Area Rapid Transit (BART) here.

The campus and surrounding areas offer a myriad of opportunities for recreation and sightseeing. World-class shopping and dining are located only a mile away at the Stanford Shopping Center . A half hour drive north brings you to San Francisco . A two hour drive south brings you to Carmel-by-the-Sea , where you can take in breathtaking views of the Pacific Ocean. To find out more, visit Stanford’s Visitor Information Services .

The Sheraton Palo Alto The room block reserved for attendees at the Sheraton Palo Alto is no longer available. 

The Sheraton Palo Alto is conveniently located next to the Palo Alto Caltrain stop. Paul Brest Hall is a 30 minute walk or a short, free shuttle ride away by taking the Stanford Marguerite Shuttle "Y" from the Caltrain station (next to the Sheraton) to campus. View a list of other nearby lodging with a variety of price ranges. We do not have room blocks at these locations.

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Important Registration Dates July 22: Registration opens September 26: Early Bird rate deadline September 27: Regular rate begins October 22: Deadline to request refund with cancellation October 26: Last day to register online  

Transfers, Cancellations, and Refunds: A registration fee for the program may be transferred to another person one time with no penalty. A refund charge of twenty percent of the registration fee will be assessed for any cancellations received by October 22, 2014. Effective October 23, there will be no refunds for cancellation. Refund requests must be submitted in writing by October 22 and will not be processed until after the event. To speak to SSIR about transferring or cancelling your registration, please contact Devin Briski at [email protected] or call (650) 497-7620.  

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4 Traits of Innovative Business Educators

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B usiness schools are tasked with developing the leaders of the future—those who can thrive in a world of exponential change, deal with ever-increasing complexity, drive continuous transformation, and value much more than just the single bottom line. However, business education, like education in so many other fields, simply hasn’t kept up with the pace of change that the world has been experiencing and that today’s students are expecting.

To catch up, business schools need to reemphasize the importance of teaching and prioritize it at the same level as—if not higher than—research and publication. And this teaching can’t be passive. It requires engaging, active, learner-centered pedagogies that provide truly transformative learning experiences. Research in cognitive neuroscience demonstrates that we learn and retain material much better when we are actively engaged in our learning experiences, not when we are passive listeners of content being pushed to us.

“Business schools need to reemphasize the importance of teaching and prioritize it at the same level as—if not higher than—research and publication.”

Yet, under the “publish or perish” pressure that’s all too common in academia, few business professors have the time or mental space to truly focus on innovating their teaching and trying new approaches that make a difference in their students’ lives. Nevertheless, and despite all of these challenges, we know there are educators around the world who put in the effort and resources to push their teaching to the next level to make learning truly life changing for their students. Many times, these teachers stay under the radar, as they usually don’t find the time—or have the platform—to share their work with a wider audience.

TOP 10 BUSINESS EDUCATION INNOVATIONS

The Business Education Innovations Report, released in late June 2021, describes 10 inspiring business education innovations from professors around the world, including how they developed their teaching approaches, how their approaches engage students, and the valuable lessons the professors learned along the way. The report, which details the innovations briefly cited throughout this article, can be a great resource for business educators looking to inject creativity and engagement into their teaching. Inspiring Minds readers can access the report for free here .

4 Characteristics of Innovative Business Educators

In reviewing the teaching practices of hundreds of innovative professors from business schools around the world, we observed the following trends.

1. Innovative educators find a multitude of ways to actively engage students in their learning to help them develop twenty-first-century skills such as autonomy, creativity, and effective collaboration. Certain active pedagogies, such as game-based learning, experiential learning, and art-based learning, are on the rise—and are evolving. Here are some examples:

In game-based learning (see page 16 of the report), students not only play games, but are also asked to create their own games. These range from games aimed at making online collaboration tools (such as Zoom or Mural) more interactive, stimulating, efficient, and fun to serious games developed in collaboration with the International Labor Organization to support organizations with issues related to COVID.

In experiential learning (see page 27 of the report), students are working with local companies to learn job-ready skills that allow them to land their post-MBA job.

In art-based learning (see page 29 of the report), theater and clowning practices are used to train students to have difficult conversations at work.

2. Innovative educators innovate not only to teach content more effectively, but also to create personally and professionally transformative learning experiences that can only be found in their classrooms and learning environments. In doing so, these educators are creating courses and experiences that are unique differentiators—they’re key components of what justifies the price of a business school education over a multitude of other options (such as massive open online courses) where students might otherwise go for learning content.

We’re seeing these transformative experiences come in many shapes and forms. Some examples include the following:

An immersive field trip to an organization in the sustainable fashion industry that mixes self-development, experiential learning, and hands-on practice and leaves some students crying at the end.

A board-game-based business course that gives students the confidence to make mistakes and test different styles of leadership.

An art-based learning course (see page 8 of the report) in which business students engage in an intense process to create an actual art piece and exhibit it in well-known museums.

Many educators teaching these transformative courses talk about “the light in their students’ eyes” as a sign that they know they’re making an impact. This isn’t something typically attributed to business schools—but it signals a lasting impact through an internal shift in students. It’s higher learning and retention through deep engagement.

“Many times, innovative teachers stay under the radar, as they usually don’t find the time—or have the platform—to share their work with a wider audience.”

3. Innovative educators put more and more effort into personalization of experiences so that every student can maximize their learning according to their own needs. As Dan LeClair, CEO at Global Business School Network and jury member for our call on business education innovations, noted, “I was thrilled to see so many efforts to personalize learning, helping each and every student get the most out of a course or experience.”

These efforts include strategies for engaging students in designing the course or experience, deepening reflection, creating and implementing individual professional plans, and generating performance data so students can immediately see the results of their digital strategies. For example, in Hélène Michel’s game-based learning course, students use LEGO Serious Play (see page 17 of the report) to define the specific pain point they want to focus on—for instance, the loneliness felt by online students—and then develop a game to address that pain point.

4. Innovative educators increase the integration of environmental, social, and corporate governance (ESG) topics into their course design. The push to evolve from purely shareholder-focused management to an approach that takes into account the business impact on all key stakeholders has been underway for years . ESG criteria are no longer just nice to have; they are a critical part of any modern company. Innovative professors are using different approaches—such as art installations that teach students about sustainability, projects that engage students with their local community, and role-playing activities—that help students understand the wider range of stakeholders and concerns they will be addressing.

4 Ways Business Educators Can Up Their Innovation Game

Given these four trends, what can business educators looking to innovate do? Based on our evaluation of 150+ innovative business education ideas, we offer the following advice for anyone looking to get more innovative in their teaching.

1. Build the courage to try new approaches. We heard from many professors who said that, when trying to innovate their teaching, one of the most important barriers to overcome was a fear of failure. Ty Shepfer, a senior lecturer at the Max M. Fisher College of Business at The Ohio State University, runs a crisis simulation course with 1,000+ students. He recommends, “Just like our students, we learn by doing. And it took a little bit of courage to try this, but it’s been one of the most rewarding things I’ve done during my time at Ohio State. Be willing to try things out—like everybody, you’re going to fail occasionally. But it’s the failures we tend to learn from the most.”

“To shape the leaders the world so desperately needs, educators must create active, transformative learning experiences that will prepare their students—personally and professionally—to tackle tough social, environmental, and business challenges.”

2. Let your passion be your guide. We also heard from many professors that a key element in their own journeys was to start from what they themselves were passionate about. Improvisational theater, sports, Dungeons and Dragons, or fashion can all be valid areas to build a course on. Passion helps professors build the non-obvious connections between topics and provides the motivation to try new approaches.

3. Get creative; innovation doesn’t always require a big budget. It’s true that some of the innovations we’ve seen are time-intensive and expensive to replicate. But most of the innovations surfaced through this effort used practical, existing tools and products, such as learning management systems or even classic board games. For educators looking to innovate their teaching, the limitation is mostly not about financial resources—rather, it’s finding difficulty in trying new approaches and getting creative in finding frugal, innovative solutions.

4. Seek out partners. Almost all the professors we evaluated had a variety of partners who made their approach possible; these innovations were rarely done alone. Whether it’s local companies and organizations opening up their social media and ad accounts for students to manage, large organizations like the Olympics committee for supporting innovation projects, a group of teaching assistants who help manage real-time crisis management responses, or internationally renowned museums that agree to display business students’ artwork, partners play a critical role in making these teaching approaches a success.

And it’s not just external partners. Some of the most critical allies in this process are fellow business educators. In general, we find that educators who develop innovative pedagogical practices are happy to share their approach and help fellow teachers. We invite educators looking to innovate to reach out to colleagues—both in and beyond their own school—to get inspired and get help developing their approach.

Time to Level Up

Now more than ever, the business world needs well-rounded, visionary, and capable human leaders ready to tackle the tough social, environmental, and business challenges they—and the world—will face. Business schools and educators have a critical role to play in this future.

To shape the leaders the world so desperately needs, educators must create active, transformative learning experiences that will prepare their students personally and professionally for these challenges. It’s time for business education to actively take on this challenge and push itself to the next level. Let these teaching innovations , and not a “publish or perish” mindset, serve as inspiration.

Svenia Busson is a learning-innovation explorer, speaker, and consultant to education institutions. She has traveled to 19 countries to find the most innovative teaching and learning practices. She is the author of  Exploring the Future of Education , a book about education innovations from Europe. She also founded two industry associations, Edtech France and the European Edtech Alliance, and is the program manager of the Female Edtech Fellowship.

Kivanc Cubukcu is cofounder at LearnSpace . He has been working on innovative learning and teaching models since 2015, drawing learnings from a spectrum of experiences including business, social finance, improv theater, and nonviolent communication. He has 10+ years of experience leading and managing a wide range of projects and teams, including as a manager at McKinsey & Company.

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The Importance of Education in Business.

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Businesses have always played a very important role in education. Across the world, we notice more and more companies from various sectors and industries are adding great value to education in multiple different ways.

Companies are now becoming partners to schools, universities, non-profit organizations, and in some cases even governments.  The aim is to tackle important issues that emerge in education and at the same time shape and test out their strategies and operations.

By doing so, companies are helping to shape the employees and employers of the future by giving them the right foundations. However, it has been observed that the relationship between the real world of business and education is ambiguous.

Education has now entered the world of business in multiple different forms. Vocational education and training and work-based learning are two of the most common practices that businesses are adopting. The results, over the years, have proven to be able to create a new era for businesses.

The meaning of Work-based learning in business

Over the past two decades, we have noticed a massive change in businesses. The internet has brought new systems, strategies, and innovations that help speed up production, and services. Every business is now turning towards digital transformation .

As a result, we notice a massive change in operations. Digital skills and competencies are no longer just a choice. They are a must-have for all young employees and potential entrepreneurs and business owners. And we notice that the gap between digital skills and young people is slowly but steadily decreasing.

Work-based learning is here to fill the gap straight in the business. Taking into consideration the average age of employees in SMEs and bigger companies in Europe we notice that there is a connection between the lack of digital skills and business employees.

Through the application of work-based learning techniques focusing on enhancing digital skills and competencies, employees now have the opportunity to receive training within their work environment. Older employees are now learning how to use modern, digital systems that make their lives easier and the transition to a modern age faster.

At the same time, younger employees have the opportunity to experience different jobs and positions within the business. Especially for apprentices , this is an excellent technique to enhance their current skills and competencies as well as broaden their horizons and perhaps even choose a different career.

Vocational Education and Training

Much like work-based learning, vocational education, and training (VET) is a technique that focuses on providing and enhancing skills for work. In a nutshell, VET can help people:

• Enter the labor market for the very first time
• Re-enter after a period of absence
• Upgrade their current skills and competencies in their chosen field
• Change their career choice

VET courses are offered in various stages. Institutes, private colleges, and universities are among the different entities that can offer this kind of training to people of all ages.  VET courses are using appropriate material to:

• Provide students with quality training
• Implement practices that have been developed in industries
• Provide students with national qualifications and certifications

Many people make the mistake of confusing VET courses with higher education courses. Although the two do have a certain common basis, some key differences make VET courses more “important” in some fields.

The key difference is the focus of the courses. VET focuses on a more practical approach that has direct application in the labor market. Higher education courses usually focus more on the theoretical part of the knowledge for one’s professional career. Although we witness exceptions to this rule ofter,  mostly due to the wide range of subjects covered in VET the main difference remains.

Vocational education and training courses cover the following:

• Most basic life skills.
• Basic skills focused on particular occupations
• Semi-professional VET
• Fields with a much more practical focus.

IED supports education in business

Over the past few Institute of Entrepreneurship Development has implemented a number of projects focusing on education for business. We believe that the best way to take your business to the next level is through high-quality oriented education. Here are some of our latest projects, using VET and work-based learning techniques:

HostVet: Improvements in the management of local hosting VET organizations in the touristic sector

Hostvet is focused on sharing best practices and developing new strategies about the management of hosting organizations, for internship programmes in tourism and cultural and creative enterprises sectors, starting as an example from a territory like Sardinia Island, applicant’s local site, that has a low number of enterprises involved in EU projects and a high need to improve the touristic and cultural sector, a fundamental resource for its economy. 

Deep In WBL: Deepening WBL Impact & women empowerment

The main οbjective of the project is fostering a closer engagement in WBL by promoting a better understanding of:

• The role of the different professionals involved in the implementation of the WBL
• The practices implemented to strengthen cooperation between teachers and trainers to improve the quality of VET, its responsiveness to the labor market needs and ensuring learners high-quality learning experiences
• The practices implemented to empower women in WBL

BIG InterPrize: Business Ideas Generation

The BIG InterPrize project takes on business ideas and translates them into:

• training content for VET students in bite-size learning format on how to develop ideas and training for VET trainers on how to support with mentoring,
• real-life opportunities for building and sharing individual or joint business ideas and present them to the commercial community and
• opportunities VET students to engage creatively with entrepreneurs giving them an insight into their young minds are thinking about the future of the economy.

We continue promoting education in business and entrepreneurship, every step of the way. We always grasp every opportunity that comes our way, aiming at enhancing our strategies and operations along with the businesses we help.

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Tampa, Fla., USA (March 5, 2024) — AACSB International (AACSB) announced today that seven institutions have earned business accreditation.

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Ahlia University Ashland University Hefei University of Technology Sukkur IBA University Universidad EAFIT University of Portsmouth VSE / Prague University of Economics and Business

With the recognition of these schools, AACSB now has 1,019 accredited institutions in over 65 countries and territories and 194 institutions with AACSB accreditation for accounting programs. Achieving this milestone ensures greater access to high-quality business education for learners around the world and businesses seeking top talent.

“AACSB congratulates each institution on achieving AACSB accreditation,” said Stephanie Bryant, executive vice president and global chief accreditation officer at AACSB. “The commitment to earning accreditation is a true reflection of each school’s dedication—not only to its students, alumni network, and greater business community—but to society as a whole.”

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An Education-Business Relationship: The Story of a Partnership Journey

If ever you have heard someone say, “So-and-so? They are easy to do business with!”, you know that the meaning extends beyond the world of business. Those with whom we develop positive professional relationships typically demonstrate such traits as a willingness to be flexible and compromise, strong communication, and a straightforward manner.

In short, they are trustworthy .

One can think about this critical element in terms of a continuum:

No trust, no relationship — no relationship, no collaboration — no collaboration, no partnership

For successful relationship development, a core group of considerations and concepts need to be understood and applied:

• There are significant differences between education and business cultures; address these differences.
• Any partnership must be mutually beneficial. No one party’s goals are more important; no one party is the sole expert.
• Ongoing communication is critical to establishing trust and maintaining the relationship.
• Relationships must begin at an individual level and grow to span the organization(s); develop several key contact points on each side of the partnership.
• Integrity is foundational. Do what you said you were going to do, and, if you can’t, explain why.
• Partnership goals need to be articulated. Then, demonstrate evidence of results.
• Agreement that the partnership lacks purpose if not centrally focused on student success

In many ways, these core concepts are fairly commonsensical. Imagine the differences between building a friendship and, say, buying a car. The latter is more of a short-term transactional engagement, while the former is a long-term relationship. Meaningful and productive partnerships are long term and strategic in nature.

Demographic, social & environmental considerations

Most education-business partnerships exist with larger, well-established business entities. These “logo companies” maintain structured philanthropic and community relations departments. But there are many, many other smaller, cross-industry businesses (20 – 500 employees) that offer strong potential for partnership. Imagine the opportunities for sustainable and customizable education partnerships, but they aren’t being adequately pursued.

Effective partnership development amid COVID-19

The coronavirus (COVID-19) pandemic strongly affected how the CTE community creates and delivers critical work-based learning, internship and related education programs and curricula. Collaboration among educators and stakeholders revealed what must be addressed in order to sustain continued business–education partnership development:

• Innovation – Blended/distance learning demands technological innovation.
• Relevance –  Programs must address critical issues.
• Efficiency –  Projects need to be as non-intrusive as possible.
• Sustainability – Stakeholders must demonstrate awareness of the trust continuum in order to ensure the partnership remains mutually beneficial.

So, how do these findings translate into a process for identifying, qualifying, engaging, managing, sustaining and growing valuable business–education relationships?

JGT Initiatives — along with representatives from the University of Texas Permian Basin and the Transformative Leadership Academy — are collaborating on a pilot program and research study to further assess how these partnership success factors are applied in a real-world setting. Included in our framework are methodologies, concepts and findings from a series of individual and collective research studies and best practice efforts:

• My 35 years of management, training, communications, research and consulting experience in developing hundreds of client relationships and professional partnerships across a wide variety of domestic and international industry settings
• The work of Kevin Badgett, associate professor and department chair of educational leadership at the University of Texas, including his study School-Business Partnerships: Understanding Business Perspectives .
• Projects and ventures led by Lindsey Balderaz, assistant professor at the University of Texas Assistant and founder/director of the Transformative Leadership Academy. The TLA is an independent school that utilizes a flexible, multi-age classroom structure, integrated with a project-based learning and design thinking model.
• Qualitative and quantitative pilot program research management and analysis from Lauren Neal, assistant professor at the University of Texas, including her analysis of related CTE focus group responses and commentary.

In closing, I would be remiss if I didn’t point out an intriguing facet of our project — our own unique collaboration of business, education and academic professionals.  Early on, we realized our team was experiencing the impact of the same cultural differences we set out to study. We ran into the very same issues our research and experiences showed could exist in education–business partnership development efforts. In a living lab of sorts, we are developing our own education–business relationship.

To learn more, attend ACTE’s CareerTech Virtual VISION, Nov. 30–Dec. 4. John Turcic will present his session — An Education–Business Relationship: The Story of a Partnership Journey — on Friday, Dec. 4.

John Turcic has developed hundreds of client relationships and professional partnerships, across a wide variety of domestic and international business and organizational settings. After leaving the for-profit/business world, Turcic formed JGT Initiatives to explore where his background, experience and credentials could contribute to organizations in the nonprofit sector. A graduate of the University of Notre Dame, he resides with his family north of Pittsburgh in Southwestern Pennsylvania.

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Start an Education Business: Everything You Need to Know

Beginning a business in the educational field can be an exciting opportunity to have a positive impact on individuals and their families. If you're looking for new ways to make a difference in the world, starting an education business may be the perfect fit for you. Doing your research will help you understand the various components of starting your own venture, from legal and financial considerations to marketing strategies.

When it comes to designing materials for your education business, you'll want to create something that stands out. With Desygner, you gain access to professional-grade design tools and templates, allowing you to create captivating visuals with ease. Whether it's web banners or posters, you can customize any of Desygner's templates with just a few clicks of your mouse. With its drag-and-drop feature, Desygner makes it easy to quickly build eye-catching designs and take your education business to the next level.

The typical struggles of starting an Education business

If you want to start a business that is focused on education, you are likely to experience several struggles. From balancing the budget and selecting the right resources, to hiring the right people and analyzing market trends - launching an educational business requires careful planning and thought.

Developing a Business Plan

The first step in any successful startup is to create a comprehensive business plan. This document allows you to set goals, track your progress, and adjust your strategy as needed. When developing your plan, be sure to include financial projections, marketing strategies, staffing plans, and future goals. Your plan should also address potential challenges that may arise as you get your business off the ground.

Selection of Resources

The next step is to identify the resources you will need to launch your education business. This includes everything from software programs and websites that can help automate certain processes, to textbooks or other teaching materials that can enhance learning. Be sure to carefully research each resource before investing in it - do not just go with the cheapest option, as many times these products are of lower quality.

Finding the Right People

Another key element of starting an educational business is finding the right people for the job. You need individuals who understand the educational process and have a passion for teaching and helping others reach their full potential. Look for experienced teachers and professionals who have a strong track record of success in their field.

Market Research & Analysis

Before launching your education business, it is essential to conduct thorough market research and analysis. This involves researching competitors in your area or industry, identifying customer needs and expectations, and understanding how your product or services will fit into the current market landscape.

Creating Brand Awareness

Finally, once you've established your business plan and identified your resources and personnel, it's time to start building brand awareness for your new venture. You can do this through social media campaigns, promotional events or contests, word of mouth advertising, or even traditional print media.

Using Desygner

Desygner , an online platform for creating content & designs without coding knowledge , comes handy when creating visuals here; from logos & flyers to web banners & posts for social media platforms like Instagram & Facebook . It's easy drag & drop interface helps you create beautiful visuals quickly & easily.

How to Start an Education Business

Starting an education business can be a rewarding experience if you're passionate about teaching and helping others learn. Whether it's online tutoring, in-person instruction, or a combination of the two, you'll need to stay organized, promote your services, and cultivate a supportive environment for your students. Here are 8 tips to help you get started:

• Research the market - Before taking any steps toward starting your business, do some research into the education industry. Look at trends, competition, and pricing models.
• Create your business plan - It's important to know exactly what kind of service you're offering and how you plan to operate it. Make sure you include detailed financial plans.
• Develop your curriculum - Once you have a good idea of the scope of your services, make sure to design engaging materials that will keep students motivated and excited to learn.
• Secure funding - You may need additional capital to purchase materials or invest in marketing efforts. Research different sources of financing such as grants or venture capital.
• Get the right software - Investing in software can save you time and money by streamlining administrative tasks. Desygner is ideal for creating digital documents like syllabuses and class materials.
• Build relationships - Establish connections with other educators and institutions to attract more customers. Word of mouth is one of the most powerful sources of advertising.
• Be prepared for success - As your business grows, you may need additional staff or resources to accommodate more students. Have a plan in place so you can keep up with demand.
• Stay organized - To maintain quality control and ensure customer satisfaction, create systems that allow you to track payments, attendance, student progress, etc.

With hard work and dedication, starting an education business can be an incredibly rewarding experience. If you take the time to plan out your ideas and put them into action, there's no limit to how far your business can go!

To get started on building the foundation of your education business today signup with Desygner. We provide all the tools needed for creating digital documents like syllabuses and class materials quickly and easily.

Take action now and sign up with Desygner - your first step towards starting an education business!

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Running An Education Business: 5 Things You Should Know

Running an education business may require a lot of effort. However, education is still a very fertile market owing to the increasing demand for learning. If you intend to enter this market, don’t overlook the 7 useful tips  listed below for running a successful education business!

I . What is Education Business?

Education Business refers to the investment and development of educational services. Customers are thus provided with the necessary knowledge and skills in a specific field, based on their individual interests or needs.

Learners are the primary customers of educational businesses. Private investment capital will be used to develop and improve the curriculum, facilities, educational environment, etc.

Currently, many governments strongly encourage private investment in the education sector. From there, it is possible to develop the country’s quality human resources in the future.

II. How to start an Education Business?

Define education business goals & idea s

Before starting to work, you should define your goals in order to steer the business to the desired outcome. These objectives can be established for the entire company or for specific departments or employees.

You should not set broad and ambiguous objectives. Instead, use the S.M.A.R.T method, which means the objectives should be Specific, Measurable, Attainable, Realistic and Timebound.

The market for education has a wide range of products and innovative business ideas today. For example: an academy, an online center, online tutoring, selling books and other written materials, short-term classes, or franchising,…

Every model has its own advantages to draw customers, of course. And what you need to do is come up with a business idea that fits the company’s capabilities and long-term goals

Understand the education market

When doing business, it is critical to understand the market. Unlike others, the education market always has an abundant supply of customers since thousands of people have a demand to study in a specific field every year. The total revenue is projected to grow at 7.75% annual rate (CAGR 2022-2026), leading to an expected market volume of US$10.04 bn by 2026. (Source: Statista )

Besides, the 4.0 industry also greatly affects the education market. The development of online courses, or the combination of smart devices in education methods, … are the best examples.

Therefore, businesses must always carefully study the market to make a difference in their business model compared to competitors.

Identify targeted audience

Don’t assume that everyone will find your topic (or your course) interesting. A course that tries to be appealing to everyone will probably appeal to no one.

As a matter of fact, children, students, adults,… all can be customers for the education industry, depending on your product. Businesses need to identify the target audience they wish to reach to develop the appropriate type of training and map out the direction for the business model.

The 5W-1H model can be used for customer analysis in the following ways:

• Who: who are your customers? Their gender, age, profession, etc.
• What: What issues can your product resolve for the customer? What other preferences do they have?
• Why: Why do they need your product?
• Where: Where do they show up, where do they make purchases, where do they use your products?… 
• When: When does the customer show up?
• How: How do customers prefer to be treated? How often do they make purchases? How can they pay? …

Building a strong brand is essential for your education business standing firmly in the market, and standing out from other competitors.

• Focus on the quality of the product: Any organization’s core element is its product. To be sustainable, a brand’s product must first be the best option for customers.
• Point of difference (POD): “Be different or die”, indeed, businesses can only compete in the market when they find the brand difference. Businesses must determine 3 things in order to determine their POD: What customers want; what the company does well; and what the competitor does well. POD is the meeting point of what the customer needs and what you can do well and better than the other competitors. 
• Build a professional brand identity: This is an effective way to help you communicate your message to your customers, reinforcing their trust in your brand.
• Consistent branding: Ideas, content, images, marketing activities,… must be implemented consistently across all platforms. This is critical for education brands to convey clear, accurate messages, gain credibility, and build customer trust.

Implement an effective Marketing plan

Education business will undoubtedly face numerous challenges due to the market’s abundance of reputable educational institutions. As a result, marketing plans are critical for building trust and attracting customers.

• Using Digital Marketing: Compared with the traditional one, Digital Marketing can target customers precisely based on demographics, age, advertising purposes, etc. For example: search engines advertising, social media advertising, video advertising,…
• Using Social Media: There are over 4.7 billion social media users worldwide (Source: Statista), so don’t pass up the chance to reach out to potential customers. Choose appropriate social media channels and create content for them based on your audience and products.
• Building websites optimized on multiple devices: Creating user-friendly websites will encourage customers to learn more about your business or products. Don’t forget to optimize your website for both PC and mobile.

III. Why should you choose Enosta for your education business?

We understand that starting an education business is extremely difficult and requires a lot of effort. With many years of experience working with prestigious educational institutions, along with a team of experts and professional personnel, Enosta has been accompanying many customers from the stage of idea formation to product launch. 

We offer tailor-made services and strategies to each educational business, which helps you develop a strong brand and implement effective Digital Marketing activities.

Need help with your education business? Contact us now!

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Public education in chaos could be a deal breaker for businesses. Make it a priority

Oklahoma‘s potential to create a 21st-century economy is being undermined by a failure of our state leaders to prioritize education and workforce initiatives. The radical policies of the state schools superintendent don’t go unnoticed nationally. The state's public education system is in chaos. This has a chilling effect on economic development. Political rhetoric seems to trump actual actions to move our economy forward. A business could not succeed under these circumstances. Neither will our state.

However, we can change course. But it means reforms and progressive leadership with a true focus on economic development for all Oklahomans. End division and focus on bringing all of our economic advantages together. We must utilize government, tribal, educational and business partnerships for economic development.

We must improve education ― once and for all. It is a leadership failure not to prioritize and maximize investment in education and workforce development. Every Oklahoman in this state deserves a chance to succeed. It begins with educational reform. The increase in funding of K-12 education last year is not enough. We are ranked 50th by Wallethub in quality of education and workforce. Despite old rhetoric by the governor, we remain in the bottom 10 of virtually every major category.

More: Oklahoma Education Department top lawyer leaving Ryan Walters' administration

The Brookings Institute and the Center for Strategic and International Studies, supported by decades of research, find investment in education, an educated workforce, is the foundation for economic growth. First-class educational systems mean first-class economies.

Education could be a deal breaker with businesses considering Oklahoma. Make this our priority. It also requires working partnerships with the tribes, which are essential for workforce development and education in rural Oklahoma. They invest heavily in education ― from elementary to higher ed. The tribes are a unique economic asset for Oklahoma. Let's utilize this.

Oklahoma, as a small state competes with much larger states. To advance, we need all our resources and unique advantages mobilized together. Hence, an aggressive, coordinated approach. Tribes contribute over $15 billion annually to a $100 billion economy. Our state budget approaches $12 billion.

We need a long-term strategy for use of state revenue for education and economic development ― not year-to-year budgeting. Today, Oklahoma falls 15% short in meeting industry needs. To recruit and keep businesses, we need a 21st-century educational system and workforce. We say we are business friendly, yet we rank 41st among states best for business.

Other states have assertive approaches, highly funded and dedicated to economic development and education.

Tennessee and Oklahoma were similar 40 years ago. Predominantly agricultural and with mining vs. oil. Tennessee with 4.6 million people; Oklahoma 2.9 million. This has changed dramatically. Tennessee formed a separate department of Economic and Community Development and Council apart from the Commerce Department's administrative functions. Tennessee focused resources on business recruitment, viable incentives, infrastructure and workforce. Their economy catapulted ahead. Today, Tennessee is home to over 18 Fortune 1000 Corporate Headquarters, expanded automobile manufacturing and continual investments by new business. Tennessee now outranks Oklahoma in every category. Tennessee has a diversified economy and over 7.1 million people to Oklahoma’s 4 million. Its GDP is 16th at $524 billion; Oklahoma is 43rd at $249 billion. The difference: Tennessee prioritized business development and diversification, investment and workforce.

In business you need to reinvest income to grow. It is the same for this state. The polarizing climate in Oklahoma politics negatively impacts business development. State schools Superintendent Ryan Walters has done uncalculated damage to our state’s image and view as a business-friendly state. Businesses consider their employees' families' education as a major point in their expansion plans. Walters' unhinged political agendas are self-serving and hurt our expansion efforts. Off-handed disparaging remarks by legislators gain national attention. Businesses and their boards look closely. They may ask, "Is Oklahoma truly the best place to relocate employees ― and their families?"

Education matters. Our per pupil expenditure is dismal. We are 45th in the nation. All Oklahoma students, from rural to inner city, deserve the same educational and career pathways. Regardless of persuasion. If we do not improve our public education our economy will not grow. It is as simple as that.

Phil G. Busey Sr. is founder and chairman of DRG and The Busey Group of Cos.

Meet the typical retiree: A married woman in her 70s living on $30,000 a year in Maine or Florida

• The majority of America's retirees are married, female, and have just a high school diploma.
• Retirees in the US have an average income of around $35,000.
• Florida, New Hampshire, and Main's populations all have a big share of retirees.

Baby boomers are in their retirement era.

Of the generation born between 1946 and 1964, per Pew Research , less than 20% of Americans over the age of 65 were employed as of 2023. However, that's more than double the share of retirement-age people working 35 years ago.

It's why a retirement crisis is looming , with many potential retirees either facing financial vulnerability or having to work until they die. While the US economy saw a spike in early retirements during the pandemic, some have " unretired, " returning to work amid high costs and elevated interest rates.

So who are the Americans fortunate enough to retire? They're likely married, stopped their education after high school, and are making up a bigger share of the population in states like Maine and Florida.

While many younger Americans might be hoping to join the FIRE movement — meaning they've achieved financial independence and can retire early — they're a drop in the bucket of retirees.

Most of America's retirees — nearly 60% — are still married. About a fifth are widowed, and a small sliver has never been married or is single.

A slim majority of retirees, around 57%, are women, compared to about 43% who are men. Women in the US tend to live longer than men , so it makes sense that they're the majority of those still living through retirement.

But women are also more likely than men to have no personal retirement savings, according to a Census Bureau analysis . When women have savings, they are less likely to hold $100,000 or more.

That gender gap holds even among Americans who have tied the knot. Even when they've been married once, women are still more likely than men to hold no retirement savings.

Indeed, about 13% of retirees are in poverty. That tracks with broader nationwide trends; the USA's official poverty rate is 11.5%, per the Census Bureau . As of 2023, the poverty threshold for a two-person household where the householder is 65 years and over was $18,418.

But that doesn't mean they are wealthy. On average, America's retirees have an income of around $35,393. As BI previously reported , a slim majority of Americans over the age of 65 are living on around $30,000 a year. The same goes for retirees.

Nearly a quarter have incomes under $10,000, and most retirees have incomes under $40,000. There's a dearth of middle-income retirees, with just about 15% raking incomes of $50,000 to $100,000. But there seems to be a small wealthier concentration at the top of this group's income spectrum, with over 5% of retirees making over $100,000 annually.

Retirees' incomes come from various sources: Some still receive some type of wages, but many others get income from Social Security benefits.

Per Gallup , the average retirement age in the US has been rising. In 1991, it was 57; as of 2022, it was 61. Similarly, Americans' "target" retirement age increased from 60 in 1995 to 66 in 2022.

The "full" retirement age to receive maximum Social Security benefits is 67 for those born after 1960. So, perhaps unsurprisingly, America's retirees tend to be in their 70's. A solid chunk — a little under a third — are in their 60's, and just about 5% are in their 50's. Overall, young retirees under the age of 50 make up just 2% of those who have hung up their hats.

America's retirees aren't necessarily college graduates: The largest share, around a third, have completed just high school. A quarter have completed some college or an associate's degree, while just 18.5% have completed a bachelor's. That might be chalked up to changing generational attitudes on education , although Gen Z is now pushing for a different experience .

Finally, a few states are retiree hot spots. If you're looking for an American who's done working, the beach, somewhere warm, or New England are all good bets.

In Florida, for instance, about 20% of the state's population is retired. That's also true of New Hampshire and Hawaii. And while they might be good spots to retire to, some states are eager to lure in workers to replace the retirees enjoying their respites. Maine, for instance, has tried to bring in first-time homebuyers by offering assistance to first-generation buyers or helping to forgive student-loan debt .

Are you retired? Are you unable to stop working? Contact this reporter at [email protected] .

Watch: Animated map shows the staggering salary differences between the highest-paid men and women

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ECU partners with Institute of Defense and Business to deliver executive and advanced military professional education

• Kim Tilghman
• ECU News Services
• University News

Committed to expanding educational opportunities to meet the needs of all learners, East Carolina University and the  Institute for Defense and Business  (IDB) are joining forces to provide specialized training for some of the country’s top decision-makers.

IDB programming offers customized continued education and leadership development opportunities to military, government and industry leaders. For over 25 years, the nonprofit educational organization has delivered executive education courses, online training programs and custom-designed programs to provide enhanced knowledge, skills and tools to better equip leaders for success.

Dr. Sharon Paynter, ECU’s acting chief of research and engagement (right) and IDB president, Retired Lieutenant General Mark Faulkner, USMC (left) look to grow the partnership by developing new educational opportunities to meet the ever-changing industry, defense and professional needs.

Retired Lieutenant General Mark Faulkner, USMC, ECU alumnus and president of IDB, said, “Leaders in the U.S. military deeply value and appreciate the importance of being lifelong learners. IDB has provided executive and advanced education to thousands of graduates from across the Army, Navy, Air Force, Marine Corps, Coast Guard and other organizations who have gone on to the highest levels of leadership in the Department of Defense (DOD). We are very proud to play a role in helping shape these leaders and making them even more prepared to compete and win.”

The executive and advanced programs are offered through ECU’s  Office of Continuing & Professional Education  and in consultation with ECU’s  Office of National Security & Industry Initiatives .

“We want to partner with organizations that share similar goals and objectives and also strive for continued excellence, and ECU is clearly at the top of that list,” Faulkner said. Dr. Sharon Paynter, ECU’s acting chief of research and engagement, said, “We’re grateful to be in the position to support IDB in its critical mission while also furthering ECU’s mission. We want to be an engine of access and advancement for all learners through innovative teaching, research and creative activities. Through this partnership we’re helping deliver those opportunities to the ones making important decisions.”

Through the requests of individual organizations, IDB programs are built to address a specific need or educational shortfall. Programs are also created by IDB staff based on their experience in the DOD and industry sectors.

IDB trainings cover a range of topics including leadership, strategic planning, contested logistics, innovation, risk management, data fluency, artificial intelligence, problem solving, critical thinking and more. Program faculty are subject matter experts and comprise professors, professionals and other experts from the public and private sectors to include UNC System universities, industry and the Department of Defense.

IDB leaders say the unique programs also foster collaboration among public and private sector organizations and academia to address shared objectives and challenges. Various government agencies, military branches and industries are brought together in an academic environment to share experiences and best practices and generate innovative ideas to achieve sustainable solutions.

This type of collaborative, solution-driven engagement is what ECU partnerships are all about, Paynter said. “We are excited about the possibilities that this partnership brings. By uniting our strengths, we aim to create an environment for innovation, education and collaboration that extends beyond traditional boundaries.”

ECU’s  Office of Research, Economic Development and Engagement  will work closely with IDB leaders to develop new educational opportunities to further expand the partnership and meet ever-changing industry, defense and professional needs.

To learn more about the Institute for Defense and Business and the programs it offers,  visit IDB.org . ###

East Carolina University News Services Howard House, 1001 E. Fifth Street Greenville, NC 27858 [email protected] Phone: 252-328-6481 https://news.ecu.edu

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Never move your money to “protect it.” That’s a scam

People are losing big money to scammers running complicated scams. The scams usually involve someone supposedly spotting fraud or criminal activity on one of your accounts, offering to help “protect” your money, sometimes asking you to share verification codes, and always telling you to move money from your bank, investment, or retirement account. And every bit of it is a scam.

To help protect people you care about, and their life savings, share this advice on how to stop these scammers in their tracks.

Never move or transfer your money to “protect it.” Your money is fine where it is, no matter what they say or how urgently they say it. Moving it means you’ll lose it, not protect it. Someone who says you have to move your money to protect it is a scammer. Period.

Never share a verification code. Ever . Banks use these codes in online banking to prove you’re really you. If you share that code, the scammer can use it to prove they’re you. No caller — especially someone from your bank’s fraud department — will ever ask for the verification code. That’s always a scam.

Stop and check it out. If you’re worried, call your real bank, broker, or investment advisor. Use the number you find on your statement — never the number the caller gave you, which will take you to the scammer.

Report it. If you get a call like this, tell your bank or fund right away. Especially if you moved money or shared a verification code. Then tell the FTC: ReportFraud.ftc.gov .

Scammers keep switching stories and making the scam more complicated. And if you think your bank or investment fund will protect you, think again. To help give you the tools to spot this scam and protect your savings, we’re kicking off a series to break down the anatomy of this scam. Watch this space and keep spreading the word.

Our “Anatomy of an Imposter Scam” blog series breaks down how to recognize, avoid, and report business and government imposter scams. Read more. Never move your money to “protect it.” That’s a scam What’s a verification code and why would someone ask me for it? Will your bank or investment fund stop a transfer to a scammer? Probably not Sure ways to spot a scammer Did you get a call or text about a suspicious purchase on Amazon? It’s a scam New tech support scammers want your life savings Did someone send you to a Bitcoin ATM? It’s a scam

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The purpose of this blog and its comments section is to inform readers about Federal Trade Commission activity, and share information to help them avoid, report, and recover from fraud, scams, and bad business practices. Your thoughts, ideas, and concerns are welcome, and we encourage comments. But keep in mind, this is a moderated blog. We review all comments before they are posted, and we won’t post comments that don’t comply with our commenting policy. We expect commenters to treat each other and the blog writers with respect.

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• We won’t post comments that include personal information, like Social Security numbers, account numbers, home addresses, and email addresses. To file a detailed report about a scam, go to ReportFraud.ftc.gov.

We don't edit comments to remove objectionable content, so please ensure that your comment contains none of the above. The comments posted on this blog become part of the public domain. To protect your privacy and the privacy of other people, please do not include personal information. Opinions in comments that appear in this blog belong to the individuals who expressed them. They do not belong to or represent views of the Federal Trade Commission.

Thank you for the information. If it's OK to tell u a few months ago I got a notification from Facebook messenger and it was your name that told me I won lots of money, I didn't no if you knew it or not

In reply to Thank you for the… by Tracy

@Tracy, Thank you for letting us know.

The FTC staff will never demand money, or tell you to transfer money, or promise you a prize. Please report this to www.ReportFraud.ftc.gov , to help FTC investigators and other law enforcement agencies learn about the scams.

I didnt do that. I rarely use F.B because of stuff like that.

I don't know.

Jennifer Huns say she work in FTC want me to transfer 100000 nok to wise and further to moonpay,is this scammed!

In reply to Jennifer Huns say she work… by Jan Vidar Strøm

That is a scam. The FTC will never tell you to transfer money, or send money, or say you have won a prize. Do not send money or transfer your money. Do not give any information about bank accounts or personal identification.

Do you have more questions? Write a new comment and we will answer.

I subscribe to your free newsletter, and this is the first time I've seen this particular scam description. I wish that I had seen or read the details of this type scam last year, before I lost $9,770 from my bank accounts. My bank didn't care about my loss or refund my money. What I would like to add to the details you provide is that you may not be asked to provide any personal details. My scammer claimed to be from my bank's (Wells Fargo) fraud department, knew much of my personal details already, including my account numbers. The scammer spoke perfect English and earned my trust initially and throughout the call by providing his bank credentials (which I now know were fake) and that of another Fraud Specialist to facilitate protecting and moving my money to new accounts. Not once did they request my username, password, or security codes. They instead had me login to my online banking, and from there they walked me through the process of wiring my money to the Fraud Specialist Facilitator to deposit into what I thought were my new accounts. I would have never guessed I would be scammed like this, because I kept myself informed about the latest scams. My bank even stated that my losses were the result of a very sophisticated scam meant to gain my trust from the very beginning so I wouldn't feel the need to question their instructions. I actually did question who and what midway through the process, but again, they provided their name, badge number, phone number, email, ect. to get me to believe what I was doing was correct. My bank actually had the opportunity to catch and stop the wire transfers, but shuck that duty to act. In the same text messaging thread I received at 4:55 pm, they recognized the two large wire transfer orders and stated they are reviewing my request that could take up to two days before processing, and the follow-up statement tells me the transactions have been cleared for processing. The orders were processed by my bank at 4:57 pm on a Friday. If the bank had done a thorough review as stated in their message, the orders wouldn't have been processed until after 5:00 pm, making it Monday before the orders were processed. My husband and I found out that we were scammed on Saturday, thus losing $9,770. The bank took zero responsibility. Please get your messages about these sophisticated, low-life scammers to as many people who will listen. I'll share your message to everyone I know!

In reply to I subscribe to your free… by Bobbie D Gilbar

@Bobbie, Thank you for adding these details about how the scam worked. Sharing information like this can help other people spot and avoid a scam. Please report your experience to the FTC's law enforcement database at www.ReportFraud.ftc.gov . Law enforcement agencies nationwide use that information for investigations and to build cases.

Thanks you reply to me in email, actually one company prowealth holding, unfortunately I sent money $100 in this company, they are not back money or not any profit,I have all proof,it is scammer company,I request you please help me.I shall be grateful to you.

Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

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Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

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6 of the most unusual Russian churches

1. The Temple of All Religions in Kazan

Although the roof of this edifice is crowned by domes with Muslim crescents and Christian crosses, the "Universal Temple" was not conceived as a place for people of different religions to pray together. 

Ildar Khanov, an artist and philanthropist from Kazan, built the temple hoping for the eventual end of religious conflicts and the invention of universal monotheism as a religion for all the people of the world, so no services are held here. Since the artist's death in 2013, the unconventional landmark has become a popular tourist attraction, maintained at the expense of private sponsors.   

2. The Church of Our Lady of Vladimir in Bykovo

This two-story neo-Gothic castle in the settlement of Bykovo 40 kilometers away from Moscow looks nothing like your average village church. Its construction was ordered at the end of the 18th century by General Mikhail Izmailov, the master of the Bykovo estate. To build it, he hired architect Vasily Bazhenov, the one who had displeased Empress Catherine II with his design for her Moscow residence, Tsaritsyno. In the 1930s, the church was desecrated: After being looted, it served as a warehouse. Later, it housed a sewing factory. After its renovation in 1989, the church has been open every day, with services held on Saturdays and Sundays.   

3. The Church of Our Lady of the Sign in Dubrovitsy

Prince Boris Golitsyn, a supporter of the young emperor-to-be Peter I, erected the Church of Our Lady of the Sign in 1703 in Dubrovitsy, one of his estates near Moscow (60 kilometers away). The church, which is the same age as St. Petersburg, was turned into a museum in the early 20th century, survived the wave of cathedral demolitions in the 1930s and did not reopen its doors to believers until 60 years later.   

4. Kostomarovo Cave Convent

Historians have not come to a unanimous conclusion as to who dug the caves and built the churches in the chalky rock of the Voronezh Region (800 kilometers away from Moscow): The local community of hermit monks in the 17th century or the Christians who came here from Byzantium in the age of Iconoclasm in the 8th century. Kostomarovo Convent is one of the oldest strongholds of Christianity in modern Russia. 

After the revolution of 1917, the convent was closed, but many of the hermits continued living in caves secretly. Two and a half decades later, WWII engulfed the convent: the surrounding area was occupied in 1942-1943, and locals came to seek refuge within its walls. 

In 1997, the convent resumed religious services: in summer, they are held in the Cave Temple of the Savior, and in winter, they are held above ground, in the Church of the Most Holy Theotokos.  

5. The "Easter Cake and Paskha" Church in St. Petersburg

The unconventional design of this 18th-century church was no architect's whim – it was ordered by the commissioner, Prince Alexander Vyazemsky. Consisting of a church and a belfry, the ensemble imitates the shapes of traditional Russian dishes: Paskha , a pyramid-shaped dessert made with tvorog , and kulich , the Easter cake, a sweet-dough pastry with a spherical top. These dishes are cooked only once a year - at Easter.   

6. The Beaded Church of St. Anastasia the Pharmakolytria in Crimea

In the Tash-Air Gorge, on a mountain slope near the cave town of Kachi Kalyon in Crimea (1500 kilometers away from Moscow), a tiny priory bearing the name of Saint Anastasia of Sirmium is nestled away from prying eyes.  Just travel for 15 minutes up the slope from the foot of the mountain along a narrow path paved with old car tyres through thick shrubs on the edge of a precipice - and you’re there. 

Like most churches in the USSR, it suffered a fatal blow - it was detonated in 1932, and the renovation was begun only in 2005. The entrance shaft, neglected for decades, contained very humid air that was quickly destroying the paint on the walls. This is why the monks have decorated the cave temple by encrusting it with thousands of beads and multicolored stones, each of them unique. 

Since the 8th century, Crimea has seen many changes of residents and authorities, but St. Anastasia Church has survived all of them: It was admired by 19th-century travelers and is still cherished by modern-day explorers of the peninsula. 

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