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  • Pace of change means challenge and opportunity for FT and Pearson

    John Fallon

    by John Fallon

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    We have reached an inflection point in global media. The pace of disruptive change in new technology — in particular, the explosive growth of mobile and social media — poses a direct challenge to how leading media organisations produce and sell their journalism. They have a great opportunity — to reach more readers than ever before — but must also reimagine their business models.

    Great brands will seize the moment and embrace the digital opportunity. But to do this effectively, organisations will need significant investment, a global brand and an unerring focus. Given the opportunities and challenges that lie ahead, the best way to ensure continuing success is to be part of a global, digital news organisation that is 100 per cent focused on making and selling journalism.

    So, after much reflection and analysis over many months, we’ve decided the time is right for a new owner to take the FT forward. Nikkei shares our commitment to the FT’s editorial independence; it has proved that in its own journalism, equally published without fear or favour.

    Pearson and the FT will continue to work together in areas like global business education and teaching English in countries such as China. Pearson is already the world’s largest provider of English language learning, reaching more than 33m students worldwide. But we’re still only meeting a fraction of the global demand — over a billion people will be learning English as a foreign language by 2020.

    The world of education is now changing profoundly, through globalisation, the emerging middle class in countries including India, China and Brazil, and the revolution of digital technology. The number of students going to university around the world is expected to triple over the next 20 years.

    And that is what the future of Pearson is about: the ever-growing global demand for better education — whether that means learning real skills that lead to a career, access to better teachers and learning resources, or more affordable and effective higher education. It is a big and fragmented sector — annual global spending on education is estimated at about £3tn. As a business that currently makes around £5bn in annual sales, that is a lot of space for Pearson to grow.

    We are accelerating our investment in digital learning and fast-growing economies — in the past five years we have invested in some of the most dynamic education businesses in the US, China, Brazil and South Africa. We are designing innovative digital technologies and new business models to help reduce barriers to learning and contribute to solving the world’s most pressing education challenges.

    Fifty-eight years ago when Pearson bought the FT, the spread of authoritative reliable news helped democracies to form and markets to function. While that need remains crucial today, I believe it is now the promise of education, not just information, that can be the world’s greatest path to equality of opportunity. Parents the world over say that the single most important goal for their children is to gain the skills that will help them forge successful careers and lives. This is the promise of education — and the future of Pearson.

    The writer is chief executive of Pearson, the proprietor of the Financial Times and the world’s largest education company

    (This story originally appeared in the Financial Times on Friday, 24 July.)

     

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  • Pearson and the Financial Times

    John Fallon

    by John Fallon

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    (Image courtesy of en.wikipedia.org)

    Today we have made a significant announcement, which is that we have agreed to sell the Financial Times to Nikkei. This is an important moment for both Pearson and the FT, so I wanted to share more about what’s happening and why.

    For fifty-eight years, Pearson has been the proud owner of the Financial Times. We’ve invested in its global expansion and digital transformation, through good times and bad; and all the time, protecting its editorial independence and championing the quality and breadth of its journalism. Both Pearson and the FT have benefited greatly from the relationship. The FT is recognised across the globe as an intelligent and authoritative commentator on world events, finance, commerce and economics.

    In recent years, we’ve developed an increasing focus on our biggest, most exciting opportunity – to help people make progress in their lives through learning. As that opportunity has crystallised, it’s become clear to me and the Pearson board that the scale of the challenge requires our undivided attention.

    The changing media landscape

    At the same time, we are at an inflection point in global media. The pace of disruptive change in new technology – in particular, the explosive growth of mobile and social media – poses a direct challenge to how the FT produces and sells its journalism. It presents the FT with a great opportunity too – to reach more readers than ever before, in new and exciting ways.

    Nikkei has a long and distinguished track record of quality, impartiality and reliability in its journalism and global viewpoint. The Board and I are confident that the FT will continue to flourish under Nikkei’s ownership.

    I’ve every confidence in the FT’s ability to seize the moment, as it has done ably so far, in its digital transformation. The readership is at an all time high, with readers willing to pay more than ever for its journalism. But, after much reflection and detailed analysis of both the opportunities and challenges that lie ahead, we have concluded that the best way to ensure the FT’s continuing journalistic and commercial success is for it to be part of a global, digital news organisation that is 100% focused on these same issues.

    The FT remains part of Pearson until we complete the transaction around the end of this year. I’m very pleased that we will continue to work together in areas like business education and teaching English to professionals in countries such as China.

    I know many people will have questions about what this means for our Professional line of business, of which the FT is a part. Pearson VUE and our English business remain incredibly important to Pearson, and are a big part of our future. 

    Looking ahead

    We plan to reinvest the proceeds from today’s sale to accelerate our push into digital learning, educational services and emerging markets. We will focus our investment on products and businesses with a bigger, bolder impact on learning outcomes, underpinned by a stronger brand and high-performing culture.

    This will help us progress toward a future where learning is more effective, affordable, personal and accessible for people who need it most. By doing so, we can help more people discover a love of learning and make progress in their lives.

    This is the promise of learning– and the future of Pearson.

     

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  • Parallel tracks

    by Rod Bristow

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    There’s nothing new in young people and their parents wanting to know what it takes to get ahead after they leave formal education. What are the things they’ll need for that first step on the job ladder, and to keep climbing up; and how and where do you get them? These are the questions that every generation concerns itself with.

    Neither is there anything new in employers being clear about the sort of young people they’re looking for - a healthy attitude, great workplace skills, a bit of know-how under your belt - the basic building blocks of career advice haven’t really changed all that much.

    But the world is now moving so fast that we cannot rely on the things we’ve always just accepted. The technological revolution has gone far beyond a short, sharp, spike in the timeline of history. It’s a way of life, where the things we don’t know and can’t do today become the everyday occurrences of everyone’s tomorrow. A world where political borders mean less and less, as ideas and people travel ever more freely about. Where barriers to entry tumble, and competition races for the best jobs and the best people. In this 21st century world that values not just what you know, but also what you can do, keeping yourself relevant has never been more challenging.

    Against this backdrop we’ve been working with the CBI in the UK to look more closely at what employers there look for in the young people leaving education and heading into the world of work. And we’ve discovered a vivid picture, where a list of exams passed and grades achieved is no longer the only passport to moving on and up. Attitudes and character (85%) now ranks well ahead of qualifications (39%) or academic results (31%) as the most important factors when recruiting.

    But it seems that when businesses look to these ‘new’ measures of suitability, they become worried.

    The survey of 310 UK companies, which together employ over a million people, reveals that more than half (55%) think they won’t be able to find enough workers with the skills they need; 39% are currently concerned by the attitudes of school and college leavers to work, and 61% are not satisfied by young people’s self-management and resilience.

    It is overwhelmingly clear from the research that employers are looking for education to do a better job at preparing young people for the workplace - to turn out better communicators, team-workers, leaders, never-giver-uppers. But there is also concern about getting the basics right too; that there are too many school leavers unable to do the fundamentals of reading, writing and counting well enough. Nor do businesses think that young people have a necessary awareness of the world outside their school gates - half of firms want this as a priority in schools for 14-18 year olds. The upshot is that close to a third (31%) of firms point to having had to organise remedial training in core skills for some school/college leavers.

    This is not a lone struggle being fought by businesses. I do not know anyone alive who does not want to see schools everywhere work as well as possible for preparing young people for their futures. In separate research we found that - globally - increasing career skills is the top priority for parents and students, and scored very highly among teachers too.

    Nor should people read the survey and jump to some knee-jerk conclusion that UK schools aren’t working. Hundreds of thousands of young people leave schools every year, ready and able to flourish. Happy, too! We need to continue cherishing the things that so many schools and teachers ignite in young people every day, around the world - a natural human curiosity for knowledge, and a love of learning, literature, and the arts.

    Rather, the message here is about creating an environment where communication, teamwork, grit, and leadership skills are nurtured throughout education systems. Getting this balance of skills should matter to anyone who is a parent, a teacher, an employer, or just cares about what happens next to our world.

    One of my favourite things about my role at Pearson is meeting students who are studying our BTEC qualifications. There is something about the blend of academic and practical skills that gives them something extra. Students like Mohammed. School never really ignited his passions until he took a BTEC in sports science at his local college. In his own words the qualification was about “doing something you’re incredibly passionate about… and being the best person you can be”. Every year thousands of students study BTECs. Through their own dedication, their brilliant teachers, and the involvement of businesses in shaping what they learn and providing work placement opportunities, they’ll succeed. Just like Mohammed, who is now a coach at Chelsea Football Club. Or the quarter of UK university undergraduates who go there brandishing their BTECs. Within a few years that’ll likely be one in three new undergraduates. And from higher education we know they progress into good jobs, because they leave armed with those skills employers need.

    The findings of this latest survey are one side of the story here. Equally important is the exercise itself, of trying to align the hopes and needs of business and schools. The evidence seems to say that, for too long now, these two worlds - education and employability - are diverging, if not in aspiration then in the way they see those aspirations being achieved. It’s a relationship that we need to celebrate and encourage to grow; that we need to get running on parallel tracks. But tracks that also criss and cross; where the vocational and the academic blend, and where a multitude of destinations can be reached in a multitude of ways.

    Nearly two-thirds of the businesses we surveyed said they would be willing to play a greater role in supporting careers provisions in schools and colleges. That’s a good place to kick on from, together.

     

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    Read the full report >>

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  • The extraordinary in the everyday

    by Rod Bristow

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    In the east end of London, the name of Richard Cloudesley rings loud. By all accounts a man of modest achievement, the school to which he gave his name is anything but. His life is a story that bridges 15th and 16th century England; his legacy is of a place that bridges gaps in the here and now - the gap between a childhood and the fulfilment of potential.

    For most people, education is that bridge, yet around the world it’s a crossing that’s denied to too many. Disabled children are too often those who get left behind, a gap made bigger by the perception of inability more than the fact of it. It’s a perception that teachers at Richard Cloudesley School have been mocking for over 100 years. Today, we’re celebrating just one of them.

    As I arrive at Richard Cloudesley, I am struck by its open and friendly modernity. The school moved sites a few years ago, to its new home, with space, light and high technology. As the front doors open, motorised wheelchairs and walking aids line the large lobby. I spy a child using an eye gaze keyboard to communicate. There’s something futuristic about this place.

    Underneath these visible signs of progress, there's a driving force. Every child here is deeply cared about, but there’s more. Sean, the headteacher, describes it as “making sure nobody falls off the cliff.” He talks about making sure that children who come to schools like Richard Cloudesley - children with significant physical disabilities - have somewhere to progress to after their school years, and are not simply resigned to a life at home or in care.

    They’re leaving few stones unturned in that pursuit. The complex needs of their students require a complete view of their welfare. So alongside the teaching staff, the school employs a specialist dietician, a medical team, psychologists, social care workers and counsellors. This is an operation to rival many top flight football clubs.

    Sean is clearly very proud of the whole team, but none more than Joanna Ross, who is being presented with a national teaching award. “We’re all very excited, but I think she’ll be embarrassed by it all,” says Sean. Joanna has been with the school since 2004, working with their youngest students, and judging  by the turnout of parents and carers, present and past, her award is richly deserved.

    I’m ushered into a specially arranged assembly. I look around for my colleague, Dominic, who I arrived with but now seem to have lost. I spot him in the front row, chatting to a young pupil. “This is Faith”, Dominic says, as he introduces her. “She’s been looking after me. She wants us to have the best view.” Faith is small for her 11 years, but there’s no lack of stature.

    “Tell him about Mango Man,” Dominic asks her. I lean in to hear, as her voice struggles to keep up with everything she has to say. Mango Man is the superhero comic story she’s been busy writing. Half man, half mango… by all accounts it’s quite a tale. Everyone at the school seems to know about Mango Man… and know about Faith. That evening she’s due to fly to the Ukraine for treatment, a journey she makes several times a year. “I’m scared of flying,” says Dominic. She looks silently straight at him with a crystal-clear incredulity, like he’s just admitted to being scared of fresh air. I can’t imagine anything ever fazes Faith.

    “We’re here to celebrate someone very special,” announces Sean as he kicks the assembly into life. “Though, all our teachers are incredible here, aren’t they?” Young hands go up and faces light up. One by one, each student gets to have their say. “They’re kind”; “They give us homework”; “They teach me how to do things”. Sean looks around the room. “Has everyone’s voice been heard?” he asks. Samuel’s has not. So everyone waits. There is no sense that anyone is in a rush. Samuel stares at his carer; “Hugs” comes the translation. I was watching her interaction with Samuel, and I couldn’t see how she worked that out; and then I wondered, just who is the one here lacking in communication skills?

    In the preceding weeks, pupils, parents and teachers have been asked why they think Joanna deserves the award, and their thoughts are now presented back to them on a big screen. It’s in keeping with the day, but it’s also an exercise that answers the ‘purposeful writing and shared reading’ requirements of the national curriculum. Education is squeezed into every experience here.

    We are asked to read the quotations aloud together. They are brimming with the stuff of role models - ‘amazing’, ‘inspirational’, ‘special’, ‘fun’. But I’m struck by one particular quote: “Every teacher training course needs a Joanna.”

    And then it’s Joanna’s turn to speak. “This is really about all of you; and everything I’ve learned about you and from you.” And as if to prove it, she walks around and makes sure all the pupils get their chance to touch the award.

    Richard Cloudesley is a shining example of why no child should ever accept a limit. But having the humility to acknowledge your limits is important. At Pearson, we do a lot in education. But we never lose sight of our place. That whatever we do, however well we do it, pales into insignificance against the impact of teachers. That the frontline of education - that place where a teacher and student come together, will always be where the most extraordinary things happen, every day.

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    The Pearson UK Teaching Awards began in 1999 as a way for anyone to say “thank you” to the teacher who has helped them most. This year they attracted over 7,000 nominations. Learn more at http://www.pearsonteachingawards.com/.

    And read more about Richard Cloudesley School - http://www.cloudesley.islington.sch.uk/

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  • A parent's legacy - a journey in education

    by Elizabeth Goueti

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    Haiti should be a paradise on Earth. Tropical air breathes down from its mountains, rustling the chorus of coconut palms into a gentle surrender of their harvest. Its bountiful coastline offers up a gallery of fish, their chargrilled scent meandering through the placid streets. Voices waft in friendly rhythms.

    But you don’t need to explore too far to see that this is far from a paradise.

    Daily life here can feel like a momentary interruption in an unabating journey towards devastation. The 2010 earthquake brought Haiti to its feet and to the conscience of the world, but it had been under the grip of destruction for years before. Politics here can, and often does, spill into bloodshed, staining that which it is supposed to serve. Remnants of communities long beyond breaking point cling to existence - smells of putrid, fermented garbage line the outer banks of walkways and streets. In a country that can’t even keep itself clean, what hope does education have?

    This is the Haiti that my father remembers. He came from Borgne - aptly pronounced by the locals as “Oh Boy” - a small, indistinguishable town on the north coast. Back then there were no public schools, so if you wanted an education, you had to pay for it. Thus schooling was reduced to the privileged pursuit of the wealthy and the well-connected. If you were neither, you went nowhere.

    My grandfather, Rollin, got himself ‘connected’, and in doing so got his son - my father - into a school. It meant a four hour trip over deadly mountain terrain; it meant sending their little boy away to live in the big city of strangers; it meant scraping together every last penny they ever had. When school fees were late, my father would be thrown to the streets, left to wander around in the hope that the money would soon be on its way. It always arrived, and he was allowed back in, in the end.

    But ask my father what he remembers, and you’ll hear nothing of the hardship and the struggle. Instead, he’ll speak of luck, of being the only one of his friends that got the chance of school. He’ll speak of opportunity, of progress, of the start point to the rest of his life.

    My father completed high school at the very top of his class, but graduated into the merciless dictatorship of Jean-Claude Duvalier. His education had taught him how to read, and that had given him the freedom to think. But Duvalier’s Haiti was not a place for free-thinkers. So in October 1980, my father, along with 132 other Haitian men and women, boarded a boat, heading somewhere in the loose direction of America. They were running away, of course, but my father never described it as an escape. Survival, he would always tell me, should never simply be the absence of fear, but the presence of hope. His hope, as he lay upon that rickety boat, was to live the life of the educated man he had become.

    The boat trudged along for eight days, small and overloaded, alone amongst the bullying seas. The exiles survived on slim rations of uncooked rice and sips of water. Finally, Cuba; and for some, far enough, as they scuttled from the shore into the secrecy of a new life. But my father had bigger dreams; 14 days later, they landed in Florida.

    A year later, my mother made the same journey. Hers was a quest of a different kind; a single minded mission to secure for her 18-month son the education that she had been denied. She was only 19. She left alone - her baby was to follow weeks later. It took them 17 years of battling the system before they were reunited. The education she had risked her life to get him, gone. But she had succeeded. My sister and I are her proof of that. I am a lawyer, and Patricia will soon graduate with her Master of Arts.

    When we were children, my father would take my sister and I to the public library every Saturday.  Come rain or shine, he made sure we got a chance to get to read as many books as possible.  And my mother would often come home burdened with secondhand books she’d bought from the local thrift store or garage sales. To this day, I have kept them all, an enduring reminder of the world that opens up when you learn to read. Perhaps it is with our father’s words ringing in our ears - of the power of education to change the world - that we have both found ourselves working for Pearson.

    My parents’ stories seem so far removed from the life I’ve enjoyed as a first-generation American, that to describe myself as a child of refugees feels odd. Yet that is exactly what I am. I am the children of those risking their lives, right at this moment, attempting the perilous crossing from North Africa to Europe. I am the children of Syria, torn from their homes and their classrooms by war. And I am the proof, that education is both the means and the motivation that can make the difference.

    ***

    Learn more about how we’re trying to help the children displaced by the Syrian conflict.

    Connect with Elizabeth on Twitter - @elizabethgoueti

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  • How Early Childhood Assessments Can Help, Not Hinder

    Mom and child playing

    Shawn Hardee regularly leads his wife’s preschool class in a sing-a-long. (“There’s nothing better than hearing kids sing with you!” he says.)

    He’s the father of two young children.

    He’s also one of Pearson’s leading experts on early childhood assessment.

    And—he refers to young students as “kiddos.”

    “These students are not research subjects,” Shawn says. “They’re kids.”

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  • How to Make Technology Work for Learners, Not the Other Way Around

    Man using a laptop computer

    Denis Hurley is Director of Future Technologies at Pearson.

    “We explore emerging technologies,” he says. “Often these are technologies developed for other industries, like the military or entertainment companies or medical research firms.”

    Denis actually studied film production in college.

    “I loved telling stories,” Denis says. “I was drawn to the process of developing film, matching it with sound, cutting it all together, and producing something that gave viewers an experience.”

    “It was like creating something out of nothing,” he says.

    “In the same way,” Denis says, “many of the technologies available to learning today can transport students in powerful ways.”

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  • Team USA Diver Soars to New Heights With the Help of Online School

    Jordan Windle

    17-year-old Team USA diver Jordan Windle—a specialist in the 10-meter platform event—is afraid of heights.

    “10 meters is three stories high,” he says, laughing. “But the thing I love about diving is being able to overcome the fear.”

    Jordan took his first plunge when he was 7 years old. After 30 minutes on the platform, he finally jumped—and he hasn’t stopped jumping since.

    In addition to being one of the youngest-ever U.S. Men’s National Champion on 10-meter platform (an event he won when he was only 15 years old); he is also a 2-time U.S. National Champion on the 3-meter springboard in the mixed-gender synchronized event – his synchro partner is Olympic Silver Medalist, Abbey Johnston.

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John Fallon

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  • Graduating a nation

    by Don Kilburn

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    Education is unquestionably the foundation of a brighter future, and graduating from high school the most fundamental step toward good employment and further education. For that reason, boosting graduation rates throughout America, and particularly among underserved student populations, is an essential piece of building a more just and fair economy and society, with more opportunities for all.

    President Obama has stated a goal of achieving 90% high school graduation rates by 2020, and Pearson is proud to support that goal. We put the learner at the heart of everything we do, and believe strongly in advancing the cause of opportunity for all students.

    In June, we announced the GradNation State Activation initiative in partnership with America’s Promise Alliance. This partnership aims to support and scale multi-year, cross-sector efforts at the state and local levels to make measurable impact on graduation rates.

    We’re delighted to announce three state organizations that will each receive a $200,000 grant to support their work towards these goals.

    • The Arizona Mayors Education Roundtable engages with mayors in 16 cities across the state through the Arizona Activation Initiative, in collaboration with WestEd and other state partners
    • The Massachusetts Department of Elementary and Secondary Education focuses on students whose first language is not English
    • The Minnesota Alliance With Youth, which supports GradMinnesota, a statewide initiative to increase the graduation rate, focusing on students of color, low-income students, English language leaners and students with disabilities.

    An independent panel selected the grantees from a group of 41 applicants from 26 states. The panel, consisting of respected leaders in the education and youth development community, including Building a Grad Nation report co-author John Bridgeland, president and CEO, Civic Enterprises; former West Virginia Gov. Bob Wise, president, Alliance for Excellent Education; Karen Pittman, co-founder, president and CEO, The Forum for Youth Investment; and 2015 National Teacher of the Year Shanna Peeples.

    We congratulate the grantees, and wish them the best in the work to come. We’re looking forward to working with you, supporting you and celebrating the progress you will make in the years ahead.

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  • Why progress for girls can't wait

    by Kate James

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    This week marks the fourth annual International Day of the Girl Child.

    When we ask women and girls what they want from education, one theme comes through loud and clear -- "progress." They might not use that word, but when the mum talks of her little girl being able to read the books she was never able to, when the teenager dreams of being the first in her family to go to university, and when the young woman refuses to see a glass ceiling to her career... that is progress. Progress for each of them, and ultimately for all of us.

    Gender inequality starts with the 31 million girls who are denied their right to an education. An education that literally saves lives. A child born in Sub-Saharan Africa whose mother can read is 50% more likely to survive past the age of five. It's one of the reasons why Pearson has convened Project Literacy, a campaign to eradicate illiteracy worldwide. It's why we're also working with Camfed to train 5,000 female 'Learner Guides' in Ghana, Tanzania and Zimbabwe, who are not just securing their own futures, but are shaping the lives of girls who may otherwise be the next forgotten ones. And why we recently invested in Sudiksha, a start-up that recruits local women to manage low-cost schools serving some of India's poorest communities.

    We are proud of these initiatives, but we also know that they only scratch the surface of the challenge. The world needs to take a massive wrecking ball to the problem. And that requires companies, governments, non-profit organisations, and entrepreneurs to lend their weight. More money of course is needed but we also need the expertise that makes sure that money is invested wisely.

    And when private and public sectors join forces come together we know it can have lasting impact. When 276 schoolgirls were kidnapped by Boko Haram last year, the world was outraged. But perhaps as outrageous was how quickly we forgot about them. When the media moved on to the next story, we all too easily moved along with them. But behind the scenes, things were getting done. The Global Business Coalition for Education (GBC-Education) -- with support from the United Nations, A World at School, the Nigerian Government and international donors -- created the Safe Schools Initiative. As a result 2,400 of the most at-risk girls from the three states hit hardest by Boko Haram have been enrolled in safer schools. That's what can happen when corporate clout, political power, and education know-how come together.

    We're really proud to be members of the GBC-Education, and to have contributed to their new "The Journey of a Girl" report explaining how corporations can, and should, invest in girls' education. The collective efforts of GBCE members currently reach 6 million girls worldwide. It could -- it must -- be so many more.

    ***

    This article was first published on The Huffington Post.

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  • Illiteracy - the invisible curse

    by Kate James

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    The refugee crisis in Europe is, rightly, dominating headlines. The refugees' plight is a very visible one - tired, hungry, dirty, the absence of hope is etched numbingly across their faces. It stirs us to act and to get involved. It is the right response of a civilised society to a crisis that should never have been allowed to happen.

    And yet when nudged on illiteracy, another global crisis impacting 100s of millions of people too many of us are ambivalent. Perhaps it’s because we don’t see it around us that we don’t care enough. We rarely come across someone who is struggling to write, and it’s not obvious when someone is finding it hard to read. And we definitely don't see the consequences.

    The curse of illiteracy is it's largely invisible. But its impact is global and devastating. Today 520 million women and girls are illiterate. They are consequently denied access to learn, earn, vote and ultimately thrive. For me the starkest statistic on literacy is that babies born to mothers in Sub-Saharan Africa who can't read are 50% less likely to reach their fifth birthday.

    If you see inequality and poverty, you’re seeing the impact of illiteracy. Later this month, when world leaders meet at the United Nations in New York, they will announce their commitment to the new Global Goals for sustainable development, setting out their ambition for a more peaceful and prosperous world. There are 17 of them, and none will be achievable without combatting illiteracy along the way. The real prize of a more literate world is not more people who can read and write, but what they can then do with those skills.

    There are nearly 800 million people around the world who are illiterate and we won't begin to put a dent in that number unless we are all stirred to action and become more involved. Sometimes challenges on this scale can seem too remote, too abstract to even try to fix. But this is an issue where each of us can make a difference.

    Today marks International Literacy Day, an opportunity to bang the literacy drum. For us at Pearson, that beat comes in the form of Project Literacy. There are lots of ways to get involved with the project from volunteering to raising awareness through your social networks. Find out more about how you can get involved with Project Literacy and help make a lasting dent in the literacy challenge.

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