Tag Archives: Finland

What’s the impact of the coronavirus outbreak on the edtech industry?


Earlier today we had an online meeting of edtech entrepreneurs mainly from Northern Europe, organised by Heikki Rusama, CEO & Co-Founder of the teacher platform Freeed.com.  He interviewed me to share views on the possible impact of the corona-crisis on the education industry in general and edtech in particular.  It was great to see these entrepreneurs, albeit at a distance. I made an abbreviated transcript below for those who couldn’t join.

Heikki: Schools have been closed in Finland and we are now planning to open them again. ​What is the impact of the coronavirus outbreak for the education industry and edtech industry specifically?      

“One billion children in lockdown”

John: There are about 1.5bn school-aged kids globally and about 1bn of them are currently in lockdown-type situations. Some places, especially in Northern Europe are about to start experimenting with coming out of it.

We’ve seen massive disruption to the operating model, impacting the learnflow of pupils, the workflow of teachers, and the communication channels and the wellbeing of everybody.

This is a very sorry situation for society as a whole, it’s probably mixed news for education depending on the role in the value chain and the time frame, but overall this is probably quite positive for parts of the edtech industry, arguably a once-in-a-lifetime triggering event for deploying edtech.

“Once in a lifetime triggering event for edtech”

Short term, from an education industry perspective, there’s good news and bad news:

  • The short term winners are likely to be the big platforms and digital or blended incumbents. Probably Microsoft and Google will benefit most of all. Some incumbents might benefit if they’re well invested in digital and also because they’re known and trusted and have existing customers and established channels. People tend to choose for safety in a crisis
  • The hardest short-term pain is likely to be felt by universities (especially those with a heavy enrolment of international students) and private school chains, as social distancing significantly disrupts their operating and earnings models.

Medium term, it’s possible that education might benefit, because we’re likely to have a fierce recession or depression; although this is negative for society as whole, it normally gives a boost to education as people seek to acquire skills, upskill and re-skill and use their time usefully between jobs.

Long term, the impact is harder to predict and arguably depends on whether we have a rapid “V-shaped” recovery, or if we will have a more protracted “W” or even an “L-shaped” recovery (hopefully not!).

If it’s a V-shaped recovery, then probably the most likely outcome is a step change towards digital and an acceleration of the current direction of change to an ever-higher penetration of digital in the mix.  In other words, learning and teaching become incrementally more digital within a blended model.

However, my personal view is that we’re likely to go into an extended period, maybe 1-4 years, of the “1.5 metre society”.  This being a period of social distancing and intermittent lockdowns, until either a vaccine is deployed, or medications found, or group immunity has been established.  With current immunity at about 3-4% of the population, we are currently far away from the 60-70% required to achieve group immunity, so opening-up society will likely lead to rapid increases in new infections and new lockdowns.

“New operating model for schools?”

What does a “1.5 metre school” look like? There are probably lots of variations, but this will probably mean smaller classes, more learning from home, basically a new operating model, with a very significant digital element.

This scenario is likely to be quite bullish for the edtech industry. Here I think the bigger school-level platforms are likely to prosper in K12, and the big brand universities with a strong online presence will win in Higher Education.

However, in this scenario, state funded education systems and privately funded schools are likely to come under significant financial strain as costs rise and public spending and private wallets come under pressure. It might therefore be the case that some digital-first-institutions and -companies might prosper within an overall less healthy market than it would have been without the corona-crisis.

“New opportunities for new ventures”

So you are all leading start-ups and I think your advantage might come through agility.  I would expect the winners in the start-up space compared with the pre-corona situation to be

  • data-driven business, which will get even hotter than they already were, as it has now been shown that customers might be a bit less squeamish about data than was earlier the case,
  • companies enabling teacher workflow, since the time of teachers will become an increasingly scarce and precious resource,
  • well-being and social emotional learning approaches are likely to get a boost.

Heikki: Many edtech companies have reported exceptional usage and even sales numbers during the crisis. Do you think that the impact will last beyond the pandemic era?

“Digital usage likely to drop back somewhat from current peaks”

John: I reckon current usage levels are probably exceptional because

  1. The model is now predominantly pure-play distance
  2. Usage is nearly always highest around the time of a triggering event

When the norm is once again face-to-face, use of digital will probably fall back somewhat, and when the triggering event is behind us, the novelty effect will also fall away.  I do expect there will be a structural increase, but usage will fall back as schools open.

Heikki: Many companies have opened their offering for free during the crisis. Do you think this is a good strategy?  

Do “good” business

John: The way I see this is that we lead “missionary businesses”. Morally I think it is in many cases the right thing to do at this time.  Our societies are going through the biggest crisis of our lifetimes and we can help. It’s our duty to do the right thing and help.  Whether it makes sense from the perspective of the long-term business strategy, I don’t know, but would be inclined to be positive:

  • Is a freemium model in any case the right thing for your business?
  • If not, schools might be more inclined to feel goodwill towards you when you eventually ask a price, if you were generous and not profiteering from them in their darkest hour
  • For the long term, I tend to think that quality and reliability are more important factors in education than price (free), and charging a fair price for a good service according to competitive market practices is a sustainable approach
  • Overall, depending on the business you’re in, I can see that offering some months for free, maybe till the summer, might be most helpful to teachers and pupils, and might create goodwill for the future.

Heikki: Over the years you have consistently spoken about the importance of technology, but also advocated the blended learning model, combining the physical and digital. Has something changed during the corona-crisis in your thinking? Have you changed your mind about edtech in some ways during the crisis? 

“Blended learning with a stronger digital element has great prospects”

John: I remain a big believer in the blended model. This model is also working well in the crisis. You know, books also work very effectively in homes as well as schools, it’s not just about digital.  I do think physical proximity of teachers and pupils is essential to good K-12 education and distance learning is essentially a poor alternative for this age group. But I’m happy to see digital boosted in the mix.  What has surprised me has been the relative ease of transition to online models, and particularly the deep penetration of Google and Microsoft.  It feels like a journey that was taking 10 years, got accelerated into two weeks!

Heikki: It seems that this pandemic provides a massive exposure for edtech companies. However, some fundamental issues remain. One of those is the question of sales & distribution channels. There are several national and international initiatives, trying to solve this. The key question is, I think, how to make the “edtech ecosystem” stronger and less fragmented, together?

John: the pandemic doesn’t in any way solve the go-to-market problem. It’s good to have open marketplaces with easy procurement processes and it’s helpful to have start-up networks and so on, these initiatives are worthy. In edtech I don’t think there’s a shortage of ideas or talent.  I don’t think there’s a shortage of money for good businesses.  Sparkmind.vc in Helsinki should bring a nice boost!

However, and I realise this might not be a very popular view to this audience, I believe the fundamental problem of European edtech is that it’s sub-scale and fragmented. It will be very hard for us to compete with the Chinese, Indians and Americans on the tech part of edtech in the long term. We can compete on local market approaches and pedagogy however. We have to solve the problem of fragmentation and lack of scale.

“Imagine your life as a teacher”

Also think about it from the customer perspective. Think about a teacher. She is mainly concerned about leading what is often an unruly classroom, effectively. There are vocal parents and there’s lots of administration to do. Teachers simply don’t have time to listen to sales pitches from 3000 edtech companies nor use 3000 different solutions.

So it’s my belief that we need to enter the next stage of maturity as an industry, to move from fragmentation and to start to consolidate around a smaller number of national and regional, maybe even global champions with strong and maybe rather broad portfolios and deep networks. And we need to inter-operate across the ecosystem.

Edtech ventures might typically want to experiment with three alternative go-to-market approaches: direct, via distributors, and with partners. In addition, it might also make sense in many cases to integrate with Microsoft and Google, they have good experience in interoperating their networks.

“Go local!”

I do have a bit of a hobby horse with education which goes against a major dogma in digital markets.  In digital everyone says you need to “go global”.  You know, K-12 education is really a local market.  My view is that you need to become a “system player” in a local market to succeed. “Go local” is my credo in education 😊.

Heikki: Who should take lead in this? Global tech giants, Big educational publishers, countries or individual companies?

John: It varies per country and segment.  Who are the bigger companies serving the customers you want to serve?  Can you partner with them?  Can you learn how they do it?  Take the initiative and go and speak with them.

Heikki: Does this time make you a more or less enthusiastic edtech investor?

John: I’ve always been an edtech enthusiast.  Broadly speaking, the corona-crisis is probably bullish for the edtech sector. From an investment perspective, alongside investing in attractive edtech assets directly,  I’m also thinking in a contrarian way.  Might it as an investor also make sense to buy out-of favour “legacy assets” and transform them to digital using edtech?

Heikki: What technologies or concepts are you the most interested in at the moment?

John: I always think you have to look at what the problems are that need to be solved, and what’s scarce: Two areas particularly interest me:

  • Supporting teacher workflow (globally a major shortage of teachers and growing pressure on their time)
  • Data driven approaches – insights are currently barely being used in education and market has just proven itself to be a bit less squeamish than it was about data

Heikki: Finally, what are the 3 things that every edtech entrepreneur should care about? 


  1. Building a winning team is key to everything. Hire the very best people you can get.
  2. Put the user-experience first in your offering. Make it really easy to use. Teachers have complicated lives. Make it easy enough that a teacher leading 25 unruly kids all at the same time, can use it with ease.
  3. Work out your go-to-market approach and especially which markets to be in. Go local!
  4. I will add a fourth bonus point if I may. We’re going into an uncertain future, ranging from a rapid recovery to a depression. People are generally bullish on edtech right now, there is money in the market.  Make sure you have your funding in shape, and you have a good runway ahead of you.

After the interview we had interesting updates from Sari Hurme-Mehtälä, CEO at Kide Science about recent successes in China, Kristo Lehtonen CEO at 3D Bear about the great exposure they have had with Apple and Google, and Heini Karppinen, Chair of Edtech Finland, encouraging everyone to stay connected.  Very helpful!

Thanks for participating.  Keep the faith and stay safe!

Looking forward>>

Creating a European Champion in Learning

CMD cover

We’re an ambitious company and we are working on building a European Champion in Learning.

Last week we held our annual Capital Markets Day event in Helsinki – which is a good chance for us to share our plans with the investment community.  It was a positive day.  The team was in good spirits and there were lots of great questions from the participants.

I talked about our approach to building a European Champion. Check out the video of the session here.

Our starting point is strong: we serve 10m pupils and 1m teachers in some of the world’s best and most advanced education systems.  We’re a front runner on the digital transformation and have a strong financial performance and track record.  We have a solid plan and believe we can add even more value for our customers in the future.

We have a three pillar strategy to build this European Champion:

  • Win in local markets, by serving our customers well
  • Work together across borders to create one integrated company
  • Make selective acquisitions in current and new learning markets

We’re really excited about the opportunities for the business and our team is going for it!

I’m interested to hear your views and if you see opportunities that you think we should be developing too.

CMD strategy



Five Reasons Why Blended Learning is an Ongoing Success in Finland


This week I joined the education event Dare to Learn in Helsinki with colleagues from Sanoma Pro. With 3000 participants from over 20 countries it was well organised and people were in a positive spirit. Thanks to the organisers for having done a great job!

Finland has a world-class education system with several factors underpinning the success including skilled and respected teachers, high levels of equity and trust in the system and an holistic view to the development of children. Education professionals from around the globe are interested to learn about the Finnish ways.

I think that blended learning is an enabler of excellence in Finnish education and gave a keynote talk on this topic, with the headlines:

1.   Blended learning plays to the natural strengths of the local education system, enabling the excellent teachers, taking advantage of the high quality curricula and materials and putting to work the technology available in schools and homes.

2.   Blended learning models are practical and flexible as schools transform to a more digital future. Our research indicates that teachers are increasingly ready and willing for the digital transformation. We’re also witnessing the emergence of new pedagogies such as phenomenon-based learning, and blended solutions can be very helpful enablers of these new pedagogies.

3.   Blended learning supercharges great teachers (and there are many of them in Finland). A Sanoma Learning solution typically saves a teacher about 8 hours of working time each week – time which can be channelled into individual attention to pupils. And with dashboards and personalised learning pathways, teachers have excellent insights and tools to guide interventions.

4.   Blended learning motivates and engages pupils in their learning endeavours. Our learning impact surveys have indicated that 95% of teachers typically report that integrated learning methods help them to engage pupils with learning. Some like printed books while others prefer online materials. Nowadays boys often lag behind girls in learning. Our analytics indicate that gamified solutions integrated into the approach such as bingel are especially motivating for boys, providing a way to bridge this gap.

5.   Blended learning supports pupils’ achievement and outcomes. Blended learning is a step towards personalized learning, which takes pupils’ personal achievement level and preferences into account. In our surveys, 85% of teachers have reported that such solutions help the pupils to achieve their curriculum goals.

 By applying blended learning methods and techniques, Finland can stay on top of its game in education. Teachers can make the most of their teaching and pupils stay motivated, which helps them to achieve their learning goals.

* Blended learning is mix of various event-based activities, including face-to-face classrooms, e-learning and self-paced learning.

Education reform in Finland


This week I caught up with Kirsi Harra-Vauhkonen, Managing Director of Sanoma Pro, market leader in Finland. The Finnish market is currently undergoing both a major curriculum change and digital transformation.  I asked Kirsi to explain more about what’s going on.

You’ve got an interesting background Kirsi, including positions at Nokia and Google. Tell us more.

Continuous learning is my passion, and I have been fortunate to be able to gain experience from many different positions. I have worked for example in recent years in telecommunications (Nokia), digital media (Google) and now in educational publishing. During my career, I have worked mostly in commercial and business development leadership roles. Mostly I have been leading change – be it new opportunities in the market, new ways of working or digital transformation.  I am driven by working with great people and teams.

Finnish education has a world class reputation. Why is that?

Finnish pupils have scored highly in the PISA surveys for many years. This is a result of the high quality public education system in Finland. Excellent teachers are one of the most important cornerstones of the system. All teachers have a university degree, and being a teacher is a highly respected profession. The fact that high quality education is available for everyone, is very important for Finland. High quality, versatile learning materials also play an important role in helping pupils and teachers to achieve excellent learning outcomes.

What role does Sanoma Pro play in Finnish education and why are our methods popular?

Sanoma Pro is a major publisher with a very good reputation and the most extensive offering in the Finnish educational market. We publish learning materials for all grades K-12 and also for vocational education. In addition we also have the Oppi & Ilo edutainment line for the consumers as well as tutoring services by Tutorhouse.

Our learning materials are used in almost every school and class, and our digital learning environment has more than 100 000 active teacher and pupil users. Our solutions are developed through very intensive collaboration with our customers, and our authors are the best professionals in their own subjects.

Our solutions are popular because they are high quality, they fit the curriculum perfectly, they are easy to use, and they have a good mix of print and digital elements that match the ways and needs of the classroom.

And they provide excellent benefits by enabling learning impact: they help pupils to achieve good learning outcomes, they engage and motivate pupils to learn, and they save time for teachers in their professional work.


There’s curriculum reform coming this year and next. What’s happening and how are we supporting the change?

The reform is a combination of driving change in the pedagogy and in the learning goals and related learning contents. First of all the reform is encouraging strong engagement of pupils and thus changing the role of the teacher to become more like a coach for the active pupil learners. Another theme is to update the learning objectives to equip children with such skills and knowledge that better meet their needs of the future. Also the need for more theme-based learning is emphasized as well as the aim to bring digital into the everyday work at schools.

We have integrated these themes in our methods, in addition to the new learning contents, and provide a lot of supporting tips and tools to help the teachers to adapt to the new ways of teaching.


What are the most important digital initiatives we are working on?

We are very excited about our new digital learning solutions. It’s now possible to use fully digital learning materials for teaching and learning in all of the primary subjects in the new curriculum. In addition, for the teachers who prefer a hybrid solution, we are launching the gamified, curriculum-fit exercise environment Bingel. Bingel supports seamlessly the Sanoma Pro learning methods and makes exercising engaging and inspiring for pupils.

In upper secondary we have Kompassi, the digital testing and assessment tool that provides teachers an easy way to create and assess tests, saving a considerable amount of their time and providing students with the opportunity to get familiar with the digital testing. The first national digital matriculation tests in Finland will take place this Autumn.

What are you most proud about with Sanoma Pro?

I am very proud of our extremely professional and talented team. Going through a phase of digital transformation in the market simultaneously with the very intensive curriculum change is not an easy task, but the team has shown great effort and we have been able to bring all the print and digital products to the market, while also innovating new concepts.

Our new learning solutions bring a lot of new opportunities and support for the teachers to renew their way of teaching, and to engage and inspire the pupils. I am very proud of this achievement, and having delivered this as a team!


Exciting times

Thanks for talking us through this Kirsi.  These are exciting times in Finnish education and it’s great to hear more about our commitment to working together with our customers in bringing new innovations to the marketGood luck to all our people in Finland!

The Global Search for Education: Just Imagine


“There’s a real chance that more or less all schoolchildren everywhere will have access to mobile devices by 2050 and will be allowed to use those devices for learning. Imagine the profound impact on our people and planet when that generation gets access to mobile learning across the globe.” — John Martin

Check out my interview with leading education blogger and author C.M. Rubin, published in the Huffington Post earlier this week.  I’ve re-posted it below:

Preparing our students for a new world of Innovation is a theme we cover consistently in The Global Search for Education series. We invited John Martin, CEO of Sanoma Learning, to share his vision for learning in the future.

Sanoma Learning has major markets in Belgium, Finland, the Netherlands, Poland and Sweden, where the company is fast replacing the traditional textbook model by developing innovative, captivating media in multiple platforms that can be individualized to meet the demands of specific educational systems. Sanoma has been dedicated to education since 1889, when it established the newspaper Päivälehti in Finland. Today it is carrying this commitment in leaping bounds into the future. Martin believes that while the teacher remains “the killer app,” edtech can personalize learning pathways for pupils and engage them in new ways, helping to develop the talents of each child. In my interview with John that follows, he shares his broad insights into how we can work towards environmental sustainability, global inclusivity, and intelligent technological adaptation in future classrooms.

How will the school of the future be more environmentally conscious?

I imagine myself as a biology teacher in a school where we have introduced “phenomenon-based learning”, inspired by the world renowned Finnish education system. I’m coaching a course on climate change and teams in my class are working out how to reduce the carbon footprint of the school. I’m sure they will find new ideas and expect this way of learning will have a profound effect on their behaviour too. An earlier class encouraged us to embrace the Internet of Things in helping to limit our environmental impact. Through this network of “connected things” at school, we have reduced our use of energy, water and food, and optimized the travelling. By changing our behaviour and embracing technology we are making a difference.


“By automating workflows and giving insights, technology will super-charge the teacher as the killer app in education. As the digital infrastructure of schools matures, usability will improve too.” — John Martin

How will the school of the future be more globally inclusive?

I expect that changes in demography, improved access to mobile technology and new norms in the classroom will open up the world of learning. Today, access to mobile learning is limited in three dimensions: to children in richer communities, in rich countries, and in schools where digital learning is encouraged. Consider the world in 2050 where the number of under 15 year olds will be roughly as follows: 70 million in the USA, 90 million in South America, 110 million in Europe, 200 million in China, 300 million in India and 700 million in Sub-Saharan Africa. There’s a real chance that more or less all schoolchildren everywhere will have access to mobile devices by 2050 and will be allowed to use those devices for learning. Imagine the profound impact on our people and planet when that generation gets access to mobile learning across the globe. Is there a more powerful instrument for reducing poverty and inequality, and laying the basis for sustained economic growth and sound governance than this?

How will technology be integrated into the curriculum and how will the school handle the integration of continual advancements in technology?

Technology will be seamlessly integrated into the curriculum and will enable ever improving learning impact. Through personalization, technology will help each individual pupil to achieve their best learning potential. And by automating workflows and giving insights, technology will super-charge the teacher as the killer app in education. As the digital infrastructure of schools matures, usability will improve too. Teachers will be better skilled and more confident than today in deploying technology and will be supported by more advanced ICT departments.

What will be left of traditional craft work and writing?

Partly as a reaction to all things virtual, the “maker” culture will flourish, with pupils and teachers embracing learning-by-doing. Unfortunately, handwriting might eventually become more or less out of fashion, except as an art form. But expression through words will be as essential as ever.


“Handwriting might eventually become more or less out of fashion, except as an art form. But expression through words will be as essential as ever.” — John Martin

Given the new trends of museums and corporate architecture integrating technology and media into their physical space and infrastructure, will schools evolve in a similar way?

I think the integration of technology with the pupil rather than the building is a more interesting development. With mobile devices and wearable technologies, new “Strava’s of learning” will help pupils to unlock their potential. Regarding the physical spaces in schools, I imagine it won’t be very long before screens and 3D printers are ubiquitously available in rich economies.

Given the efficiency of the Internet and home learning, how much time will students be needed in school?

The institution of the school is an important but arguably somewhat weak intervention in the holistic development of our children – after all, in most Western countries, about 80% of their time is spent outside the school. However, schools do offer scale benefits for learning, especially with regard to access to great teachers, learning resources, and to other pupils. Not to forget the added economic benefit of enabling parents to participate in the workforce. In some ways I wonder if a better question might be how we could more effectively look holistically at the learning and welfare of each pupil, rather than how many hours they should go to school?

How important will the presence of physical teachers be?

I believe the teacher is the killer app in education. A great teacher is like a great coach who can help to unlock the potential of each child. Generally, I think it’s best to physically include a teacher in the journey of learning. I don’t think this always has to be in the form of one teacher with 25 pupils; varying the group size and role of the teacher, depending on the situation, is likely to become more common in the future. Some of the tasks of a teacher will probably be made more efficient or even substituted by technology. And there are situations, for example, in case of a shortage of teachers or lack of access to a school, health matters or a wish to learn independently, where a virtual approach would make good sense.


“With mobile devices and wearable technologies, new ‘Strava’s of learning’ will help pupils to unlock their potential.” — John Martin

Will technology advancement lead to further personalization of education to individual students or will it also increase the techno-bureaucratic need for standardization?

Technology will surely enable the personalization of learning and I would expect that this will result in improved learning outcomes, better engaged pupils and a more efficient school. Whether or not this leads to more bureaucracy and standardization is up to the policymakers. Technology is in itself neither good nor bad but will serve the requirements of the market.

Will we teach students specific “subjects” in traditional classrooms like we have today or will classes be more about integrated/hybrid learning?

I expect the industrial model of education will be re-imagined and re-designed for the post-industrial, knowledge era. It’s a personal view on the future, but I wonder if we will move in the direction of a “T-model” in the next generation. In the vertical of the “T,” each child develops expertise on key “subjects,” but in a much more personalized way than at present – for example, also including adaptive and peer-to-peer learning. And in the horizontal of the “T”, other skills such as collaboration, communication and leadership are learned, maybe in the form of “phenomenon-based learning” programs such as those recently introduced in Finland.

Faced with increasing time spent on digital devices, how can we teach more practical skills, including coping with stress levels and interpersonal conflict?

It was hard to develop “life skills” from a book and the same holds true with devices. The thing about skills is that they generally improve with practice, especially when supported by coaching. So I think it’s a matter of prioritization: don’t over-do the screen time and make sure life skills are on the agenda.


C. M. Rubin and John Martin

(All Photos are courtesy of Sanoma)

Join me and globally renowned thought leaders including Sir Michael Barber (UK), Dr. Michael Block (U.S.), Dr. Leon Botstein (U.S.), Professor Clay Christensen (U.S.), Dr. Linda Darling-Hammond (U.S.), Dr. MadhavChavan (India), Professor Michael Fullan (Canada), Professor Howard Gardner (U.S.), Professor Andy Hargreaves (U.S.), Professor Yvonne Hellman (The Netherlands), Professor Kristin Helstad (Norway), Jean Hendrickson (U.S.), Professor Rose Hipkins (New Zealand), Professor Cornelia Hoogland (Canada), Honourable Jeff Johnson (Canada), Mme. Chantal Kaufmann (Belgium), Dr. EijaKauppinen (Finland), State Secretary TapioKosunen (Finland), Professor Dominique Lafontaine (Belgium), Professor Hugh Lauder (UK), Lord Ken Macdonald (UK), Professor Geoff Masters (Australia), Professor Barry McGaw (Australia), Shiv Nadar (India), Professor R. Natarajan (India), Dr. Pak Tee Ng (Singapore), Dr. Denise Pope (US), Sridhar Rajagopalan (India), Dr. Diane Ravitch (U.S.), Richard Wilson Riley (U.S.), Sir Ken Robinson (UK), Professor Pasi Sahlberg (Finland), Professor Manabu Sato (Japan), Andreas Schleicher (PISA, OECD), Dr. Anthony Seldon (UK), Dr. David Shaffer (U.S.), Dr. Kirsten Sivesind (Norway), Chancellor Stephen Spahn (U.S.), Yves Theze (LyceeFrancais U.S.), Professor Charles Ungerleider (Canada), Professor Tony Wagner (U.S.), Sir David Watson (UK), Professor Dylan Wiliam (UK), Dr. Mark Wormald (UK), Professor Theo Wubbels (The Netherlands), Professor Michael Young (UK), and Professor Minxuan Zhang (China) as they explore the big picture education questions that all nations face today.
The Global Search for Education Community Page

C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, including The Real Alice in Wonderland, is the publisher of CMRubinWorld, and is a Disruptor Foundation Fellow.