Global Education Partnerships

Leaders think that global #diversity, #equity, and #inclusion work means imposing the same one-size-fits-all programs onto everyone and calling that progress. This couldn't be more wrong. Global work done right means ensuring the same HIGH STANDARDS for everyone, achieved by uniquely understanding the contexts different audiences operate in. Your workers in Mumbai should feel just as much a sense of fairness at work as your workers in Stockholm, Austin, and Lisbon do, even though their contexts couldn't be more different. Your workers in Perth should feel the same high level of respect at work as your workers in Istanbul, Osaka, and São Paulo do, even though their contexts couldn't be more different. How can any global organization achieve this? The answer is certainly not what most do at present, where "global DEI work" most often takes the form of a single centrally-produced event or program, often recorded in the US or occasionally the UK or EU, that later gets shared with other regions after the fact with subtitles in the corresponding language (if that). As if a US-based speaker talking about US issues could remove the unique barriers to equity and inclusion in a Latin American context, or offer guidance that meshes with East Asian workplace norms. Global organizations that do DEI work right set their goals from the top, then push decision making down into each region to solve their unique challenges in their unique contexts. The barriers to fairness in Mumbai are not the same barriers to fairness in Stockholm, Austin, and Lisbon. The barriers to respect in Perth are not the same barriers to respect in Istanbul, Osaka, and São Paulo. To remove those barriers and achieve high standards of thriving, success, and wellbeing, global companies MUST place the power and autonomy into leaders with expertise and skill creating change in their respective contexts, and embolden them to solve problems — even if their solutions may not appear to make sense at first glance to an outsider. The role of global leaders is not to prescribe solutions, but to articulate shared goals, craft a shared narrative for their importance to the business, and coordinate regional leadership to ensure that even as solutions might diverge, the focus on achieving high standards, and doing so according to the organization's values, does not waver. As it turns out, the most critical talent when it comes to global DEI work is NOT a brilliant global leader who understands a little bit about DEI work in every region, but instead many, many brilliant local leaders who understand everything there is to know about DEI work in their specific context. With the proper resourcing and support, it's these local leaders who will solve problems and reimagine workplaces in ways global executives could never imagine. The odds that your global organization has recognized this are low, and that needs to change.

A few months ago, I sat in an interview for a DEI expert role in Kenya. The panel was international, and as we went through the conversation, one thing became clear—they weren’t just looking for someone to drive meaningful change in Kenya; they wanted someone who could fit into a global DEI framework designed elsewhere. I asked, “What does DEI look like for your Kenyan team?” Their response? A list of priorities straight out of a Western playbook—gender balance, LGBTQ+ inclusion, and racial representation. All important, but I couldn’t help but think: Where’s the conversation on tribalism? On economic inequality? On the generational workplace divide that we see every day? It felt like they needed a checklist hire to fit a global narrative, rather than someone to shape DEI in a way that actually mattered for Kenya. The DEI Challenge for Kenyan Organizations in Global Networks Many Kenyan organizations operating within global structures inherit DEI strategies built for Western contexts and now with the pull back from some countries we are left in limbo. Kenya’s challenges are different. Workplace disparities here are often rooted in: ✔️ Tribalism in hiring and promotions – Are we truly inclusive across all regions in Kenya? ✔️ Economic barriers – Are entry-level opportunities accessible to those from underprivileged backgrounds, or are we recycling privilege? ✔️ Generational gaps – Are workplaces fostering inclusion across age groups, especially for younger employees navigating corporate Kenya? Yet, global DEI policies rarely address these realities. If DEI was just a corporate trend to align with global movements, does it disappear when the West loses interest? A More Relevant Approach to DEI in Kenya Instead of treating DEI as a one-size-fits-all global policy, organizations with a presence in Kenya should: ✅ Localize the DEI conversation. Engage employees to define what equity means in a Kenyan context. What are the biggest barriers to inclusion here? ✅ Focus on economic mobility. Offer upskilling programs, mentorship, and fair recruitment practices to ensure opportunities reach a broader talent pool. ✅ Create culturally aware leadership. Train leaders to recognize unconscious biases beyond race and gender—like tribal, language, or educational biases. ✅ Measure what matters. Track progress not just in diversity numbers but in how employees experience inclusion at work. From Policy to Practice DEI isn’t just a corporate buzzword. Done right, it creates workplaces where talent thrives, retention improves, and businesses gain a competitive edge. But for Kenyan organizations operating in global ecosystems, the key is to make DEI relevant—rooted in the realities of our workforce, not just in policies from HQ. I’d love to hear from others—have you seen an approach to DEI in Kenya that truly works? #DEI #Kenya #InclusiveWorkplaces #HR #Leadership

🔖 Interested in academia-industry collaboration in #edtech? Read this new Commentary by a group of academic researchers collaborating with EdTech companies around the world. While we’ve seen many positive examples, the work hasn’t always been easy. We’ve faced challenges such as: 🔻 Early contract terminations or pressure to reanalyse data when results didn’t show positive impacts expected by the companies 🔻Unequal legal support, with individual researchers at academic institutions lacking the resources available to large corporate legal teams 🔻 Difficulty maintaining fair project timelines, due to ongoing “mission creep” (repeated requests for new revisions beyond what was originally agreed) We advocate for: 🔺 Formalized data-sharing protocols that promote transparency and open science 🔺 Dedicated legal support units for public-private partnerships at universities 🔺A centralized, anonymized data repository to enable more rigorous cross-study analyses. This would strengthen the evidence base not just for individual companies, but for the EdTech field as a whole ✍ Article co-authored with Todd Cherner Adam Dubé Adrian Pasquarella Nicola Pitchford Dr Helen Ross 🙏Thank you Sonia Livingstone Candice Odgers and Amy Orben for starting this important debate and thank you Prof Bernadka Dubicka Editor in Chief Child and Adolescent Mental Health, for facilitating the conversation in the journal! Download from:

Are mergers the future of institutional sustainability......or a limited solution to a much larger set of challenges? This has been on my mind lately.... This morning on my way to campus, I was struck by a College Viability, LLC special edition podcast with Gary Stocker and guests Jonathan Nichols (author of Requiem for a College with a recent 2nd edition release), and publisher Kate Colbert. Nichols’ central warning landed hard: no institution is too loved or too good to fail. Closures, he emphasized, are rarely sudden (check out some fantastic writing by Unity Environmental President and innovation guru Dr. Melik Peter Khoury, who has said the same); they are decades in the making. Colbert added that the shame and secrecy surrounding struggling colleges often keep leaders from even acknowledging what’s happening and being remotely transparent, much less planning for it. Their conversation underscored that transparency, proactive governance, and student-centered decision-making are not optional.......they are survival tools. Which brings me to mergers. They are not a panacea, but they are an option worth serious consideration in today’s climate of declining demographics, rising costs, and fragile tuition models. Some recent examples stand out: - Mission-driven coalitions. Otterbein and Antioch formed the Coalition for the Common Good, keeping distinct undergraduate brands while collaborating on graduate programs and shared services. - System-level diversification. Lindenwood Education System brought Dorsey and Ancora into a nonprofit parent structure to expand workforce-aligned offerings. - Sector-wide adaptations. Catholic colleges and others have turned to mergers, acquisitions, and partnerships to confront demographic pressures and overcapacity. The benefits are real (at least on paper): broader programs, shared resources, expanded reach, and stronger competitiveness. But the challenges are equally daunting: cultural clashes, integration headaches, identity loss, and legal hurdles. As Ricardo Azziz and others note, success depends on clear vision, supportive boards, strong project management, agile and respected leadership, and above all, a student-first focus. The takeaway: Mergers should be on the table, not as desperation plays, but as part of strategic planning. Institutions that start these conversations early, with transparency and courage, may protect their missions and create new opportunities for students. Those who don’t risk becoming case studies in future editions of Requiem for a College.

A Regional Approach to DEI: Is Local Focus the Key for Multinational Companies? At CDI, we understand that DEI priorities can vary greatly across regions and cultures. As a global organization, we believe that while the priorities for diversity, equity, and inclusion (DEI) may differ, the mindset behind creating an inclusive culture should remain consistent. A recent article from Harvard Business Review explores the idea of decentralizing DEI efforts. While centralized DEI teams are still the norm for many multinational companies, those with decentralized teams have reported greater impact—showing that tailored, localized DEI initiatives are more effective at addressing specific regional challenges. Key insights: 1. Local DEI initiatives should reflect the unique needs of different regions. 2. Companies with decentralized teams are twice as likely to address region-specific issues, driving greater success. 3. A blended DEI strategy—combining both centralized oversight and decentralized action—can offer the best of both worlds. As we continue to support leaders and organizations globally, we recognize the importance of adapting our DEI efforts while maintaining a shared commitment to inclusivity. Read more about this perspective from HBR: https://lnkd.in/ekKhvXhb #DEI #Leadership #GlobalBusiness #Inclusion #RegionalStrategy #PowersModel #Diversity

When I was a student, our choices were simple: CBSE or ICSE.   The IB board existed, but it was rare—mostly for expat kids or those constantly shifting countries.   Fast forward to today, and the landscape looks nothing like that.   With NEP 2020 pushing for creativity, critical thinking, and real-world application, India is now taking one more bold step: Introducing the Western Australian curriculum in 100 schools across the country.   What does this mean?   ✅ Exams that assess what students can do, not just what they can recall ✅ A move away from rote learning toward skill-based, hands-on education ✅ A curriculum aligned with global standards and India's evolving needs   This could be a powerful bridge between Indian roots and global wings.   And it raises a compelling possibility: What if Indian students didn't need to leave the country to access international-quality education?   To make that happen, however, we need more than just imported content.   We need: 🔹 Teachers trained in global pedagogies 🔹 Curriculum adapted to Indian realities 🔹 Infrastructure and assessments that match intent with action   Done right, this could be the start of a new era—one where India becomes a global education hub, not just a source of talent for other nations.   But the question is: Can we scale this without losing the essence of who we are?   What are your thoughts on bringing international education models into Indian classrooms—opportunity or overreach?   Would love to hear your views.     - Charu Jain     #GlobalLearning #EducationReform #WesternCurriculum #IndianSchools #InternationalEducation #NEP2020  

Byju's became renowned as the mammoth of edtech acquisitions, completing 21 deals over four years (2017–2021), about 4-5 acquisitions annually, amounting to $3.5 billion in investments, with 40% paid in cash. Other dominant players like UpGrad, PhysicsWallah, and Unacademy have also made their mark with acquisitions. But taking Byju's as a benchmark, why would the company dedicate 25% of the $6 billion it raised to acquisitions? The answer lies in vertical expansion. In an industry as fragmented as edtech, startups often diversify their offerings by expanding into new verticals. At scale, this expansion frequently occurs through acquisitions, allowing companies to evolve into comprehensive ecosystems catering to consumers, businesses, and even governments. This strategy is particularly effective for edtech companies because of the relative scarcity of funding in the sector (edtech startups raised less than 1% of total global funding in 2024). Consequently, merging with or selling out to a larger player becomes a practical approach for startups with a growth mindset. Experts say consolidation in the edtech sector could also help solve the problem of scarcity of resources in the education sector (The Week Magazine). Long sale cycles set edtech back as it can take years to test, sell, and improve an edtech product. With venture capitalists deprioritizing edtech, mergers, and acquisitions offer an alternative path to deliver products to end users, bypassing the challenges of limited funding, inadequate business resources, or lack of testing facilities. EY Partner, Ajay Shah, predicted that consolidation in the edtech space will rise as smaller firms struggle to raise capital amid the continued funding squeeze, while the larger ones branch out to build offline business. Over the past 24 months, the edtech sector has witnessed 61 acquisitions globally (edtech.com). This growing trend is one to watch closely as the industry continues to evolve.

💡 𝙒𝙝𝙖𝙩 𝙞𝙛 𝙄𝙣𝙙𝙞𝙖𝙣 𝘾𝙞𝙫𝙞𝙡 𝙀𝙣𝙜𝙞𝙣𝙚𝙚𝙧𝙞𝙣𝙜 𝘾𝙪𝙧𝙧𝙞𝙘𝙪𝙡𝙪𝙢 𝙒𝙚𝙡𝙘𝙤𝙢𝙚𝙙 𝙊𝙩𝙝𝙚𝙧 𝙄𝙣𝙩𝙚𝙧𝙣𝙖𝙩𝙞𝙤𝙣𝙖𝙡 𝘾𝙤𝙙𝙚𝙨? Ever wondered what could happen if our Civil Engineering syllabus didn’t just stop at IS codes, but also exposed students to international standards like ACI (USA), Eurocode (Europe), BS (UK), or AS (Australia)? We live in a time where projects are not limited to borders — Indian engineers are working across continents, collaborating with multinational teams, and designing for global clients. Yet, our academic exposure remains narrowly focused on one system of codes. Imagine the impact if universities introduced comparative design modules — where students could learn: 🏗️ How ACI handles concrete design vs IS 456 🌉 How Eurocode approaches seismic detailing differently 🌎 How international load combinations vary and why Even a basic elective or optional course on international standards could make our engineers: • More globally competitive • More innovative in adopting best practices • Better equipped for multinational projects and research 🔍 Why We Need to Learn: • 𝘽𝙧𝙤𝙖𝙙𝙚𝙧 𝙋𝙚𝙧𝙨𝙥𝙚𝙘𝙩𝙞𝙫𝙚: Learning other codes doesn’t mean replacing IS — it helps you understand why each country designs differently. That’s higher-level engineering thinking. • 𝘾𝙖𝙧𝙚𝙚𝙧 𝙂𝙧𝙤𝙬𝙩𝙝: If you ever work with multinational firms or BIM-based international projects, this knowledge becomes a real advantage. • 𝙄𝙣𝙣𝙤𝙫𝙖𝙩𝙞𝙤𝙣 𝙎𝙥𝙖𝙧𝙠: Comparing codes reveals new methods, safety factors, and design philosophies — it encourages critical thinking and innovation. • 𝙁𝙪𝙩𝙪𝙧𝙚 𝘾𝙪𝙧𝙧𝙞𝙘𝙪𝙡𝙪𝙢 𝙀𝙫𝙤𝙡𝙪𝙩𝙞𝙤𝙣: Education grows when new ideas are tested. Optional modules on global codes could be a smart evolution, not a burden. Learning other codes isn’t about replacing Indian Standards — it’s about broadening our thinking and raising our benchmarks. Maybe it’s time we start seeing engineering education not as local — but as global knowledge with local application. What do you think? Should international codes be introduced (even optionally) in our Indian curriculum? 👇 Share your thoughts — let’s make Civil Engineering education future-ready! #CivilEngineering #EducationReform #EngineeringStudents #StructuralEngineering #IScodes #ACI #Eurocode #FutureEngineers #construction

📚 Global Agendas and Education Reforms - A Comparative Study": Key Insights 🌍 Birol Akgun and Yusuf Alpaydın 🌐 Global vs. Local Realities: Education systems worldwide are balancing the demands of globalization with local cultural, social, and economic contexts. Example: Algeria grapples with decolonization and globalization, showcasing challenges in curriculum reform. 🎓 Vocational Education & Training (VET): Turkey's reforms highlight the need to align VET with global demands and national priorities. Focus on enhancing teacher professional development and integrating global agendas. Key Evidence: VET reforms in various countries stress modernizing curricula for digital skills, AI, and sustainability to meet 21st-century workforce needs. 📊 Support for Reforms: South Korea: A leader in digitalizing education, investing heavily in e-learning platforms and smart classrooms. Kazakhstan: Focus on international integration, with structured pathways from preschool to higher education. 🌱 Inclusion & Multilingualism: African countries like Burkina Faso and Niger lead efforts in bilingual education, showing improved results when mother tongue is integrated into the curriculum. 🔑 Key Facts & Figures: Algeria: Over 10 million pupils enrolled with significant government investment. South Korea: Continuous rise in education budgets and commitment to technological advancement in teaching methods. 🛠️ Conclusions: Education reforms must be holistic and adaptable, integrating global technological advancements while respecting local cultural contexts. VET must evolve with AI and new technologies to ensure that future professionals are equipped for a rapidly changing labour market. #GlobalEducation #EducationReform #VocationalEducation #VET #DigitalLearning #AIinEducation #SustainableEducation #InclusiveEducation

At #ASUGSV this year, I was struck by how often people discussed edtech products in isolation from the learning experiences they're meant to create. The reality is that you can't simply drop an app into a school or workforce program and expect it to thrive in a vacuum—learning happens within a very complex ecosystem of activities, relationships, and contexts. This fundamental truth creates a predictable tension in B2B edtech companies: product teams push for standardization to build scalable solutions, while sales teams need customization to close deals in unique learning environments. Without intentional systems to manage this balance, I've seen this tension paralyze growth—product roadmaps stall while teams chase one-off customizations that don't build toward a cohesive vision. Four approaches I've seen work: 1. Dedicate product capacity to sales. Treat customization as a predictable workstream, not as an interruption. 2. Equip customer-facing teams to do their own discovery - differentiating between customer needs and wants - to keep product focused on the highest leverage customer calls 3. Establish clear decision rights when requests do arise. Protect your junior sales/product leaders from getting pitted against each other. 4. Build simple feedback systems that identify when multiple customers are asking for similar functionality, turning reactive one-offs into strategic investments. I'm now helping early-stage edtech and workforce tech companies design these processes, turning a predictable pain point into a competitive advantage. If you're navigating this tension right now, I'd love to hear what's working (or breaking) in your approach. #EdTech #ProductManagement #Startups #FutureofWork