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Coursera announces a statewide partnership with Oklahoma State Regents for Higher Education to prepare students and faculty for a digital economy

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Coursera announces a statewide partnership with Oklahoma State Regents for Higher Education to prepare students and faculty for a digital economy

By Leah Belsky, Chief Enterprise Officer at Coursera

Today, I am excited to announce a statewide partnership with the Oklahoma State Regents of Higher Education, which is enabling 15 universities and colleges to adopt Coursera for Campus. The Coursera for Campus platform empowers any college or university to offer job-relevant,  credit-ready online education to students, faculty, and staff.

More than half of the public higher education institutions in the state will now have access to Coursera’s catalog of high-quality online courses from over 200 university and industry educators, including University of Michigan, University of Pennsylvania, Yale University, Google, and IBM. 

Through this collaboration, Coursera and the Oklahoma State Regents will focus on achieving a variety of strategic goals, including:

  • Enhancing academic program innovation
  • Offering flexible, blended learning options to faculty and students
  • Setting students up for success and completion of their degree programs
  • Expanded alignment of academic programs with workforce needs – this includes offering employability curricula for students, and career development opportunities for staff and faculty

“Our partnership with Coursera ties directly to recommendations from the State Regents’ 2018 Task Force on the Future of Higher Education, which endorse comprehensive collaborations with the business sector to establish industry-recognized badges and micro-credentials that align with pathways to certificates and degrees,” said Chancellor Glen D. Johnson. “Oklahoma colleges and universities will be able to provide more opportunities for students, job seekers, and currently employed individuals to complete their degrees and earn certified credentials for high-demand jobs.”

Oklahoma is the first state in the U.S. to launch a Coursera for Campus partnership with such wide-reaching impact. Together, we have the potential to help tens of thousands of students, faculty, and staff prepare for the digital economy. 

Participating Oklahoma universities and colleges include: 

  • Cameron University
  • Carl Albert State College
  • Connors State College
  • Eastern Oklahoma State College
  • Langston University
  • Murray State College
  • Northern Oklahoma College
  • Northeastern Oklahoma A&M College
  • Oklahoma Christian University
  • Redlands Community College
  • Rose State College
  • Seminole State College
  • Tulsa Community College
  • University of Oklahoma
  • University of Science & Arts of Oklahoma

Moving-forward, Coursera for Campus will help institutions integrate job-relevant, hands-on learning into their academic programs to deliver better outcomes for students. Institutions like Cameron University will also use the platform to upskill internal IT staff and faculty in critical digital skills. 

Others like the University of Oklahoma are using Coursera to create pathways for mid-career learners to pursue higher education and re-enter the workforce in high-growth roles. The programs include entry-level Professional Certificates from leading technology companies such as Google, IBM, and Facebook. With these certificate programs, learners can develop the skills and experience needed for in-demand jobs in fields like IT Support, data analytics, and social media marketing.

Coursera is also bringing the latest platform innovations to learners and institutions under this partnership. SkillSets is a new offering that enables institutions to prepare students for high-demand jobs at scale. Students choose their target entry-level job, and SkillSets determine the exact skills needed to land those jobs and the content that will help prepare them. In addition, faculty can use the same powerful authoring tools as Coursera’s university content partners to build custom courses, hands-on projects, assessments, and even embed Zoom recordings with Live2Coursera. 

The digital transformation of higher education is unlocking new ways for institutions to deliver job-relevant content and skills development opportunities. We’re honored to partner with universities and colleges throughout Oklahoma to help students transform their lives through education.

Learn more about Coursera for Campus today.

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Thank You to the Teachers – 5 Free Courses for Educators Everywhere

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Thank You to the Teachers – 5 Free Courses for Educators Everywhere

During these unprecedented times, teachers have been given the enormous responsibility of keeping students inspired and motivated. Now, more than ever, teachers have had to dig deep to fulfil their uniquely important role in society. From managing health and safety in the classroom to motivating students to learn from behind a screen, teachers have been tested in ways they never thought they would be. Remote learning hasn’t just brought school into the family home, it’s also brought the home into the classroom and teachers have had to negotiate family dynamics and gain a fast understanding of the diverse and different environments that their students come from. 

At Alison we’d like to thank teaches the world over for their work – from one educator to another. To show our appreciation, we’ve put together a list of 5 incredible courses to aid you in the coming school year.

Managing Safety and Health in Schools

In any school or workplace, safety is everyone’s priority. This course will familiarize and prepare you for any crisis situation. You will be able to name and identify the various roles, duties, and responsibilities that make up a solid safety policy, learn about risk assessment, as well as describe and state the main components and features of a safety statement. This certificate course is a must for all educators and school administrators.

Motivating Students to Learn

Have you ever wondered what affects student motivation? Wouldn’t you love to have a class full of interested and engaged students who look forward to every lesson? An enthusiastic and motivated student produces better results. This 5 star rated course will expose you, as the teacher, to different motivation theories and will show you how to create a classroom environment that is stimulating and that promotes a highly motivated learning culture.

Understanding Student Development and Diversity

A teacher who fully understands that their classroom community comprises a diverse population differentiated by physical, cognitive and social development, as well as gender and cultural differences, will have a much more positive effect on their students. With this course, you will be able to distinguish between “learning” and “development”, understand the main factors involved in student development, and know the difference between the “staircase” and “kaleidoscope” development models.

 

Effective Communication Techniques for Teachers and Trainers

Do you want to know how to bring out the best in your students, even the shy, introverted ones? Effective communication is not just about making yourself understood verbally. Your non-verbal communication, such as your facial expressions and body language, goes a long way in helping students feel involved. This course assists you in your role as facilitator, mediator and deliverer of content, helping you to connect and interact with your students in a way that encourages maximum participation from everyone and which encourages stimulating discussions.

Growth Mindsets for Teachers and Learners

Having a growth mindset supports life-long learning and means that you believe your intelligence and talents can be developed over time, as opposed to a fixed mindset which believes that if you’re not good at something, then you’ll never improve. This course has been specially created to foster a growth mindset in teachers and students alike. Your classroom environment will be greatly improved if everyone there has a proactive and curious approach to both teaching and learning!

We’re also delighted to anounce the launch of another great resource for teachers around the world. The Transition Year (TY) programme is an optional fourth year of secondary school in the Irish Education system. It’s a year in which students can study topics and gain experiences outside of the traditional curriculum. Our Transition Year Hub has been created to offer free online educational resource support to teachers and students in achieving this well-rounded education. While based on the Irish model, these courses are invaluable to any teacher looking to expand their students’ horizons!

10 C++ Code Challenges for Beginners

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10 C++ Code Challenges for Beginners
10 C++ Code Challenges for Beginners

Learning C++ is no small feat, but keeping all your new skills fresh requires practice. It’s one thing to learn about code fundamentals and syntax, but it’s an entirely different thing to use that knowledge to create C++ programs.

In this article, we’ll describe where you might use C++ in your next job and why it’s such a powerful programming language. To save you time looking for ways to practice putting C++ to work, we’ve got 10 code challenges for beginners that you can dive right into.

What is C++ used for?

C++ is one of the most widely used programming languages. So, a better question might be, what isn’t C++ used for?

Most often, C++ is selected because of its ability to run large applications efficiently. You can also use it to fine-tune how a program uses its hardware. You can find C++ within operating systems, your favorite multiplayer games, powering databases, and even in emerging VR and AR technologies.

Many developers choose C++ because it can efficiently run their programs, even on relatively small hardware provisions. But they also like using the language because so many other developers are familiar with it, allowing for easier collaboration and getting help when you get stuck. In another post, we take a closer look at what C++ is used for.

10 C++ code challenges for beginners

While you were taking courses on C++, you may have used a built-in editor to complete your assignments. If that’s what you’re most comfortable with, then try these challenges in that editor. But, if you’re interested in challenging yourself to use an editor on your local machine, you can execute these challenges there too.

The main goal of these challenges for beginners is to keep you going. So, choose the editor that works best for you and set yourself a target. Maybe it’s completing one code challenge each day. Maybe it’s a challenge every weekend. Whatever you pick, make it realistic and schedule it into your calendar to make it a priority.

1. Print out a “Greetings!” message

In whichever editor you’ve chosen to work with, see if you can write a piece of code that displays a string. While this might be a simple task, think of all the ways you’ll want to display messages in future programs you create.

Printing error messages or confirmation messages for different pieces of code are important when you’re debugging a program. There may also be prompts or results you’ll want to print and share with the end-user.

Printing a message is a skill you’ll use quite frequently.

2. Create a program that adds two integers

See if you can create a C++ program that takes two integers and adds them together. The result should return the sum. While this may be a rudimentary calculator, imagine its power in a large database where you could use loops to add massive quantities of data very meticulously.

Bonus challenge: Expand on this program to add two columns of a matrix to produce an array of the summed elements.

If you’re interested in working in the financial industry as a developer, you’ll use programs like this to help your company calculate its figures.

3. Create a program that converts meters to feet

Unit converters are helpful little tools. Can you create a program in C++ that takes a measurement in meters and gives you the exact same measurement in feet as the answer?

If you’re considering a career in data science, you’ll need to be good at cleaning up and formatting data. Converting data to another unit of measurement is a good first practice test for your future role.

4. Program a temperature conversion tool

Similarly, converting temperature to another unit of measurement is a helpful program to build. See if you can create a program that takes inputted temperature in Celsius and returns the same temperature in Fahrenheit.

If you wanted to make this a more intermediate-level challenge, try making the input both a temperature and the unit of measurement. Have your conversion program return the same temperature but in the other units.

5. Create a floating-point multiplier program

Given two floating-point numbers, create a C++ program that gives you the product of the two.

Looking to take things up to an intermediate level? Build upon this challenge by allowing for any number of inputs (or an array of them) and returning the product of all input floating-point numbers.

6. Convert a string to all uppercase letters

You can decide how long or short your input string will be. This program should take inputted lowercase letters and convert them to uppercase.

Just like the challenge above that was well suited to data science, imagine how useful this tool could be for managing databases or cleaning data.

7. Create an average calculator

Write a C++ program that takes an array of numbers as its input and provides the average of the entries in return. If you wanted to build upon the array input, you could make another average calculator that takes a matrix as its input and provides the average of each row or column.

8. Create a function that trims a string down to 10 characters

Can you construct a function that accepts a string as input and returns a shortened version? There are many applications for data trimming, but consider how a tool like this would help eliminate errors in a database.

For example, in customer address data, any zip code greater than five characters would be incorrect. Trimming entires using a program like this can help keep databases clean.

9. Program an array sorter

Given an array of, let’s say, 10 numbers, can you create a program that returns the array in numerical order? Sorting data is a powerful way to use C++. If you’re comfortable with a small array, try working with a larger one — or even a matrix.

10. Create a program that counts duplicate array entries

While cleaning data, Data Scientists need to eliminate duplicate data. So, in this short code challenge, you’ll create a program that returns the number of elements in an array that are duplicates.

More ways to practice C++

There are many places you can find additional code challenges online, but you might already have plenty of options within reach. Along with these suggestions, go back into your C++ course notes and repeat the same exercises and assignments. Or, if you need a refresher, check out our Learn C++ course.

You can also contribute to open-source projects online if you’re looking to keep your C++ skills fresh. And no matter which option you choose, you’ll be preparing yourself for your next job and possible technical interview questions.

Remember, just do a little each day, keep your goals manageable, and have fun solving challenges with C++.

C++ Courses & Tutorials | Codecademy

C++ is a very popular language for performance-critical applications that rely on speed and efficient memory management. It’s used in a wide range of industries including software and game development, VR, robotics, and scientific computing.

How Much Do Back-End Developers Make?

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How Much Do Back-End Developers Make?
How Much Do Back-End Developers Make?

The digitization of the modern business environment has created a growing demand for Back-End Developers. Back-End Developers create the infrastructure that powers the functionality of web applications.

With more and more businesses using web applications, the need for skilled developers is greater than ever. The salaries of Back-End Developers reflect this increasing demand. In this article, we’ll break down the salary expectations for Back-End Developers in the U.S. and how they vary depending on where you live and who you work for.

How much do Back-End Developers make on average?

On average, Back-End Engineers make $116,251 a year. How much you’ll earn as a Back-End Engineer will vary based on your location and employer, but it’s not hard to find a position with a six-figure salary.

Demand for Back-End Engineers will likely only increase as more businesses turn to software solutions to improve and automate their processes. In other words, there’s never been a better time to enter the field — especially now that you can become a Back-End Developer without a degree.

How much do Back-End Developers make on the East Coast?

Back-End Developers on the East Coast tend to make significantly more than the national average. For example, a Back-End Developer in New York earns $156,194, and in Boston, you’d bring in just under that at $148,684.

A quick flight down to Washington D.C., and you’re earning $138,603, and a hop over to Atlanta puts you at $140,739. The competitive salaries found on the East Coast likely arise from the thriving economies in the region that rely on developers’ services.

How much do Back-End Developers make on the West Coast?

Back-End Developers on the West Coast often earn even more than those on the East Coast. This might be because of all the major tech companies located in the area.

For example, Back-End Developers in San Francisco, home to big players like Salesforce, Square, and AppDynamics, can expect an average salary of $168,129 — over 46% higher than the national average. Similarly, a Back-End Developer in Los Angeles earns $153,922 per year.

Salary expectations in Seattle, where giants such as Microsoft, Google, and Expedia have their roots, are also well above average at $157,510. With a slightly cooler tech market, the average income for Back-End Developers in San Diego is still a little higher than those in Washington D.C. at $139,043.

How much do Back-End Developers make in the Midwest?

Even though the Midwest doesn’t have the same booming tech communities as those on the East and West Coasts, Back-End Developers in the region still make a decent living. For instance, in St. Paul, Minneapolis, you can bring in $140,739 a year, and Back-End Developers in Chicago average $134,732.

Here are some other average Back-End Developer salaries in the Midwest:

  • Austin, Texas: $146,558
  • Denver, Colorado: $135,148
  • Dallas, Texas: $129,421

How much do Back-End Developer salaries differ by company?

As a Back-End Developer, your job prospects aren’t limited to tech companies. Because so many businesses rely on software, even non-technical companies need Back-End Developers to manage their various programs and applications. Still, salaries, along with job responsibilities, vary drastically as you go from company to company.

Back-End Developer salaries in non-technical companies

Today, even non-technical companies need software — whether it’s to support their customers or their various business processes. The competitive salaries below reflect how important back-end development is, regardless of industry.

At Wells Fargo, for example, a Back-End Developer earns $139,998. At coffee house standout Starbucks, you’d be collecting $151,534 a year supporting Starbucks’ apps and internal processes.

Similarly, even though they’re not known as a top tech company, Walmart pays Back-End Developers an average of $152,692 a year. At Home Depot, you may earn a little less at around $110,000 to $120,000.

Back-End Developer salaries at large tech companies

In some cases, you may earn less money but more clout by working for a major company. For example, Microsoft starts Back-End Developers off at $94,051, and those with more experience can begin at $149,918. There’s a similarly wide range in pay at Facebook, where Back-End Developers earn between $69,163 and $131,794.

Dell, another large tech organization, is on par with some of the higher-paying companies, giving their Back-End Developers an average of $145,616 a year. Apple comes in a little lower, with an average compensation of $132,640.

Regardless of the company you choose to work for or where you live, the demand for your skills as a Back-End Developer isn’t going to fade soon. Whenever a company needs to create its own web app, it’ll need a Back-End Developer.

Getting started as a Back-End Developer

Ready to launch (or advance in) your career as a Back-End Developer? Our courses will provide the knowledge and skills you’ll need to excel in the role. First, you’ll want to learn how to use one of the programming languages used for back-end development.

If you’re looking for a versatile programming language that’s easy to read, Learn Python. Or, if you’re eager to start working with databases, you could Learn SQL.

But what if you want to learn everything you’ll need to know all at once? If that’s the case, check out our Back-End Engineer Career Path. You’ll learn how to use all the popular technologies used for back-end development. Plus, we’ll even help you build a portfolio that’ll help showcase your skills in your job search. So, what are you waiting for — sign up today!

Web Development Courses & Tutorials | Codecademy

Web Development is the practice of developing websites and web apps that live on the internet. Whether you’re interested in front-end, back-end, or going full-stack, the content in our Web Development domain will help you get there.

What’s Going On in This Graph? | Sept. 15, 2021

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What’s Going On in This Graph? | Sept. 15, 2021

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button to address that student directly.

On Wednesday, Sept. 15, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, Sept. 17, we will reveal more information about the graphs, including a free link to the article that includes these graphs, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

We’ll post more information here on Thursday afternoon. Stay tuned!

More?

• See all graphs in this series or collections of 60 of our favorite graphs, 28 graphs that teach about inequality and 24 graphs about climate change.

• View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

• Learn more about the notice and wonder teaching strategy from this 5-minute video and how and why other teachers are using this strategy from our on-demand webinar.

• Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live-moderation to give teachers time to plan ahead.

• Go to the American Statistical Association K-12 website, which includes teacher statistics resources, Census in the Schools student-generated data, professional development opportunities, and more.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Dings and Pings

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Dings and Pings

What do you think this GIF is saying? How does it relate to or comment on society or current events? Can you relate to it personally? What is your opinion of its message?

Tell us in the comments, then read the related Health article to learn more.

Learn more about Picture Prompts here and find all of our prompts in this column.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: languid

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Word of the Day: languid

1. lacking spirit or liveliness

2. with little speed, force or energy

_________

The word languid has appeared in 58 articles on NYTimes.com in the past year, including on June 14 in “Mushballs and a Great Blue Spot: What Lies Beneath Jupiter’s Pretty Clouds” by Kenneth Chang:

An early problem with the propulsion system led mission managers to forego an engine firing that would have shortened the orbit to 14 days from 53 days. The mission’s scientists had to be more patient but that has become a blessing.

In the original timeline, Juno would have completed its work by early 2018. With the spacecraft’s more languid trajectories, researchers will get to watch changes in and around Jupiter that they might have missed had the mission wrapped up sooner.

Can you correctly use the word languid in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how languid can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

How Do You Get and Spend Money?

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How Do You Get and Spend Money?

How important is money to you? When you have it, what do you usually spend it on?

In “Gen Z Teens Talk $,” Julia Rothman and Shaina Feinberg talked to 11 teenagers. Look at what Aaliyah Stephens, 16, said above, then read what these other young people had to say.

Students, read the entire piece, then tell us:

  • How do you spend your money? Do you mostly buy food, video games or clothes; spend it on hobbies; or something else?

  • What is the best thing you bought recently and why?

  • Where do you get your money? For example, do you get an allowance or spending money from your parents? Do you have a job? Or, have you found other ways to make money, like the student above who has invested in cryptocurrency?

  • Do you put any money into savings? What are you saving up for?

  • Which teenager quoted in the article do you relate to most? Why? For example, like Simone Islip, do you try to use your money to support good causes? Or, like Aaliyah Stephens, does your money seem to disappear?

  • Do your parents, friends or teachers ever give you advice on how to make and spend money? Which lessons have you found most valuable? What suggestions would you give to other teenagers about money?

Learn more about Student Opinion here and find all of our questions in this column. Teachers, see how you can incorporate this feature into your classroom routine here.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘How I Spent My Pandemic Year in a Camper Van’

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Lesson of the Day: ‘How I Spent My Pandemic Year in a Camper Van’

Note to our audience:

Thanks to feedback from teachers, this school year we hope to publish occasional Lessons of the Day that are more streamlined and accessible than usual. They will draw on Times features that are highly visual, include a printable PDF version as well as a vocabulary section, and be written so that a wider variety of learners can use them on their own.

Here is our first one. Have a look and tell us what you think.

Featured Piece: “How I Spent My Pandemic Year in a Camper Van”

In this lesson, you will learn about a New York Times reporter who converted a minivan into his home during the pandemic, then visited 39 states. After you click through, you will come up with your own travel plans.

1. Have you ever taken a memorable road trip? Where did you go, and what made the trip interesting or special?

2. Watch the seven-second video below from the featured piece. What do you notice? What do you think the video shows?

Here are 10 words you’ll find in this article that you may not know:

1. convert 2. glimpse 3. elaborate 4. opt 5. assortment 6. simplicity
7. recreation 8. occasional 9. rely 10. frequent

Which words are you familiar with? Which words are new to you?

Use this list of words and their definitions on Vocabulary.com to learn what each word means and to practice using it.

Read the piece (online or as a printable PDF). Then answer the following questions.

1. The article’s title is “How I Spent My Year in a Camper Van.” Can you write a similar title for your own pandemic year? “How I Spent My Pandemic Year in _________.”

2. How did the author turn his S.U.V. into a camper van?

3. What supplies does the author keep in his camper van? If you traveled around in a camper van, what other supplies would you want to bring?

4. How is the author able to do his work as a reporter while living in a camper van?

5. Would you want to be a travel editor and travel around in a camper van? Why, or why not?

Option 1: Create your own article about a trip you took, even if it was just in your hometown or around your neighborhood, like the author did. Choose a few photographs (the article has six), and for each, write one to three sentences about the trip.

Option 2: Imagine your own road trip. Where would you want to travel? Whom would you want to visit, or what would you want to see? Create an itinerary — a planned route — of where you would go and when. It might look like this:

My Trip to Pennsylvania

Day 1: I will drive from Boston to Pittsburgh.

I will stay in the Allegheny National Forest.

Day 2: I will visit the city of Pittsburgh.

I will go to The Andy Warhol Museum.

I will hike on Mount Washington.

I will eat pirogies for dinner.

Learn more about Lesson of the Day here and find all of our daily lessons in this column.

Coursera Women and Skills Report indicates a narrowing gender gap in online learning

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Coursera Women and Skills Report indicates a narrowing gender gap in online learning

By Jeff Maggioncalda, Coursera CEO

Today I am excited to introduce Coursera’s first-ever Women and Skills Report, which examines the pandemic’s impact on skills trends among women and how online learning is helping them prepare for the future.

The dual impact of the pandemic and automation have disproportionately impacted women — largely due to school closures and the growing burden of unpaid childcare. It has exacerbated income inequality and worsened social inequities worldwide, chief among them: women’s labor force participation. According to the International Labor Organization, the number of employed women in 2021 is projected to be 13 million fewer than in 2019, while the number of employed men is projected to be about the same. And even after some recovery in recent months, only 43.2% of the world’s working-age women will be employed in 2021, compared to 68.6% of working-age men. 

Despite the exodus of women from the labor market during the pandemic, a few promising trends are emerging. The data from the recently published Coursera Global Skills Report 2021 found that women are pursuing online education, including in STEM courses, at a higher rate than pre-pandemic. The share of overall course enrollments from women on Coursera globally increased from 38% in 2018-2019 to 45% in 2020. For STEM courses, which teach many high-demand digital skills, enrollments among women grew from 31% in 2018-2019 to 38% in 2020. 

These insights inspired us to dig deeper into global and regional trends to understand how the pandemic has shifted the gender balance and potentially created more opportunities for women to acquire skills online that can accelerate their return to work and promote economic mobility. 

The Women and Skills Report shows that the increased participation rates among women observed in 2020 have sustained in 2021. Among the key global findings: 

  • 50% of new learners are women in 2021 compared to 45% in 2019 
  • 48% of women are using mobile learning in 2021 
  • 45% of overall enrollments are from women in 2021 compared to 38% in 2019 
  • Women’s enrollment growth is a worldwide trend. However, emerging countries have seen the most dramatic year-over-year increases. For example, enrollments from women in the Philippines grew by 774%, Lebanon by 729%, and Uruguay by 565%. 
  • 37% of STEM enrollments are from women in 2021 compared to 31% in 2019 
  • 37% of entry-level Professional Certificate enrollments are from women in 2021 compared to 25% in 2019 
  • Top skills among women show a balanced investment in human and digital skills, from communication (14.4M enrollments) to machine learning (7.4M enrollments)

While education is not a panacea, the Women and Skills Report 2021 indicates that the gender gap in online learning narrowed during the pandemic even as the gender employment gap widened. As the world faces new skills imperatives, this research offers a glimpse of what an inclusive future could look like in the digital economy. I hope the data and insights offered in this report act as a catalyst for new ideas that institutions can embrace to achieve greater gender parity and build a more just world. 

To download the Women and Skills Report 2021 and explore the global and regional findings, visit our website.

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