Everything can always improve! We took a look at our Web Development path to find ways to make the content even better and set our learners up for greater success!
We’re adding several lessons, projects, and quizzes to introduce and scaffold important concepts in web development. We also know how important practice is in cementing learning, so we’ve added several new challenging projects to the path. You’ll learn how to develop applications locally, and work on real-world style projects which tie everything you’ve learned together.
How does this impact you?
If you’ve already started or completed the Web Development Path, you will see some new content added to the Path.
You won’t lose progress on the coursework that you’ve already completed; however, you may notice that your overall progress percentage has decreased, as there is a greater amount of content included in the Path.
When?
The lessons will be updated beginning at 1:00 PM EST on Friday, July 12, 2019. We expect the updates to be finalized by 7:00 PM EST the same day.
Take a look below to get an overview of the updates.
Changes to The Web Development Path
New content covering:
Plus several challenging cumulative projects:
Jamming
Boss Machine
Gold Medal Metrics
Codestrips
X-Press Publishing
Expresso
We’ve also decided to remove our jQuery curriculum from the Web Development Path. Though this content is a great introduction for anyone interested in learning jQuery, with all the improvements made to JavaScript over the last few years, jQuery is no longer an essential skill for every web developer to have in their skill set.
We’ve decided to remove this content from the path so that you can focus on the most important concepts. If you’re curious about jQuery or you encounter an older codebase that still uses it, head over to our Learn jQuery course!
TL/DR:
We’re updating our Web Development Path so that it’s an even better learning experience. It now covers additional important topics, doesn’t cover some less important ones, and reinforces all of that learning with engaging cumulative projects!
To participate, just post a comment here by 9 a.m. Eastern on July 12 that answers the questions “What interested you most in The Times this week? Why?”
So what did you read, watch or listen to this week?
We hope you’ll click around NYTimes.com and find your own great articles, features and multimedia, but we know that not everyone who participates has a Times subscription. Because all links to Times content from the student features on our site are free, every week we’ll try to help by posting interesting pieces from a variety of sections.
Whatever caught your eye, tell us about it in the comments.
Need more details? The contest rules are all here, and you can read the work of last year’s winners here. A quick overview, though:
• You can choose from anything published in the print paper or on NYTimes.com in 2019, including videos, graphics and photographs. (In your response, please include the URL or headline of the piece you pick.)
• We’ll post this question each Friday from today through Aug. 16, and you’ll have until the next Friday morning to respond with your picks. Then we’ll close that post and open a new one with the same question.
• We’ll choose at least one favorite answer to feature on our site each week. Winners from this week will be announced on July 23.
• Feel free to participate each week, but we allow only one submission per person per week.
• New for 2019: Students in the United States and the United Kingdom must be between 13 to 19 years old to participate. However, if you are submitting from anywhere else in the world, you must be between 16 to 19 years old. Please see The New York Times’s terms of service for more details.
With an impressive performing arts resume behind him, teacher-in-training Tim is quashing the idea that ‘those who can’t do, teach’.
Tim grew up with musical theatre, with a talent for singing, dancing and acting. Like many aspiring performers with big dreams, Tim moved over to the US to pursue a career in the arts. Over time, he landed himself roles in Broadway and off-Broadway plays, and worked for iconic brands like Disney. It was in Utah that he met the woman he now calls his wife, and so the two of them settled down to raise a family.
Tim on placement at Riverton High School in Utah
Years passed, and the pair made a plan to move back to Australia, which got Tim thinking about a new career path to pursue while there. With the plan to step back from performing anyway, Tim warmed to the idea of teaching, which he’d always had a curiosity for. He already had a Bachelor of Arts up his sleeve, but needed to re-train quickly with minimal impact on his income stream. Online study suited him perfectly, allowing him to study while performing in shows. He enrolled in a Master of Teaching (Secondary Education) with Curtin University, online through OUA.
“My Master’s degree is providing me with the skills, the attributes and the knowledge to know how to better manage a classroom,” says Tim “and to know how to better differentiate my teaching styles to meet my students’ needs.” He’s loved the course so far, and despite its online delivery, he still gets the opportunity to go on teaching placements. Riverton High School in Utah welcomed him onboard for a placement focused on musical theatre. He plans to specialise in drama teaching, as well as become qualified to teach physical education and social sciences.
“I love connecting with people, I love energising people as well” Tim smiles. Working with young people in particular brings back memories of his positive experiences throughout high school. Tim hopes to instil confidence in his students, and allow them to cherish their formative years as much as he did.
A career that evolves with you
There’s no need to feel locked into your initial career path – desires and interests change, and so should your work life. With the ability to study online with a leading Australian university, you’ve got the freedom to make change, without dropping everything in the process.
To express your interest in this course, or any that we offer – fill out the form on this page, and we’ll put you in touch with a friendly student advisor. If you’re keen to explore on your own, simply head over to our website to browse the extensive catalogue of courses from universities across Australia.
Deborah Mburu’s mother started selling honey to her friends for fun, but her daughter saw a way to turn this hobby into a thriving business. After learning more about entrepreneurship through the Goldman Sachs 10,000 Women online course on Coursera, Deborah is driving towards becoming the leading supplier of high-quality natural products in Africa and beyond. In her own words, here is her story:
Hello, I am Deborah Mburu, CEO of Dees Natural Products Limited, based in Nairobi, Kenya. I have been running my business for over a year and I’m passionate about what I do. With the skills and knowledge I’ve learned through the Goldman Sachs 10,000 Womencourse, I have a clearer sense of how I can grow my business to reach more customers and expand our product lines.
My mother used to source natural honey from rural Kenya and sell it to family friends, church members, and neighbors. She had a lot of repeat customers, but always told me she was selling the honey as a hobby, not as a business. I saw so much potential for growth in what she was doing – and I knew that with proper structures, marketing, packaging, and planning we could make this a sustainable and viable business.
I formally registered a company in order to sell honey in a more efficient and scalable way. My next step was to enroll in the Grow Your Business with Goldman Sachs 10,000 Women course. Thanks to the skills and networks I’ve gained from the course, I now have a vision for the future of my business.
The 10,000 Women program really opened my eyes to the world of business.
Thanks to modules like Assessing Your Business Growth Potential and Evaluating Your Opportunity, I am better able to critically assess opportunities and pursue the ones that generate value for my business.
In a little over a year, I have expanded my product range from natural honey to other product lines. I now employ ten staff members and distribute to 3 counties in Kenya, where my clients include 5-star hotels and major restaurants.
I’m also more open to ideas which I hadn’t thought were possible in the past, such as taking on loans to finance growth. With the confidence I’ve gained from these new insights, I’m better able to achieve long-term milestones––for example, I’ve pursued official organic certification for my products to further build the brand’s credibility.
I love being part of a global network of women entrepreneurs.
I realized first-hand the benefits of global collaboration that the course encourages. For instance, through a connection with a Pakistani graphic designer, I was able to redesign my packaging and identify a supplier in China to manufacture the new packaging. I’m continuing to develop my business while staying in touch with other participants from Mexico, Vietnam, Nigeria and beyond through the course discussion forums. Sharing experiences and getting advice are crucial aspects of this invaluable support network which help me continue learning even after completing the program.
Working in collaboration with like-minded entrepreneurs across the globe reminds me every day of the power of a strong support network and the incredible things we can accomplish when we work together.
David Handel, MD, Co-founder iDoRecall.com, a web application that helps students achieve academic success by leveraging evidence-based learning science strategies. David is a retired MD who was a mediocre K-12 student but graduated #1 in his college and medical school classes by using cognitive psychology learning techniques to completely redesign his approach to learning.
David is currently looking to partner with a select group of educators who are interested in free access to iDoRecall so that they can bring evidence-based learning techniques into the classroom and help their students use the tools that underlie iDoRecall to accelerate their academic success. Write david@iDoRecall.com for details.
How did you get started with using learning science techniques in your own academic life?
I spent my K-12 years as a fairly mediocre student. I graduated at around the 50th percentile in my high school class. After my freshman year of college, I discovered the power of retrieval practice, spacing, interleaving, and metacognition. I used flashcards extensively for retrieval practice and made the spacing of my retrieval practices a habit. It was all quite by accident as I wasn’t familiar at the time with the research that backed up these strategies. But personally, I knew that I was onto something. After I made the switch, I got straight A’s the remainder of college and then attended medical school where I graduated #1 in my class. I fully describe what I did and how I did it in this article in Better Humans.
I understand that you are a serial entrepreneur. How does that play into the story of iDoRecall?
While doing my residency in Radiology at Duke University in the 1980s, I started a software company that quickly grew to 30 employees. Years later, I yearned to get back into the startup world, and in particular software and technology because I find that entrepreneurship is an exhilarating experience. Creating and building new things is one of the great joys in my life. In 2009, while still practicing radiology, I co-founded AYTM, a market research technology company. AYTM has been very successful and even today, with over 60 employees, I serve as its Chief Operating Officer. But I have a particular passion for learning and more particularly for learning how to learn. I find it exasperating that little to no attention is given to teaching kids how to learn and too much energy is focused to teaching them what to learn. Realizing that there was an opportunity to use technology to support learning while using science-backed best practices, I set out in 2012 to build what has become iDoRecall (or, iDR for short). In the beginning, I was coding the app myself. But, because of the lack of having enough time and my inability to focus all of my energy on the engineering of the app, I decided to hire a team of software developers in 2017 and accelerate bringing iDR to life. My mission with iDR is to help as many students achieve their academic potential as I possibly can. But each individual success story is a huge personal win for me.
How does iDoRecall enable students to go about learning using techniques that are backed by science?
iDR is a knowledge maintenance system in a world where we’ve been increasingly outsourcing our mental skills to a burgeoning array of neuroprostheses. Our abilities to perform math, spelling, exercise proper grammar, navigate the world, find and remember information have been diminished over recent decades because of our dependence on technology and the outsourcing of our capabilities. iDR opposes this trend and helps students build the skills to remember what they learn.
With iDR, you add your learning materials to your personal library in the app. You can add your class notes, handouts, professor’s PowerPoints, screen grabs, images and lecture videos. Then you consume and study this content in the app. As you read, watch and listen, if you come upon a concept (that you grasp) or a fact that you want to remember, pause to create a spaced-repetition flashcard that will be linked to that nugget of knowledge. The iDR spaced-repetition algorithm will schedule which of your flashcards should be practiced each day. During retrieval practice, if you struggle with an answer, you can click a link to open the original source learning material at the exact place where you learned it. Quickly refresh your memory and then get back to your retrieval practice session.
Besides retrieval practice (the testing effect) and spacing, what other learning best practices does iDR leverage?
iDR encourages elaboration and we promote the idea that students should create flashcards in their own words that express their understanding. iDR uses interleaving because, during retrieval practice sessions, there is a randomized presentation of flashcards from a student’s various subjects. There is also the opportunity for dual coding with the ability to include images in the questions and answers along with text.
One of the features that I’m most excited about that we’re currently working on will prompt learners to exercise metacognition and reflection as they study and create flashcards. These prompts will encourage the student to dig deeper and reflect on how, why and where new ideas fit within their existing knowledge (infusing even more elaboration, too).
iDR also has some practical tools to assist students with time management and the never-ending battle with procrastination. Examples include a built-in Pomodoro timer for enabling focused periods of uninterrupted study and providing optional daily reminder emails.
How does iDoRecall fit in the classroom?
iDR is a few weeks away from a major release that will enable educators to create classes within the app and invite their students into these classes. Within a class, a teacher can upload learning materials into the class’s library such as Word, PowerPoint, PDF and image files. The teacher can add videos that are hosted on services such as YouTube and Vimeo. Additionally, the teacher can create for their class a set of spaced-repetition flashcards linked to the concepts and facts that they want their students to remember in the uploaded files and videos. When the students perform retrieval practice with the flashcards, if they struggle with an answer, they are just one click away from viewing the exact source location in the linked learning content. Teachers can control whether students are permitted to contribute to the class’s library and flashcards. Teachers can curate contributed content if they allow collaboration and can see metrics of each student’s activity in the class.
Alternatively, students will also be able to create their own study groups, invite fellow students to these groups and collaborate by sharing learning materials and flashcards.
iDR will continue to evolve and deliver tools that enable students to use the best learning practices proven by research. It has always been a challenge to deliver the best practices in learning from the laboratory to the classroom and into students’ daily lives. iDoRecall is on a mission to make that happen.
David is currently looking to partner with a select group of educators who are interested in free access to iDoRecall and want to use proven learning science principles to help their students accelerate their academic success. Write david@iDoRecall.com for details.
Author: Fiona Reay, Development Partnership Lead at FutureLearn
Highlights of the EduTech conference included SirKen Robinson advocating for a further shift of the education system to no longer teach purely knowledge and subjects in schools, rather disciplines and competencies like team work, communication, resilience, creativity, etc.
Josh Nester (Education Director at SEEK and board member at FutureLearn) spoke on a panel of EdTech investors about how the future of degrees and microcredentials amongst universities could potentially be like airline alliances, allowing students to pick and choose their courses from around the world. He thought further investigation into the value chain of the learning experience would be useful (ie student services), and career readiness training like soft skills would help with career impact and more return on investment for learners.
UNSW global ambitions to help the student experience
Ian Jacobs VC Professor from the University of New South Wales (UNSW) spoke of the need to invest more in public education programmes, particularly with the growing need for education in sub-saharan Africa. He spoke of their investment in African campuses and how they set fees at the local market rate, alongside looking to produce digital content that’s high audio quality (rather than video) for better accessibility.
Rachel Abel, General Manager of Student Experience at UNSW launched the movement #belongisbetter for communities within universities to improve the learner experience. With a focus on international students – it’s tailored like a new soft skills program to help with interpersonal skills. Her research shows the formula is: time spent + proximity to the student x emotional intensity = belonging
A new way for first-year study – a series of sprints
Victoria University (VU) explained how they revolutionised their first year of undergraduate study by mimicking more of the modern workplace working environment using the “block model” providing “sprints” of courses each semester (a 4-week block each with assessment). They got rid of ‘exam period’ entirely. The new delivery model took 8 months of preparation before student rollout, and once launched “The VU Way” went viral with a 12% increase in applications for the new kind of “first year uni”. VU teach core competencies like how to write a report, exam prep, numeracy, career development in “complementary stream” alongside the ‘one course at a time’ model.
Acting VC of VU, Marcia Devlin, explained by stripping things back to the essentials only, they now have the happiest students they’ve ever had and reduced the failure rate from 26% to 13% – a good rating for their western suburbs of Melbourne demographic. VU’s staff are now organised in multidisciplinary teams and not via subject – reducing “cliques” forming – and they have a randomised allocation of line management.
The University of Pennsylvania’s Online Master of Computing and Information Technology (MCIT) is a one-of-a-kind degree designed for students without a computer science background. MCIT Online helps professionals in any field leverage data mining, machine learning, and other cutting-edge technologies to further their careers.
Wondering how MCIT Online will fit into your life? Take this quiz from Penn to assess your ability to thrive in an accelerated online degree program.
Here are four specific skills that can help you thrive in this groundbreaking, non-traditional program:
1. Time Management
Online degrees like MCIT are a great fit for many students, because students are able to watch virtual lectures and finish coursework on their own schedule. It’s ideal for people with a part-time or full-time job, or freelancers with flexible schedules. However, you’ll need solid time management skills to take full advantage of this opportunity, since the coursework is accelerated.
Success in MCIT Online requires setting aside time consistently every week for your coursework. You’ll also need to set deadlines and hold yourself to meeting them. If you have trouble with procrastination, you might set yourself up for unnecessary stress.
2.Readiness to Collaborate
Jobs in today’s computer science industry are incredibly collaborative. Researchers and computer scientists work together closely in teams, and many companies have programmers work on the same code side-by-side through a practice called “pair programming.”
MCIT Online provides plenty of opportunities to practice collaboration skills through applied group projects. Avoid the temptation to be shy: to get the most out of these collaborations, you’ll need to be ready to participate in chats, online forums, and video meetups.
3.Asking for Help
MCIT Online is designed for students and professionals from non-computer science backgrounds, and most students start their programming education from scratch. Don’t be embarrassed, and be sure to ask questions if you don’t understand something. Chances are, you won’t be the only one asking your question.
Through the online format, you’ll get plenty of opportunities to have questions answered by instructors and fellow students. This is a great habit to establish for your career, too — as MCIT graduate Theresa Brenier has learned from her work at Google, asking questions is a basic skill for every programmer.
4.Determination to Succeed… Eventually
Programming is hard! And if you’re coming from a non-science background, you might be unfamiliar with the struggles associated with coding and debugging. The good news is that you won’t be alone: every programmer needs to wrestle with tough challenges to get their code to work properly. As Penn Engineering professor Dr. Susan Davidson puts it, “It may take you a while to shift your thought process into more of a computational thought process, but you can do it. Persist, work hard, and eventually things will get easier.”
Demand for data-driven decision makers continues to grow. There’s a projected 15% growth in data science careers and 110,000 new jobs for data-driven decision makers by 2020. According to our analysis of global skills, the most sought-after data science skills include math, statistics, machine learning, data management, statistical programming, and data visualization.
Whether you’re looking advance your Python learning or just beginning to dip your toes into the world of data science, we’ve got you covered. Take the next step with one of these new courses and Specializations from world-class universities and companies:
Just getting started? Way to go! Here are some great introductory courses and Specializations:
Having an understanding of the capabilities of AI and machine learning is important for any role in data science. In this introductory course, you’ll learn AI terminology, what AI can (and cannot) do, how to spot opportunities to apply AI to problems in your own organization, what it feels like to build machine learning and data science projects, how to work with an AI team and build an AI strategy in your company, and more.
In this introductory course, you’ll acquire new skills to apply predictive algorithms to real data, evaluate, validate and interpret the results without any prerequisites for any kind of programming. You’ll gain the essential skills to design, build, verify and test predictive models.
Launch your career in mapping and geographic information systems. Learn the concepts, tools, and techniques to make great maps that answer geographic questions. You will learn practical skills that can be applied to your own work using cutting-edge software created by Esri Inc., the world’s leading GIS company.
This beginner level course, designed by an academic team from Goldsmiths, University of London, will quickly introduce you to the core concepts of Data Science to prepare you for more intermediate and advanced Data Science courses. It focuses on the basic mathematics, statistics, and programming skills that are necessary for typical data analysis tasks.
Ready to take your learning to the next level? Check out these intermediate courses and Specializations:
In this four-course Specialization, you’ll explore exciting opportunities for AI applications. Begin by developing an understanding of how to build and train neural networks. Improve a network’s performance using convolutions as you train it to identify real-world images. You’ll teach machines to understand, analyze, and respond to human speech with natural language processing systems. Learn to process text, represent sentences as vectors, and input data to a neural network. You’ll even train an AI to create original poetry!
In this Specialization you will learn how to: understand electronic health record data types and structures, deploy basic informatics methodologies on clinical data, provide appropriate clinical and scientific interpretation of applied analyses, and anticipate barriers in implementing informatics tools into complex clinical settings. You will demonstrate your mastery of these skills by completing practical application projects using real clinical data.
This Specialization is for anyone who is proficient with the basics of Python. You’ll start by creating your first data strategy. You’ll also develop statistical models, devise data-driven workflows, and learn to make meaningful predictions for a wide-range of business and research purposes. Finally, you’ll use design thinking methodology and data science techniques to extract insights from a wide range of data sources. This is your chance to master one of the technology industry’s most in-demand skills.
This course covers the theoretical foundation for different techniques associated with supervised machine learning models. You’ll use Model Studio, the pipeline flow interface in SAS Viya that enables you to prepare, develop, compare, and deploy advanced analytics models. You’ll learn to train supervised machine learning models to make better decisions on big data. The SAS applications used in this course make machine learning possible without programming or coding.
This introductory course is for SAS software users who perform statistical analyses using SAS/STAT software. The course focuses on t-tests, ANOVA, and linear regression, and also includes a brief introduction to logistic regression.
This Specialization will give you a firm understanding of AI, its applications, and its use cases. You will become familiar with IBM Watson AI services and APIs. If you have no programming background, you will be able to create AI driven chatbots as well as pick up practical Python skills to work with AI. The courses will also enable you to apply pre-built AI smarts to your products and solutions.
Can’t get enough of data science? Explore the wide variety of skills and career options at our Data Science Academy.
Millions of people in low-income countries live with debilitating diseases such as schistosomiasis caused by parasitic worms. But despite having impacts similar in scale to malaria and tuberculosis, treatment of these neglected tropical diseases (NTDs) caused by parasites receive much less funding for treatment and research.
A new initiative led by Imperial College of London researchers will leverage state-of-the-art technologies and new computer simulation techniques to test a more comprehensive set of interventions to break the transmission of these parasites in rural Ethiopia. If successful, this work could provide a model for similar initiatives in rural communities around the world.
If you want to do this kind of globally-impactful research for communities that need it most, the online Global Master of Public Health degree lets you work alongside Imperial College faculty from anywhere in the world.
The Imperial College-led research initiative is being conducted in the Wolayita zone in south-east Ethiopia, home to 2 million people. In Ethiopia, as elsewhere, current national programs rely almost exclusively on drug treatments to attempt to mitigate the impacts of parasitic infections.
Mathematical models developed by Imperial researchers suggest that there is potential to break the transmission of these infections by combining drug treatments with other types of interventions. in collaboration with local non-government organizations and the Ethiopian Ministry of Health, the project team will implement additional provision of water, sanitation, and hygiene (WaSH) resources and related behavior change communications alongside the distribution of deworming tablets.
This project will be the first attempt to implement this package of interventions at scale in a low-income country, but it is also groundbreaking because of the monitoring technologies used. Researchers are using biometric fingerprint technology from Simprints to identify and track 200,000 participants over the course of the five-year project. By creating a verifiable register of those living in Wolaita who are complying with the treatment, researchers will be able to develop a robust dataset that can be analyzed to provide insights for parasite control policies.
The London Centre for Neglected Tropical Disease Research at Imperial College London is heading up this research, providing the mathematical modeling underlying the project as well as technical support and capacity-building for their collaborators at the Ethiopian Public Health Institute. Ethiopia’s Federal Ministry of Health will be responsible for distribution of the deworming treatments, and World Vision Ethiopia will lead on WaSH infrastructure and associated behavior change communications activities.
This kind of close collaboration with government and non-government institutions alike is characteristic of Imperial College’s global approach to solving pressing public health challenges at the local level. If this aligns with your goals for your public health career, the online Global Master of Public Health degree gives you an opportunity to work with Imperial faculty from wherever you are.
My name is Danielle and I live in West Virginia where I work as an IT Asset Tracking Coordinator. The Google IT Support Professional Certificate program has enabled me to take on additional responsibilities in my role, gain more visibility with system administrators and management, work on exciting and impactful projects, and even get a raise. As a single working mom, I’m incredibly proud to have been able to complete this program. Often, my evenings are full of chores and caring for my four year old. Squeezing this program in around family life and a full-time work schedule has not been easy! But it’s been well worth it.
Prior to the program, I had mostly worked in government research and then as a travel manager for a non-profit organization. I have some college credits, but never completed an undergraduate degree. While my husband went back to school for nursing, I focused on caring for our daughter after she was born. Unfortunately, my marriage did not work out and I suddenly had to jump back into the workforce as a single mother. I panicked because I was relatively new to West Virginia and had been out of the workforce for a few years. I needed a plan. I had to boost my skills so that I could hold my own in an IT department, and grab extra shifts at a help desk if necessary to meet our financial needs. The Google program was a perfect fit.
When I first started as an IT Asset Tracking Coordinator, my only responsibility was to pull reports from a system, ping network names, and send emails to let users know their devices were offline. As I progressed through the coursework, I started writing powershell scripts to get more detailed information for devices that I saw online with a particular network name. I was no longer just running a ping batch. I could write powershell code to find the serial number of the device, the mac address, or the user and was able to see the specs on a network device so that I could determine if the device should be replaced. The courses on Computer Networking and System Administration helped me understand how our networks work and, as a result, I started being able to predict issues before they occurred. Now, I investigate our assets and their usage in ways that I couldn’t before.
I’m a much stronger contributor at my company now that I have an understanding of the whole picture, instead of one small piece of it. I’m able to run a lot of data analysis now, too, because I know where to get information on network devices. Now my colleagues trust my ability to hunt down the information, compile it, and analyze it properly. It’s so much more than just: “I learned task x in the course and now I can perform that task.” I learned how to think about various aspects of IT in a way that allows me to respond to issues when they occur, as they occur. These are the skills that IT departments really need.
I can’t stress enough that this program didn’t just give me specific skills, it also gave me the confidence to do well in an IT setting.
The training is so comprehensive that I was constantly realizing that I understood what was happening around me because I had recently learned about it in the program. I no longer felt like I didn’t belong at my company or that I couldn’t figure things out. With what I learned in the Google program, I have been able to excel at my position by finding solutions to challenges faced by both users and our department.
Ian Jacobs VC Professor from the University of New South Wales (UNSW) spoke of the need to invest more in public education programmes, particularly with the growing need for education in sub-saharan Africa. He spoke of their investment in African 
