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Saturday, October 21, 2017

KCSE candidates falling flat in maths and sciences | Daily Nation

Photo: Ouma Wanzala
Ouma Wanzala, reporter with the Nation writes, "Nearly 90 per cent of students scored below grade C in Mathematics last year." 
Photo: Nation/NewsPlex

In a troubling trend, performance in Mathematics and sciences in the Kenya Certificate of Secondary Education (KSCE) examination has been declining for the last three years, a Nation Newsplex review of national examination data reveals.

As candidates prepare to sit the 2017 KSCE starting Monday, the analysis finds that an overwhelming majority of the KCSE candidates failed in Mathematics and the sciences from 2014 to 2016.

Nearly 90 per cent, or 493,184 of the 569,733 candidates who sat the Mathematics Alternative A paper last year scored between C- and E. This was about a 10 percentage increase from each of the two previous years.

In contrast, four per cent (20,682) of the 2016 candidates scored either an A or A-. Half the candidates scored an E, the lowest grade, while the average mean grade was D, a drop from D+ in 2014 and 2015.

Performance in the Maths Alternative B paper was even worse, with 99 per cent of the 1,442 candidates who sat the paper scoring less than grade C. Less than one per cent, or three candidates, scored either grade A or A-. 

On average, the proportion of candidates who scored the two top grades in both Mathematics papers was almost three times less than in 2014.

Last year, only 18 per cent of candidates who sat the Biology examination got at least grade C, a drop of more than half compared to 2015 when 40 per cent of candidates attained the grade and in 2014 when 38 per cent did the same.

The share of candidates who got D- and E in Biology in 2016 was almost triple (48 per cent) that of the previous year when 18 per cent of candidates got the same grades. In 2016, nearly 50 per cent of the candidates recorded the two lowest grades.

On the opposite side of the scorecard, only one per cent of the candidates got either A or A- in 2016, a fall from four per cent the previous year and five per cent in 2014. The mean grade attained in the subject last year dropped two places to D from C-.
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Source: Daily Nation

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Class Act: Dallas senior writes math book to help others | CW33 NewsFix

Photo: Tim Roberts
"Being a math genius is one thing, but passing that genius on to others is much bigger, and that's what makes Yash Chandak our Class Act of the Week" reports Tim Roberts, Newsfix reporter / MMJ.
Watch the Video

Yash is a senior at the Science and Engineering Magnet School in Dallas, and a top competitor in Number Sense, an advanced, fast-paced mathematics competition.

“It’s entirely mental mathematics, that means you cannot write on any scratch paper,” explained Chandak. “You can’t do any marginal calculations or anything, you just get a question and you write an answer.”

But he found that there were very few resources when it came to planning for the contest, so he literally wrote the book on it!

“Over the summer between 11th and 12 grade, I sat down and I looked at lot of tests that I’ve taken, a lot of tests that I’ve yet to take, and I went question by question. And I went to see what trick is used in each one and whether I know how to do it,” Yash said. “And I made a list of all the tricks I feel like are essential for a competitor in any grade to know, to be successful in this competition.”

And for all those hours of hard work and writing, he’s asking nothing in return, giving the book away for free online.

Source: CW33 NewsFix

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What Are We Doing Here? | The New York Review of Books

Photo: Marilynne Robinson
Marilynne Robinson, author, most recently, of Lila, a novel, and The Givenness of Things: Essays. Her essay in this issue is drawn from her new book, What Are We Doing Here?, which will be published in February by Farrar, Straus and Giroux. (November 2017) notes, "What Are We Doing Here?" 

Châteaux de Versailles et de Trianon/Erich Lessing/Art Resource
Alexis de Tocqueville; portrait by Théodore Chassériau, 1850

I have been reading lately about the rise of humanism in Europe. The old scholars often described themselves as “ravished” by one of the books newly made available to them by the press, perhaps also by translation. Their lives were usually short, never comfortable. I think about what it would have been like to read by the light of an oil lamp, to write with a goose quill. It used to seem to me that an unimaginable self-discipline must account for their meticulous learnedness. I assumed that the rigors and austerities of their early training had made their discomforts too familiar to be noticed. Now increasingly I think they were held to their work by a degree of fascination, of sober delight, that we can no longer imagine.

John Milton said, “As good almost kill a man as kill a good book.” He was arguing, unsuccessfully, against licensing, the suppression or censoring of books before publication. This was usual in the premodern and early modern world, of course. How many good books were killed outright by these means we will never know, even granting the labors of printers who defied the threat of hair-raising punishments to publish unlicensed work, which others risked hair-raising penalties to own or to read.

To put books into English, the vulgar tongue, the language of the masses, was once radical. Teaching literature written in English is a recent innovation, historically speaking, and was long regarded in the more renowned institutions as a lowering of standards. It is still the case in some countries that the work of living writers is excluded from the curriculum, perhaps a sign of lingering prejudice against the vernacular, against what people say and think now, in the always disparaged present. In America this scruple is gone and forgotten. Writers not yet dead, in many cases only emerging, are read and pondered, usually under a rubric of some kind that makes them representative of gender or ethnicity or region, therefore instances of some perspective or trend often of greater interest to the professor than to any of the writers.

These categories, woman or black or immigrant, can be encumbrances from the writers’ point of view, obstacles to the reading of their work as something more than sociological data. If there are courses explicitly attentive to white men as a subgroup I have never heard of any. Male and white is still the default where literature is concerned, in the academy, at least. This is not the fault of any of these men, and they should not be undervalued or misread on this account. But knowing what a book costs any writer, in years not least, I hope for the day when all good books can be read as speaking in as broad a voice, engaged with the Great Questions.

However, I am too aware of the ragged beast history has been to fret over the fact that its manners are not perfect yet. I think it is most excellent that so many voices are being heard, and that the ongoing life of this endless human work is acknowledged as it is being written. This has supported the teaching of writing that is so widespread in American universities. These same living writers come into the universities to lecture and teach, as the great literary figures whose writing is consecrated by time could not do, even if they wished. This is in effect a system of patronage that leaves no one beholden, and that makes thousands of students aware that writers are not so unlike themselves—a valuable stimulus to aspiration...

Why teach the humanities? Why study them? American universities are literally shaped around them and have been since their founding, yet the question is put in the bluntest form—what are they good for? If, for purposes of discussion, we date the beginning of the humanist movement to 1500, then, historically speaking, the West has flourished materially as well as culturally in the period of their influence. You may have noticed that the United States is always in an existential struggle with an imagined competitor. It may have been the cold war that instilled this habit in us. It may have been nineteenth-century nationalism, when America was coming of age and competition among the great powers of Europe drove world events. Whatever etiology is proposed for it, whatever excuse is made for it, however rhetorically useful it may be in certain contexts, the habit is deeply harmful, as it has been in Europe as well, when the competition involved the claiming and defending of colonies, as well as militarization that led to appalling wars.

The consequences of these things abide. We see and feel them every day. The standards that might seem to make societies commensurable are essentially meaningless, except when they are ominous. Insofar as we treat them as real, they mean that other considerations are put out of account. Who died in all those wars? The numbers lost assure us that there were artists and poets and mathematicians among them, and statesmen, though at best their circumstances may never have allowed them or us to realize their gifts.
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Source: The New York Review of Books

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Philosophical debates help consolidate the society | Belarus News (BelTA) - Opinions

Photo: Nikolai Shchekin by Belarus News (BelTA)
"Philosophical debates promote the consolidation of the society and international integration, Associate Professor Nikolai Shchekin, Candidate of Philosophy, Head of the Political and Economic Sociology Center at the Sociology Institute of the National Academy of Sciences of Belarus told BelTA" says Nikolai Shchekin, Head of the Political and Economic Sociology Center at the Sociology Institute of the National Academy of Sciences of Belarus. 

The first Belarusian congress of philosophy is held in Minsk on 18-20 October. “It is for the first time that an open discussion platform of the world level has been organized in Belarus. Taking part in the forum are leading Belarusian and international experts, scholars of philosophy, history, sociology and politology. It is important to view such debates as an important component in the consolidation of the society. The major function of philosophy is the diagnostics of public conscience. The organization of the Belarusian philosophical forum proves the civic maturity of our society, the strengthening of the role of democratic institutes,” he said. The forum provides an opportunity, jointly with counterparts representing different scientific schools, to develop the best understanding of the development prospects of Belarus and the whole world. 

According to the expert, it is only humanitaristics that can form a citizen who knows and respects the history of the nation, value the reality, understands his role in the life of the society. “Sooner or later every person has to face problems which cannot be addressed without a philosophical approach. There are answers to the most complicated questions in the world view we inherit from our forefathers. The wealth of the nation is in a high level of its education and spiritual maturity,” Nikolai Shchekin said.
Read more... 

Source: Belarus News (BelTA)

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What’s so funny about math? Award-winning TV writers will explain the calculus of comedy | UCLA Newsroom

Photo: Stuart Wolpert
"What’s so funny about math? Find out when award-winning comedy television writers with degrees in mathematics and science discuss “The Calculus of Comedy: Math in The Simpsons, Futurama, and The Big Bang Theory.”" inform Stuart Wolpert, Senior Media Relations Representative at UCLA

Photo: Fox/The Simpsons

The event is on Wednesday, Oct. 25, 2017, from 4:30 to 6:30 p.m. in the UCLA California NanoSystems Institute (CNSI). Tickets for the program, sponsored by UCLA’s Institute for Pure and Applied Mathematics, cost $15, and can be purchased through Eventbrite.

Participating in the panel discussion will be:
  • J. Stewart Burns, a television writer and producer whose credits include “The Simpsons” and “Futurama.” He has a bachelor’s degree in mathematics from Harvard University and a master’s degree in mathematics from UC Berkeley.
  • David X. Cohen, who has written for “The Simpsons” and served as the head writer and executive producer of “Futurama.” He graduated from Harvard University with a bachelor’s degree in physics and UC Berkeley, with a master’s degree in computer science. Cohen has won four Primetime Emmy Awards. 
  • Al Jean, who has received eight Emmy Awards and a Peabody Award for his work on “The Simpsons.” Jean went to Harvard University when he was 16 years old and has a bachelor’s degree in mathematics.
  • Eric Kaplan, who is an executive producer on “The Big Bang Theory,” and has written for the “Late Show with David Letterman” and “Futurama,” among other programs. He has a Ph.D. in philosophy from UC Berkeley where he wrote his dissertation on humor in the philosophy of Soren Kierkegaard.
  • Ken Keeler, who has written for “The Simpsons,” “Futurama,” the “Late Show with David Letterman” and other television series. He proved a theorem which appears in a Futurama episode. Keeler studied applied mathematics at Harvard University, and earned a master’s degree from Stanford University in electrical engineering before returning to Harvard for a doctorate in applied mathematics. Two of his Futurama episodes won Writers Guild Awards. 
  • Jeff Westbrook, who is a three-time winner of the Writer’s Guild of America Award, and whose credits include “The Simpsons” and “Futurama.” Prior to becoming a TV writer, he was a successful algorithms researcher. After majoring in physics and history of science at Harvard University, he earned his Ph.D. in computer science at Princeton University. He then took a faculty position at Yale University, later becoming a researcher for AT&T Laboratories before leaving research for Hollywood.
The moderator will be Sarah Greenwald, professor of mathematics at Appalachian State University. Her Ph.D. in mathematics from the University of Pennsylvania is in Riemannian geometry. She studies connections between mathematics and society, including women, minorities and popular culture. She and a colleague, Andrew Nestler, created the educational website

The event will begin with a lecture by best-selling author Simon Singh (“The Simpsons and Their Mathematical Secrets”), who will discuss some of the mathematical nuggets hidden in “The Simpsons,” from Euler’s identity to Mersenne primes, and how “Futurama” has managed to include number theory and complex ideas about geometry. He earned his Ph.D. in particle physics at Emmanuel College, Cambridge and at CERN, Geneva.

A limited number of free tickets will be available for UCLA students who come to IPAM between 9 a.m. and 3 p.m. Friday, Oct. 20 with their Bruin Card. If additional student tickets remain, they will be available Monday, Oct. 23 at IPAM, starting at 9 a.m.

Source: UCLA Newsroom

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Thursday, October 19, 2017

Exploring the Use of E-Textbooks in Higher Education: A Multiyear Study | EDUCAUSE Review

Just look at this article in EDUCAUSE Review, published on Monday, October 9, 2017.

Key Takeaways

  • A four-year university-wide study of students' e-textbook practices found that e-textbook use has increased, particularly among younger students.
  • The major barriers — including a student preference for print and unfamiliarity with e-textbooks — show signs of being alleviated.
  • Other factors related to mobile device access and pedagogically effective e-textbooks show little change over the study period.
  • Instructor practices have improved, but there is still room for growth, with implications for focused professional development.

Photo: EDUCAUSE Review
Textbook affordability is a growing concern in the US higher education context. A study conducted by the Florida Virtual Campus found that more than 70 percent of student respondents reported spending at least $300 on textbooks during the spring 2016 term.1 Compared to a previous survey,2 there was a decrease in the "$0–$100" cost category from 9.8 to 8.2 percent, while the "$601 or more" cost category increased from 8.5 to 8.9 percent. To reduce college costs, some students may decide not to purchase textbooks or to simply take fewer classes.3 A recent survey of our students at University of Central Florida found that, due to high costs,
  • 30 percent of respondents said they have opted not to purchase a textbook at least once,
  • 41 percent have delayed purchasing a textbook, and
  • 15 percent have taken fewer courses or decided not take a particular class.
These figures are even more troubling when extrapolating to student performance, retention, and graduation rates.

Various solutions have been proposed to make textbooks more affordable for college students. E-textbooks (that is, books available electronically) have been touted as reducing costs and alleviating the need for students to carry heavy textbooks.4 In 2009, Indiana University pioneered the concept of bulk purchasing course materials from textbook publishers to directly provide books in an electronic format on the first day of a course.5 This model has been adopted by Unizin, a 22-member consortium of higher education institutions in the US. Another proposed solution to reduce costs is e-textbook rentals. The 2016 Florida Virtual Campus survey reported that students shifted away from purchasing lifetime access and toward renting e-textbooks to save money. Despite these proposed institutional solutions, however, less expensive digital materials have not reached mainstream adoption.

A movement, motivated by complex factors, has changed the narrative of e-textbooks within the academic literature. The focus has swiftly shifted from publisher-produced printed or electronic format materials to creating and adopting open educational resources (OERs). At their most basic definition, OERs are materials that are openly licensed, giving users the legal permission to retain, reuse, revise, remix, and redistribute the material.6 Examples of OERs range from comprehensive materials such as curriculum and textbooks to individual videos, syllabi, lecture notes, and tests.7 Emerging research finds that students using OERs are no worse in course performance than those using costly materials.8 

To better understand this changing landscape, our research team at UCF conducted three surveys (in 2012, 2014, and 2016) to assess college students' attitudes and practices concerning e-textbooks. Our research was limited to current practices and attitudes, since the university's restrictive bookstore agreement did not permit an institutional-level initiative to broaden the adoption of e-textbooks.

The goal for the initial 2012 survey was to provide a baseline of ownership and use on which to build future research, while the goal of the 2014 and 2016 surveys was to gauge changes that had occurred over time.9 In the 2016 survey, we paid particular attention to e-textbook types and OER.

This article compares our results to previous surveys and addresses three research questions: 
  • What is the rate and types of e-textbook use, and how has this changed over time? Are demographic factors at play?W
  • What are the influential factors to using e-textbooks, and how have they changed over time? 
  • Has instructor integration of e-textbooks changed over time?

Source: EDUCAUSE Review

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Student Engagement with E-Texts: What the Data Tell Us | EDUCAUSE Review

Key Takeaways

  • This case study of Indiana University's e-text initiative reports on students' actual use of and engagement with digital textbooks.
  • In a typical semester, students read more in the first four weeks and less in later weeks except during major assessment times; in a typical week, most reading occurs between 5:00 p.m. and 2:00 a.m. from Monday to Thursday, indicating that students use e-texts mainly as a self-study resource.
  • Highlighting was the markup feature most used by students, whereas use of the other interactive markup features (shared notes, questions, and answers) was minimal, perhaps because of students' lack of awareness of these features.
  • Research found that higher engagement with e-texts (reading and highlighting) correlated with higher course grades.

"This case study of Indiana University's e-text initiative reports on students' actual use of and engagement with digital textbooks. Research found that higher engagement with e-texts (reading and highlighting) correlated with higher course grades" by Serdar Abaci, PhD, educational research and evaluation specialist in Learning Technologies, University Information Technology Services, Indiana University, Bloomington, Joshua Quick, learning data analyst in Learning Technologies, University Information Technology Services, Indiana University, Bloomington and Anastasia S. Morrone, PhD, associate vice president, Learning Technologies, Indiana University and dean for IT, IUPUI.  
Photo: EDUCAUSE Review

Although cost savings is often cited as a key advantage of electronic textbooks (aka, e-textbooks or simply e-texts), e-texts also provide powerful markup and interaction tools. For these tools to improve student learning, however, their adoption is critically important.1 This article focuses on the adoption and use of these tools and actual student reading data, which we consider understudied.2 Examination of actual reading data as well as markup use might help identify effective study practices that improve learning. In addition, adoption and use data might provide better measures to test the effectiveness of interactive e-texts as learning support tools. For example, previous research found that use of bookmarking, total number of pages read, and total number of days spent reading predict final course grade.3

Indiana University, as one of the few higher education institutions in the United States with a university-wide e-textbook adoption initiative, has also been studying adoption and use of e-textbooks by instructors and students.4 In our previous EDUCAUSE Review article5 we presented IU's e-texts program based on pilot data and some insights from faculty use of e-texts. In this article, we present findings based on actual use data on the e-text reading platform by IU students and instructors over multiple semesters. 

The Indiana University e-texts program, which began in 2009, has four primary goals:
  1. Drive down the cost of materials for students
  2. Provide high-quality materials of choice
  3. Enable new tools for teaching and learning
  4. Shape the terms of sustainable models that work for students, faculty, and authors
These goals have served us well. The program has continued to grow every year, and we now have agreements with more than 25 publishers at substantially discounted prices. As shown in table 1, the numbers — across calendar years from 2012 (when the program went into production) through 2016 — show strong growth. Now that we are more than five years into the full implementation of the e-text program, we are in a position to assess the progress we have made in addressing key concerns raised by instructors and students regarding e-text adoption. 

As noted, our agreements with publishers provide substantial cost savings for students. The formal calculation of the savings is the actual difference between the "print list price" and the negotiated IU e-text price for the publisher content. To date, student savings on textbooks amount to $21,673,338. However, we recognize that many students do not pay the full list price for paper textbooks when they purchase online, buy used copies, or recoup some of their costs when they resell their texts after the semester is over. In fact, an article from the New York Times highlights that actual student spending on course materials, including textbooks, was about half the actual cost of the textbooks and related course materials.6 Therefore, we divide the calculated savings by two and report that total as a more accurate representation of student savings. Consequently, we claim that students have saved about $11 million since IU's e-texts program started in spring 2012.

IU's e-texts program allows unlimited printing of textbook pages — up to 50 pages at a time, using the university's reading platform (Unizin Engage). According to page view records between the spring 2012 and spring 2016 semesters, 3,224 students from 251 courses (745 separate sections) printed over 130,000 pages of e-text (excluding multiple prints of the same page). In comparison, records show over 11 million distinct page view over the same time period. Therefore, paper-based reading constitutes only one percent of the total reading activity at IU. By comparison, there were 56,824 unique students in the system during this period. Thus, only five percent of the students chose to print from their e-texts.
In addition to printing through the e-text platform, students can purchase a print-on-demand (PoD) copy of an e-text for an additional fee. From fall 2012 until the end of spring 2016, our records show that 461 different students submitted 510 separate PoD requests, which varied from selected chapters of a book to a single complete book to multiple books or reading packages in one request. Some students requested paper copies more than once or requested multiple books at once, clearly having a strong preference for paper copies. Nevertheless, these students represent less than one percent of the total number of unique students (n = 52,763) active on the Engage platform during the same time period. 

Source: EDUCAUSE Review

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Tuesday, October 17, 2017

Designing Developmentally: Simple Strategies to Get Students Thinking | Teaching Professor Blog

Photo: Maryellen Weimer, Ph.D
notes, "I continue to be concerned that we don’t design learning experiences as developmentally as we should. What happens to students across a course (and the collection of courses that make up a degree program) ought to advance their knowledge and skills."

Photo: The Teaching Professor Blog

Generally, we do a good job on the knowledge part, but we mostly take skill development for granted. We assume it just happens, and it does, sort of, just not as efficiently and extensively as it could if we purposefully intervened.

Perhaps it would help if we had some concrete examples illustrating how assignments and activities can be designed so that skills are developed. Kathie L. Pelletier describes an interesting iteration of the now vintage two-minute paper strategy. Normally students write those papers during the final minutes of class and the papers usually focus on something students have learned and/or think they should have learned but don’t yet understand. Pelletier embeds these writing events within sessions of her upper-division organizational behavior course. On a number of unannounced days in the course, a question appears on the screen and students have two minutes to write an answer. She uses a rubric to quickly grade their responses. But here’s what makes the strategy intriguing: the questions are sequenced developmentally—they get more complex as the course progresses. In the beginning, the questions ask for definitions and descriptions of theories, and by the end of the course they’re challenging students to apply theories to specific organizations.
The Teaching Professor Blog

The approach has multiple benefits. For teachers, it’s do-able: one set of questions. I wouldn’t say that makes it easy, given that we don’t generally plan question sequences, but it’s manageable. If the goal is to develop thinking skills, then the questions have to be rolled out in a way that each question promotes more complicated kinds of thinking. Preparing that kind of question set takes mental energy, but it’s bound to clarify our thinking about the kinds of questions that promote increasingly complex thinking. That’s a plus for us and our students.

Another benefit to this approach is that the questions themselves can be used, not just to debrief good answers (or with certain content, correct answers) but to explore different kinds and levels of questions. Pelletier confesses she came up with the approach (which she combined with a set of announced quizzes) to solve a couple of more mundane problems: poor class attendance and study habits. The two strategies accomplished those goals, plus they resulted in higher mid-term and final exam scores when compared with scores in sections where the strategies were not used. A good instructional strategy often garners multiple benefits.

Source: The Teaching Professor Blog

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Investing in adult learners across the Interior | Salmon Arm Observer

Alistair Waters, Author at Salmon Arm Observer says, "Province funding community-based, adult literacy programs in Okanagan and Columbia-Shuswap."

The community-based adult education programs are delivered in partnership with Okanagan College.
Photo: Google Maps

The province is investing in community-based programs to help adult learners break down education barriers.

Literacy and numeracy skills will give adult learners in the Okanagan and Columbia Shuswap the ability to read a safety label, balance a household budget and work towards higher education, said 
Minister of Advanced Education, Skills and Training Melanie Mark on Monday.

“I’m proud that our government is investing in lifting up adult learners in the Okanagan and Columbia Shuswap,” said Mark. “Literacy skills can give people the confidence to greatly improve their lives. The skills they learn will allow them to interact with their neighbours, connect with services including education, as well as thrive and succeed.”

The programs include one-on-one tutoring or small group training for adult learners. This helps ensure their education is tailored to their individual educational needs, said the ministry. The programs are provided in a variety of locations that are easily accessible for adult learners, including public school libraries, community centres and public libraries.

“Our government is working to provide services where and when British Columbians need them,” said Education Minister Rob Fleming. “Community literacy programs are provided in environments that are familiar to adult learners and where they feel more welcome. This will hopefully encourage more adult learners to access the support they need.”

The community-based programs are delivered in partnership with Okanagan College. Literacy providers and post-secondary institutions collaborate to support improved learner outcomes and encourage the transition from community programs to post-secondary studies.

Source: Salmon Arm Observer 

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Potential adult learners get a chance to check out the Hants Learning Network Association | The Register/Advertiser

Those who were thinking about upgrading their education got a chance to see what it’s like during open visits at the Hants Learning Network Association (HLNA) in Windsor earlier in October."

After many years in the work force fifty-eight year old John Wilson decided with the help from the Hants Adult Learning Network Association. The association is very flexible and has enabled Wilson to tackle his task at his own pace. He is also getting help studying for work courses that he requires.
Photo: The Register/Advertiser

Katharine McCoubrey, executive director of the HLNA, said the open visits, a first for the organization, were aimed at giving people a chance to see first-hand what they offer.

“They got to come in while our regular classes were happening so that they could talk to our teachers, our students and find out a little more about,” McCoubrey said. “A few people came to check this out and we had others call in who maybe couldn’t come in person.”

This was the first time the HLNA has tried this approach, and McCoubrey said she was excited to have one participant sign up on the day they visited.

The open visits took place on Oct. 3, 5 and 11 throughout the day.

 “One of our biggest challenges is getting the word out there about what we do,” she said. “If you don’t know this service is here, you might not know you could benefit from coming.”

HLNA’s programs are free of charge, with flexible hours available.

An open house for HLNA is planned for Nov. 24, which is open to the general public and includes a ticket auction. 

Source: The Register/Advertiser

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