In­no­va­tions in tu­tor­ing and early ed­u­ca­tion are rev­o­lu­tion­is­ing the way chil­dren learn while cre­at­ing fresh op­por­tu­ni­ties for pas­sion­ate ed­u­ca­tors to help young Aus­tralians ful­fil their po­ten­tial. Here are three brands fresh to the mar­ket.

Inside Franchise Business - - Contents - By Sarah Stowe

In­no­va­tions in tu­tor­ing are rev­o­lu­tion­is­ing the way chil­dren learn.

There are big num­bers at play in the world of ed­u­ca­tion, with tu­tor­ing step­ping up to fill in the gaps left by for­mal school­ing. The de­mand for out-of-hours as­sis­tance with learn­ing shows signs of con­tin­ued growth as par­ents fo­cus on boost­ing their child’s learn­ing ca­pac­ity and aca­demic re­sults.

Ac­cord­ing to the Aus­tralian Bu­reau of Sta­tis­tics, in 2017 there were 339,243 chil­dren aged four or five en­rolled in a preschool pro­gram. The Aus­tralian Tu­tor­ing As­so­ci­a­tion drew on ABS fig­ures to re­veal 35,000 tu­tors were work­ing full time in 2017, with the fig­ure pre­dicted to rise to 39,400 in 2022 [ ABS Labour Force Sur­vey, De­part­ment of Jobs and

Small Busi­ness trend data to May 2017 and De­part­ment of Jobs and Small Busi­ness pro­jec­tions to 2022].

While tu­tor­ing busi­nesses are well es­tab­lished in Aus­tralia with some well­known brands op­er­at­ing in the fran­chise space, there are new play­ers on the scene of­fer­ing a dif­fer­ent ap­proach. Here, In­side

Fran­chise Busi­ness dis­cov­ers three dis­tinct busi­ness and teach­ing mod­els.


Is ed­u­ca­tion about cur­ric­ula and mea­sure­ment, or is it de­vel­op­ing a way of think­ing? David Chiem, the founder of the MindChamps learn­ing model, be­lieves there needs to be a shift in mind­set from the way chil­dren have been taught to think. Pop­u­lar per­cep­tions about learn­ing tech­niques were de­vel­oped about 20 years ago, he points out, and to­day’s dig­i­tal world needs a fresh ap­proach. And it’s one that har­nesses cre­ativ­ity.

“If art is a mir­ror for so­ci­ety, it’s not enough to be a mir­ror alone. Ed­u­ca­tion should be a tool­box to build­ing the fu­ture,” he says.

MindChamps’ teach­ing phi­los­o­phy is based around re­search on how the brain learns. And for teach­ers to not un­der­stand the learn­ing process is like a direc­tor not un­der­stand­ing how to work with ac­tors, he says.

This is some­thing he’s fa­mil­iar with. The Viet­namese refugee came to Aus­tralia with his fam­ily aged nine, and as a 14-year-old was the first Asian to ap­pear in a lead role in a pop­u­lar TV se­ries [But­ter­fly Is­land]. De­spite his fa­ther’s pref­er­ence he take up medicine, the aca­demic high achiever went on to study act­ing, se­cur­ing roles in iconic TV shows A Coun­try Prac­tice and Sons and Daugh­ters.

It was when he was ex­posed to the idea of learn­ing the craft of film-mak­ing that he had a mind­shift him­self. Chiem re­alised learn­ing is a craft that could be taught, and there was a gap in teach­ing that limited the abil­ity of many stu­dents to ful­fil their po­ten­tial.

He be­gan re­search­ing neu­ro­science and ed­u­ca­tional psy­chol­ogy, and how theatre skills could have a role in cre­at­ing a learn­ing mind­set.

And so the idea of MindChamps was born. At the heart of the teach­ing phi­los­o­phy are three dis­tinct el­e­ments:

The Cham­pion Mind cel­e­brates an in­di­vid­ual’s unique­ness, go­ing beyond con­ven­tional wis­dom and over­com­ing ad­ver­sity to achieve suc­cess.

The Learn­ing Mind pro­vides strate­gies on learn­ing how to learn that ac­tively as­sist any learner to un­der­stand, store, re­call and syn­the­sise in­for­ma­tion and con­cepts.

The Cre­ative Mind con­nects mul­ti­ple per­spec­tives and in­te­grates them to solve prob­lems and gen­er­ate new, cre­ative ideas.

A lot of the work be­hind the tu­tor­ing busi­ness is based on em­pir­i­cal ev­i­dence, he says, and he has pub­lished six books on the topic.

“It’s nur­tur­ing ev­ery in­di­vid­ual to be the best. There’s no point in com­par­ing kids. It’s about cel­e­brat­ing what is uniquely them. The mea­sure is that they are not afraid to be them­selves,” he says. “The value sys­tem at MindChamps is 100 per cent re­spect of ideas but zero fear.”

It’s im­por­tant to keep teach­ers in­spired to learn, and there’s a global buddy sys­tem for teach­ers.

Although Chiem set up the MindChamps con­cept 20 years ago in Syd­ney, he took the busi­ness to Sin­ga­pore to test it in the highly com­pet­i­tive ed­u­ca­tion mar­ket. Now there are 40 cen­tres there and Chiem claims more than a third (38.5 per cent) of the preschool mar­ket; the busi­ness is about to roll out a year K–12 pro­gram, and then add ter­tiary ed­u­ca­tion.

MindChamps is a global busi­ness to­day,

with a pres­ence in China, Viet­nam, UAE, the Philip­pines and now Aus­tralia.

So why fran­chise?

“It al­lows peo­ple who are deeply pas­sion­ate ac­cess to the sci­ence. About 80 per cent of fran­chisees are par­ents who ap­proach us.”

“If you want to put on The Phan­tom of the Opera in 1000 cities si­mul­ta­ne­ously, how would theatre do it?” he asks.

The con­sis­tency is cru­cial. Guard­ing in­tel­lec­tual prop­erty is also im­por­tant to make sure peo­ple’s in­vest­ment is pro­tected. There’s a global ap­proach to main­tain­ing the MindChamp way, and that means en­sur­ing the train­ing is com­pul­sory and strin­gent to keep the in­tegrity of the pro­grams, he says.

Ten busi­nesses across three groups in Syd­ney have been ac­quired for con­ver­sion to MindChamps and these will show­case the brand in Aus­tralia. The sec­ond phase is to ramp up fran­chis­ing and gen­er­ate par­al­lel growth across cor­po­rate and fran­chised out­lets.

Find out more at https://au.mindchamps.org/.


tu­tor­ing sec­tor is highly frag­mented. That’s the view of Steve Cox, man­ag­ing direc­tor of the Dymocks Group, which has just stepped into the mar­ket with a brand new busi­ness, Potentia. “We of­fer a point of dif­fer­ence,” he says. “No other tu­tor­ing busi­ness is part of an Aus­tralian busi­ness fo­cused on sup­port­ing read­ers. If you look at the re­sults from schools, and the rank­ing of Aus­tralian stu­dents, there is cer­tainly the op­por­tu­nity to sup­port learn­ing out­comes. There’s a nat­u­ral ten­dency for fam­i­lies to want more,” Cox sug­gests.

And he be­lieves that Potentia is the brand that can of­fer an ap­proach to re­ally make a dif­fer­ence.

“It’s about in­spir­ing con­fi­dence in chil­dren. We want chil­dren to en­joy the learn­ing ex­pe­ri­ence and this is giv­ing them life skills to sup­port their fu­ture learn­ing.

“This is learn­ing on a holis­tic level, it’s about the whole stu­dent ex­pe­ri­ence. We work with ed­u­ca­tional psy­chol­o­gists to en­sure it’s backed by rigour.”

Mo­han Dhall, the for­mer head of the

The value sys­tem at MindChamps is 100 per cent re­spect of ideas but zero fear. It’s im­por­tant to keep teach­ers in­spired to learn, and there’s a global buddy sys­tem

for teach­ers.

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