VANERUM Group partners with capital investment group, Sofindev III, to further support its international growth strategies.

To accelerate and support further international growth, Gert Van Erum, shareholder of the VANERUM Group, reached an agreement with Sofindev III for an entry into the capital of the group. Following this transaction, Sofindev III becomes shareholder of the VANERUM Group together with Gert Van Erum.

By partnering with Sofindev III, Gert Van Erum brings on board a strong financial and strategic partner. This will allow the VANERUM Group to accelerate the growth of its activities, in particular its unique i3 concept for educational environments, in new markets such as the United States, France and Scandinavia, and strengthens its position in the traditional markets of Belgium and the Netherlands.

Gert Van Erum, CEO VANERUM Group:
"The entry of Sofindev III in our capital is a milestone in the growth and development of the VANERUM Group. We are very pleased that we have been able to attract the right partner, with an attitude and vision to match the current needs and aspirations of our company. This was also the case in 2008 when the now outgoing minority shareholders came on board. "

Ghislain Thijs, Managing Partner Sofindev Management:
"Our goal is to work in a partnership with the management in order to further develop companies with a strong potential. We are very pleased to support and assist in the growth strategy of the VANERUM Group in this promising market segment."

Buyer and seller mutually agreed not to disclose information about the acquisition price.

VANERUM Group was advised by KBC Securities, Dumon, Sablon & Vanheeswijck and BDO. Sofindev III was advised by White & Case.

“Too often, students have not learned as much or as well as was expected. There are gaps, sometimes considerable ones, between what was taught and what has been learned. By the time faculty notice these gaps in knowledge or understanding, it is frequently too late to remedy the problems.”

By Thomas A. Angelo and K. Patricia Cross”

"Group spaces for the future should be adequately sized and flexible enough to accommodate a wider range of users and various ways of learning."

Schools for the future. DfES. (2002)

Users differ both in physical terms, learning style, as well as in the way they use various technologies. Physical differences are clear. Children grow, some are more robust, have longer legs, some wear glasses... The furniture should be either adjustable within certain limits, or different sizes of furniture should be put in place. The theory of multiple intelligences (Howard Gardner) identifies a number of different learning styles.

Learning is Lifelong

The fast paced innovations in science and technology require people to learn to adapt quickly to novelties. This implies a lifelong learning process. The time that one left school with the right knowledge and skill set for a long and prosperous career is long gone. Now, school is more about graduating and immediately starting to go on further training. Platforms for lifelong learning will continue to become more important. This can take place in a school building, but also online through a specially constructed learning environment. When lifelong learning is integrated into an existing school, the latter must adapt to an different audience. Adults, for instance, have different expectations than children or young people.

Age 0-5 years: During this age group, a lot of learning takes place and it provides very important insight into learning as a foundation for future learning habits and resourcefulness. This is probably the age with the highest amount of informal learning as children imitate almost everything from parents, peers and their environment. Psychologists such as Sigmund Freud and other behavioral psychologists also show the importance of childhood learning and to them this stage affects all the other learning abilities later in life. Today in parts of Africa and the world over some children begin school as early as two years old, this also creates a base for appreciating formal and institutionalized learning.

School of One was created to generate bold, effective and transformative changes in the classroom to better meet the needs of today's students. Our first major engagement is a full-time math program in several New York City public middle schools. Read below to learn why — and how — School of One reimagines teaching and learning.