Elevate Education
Douglas Barton's work experience includes being an investor at Emerge Education since October 2017, where they specialize in seed stage investments in early-stage technology companies that address education challenges globally. Prior to this, they served as the Managing Director at Elevate Education since June 2001.
Douglas Barton attended North Sydney Boys' High School from 1992 to 1997. Douglas then went on to study at the University of Sydney from 1999 to 2001, although no degree or field of study is specified. Finally, they completed their Bachelor of Business Administration (BBA) degree in Business, Management, Marketing, and Related Support Services at Monash University from 2008 to 2012.
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Elevate Education
Trusted advisor to 5000+ schools and 1 million students across Australia, UK, South Africa, USA and Singapore. Over the last 20 years Elevate’s quest has been to unlock the secret to the final years of school: Why do the top students get the top marks? Having carried out an exhaustive process of benchmarking the study habits of thousands of past students, we have identified a number of areas where the practices of the top students differ from average or lower performing students. It is our belief and experience that any student can improve their marks by tapping into, replicating and using these study skills and techniques. This simple, yet incredibly powerful approach has seen Elevate’s award winning programmes adopted in over 2000 schools across Australia, the UK, South Africa, the USA and Singapore and shared with 500,000 students annually. Elevate Education is a past winner of the Nescafé Big Break Awards in 2002, the NSW Telstra Business of the Year in 2014 and publisher of “Science of Student Success”, a study guide that has sold over 10,000 copies and takes readers into the minds of the top students. Schools use Elevate Education in order to get the most out of their study skills program. In doing so, schools have thrown out the tired old approach to study skills: old presenters the students cannot relate to; long sessions that push attention spans; one-off sessions without follow-up, and moved to a new approach to study skills.