Pre-University Qualifications for International Student Mobility - The Cambridge Perspective

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1 Pre-University Qualifications for International Student Mobility - The Cambridge Perspective Ann Puntis Director of Assessment Services, CIE A Focus on the Internationally Mobile Students Successful achievers Potentially, intellectual and business leaders of the future Global Nomads (Useem, 1976) Lost in translation?

2 The University of Cambridge

3 University of Cambridge International Examinations Regional Distribution of Students South Asia 21% Sub Saharan Africa 25% Middle East N Africa 9% Europe N America 7% Caribbean S America 7% Asia Pacific 31% CIE - Pre-University Qualifications Advanced Subsidiary Level K International General Certificate of Secondary Education Advanced Level

4 CIE Qualifications - Key Dimensions The range and design of syllabuses available recognise and foster students national identity through sensitivity to local language and culture; Qualifications develop an internationalism of thought and perspective; and Skills-based approaches build transferable skill sets which enable individuals to participate in and contribute to a global economy Recognising and Fostering Students National Identity Validation of cultural identity Sensitivity to specific uses, forms and effects of examinations 600+ Qualifications 200+ Language Syllabuses Respect for value systems Work-related qualifications to meet the needs of local economies

5 Developing an Internationalism of Thought and Perspective Take Literature for Example; Anita Desai (Indian) Dalene Matthee (South African) Amy Tan (American-Chinese) Charles Dickens Graham Greene Developing an Internationalism of Thought and Perspective But also Chemistry; Enables [students] to acquire sufficient understanding and knowledge to become confident citizens in a technological world stimulates interest in, and care for, the environment and promotes an awareness that scientific theories and methods have developed, and continue to do so, as a result of co-operative activities of groups and individuals; and that the study and practice of science are subject to social, economic, technological, ethical and cultural influences and limitations; [and that its applications] may be both beneficial and detrimental to the individual, the community and the environment; and transcend national boundaries IGCSE Chemistry Syllabus (2004)

6 Developing an Internationalism of Thought and Perspective Environmental Management; Education for sustainable development in a world where the security of resources and life-sustaining systems is endangered by human impact IGCSE Environmental Management Syllabus ( 2004) Developing an Internationalism of Thought and Perspective An international education with CIE broadens your horizons and makes you think globally whilst also giving one a notion of one s place in the Universe An IGCSE Student (UAE)

7 Building Transferable Skills to Enable Students to Participate in a Global Economy Pace of diffusion Brevity of life cycles Dynamism of change Educating students effectively for the global economy is the most challenging task that confronts assessment organisations A New Educational Agenda Educational goals appropriate to living and working in a knowledge economy New processes of curriculum delivery which develop transferable skills New models of assessment which encourage learning skills as much as measure outcomes

8 A New Educational Agenda Emphasis on thinking and learning skills Focus on skills of problem solving, creative and critical thinking Team working and collaboration Deep understanding An Example from IGCSE Biology Assessment objective weightings; 25% knowledge recall 25% application of this knowledge 30% handling information and problem solving 20% Experimental skills and abilities

9 An Emphasis on.. Judgement Creativity Interpretation evaluation reflection Learning to learn The first pillar of education The ultimate life skill

10 Empowered learners Knowing what to do when we don t know what to do (Piaget) The encouragement of peer to peer learning and team working

11 Empowering teachers Continuing to contribute to educational good practice

12 Thank You