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Pre-University Qualifications for International Student Mobility -
The Cambridge Perspective
Ann PuntisDirector of Assessment Services, CIE
www.cie.org.uk
A Focus on the Internationally Mobile Students
l Successful achievers
l Potentially, intellectual and business leaders of the future
l Global Nomads (Useem, 1976)
l Lost in translation…?
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The University of Cambridge
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Europe N America
7%
Middle East N Africa
9%
Caribbean S America
7%
Asia Pacific31%
South Asia21%
Sub Saharan
Africa25%
University of Cambridge International Examinations Regional Distribution of Students
CIE - Pre-University Qualifications
K 1 2 3 4 5 6 7 8 9 10 11 12 13
International General Certificate of
Secondary Education
Advanced Level
Advanced Subsidiary Level
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CIE Qualifications - Key Dimensions
l The range and design of syllabuses available recognise and foster students’ national identity through sensitivity to local language and culture;
l Qualifications develop an internationalism of thought and perspective; and
l 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
l Validation of cultural identity
l 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
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Developing an Internationalism of Thought and Perspective
Take Literature for Example;
l Anita Desai (Indian)
l Dalene Matthee (South African)
l Amy Tan (American-Chinese)
l Charles Dickens
l 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)
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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)
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Building Transferable Skills to Enable Students to Participate in a Global Economy
l Pace of diffusion
l Brevity of life cycles
l Dynamism of change
Educating students effectively for the global economy is the most challenging task that confronts assessment organisations
A New Educational Agenda
l Educational goals appropriate to living and working in a knowledge economy
l New processes of curriculum delivery which develop transferable skills
l New models of assessment which encourage learning skills as much as measure outcomes
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A New Educational Agenda
l Emphasis on thinking and learning skills
l Focus on skills of problem solving, creative and critical thinking
l Team working and collaboration
l Deep understanding
An Example from IGCSE Biology
Assessment objective weightings;
l 25% knowledge recall
l 25% application of this knowledge
l 30% handling information and problem solving
l 20% Experimental skills and abilities
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An Emphasis on…..
l Judgement
l Creativity
l Interpretation
l evaluation
l reflection
Learning to learn
The first pillar of education“The ultimate life skill”
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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
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Empowering teachers
Continuing to contribute to educational good practice
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Thank You