English language transformation services Case studies

Selected case studies from our work with governments, schools, universities and employers. Contents

1. Foreword 1 The Netherlands 2. 2 Benchmarking English skills to improvenational curricula 42 Portugal A collaborative impact study in China 2 Improving secondary school English standards 43 A strategic partnership for language testing 3 Spain Developing a national public language test in China 4 Analysing English skills in Basque schools 44 Improving company-wide language training 5 Benchmarking English within trilingual schools 45 Improving employee language proficiency 6 Bilingual English Development and Assessment programme 46 Improving English fluency for Beijing residents 7 Introducing English into the curriculum 47 Improving HR language assessment 8 Investigating the impact of Cambridge English Qualifications 48 Measuring impact among young English learners 9 Spanish teachers’ perspectives on teaching exams for Raising English teaching standards in schools 10 young learners 49 Supporting a national online English competition 11 Testing English in a bilingual programme 50 Understanding the impact of TKT on Chinese teachers 12 Ukraine India Improving large-scale English testing quality 51 Business English: Anna University, India 13 Supporting transformational reform of state secondary education 52 Developing language and teaching skills 14 5. Global 53 English benchmarking for economic growth 15 English for refugees and marginalised communities 53 Gujarat SCOPE English project 16 Evaluating and assuring an policy 54 Improving performance through examinations 17 Increasing access to English language learning for Teaching English to underprivileged children 18 refugees and asylum seekers 55 Kazakhstan Pre-service teacher training evaluation – supporting major Developing and delivering university entrance tests 19 national educational reform 56 English language curriculum development in Kazakhstan 20 6. Latin America 57 Malaysia Extending access to English tests across Latin America 57 A comprehensive evaluation of English learning, Argentina teaching and assessment 21 Improving English testing in Argentine schools 58 Mongolia Chile Raising standards in primary and secondary education 22 Assessing English teacher competence 59 South Korea English Opens Doors: Chile 60 Evaluating primary English learning 23 Improving testing quality in state education 61 Improving teacher training at an elementary level 24 Colombia Taiwan Creating and evaluating an interactive environment Improving primary and secondary English teaching skills 25 for learning 62 Thailand National Bilingual Project, Colombia 63 Teacher training: Thai Ministry of Education 26 Mexico Vietnam Assessing language teaching skills 64 English skills for competitive advantage 27 Increasing secondary school access to Supporting the delivery of English examinations 28 Cambridge English Qualifications 65 3. Australasia 29 Measuring the effectiveness of TKT 66 Australia National programme for English 67 Stakeholders’ perceptions of the Occupational English Test 29 Panama The English Australia Action Research Programme 30 Supporting the goal of a bilingual population New Zealand with improved teacher training and development 68 English testing for secondary school entry 31 Peru 4. Europe 32 Improving teachers’ English language and pedagogic skills 69 Increasing opportunities for international Azerbaijan exchange programmes and future study 70 Evaluating English language tests for graduate admissions to Master's programmes 32 7. Middle East, North Africa and Turkey (MENAT) 71 Estonia Egypt Auditing a high-stakes national school English test 33 Improving opportunities for employability and further study 71 Nile Egyptian Schools 72 European Commission Study on comparability of language testing in Europe 34 Lebanon European Survey on Language Competences 35 D-RASATI teacher assessment programme 73 France Qatar Cambridge English Certificate: The French Ministry Developing English language curriculum of National Education 36 standards in state education 74 French schools intercultural programme 37 English exams to motivate young learners 75 Improving English skills in the banking sector 76 Germany Language Assessment in German State Schools 38 Turkey Motivating English Language Learning 39 Assessing English skills in the workplace 77 Italy United Arab Emirates project supports youth mobility 40 Abu Dhabi Education Council impact study 78 Assessing English proficiency in the oil industry 79 Malta Exams for young learners at Al Afaq Model School, Abu Dhabi 80 Raising standards through benchmarking and National English curriculum review 81 teacher development 41 Our approach to English language consultancy covers strategic planning, implementation and evaluation

English is a global language and a tool for education, educational impact, aligned to national requirements mobility, employability and opportunity. Improved and contexts. English systems can be the key We develop long-term partnerships, taking time to to creating a sustainable economy and providing understand strategic objectives and challenges, the opportunities for young people. strengths of existing systems, and help you deliver We work with ministries of education, education improvements with lasting benefits. institutions and employers all over the world to Our packages can be tailored to meet your needs. help improve English language learning, teaching You can choose a single solution, or combine them and assessment. as required. We work in partnership with policymakers and educationalists in country to deliver positive

Language policy and strategy Evaluation and Benchmarking impact and measurement diagnostics

Transforming Digital language education CEFR services with Cambridge English services

Teacher Assessment development services

Curriculum services

We work with policymakers to deliver positive educational impact. Our expertise and world-leading teaching, learning and assessment or consultancy services deliver international standards that can be integrated with local systems, to improve learner outcomes and meet educational goals. In this set of case studies, we provide real- world examples of how we approach the task of transforming language education outcomes in partnership with ministries of education, educational institutions and employers. Dr Hanan Khalifa, Director, Education Transformation and Alliances Dr Daniel Brooker, Head of Consultancy

1 ASIA 2 quality was causingconcern. quality institutions the better formal option, butinconsistent institutions andschools).Parents considered training and informalformal (primarily environments training of Englishskills, with learning taking placeinboth Preliminary foracquisition Schools encouraged early (2012) showed that both for Schools andB1 The resulting report, publishedinResearch Notes50 test centre. a at an exam werewho waiting sit for theirchildto interviews with over 140parents, mainly mothers, and based onclassroom observation was study The are now widely used. qualifications were introduced in China in 2009,and Key for Schools andB1Preliminary for Schools. Both students oftwoqualifications, impact on A2 Chinese parentsby ofthe held perceptionsfocused onthe of ChongqingUniversity,Gu English Cambridge Working with researchers ledby Professor Xiangdong popular exams in Chinese schools. most its impact oftwo collaborativestudy onthe Cambridge Assessment Englishhas completed a A collaborative impactstudyin China Chongqing University

Cambridge English during 2012. role of also tookonthe Professorat Gu Visiting project.Professor report, As co-authoroftheeventual aspects ofthe and cultural linguistic interpret the and Cambridge Englishand China by helping translate Gu played apivotal role in‘bridging the gap’ between highlighting areas which could be improved. Professor also both qualificationson while Chinese education, final report revealed the very positive impact of co-operation andappliedacademic expertise; the international an excellent exampleof surveywas The professional development. placed onteachers’ and the value parents, with also highlighted the need for greater communication education on children’s languagelearning.However, it parents’ influence of and the for eachqualification, Schools, illustrating the different impactsperceived towards A2 Key for Schools andB1Preliminary for The studyhighlightedparents’ positive attitude The survey was an excellent example surveywas The applied academic expertise. applied of international co-operation and China ASIA 3 China recognised across China. For example, example, China. For across recognised aged children Chinese 2 million nearly since 1996. between 7 and 12 have taken a Pre A1 a Pre taken between 7 and 12 have Qualifications have become widely widely become Qualifications have Starters, A1 or A2 Starters, exam Movers Flyers A number of Cambridge English of A number enter – employment. NEEA has established around established around NEEA has employment. enter – 80 Cambridge English Qualifications for business test test to seven and holds up in 27 provinces, centres year. sessions every In addition to Cambridge English Qualifications for Testing (International English Language business, IELTS A joint initiative popular. has become highly System) and Council British the Cambridge English, between leading world’s the has become IELTS Australia, IDP those wanting to for test study or work in a context where English is the Over of communication. language test every the Chinese candidates take IELTS 500,000 the further demonstrating influence and of year, reach China. Cambridge English in

National Education Examinations Authority Examinations National Education A number of Cambridge English Qualifications have Qualifications have Cambridge English of A number example, China. For across recognised widely become and aged between 7 children Chinese 2 million nearly A2 Flyers or A1 Movers Starters, A1 a Pre taken 12 have exam in 1996. Four their introduction exam since to 150,000 up by taken year, each held sessions are students. Since over 1993, a million older candidates B2 Business B1 Business Preliminary, taken have C1 or designed to Business improve Higher, Vantage to or hoping in – those already of the language skills NEEA, Chinese a department of the Ministry of China, examinations at across Education, oversees and in all subjects. English language all ability levels important, as particularly considered examinations are asset a real considered is English language proficiency Chinese citizens, and for also Government’s part of the to the outside China world. policy of up’ ‘opening In a long-term strategic partnership, dating back partnership, In a long-term strategic Assessment English Cambridge the 1990s, to National China’s Education is working with Authority Examinations (NEEA) to deliver English primary school from qualifications ranging language level. to professional A strategic partnership for language testing language for partnership A strategic ASIA in China Developing anationalpubliclanguage test 4 hoping to study or work abroad. English study),up to the level required by graduates (or three years’School High the equivalentof Junior communicative Englishskillsat five levels, ranging from and certificate assess was designedto PETS System. In response, we created PETS– the PublicEnglish Test educational system. given China’salso essential controlwas diversified learning. lifelong Quality supporting theconceptof would improve the skills of China’s workforce while also a national coherentoperate within framework, which create apublicly availableEnglish test, designed to ‘openingwas to brief up’of world; the totheoutside The test was needed to support China’s nationalpolicy Education Commission. for InternationalDevelopment and China’s State result of anagreement between the UK Department English testing system for useacross China, the available publicly major contracta todevelop In 1996, Cambridge Assessment English won a State Education Commission State English test for higher education entrance (Gaokao). English test higher educationentrancefor four provinces where PETShasbeenused to replace the these, 1.5millionare seniorhighschoolstudents from 870,000 by 2005,and2.1 millionby 2012. Among part in the first live tests, a figure which hadrisen to 33,000 candidatestook 1999, over acrossin China: and effective, asshownby itsimpressive candidature PETShasprovedtechnical support, to bebothrobust As aresult of itspainstaking development, and ongoing management. test development andanalysis services,and examiner and delivery,production which encompassed one support test a comprehensiveinfrastructurefor to need recognition ofthe was earlyimportant Equally and effectivebasis forPETS. thedevelopment of on a cycle of trial andreview –provided asound Our model of language test development –based test performance ahead of PETS’ full launchin1999. with live test administration, andalsobegan to monitor were able to undertake live test production, together and trialling startingninemonthslater. By1998, we Authority) beganin1997, with materialsproduction overseen by China’s NationalEducationExaminations was (which project Initial testdesign PETS for the The Cambridge model of language test model of The Cambridge and review –provided asoundand effectivebasis for thedevelopment of PETS. development – based on a cycle oftrial based on – development China

ASIA 5 China market and provides company company provides and market platform with a perfect management Bruce D Moore, Lead Training Officer (Languages), TAECO Officer (Languages), Training Lead Bruce D Moore, to benchmark their staff.” to benchmark “BULATS is ideal for the business for is ideal “BULATS University Press, we undertook significant advance testing significant advance we undertook Press, University staff, TAECO to the to needs of in order adapt BULATS environment in which they and the commercial work. as a in BULATS confidence helped increase This process Officer Training Lead Bruce D Moore, testing method, as a great phase] involved first ‘[The explains: (Languages) This coupled with the process, method ofdeal of testing. confidence installed English level, identifying an individual’s in the product.’ testing began: as further impressed was Mr Moore and provides the business market for is ideal ‘BULATS platform with a perfect management company conduct to It allowed us their staff. to benchmark to courses the training upgrade English of course level the examination at an then provide attendees, and conclusion of the course.’

Taikoo (Xiamen) Aircraft Engineering Company Ltd Company Engineering Aircraft (Xiamen) Taikoo In order to In order maintain the highest quality of language within to use BULATS 2008 decided in TAECO learning, online flexible is a BULATS programme. training its business, for that assesses English language skills tool industry with Cambridgeand Working commerce. As English is the ‘official language’ of aviation, language’ the ‘official As English is training own (using its significantly invests TAECO of the English language skills developing in centre) while office staff, mechanics and trainees, apprentices, technical of its ability the language also upgrading courses and examinations. through supervisors TAECO is a leading company within China’s aviation China’s within company is a leading TAECO cargo and the maintenance in Involved industry. shareholders TAECO’s of transport aircraft, conversion include Airplanes Group the and Boeing Commercial Hong from companies well as Airlines, as Cathay Pacific Kong and China. Taikoo (Xiamen) Aircraft Engineering Company Ltd Company Engineering Aircraft (Xiamen) Taikoo Testing Language the Business is using (TAECO) Cambridge from test, English Service (BULATS) Assessment the effectiveness English, to improve and efficiency of its English language training. Improving company-wide company-wide training language Improving ASIA to evaluate the Englishlanguageproficiency of itsstaff. Business Higher from Cambridge Assessment English, B1 BusinessPreliminary, B2Business Vantage or C1 both BULATS (Business Language Testing Service) and in the future.part ofthisthe use GroupAs decidedto resources forhuman development further abundant and and cultivateoutstanding provide aiming to launched the ‘5 Year Personnel Training Programme’, interdisciplinary talent. As aresult, in2012 the Group and especially fordevelopment, thedevelopment of communication skillsaskey criteria for staff In 2012, Group managementidentifiedinternational air traffic. Qianjiang Wulingshan Airports, bothhandling domestic central and western China; and Wanzhou Wuqiao and China’s top 10airportsand the largest aviationhubin International Chongqing oneof Airport, Jiangbei largest municipalities in China, runs three airports: in thecityof oneofthe Chongqing, The based Group, communication skills of itspersonnel. Group Co, Ltdin order to improve the international and BULATS are beingusedby Chongqing Airport Cambridge English Qualifications for business Improving employee languageproficiency 6 Chongqing Airport GroupLtd Co, talent selectionandnew employee recruitment.’ internal key criteriaof as the trusts thetwoexams in reading, speakingand listening, writing. The company and reflects the candidates’ actualEnglishproficiency workplace situation ofthe realrelates tothe closely importantly,trustworthy.both Most thetestcontextof business andBULATS are both very reliable and forEnglish Qualifications world, Cambridge the in providersassessment language is oneofthetop English HR Department explained: ‘As Cambridge Assessment highly successful,asMrMu, from the Chongqing Group provedhas and tests use ofourqualifications The business environment. international an in English use of designed toencourage confident Cambridge English Qualifications for businessare language skills for business,industryand commerce. BULATS isa flexible online tool that assessesEnglish “As Cambridge Assessment Englishis trustworthy.” English Qualifications for business forEnglish Qualifications and BULATS are both very reliable and one of the top language assessment language one ofthetop Mr Mu, HR Department, Mr Mu,HRDepartment, Chongqing Airport Group providers in the world, Cambridge providersthe in China ASIA 7 China Mr Liu Yang, Director, Beijing Speaks to the World programme World the to Speaks Beijing Director, Yang, Mr Liu standards for the programme and the programme for standards central to this central is the international certification that Cambridge English Qualifications have.” “We felt the need to have international to have the need felt “We ‘[BETS] aims to raise the English language standard standard the English language to raise ‘[BETS] aims of millions of its citizens so that they can welcome for to Beijing coming will be who visitors the many city As Beijing is an international Games. Olympic the for international standards to have the need felt we the to this programme and central is the international certification that Cambridge Qualifications English have.’ the Beijing renewed Government the Beijing In 2011, to of its bid as part programme World the to Speaks citizens’ its By improving city’. turn Beijing into a ‘world international more to attract was the aim English skills, enhancing while also to Beijing, and students workers international relationships. with continued until 2013 the programme As a result, initiatives including the of introduction English courses of that 10% a requirement city kindergartens, into all and BETS level, first the all public servants achieved than 100 more that all Beijing public servants knew common English sentences.

Beijing Government Municipal Over 8,000 workers in key industries sat BETS in key workers 8,000 Over Games, ahead of the with the Olympic 2008 Beijing BETS the important role to stress keen Government Yang, As Mr Liu preparations. city’s the in played programme, of the World Director Beijing Speaks to the commented at the time: Cambridge Assessment English worked with the with Assessment English worked Cambridge the for Committee Organising Government’s Beijing design to English initiative Speaking Beijing Residents System. Testing the Beijing English BETS – deliver and questions were set equivalent to at three levels, Test with successful and B2 First, A2 Key, the Beijing both from certificates candidates gaining certificates These Cambridge English. and Government language ability but proven demonstrated only not when applying could also be used as references departments or Government work local with for for study overseas. businesses, or A programme designed to improve the designed to EnglishA improve programme of part originally – of Beijing residents language skills Games – has Olympic 2008 the for the preparations city’. to be a ‘world its ambition helped Beijing achieve Improving English fluency for Beijing residents Beijing for fluency English Improving ASIA recruiting new employees, asLucyLiu,Director of for businessas evidence of Englishproficiency when English Qualifications recognisedthe Cambridge In addition to BULATS, in2013adidas Sourcing BULATS score in order to apply. within the company mustalsoachieve atleastalevel 3 additional training opportunities access keen to staff take aBULATS test aspart of the interviewprocess; All prospective adidas Sourcing employees mustnow specific needs,and delivers immediate test results. by Cambridge English.BULATS can be tailored to meet benchmarking tools,created and trainingassessment, BULATS isaset of online workplace language its languageassessmentstandard. adopted BULATS (BusinessLanguage Testing Service) as in2010 skills assessment, the company’s HR team employees. To improve the management of language ability isan essential skill for alladidas Sourcing operates within aglobal Englishlanguage context, ranges. and equipment As thecompany sportswear its the globaladidasgroup, renowned for over 80 years for adidas Sourcing, basedinHongKong, China, ispart of efficiency ofthecompany’sprocess.recruitment improve both employee languageskillsand the English isbeingusedby adidas Sourcing China to from testing Cambridge Assessment English Business Improving HRlanguageassessment 8 adidas Sourcing to catch our attention.’to catchour Qualifications for business certificates are more likely English employees.with Cambridge new Candidates objective andreliable reference for use when we recruit reading, writing anduse of English. This can bean can showa test taker’s speaking, abilityinlistening, and relatedworkplace environment, tothe closely ‘Cambridge English Qualifications for businessare ReferenceLanguages. for approachesFramework ofthe EuropeanCommon of developed inaccordance with the principles and assessment, Cambridge Assessment English…and business are developed by the experts inlanguage forEnglish Qualifications foundthat Cambridge Human Resources explains: ‘After careful study we “Afterwe foundstudy careful that Assessment English.” Cambridge English Qualifications forEnglish Qualifications Cambridge business areby developedbusiness theexperts in language assessment, in languageassessment, Cambridge Lucy Liu,Director of HumanResources, adidas Sourcing China ASIA Measuring impact among young English learners

Chongqing University China

Chongqing. Information gathered from three teachers and 80 students (all of whom had achieved Pre A1 Starters, A1 Movers or A2 Flyers certificates) showed the positive impact of the exam on both language learning and classroom teaching, especially when compared to English lessons in state-funded primary schools. Other positive impacts included textbook quality, the emphasis on accuracy, and the relaxed classroom atmosphere.

The pilot study also yielded valuable insights into the process of interviewing young learners, and will now provide a platform for a much larger-scale, city-wide study, which may also expand into other Chinese provinces in order to provide comparable data. Cambridge Assessment English is undertaking a long-term study to measure the impact of Pre A1 Starters, A1 Movers and A2 Flyers exams on Chinese schools. “... transparency is essential for the Since their launch in 1997, Pre A1 Starters, A1 Movers increasingly high-level stakeholders and A2 Flyers have become some of China’s most who rely on test results for important popular standardised English exams for primary decisions.” and lower secondary school students. Growth was accelerated by the Chinese Government’s 2001 Professor Xiangdong Gu, Director of the Research Centre of decision to lower the age – from secondary to primary Language, Cognition and Language Application, and of the Research Institute of Language Assessment, Chongqing University – at which state-funded school pupils start to learn a . English is now the main language taught in China, with proficiency in English identified by the Government as a key response to increasing globalisation and greater international communication. In 2012, we launched a pilot study to provide initial feedback on the impact of Pre A1 Starters, A1 Movers and A2 Flyers on schools and students, the first stage in a much larger, longer-term impact study.

As leading academic Professor Xiangdong Gu of Chongqing University, who worked with us, explained: ‘Research in language assessment provides the evidence needed to back up what test providers say. This transparency is essential for the increasingly high-level stakeholders who rely on test results for important decisions.’ The pilot survey took place within a privately owned language training institute in

9 ASIA which presented its first findings in2011. The study has been very positive, asshowninajointimpact study Feedbackso farQualification orteachingqualification. teachers andstudentshave taken a Cambridge English Since the pilotstudybegan, more than 4,300 English Qualifications. coursesfor Cambridge can study for and take TKT before they teach preparation (TKT). TeachersKnowledge Testour Teaching of use the with been enhanced also has schools, teachertraining forEnglish Qualifications to Cambridge addition In ages 12–14). (Grades 1–6,age6–11)andmiddleschools(Grades 7–9, the HebeiProvince. This includedbothprimaryschools integrated into the curriculum of sixpilotschoolsin A2 Key for Schools andB1Preliminary for schools were teaching andlearning. with collaborative impactstudies, to raise standards of together English Qualifications, uses Cambridge and English curriculum supplement to China’snational The HEDprogramme aims to provide ahighly effective and career opportunities forstudents. programmeimprovelearning designedto education Department (HED)in China aspart of alanguage- English have been chosen by the HebeiEducation fromExaminations Cambridge Assessment Raising English teaching standards in schools 10 Hebei EducationDepartment successful delivery of the project with HED. projectwith successful delivery ofthe assurance toensure the and quality monitoring our exams. Cambridge Englishisproviding ongoing the pilotprogramme andnow16schools are using Since the impactstudy first began,HEDhas expanded Phase two of the impactstudyisnowunderway. in theirentrance exams. results receivedgood and they and comprehension skillshave beengreatly improved, HED officials noted that the students’Englishlevels has delivered.programmeand training thatthe support motivation among teachers, who allappreciate the competence, as well asincreased confidence and the pilotscheme.Results showimproved language wider programme, using data from allsixschoolsin attitudes, perceptions andmotivationsrelating to the ascertain aimed to also but focused ontheexams, Results show improved language among teachers. confidence andmotivation competence, as well asincreased China ASIA 11 China Ms Pei Pei, Marketing Manager, TAL Online TAL Manager, Marketing Pei, Ms Pei English test items and co-branded the judging expertise of Hugh Moss, of Hugh expertise the judging winners’ certificates, winners’ and welcomed Senior Education Advisor at Cambridge at Advisor Senior Education very motivated by the Cambridge the by motivated very Assessment English.” “Schools, teachers and students were were and students teachers “Schools, Round One took place in September 2017, and over the over and September 2017, took place in One Round the next three rounds number of entrants was reduced Cambridge English from A judge to 120. 228,561 from January stage, held in evaluation final the took part in divided candidates were 2018, where into three levels secondary. senior primary and junior – junior primary, camp places at a summer awarded were winners The Cambridge by with gifts presented together Guam, in English and TAL. CambridgeThrough the competition, its for support English was able to demonstrate its expertiseassessment their language skills develop while also helping learners and their confidence when communicating in English.

TAL Education Group TAL TAL Education Group has a mission to integrate has a mission Group Education TAL the especially education internet, and technology, in wide experience in a students’ study to improve order this, of As part of subjects, including English. range Competition holds an annual English Language TAL and time in first the – to 2017 decided for hold the– subsidiary TAL competition online, delivered by the competition was of the to ensure highest Wanting Cambridge English, as Online asked Xue’ersi quality, to provide education, a leader in English language Cambridge English As a result, expertise required. the vocabulary and English grammar for content created assessments – this content was Xue’ersi uploaded onto a range create to then used and own platform Online’s the competition. for tests of different judging panel for the final the of the competition. judging round for panel Online. Xue’ersi Test Cambridge Assessment content from EnglishTest the annual English to contribution vital has made a Group, Education TAL run by Competition Language leading education China’s one of and technology enterprises. Cambridge English was the first international organisation to contribute toinvited almost which in 2017 attracted competition, the A provinces. Chinese 20 from entries 300,000 the also joined Cambridge English of member Supporting a national online English competition English online a national Supporting ASIA were university graduates, agedunder40,and were had taken the participants majority the TKT test; and secondaryschool teachers across China. All study questionnaires to investigate attitudesamongprimary Guangzhou EducationBureau, used focus groups and of Education,and Angelo Papakosmas of the ResearchersHuang ofthe Guangdong Liyan Academy regardinguse of the in the Chinese context. TKT results were alsoused to provide recommendations preparation techniques. age, experienceor study The the contextual factors shaping these impacts,suchas teachers’ teaching beliefs, knowledgeandpractice, and 2013 –investigated both the impacts of TKT on Chinese used in China, and the research study– completed in develop newskillsandbuild confidence. TKT is widely helping teachers to also while of teachingexperience Cambridge English which provides formal recognition TKT isaninternationally recognised qualification from across China. Knowledge Test (TKT) on Englishlanguage teachers impact ofthe has examinedthe TeachingEnglish, A majorstudy, funded by Cambridge Assessment Chinese teachers impact of Understanding the TKT on 12 Guangdong Academy of Education Guangdong Academyof courses require improvement. TKT preparation, suggesting that Chinese-based TKT by travellinggained overseasundertakebenefits to schools. However, the research alsorevealed the higher degrees and who work inprimary or secondary in language teachersChina, especiallywithout those have apositive impact on the performance of English researchshowed that In conclusion,the TKT can the assessmentsystemused,andby large class sizes. positive impact of TKT but this could be underminedby from employersreinforced orcolleagues, further the on those who hadbeen trained abroad. Formal support, and higher degrees, impact onteacherswithout greater Regarding context, the research showed that TKT hada as grammar. impact on knowledge of Englishlanguagesystemssuch understanding of theory andmethod,althoughless was alsoasubstantialimprovement in teachers’ classroom activitiesandstudentinteractions. There considered and varied approach to lessonplanning, after takingthe teachersmore and their TKT course, by used greater diversitymaterials in the ofteaching methods andskills.Evidence for this could beseen also ontheirteaching and language classroom, of how to uselearningresources within the English positive,understanding especially onteachers’ was researchersThe foundimpact of thattheoverall TKT prior to TKT, the majorityin China butalsoabroad. private sectors. Mosthad completed a training course experienced teachers working inboth the publicand The researchersThe found thattheoverall teaching methodsand skills. on teachers’ understanding of how to understandingon teachers’ of impact of positive, especially was TKT use learningresources and on their

China ASIA Business English: Anna University, India

Anna University India

English language teachers received training from EBEK to familiarise them with the new syllabus and teaching methods. We then worked with EBEK and the university to train examiners for the Writing and Speaking tests.

In the first year around 19,000 candidates took the BULATS tests and over 70,000 students in total from colleges affiliated with Anna University used the programme to improve their business English.

Anna University’s former Vice-Chancellor, R Radhakrishnan, said that outsourcing an entire subject had been a unique project for the country and students would benefit from the practical approach and real-life language skills gained from preparing for their BULATS test:

‘When students enter colleges, the level of English Cambridge Assessment English worked in knowledge they possess is not known. Also English is partnership with Anna University and EBEK restricted to classrooms. Sometimes the subject itself Language Laboratories on an innovative project to is taught in Tamil. Teachers have to play an important improve the English language skills of students and role in doing away with this practice. The outsourced enhance their career prospects. subject will involve a practical approach.’

Anna University outsourced its language testing and course development, and we worked with EBEK to map students’ business English skills to international standards. Students benefited from the practical approach and real-life language skills. As part of this project, Anna University introduced BULATS (Business Language Testing Service). Students at the university’s affiliated colleges followed a business English language syllabus developed for Anna University by EBEK Language Laboratories. The BULATS standard test (Reading and Listening) was taken at the end of the first semester and the Writing and Speaking tests were taken at the end of the second semester.

The scores for the BULATS tests were incorporated into students’ university transcripts and we supplied a joint test report form, with Anna University, to successful students.

13 ASIA become self-reliant in training and development. thereby enabling Chennai’sprofession teaching to master trainers, become potential to teacherswith the school Englishlanguage teachers, and to identify those pedagogical competence of primaryandsecondary initiatives. The aimis to increase the linguisticand to supportits CSR (corporate socialresponsibility) Mahindra in orderGroupmultinational conglomerate by the TechFoundation,by the Mahindra established The professional development programme is funded programme forlanguage teachers. thecity’sEnglish professionala of developmentChennai on UniversityPress, collaborated with the Corporation Tech Mahindra Foundation and Cambridge with the English, together Cambridge Assessment Developing languageand teaching skills 14 TechFoundation,Mahindra Corporation of Chennai

example of training large numbers ofteachers.large example oftraining English teacher development inIndiaandasuccessful Foundation. The project was considered amodel for by both Chennai Corporation and the Tech Mahindra The benchmarkingpilot was considered agreat success subsequent programmes. is beingused to modify the learning course for compared to reading and writing. This knowledge that listeningandspeakingskills were relatively weak short programme. However, closer analysis revealed significant improvement in their skillsafter taking the Results showed that the best teachers madea A2 Key or B1Preliminary. preparationbefore course(48-hour) takingeither short Placement Test. The same teachers then undertooka acrossEnglish thecity,schools using the Cambridge measured the skills of 100 teachers from 79primary English language competency. The assessment first assessment ofexisting benchmarking firsta objective, Launched in2013, the pilotproject has delivered its The benchmarkingstudy was asked to repeat the study and to and to study repeatasked the to extend itsscope. considered agreat successandasa result, Cambridge Englishhasbeen India ASIA 15 India identified as the ideal solution. identified as tool was required, and BULATS was and BULATS was required, tool A reliable and trusted assessment and A reliable Together, BULATS tests and survey results showed that showed results tests and survey BULATS Together, within both workers tended to overestimate sectors that a more the result with skills, their English language was set – benchmark challenging – and more realistic to entering the linked Level sector, B2 onworkers for for of Reference Framework European Common the Languages (CEFR). Cambridge the benchmarking exercise, Following on additional advice to provide then asked was English for requirements language-level future of the setting to way the best on and staff in both sectors, entry-level implement these requirements.

Confederation of Indian Industry of Indian Confederation BULATS is a set of workplace language assessment, of is a set BULATS CII programme, the tools. In and benchmarking training tests were used to establish existing standard BULATS workers. of 600 among a sample language ability levels An additional designed to was survey also deployed, language ability and identify individuals’ perceived the they used English in which with frequency the any to reveal was also able The survey workplace. experience and perceived workers’ disparities between expectations. their line managers’ CII had identified English language ability as a key as a key CII had identified English language ability in particularly development, economic Indian for skill poor Here, tourism sectors. and travel and the retail, communication, to a barrier proving were English skills Line managers growth. economic affecting thereby and the valued English skills, given also in both sectors within communication formal of English in use frequent CII In 2009, clients and partners. with companies, and issue; a this to address designed set up a programme reliable and trusted assessment tool to was required was identified as and BULATS the programme, launch the ideal solution. Cambridge Assessment English used its Business Assessment English used its Business Cambridge to tests provide Service (BULATS) Testing Language with an Industry (CII) of Indian Confederation the tool. English language benchmarking English benchmarking for economic growth economic for benchmarking English ASIA and appointedus to fulfil the assessmentrequirements. Proficiency inEnglish(SCOPE) to manage the project Society for the Creation of Opportunities through workforce.and the students among They created the challenge with aninitiative to raise the level of English State The Governmentresponded of tothis Gujarat job market. relevant level of Englishlanguageandstruggledin the in Indiahave good technical skills,many lacked the business. However, while studentsandprofessionals the rightlanguageskills to compete for international It thereforehave became vital Indian companiesto for with foreigninvestors.popular economic growth, with itsskilled workforce makingit has continuedtoexperience India and China), India As part of the BRICgroup of countries (Brazil, Russia, with Englishskills for the internationalmarketplace. of aprogramme aimedatproviding its workforce for the State Government of Gujarat, Indiaaspart custom-made programme of languageassessment Cambridge Assessment English developed a Gujarat SCOPE Englishproject 16 State Governmentof Gujarat an encouraging degree of buy-in an encouraging degreefrom ofemployers. badge by employers. This quality assurance has led to employability prospects andasa quality assurance language ability, ashavingapositive effect on learner and tests are viewed asaccurate measures of English English. also foundstudy thatourqualifications The motivation inlearningEnglishand confidence inusing a research study, completed in2015,showedincreased level, A2. Many students continue to take BULATS, and with almost50% of candidates reaching the highest Language TestResults with SCOPE. were encouraging, students have benefited from the Gujarat English Since itslaunchin2007, approximately 500,000 to bepassed on to learners. processes, reducing running costs and enabling savings many oftheoperational money,forlocalised we public. members ofthe all Toavailable to ensure value Tests are subsidisedby the Government andare standard for describing languageability. qualification linked to aninternationally recognised learners to approach employers with alanguage programmeallowed teststothe SCOPE the CEFR Testing Service), which assessesup to Level C2. Linking able candidates are offered BULATS (BusinessLanguage Framework of Reference for Languages(CEFR).More at pre-A1 level to Level A2 of the Common European the Gujarat EnglishLanguage Test to assessability English courses.specially developed Weproduced Learning centres were setupacross the state to provide It hasbecome vital for Indian language skills tocompete forlanguage international business. right have the companies to India

ASIA 17 India Mr Balaji Dagupati, CPS Mentor Mr Balaji Dagupati, show their skills in reading, writing, their skills in reading, show experience and qualifications that listening and speaking.” their way up the exam levels – getting – exam levels the way up their “Students gain confidence as they work teacher training designed to teacher training support the integration This enabled of the exam syllabus teaching. into daily as Mr Balaji the programme, of the successful rollout commented: ‘Students gain Mentor CPS Dagupati, confidence as they work their way the exam up levels – getting experience that and qualifications show their writing, listening and speaking.’ skills in reading, taking the exams Numbers have grown significantly in 2009. offered first was the programme since gained successfully of students have Thousands entries in with 3,000 Qualifications, Cambridge English the 2017 to the for alone, compared 165 who enrolled exams. A2 Flyers and A1 Movers Starters, A1 Pre first

Chennai of Schools Group Public Since its launch in 2009, CPS has gone from strength strength from CPS has gone Since its launch in 2009, 4,000 students over educates and now to strength, With campuses. English three skills of across particular CPS students, in 2009 it approached to importance to implement order Assessment English in Cambridge of students’ English a benchmarking programme A2 Flyers and A1 Movers Starters, A1 skills using Pre targeted was supported by The programme exams. designed to teacher training help teachers understand both exam together with and teaching methodology, students, for classes preparation additional after-school held Cambridge examinations. in the first run-up to the but optional, initially were Qualifications English subsequently were they that was so positive feedback incorporated permanently CPS curriculum into the through 3 Grades from that all students, the result with To Qualification. Cambridge English a take to 11 now Cambridge English mapped its this process, facilitate curriculum the national school qualifications against intensive by followed then was this CPS; (CBSE) used by Cambridge English Qualifications are now being now Qualifications are Cambridge English Schools (CPS) of Group Chennai Public the used by its English language learning among to improve 4,000 students. Improving performance through examinations through performance Improving ASIA were engaged in child labour, andalack of parent– challenging. Attendance was erratic, asmany students INTACEL staff found programme delivery unusually 800 students,but despite their skillsandknowledge INTACELprogrammewith launched theteaching reading speaking, listening, and writing. which skills of focuses onthe language keyfour ideal fit with INTACEL’s integrated teaching approach, students, whose Englishis very limited,andisalsoan primary schoolEnglishskills–isideal for Puneprimary – the Startersfirstlevels ofthreedesignedtodevelop an internationally renowned organisation. Pre A1 assessment and thecredibilityfrom ofexternal an engaging andrelevant teaching programme exam, from Cambridge English, to provide both teaching andlearningby using the Pre A1 Starters Municipal Corporation to improve primaryEnglish academy INTACEL hasbeen working with the Pune low. Since 2010,however, Englishlanguage teaching therefore achievement –have been disappointingly teachers andstudents,levels of English teaching –and children inPune,but despite great enthusiasm among English isamandatorysubject for primaryschool for underprivilegedprimarystudentsinPune,India. the core of anEnglishlanguage teaching programme Starters, from Cambridge Assessment English,as English languageacademy INTACEL isusingPre A1 Teachingunderprivileged children English to 18 INTACEL andPuneMunicipal Corporation can skills such benefits that access tothe deprived of a stratum of Indian society which has, to date, been enabled INTACEL to deliver Englishlanguageskills to the nextlevel of testing. Pre A1 Starters has therefore the original studentsare nowmoving on to A1 Movers, in 2012, with 3,000more taking partin2015, while INTACELstudents 1,500 programme to extendedthe increased theirenthusiasm. turn in parentscomplete forms, which fortheir example) help (using themto skills new starting to value their in studentperformance andattitude, with students fun began to deliver smallbutmeasurable changes A1 Starters, alively coursebook, andan emphasis on study. However, the engaging format usedby Pre teacher interaction limitedboth feedback andhome “Students enjoy theexposure thatthe Surekha Sunil Arey,Principal, School exams provide them inall the four skills.” Late Yashwantrao Chavan Primary School Primary Late YashwantraoChavan

deliver. India ASIA 19 Kazakhstan NUFYP really recommend any institution to institution any recommend really Lesley General of the Price, Director important. We have to admit students have We important. would [...] I credibility. for important by such a world-class provider is world-class provider such a by Having an admissions test delivered English. We found them to be found a We English. fantastic partner and very flexible.” very partner and fantastic to the programme based on merit. based the programme to work with Cambridge Assessment “The relationship has been very very has been “The relationship tests for medicine, healthcare and other subjects, and other subjects, and medicine, healthcare for tests behavioural styles fair assessments designed to enable access to opportunities in education and employment. began the test development Testing Admissions extensive with an in mid-2015, starting process Pilot full needs analysis. consultation and a of period of the then developed versions new tests and were trialled with existing tests the went students, before in administration final with a 2016, in February live test the all provided Testing Admissions June 2016. of the tests the delivery in content, oversaw 14 cities University Nazarbayev Kazakhstan, and provided across candidate of and analyses with statistical information The team performance test alongside the results. also developed test candidates support for materials the to take new tests. preparing was delighted with the University new Nazarbayev the by impressed was particularly tests, and admissions As Testing. Admissions used by approach collaborative a the original with the one year result, agreement for – extended two – has been another extend by to option now providing Testing Admissions with years, three by admissions tests up to 2019.

Nazarbayev University Nazarbayev (a Department of the University of Cambridge) Cambridge) was of (a University Department of the As a result, possible solutions. to propose asked English – Cambridge of – part Testing Admissions was commissioned to deliver bespoke admissions Thinking Skills, tests or entrance in Mathematics, Physics, Assessment Biology Cambridge and Chemistry. a offers of tests range tailored and Testing Admissions assessment services to educational institutions, the around and governments organisations professional admissions thinking skills assessments, world, including As the University of Cambridge is a strategic partner of partner Cambridge is a strategic of University the As Cambridge English University, Nazarbayev Nazarbeyev University is highly regarded in regarded is highly University Nazarbeyev and region wider Eurasia the Kazakhstan, in for competition and as a result, beyond, increasingly Programme Year Foundation the university’s on places an required therefore The university is significant. test entrance which could be used to identify the of number a growing from candidates strongest to enabling the select university applicants, thereby those candidates with the best chance of on success the programme. Cambridge Assessment English has devised and Assessment English has Cambridge four bespoke admissions tests for delivered the prestigious to gain a place at students hoping University. Nazarbayev Developing and delivering university entrance tests entrance Developing delivering and university ASIA (NIS) in programme for the Nazarbayev Intellectual Schools a curriculumdevelopment currentlyundertaking the Cambridge University Faculty of Education,is Cambridge Assessment InternationalEducationand with together English, Cambridge Assessment in Kazakhstan language curriculumdevelopment English 20 English andscience. delivery of asubject-mapping exercise for maths, and the a curriculum productionframework, of the development of a curriculum andassessmentmodel, The project beganin2011, with aninitial focus on the support andassessment. education and curriculum standards, and teacher Cambridge Englishisnow working with NIS to develop Kazakh, RussianandEnglish. a trilingualenvironment,with teachingdeliveredin in Kazakhstan educate the intellectual eliteof future for studentsaged from 5 to 18, was established to NIS, agroup of state-funded,highly selective schools Nazarbayev Intellectual Schools Nazarbayev

Kazakhstan. educating itsstudentsusinga trilingual model. while also enabling NIS to achieve itskey objective of requires,broad-rangingNIS curriculumdevelopment universityresult,will deliver thecollaboration the a As for summative assessment. ‘off assessments to meetanimmediateneed the shelf’ implement the newsubject programmes, andproviding programmea training toenableteachers to and 12) to development of course plans for each grade (Grades 1 Cambridge EnglishisalsosupportingNISin the subject programmes. will includea further review andrevision of individual requiredand revisedtraining todelivercurriculum, the andisnow ongoing, centred on the wider supportand collaboration between Cambridge andNISisstill formed akey part of the evaluation process. The and provided support for the mapping exercise, which The teamevaluatedtheexistingcurriculum framework, for Englishasa were fit for purpose. assessments and proposedensure curriculum thatthe project’sscope to English thenextendedthe Cambridge Cambridge English ensured thatthe Cambridge fit for purpose. fit for for Englishasa Second Language were proposed curriculum andassessments Kazakhstan

ASIA 21

Malaysia presented to the Government,presented Malaysian across the country. across along with on recommendations how to further improve standards of English standards further improve teaching, learning and assessment A full on our findings report was gender was explored, gender was explored, and current national curricula, reviewed. were materials assessments and learning findings full was A on our to the report presented with recommendations along Government, Malaysian of English standards further improve to on how country. the teaching, learning and assessment across findings Key and on focused recommendations were and teachers – students, the project of areas three with materials – curricula, assessments and learning all to the transformational recommendations linked the Malaysia Education Blueprint changes identified in 2013–2025. The Based on these, the Ministry produced English for the goals to make 2015–2025 Roadmap explicit, language education and entered reform into English in Cambridge with plan collaboration a 5-year to those order realise goals. evaluation follow-up study carried out The in 2017 was designed to determine where pupils were and teachers in the study identified areas Although the goals. to relation was empirical data to there further improvement, for areas. tangible gains had been made in key that show allowed evaluation studies have evidence-based These objectives achievable to set realistic the Ministry on education in Malaysia based English language for and measure standards, recognised internationally further those objectives. future, In the towards progress evaluation studies will be carried out as part of the to the programme of ongoing monitoring and review that ensure actions continue to drive progress.

Ministry of Education A key aim of the 2013 evaluation was to benchmark teacher English language proficiency student and also were Teachers against international standards. of to international standards with regard benchmarked The impact teaching practice. teaching knowledge and on language proficiency factors other of of a range such as the contexts of and attitudes towards learning, class specialisation and type, school location, school Following this, the Ministry asked us to undertake a to undertake us the Ministry asked this, Following evaluation of English comprehensive learning, teaching levels pre-university to pre-school from assessment and to to enable the Government set Malaysian realistic This initial and the future. achievable for targets follow-up with a took place in 2013, baseline study evaluation study to the measure impact of educational in 2017. administered reforms In October 2011, the Ministry of Education launched the Ministry October 2011, In a of the education review system to develop in order the Malaysia – a new National Education Blueprint Education Blueprint 2013–2025. Cambridge Assessment with English Cambridge worked has the Ministry of the Education to evaluate learning, of English in schools in teaching and assessment the same time, At we tested Malaysia. language across to pre-university pre-school from proficiency face-to- online and of skills using a mixture four the delivery. modes of face

teaching and assessment and teaching A comprehensive evaluation of evaluation English A comprehensive learning, ASIA to Mongolia’s educational values andbeliefs, andalso English language curriculum, makingsure it conforms Cambridge Englishissupporting the development of an priority for the Mongolian Government, andasaresult, Language, alongsidemathematics andscience,isa recognised bestpractice andstandards. education systemincorporating internationally The long-termproject goalis to builda world-class methodologists. and education national teamsofexperts support to reformto deliver throughproviding Cambridge The collaboration was launchedin2011andaims Education. Facultythe CambridgeUniversityof and Cambridge Assessment InternationalEducation Mongolia, includes Cambridge Assessment English, by the appointed Government of The consortium, Mongolia. education throughout government reforms inprimaryandsecondary Cambridge support Universitywide consortiumto Cambridge Assessment English worked aspart of a secondary education and Raising standards inprimary 22 Government of Mongolia Government of country andresulted inanationalrollout starting model, was pilotedby over 40schoolsacross the covering curriculum reform andanewassessment assurance, as well as development. The first phase, andperformancecapacity building, and quality includes teachertraining, also project The collaboration local capacity. resources needed to support existing teachers andbuild and assessments then todevelop thediagnostic to identify current Englishlanguagestandards, and Our role was also to benchmarkstudentsand teachers education system. and demandsofthecountry’sneeds specific meets the education from primary to secondarylevel. 2020, Mongolia will have comprehensively reformed teacher training initiatives. The ultimateaimis that by related and pilots satisfactory completionofthe will progressively roll out across Grades 1–12upon The resulting model, encompassing bestpractice, in

2014. English language curriculum, making Mongolian Government, andas a Language isapriority for the educational values andbeliefs. is supporting the development of an supporting thedevelopment of is sure it conformsMongolia’ssure to result, Cambridge Assessment English Cambridge Assessment result, Mongolia ASIA 23 South Korea have on the have ability of primary school children to gain English language skills. children of our recommendations, and also our recommendations, of focused language programme can language programme focused the positive impact that a structured, that a structured, impact the positive The project demonstrated the value the The demonstrated project on children’s future future language learning, with exams on children’s they ensure to constructed remain appropriate carefully specific towards bias no inherent with candidate, the to language or cultures. groups test, Listening Starters A1 the Pre used The project The assessment. both benchmarking and progress for started English language cohort had already tested or Cambridge materials learning but had not used were test scores that showed assessments. Research the following cohorts to already low compared Korean learners young for Qualifications Cambridge English to English, and exposure limited indicating programme, with this type of test. unfamiliarity 15 months testing session, undertaken The second had been made, showed significant improvement later, than lower remained levels although achievement those of other cohorts. value of our the the demonstrated Overall, project that a impact the positive and also recommendations, on can have language programme focused structured, to gain English children of primary school the ability language skills.

Korea Institute for Curriculum and Evaluation for Institute Korea Cambridge English Qualifications for young learners learners young for Qualifications Cambridge English chosen were tool as the because they research were the most popular international of one (and remain) The English learners. young for qualifications impact a positive to have designed qualifications are Over 50 primary schools were involved in the project, the project, in involved were 50 primary schools Over the British taking part; than 1,600 students with more for body the administration acted as Korea Council test for invigilators, and training the exam, delivering managing test materials. The research project used the Cambridge English the used project The research young learners for as Qualifications first a tool to children competency among school benchmark English to monitor then to 9), and 2 (aged 7 1 and Years in made after 15 months. progress In an assignment for the Korea Institute for for Institute the Korea for In an assignment between Curriculum and Evaluation, undertaken Assessment English, Cambridge 2007 and 2009, evaluated together with the Council Korea, British of introducing English to the effectiveness primary school students. Evaluating primary English learning learning English primary Evaluating ASIA educational strategy. the aspirations of the Korean Government’s national reflectedamong thecountry’s which goals teachers, and therebyprofessionalismgreater encouraged improve its teachertraining, modules to thequalityof threeenvironments,online used JeonjuUniversity TKT local teaching needs of meet the be customisedto can English. among teachersAs of and confidence skills TKT TKT isamodular course specifically designed to boost beforebegan. the course proficiency English provideasked evidence oftheir to Education insouth-westKorea. All participants were service teachers employedby the Jeollabukdo Office of the programme –around 30persession– were in- and creativity.autonomy,morality All teachers entering skills and teaching strategies, as well as enhance their instructional English communicative competence, improvea curriculumdesignedto elementaryteachers’ used a year,ranmonth training three courseand times five- (IETTP). This English TeacherProgramme Training Jeonju University incorporated TKT intoitsIntensive school teachers. local elementary language competenceof English English to improve the professionalism and Assessment Cambridge from (TKT) Knowledge Test Jeonju University in South Korea used the Teaching elementary level an Improvingat teachertraining 24 Jeonju University they worked through specificactivities. professional knowledgeand classroom experience as allowed themtodraw ontheir also which but intensive TKT modules, which participantsacknowledged were co-ordinator,her enthusiasm also expressedfor the Professor Pauline Kilduff, IETTPprogramme teaching skillsandEnglishlanguageability. subsequently reported improvements inboth their 500 modules were taken by course participants, who 2011, when TKT was IETTP,used within firstthe over Starting from recognisedqualification. internationally an working towardswhile their teachingexperience thereby allowingparticipants to simultaneously broaden sessions, with offlinetraining in combination used The TKT modules incorporated within the IETTP were Starting from 2011, when 2011, Starting fromwas firstTKT wereby takenwho participants course language ability. in both their teaching skillsandEnglish used within the IETTP, over 500modules subsequently reported improvements

South Korea ASIA 25

Taiwan different teaching techniques. different the knowledge and skills required the knowledge and skills required to use lessons and effective to plan Teachers were encouraged to develop to develop encouraged were Teachers TKT comprises three Modules and a Practical test; a Practical Modules and three comprises TKT TKT Module on focused pilot project Taiwanese the the teaching, although language for 2: Planning did on test focus solely programme not preparation. As part of their encouraged were studies, teachers to the knowledge and skills required develop to lessons, plan effective teaching and to use different more delivery lesson to make order techniques in part in pair and group took Teachers efficient. and peer design activities, observation and discussions, they what on reflecting well as personally teaching as The aim had was to learned. also to the teachers inspire especially when teaching approaches, consider different current future and classes, to ensure mixed-ability outcomes possible. the best students gained very proved have the initial project of The results TKT test in positive, and took the additional teachers Results subsequent years. showed that teachers had instructions the differentiated understood need to offer to maximise student order assignments in tiered and the right design to learning, and had learned how activities to learning. support effective

Ministry of Education To understand how best to address these needs, the these needs, to address how best understand To five was implemented in Cambridge English project Around 90 took districts. in-service teachers Taiwanese of comprised 20 hours which part in a programme examination using an by followed training face-to-face (TKT) Test Knowledge Teaching Cambridge English the designed test recognised Module 2, an internationally in-post. already teachers for The project, which ran from March 2014 to January to 2014 March from which ran The project, on the classroom skills focused improving 2015, of both primary and secondary English language these teachers are employed, first When teachers. but undergo of English proficiency evidence for asked no systematic evaluation of their classroom skills. In only schools have working in rural teachers addition, – teaching materials and resources to limited access to their compared urban colleagues – which can affect student outcomes. Cambridge Assessment English has completed Assessment English has Cambridge a the long-term designed to project improve by classroom skills of employed English teachers of Education. Ministry Taiwanese the

Improving primary and secondary English English and secondary primary Improving teaching skills teaching ASIA to-face training, followed by self-studyusing TKT up to The coursesfour consistedof daysof face- British Council inBangkok. were developed by the Ministryinpartnership with the materials training around Thailand.The centres support of 50senior teachers selected from Englishlanguage In 2008, training towards TKT was given to agroup skills. the chancetodevelop their to give more than 20,000Englishlanguage teachers Assessment English Teaching Knowledge Test (TKT) The Thai Ministry of Educationused the Cambridge Teacher training:Education Ministry of Thai 26 in tooktimeto ‘They find out practical experience: and training course hadgiven them a usefulmix of theory Course co-ordinator Yuwadee Yoosabaistaff onthe said further four-weekin teachertraining courseCambridge. a attend givenwere theopportunityto TKT exam Teachersin their particularlywell went ontodo who region. in their 50 otherteachersaround training to senior teachers thencascadedtheir Each ofthese course Ministry of Education Ministry of

materials. motivated them to continue to develop as a teacher.as motivated themtocontinuedevelop similar figure (82%)reported that the programme had in theirteaching. said they morefeltA confident 80% and taking TKT was either ‘useful’ or ‘very useful’and majority of respondents (92%) found that preparing for impact onteaching. positivea very The overwhelming The results clearly showed that the programme hashad its effectiveness.projectinvolved toevaluate in the In 2009, we undertook asurvey of 500 teachers TKT aspart of this project. in 2009,anda total of 20,000 teachers have now taken The 2008 course was sosuccessful that it was repeated best students.’fromextract theour our needs. We feel muchmore confident abouthow to in order toensurewas tailor-made thatthetraining to areaswerewe ofteaching experiencingdifficulties what “We feel muchmore confident Yuwadee Yoosabai,co-ordinatorCourse about how to extract the best fromhow toextract the about our students.” Thailand

ASIA 27 Vietnam playing a key role in the innovation the innovation in role playing a key of process English teaching, learning Dr Nguyen Loc, Vice Director of MOET’s National Institute for for National Institute of MOET’s Vice Director Loc, Dr Nguyen Educational Strategies and Curriculum and assessment in Vietnam.” and assessment in “This is a strategic co-operation, co-operation, “This is a strategic recommended by MOET as benchmark exams for for exams MOET as benchmark by recommended MOET has also now adopted primary school students. the required as A2 and B1 A1 (beginner), CEFR Levels junior high and students leaving primary, for standards are and B1 Preliminary A2 Key secondary high schools. with B2 First state school students, for used widely for English teachers. being one of the requirements productive, highly proved has collaboration the Overall National MOET’s of Vice Director Loc, as Dr Nguyen Curriculum, and Strategies Educational for Institute playing a co-operation, explained: ‘This is a strategic teaching, of English process the innovation in role key of the aim with Vietnam, learning and assessment in Vietnam.’ for advantage competitive making English a s. teacher

competitiveness.

Ministry of Education and Training Training Education and of Ministry To deliver the project, the Cambridge team worked with the team Cambridge worked deliver the project, To and Language 2020 Project National Foreign MOET’s in 2010, As a result, departments. functional various learners young for Qualifications Cambridge English were level) A1 CEFR (at A1 Movers and Starters A1 Pre These benchmarks would be based on the Common Common the on would be based These benchmarks followed (CEFR), and of Reference Framework European decision, in 2008, to Government’s Vietnamese the officially CEFR to define use the English language exit through primary from students ranging for benchmarks Vietnamese also gave The project tertiary level. to the opportunity to learners gain an internationally Cambridge recognised English language Qualification. proficiency among both students and proficiency MOET had identified English skills as key to the to key MOET had identified English skills as not only in the economy, Vietnam’s of development to improve but also commerce, international of context in 2009 a result, As of its students. prospects career the MOET Cambridge closely with began to very work English language for benchmarks develop to English Vietnam’s Cambridge Assessment Cambridge English has enabled the Training of Education and Vietnamese Ministry English language for to set benchmarks (MOET) to improve initiative of an as part proficiency English skills for competitive advantage competitive for skills English ASIA school the Englishlanguageability of localprimary and classroom observationstoestablish mock tests with DOETHCM(Ho Chi Minh City), which used The initiative began with aresearch project undertaken English Qualifications. Cambridge with five DOETs across Vietnam to deliver a assessment standards – Cambridge Englishis working students –and ensure that learningmeetsinternational improvelanguage-learning opportunities In orderfor to English Qualifications. Cambridge (DOETs)and deliverypromotion of support the to Vietnamese Departments of Educationand Training is workingwith Cambridge fiveEnglish Assessment English examinations Supporting thedelivery of 28 for primaryschool studentsin the Intensive English become compulsory haveforlearners young exams training local staff with exam invigilation. English Qualifications 2010 Cambridge November The programme hasbeensuchasuccess that since as teacher support for schoolspreparing for the exam, DOET recruit and train oral examiners, andprovided registration and exam administration. We alsohelped and language centres, with DOEThandling candidate B1 Preliminary for studentsatstateprimaryschools A2 Flyers qualifications for young learners, A2 Key and forPre thedelivery of Starters,A1 Movers and A1 Memorandum of Understanding with DOETHCM Following this first phase,in2006 we signeda Ho Chi Minh City, DongNai, Can Tho, LamDongandBen Tre Departments of Educationand Training in

well as

children.

range of

with those unable to reach this level undergoing achieve results equalling B2(orabove) on the CEFR, in localschools. Vietnamese teachers are required to English teachersworking ability of language level of benchmark examtoestablishthe DOETsregionala as In addition,B2First isnowbeingusedby more than 30 in provincesrecognised examsto various Vietnam. internationallyFirst, therebyaccess to B2 extending students, who are taking A2 Key, B1 Preliminary and exams are usedby primaryandsecondaryschool City, DongNai, Can Tho, LamDongandBen Tre. Our Qualifications in five provincial DOETs, inHo Chi Minh We are now delivering Cambridge English year 2012/13. academic in the 60,000 candidatestakingtheexam English Qualifications forlearnerswith youngexam, 2010, over 170,000 studentshave taken a Cambridge Since 5. at theendof Grade students Programme Ministry of Educationasabenchmark for Mainstream of Reference (CEFR),isalsonowusedby Vietnam’s at Pre-level A1 on the Common European Framework A2 Flyers respectively. The Pre A1 Starters exam, set 4 and5have to take Pre A1 Starters, A1 Movers and 2, at theendof Programme,Grade whereby students the have16,000 teachers takenmore than to date of Educationand Training for several years, and B2 First hasbeenusedby the national Ministry further Vietnam delivering examinations working with five DOETs across Cambridge Assessment Englishis to primaryschoolstudentsinstate

schools andlanguage centres. examination.

training. Vietnam

AUSTRALASIA 29 Australia relevant to the healthcare sector in the healthcare to relevant engaging experience. terms of topics, language and tasks, which also made OET itself a more OET itself a more which also made The test was considered The test was considered highly takers were perceived as ‘workplace ready’ in terms of terms in as ‘workplace ready’ perceived were takers confidence. and their linguistic ability data Qualitative was and quantitative research healthcare Australian with interviews through gathered with stakeholders bodies, and surveys regulatory and teachers (based OET test takers including mainly Australian and and New Zealand), Australia in doctors medical – primarily professionals healthcare showed expected, results As but also pharmacists. that the OET to use majority of test takers support in an registration professional for an application OET with a minority using country, English-speaking purposes. or immigration admissions university for their in an improvement reported takers test Most context as a result of English in a health-related use a 30% reporting OET (with around for of preparing in increase and a marked significant improvement), confidence The test was was considered also noted. highly to the relevant healthcare sector in terms of OET itself which also made tasks, topics, language and a experience. engaging more were perceived as effective OET test takers within the communicators context, healthcare in also were emotional language, and technical and both able to communicate with patients using lay terms. the also research showed that test takers However, slang,Australian with familiar to become more wanted these felt they peculiarities and accents, as cultural their linguistic performance. to important were

Occupational English Test This the study considered intended OET impact of of healthcare the language ability to assess when used the for appropriateness and the test’s professionals, and skills assessed. format content, of terms sector in The study OET test the extent to which also considered Currently, the OET candidates want to majority of work Currently, student for has high recognition OET where Australia in registration. visas and professional OET from Cambridge Boxhill Language Assessment Language Cambridge Boxhill from OET to is used this product), for venture the joint (CBLA is assess the English language competence of healthcare and training their gained who have professionals qualifications outside an English-speaking country, English-speaking work in an to want who now and to 12 specific healthcare OET is relevant environment. medicine, pharmacy dentistry, disciplines, including and nursing. In November 2013 we completed research into the into completed research we 2013 In November provided which (OET), Test Occupational English useful insights into the of the test appropriateness sector, the healthcare working in professionals for with and New Zealand but Australia in primarily outside those growing recognition markets.

English Test English Stakeholders’ perceptions of the Occupational Occupational of the perceptions Stakeholders’ AUSTRALASIA to deliver the Action Research Programme; English reading. on The twoorganisationsworked together and assessment and(in2014)a of speaking, focus concern for learning Australian teachers), theteaching, on topics suchasassessment (anarea of particular A wide range of research projects received funding Notes series). example inIssue56 of the Cambridge English English Australia Conference, and through publication(for challenges, with findings shared locally, at the annual with the skillsrequired to explore andaddress key teaching Action Research Programme helped equip ELICOS teachers across Australia, bothpublicand privately funded. The Australia is the professional body for ELICOSinstitutions Intensive CoursesEnglish Language for OverseasStudents); (English is ProgrammefocusedELICOS onteachers of Research English/English Australia Action Cambridge The encouraging newinsightsinto teaching challenges. to supportprofessional development while also researchfunds classroom-basedin order teacher successful Action Research Programme which body English Australia completed ahighly Cambridge Assessment Englishandprofessional The English Australia Action Research Programme 30 English Australia Research Research ‘a ground-breaking‘a development’. International Education for what the IEAA described as Australia (IEAA) Award for BestPractice/Innovation in received anInternationalEducation Association of English Australia, together with Professor Burns, when representatives from Cambridge Englishand Action Research Programme was formally recognised recognition isgrowing. In2013, the success of the been published widely, andnationalinternational professional development. Research findings have engagement with academicresearchers, and enhanced development of teacher peernetworks,greater teachers inanumber of ways, including the professionalismraised the of ELICOS Australian English Australia reported that the Programme has South Wales.New Professorbyprovided Burns ofthe UniversityAnne of and professional Expertinput support. was also teachers, while Cambridge Englishprovided material Australia liaises with itsmembers and with individual The Action Research Programme has academic researchers, and enhanced encouraged greaterencouragedwith engagement helped develop teacher peer networks, peer helped develop teacher professional development. Australia AUSTRALASIA 31 New Zealand properly prepared for success for prepared properly Hugh Fenemore, Centre Examinations Manager, Examinations Manager, Centre Hugh Fenemore, DynaSpeak Auckland ensure international students are international students are ensure at secondary school. Cambridge English Qualifications … Cambridge English primarily from China, Taiwan and , Taiwan and the exams China, from primarily (A2 basic from skills communication test English for (B2 First to upper-intermediate Schools) for Key Schools) using tasks to tailored specifically school-aged and appropriate a more creating thereby candidates, this age group. for test accurate more therefore taken in exams were first 2013, candidate Since the numbers have doubled, with Auckland Grammar School Qualification as proof Cambridge English accepting a of the to enter ability As a required class. mainstream a developed DynaSpeak has also the process, of part language school with renowned relationship strong programmes which runs preparation Kiwi English, The two times each year. the exams two to three for schools more encourage to now hope organisations Cambridge English to introduce New Zealand across the At their admissions procedures. Qualifications into Qualifications are Cambridge English time, as all same of Common mapped onto the European Framework the DynaSpeak and Languages (CEFR), for Reference the New Zealand supports Kiwi English programme of objective aligning Authority’s English Qualification language levels with the CEFR.

DynaSpeak The DynaSpeak Auckland centre now holds online now holds centre Auckland The DynaSpeak Schools, B1 Preliminary for A2 Key for exam sessions Candidates are Schools. for First Schools and B2 for ‘by using internationally recognised Cambridge English recognised using internationally ‘by schools, DynaSpeak has set an for Qualifications example other intended to encourage school partners international students ensure to tests to use appropriate success at secondary school.’ for prepared properly are DynaSpeak operates across New Zealand and first first New Zealand and across operates DynaSpeak Cambridge English Qualifications offered when Hugh Examinations Centre as company the joined Fenemore Cambridge English the of Aware Manager in 2013. as established DynaSpeak Hugh quality, for reputation the use pioneering before centre, Cambridge English a the schools in for Qualifications Cambridge English of entry to students for assessment of overseas applying School, one of the Grammar Auckland most testing of first This pre-entry was the its kind in the to Hugh – and – according region, Australasia whole Leading New Zealand language school DynaSpeak Leading New Zealand language school Cambridge English of the use is pioneering schools to establish the for Qualifications English students language of overseas to hoping proficiency enter the Auckland Grammar School. prestigious prestigious in the country. English testing for secondary for testing English entry school Evaluating English language tests for graduate admissions to Master's programmes

State Examination Center (SEC) Azerbaijan

We undertook a detailed and robust analysis of the SEC test, drawing on our extensive experience of English language assessment, and our track record of developing internationally recognised tests aligned to the CEFR. Our analysis recognised SEC’s skill in developing a relevant and valid test, and identified those areas now in need of development and improvement. Our recommendations included a review of the guidelines used when creating new task types, in order to maintain test quality, and an analysis of the support required to ensure the test remained aligned with the CEFR.

EUROPE Our global reputation in assessment design and the Azerbaijan’s State Examination Center (SEC) asked knowledge of the CEFR made us the ideal partner Cambridge Assessment English to review the English in this project. We launched the review process language component of its Graduate Admissions in August 2017 and by the following December Examination, used to assess applicants to Master's we had delivered our detailed report to SEC. Our programmes at Azerbaijan universities. The five- conclusions and recommendations gave SEC both month project considered a wide range of test criteria ‘quick wins’, to enable immediate test improvements, and resulted in a report which detailed opportunities and detailed recommendations for a longer term for immediate improvements, and provided revision programme to ensure the test maintained guidelines for longer-term test development. its reputation and sustained its alignment with international standards. SEC has been responsible for administering admissions to Azerbaijan universities since 2015. It developed its Graduate Admissions Examination in order to specifically assess the abilities of applicants to Master's degree Our global reputation in assessment programmes, including their English language skills. After design and the knowledge of the two years of implementation, SEC asked Cambridge CEFR made us the ideal partner in English to undertake a comprehensive evaluation of the this project. English language component of the Graduate Admissions Examination, including a review of test content, an analysis of the questions and testing tools being used, and of the test’s alignment to Level B1 in the Common European Framework of Reference (CEFR).

32 Auditing a high-stakes national school English test

Foundation Innove Estonia

As Innove is an ALTE member (the Association of Language Testers in Europe, as is Cambridge English), best practice assessment methodologies were already in place and so the Cambridge team focused specifically on examiner management and operations. We reviewed all aspects of the test development process, including test construction and CEFR alignment, and provided detailed recommendations for further enhancements. We also ran a series of bespoke

training workshops in order to transfer knowledge EUROPE from Cambridge experts to the Innove team, thereby building local capacity. The workshops, held in-country, focused on the production of test items aligned to the CEFR, following our recommendations. Cambridge Assessment English has delivered a comprehensive audit of the Year 12 English test Feedback has been very positive: Innove was very used in state schools across Estonia. Working with satisfied with the project and is keen to work with Estonia-based education competency consultancy Cambridge again, while workshop delegates all rated Foundation Innove, the Cambridge team considered the sessions either good or excellent. key aspects of the test, provided recommendations for future test enhancements, and delivered knowledge transfer workshops designed to build local capacity.

Foundation Innove co-ordinates and promotes general “It is important for Foundation Innove and vocational education across Estonia, including to offer internationally recognised English language testing of all four skills (reading, tests and exams whilst also continuing writing, speaking and listening). Innove currently to improve their quality. Collaborating develops and administers state school English tests with Cambridge Assessment English at two key stages – the end of basic education (for on our English tests has enabled students aged 15), and upper secondary (for Year 12 Innove and Cambridge to share good – students aged 18). The Year 12 test, which targets practice and learn from each other Levels B1 and B2 on the Common European Framework about the latest trends in teaching and of Reference (CEFR), is used by many students to assessing languages.” support entry to university both in Estonia and Birgit Lao, CEO of Foundation Innove overseas. This is therefore a high-stakes test and as a result Innove considers external evaluation essential for ongoing development and to ensure the test continues to meet international standards. In 2017, Innove therefore asked Cambridge English to audit the quality of its Year 12 test development and administration process, and to make recommendations for future revisions.

33 Study on comparability of language testing in Europe

European Commission Europe

Results showed that there is currently huge diversity across national language examinations, with important differences observed in terms of constructs, inferences made from results, populations taking the exams and the measurement characteristics of the tests. It was concluded that comparing national language tests to monitor students’ proficiency in foreign languages can only be effective if results of the tests are expressed in a uniform format, and enjoy the same degree of validity and reliability across all countries and test sessions.

This study allowed the European Commission to suggest further initiatives and measures to promote EUROPE multilingualism and enhance the quality and efficiency In 2015, Cambridge Assessment English delivered of language learning and teaching across EU Member a study to the European Commission assessing the States. Particularly, this study emphasised the comparability of national language tests across importance of the Common European Framework Europe. The aim was to examine the feasibility of of Reference (CEFR) as an effective framework using existing data collected by each EU Member for comparability, and Member States have been State to monitor secondary school pupils’ encouraged to implement measures which would development of language competences, as suggested enhance the alignment of their language teaching and in the 'Conclusions on Multilingualism and the testing systems to the CEFR. Development of Language Competences' adopted in May 2014 by the Council of the European Union.

Cambridge English worked in close collaboration This study allowed the European with the European Commission and with language Commission to suggest further education experts from EU Ministries of Education initiatives and measures to promote to critically analyse data previously collected by multilingualism and enhance the the Eurydice network about existing language tests quality and efficiency of language in Europe. On the basis of this data, 133 national learning and teaching across EU language examinations from 33 jurisdictions within Member States. the 28 EU Member States were selected and included in this study. Further data had to be collected through close liaison with the different ministries of education regarding the technical characteristics of the tests and all procedures for the exams’ creation, administration and validation. The languages considered in this study were all EU official languages studied by more than 10% of secondary students in each EU Member State as a foreign language (English, French, German, Spanish, Italian, Dutch and Swedish).

34 European Survey on Language Competences

European 16 participating countries or regions Commission

The Survey focused on the two most widely taught official European languages (out of English, French, German, Italian and Spanish) in each country from a representative sample of pupils in their final year of lower secondary education.

53,000 students enrolled in schools in 16 participating countries or regions were assessed in the Main Study in 2011 and the test results related to the Common European Framework of Reference (CEFR). The administration of the Survey and analysis of the data

has been completed and a report was submitted to the EUROPE Commission in February 2012.

We co-ordinated and managed SurveyLang and provided the English language testing component. The other SurveyLang partners were: Centre International d’Études Pédagogiques (CIEP); Gallup; Goethe-Institut; Instituto Cervantes; National Institute for Educational Measurement (Cito); Universidad de Salamanca; and Cambridge Assessment English led an international Università per Stranieri di Perugia. team of experts in the fields of language assessment, questionnaire design, sampling, translation processes SurveyLang developed many innovative and exciting and psychometrics to deliver a unique languages new approaches and processes to deliver this project, survey for the European Community. particularly in developing collaborative language tests and in the software systems used to deliver the In 2008, following a competitive tender process, Language Test and Questionnaires. SurveyLang, a consortium of eight expert organisations, was chosen to carry out the European Survey on This ground-breaking work revolutionised Language Competences. understanding of how languages are taught and learned throughout Europe and is a key tool for European The Survey, the first of its kind, was proposed by governments to use when developing language- the European Commission to provide data about learning policies. the demographic, social, economic and educational situations that affect linguistic proficiency. There was no existing comparable data of this kind. This ground-breaking work revolutionised understanding of how languages are taught and learned.

35 Cambridge English Certificate: The French Ministry of National Education

Ministry of National Education France

We developed the Cambridge English Certificate (CEC) specifically for the project. It was designed to assess at CEFR Levels A2 and B1.

Benchmarking against the CEFR provided a practical tool for setting standards to be attained at successive stages of learning, and enabled data to be compared across qualifications in different languages – the Ministry of National Education had widened the project to include German, English and tests.

We provided a range of support services during the implementation of the exam, including training and EUROPE co-ordination for test administrators and training, seminars and support materials for teachers.

Cambridge Assessment English developed a tailor- Since its launch in 2008, over made English language test as part of a nationwide 300,000 students have taken the scheme to improve French school-leavers’ second- Cambridge English Certificate, language ability. enabling a significant proportion of French high school students to obtain Following a competitive tender process, we were a bespoke certificate at B1 language awarded the contract to provide English language level, and improve their chances in certification in state secondary schools across France higher education and work. by the French Ministry of National Education.

The contract requirement was to develop an English language examination to be taken by students in their final year of obligatory schooling (age 16) that was linked to the Common European Framework of Reference (CEFR).

36 French schools intercultural programme

Mission laïque française schools France

Around 3,000 students now take a Cambridge English Qualification each year.

Cambridge Assessment English set up a joint baseline research study with Mlf to assess the impact of the introduction of our qualifications in Mlf schools. Conducted in October and November 2011, it captured stakeholder views and expectations for the learning, teaching and assessment of English.

Data from the study showed a high level of optimism

from all stakeholders in response to the introduction EUROPE of Cambridge English Qualifications. They felt the communicative approach adopted by Cambridge English complemented the learners’ language-learning preferences and the development of the language skills Mission laïque française (Mlf), a global network that the learners valued. of 125 French schools, has introduced a number of Cambridge English Qualifications into their Students and teachers both felt that listening and curriculum, helping to develop the teaching of speaking were the important skills for second language English at primary and secondary levels for around learning and were the most important aspects to spend 50,000 pupils globally. time on in class.

Mlf is a non-profit educational association of Recommendations from the impact study will help international primary and secondary schools operating shape the development of Mlf’s management, teaching throughout four continents. and learning strategies to support the achievement of their long-term learning objective of raising standards Mlf aims to spread the French culture and language in English language learning. throughout the world, through secular, multilingual and intercultural teaching. Mlf promotes the notion of deux Data from this study showed that there was a high cultures trois langues (two cultures and three languages), level of optimism from all stakeholders in response to which is achieved by the learning of French, the local the introduction of Cambridge English Qualifications. language and English from an early age.

Mlf encourages their schools to start teaching English earlier than in the standard French curriculum and also Data from this study showed that introduce the teaching of subjects through English. there was a high level of optimism from all stakeholders in response to In the 2011/12 academic year Mlf chose to adopt a the introduction of Cambridge range of Cambridge English Qualifications for students, English Qualifications. to assess all four language skills, ranging from Pre A1 to C2 of the Common European Framework of Reference for Languages (CEFR).

37 Language assessment in German state schools

Education Ministries in Baden-Württemberg, Bavaria, Berlin, Nordrhein-Westfalen, Germany Saarland and Saxony

In addition, Cambridge English provided ongoing, tailored teacher support and training, and has supported the training of teachers as Speaking test examiners in Baden-Württemberg and Bavaria. ‘One- off’ testing exercises are also a regular activity; in Berlin, for example, past papers were used to assess the ability of over 10,000 Grade 10 students.

With the Cambridge English team evaluating the success of all large school projects, Cambridge English Qualifications are now used by a growing number of state school education systems, and are also formally referenced in German Federal Education Ministry standards documents. EUROPE

Cambridge Assessment English worked with state ministries of education across Germany to provide access to Cambridge English Qualifications for state “My students take B2 First for a variety school students. of career-based reasons or simply for the structure and recognised Germany’s foreign language evaluation standards are achievement this certificate will closely tied to the Common European Framework of offer them.” Reference (CEFR), and an increasing number of state education ministries now offer external certification Susanna Akehurst, Berlin School of English of English language skills in addition to German qualifications.

A mapping exercise, undertaken by Cambridge English, showed that Cambridge English Qualifications were highly compatible with the German approach to language learning, also meeting a requirement for exams relating to specific levels within the school curriculum. As a result, B1 Preliminary for Schools, B2 First for Schools and have been introduced in a number of state schools as an optional extra qualification.

The first exam sessions were undertaken in 2001, in Baden-Württemberg, by Grade 9 students; since that date, provision has expanded across the country, with – for example – thousands of students in Nordrhein- Westfalen taking a Cambridge English Qualification in 2013.

38 Motivating English language learning

Cultural Ministry, Federal State of Saxony Germany

the time of its launch, not least from former Saxony Culture Minister Roland Wöller who stated: ‘This internationally recognised English qualification is highly regarded and enables access to attractive job opportunities. It is a great opportunity for our students; this special language support leading to a recognised qualification is an additional offer at the middle schools in Saxony, making them ever more attractive.’

B1 Preliminary for Schools continues to be used in middle schools across Saxony, and has been a great

success for all involved. Cambridge Assessment EUROPE English commented: ‘By collaborating closely with our colleagues we have been able to implement a system that is backed by expert knowledge and has the resources to benefit as many students as possible.’

Since 2010, B1 Preliminary for Schools has been used to motivate English language learning in order to improve career prospects for middle school students. “This internationally recognised The Cultural Ministry of the Federal State of Saxony English qualification is highly regarded and our authorised test centre in Leipzig launched the and enables access to attractive job bilingual initiative in 2009. This agreement meant that opportunities. It is a great opportunity B1 Preliminary for Schools was used across middle for our students.” schools in Saxony. Roland Wöller, former Saxony Culture Minister Although Cambridge English Qualifications were already taken in many of the region’s secondary schools, this was the first time they would be used at middle school level.

The aim was to encourage the earlier acquisition of English language skills, reward those skills with an internationally recognised qualification, and thereby to improve middle school students’ workplace prospects by providing potential employers and education institutions with clear evidence of language skills achieved.

The project was initially trialled in four pilot schools before being rolled out to 27 middle schools during 2010, including schools in all the major cities in the region. The initiative received considerable praise at

39 Italian language project supports youth mobility

The Ministry of Education, Universities and Research (MIUR) Italy

We collected English language teaching data from students and teachers in elementary and secondary schools throughout Italy. Our initial findings were delivered to the MIUR in 2003 and were widely published.

Our impact studies are iterative and focus on long- term effects and consequences over time. In 2010, 10 years after the original PL2000 impact study, we revisited the same regions, schools and even some of the same participants to find out about changes since the adoption of PL2000.

We gathered data that was directly comparable with the findings of the original study, which revealed that EUROPE The Progetto Lingue 2000 (PL2000) was a major learners were showing the effects of their greater day- language education project of the Italian Ministero to-day contact with English outside of school. The use della Pubblica Istruzione (MPI), now the Ministero of IT and multimedia by teachers and learners in ELT dell’Istruzione, dell’Università e della Ricerca (MIUR). classrooms was shown to have increased significantly (part of the early aim of PL2000). We found that the Under PL2000, students in elementary and secondary teaching of English was beginning at an earlier age education were given the opportunity to gain throughout Italian schools. Perhaps unsurprisingly, the internationally recognised certificates in English, number of students achieving higher Common European French, German or Spanish, with financial support from Framework of Reference for Languages (CEFR) levels had the state. improved significantly since 2001/02.

Cambridge English Qualifications are recognised The PL2000 project has had a strong impact on the internationally and can be used not only as part of number of school-aged students taking A2 Key and B1 the Italian school system, but also for international Preliminary exams in Italy. In 1999, there were fewer purposes to support mobility. This met the Ministry’s than 2,000 A2 Key candidates of all ages and fewer objective for provision with ‘added value’. than 8,000 B1 Preliminary candidates. By the time the second PL2000 impact study launched in 2010, A2 Key Cambridge Assessment English established a local entries had risen to nearly 25,000 and B1 Preliminary team of teacher-trainers across Italy, running over to just under 50,000 candidates. 150 seminars between January 2000 and June 2001. Over 2,500 teachers per year were reached through the seminar programme and dedicated material was developed to respond to Italian teachers’ needs. Learners were showing the effects of their greater day-to-day contact with Shortly after the project began, we carried out a study English outside of school. of the impact of the PL2000, to analyse the effects and consequences of using our exams and to ensure they remained appropriate to the needs of the growing range of language learners in Italy.

40 Raising standards through benchmarking and teacher development

Ministry of Education and Employment Malta

the trainer’ course to develop capacity and established a group of ‘master trainers’ who then worked alongside senior MEDE training experts.

Cambridge English also worked directly with teachers to help them develop the skills they needed to teach English effectively, and gave them the opportunity to gain internationally recognised teaching qualifications. These included the Cambridge English Certificate in

English Language Teaching (CELT) for both primary and EUROPE secondary levels, and TKT (Teaching Knowledge Test) designed to improve classroom-based teaching practice.

The Partnership Project was formally completed in July 2017; the results of the benchmarking study were used Cambridge Assessment English successfully to inform curriculum reforms, learning outcomes and delivered a two-year benchmarking and teacher teaching practice, while MEDE continues to deliver development project for the Ministry of Education the teacher development programme following the and Employment (MEDE) in Malta, to support Cambridge English model. MEDE’s strategic vision for a robust bilingual education system.

In order to raise standards of English language The resulting Malta Ministry of proficiency within Maltese schools, MEDE asked Education Partnership Project Cambridge English to determine current levels of comprised two phases – benchmarking English among primary and secondary students and and capacity development – delivered to devise a professional development strategy to build over two years. capacity and confidence across the English language teaching community.

The resulting Malta Ministry of Education Partnership Project comprised two phases, delivered over two years. In phase one, Cambridge English undertook an extensive benchmarking study which analysed the English ability of over 1,200 students. The study looked at linguistic performance across all four language skills (reading, writing, listening and speaking), and also reviewed results by gender and by school type.

Phase two focused on the delivery of a continuous professional development programme for both experienced and less confident English teachers. As part of the programme, Cambridge English provided a ‘train

41 Benchmarking English skills to improve national curricula

Nationaal Expertisecentrum Leerplanontwikkeling (SLO) The Netherlands

education in the Netherlands. Cambridge Assessment English was asked to deliver this part of the project as it could offer a high-quality, face-to-face speaking test for all the ability levels defined by the SLO.

The Cambridge Assessment English speaking test was used to map student ability against every CEFR level, from A1 to C2. A sample of 1,732 students, in 40 schools, took the speaking test, with Cambridge Assessment English also sourcing, training and managing the team of experienced examiners required to deliver this complex testing programme.

EUROPE When testing was completed, Cambridge English produced a detailed report in which results were analysed in terms of CEFR level, and in the contexts of gender, province, first language and educational stream. The report also included a series of Cambridge Assessment English worked with the recommendations for SLO, which were used to inform Netherlands institute for curriculum development the next stage of the curriculum planning process. (Nationaal Expertisecentrum Leerplanontwikkeling – SLO) to deliver and administer a speaking test in schools across the country. Test results enabled SLO to benchmark spoken English ability within Cambridge Assessment English could the secondary school system, the first time English offer a multi-level test focused on speaking skills had been formally assessed in this way. speaking skills.

SLO was tasked with delivering new and improved English language curricula for the national secondary education system in the Netherlands, for students in vocational or general streams, and at pre-university level. The aim was to improve the quality of learning outcomes, and therefore raise proficiency levels, by aligning national curricula with the Common European Framework of Reference for Languages (CEFR). To achieve this goal, SLO first had to establish the performance levels attained by current students, determine whether these levels met existing targets, and then map current performance against the CEFR. A key part of this benchmarking project was the assessment of English speaking ability – the first time this specific skill had been formally tested in secondary

42 Improving secondary school English standards

Ministry of Education and Science, Office of Educational Assessment Portugal

following year, after the 2014 report recommended that this exam should be used in Grade 9.

The project also involved the recruitment of in- country examiners and trainers, and the development of a marking and administration strategy capable of handling the large numbers of students taking the exam.

IAVE offered teachers the opportunity to take the Cambridge English Teaching Knowledge Test (TKT).

As part of the project, Cambridge English undertook EUROPE a study to examine the impact of Cambridge English Qualifications for schools on Portuguese schools and other stakeholders. The study was designed to investigate Cambridge Assessment English and the Portuguese candidate performance, but also motivation and Ministry of Education and Science have collaborated stakeholder attitudes at both the micro level (learning on an ambitious project designed to help secondary and teaching) and at the macro level, encompassing school pupils reach international standards in schools, parents and carers, and other stakeholders. English by using Cambridge English Qualifications. The overall results of the 2014 report were positive, Launched in 2014, the joint venture was a direct with over half of Grade 9 students achieving A2 or response to Portugal’s relatively poor performance (in higher. The 2015 report identified a similar response to terms of English skills) in the EU’s first European Survey the 2014 report, with students demonstrating general on Language Competences. Following the Survey, the enjoyment of English and a willingness to engage with Ministry of Education and Science asked Cambridge English outside of the classroom. English to work with IAVE, the Instituto de Avaliação Educacional (Office of Educational Assessment) to While this project has come to an end, we continue introduce A2 Key for Schools as a mandatory exam for to explore areas for collaboration with the Ministry of Grade 9 students across the country. A2 Key for Schools Education and Science and IAVE on improving English is a basic level qualification that shows a student has language education. made a good start in learning English and can use the language to communicate in simple situations. The Portuguese education system was the first in the world to use Cambridge English Qualifications in this The Portuguese education system way, with A2 Key for Schools acting as a mandatory is the first in the world to use a diagnostic assessment of students in basic education Cambridge English Qualification as a (diploma do ensino básico). mandatory exam.

On 30 April 2014 we ran the largest ever Cambridge English Qualifications exam session, with around 120,000 Portuguese pupils taking A2 Key for Schools, all on one day. A similar number of students across Portugal took the B1 Preliminary for Schools exam the

43 Analysing English skills in Basque schools

Basque Institute of Evaluation and Research in Education Spain EUROPE

Cambridge Assessment English delivered a three- tested on reading and listening skills, with testing year project to determine current levels of English extended to writing skills, and speaking (for a smaller in the Basque school system, with results used to sample) at secondary level. The benchmarking tasks set final target levels for primary and secondary all reflected authentic English usage, were drawn from school students. the Cambridge English item banking system, and were fully calibrated to align with the Common European Cambridge English team worked closely with the Framework of Reference for Languages (CEFR). Basque Institute of Evaluation and Research in Education (ISEI-IVEI), which also commissioned the Implementation of the benchmarking project took study. ISEI-IVEI, which has close links with the Basque place between 2011 and 2014, with more than 1,000 Ministry of Education, is responsible for evaluating primary students and 500 secondary students assessed the non-university educational system, promoting each year. educational research in the non-university sector, and providing a documentation and resource service related The report was ultimately able to set final achievement to education. levels for students leaving primary and secondary education. The report also suggested progression steps Since 2004, ISEI-IVEI has been analysing English skills – for future academic years. principally at primary level – in both state-funded and private schools where teaching is mainly delivered in Basque and Spanish. In 2011, a trilingual programme was launched with the aim of improving students’ Cambridge Assessment English was Basque, Spanish and English skills with a target of 20% commissioned to design, produce increase in tuition in each of the three languages. and implement English language benchmarking tests for primary and After the launch of the programme, Cambridge English secondary-level students. was commissioned to design, produce and implement English language benchmarking tests for primary and secondary-level students. Primary students were

44 Benchmarking English within trilingual schools

Kristau Eskola Spain

In 2009, Cambridge English undertook a benchmarking exercise designed to evaluate English levels among Kristau Eskola students. A voluntary exercise open to all schools within the network, the benchmarking process used a bespoke test – developed by Cambridge English – specifically designed to assess the English language abilities of students at both primary and secondary levels. Twenty-two schools took part in the exercise, with results indicating the skill areas in which students performed well, and those areas where more work was required. EUROPE The results allowed individual schools to set achievable targets and therefore to develop English language programmes accordingly. In particular, by breaking down results by skill, schools were able to identify areas on which to focus in the future.

As part of a long-term relationship with the Basque Kristau Eskola schools network, Cambridge The results of the benchmarking Assessment English undertook a benchmarking exercise allowed individual schools exercise to assess English levels achieved within a to set achievable targets and trilingual education programme. therefore develop English language programmes accordingly. The Kristau Eskola network comprises over 150 schools, teaching more than 83,000 students across the Basque Country. Cambridge English has worked with Kristau Eskola for many years, and since 2008 has delivered a wide range of English exams for its students and professional qualifications for its teachers.

Kristau Eskola prides itself on being at the forefront of education within the region, and as part of this sets itself ambitious targets for English language learning. In order to achieve these goals, Kristau Eskola operates a Basque Trilingual Programme designed to raise proficiency levels in Basque, Spanish and English, with target English levels set for each stage of the education system, and linked to specific Cambridge English Qualifications.

45 Bilingual English Development and Assessment programme

FERE-CECA Madrid Spain

We have been the official provider of external certification for this project since 2008. The full range of Cambridge English Qualifications is offered to students according to their age and ability, and our Teaching Knowledge Test (TKT) is used to evaluate teachers’ skills.

In 2014 the first phase of a research project measured the effectiveness of the BEDA programme and the use of Cambridge English Qualifications. The Phase 1 report demonstrated positive perceptions of the programme from teachers, students and parents. Student and teacher motivation and confidence in using English EUROPE are seen to have increased. Teachers appreciate TKT’s international recognition, and believe they are more aware of student strengths and weaknesses. Students feel their proficiency has improved. Cambridge Assessment English is working with a network of schools across Spain to implement the The project also identified future improvements such as bilingual education programme BEDA (Bilingual the introduction of tailored teacher training sessions to English Development and Assessment). FERE-CECA meet the diverse needs of the teachers involved. Madrid initiated the programme to improve efficiency in language education within the school network, and The second phase of the research is currently underway, it has now grown to include 650 schools. designed to coincide with the tenth anniversary of the BEDA programme. The BEDA programme has three key components: assessment for students and teachers (provided by In 2012, BEDA received the European Language Label: Cambridge English), a teacher training programme and an award that encourages new initiatives in the field the promotion of a bilingual ethos. Schools develop a of teaching and learning languages, rewarding new bilingual programme based on increasing the number techniques in language teaching, spreading awareness of hours dedicated to English and using a Content and and thereby promoting good practice. The European Language Integrated Learning (CLIL) approach in other Language Label is awarded every year to the most subjects. FERE provides native-speaker English language innovative language-learning projects in each country assistants to work in each of the BEDA schools. participating in the scheme, and is co-ordinated by the European Commission. The BEDA programme aims to gradually introduce bilingual education and to boost and extend language use within schools, as well as in the curriculum. In the long run it is hoped that the majority (80%) of Student and teacher confidence secondary school learners will leave school having in using English are seen to have achieved Level B2. increased as a result of the programme.

46 Introducing English into the curriculum

Attendis School Group Spain

Before the 2008 agreement around 1,300 Attendis students took a Cambridge English Qualification every year. However, since the qualifications were brought into the core curriculum candidature has risen steadily, and now more than 3,750 students annually are taking Cambridge English Qualifications.

Results have proved extremely positive, with one school in Cádiz province reporting a 100% pass rate. In the wider context, the agreement has also helped bring high-quality English language assessment within the

reach of many more pupils across Andalucía, one of the EUROPE most extensive and populous regions of Spain.

The Spanish private schools group Attendis has introduced Cambridge English Qualifications into Since the qualifications were brought its core curriculum – from primary through to pre- into the core curriculum candidature university – while also using Cambridge Assessment has risen steadily, and now more English teaching qualifications and courses to guide than 3,750 students annually take its teacher training programme. Cambridge English Qualifications.

The Attendis group, located in Andalucía in southern Spain, educates more than 12,000 students a year in over 20 schools, and also employs around 700 teachers. Attendis has been a Cambridge English exam preparation centre since 1999. At first, Cambridge English Qualifications were offered as an optional extra but in 2008 the group decided to incorporate English exams into its core curriculum, and asked Cambridge English to deliver qualifications relevant to all its students, from primary through to upper secondary level. As a result, Pre A1 Starters, A1 Movers and A2 Flyers are used as a starting point for young students, who then progress to A2 Key and B1 Preliminary, eventually going on to take B2 First towards the end of their school career.

In addition to examinations for students, Cambridge English also helped Attendis develop an English teacher training programme focused on TKT (Teaching Knowledge Test), a qualification used to formally recognise teaching skills and experience.

47 Investigating the impact of Cambridge English Qualifications

Fomento de Centros de Enseñanza Spain

teacher training at the university. The research will then move on to measure impact within Fomento schools by investigating stakeholder attitudes to, and perceptions of, Cambridge English Qualifications, and to assess the effect of these exams on issues such as learner and teacher motivation, learner progression and parental involvement.

Study findings were delivered in October 2014, and – given Fomento’s single-sex model of education – may also be used to compare English language development between boys and girls, and compare the Fomento group’s performance with co-educational models of EUROPE language learning and teaching.

Cambridge Assessment English has embarked on an in-depth study to understand the impact of Cambridge English Qualifications within the Spanish The research will investigate school group Fomento de Centros de Enseñanza. stakeholder attitudes to, and perceptions of, Cambridge English The Fomento group is a network of 35 Christian single- Qualifications and the effects of sex schools catering for around 23,000 students. Many these exams on issues such as learner Fomento schools have encouraged their students to and teacher motivation, learner take Cambridge English Qualifications, on a voluntary progression and parent involvement. basis, since 1995, but in 2012 Fomento became the first Spanish school chain to formally introduce Cambridge English Qualifications into its official school curriculum. In order to assess the effect of this decision on all stakeholders, Cambridge English is undertaking an impact study, launched in 2013, which will examine the effect of Cambridge English Qualifications at primary and secondary levels, using questionnaires, interviews and focus group activities with both teachers and students.

Research will begin with an assessment of impact within teacher training at Villanueva University in Madrid, the part of the Fomento group which delivers teacher training to both current and future Fomento teachers. Cambridge English will investigate the effects on teaching practices resulting from the introduction of Cambridge English Qualifications into the curriculum, with findings used to inform future

48 Spanish teachers’ perspectives on teaching exams for young learners

University of Navarra Spain

to make student progress in English more visible to parents. It was seen as the first steps on the ladder to further internationally recognised qualifications, but also as a way to access external assessment.

The research also showed that Pre A1 Starters, A1 Movers and A2 Flyers were regarded as improving motivation among both teachers and students, encouraged by the impetus of external assessment, and

also by the availability of practice material. Teachers EUROPE also welcomed the exams' balanced approach to learning different language skills, and their value as a diagnostic tool.

With English teaching now a priority for Spanish Impact on teaching practice was considered highly schools, researchers have shown the positive impact positive; the exams often fitted seamlessly into existing Cambridge English Qualifications for young learners practice, with some teachers noting that they had are having on English teachers working in Navarra. encouraged them to use newer textbooks, and to address different language skills more equally. This was Pre A1 Starters, A1 Movers and A2 Flyers are designed a particularly important finding; it shows the potential for students in primary education. Although their of Pre A1 Starters, A1 Movers and A2 Flyers as a impact in Spain has been the subject of earlier studies, strategy to ensure a balanced approach to the teaching researchers Ruth Breeze and Hanne Roothooft, from of English language skills, addressing existing concerns the University of Navarra, focused specifically on that some skills are considered more important than teachers in Navarra, a region where candidate numbers others in current English language teaching in Spain. for the exams have grown steadily in the last 15 years, reflecting similar growth across Spain.

Using a qualitative approach, the research team Teachers welcomed the balanced undertook in-depth interviews with 22 primary school approach of Pre A1 Starters, A1 Movers teachers, asking why they had chosen to include Pre and A2 Flyers to learning different A1 Starters, A1 Movers and A2 Flyers within their language skills, and their value as a curricula, and about the impact of exam preparation on diagnostic tool. classroom practice.

Overall, the research revealed a very positive attitude from all those interviewed. Teachers welcomed the wealth of support material available and also noted the positive effects the exams had on student motivation. The research revealed that the reasons why the exams for young learners were chosen was because they were used as a way to keep up with other schools, and

49 Testing English in a bilingual programme

Comunidad de Madrid Spain

could benchmark the levels being attained by these students in all skills against the CEFR. In the first year, 1,660 students took either A2 Key for Schools or B1 Preliminary for Schools. In 2017, this had grown to almost 13,000 students.

As the Madrid Bilingual Programme expanded into secondary schools, B2 First for Schools and C1 Advanced were added to assess pupils in the fourth year of secondary education (the last year of compulsory education), thereby measuring English proficiency before students enter Bachillerato (a two-year post- compulsory course leading to university entrance). In 2017, over 1,200 students sat C1 Advanced, and over In an agreement with the Comunidad de Madrid, 3,000 took B2 First for Schools. A further 4,000 took EUROPE Spain, Cambridge English Qualifications are being A2 Key for Schools or B1 Preliminary for Schools in used as an external assessment of the effectiveness secondary education. of the region’s bilingual programme. The use of Cambridge English Qualifications within the In order to raise levels of English in state schools across bilingual programme has prompted significant teacher the region, the Comunidad de Madrid implements training for the schools involved, and widespread a bilingual education programme based on a CLIL changes to school curricula in order to absorb the new approach (Content and Language Integrated Learning), English content required. Such has been the success where up to 50% of the curriculum is taught in English. of the agreement, which is now renewed annually When first launched in 2004, 26 schools took part, by public tender, the numbers of students tested but now over 400 schools – some 300 primary and continues to expand every year. around 100 secondary – implement the programme, representing around 50% of all school places in the In addition to the results, Cambridge English provides region. The Comunidad sets a standard target of Level the Comunidad with a detailed report each year on the A2 on the Common European Framework of Reference performance of their students, with recommendations (CEFR) for pupils leaving primary school within the for future development within the programme. bilingual system, with those achieving this level going on to a ‘bilingual section’ at secondary school, where up to 50% of classroom teaching is in English, and a special advanced syllabus is provided for the English The Comunidad de Madrid signed language classes. Students below A2 level continue to an agreement with Cambridge receive a bilingual education, but with fewer subjects Assessment English to provide an exit taught through the medium of English, and a less- test for primary school students, and demanding English language syllabus. to assess secondary school students before they take the Bachillerato. In 2010, when the first cohort of Madrid Bilingual Programme students reached the end of primary education, the Comunidad turned to Cambridge Assessment English to provide exit tests which

50 Improving large-scale English testing quality

Center for Educational Quality Assessment Ukraine EUROPE

Cambridge Assessment English has completed a Regarding the Reading and Use of English components, comprehensive evaluation of the Ukrainian pre- Cambridge English suggested a review of current university ZNO English test, the first project in a test construction, including standardisation and potentially longer-term collaborative relationship formatting. For Writing, the recommendations covered between the two organisations. test production, assessment and administration. This included suggestions for the standardisation of writing The Ukrainian ZNO test is a large-scale national tasks, the revision of assessment criteria, and the admissions test for university applicants, taken annually support for Writing test assessors. The latter ranged by around 60,000 candidates across Ukraine. The test from improved training to better test standardisation comprises of three sections, Reading, Use of English, and monitoring. The Writing assessor recruitment and Writing, and is set at Level B1 of the Common strategy was also addressed. European Framework of Reference for Languages (CEFR), the level of the B1 Preliminary qualification. In addition, Cambridge English suggested that Listening and Speaking components should be added to the In 2014, the Ukrainian Center for Educational ZNO test. These components would enable the test to Quality Assessment asked Cambridge English to reflect a wider range of CEFR criteria, thereby further undertake an evaluation of the ZNO test and to make enhancing its validity as an assessment of ability at recommendations for changes that would improve CEFR Level B1. test ‘validity’ (to ensure test results accurately reflect test takers’ true level of ability). To assess the ZNO test, Cambridge English scrutinised four live test versions (taken from 2011 to 2014), and also an English Cambridge Assessment English translation of the 2014 Test Specification booklet. undertook an evaluation of the Analysis focused on the compatibility of the ZNO test Ukrainian pre-university ZNO test, and with the requirements of CEFR Level B1, and resulted made a series of recommendations in a series of practical recommendations designed to designed to improve test validity. increase test compatibility with all CEFR levels, and to improve test validity.

51 Supporting transformational reform of state secondary education

Ministry of Education and Science Ukraine

We also collaborated with the British Council and Cambridge University Press on the development and implementation of an innovative online platform for teachers across Ukraine, which provides access to teaching resources and modules, sample test questions, and TKT preparatory materials. The platform has proved so successful that all Ukrainian teachers – around 17,000 – must register before they can deliver the new curriculum to first grade students. The platform can also be accessed by parents and other organisations free of charge. The Ministry is also planning to introduce a new professional development programme for its secondary school English language teachers, with Cambridge EUROPE English professional development qualifications now Cambridge Assessment English, Cambridge recognised as alternatives to courses currently offered by University Press and the British Council have the Ministry. together delivered a major teacher training programme to support the implementation of The reformed curriculum was first introduced in transformative secondary school reforms launched Ukrainian schools in September 2018. Our contribution by the Ministry of Education and Science of Ukraine. has generated significant and positive national media The Ministry’s ‘New Ukrainian School’ reform has coverage, showcasing our expertise in the delivery shifted the focus of Ukrainian education onto 21st of national education reform. The project has also century skills, and introduced communicative demonstrated our ability to collaborate to meet teaching methodologies to improve English language complex challenges, and to provide practical solutions competence. These changes have required an of real value both to national education outcomes and extensive programme of teacher training across individual careers. Ukraine, together with greater access to long-term professional development opportunities.

The teacher training programme was initially piloted in Our contribution has generated 100 selected schools, over one year, before being rolled significant and positive national out nationally. Training was delivered both face-to-face media coverage, showcasing our and through the Cambridge online course, ‘Teaching expertise in the delivery of national Primary Learners Communicatively’, which provided education reform. deeper insights into the communicative approach for teaching English, together with practical ideas for the classroom. We also delivered training on young learner English teaching and assessment, and introduced teachers to two of our best known professional development qualifications, the Teaching Knowledge Test (TKT), and the Certificate in English Language Teaching – Primary (CELT-P).

52 English for refugees and marginalised communities

Jesuit Worldwide Learning Global

To ensure students gained maximum benefit from the GEL programme, JWL wanted to introduce cost- effective tests which could accurately place students in the right classes, and then assess student ability at key stages during the course. Flexibility was vital as JWL centres wanted to test students on site and at any time. CEPT and Linguaskill proved to be the ideal solution. CEPT is an online, on-demand test which quickly assesses current ability in order to accurately place a student in the most appropriate class. Linguaskill – also online and on demand – is specifically designed to assess the abilities of student groups, using an adaptive testing model designed to increase assessment speed and the delivery of results, thereby improving the testing experience.

Jesuit Worldwide Learning (JWL) is using the JWL is currently rolling out both tests across its Cambridge English Placement Test (CEPT) and centres, using Linguaskill to assess its own teachers Linguaskill Reading and Listening modules – both before testing students. Initial feedback has been from Cambridge Assessment English – to place extremely positive, especially the seamless delivery and then assess students from marginalised of online testing to centres in multiple, often societies enrolling onto its Global English remote locations where internet connectivity can be GLOBAL Language Programme (GEL). The two tests will challenging. JWL is committed to expanding GEL and help ensure students have the best chance of its partnership with Cambridge English – it will continue gaining the English skills needed to access to use CEPT and Linguaskill to assess student ability, JWL’s tertiary study curriculum and, in turn, and also plans to introduce Linguaskill into its teacher greater employment opportunities. recruitment programme.

JWL brings high-quality tertiary learning to communities worldwide which have been marginalised by poverty, location, lack of opportunity, conflict or forced displacement. Access to JWL’s tertiary “We had very clear needs. Linguaskill curriculum requires appropriate English skills and and the Cambridge English Placement to develop these skills, around 2,000 students are Test were the perfect fit – they are currently enrolled on JWL’s CEFR-based GEL course, online, flexible and backed by the delivered in over 20 JWL centres – many located in globally recognised academic strength inaccessible regions including Afghanistan and Iraq. of the Cambridge brand.”

Susanna Ablewhite, Global English Language Programme Manager, Jesuit Worldwide Learning

53 Evaluating and assuring an English language policy

Laureate International Universities Global

In 2015, Cambridge English was asked to review and assess the policy according to a range of criteria, including the context of the policy, its implementation, stakeholder expectations, impact, monitoring and evaluation. A team of language assessment and research specialists from Cambridge English visited the UEM campus and reported that the language policy was well drafted and well supported by teachers and staff, including senior university staff who appreciated the benefits the policy could deliver.

Student feedback was also found to be very positive, with students regarding the policy as an important tool for transparency and accountability. The team also found that robust monitoring and evaluation systems were in place and that these provided a Cambridge Assessment English has evaluated strong foundation for quality assurance and further and assured the institutional language policies of policy development. the Universidad Europea de Madrid (Spain), INTI (Malaysia), Stamford International University Overall, the assessment and evaluation report provided (Thailand) and Universidade Anhembi Morumbi by the Cambridge English team gave the essential (Brazil) as part of a long-term collaboration with feedback required to refine the policy prior to full their owner Laureate International Universities. implementation. UEM’s language policy was also developed to reflect the Cambridge English Policy In 2014, Cambridge English supported Laureate Framework, and as a result has become a model used GLOBAL International Universities in the development by other Laureate International Universities when of an English language policy framework, scalable developing their own policies. across the Laureate network of over 80 institutions, and designed to support effective language teaching and learning. As part of this, each Laureate International University was asked to develop a Cambridge Assessment English high-level language policy in order to establish goals, specialists were asked to review and define principles of good practice and determine assess UEM’s language policy and monitoring strategies. report on a range of criteria, from context to evaluation. Universidad Europea de Madrid (UEM) was one of the first Laureate Universities to undertake development of a language policy, overseen by UEM’s Language Centre, which delivers courses in a variety of languages (including English) to over 7,000 students. The Language Centre had worked in consultation with academic leaders and was responsible for co-ordinating policy implementation.

54 Increasing access to English language learning for refugees and asylum seekers

Massive Open Online Course (MOOC) Global

The first MOOC, Aim Higher, supports those forced migrants wanting to study at a UK university. Delivered by MOOC specialist FutureLearn, the three-week course covers admissions, student applications and the post- admissions process, with opportunities to interact with expert moderators and other participants. Aim Higher proved an immediate success, and has now been run twice with over 2,000 participants taking part so far.

The second MOOC, Volunteering with Refugees (again delivered by FutureLearn) was developed with Crisis Classroom, a community interest company which trains refugee educators. Volunteering with Refugees develops an understanding of forced migrants’ Access to English for Refugees and Asylum Seekers, social and linguistic needs, and is designed for those originally a staff initiative at Cambridge Assessment planning to volunteer, or already doing so. Over 8,000 English, is now a major programme of activities participants have registered for the MOOC, a clear designed to improve access to English language indication of its relevance and value. learning and support for refugees and asylum seekers worldwide. The initiative includes two Cambridge English continues to support the GLOBAL MOOCs (Massive Open Online Courses), developed Access to English for Refugees and Asylum Seekers by Cambridge English with partners Techfugees, initiative, and staff presented a summary of the FutureLearn and Crisis Classroom, which have so far programme at the 2018 IATEFL Conference to attracted over 10,000 participants. encourage further collaboration across the English language assessment community. As world leaders in English language education, Cambridge English staff knew they were ideally placed to help refugees and asylum seekers (also known as forced migrants) develop the English language skills required both to survive and thrive. To determine the best way “Participants are able to interact to help, in early 2017 Cambridge English held a joint with expert moderators, but also conference with Techfugees (a non-profit organisation with others that are going through with a mission of ‘empowering the displaced with the same experience and are facing technology’). The conference aimed to identify the similar challenges.” specific linguistic challenges facing forced migrants, and possible solutions, and generated a range of ideas, Chloe Shaw, Partnerships Strategy Manager, including two MOOCs which were developed and Cambridge Assessment English launched by Cambridge English later the same year.

55 Pre-service teacher training evaluation – supporting major national educational reform

Ministry of Education Global

Our evaluation assessed the pre-service teacher education programmes against six criteria including the relevance of the programme in terms of objectives and content, the development of student teachers’ English language ability and the teaching competencies covered by the programme. The criteria were informed by widely respected Cambridge English publications including the Cambridge English Teaching Framework and The Cambridge English Approach to Teacher Professional Development.

We then produced a detailed report together with a series of key recommendations. These included the alignment of English instruction with the Working with a national ministry of education, Common European Framework of Reference (CEFR), Cambridge Assessment English recently undertook exposing student teachers to ICT and digital teaching an extensive evaluation of pre-service English technologies, a greater focus on learner-centred language teacher education as part of a major practice, including the use of critical reflection and programme of education reform. The evaluation was collaboration, and improving student teachers’ prompted by a wider assessment, by Cambridge understanding of assessment. English, of the government’s English language strategy, which identified a specific need to improve Following the evaluation, we are now working closely teacher education in order to support the delivery of with the ministry to develop new curriculum frameworks GLOBAL key reform objectives. for pre-service teacher education. These frameworks will be based on our findings, will reflect the latest thinking in The ministry, a long-term client, is currently this area, and will meet international standards. introducing a series of major reforms designed to raise standards across the country’s schools, especially in the teaching and learning of English. Whilst working with the ministry on a range of reform initiatives, Drawing on our extensive skills in we realised that the existing pre-service teacher teacher education and curriculum education programme for English language teachers development, we undertook an was not delivering the standard of teaching required in-depth evaluation of the existing for sustained learner progress at pre-school, primary teacher education provision in order to and secondary stages. Drawing on our extensive skills identify underlying issues and suggest in teacher education and curriculum development, practical responses. we undertook an in-depth evaluation of the existing teacher education provision in order to identify underlying issues and suggest practical responses.

56 Extending access to English tests across Latin America

Grupo Editorial Santillana Latin America

learning management and student information systems, student assessments and teacher training.

Cambridge English initially developed a bespoke English screening test for UNOi designed to assess the general English skills of school-age children, and which was subsequently adapted by UNOi for the iPad. Since this first collaboration, a wide range of Cambridge English Qualifications have been introduced into private and state schools in Mexico, Colombia, Brazil and Guatemala, with our qualifications also being taken by students in Santillana’s own primary and secondary schools.

Since the launch of UNOi, over 240,000 students in Mexico, Brazil and Colombia have followed the programme, a total expected to reach around 1 million by the end of the decade as UNOi expands into other regions of Latin America.

Cambridge English Qualifications have been As part of this initiative, Santillana hopes to extend the incorporated into a range of programmes run by provision of English tuition even further by helping over Grupo Editorial Santillana, which aim to extend 60,000 candidates in 15 countries across Latin America access to high-quality English language tuition take a Cambridge English Qualification every year. across Latin America.

Grupo Editorial Santillana is one of the largest textbook publishers in Spain and Latin America, Over 240,000 students in Mexico, LATIN AMERICA selling over 125 million books every year, and operating Brazil and Colombia have followed through two subsidiaries, UNO Internacional (UNOi) the UNOi programme, a total and Richmond. Santillana also runs a network of expected to reach around 1 million schools which teach English as part of the curriculum. by the end of the decade.

Since 2011, qualifications and tests from Cambridge Assessment English have played an important role within Santillana’s innovative bilingual UNOi programme. UNOi aims to improve the quality and relevance of education by providing tools designed to improve teaching practice, promote English language learning and help develop skills such as critical thinking and teamwork. To do this, UNOi brings together digital content and computer hardware with textbooks,

57 Improving English testing in Argentine schools

El Tigre Department of Education Argentina

The introduction of Cambridge English Qualifications for young learners is part of a wider initiative undertaken by the El Tigre Department of Education, which aims to improve the standard of English language learning in the region, while also giving public school students access to internationally recognised English language qualifications.

Feedback from all involved in the initiative – including students – has so far proved highly positive, and it is hoped that other schools in the region will also start to offer Cambridge English Qualifications. As Malena Galmarini, City Council Secretary for Health and Human Development Policy, comments: ‘Students now have the opportunity to learn a foreign language that will open many doors in the future.’

The collaboration with Cambridge English is also seen as a highly positive move, as Julio Zamora, President Cambridge Assessment English is providing tests of the City Council explains: ‘Universities are key for around 120 young learners in El Tigre, Argentina, partners in our model and the Council has developed the first time Cambridge English Qualifications have the concept of partnered management that entails the been taken by public schools in the region. strengthening of partnerships between the municipality and outstanding organisations that contribute towards The students, all in the sixth grade, took Cambridge social improvement.’ English Qualifications for young learners during 2013. The exams, typically taken by primary level students, provide a reliable and consistent way to develop and assess younger students’ progress in listening, speaking, reading and writing. The exams are designed to make ‘‘Students now have the opportunity learning fun, and by rewarding the progress of everyone to learn a foreign language that will taking part – with a Cambridge English certificate – open many doors in the future.” students are encouraged to continue their English studies. In El Tigre, the exams were sponsored privately Malena Galmarini, City Council Secretary for Health and Human and students took them at the Buenos Aires Open Development Policy Centre, which has administered Cambridge English

LATIN AMERICA LATIN Qualifications since 1983.

As part of this project, Cambridge English and Buenos Aires Open Centre also provided teacher support and delivered workshops to school pupils and parents.

58 Assessing English teacher competence

Ministry of Education Chile

English Placement Test to assess 6,000 public school teachers. Cambridge English Placement Test is a fast and reliable online test which links results to the Common European Framework of Reference for Languages (CEFR). CEPT is suitable for all ability levels, with the test becoming progressively easier or more difficult until a consistent level of ability is achieved, and the candidate’s level of English can be identified.

Cambridge English Placement Test was used to assess the proficiency level of all teachers who wanted to participate in the ‘English Opens Doors’ initiative. It was also used as a way of measuring the progress made by the teachers who took the 200-hour English courses organised by the programme.

Cambridge English worked with Instituto Chileno Británico to supply B2 First to nearly 1,000 Chilean Cambridge Assessment English, together with the teachers annually throughout the initiative. Instituto Chileno Británico, won a competitive tender to provide placement tests for English teachers in Chile, as part of a government initiative. The partnership has used the The ‘English Opens Doors’ initiative was launched by Cambridge English Placement Test to the Chilean Ministry of Education in 2003 in order assess 6,000 public school teachers. to improve levels of English across the country, and thereby improve international competitiveness. As the development of English language teachers is an important part of the programme, in 2012 the Ministry issued a call for tenders for 6,000 placement tests. They LATIN AMERICA wanted to identify the proficiency levels of the teachers working in public schools in order to better design and focus the programme’s in-service teacher-training initiatives. Those teachers who attained the best scores (B2 and above) were invited to take an international exam measuring all four skills. B2 First was chosen for this purpose and was used throughout 2013 and 2014.

Cambridge English successfully tendered for the contract in partnership with the Instituto Chileno Británico, a provider of educational and cultural services for English language learners of all ages, including teachers and professionals. The partnership has used the Cambridge

59 LATIN AMERICA 60 internationally trialled and validated. and validated. internationallytrialled own bank of materials, which hadalready been extensively was developed we designed The diagnostictest from our students’ listeningandreading comprehension. a diagnostictesttoestablish werewe chosentodesign students was animportant first step in this strategy, and school English competenceof Evaluating theexisting of highschool. school andalevel equivalent to B1Preliminary by the end to reach alevel equivalent to A2 Key by the end of primary One of the project’s aims was for allstateschoolstudents Opens Doors’. Education launchedanationalEnglishproject, ‘English equity inits education system, the Chilean Ministry of In 2003,aspart of itsstrategy for improving quality and Opens Doors’ programme. levels that helped validate andrefine its ‘English language-learning analyse dataon diagnostically the Chilean Ministry of Education to gather and Cambridge English workedAssessment closely with Doors: Chile English Opens Ministry of Education Ministry of reshape its‘English Opens Doors’ strategy. This analysis enabled the Ministry to further refine and according to how they are financed andadministered. results comparison of from differentschools, typesof the accompanying student tracking forms alsoallowed gathered throughand Data thequestionnaires thetest, strategysuccessful. were implemented aspart of their ‘English Opens Doors’ interventions indicating thatthe with empiricalevidence years. The Chilean Ministry of Education was provided English languageproficiency in the intervening four progressiona clear of indicated results Analysis ofthe been made. was tested againin2008 to determine what progress had students took the test in2004. A similarprofile of students (13–14 year olds) and12thgrade (17–18 year olds) school A sample of 12,000students,representing 8thgrade Reference for Languages(CEFR). Council of Europe’s Common European Framework of tested reading and andlistening, was calibrated to the The diagnostic test consisted of two parts which which parts The diagnostictestconsistedoftwo Analysis of the results indicateda language proficiency. clear progression of English Chile

LATIN AMERICA 61 Chile delivery of a major testing programme. of a major delivery quality, accuracy and reliability was and reliability accuracy quality, the successful, nationwide ensured a major SIMCE opted to why reason work team, Cambridge with the as it This uncompromising approach to approach This uncompromising SIMCE Ingles was closely based on Cambridge English on based closely was SIMCE Ingles SIMCE as its by was selected Qualifications and objectives, testing SIMCE’s it met all testing system as European Common the with including alignment (CEFR). of Reference Framework In addition, SIMCE valued our experience of also working with clients in the state and the quality sector, Cambridge underpinning the management processes of approach This uncompromising Qualifications. English was a major reason and reliability accuracy quality, to SIMCE opted to Cambridge team, why work with the as the it ensured successful, of delivery nationwide a major testing programme. exams in-depth Qualifications are Cambridge English and effective enjoyable, learning English that make on focuses a Each qualification rewarding. of the level speaking, and build develop to enabling learners CEFR, offered They are and listening skills. writing, reading the world around of thousands and taken by hundreds Cambridge on test based candidates. By using a of to an SIMCE gained access Qualifications, English data, international performance of unrivalled resource in a global test results Chilean to assess allowing it with in-country performance combined When context. data, this SIMCE the detailed gave information teaching and language future to plan it needed assessment strategies.

Sistema de Medición de la Calidad de la Educación de Calidad de la Medición de Sistema As a result of the bid, a bespoke test was created – created was test the bid, a bespoke of As a result SIMCE Ingles – which was to test used extensively Chilean the in comprehension and listening reading aged students to 240,000 with up education sector, As (2012–14). years part of the 15 three assessed over of the processing for also responsible were we contract, all test results. SIMCE (Quality of Education Evaluation System) is System) of Education Evaluation SIMCE (Quality a Chilean Department of the Ministry of Education testing English language They required (MINEDUC). as part of their biennial evaluation of student subjects. of key in a number undertaken performance, training Chileno–Británico (a major The Instituto to expertise Cambridge English Chile) used in provider June 2012. in contract the for bid successfully Cambridge Assessment English delivered bespoke bespoke delivered Assessment English Cambridge Chilean state the exams across English language students to 240,000 testing up education sector, years. three over Improving testing quality quality testing in Improving education state LATIN AMERICA language teachers, and the other for learners rangingand the other learnerslanguage teachers,for Twowereportals created, one web-based English for practise communicative languageskills. creating alanguage friendly environment in which to language teaching andlearningacross the stateby the portals’successasameans of improving English and toevaluate assessment –‘Englishin the park’ up two interactive portals for Englishlearning and As part of this, Cambridge English was asked to set subjects, includinglanguages. creating alternative learningspaces for arange of by network to complementtheexistingeducation institutions. new educational wereThese designed Parks programme saw the creation of around 80 The Government of Antioquia’s ambitiousEducation Colombia.in State Governmentof Antioquia as part of the EducationParks initiative from the interactive languagelearningportalslaunched delivered and evaluated Englishin the Park – two Cambridge Assessment Englishhas designed, environmentlearning for Creating and evaluating aninteractive 62 Government of Antioquia State Governmentof Antioquia they were acquiring. they were English, and that they hadmore confidence in the skills listening skills,said they were more motivated to learn Students also developed stronger speakingand and notedgreater flexibility when planninglessons. morein theclassroom extensively English use able to their knowledge of English. As aresult, teachers felt had used the portals to improve and consolidate The evaluation studyalso found that bothgroups their motivation to learnEnglish hadincreased. and that with theirexperience satisfied teacherswere in the Park. Results showed that bothstudentsand emotional andattitudinal changes towards English qualitative onlinequestionnaire designedtodetermine English. of was byThis a followed thedelivery of level a competencytesttoestablish their undertook an exemplar group of 100 teachers and100students English brief, and was undertaken in two phases.First, Evaluation was animportantpart of the Cambridge phone. computer,mobile tabletor from within anEducationPark andremotely, by progress over time. Bothportals could beaccessed designed to assess current Englishskillsand measure development materials,includinglanguage tests The teacher portalalsoincludedaccess to professional provided by Cambridge Englishand the British Council. learning and teaching resources, includingassessments, community. The portalsprovided access to free young peoplenolongeratschool,and the wider from primarystudents to professionals, including that their motivation to learnEnglish teachers weresatisfied with their Evaluation showed that studentsand experience of ‘Englishin the Park’, and had increased.

Colombia LATIN AMERICA 63 Colombia trained item writers building its own building its writers item trained and to format tests to our linked CEFR standards. Today, Colombia Colombia has its own team of Today, MEN to that to recognised make improvements in language sustainable, standards language learning teachers help bring To to be raised. teaching needed CEFR up to Level B2, English teacher trainees were A to take B2 sponsored scheme to existing First. retrain Knowledge Teaching the using teachers state sector was also launched. (TKT) Test to recruit capacity-building also undertook local We and train a team of to item the writers produce English have since worked We components of the Saber tests. together with ICFES over to a number of years help fine tune their tests’ them CEFR to the alignment and to their development continuing provide professional item writers. Colombia has its own team of trained item Today, format writers and to to our building tests linked to These tests nearly delivered are CEFR standards. The National Bilingual 1 million students annually. continues working towards Project its goals of of 70% B1 in high school students achieving Level final-year English and final-year 100% of English teacher trainees or higher. B2 achieving Level

Ministerio de Educación Nacional (MEN) Ministerio National Bilingual Project, Colombia Project, Bilingual National We the produced English component of the We MEN and the national testing body, Instituto testing body, the national MEN and Superior de la Educación el Fomento para Colombiano (ICFES), for used the to develop standards results national English tests. Saber 11 the exams, state sector Colombian Saber Pro examination) and (national school-leaving (higher education) tests to these standards and linked Common European them to the Framework (CEFR). of Reference We carried out a preliminary We benchmarking exercise to students 3,000 school and university involving of English language. existing levels establish The Colombian Ministerio de Educación Nacional Ministerio Colombian The English language learning to improve wanted (MEN) and increase workforce of its the skills to improve so as working and studying abroad. for opportunities Colombian Government has used a comprehensive comprehensive used a has Government Colombian Cambridge of consultancy from services programme Assessment English including benchmarking, tailored assessment, development teacher and capacity building. As part of its National Bilingual Project, the of its National Bilingual Project, As part Assessing language teaching skills

State Ministry of Education, Aguascalientes Mexico

BULATS was the ideal solution as the State Ministry also wanted a testing tool which could map results against the Common European Framework of Reference for Languages (CEFR), with the result that the same test could be used to assess teachers with diverse English ability levels.

Eight hundred teachers took the assessment through International House in Aguascalientes, with the 500 top-performing candidates selected to go forward and gain certification for their teaching ability by taking the first three modules of the Cambridge English Teaching Knowledge Test (TKT), a qualification designed to develop skills and build confidence.

The use of BULATS to assess reading and listening skills has proved highly effective, and its use is now ongoing within the Programa de Ingles Progress.

BULATS (Business Language Testing Service) is being used by the State Ministry of Education in The State Ministry wanted a testing Aguascalientes, Mexico, to assess the reading and tool which could map results against listening skills of elementary school teachers. the Common European Framework of Reference for Languages, with the In order to improve English skills across Aguascalientes, result that the same test could be the State Ministry of Education put in place the used to assess teachers with diverse Programa de Ingles Progress, an initiative designed to English ability levels. enable the teaching of English in all Public Elementary Schools throughout the state.

As part of this, the Ministry required an evaluation test in order to determine levels of proficiency among all elementary school English language teachers, and identified BULATS, from Cambridge Assessment English, as the ideal tool. LATIN AMERICA LATIN BULATS is a set of online workplace language assessment, training and benchmarking tools, created by Cambridge English. BULATS can be tailored to meet specific needs, and delivers immediate results, making it a highly efficient and cost-effective way to test a large number of candidates in a relatively short timeframe.

64 Increasing secondary school access to Cambridge English Qualifications

Ministry of Education Mexico

Cambridge Assessment English is working with the with sufficient English skills are offered a preparation Mexican Ministry of Education on the introduction of course focused on exam technique before going Cambridge English Qualifications into all secondary forward to take the Cambridge English Qualification in Technical Schools in Mexico City, giving third grade the same year. Those students whose ability is not yet students the opportunity to gain an internationally at the right standard are placed on a course designed recognised English language qualification. to prepare them to take the exam the following year. To deliver the course, teachers are given coursebooks, The project was launched in 2012 to improve the lesson plans and exam preparation materials, including standard of English among secondary school students mock exam papers, to help prepare students effectively. in Mexico City. By enabling third grade students to leave school with an English language qualification, the The ultimate goal of the programme is to allow all able programme aims to both develop essential language students to leave Mexico City secondary schools with skills, and close the gap between state school students an English language qualification, and student numbers LATIN AMERICA and their privately educated counterparts. are growing steadily. When the exams were first introduced in 2012, 109 students from 52 schools took Two Cambridge English Qualifications are being used in A2 Key for Schools; in 2014, 351 students took A2 Key the programme: A2 Key for Schools and B1 Preliminary for Schools and 20 took B1 Preliminary for Schools. for Schools, and the scheme is actively supported by parents, who are convinced of the benefits of internationally recognised and certified English skills. The aim is to close the gap between Initially, however, although many students were keen children attending state schools and to take part in the programme, it was found that not their privately educated counterparts. all students within a cohort were of equal ability. As a result, an exam preparation programme was launched, through a local Cambridge English centre, tailored to the needs and ability of the student. Now, students

65 Measuring the effectiveness of TKT

Ministry of Education Mexico

opportunity, whereas institutions saw TKT as a way to improve the quality of teaching and the calibre of teaching staff, with both effects having a positive impact on institutional reputation, and also on the ability of the Secretaría de Educación Pública (SEP) to deliver reform initiatives. There was also strong evidence that TKT increased teacher confidence, and strengthened commitment to the teaching profession by encouraging the view that teaching was a rewarding career.

The research study demonstrates both the effectiveness of TKT and the significant research and analysis expertise of Cambridge English.

We continue to work closely with local stakeholders on initiatives to support English language education to ensure student progress and achievement. A long-term, multi-stakeholder research study in Mexico is assessing the value of the Teaching Knowledge Test (TKT) to the country’s education sector. “We consider TKT to be a fundamental TKT from Cambridge Assessment English formally tool to certify that the teacher has recognises teaching experience, builds confidence and the essential teaching skills to teach a updates skills. In Mexico, TKT is used extensively to second language.” benchmark teachers’ pedagogic knowledge against Iván Alvarado, State Coordinator, international standards, and also helps public and Secretaría de Educación Pública (SEP) private schools recruit suitably qualified teachers.

Given TKT’s extensive use, Cambridge English undertook a long-term study into the impact of TKT on both the Mexican educational sector, and on society. In the initial research phase – running from 2009 to 2011 – researchers analysed perspectives from a wide range of stakeholders, including the State Ministries of Education, Government LATIN AMERICA LATIN departments, national education bodies, public and private schools, independent language schools, universities and publishers.

The research team analysed feedback from 660 stakeholders across the 31 Mexican states. Results showed that individual teachers viewed TKT as primarily a personal and professional development

66 National programme for English

Ministry of Education Mexico

primary and secondary grades, and included analysis of all four language skills (reading, listening, speaking and writing).

A sample of almost 80,000 students across all grades from primary to secondary was tested. The sample was selected from almost 4 million students across 20,000 schools who are participating in the programme.

In addition to providing all test materials, we also undertook to provide criteria for the selection and training of examiners, markers and invigilators for the administration of the tests, and to provide centralised training for a group of trainers, designed to be cascaded down through the network to ensure successful implementation of the tests.

We provided a full report on the implementation of the tests, including a comparison of the standards Cambridge Assessment English has been supporting in Mexico with the international standards of the the Mexican Government with its National Common European Framework of Reference (CEFR). Programme for English in Basic Education (PNIEB).

The National Programme for English in Basic Education provides a syllabus for the teaching of English in the A sample of almost 80,000 students state sector in primary and secondary schools in across all grades from primary to Mexico. The programme is designed to ensure that by secondary was tested. the time students complete their secondary education they will have developed the necessary English language skills to successfully face the communicative LATIN AMERICA challenges of the globalised world.

The syllabus is based on national and international standards, and includes criteria for teacher training, the establishment of guidelines for the design and evaluation of educational materials, and the certification of English language proficiency.

In order to ensure that the programme is delivering the required objectives – particularly in relation to the standards required by students at different levels of the programme – we were asked to design and construct tests of English language that would evaluate the implementation of the PNIEB. The tests covered

67 Supporting the goal of a bilingual population with improved teacher training and development

Ministry of Education Panama

teachers surveyed, 78 were selected to train as ‘expert instructors’, and were enrolled onto our Train the Trainer course, an internationally renowned course designed to develop the skills required to plan and deliver teacher training programmes.

On completing the Train the Trainer course, expert instructors went on to run training courses for 500 teachers across Panama. The courses comprised 200 hours of face-to-face and online learning where successful participants gained either the CELT-P or CELT-S qualification from Cambridge English. Both CELT-P and CELT-S are internationally recognised qualifications which focus on developing the practical skills required to teach English effectively.

In a long-term, collaborative initiative, Cambridge Cambridge English is continuing to support the work Assessment English is working closely with the and vision of MEDUCA and is now establishing an Ministry of Education in Panama (MEDUCA) to annual training programme for English teachers, improve the professional development of English with further opportunities to achieve established language teachers across the country, with the professional development qualifications. introduction of our teaching qualifications CELT-P and CELT-S (Cambridge Certificate in English Language Teaching for Primary or Secondary). The Panama Bilingue Project aims to The Panama Government wants to create a bilingual radically improve national teacher population as a means of achieving rapid economic training strategies. growth and a better quality of life for Panamanian citizens. As a first step towards achieving this goal, the Government established the Panama Bilingue Project in order to raise national standards of English language teaching, and to increase the number of English teachers working in schools. The certification project is run jointly by MEDUCA and Cambridge

LATIN AMERICA LATIN English, and aims to radically improve national teacher training strategies by introducing new techniques and methodologies, and by establishing a programme of long-term continuous professional development.

As a first stage in this process, we undertook an analysis of English proficiency and teaching knowledge among a sample of teachers from across Panama. From the

68 Improving teachers’ English language and pedagogic skills

Ministry of Education Peru

English skills required for teaching; face-to-face weekend training events; and fortnightly live online group tutorials run by a UK-based English language tutor.

Before the course began, participants took the Cambridge English Placement Test to determine their ability level according to the Common European Framework of Reference for Languages (CEFR). Teachers at Level A1 then began a course designed to raise their ability to Level A2, while those already at Level A2 took a course targeted at Level B1.

More than 90% of participants completed the course and feedback was overwhelmingly positive. Teachers reported an improvement in both their linguistic skills and their confidence in the classroom, and also welcomed the supportive learning community that the course encouraged, which gave them the opportunity Cambridge Assessment English has worked with to collaborate with colleagues, as well as the chance to the Ministry of Education in Peru to deliver a course interact with the UK-based expert tutor. designed to improve the language ability of English teachers across the country, while also developing As one teacher commented: ‘Before the course, I taught their classroom skills. because I had to and my knowledge was minimal. After the course, I realised that there was a lot to Raising national standards of English is an important learn, that I had to improve my pronunciation, and my strategy for the Peruvian Ministry of Education, but many speaking, [and so] it motivated me to research more.’ English language teachers currently working in Peruvian Another teacher emphasised the role of the teaching schools have no formal training, and this can adversely methodology: ‘It was an excellent experience to be able LATIN AMERICA affect the quality of teaching students receive. to learn, and to improve, the variety of strategies that I can use with my students.’ To address this urgent need, the Dirección de Educación Básica Alternativa (DEBA), the department within the Ministry of Education responsible for basic adult education, worked with Cambridge English on the delivery of the Cambridge English Language for Teaching “It was an excellent experience to be course to a cohort of 100 in-service teachers. A blended able to learn, and to improve, the learning course, Language for Teaching is specifically variety of strategies I can use with designed to help teachers develop the language my students.” skills required for effective teaching and classroom management. The course, tailored for DEBA, ran for eight Language for Teaching course participant months and comprised three components: online study, focused on both general English language skills and the

69 Increasing opportunities for international exchange programmes and future study

Colegios de Alto Rendimiento (COAR) Peru

The first exam session took place in December 2016 for around 1,000 B1 Preliminary for Schools candidates, and 13 B2 First for Schools candidates. In 2017, COAR registered over 1,800 candidates for November and December B1 Preliminary for Schools and B2 First for Schools exam sessions. The plan is to continue expanding this number and eventually for all students to prove their level of English with a Cambridge English Qualification.

In the long term, COAR students who take Cambridge English Qualifications will be able to access educational exchange programmes and international scholarships which request certificated language skills for entry. It is hoped that giving students access to such opportunities will contribute not just to raising English language levels, but also to increasing the number of trained professionals in a range of fields throughout COAR (Colegios de Alto Rendimiento) is a the country, and this in turn will help to improve Peru’s network of state-funded secondary schools which competitiveness in the global marketplace. covers the 24 regions of Peru. Each COAR is a selective boarding school which students enter at 14 years old. Their mission is to provide ‘a high quality education which meets both national The state-funded network of and international standards’ for high-performing COAR schools in Peru incorporate students in the state sector. Cambridge English Qualifications into their curriculum to increase students’ COAR students undertake an intensive 60-hour-per- access to opportunities for both week curriculum, which includes 10 hours of English. education and work. The current goal is for students to graduate with a B2 level, and this will rise to C1 in 2021.

In 2016, as part of this mission, the Colegio Mayor in Lima became an authorised Cambridge Assessment

LATIN AMERICA LATIN English centre. This required the training of a group of COAR English teachers to become Cambridge English Speaking Examiners, as well as a larger group to become exam-day invigilators, and for the centres themselves to undergo a rigorous series of inspections to ensure that the exam conditions and security standards which Cambridge English insists are met.

70 Improving opportunities for employability and further study

Center for Advancement of Postgraduate Studies Egypt

The entire programme aims to train around 1,000 students and teachers. In order to deliver the blended learning course effectively, training was provided to more than 100 trainers in the skills and knowledge required to deliver a communicative blended learning English language skills programme, with teachers assessed using the Cambridge English Teaching Knowledge Test (TKT).

As well as providing the expertise required to deliver such an extensive and long-term programme, Cambridge English also undertook a wide-ranging evaluation study to assess the programme’s impact. Initiated in 2012, the three-phase study analysed feedback from key stakeholders in Egyptian higher education, and from over 1,000 candidates and teachers. The results showed the effect the CAPSCU programme had on English learning and teaching in the wider context of English language instruction reform and local employment opportunities.

A programme of English courses and assessments The programme’s completion report confirmed is helping to improve access to postgraduate study the positive outcomes discovered within the initial and career opportunities for marginalised Egyptian findings. The report illustrated ways in which a blended university students. approach to language learning as well as international assessment can be successfully used in local contexts Working in collaboration with the British Council, Cairo, to match the workplace language needs of today’s the Cambridge Assessment English programme was local citizens. launched in 2010 by the Center for Advancement of Postgraduate Studies (CAPSCU), at Cairo University. The programme is part of the Pathways to Higher Education project, an initiative which offers training As well as providing the expertise scholarships to socio-economically disadvantaged required to deliver such an extensive university students, with the aim of increasing access to and long-term programme, Cambridge postgraduate studies and enhancing career chances. English is also now undertaking a wide-ranging evaluation study. Students entering the programme first take the Cambridge English Placement Test, and are then placed on a blended learning course comprising 50 hours of

online self-study with 50 hours of face-to-face tuition. MENAT Students are finally assessed using BULATS (Business Language Testing Service), which also gives students an internationally recognised certificate of attainment.

71 MENAT 72 European Framework of Reference for Languages(CEFR). standardrecognised ofthe Commoninternationally curriculum’s learning outcomes have beenlinked to the bilingual international education programme. The 6–14) hasbeenspecifically designed to fit with a tailor-made English curriculum for Grades 1–8(ages English language curriculum andassessment. A Our role in this project hasbeenin developing the school. standardat fromverytheir first day teachers will speak to pupilsinboth Englishand bilingual education for pupils from ages4 to 18and standards, the NileEgyptian Schools will provide curricula andassessmentlinked to international providing excellence in teaching andlearning. With creating this new schoolsystem with the aim of Egypt’s nationalEducationDevelopment Fund is system across Egypt. programme to develop anew bilingualschool International Education,is working on apioneering with itssister company, Cambridge Assessment Cambridge Assessment English,in collaboration Egyptian Schools Nile Education Development Fund admission tests for Grade 6. fortests admission Grade Cambridge Assessment Englishalsoprovides student recruitment process. Placement Test isbeingusedaspart of the staff within the newschoolsystem. The Cambridge English language levels required for teaching and other staff and tests for students, we are advising on English In addition to providing anEnglishlanguage curriculum by tests are administered in the classroom andmarked students. At40-minute diagnostic each Grade, two 3–7,progressmonitor the of allow teachers to which We are alsoproviding progression tests for Grades teaching materialsandlessonplans. sample include and be taught how thecurriculumcan curriculum. These guidelinesgive clear instructions on new adoption ofthe to successful facilitate the Comprehensive teacher guidelineshave beenprovided

teachers. Teachers will speak to pupilsinboth very first day atschool. English andstandard Arabic from their Egypt MENAT 73 Lebanon Director, ALLC (Business Language Testing Service), International Testing (Business Language ALLC Director, House Beirut ongoing support of Cambridge English of ongoing support achieve the achieve we did without the results the project.” of at all stages “We would not have been able to been able would not have “We The chosen form of assessment for the of was for project form assessment The chosen BULATS (Business Service). The Language Testing to the English skills needed tests assess BULATS internationally situations, are communicate in real-life the international to aligned and are recognised, of Common European of the Framework standards Languages (CEFR). for Reference where International House Beirut, ALLC of The Director would not have said: ‘We administered, were tests the been able to the achieve we did results without the of English at all stages Cambridge of ongoing support the project.’ tests to the from used candidate data produce score We in all showing individual scores report detailed score a each candidate. four skills of for language testing the to assess used successfully were These reports of the language training Ministry of requirements Higher Education teachers.

Ministry of Higher Education of Ministry The assessment was designed to support the Ministry in-service teachers’ the of Higher Education, and the Ministry allowing by development, professional who teachers use for training English to target as their instructional language. The objectives of the programme were to improve to of the The objectives were improve programme teacher improving outcomes in Lebanon by education community increasing and student performance, the school and improving involvement, and parental with a began The project environment. learning nationwide assessment of the needs of each public we this initiative of As part the region. school in teachers 4,000 Lebanese over for assessment provided writing skills. listening, speaking and in reading, The D-RASATI programme (Developing Rehabilitation Rehabilitation (Developing programme The D-RASATI is a Improvement) Teacher Schools and to Assistance the Education being implemented by project five-year Inc (EDC). Center, Development Cambridge Assessment English was successful in Assessment English Cambridge as part teachers 4,000 to assess a project for a bid children’s to improve which aims of a programme in Lebanon. environments learning D-RASATI teacher assessment programme programme assessment teacher D-RASATI MENAT revise standards for English,based on the analysis and Ministry to workedEnglish with the Qatari Cambridge review of Englishlanguage education in Qatar, 18). Following aninitialneedsanalysis and contextual from Kindergarten to Grade 12(pre-school to age curriculum standards for Englishlanguage teaching collaborate on areview andrevision of Qatari state English to invited Cambridge Ministry of this,the of educational reform andmodernisation. As part Education isimplementinganambitiousprogramme 2030, the Qatari Ministry of EducationandHigher Tothe QatariGovernment’ssupport National Vision implementation plan. development of newstandards andan needs analysis, review of existing standards, Reference (CEFR). The project covered aninitial Frameworkincluding theEuropeanCommon of Curriculum Framework andinternationalstandards, National with the Qatar language curriculum education. The revisions align the Qatari English curriculum standards across Qatari state major review, andrevision, of Englishlanguage Cambridge Assessment Englishhas delivered a standards instate education Developing Englishlanguage curriculum 74 Ministry of EducationandHigher across thecurriculum. standards new support theeffectiverollout ofthe which could activities plan detailing implementation when learningEnglish.Inaddition, we also delivered an goals, and to enable maximumstudentprogression Ministry’sspecific meet the standards designedto comprehensiverevised curriculum documentation of 2018, we delivered the initialreview followed by companion. BetweenNovember 2017andMarch research in curriculum review and the new CEFR which alsoutilised our understanding of latest knowledge, we undertookarigorous analysis process project. successful deliveryUsing ourexpert ofthis and developmentwas essential fordesign the review,in curriculum world-leading expertise Our introduction intoschoolsacross the country. the standards would work inpractice to support their curriculum bereduced, and for clearer examples of how across standards the number of asked thatthe also progressionfrom student to Grade. Grade Ministry The achievable exit level and deliver greater consistency in benchmarks (especially the CEFR), target anappropriate Ministry. The newstandards had to reflect international bylinked standards the toexistingcompetenciesdefined Grade 3, Grades 4 to 9,and Grades 10 to 12– with all for three specific educational stages–Kindergarten to recommendations. The aim was to create newstandards The Ministryinvited Cambridge Assessment English tocollaborate Assessment to Grade 12(pre-school to age18). language teaching from Kindergartenteaching from language on areview andrevision of Qatari state curriculum standards for English Qatar MENAT 75 Qatar Dr Mohammad Qassem Saefan, Supervisor, English Department, Supervisor, Saefan, Qassem Dr Mohammad standards that accurately assess a that accurately standards linked to internationally recognised recognised to internationally linked in English.” proficiency learner’s Abu Asedeeq Baker School Qualifications because they are they are Qualifications because “We chose Cambridge “We English B1 Preliminary for Schools exam were Schools exam were again encouraged for B1 Preliminary to move this time to the Schools exam, up, for B2 First with success in this exam used as entry criterion to an Cambridge IGCSE® programme. the school’s Using Cambridge English Qualifications in this way students 100 over with successful, highly proved Dr taking the exams in the opening year. Mohammad English Department the school’s Saefan, Qassem Cambridge chose Supervisor commented: ‘We to linked they are Qualifications because English that accurately standards recognised internationally in English. Having a proficiency assess a learner’s Assessment English makes Cambridge from certificate for and acts as a motivation proud students’ parents the students.’

Abu Baker Asedeeq Secondary School Independent Abu Baker The exams for young young enabled learners for students to The exams as possible in early of English as good level a reach the school as used by were and career, their academic qualifications. English to higher level stepping-stones A2 Flyers – the highest level who reached Students for A2 the Key to take encouraged were actively – Schools exam, and if successful to then on to the move Those who passed the Schools exam. for B1 Preliminary The Abu Asedeeq Baker School wanted to encourage students to continue their English studies, A1 so the Pre ideal as were exams A2 Flyers and A1 Movers Starters, fun and rewarding learning to make designed these are to show how many an award receive children (all fail). or is no pass there – received they have shields As part of its proactive approach to education, in 2009 to approach of its proactive As part the Abu Asedeeq Baker Independent Secondary School for Boys provided students with the opportunity to take A1 A1 Pre Starters, These Movers and A2 exams Flyers. and develop to way consistent and a reliable provide in listening, speaking, students’ progress younger assess reading writing. and The Abu Asedeeq School Baker in Qatar offered students A1 A1 Starters, Pre and A2 Movers Assessment Cambridge from English Flyers to English language to higher level motivate progress qualifications. English exams to exams English young motivate learners MENAT appropriate-levellanguage courses. and ensuresuitable theiremployeesplaced on were decided to utiliseBULATS asaplacement test to To meet this objective, in2011, Qatar NationalBank keen to improve their languageskills. values these skillshighly amongits employees and was finance sector, andasaresult, Qatar NationalBank English skillsare of vital importance in the international Bloomberg list of the world’s strongest banks. a globalnetwork of offices, andhasalso topped the Middle EastandNorth Africa region; itnow operates in the banks largest become oneofthe steadily to Established in1964, Qatar NationalBankhasgrown employeeslanguage courses. on Assessment English,asaplacement test to put Cambridge fromLanguage Testing Service), the MiddleEast, chose to useBULATS (Business Qatar NationalBank, one of the leadingbanks in 76 Improving Englishskillsin the bankingsector Qatar NationalBank employee recruitment andselectionstrategy. Qatar NationalBankalsousedBULATS aspart of its English hadimproved. much their how measurein order their course to subsequently assessed with BULATS after completing language course. their same employeeswereThese test for 200 employees before they undertook Qatar NationalBankusedBULATS asaplacement scenarios. typical workplace workplace context. a Tasksbased on are and topics speaking. BULATS isspecifically designed for usein four languageskills–reading, listeningand writing, accepted standards, and can beused to test all internationallylinked It offers to language testing language skills for business,industryand commerce. BULATS isa flexible online tool that assessesEnglish workplace scenarios. BULATS is specifically designed for and topics are based ontypical are and topics use ina workplace context. Tasks Qatar MENAT 77 Turkey

Emel Sezgin, Occupational Safety Specialist, Safety Occupational Emel Sezgin, Eczacibaşı Monrol evaluate our current evaluate our current and nominated believe We English level. employees’ administration process.” administration that we can do this successfully with BULATS, which has an easy which has an with BULATS, very important for us to be able to to be able us for important very “As an international company, it is company, an international “As The decision to implement BULATS has proved has proved BULATS to implement decision The Eczacibaşi Holding’s Kilic, successful, as Ilke highly the candidates who apply explains: HR ‘As Manager, to our company English have variety of different a test to use a placement decided we have certificates, prefer we Therefore recognised. which is internationally English candidates’ Business evaluate to to use BULATS for only this since 2006, not doing been have We skills. presently who are those for but we recruit the people working with us so we can evaluate their Business them.’ English skills and help support across to use BULATS continues Eczacibaşi Holding tests have 13,000 BULATS over and as a result Turkey, introduced. first was since it been undertaken

Eczacibaşi Holding Assessing English skills in the workplace the in skills English Assessing BULATS is a set of workplace language assessment, of is a set BULATS and fast test is The tools. and benchmarking training can be and immediate results, delivering effective, cost which it is being used. context in the fit to tailored As many of the group’s staff have to speak English, staff have the group’s of As many to decided team HR in 2006 Eczacibaşi Holding’s from test online Business English an use BULATS, for test Assessment English, as a placement Cambridge the English of assessing and as a means existing staff, skills of potential employees. Eczacibaşi Holding is one of Turkey’s largest industrial largest Turkey’s of one Eczacibaşi Holding is companies 11,000 staff in 41 over employing groups, and healthcare the building products, in operating Turkey throughout regarded Well consumer sectors. the in is also active Eczacibaşi Holding and beyond, helping modernise school education sector, country’s students about educating while also infrastructure hygiene. personal BULATS (Business Language Testing Service), an Testing (Business Language BULATS business, is being for test online English language Eczacibaşi industrial group Turkish major used by Holding to assess the language skills of both current employees. staff and potential MENAT learning, and the student-centredfostering learning, of progression and their active involvement in their bilingual provision in terms of students’learning The studyaimed to assess the impact of CfBT’s and document review, we conducted animpactstudy. interviews, questionnaires, observations discussions, Using arange of research methodssuchas focus group and communicationtechnology.information particularly in the subjects of maths,science,and learning and the provision of greater bilingual education, included developing more active studentinvolvement in Underpinning principles of the reform programme this work. learning. Weand byaskedwere CfBT tocontribute improvingstrategic objective thequalityofteaching of evaluate theeffectivenessreformagainst the ofthis the Centre for British Teachers (CfBT), sought to providers,monolingual), oneoftheir predominantly in the schoolsector(whichhadpreviously been a newbilinguallanguage education programme When the Abu Dhabi Education Council introduced teaching andlearning. programmeimproveintroduced to thequalityof reforman evaluationoftheeffectivenessa of English contributedto Cambridge Assessment 78 teaching Abu DhabiEducation Council impactstudy Abu DhabiEducation Council

practices.

further self-accesslearning opportunities for students. increased parental involvement in the programme and that teachers felt could be further improved, suchas We were alsoable to report on areas of the reform programme. of the teachers saw these key changes asbeinga direct result working amongst teachers. School principalsand practices, as well asanincrease in collaborative of learners andanincrease instudent-centred teaching stories includingimproved Englishlanguageproficiency The report showedapositive picture, with success students, teachers, schoolprincipalsandparents. study focused4 schools, the on Grade Within these Eight schools were selected to participatein the study. own heritage was alsoassessed. fostered maintenance of nationalidentityand students’ teachers.programme bilingual which the The extentto behaviour, discipline andrelationships with peers and Arabic andEnglishasa foreign languageandstudents’ subjects (suchasmaths), their proficiency inboth provision affected students’understanding of content The studyalsolooked athow the bilingual education The report showedapositive picture, with successstoriesincluding of learners. improved Englishlanguageproficiency Emirates United Arab MENAT 79 United Arab United Arab Emirates Peter Peter Advisor Hardcastle, – Curriculum and Assessment, ADNOC oil industry for a stable measure of a stable measure for oil industry language proficiency and language proficiency B1 Preliminary fitted the bill.” fitted B1 Preliminary Technical Institute Technical “There was a large demand in the demand in was a large “There The use of B1 Preliminary proved highly successful highly proved of B1 Preliminary The use to decided Institute Technical the and as a result, offer English language testing to candidates, more and also to expand the Cambridge of range English As were a employees result, Qualifications on offer. qualification This basic level A2 Key. for to study able to learning English, a good start ensure to designed is the intermediate for ideal preparation and also provides on developing focuses which level B1 Preliminary, travel. work, study and for English skills suitable Candidate continue to numbers rise ADNOC at the that 1,500 the result with Institute, Technical Cambridge English taken now have employees candidates sitting with 500 Qualifications since 2009, tests in 2012 alone.

Abu Dhabi National Oil Company Assessing English proficiency in the oil industry the in proficiency English Assessing In 2009, the Technical to Institute decided use Technical In 2009, the of English language as a measure B1 Preliminary Curriculum – Advisor Hardcastle, Peter proficiency; and Assessment Institute Technical at the ADNOC oil the in demand was a large explains: ‘There of language proficiency measure a stable for industry As a result, the bill. fitted and B1 Preliminary ADNOC decided to use the exam at flagship its ADNOC, a state-owned organisation, is one of the more companies producing oil and gas top 10 world’s additional with day, oil a of than 2.7 million barrels and shipping,transportation, marketing in interests training, in heavily invests company The distribution. Technical a commitment embodied ADNOC in the college training Institute, which vocational flagship a UAE trains nationals on the to skills work required within the company. B1 Preliminary from Cambridge Assessment English Cambridge from B1 Preliminary of the is being facility used flagship training the by to (ADNOC) Company Oil Abu Dhabi National among staff. English language proficiency measure oil and gas its of well as in some as facility, training companies.’ operating MENAT 80 adjusting their language programme accordingly. students, butalso to highlightareas for improvement, and A2 Flyers not only to measure the progress of its Al Afaq Model School used Pre A1 Starters, A1 Movers poorer.but writingwas and listening were very good,reading was satisfactory, young learners, which showed that results inspeaking using theseexams forsoon organised was pilot test A offered Pre A1 Starters, A1 Movers and A2 Flyers.’ an internationally recognised body. Cambridge English achievements in the use of Englishandsearched for said: ‘We wanted a true assessment of the students’ school, the at Education Advisor Aminah AlAmeri, progress.measure this way to accurate was improving. However, the schoolneededan indicated that the standard of Englishamongstudents curriculum. The initialresults of the programme introduced anewEnglishprogramme intoits School Model the AlAfaq 2004, September In language learningand to implementimprovements. strengths and weaknesses of itsapproach to English English todeterminethe Cambridge Assessment Starters, A1 Movers and A2 Flyers exams from Al Afaq Model School in Abu Dhabi usedPre A1 Dhabi School, Abu Exams for young learners at Al Afaq Model Al Afaq Model School Model Al Afaq take aninternationally recognised examination. given theopportunityto been havethat theirdaughters to exams. Parents have told the school they are proud builds confidence, butalsohelps form apositive approach not only age at thisearly international examinations to learning. has foundschool thatexposingchildren The a permanentpart of the school’s approach to language Today, Pre A1 Starters, A1 Movers and A2 Flyers remain the students’performance. The schoolrecorded agreat improvement inallareas of international community.’ requirementsawaremore ofthe ofthe become have content of lessonshave improved greatly, as teachers Al standardAmeri said:‘The of teaching and the enrolled anadditional 350students for the exams. This figure continued to grow andin2009 the school students totake theexams forlearners. young The following year the schoolput forward more “The standard of teaching and standard ofteaching “The Aminah Al Ameri, Education Advisor, Al Afaq Model School Education Advisor,Model Aminah AlAmeri,Afaq the content of lessons have lessons the contentof improved greatly.” Emirates United Arab

MENAT 81 United Arab United Arab Emirates review, which made it the ideal which made it review, this partner for project. considerable expertise considerable in curriculum Cambridge Assessment English has Assessment Cambridge detailed recommendations on how it could be revised could be revised on how it detailed recommendations the by well received very was The report and improved. Ministry of Education, which quality of the the praised to act and now plans findings our with agreed analysis, provided. the recommendations on

Ministry of Education The Cambridge The this English team combined knowledge the ensure to academic approach with a rigorous value. In of real insights delivered analysis resulting a delivered Assessment English Cambridge May 2017, with together framework, of the review comprehensive In 2017, the UAE Ministry of Education launched UAE Ministry the In 2017, a of range designed to enhance the teaching, initiatives of English as an International learning and assessment school K-12 country’s the within Language (EIL) As system. part of this, the Cambridge Ministry asked English to of the undertake review a comprehensive Unified the National defined in curriculum, as UAE EIL written in 2014. Framework, Standards Learning K-12 The framework’s examine the aim was to closely with and its alignment quality, stated purpose and CEFR (Common the including international standards Languages), for of Reference Framework European comparing of worldwide as a means used increasingly of language ability. levels different Cambridge Assessment English was asked by by was asked Assessment English Cambridge of (UAE) Ministry Emirates Arab United the review comprehensive a to undertake Education English K-12 of the country’s language curriculum The aim was to framework. assess curriculum quality to and to ensure make recommendations academic goals to key was aligned provision future and international standards. National English curriculum review curriculum English National A few facts and figures about us: • 5.5 million assessments taken every year • Accepted by over 20,000 organisations worldwide • 2,800 exam centres in 130 countries • Over 50,000 preparation centres • Providing English language assessment since 1913

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