Education must be tied to transferable skills

�Our aim is to support students� education through a syllabus that is international in outlook but local in relevance, and gives them the skills they need to get into university and get on in life beyond formal education��Ruchira Ghosh

Guy Chapman, deputy director, International Network, Cambridge International Examina­tions, and Ruchira Ghosh, regional director, South Asia, Cambridge International Exa_minations, visited Bangladesh to hand out the Outstanding Cambridge Learner Awards. They shared their views with The Independent on the side-lines of the programme. Here are some excerpts:
Explaining the overall philosophy of Cambridge International Examinations in its approach to education they said: “Our aim is to support students’ education through a syllabus that is international in outlook but local in relevance, and gives them the skills they need to get into university and get on in life beyond formal education.”
Cambridge syllabus focuses on what students must above all take with them as they move on from school is fundamental understanding and skills, an informed
curiosity and a lasting passion for learning, Guy Chapman and Ruchira Ghosh said.
The key challenges for education in Bangladesh are the same for education ministries, schools and educators around the world, they said while pointing out the challenges for education in here. These include: the shrinkage of low- and middle-skill-level employment in most societies, coupled with the often high demand for (and scarcity of) people who can think creatively, work collaboratively, take responsibility, and handle uncertainty and challenge.
Also the falling away of jobs for life, as economic change accelerates and employment structures are liberalised, and the growing risk that the specific skills and knowledge taken from full-time education will not last for a (lengthening) working life.
The rise of digital technology, in at least two important senses: the requirement for high levels of digital competence in a wide range of occupations; and the disruption/enrichment of traditional models of learning and assessment.
When asked how Cambridge is helping schools tackle these challenges, they said: “Our experience at Cambridge—working with schools in 160 countries—suggests that in tackling these challenges, we should beware of simplistic, ‘one-size-fits-all’ solutions, but also heed some sound common principles”.
Excellent education is based on excellent teachers: a successful education develops the skills and abilities of each child, they said adding every child is different, and learns differently from other children, even those at a similar attainment level. Only skilled teachers, who are attentive to the progress and difficulties of every child, and are able to adapt their teaching plans and classroom practice, can deliver success, they also said.
Emphasising education does not start with exams: it is important to assess what is learnt, and for reasons of social equity it is hard, perhaps impossible, to avoid the use of exams as an instrument of formal assessment, Ruchira Ghosh and Guy Chapman said: “But clearly learning, not exams and tests, is the purpose of education. Examinations should be designed to encourage, recognise and reward desired learning. Those should not be regarded as an end in themselves.”
Talking about how Cambridge International Examinations supports schools in implementing effective teaching practice, they said that supporting students in developing the skills and knowledge they
need to succeed in university and life is only possible with good teachers—teachers who are well supported and understand the Cambridge curriculum.
“Our comprehensive professional development programme gives teachers delivering our programmes the best preparation to help their students do well. We recognise that teaching is about developing the skills and abilities of every child, not just exam grades”, they added.
Cambridge conducts face-to-face training events in Bangladesh every year, including workshops led by Cambridge trainers, said the Cambridge executives adding: “We conduct over 1,200 training events every year around the world to provide teachers with the skills and knowledge they need to help their students succeed. We also offer online training courses.”
There has been significant growth of Cambridge programmes in Bangladesh with more than 60 schools across the country now offer Cambridge programmes.
The number of schools offering Cambridge programmes in Bangladesh has risen by 10 per cent every year, they informed.
Now more schools are choosing to offer international programmes for their students. According to them, the worldwide growth in international education in the first part of this century illustrates this.
The desire to learn by looking beyond your own society is now more evident than ever, with millions of young people around the globe striving to maximize their potential through education with international characteristics, they said.
For many, that involves gaining globally recognised qualifications, or spending time outside their home country for part of their education, they added.
Highlighting their plans for Bangladesh, Guy Chapman and Ruchira Ghosh said: “We will continue to focus on helping our schools worldwide to improve. This means continuing to revise our programmes to reflect developments in education, enhancing our professional development and developing new support services.”
“We are also becoming increasingly innovative in how we use technology. In October 2016, we will introduce on-screen Cambridge Secondary 1 Checkpoint tests in English and Science for lower secondary students. The on-screen tests will be available as alternatives to the paper-based versions, and schools can choose the format that best suits their needs,” they said.
Answering how the traditional Bangladeshi education system is different as compared with other countries, they said the education system in Bangladesh gives schools some choices and Cambridge believes this is important.
“To support students achieve their own educational and career goals, schools must be able to choose the programmes that best meet the needs of their learners. We place great value on our long-standing relationship with schools in Bangladesh and are delighted that more schools every year choose Cambridge as the educational pathway for their students,” they said.

The writer is a Senior Sub Editor of The Independent

Education must be tied to transferable skills

�Our aim is to support students� education through a syllabus that is international in outlook but local in relevance, and gives them the skills they need to get into university and get on in life beyond formal education��Ruchira Ghosh

Guy Chapman, deputy director, International Network, Cambridge International Examinations, and Ruchira Ghosh, regional director, South Asia, Cambridge International Exa_minations, visited Bangladesh to hand out the Outstanding Cambridge Learner Awards. They shared their views with The Independent on the side-lines of the programme. Here are some excerpts: Explaining the overall philosophy of Cambridge International Examinations in its approach to education they said: Our aim is to support students education through a syllabus that is international in outlook but local in relevance, and gives them the skills they need to get into university and get on in life beyond formal education. Cambridge syllabus focuses on what students must above all take with them as they move on from school is fundamental understanding and skills, an informed curiosity and a lasting passion for learning, Guy Chapman and Ruchira Ghosh said. The key challenges for education in Bangladesh are the same for education ministries, schools and educators around the world, they said while pointing out the challenges for education in here. These include: the shrinkage of low- and middle-skill-level employment in most societies, coupled with the often high demand for (and scarcity of) people who can think creatively, work collaboratively, take responsibility, and handle uncertainty and challenge. Also the falling away of jobs for life, as economic change accelerates and employment structures are liberalised, and the growing risk that the specific skills and knowledge taken from full-time education will not last for a (lengthening) working life. The rise of digital technology, in at least two important senses: the requirement for high levels of digital competence in a wide range of occupations; and the disruption/enrichment of traditional models of learning and assessment. When asked how Cambridge is helping schools tackle these challenges, they said: Our experience at Cambridgeworking with schools in 160 countriessuggests that in tackling these challenges, we should beware of simplistic, one-size-fits-all solutions, but also heed some sound common principles. Excellent education is based on excellent teachers: a successful education develops the skills and abilities of each child, they said adding every child is different, and learns differently from other children, even those at a similar attainment level. Only skilled teachers, who are attentive to the progress and difficulties of every child, and are able to adapt their teaching plans and classroom practice, can deliver success, they also said. Emphasising education does not start with exams: it is important to assess what is learnt, and for reasons of social equity it is hard, perhaps impossible, to avoid the use of exams as an instrument of formal assessment, Ruchira Ghosh and Guy Chapman said: But clearly learning, not exams and tests, is the purpose of education. Examinations should be designed to encourage, recognise and reward desired learning. Those should not be regarded as an end in themselves. Talking about how Cambridge International Examinations supports schools in implementing effective teaching practice, they said that supporting students in developing the skills and knowledge they need to succeed in university and life is only possible with good teachersteachers who are well supported and understand the Cambridge curriculum. Our comprehensive professional development programme gives teachers delivering our programmes the best preparation to help their students do well. We recognise that teaching is about developing the skills and abilities of every child, not just exam grades, they added. Cambridge conducts face-to-face training events in Bangladesh every year, including workshops led by Cambridge trainers, said the Cambridge executives adding: We conduct over 1,200 training events every year around the world to provide teachers with the skills and knowledge they need to help their students succeed. We also offer online training courses. There has been significant growth of Cambridge programmes in Bangladesh with more than 60 schools across the country now offer Cambridge programmes. The number of schools offering Cambridge programmes in Bangladesh has risen by 10 per cent every year, they informed. Now more schools are choosing to offer international programmes for their students. According to them, the worldwide growth in international education in the first part of this century illustrates this. The desire to learn by looking beyond your own society is now more evident than ever, with millions of young people around the globe striving to maximize their potential through education with international characteristics, they said. For many, that involves gaining globally recognised qualifications, or spending time outside their home country for part of their education, they added. Highlighting their plans for Bangladesh, Guy Chapman and Ruchira Ghosh said: We will continue to focus on helping our schools worldwide to improve. This means continuing to revise our programmes to reflect developments in education, enhancing our professional development and developing new support services. We are also becoming increasingly innovative in how we use technology. In October 2016, we will introduce on-screen Cambridge Secondary 1 Checkpoint tests in English and Science for lower secondary students. The on-screen tests will be available as alternatives to the paper-based versions, and schools can choose the format that best suits their needs, they said. Answering how the traditional Bangladeshi education system is different as compared with other countries, they said the education system in Bangladesh gives schools some choices and Cambridge believes this is important. To support students achieve their own educational and career goals, schools must be able to choose the programmes that best meet the needs of their learners. We place great value on our long-standing relationship with schools in Bangladesh and are delighted that more schools every year choose Cambridge as the educational pathway for their students, they said. The writer is a Senior Sub Editor of The Independent