WEBVTT 00:00:00.000 --> 00:00:09.000 Music 00:00:09.000 --> 00:00:13.000 There are changes in the international character of education. 00:00:13.000 --> 00:00:16.000 It is clear that the advanced state of capitalism that we're now in 00:00:16.000 --> 00:00:21.000 is invoking forms of trade, forms of communication, forms of exchange 00:00:21.000 --> 00:00:23.000 which we've not seen previously. 00:00:23.000 --> 00:00:27.000 It's about the world that we're preparing our young people to go into. 00:00:27.000 --> 00:00:28.000 to. 00:00:28.000 --> 00:00:36.200 Migration of labour, migration of capital, ideas, markets changing, shifting because of 00:00:36.200 --> 00:00:41.360 these international pressures, those are all now features of our economy and of our society. 00:00:41.360 --> 00:00:43.780 And education is changing. 00:00:43.780 --> 00:00:45.640 We teach them how to learn. 00:00:45.640 --> 00:00:50.520 We don't teach them things, we inspire them to be lifelong learners. 00:00:50.520 --> 00:00:55.960 While we accept foreign cultures, we also value our own cultures. 00:00:55.960 --> 00:01:02.680 In Switzerland, students don't pay for school, the company pays and the government pays. 00:01:02.680 --> 00:01:08.400 More and more countries are seeing the benefits of a dual-track education, namely an apprenticeship 00:01:08.400 --> 00:01:10.920 and a solid education in school. 00:01:10.920 --> 00:01:13.760 Countries want to compare themselves in terms of education. 00:01:13.760 --> 00:01:18.200 I'm not convinced that governments are equipping people very well for the international world. 00:01:18.200 --> 00:01:23.020 We're measuring the wrong things, we don't have a clear idea of the end point. 00:01:23.020 --> 00:01:27.060 Most of them are going to be working in contexts where they're going to have to work with people 00:01:27.060 --> 00:01:30.400 from other countries, they're going to be communicating, they're going to be travelling 00:01:30.400 --> 00:01:34.600 frequently and that's going to be the world that they are in. 00:01:34.600 --> 00:01:40.480 International education means to me equipping people, wherever they are, whatever their background, 00:01:40.480 --> 00:01:47.540 to be full members of that international, interconnected, interdependent world. 00:01:47.540 --> 00:01:51.760 It opens a gate to the whole new world and makes me 00:01:51.760 --> 00:01:56.140 meet new people, be more open-minded and be ready to explore. 00:01:56.580 --> 00:02:02.220 This is not a competition between being an internationally minded person and being nationally minded. 00:02:02.520 --> 00:02:03.880 It's a question of being both. 00:02:04.320 --> 00:02:07.760 And international education should always reflect the changing world. 00:02:15.680 --> 00:02:19.240 And good morning ladies and gentlemen and welcome to Downing College 00:02:19.240 --> 00:02:22.740 and the 7th Biennial Cambridge Assessment Conference. 00:02:23.420 --> 00:02:25.780 I'm Bennett Steinberg, Group Director of Public Affairs 00:02:25.780 --> 00:02:29.540 and today's Director of Operations, bringing together the global contribution. 00:02:30.460 --> 00:02:32.160 A few housekeeping points first. 00:02:32.800 --> 00:02:35.480 We're not expecting a fire, so any alarm will be real. 00:02:35.840 --> 00:02:38.380 The fire bell sounds as a continuous bell or a siren. 00:02:38.840 --> 00:02:41.760 On hearing this, please leave via the nearest fire exit. 00:02:42.100 --> 00:02:43.700 They're there at the back and to the side. 00:02:44.700 --> 00:02:48.100 Don't attempt to use the lift or try and take your belongings with you. 00:02:48.100 --> 00:02:53.480 stay calm and walk straight to the nearest exit and assemble in the sunken garden outside. 00:02:54.220 --> 00:02:59.600 On to the event itself. We have a number of distinguished speakers to hear and time for 00:02:59.600 --> 00:03:06.020 discussion but it is a packed programme so I give fair warning to everybody. All of our chairs in 00:03:06.020 --> 00:03:11.120 all of the sessions will be rigorous and we'll cut people off if they think they've made their 00:03:11.120 --> 00:03:17.500 point already and that includes the speakers. Secondly we are filming the day and broadcasting 00:03:17.500 --> 00:03:19.120 it on the web live. 00:03:19.700 --> 00:03:25.920 Please ignore the cameras, but if asked to speak, wait for a microphone to arrive in 00:03:25.920 --> 00:03:28.960 front of you and stand up so the cameras can see you. 00:03:29.220 --> 00:03:34.060 Then state your name, your institution, and the country or region on which you focus. 00:03:34.920 --> 00:03:40.380 Thirdly, I would encourage you to use your smartphone, tablet, or laptop in silent or 00:03:40.380 --> 00:03:43.520 vibrate mode only, please, to tweet at the end. 00:03:43.520 --> 00:03:45.780 comment or submit questions via that medium, 00:03:45.920 --> 00:03:48.320 which will be picked up and fed into the discussion. 00:03:49.000 --> 00:03:54.200 The address is hashtag CAConf, found at CAM underscore assessment. 00:03:55.200 --> 00:03:58.700 I am, however, going to ask all of our speakers to turn their phones off 00:03:58.700 --> 00:04:01.840 since they interfere with the hearing. 00:04:02.680 --> 00:04:08.080 Now, our events exist to provide a forum to debate key educational issues 00:04:08.080 --> 00:04:11.760 because assessment is part of the whole learning process. 00:04:11.760 --> 00:04:20.500 As an independent not-for-profit working in over 160 countries, we look at what works and balance the needs of the individual, the economy and society. 00:04:21.420 --> 00:04:31.900 Now today we're joined by experts both on the platform and in the room from countries as diverse as Azerbaijan, Bangladesh, Germany, the Netherlands, the Iberian Peninsula and Zambia. 00:04:32.680 --> 00:04:40.100 We will also be joined by practising educationalists with their own expertise from different countries through the day via video conference. 00:04:40.100 --> 00:04:47.400 In fact, joining us now at around 11 o'clock their time is a group from Cairo, Egypt. 00:04:48.380 --> 00:04:54.980 Magda Mohi-el-Din, Senior Schools Development Manager, Middle East and North Africa for our International Exam Board, 00:04:56.020 --> 00:05:00.200 will introduce us to our Egyptian Conference Delegates. Magda. 00:05:00.200 --> 00:05:00.220 Hello. 00:05:00.220 --> 00:05:15.180 Hello. Good morning to you all. Shall I stand up? Can you see me better like this? 00:05:17.000 --> 00:05:17.600 Yes. 00:05:17.600 --> 00:05:17.800 Okay. 00:05:19.000 --> 00:05:21.600 I'm Magda Mohamed-Din, 00:05:21.840 --> 00:05:23.520 Cambridge International Examination 00:05:23.520 --> 00:05:25.520 represented in the Middle East and North Africa. 00:05:26.160 --> 00:05:27.380 I have a group of 00:05:27.380 --> 00:05:29.720 lovely ladies and gentlemen here 00:05:29.720 --> 00:05:31.620 from Cairo who are 00:05:31.620 --> 00:05:33.040 very keen on talking about 00:05:33.040 --> 00:05:35.280 international education. They are 00:05:35.280 --> 00:05:39.340 our principals from some of our local and international schools. 00:05:39.720 --> 00:05:45.100 I have also representatives from the three main universities in Egypt, 00:05:45.540 --> 00:05:49.400 Ayn Shans University, Kaira University, and Helwan University. 00:05:51.760 --> 00:05:56.220 I've said some of the logistics before we've started, but that's all. 00:05:56.220 --> 00:05:59.480 I'm going to leave the mic because this is what we've agreed to. 00:05:59.480 --> 00:06:09.220 our colleague Dr. Omnia Kasabgi from the British School of Egypt to give an overview of the 00:06:09.220 --> 00:06:13.060 international education in Egypt. Thank you. 00:06:22.800 --> 00:06:28.520 Mrs. Magda Mohit-Din, thank you very much for inviting me to participate in this seminar. 00:06:28.520 --> 00:06:34.220 on the interpretation, importance, and impact of international education. 00:06:34.960 --> 00:06:39.220 As an Egyptian educator, I will express my views, 00:06:39.400 --> 00:06:42.520 particularly as they relate to the Egyptian context. 00:06:43.300 --> 00:06:47.980 Egypt has the largest education system in the Middle East and North Africa, 00:06:47.980 --> 00:06:51.360 a system that is rapidly growing and developing 00:06:51.360 --> 00:06:58.360 to meet the needs of millions of pupils and millions of parents here in Egypt. 00:06:58.520 --> 00:07:06.020 And the government of Egypt is responsible for offering free education at all levels 00:07:06.020 --> 00:07:07.960 of the education system. 00:07:07.960 --> 00:07:14.360 This education system mainly comprises government and public schools, which implement the Egyptian 00:07:14.360 --> 00:07:23.240 education of national curriculum taught through the medium of Arabic, with English or French 00:07:23.240 --> 00:07:27.040 or German as a foreign language. 00:07:27.040 --> 00:07:33.940 three decades, a parallel system of education started emerging in Egypt, namely international 00:07:33.940 --> 00:07:41.180 education. And currently, international education has become the system of choice among thousands 00:07:41.180 --> 00:07:53.020 of parents. Today, approximately 150,000 Egyptian pupils are enrolled in 150 international schools 00:07:53.020 --> 00:08:00.160 across Egypt, schools offering British, American, French, and German curricula, and school leaving 00:08:00.160 --> 00:08:00.880 qualifications. 00:08:01.940 --> 00:08:08.280 All such international curricula are implemented according to protocols between the government 00:08:08.280 --> 00:08:14.280 of Egypt and relevant governments, the governments and accreditation bodies involved. 00:08:14.920 --> 00:08:20.520 And establishing an international school requires quite a lengthy process of licensing. 00:08:20.520 --> 00:08:33.740 This raises the question, why are Egyptian parents making this shift from public government education to international, costly international education? 00:08:34.460 --> 00:08:44.880 Today, as the world becomes increasingly interconnected, international education is recognized as a key driver of Egypt's future prosperity. 00:08:44.880 --> 00:08:57.140 particularly in the areas of innovation, human capital development, and the labor market. 00:08:57.560 --> 00:09:05.280 And Egyptians are fully aware that international education in all its facets brings tremendous value to our nation, 00:09:05.280 --> 00:09:11.480 especially at the time when Egypt needs to educate highly qualified and skilled people 00:09:11.480 --> 00:09:16.520 who can take their place among the best and the brightest in the world. 00:09:16.760 --> 00:09:17.380 Can I sit now? 00:09:17.560 --> 00:09:17.980 Yes, please. 00:09:17.980 --> 00:09:18.800 Thank you. 00:09:18.800 --> 00:09:31.660 The second benefit of international education is that it allows current and future generations of Egyptians to acquire a global perspective, 00:09:32.380 --> 00:09:35.840 therefore enabling them to become citizens of the world. 00:09:35.840 --> 00:09:45.400 And in light of Egypt's own development initiatives, providing Egyptian students with a global perspective is of strategic importance. 00:09:45.400 --> 00:10:05.740 I have spoken from a national perspective, in addition to which I must add another extremely important perspective of the two major stakeholders in the international education context in Egypt, namely the suppliers and the clients. 00:10:06.740 --> 00:10:15.900 By suppliers, I mean the investors who are motivated to establish, resource, and finance international schools in the country. 00:10:16.520 --> 00:10:24.860 And by clients, I'm referring to the parents who are determined to enroll their children in those international schools, regardless of the cost. 00:10:24.860 --> 00:10:28.600 which brings me to the question 00:10:28.600 --> 00:10:33.700 what are the expectations of Egyptian stakeholders 00:10:33.700 --> 00:10:36.060 namely the parents and the suppliers 00:10:36.060 --> 00:10:37.740 the clients and the suppliers 00:10:37.740 --> 00:10:39.200 as well as the community 00:10:39.200 --> 00:10:42.860 what are their perceptions 00:10:42.860 --> 00:10:45.320 and why does international education 00:10:45.320 --> 00:10:47.760 have such a strong appeal to them 00:10:47.760 --> 00:10:51.320 international education in the Egyptian context 00:10:51.320 --> 00:10:53.980 is defined by stakeholders 00:10:53.980 --> 00:10:57.160 as the blend of quality management, 00:10:57.960 --> 00:11:00.760 a qualified body of teaching staff, 00:11:01.220 --> 00:11:03.320 and low pupil-teacher ratios 00:11:03.320 --> 00:11:07.580 that create a highly valuable educational experience 00:11:07.580 --> 00:11:10.560 which focuses on international mind 00:11:10.560 --> 00:11:14.380 and the development of a global perspective, 00:11:15.140 --> 00:11:19.100 a philosophy that pupils carry with them for their entire lives. 00:11:19.780 --> 00:11:24.840 Accordingly, both parents and pupils regard international education 00:11:24.840 --> 00:11:28.880 as the primary means by which we, as a nation, 00:11:29.420 --> 00:11:33.360 will be able to bridge the cultural and linguistic divides 00:11:33.360 --> 00:11:35.840 between Egypt and the rest of the world. 00:11:36.780 --> 00:11:38.960 Thank you, Magda, and thank you, Professor, 00:11:38.960 --> 00:11:40.720 and welcome Egypt. 00:11:41.600 --> 00:11:44.400 Also joining us for the UK's morning session 00:11:44.400 --> 00:11:46.500 in the same time zone as Cairo 00:11:46.500 --> 00:11:48.360 is a group from Johannesburg. 00:11:49.160 --> 00:11:51.560 Mark Barber, Cambridge International's 00:11:51.560 --> 00:11:53.000 Senior Schools Development Manager 00:11:53.000 --> 00:11:54.620 for Sub-Saharan Africa, 00:11:55.140 --> 00:11:56.380 will introduce us to our 00:11:56.380 --> 00:11:58.320 South African conference delegates. 00:11:59.160 --> 00:11:59.500 Mark. 00:12:06.220 --> 00:12:08.160 Good morning from Johannesburg, 00:12:08.160 --> 00:12:14.300 local time, 11 o'clock. I'm Mark Barber, Schools Development Manager at Sub-Savaran Africa, 00:12:15.060 --> 00:12:20.760 and Cambridge colleagues with me are John Fister and Patty Borman, our recognitions manager. 00:12:21.980 --> 00:12:27.380 We are joined by 10 schools and heads in the departments representing eight independent 00:12:27.380 --> 00:12:33.000 schools from South Africa, primarily in Johannesburg area, but also from further afield. 00:12:33.000 --> 00:12:39.760 Between them, they have many years' experience in offering international education, both 00:12:39.760 --> 00:12:45.760 in South Africa and overseas, and have been chosen today specifically for their wealth 00:12:45.760 --> 00:12:47.760 of knowledge in this field. 00:12:47.760 --> 00:12:53.800 Whilst all of them are now at schools offering Cambridge qualifications, it's worthy to note 00:12:53.800 --> 00:12:58.840 that some of these schools offer dual curriculums with Cambridge, and all of them have extensive 00:12:58.840 --> 00:13:02.320 experience of education in the South African context. 00:13:02.320 --> 00:13:07.820 Their schools deliver the curriculums using classroom-based learning, blended learning 00:13:07.820 --> 00:13:12.380 and in one case, distance learning entirely. 00:13:12.380 --> 00:13:17.660 Furthermore, it is worthy to note that some offer Cambridge qualifications at advanced 00:13:17.660 --> 00:13:23.000 level only and others through the stages, including Cambridge Primary for 5-11 year 00:13:23.000 --> 00:13:24.000 olds. 00:13:24.000 --> 00:13:28.800 Between them, they exemplify the flexible approach that Cambridge allows schools when 00:13:28.800 --> 00:13:31.220 designing their curriculums. 00:13:31.220 --> 00:13:37.600 I asked our guests beforehand for their brief comments on an international education in a South African context, 00:13:38.240 --> 00:13:40.560 and their answers broadly raised the same points. 00:13:42.100 --> 00:13:46.980 And they were giving South Africans a perspective beyond their immediate and localized context, 00:13:47.900 --> 00:13:51.440 easy transferability and a coherent program of education, 00:13:52.000 --> 00:13:55.040 increased sensitivity to other cultural perspectives, 00:13:55.920 --> 00:13:58.620 a greater understanding of the meaning global citizen, 00:13:58.620 --> 00:14:02.360 and a competitive edge in the access to higher education. 00:14:03.360 --> 00:14:06.320 Furthermore, our guest noted that international education 00:14:06.320 --> 00:14:09.660 can contribute to the development of future professionals 00:14:09.660 --> 00:14:12.660 with the skills needed in a developing economy. 00:14:13.760 --> 00:14:16.740 And that it attracts parents with professional skills to the country, 00:14:17.380 --> 00:14:21.900 particularly in the high-stake fields of banking, technology and engineering. 00:14:22.900 --> 00:14:26.520 And linked to that, having an independent education system in South Africa 00:14:26.520 --> 00:14:29.820 would put South Africa's economy properly in gear. 00:14:30.900 --> 00:14:36.460 However, areas that weren't so clear-cut included the importance of an awareness of local context, 00:14:37.080 --> 00:14:42.220 and thus international education shouldn't be seen as a threat or an enemy to local curricula. 00:14:43.380 --> 00:14:48.120 The schools offering an academic international curriculum need to have a purpose beyond that, 00:14:48.860 --> 00:14:54.080 in that offering awareness to the host country, career guidance and financial assistance to the 00:14:54.080 --> 00:15:00.300 those most disadvantaged. A common theme was the notion of giving back, seeking to better 00:15:00.300 --> 00:15:06.340 the lives of all, a weight of responsibility on those who benefit from the global perspective 00:15:06.340 --> 00:15:12.080 international education can give, to ensure that the host country benefits as much as 00:15:12.080 --> 00:15:18.060 the learner. This is particularly relevant in a region where economic exploitation is 00:15:18.060 --> 00:15:23.720 rampant and precious rights to national resources may be perceived to be sold for short-term 00:15:23.720 --> 00:15:30.040 financial gain. In South Africa, the academic year runs from January. The final exams are 00:15:30.040 --> 00:15:35.300 typically sat now, as opposed to June in the United Kingdom. Recognition of Cambridge 00:15:35.300 --> 00:15:40.040 qualifications in local universities was an early hurdle that we have successfully overcome, 00:15:40.500 --> 00:15:45.080 and the latest challenge was the release date of our results, which allowed candidates little 00:15:45.080 --> 00:15:50.740 time to secure the sought-after university places. I am pleased to report that progress 00:15:50.740 --> 00:15:52.080 has been made in this regard. 00:15:53.600 --> 00:15:57.020 Affordability of an international education remains an issue, 00:15:57.580 --> 00:16:00.400 particularly if we are to address the prejudices of wealth 00:16:00.400 --> 00:16:02.440 still very raw in South Africa. 00:16:03.320 --> 00:16:05.420 Despite the best intentions of our schools, 00:16:05.940 --> 00:16:08.320 their sponsors and third parties as a whole, 00:16:08.920 --> 00:16:10.700 an exchange rate against the British pound 00:16:10.700 --> 00:16:14.100 that has declined by over 50% in the last four years, 00:16:14.640 --> 00:16:16.260 and the majority of the country's wealth 00:16:16.260 --> 00:16:17.480 being held by the minority, 00:16:18.200 --> 00:16:21.660 access to a qualitative, affordable international education 00:16:21.660 --> 00:16:23.520 will remain a challenge to us all. 00:16:24.060 --> 00:16:24.520 Thank you. 00:16:25.380 --> 00:16:26.960 And thank you, Mark. 00:16:27.560 --> 00:16:29.180 And welcome to South Africa. 00:16:29.880 --> 00:16:33.680 So, delegates, it only remains for me to introduce your host for the day. 00:16:34.260 --> 00:16:37.160 The group chief executive oversees the work of our exam boards, 00:16:37.560 --> 00:16:39.660 our research divisions and our technology. 00:16:39.660 --> 00:16:43.460 He sets the vision and the goals of the Cambridge Assessment Group. 00:16:43.960 --> 00:16:45.840 Ladies and gentlemen, Mr Simon Lee.