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Cambridge principals and teachers found out about important curriculum updates at three Principals Forums held in cities across Pakistan.
The events in Islamabad, Karachi and Lahore were attended by more than 400 delegates. They looked at developments in the Cambridge curriculum, including Cambridge O Levels, Cambridge IGCSE and Cambridge International AS & A Levels. These qualifications are taken by students in more 600 schools in Pakistan.
Claudia Bickford-Smith, Cambridge International’s Director, Development, outlined Cambridge’s innovations in onscreen testing and reporting. She also highlighted the challenges of implementing new technologies on a global scale. This includes maintaining the highest standards of data integrity and robustness for all of Cambridge’s 10,000 schools in more than 160 countries.
Janet Morris, Director, International Network, explained the thinking behind the five elements that lie at the heart of a Cambridge education – international curriculum, teaching and learning, assessment, international recognition and global community.
Speaking about Cambridge programmes and qualifications, Uzma Yousuf, Country Director, Pakistan, said: 'Cambridge International not only provides exceptional prospects for students, but also develops their analytical and critical thinking skills, which are critical for success at university and in life.'
In Pakistan, the British Council manage Cambridge exams, which are taken by a growing number of students. Hasan Khattak, Director Examinations, British Council Pakistan, said: 'The British Council is committed to ensuring improved services for students during the exam series.' He also shared new security guidelines to safeguard exam venues and outlined the value added services offered to schools through British Council’s Partner Schools Global Network.
Attendees at the forums shared their own experiences and feedback in the discussions. One said: 'It is encouraging to see Cambridge International providing support to school leaders and teachers that will improve the performance of students.'