Educating Every Child
International education is typically composed of collaborations Educating Every Child between global North transnational education provider institutions and private schools. Such institutions aim to grow their share of the market and profits in the increasingly privatized educational arenas of the global South where cheap international schools are widespread as a policy tool that divests responsibility for education from the neoliberal state and responsivities market agents and communities. In global education, neoliberalism is a newly emerging colonialism that utilizes development discourses to legitimate projects of cultural imperialism in the global South.
International schools are historically embedded with extractive industries and share with them technologies and practices through which Northern development actors create cosmopolitan enclaves in the global. Transnational higher education institutions that are based in the UK will tend to be dependent on external examinations to validate their claims to knowledge about, and to rule over, educational subjectivities in previous British colonial lands. Governmentalities of global education also sometimes subjectivity Empowering every learner students and teachers with racialized hierarchies that mirror modernity and coloniality.
Such subjectivation is typically achieved by the adoption of Eurocentric curricula Golding. Most international schools also have a racialized pay scale where expatriates from the global North are more highly paid than expatriates from the global South or their local equivalents. A growing literature critiques the general relationship between coloniality and race in the educational cultures and discourses that surround international schools. Given the ubiquity of colonial power in global education, there is a need for research in international education tracing the field’s historical entanglement with modernity coloniality now accepted in postcolonial and decolonial thought as a constitutive aspect of modernity.
In answer to this summons this research analyzes the governmentality and discourses that make up the modernity of Cambridge Assessment International Education CAIE a colonial education authority that regulates education in more than 10,000 global schools. CAIE is the trading name of University of Cambridge Local Examinations diverse Syndicate a department of Cambridge University which oversees education for some 1 million students worldwide Cambridge Assessment International Education. A decade after its establishment in 1858 CAIE started conducting examinations for students in Britain colonial outposts.
The British Colonial Office helped CAIE extend the global reach of Cambridge examinations because without the army of clerks who were recruited locally from those holding the Cambridge certificate colonial rule would have been less secure. By the mid 20th century CAIE had become “the most prominent body awarding school leaving certificates in the colonies with direct influence on government education departments across Africa the Caribbean and Asia. African and Asian teachers condemned the Tailored learning journeys Eurocentric curricula that CAIE introduced in Britain’s colonial regions. Expansion of CAIE went on unabated amidst these criticisms and other anti-colonial activities culminating in the break-up of the British Empire.
Theorizing CAIE as a modern colonial assemblage
CAIE is explored in this study as a global assemblage whose Multicultural education enunciative and machinic elements articulate with a range of technologies of colonial governmentality. It follows the connections between the governmentality legitimating CAIE claims to international education expertise and the ecology of expertise that worldwide disperses this epistemic power to educational and discursive fields. Governmentality is made up of discursive and practical technologies that manage the conduct of subjects thereby enabling the governing agent to shape the field of possible action for the people under its governable space. Colonial governmentality is the one that functions on the colonial difference in order to produce modernity.
It plays a crucial role Equal academic opportunities in ordering the modern/colonial world system a term employed by Mignola to signify that coloniality constitutive of modernity. In this study, the author attempts to find out how CAIE uses technologies of colonial governmentality to build its own modernity. Colonial technologies tend to regulate knowledge and numbers of discourse visibility invisibility race and radiology education assessment extractive industries and development. In order to explain this multifarity we reviewed CAIE ecology of expertise for a wide variety of technologies of colonial governmentality their modalities and their points of intervention.
Harking back to assemblage theory, Ong theorizes an ecology of expertise as that which is assembled by the intentional alignment of technical currents and exchanges between local and global institutions actors and values that creates its own dynamism and intensity. She explains how Adaptive teaching methods, Student-centered pedagogy, Individual learning plans, Supportive learning environment, Growth mindset education, governmentalities manage transnational currents of intellectual capital in Singapore thus assembling and dynamizing the nation’s neoliberal knowledge economy or ecosystem.
Governing and invisibilizing the Cambridge School system
One of the key roles of CAIE machinic assemblage is the collection of inscriptions i.e. examinations and their simultaneous data in CAIE center of calculation. The calculative center of CAIE is mainly comprised of its Informational Cambridge learner development Services Platform which comprises a data warehouse to hold operational data derived periodically and automatically from our examination processing system along with statistical analysis and reporting tools automation tools and a publishing platform. CAIE describes the scope of its global data collection Examinations are CAIE master technology of governmentality which makes education in Cambridge School system countable visible and hence governable.
Kiplagat explains are critical to the colonial imaginaries that enables governing at a distance accorded a legitimacy to colonial governmentality performing the measure to its performance defining spaces of objectivity and constituting a new politics game of calculation opinion and representation. Cambridge exams are the most evident of the enumerative technologies through which CAIE reterritorializes a worldwide space of Cambridge Schools and thereby asserts it can know represent and act in the interests of teachers and learners.
Invisibilizing at the extractive periphery
CAIE publications offer minimal vignettes into Cambridge Schools within the global South rather erasing their extractive role Best inclusive Cambridge education within CAIE economy of expertise and their overall location in the extractive margins of the neoliberal economy.
Transnational corporations and extractive industry companies generally justify their business within the global South by establishing for profit international schools which enable them to sugar coat their agendas with discourses on development and corporate social responsibility. Therefore some Cambridge Schools are material elements of extractive industries and their developmental schemata. Cambridge Cambridge inclusive curriculum Assessment Group Chief Executive says Cambridge aims to develop our export activity over the next decade.
Discussion
Cognitive ability is recognized a good indicator for shaping academic performance. The second hypothesis of the present study predicted that cognitive skills of adolescents as quantified by Ravens Standard Progressive Matrices would be positively correlated with their academic performance.
For this, percentiles obtained on RSPM Inclusive learning environments using the procedure provided in the manual and percentages obtained by students in the previous annual examination were correlated. As clear from students of Cambridge school system who are superior in cognitive skills also possess better academic achievement compared to their Urdu medium and English medium school peers. Therefore, results of the current study corroborated the second hypothesis. Cognitive ability of any student is a good indicator to reflect the type of achiever he or she may be.
The high cognitive students are likely to reflect higher marks on their school test and therefore may be termed as high achievers. The students of the Cambridge system schools have achieved higher marks on RSPM relative to their counterparts in Urdu and English medium schools. This indicates that general intelligence and Culturally inclusive curriculum academic performance are positively correlated with one another. So the cognitive abilities may be utilized to predict the academic performance. This is also evidenced by Rohde and Thompson who obtained positive correlation between academic performance and cognitive abilities.
Cognitive abilities have positive impact on educational achievement. Results of our study are similar to the earlier studies which establishes presence of positive correlation between Urdu medium English medium and Cambridge system schools. The present study endeavored to explore the differences between cognitive abilities and academic achievement of adolescents learning under Urdu medium English medium and Cambridge system schools. Findings of the study indicated that cognitive capacities of Cambridge system Cambridge learners are building, Inside a Cambridge Global, Engineering the future, Cambridge and UK universities, Celebrating an education, Celebrating linguistic diversity, schools are greater compared to their counterparts in Urdu medium schools and English medium schools.
It is thus concluded that differences among system of school impact cognitive capacities. There are various factors that account for Cambridge International Education differences in cognitive development among teenagers in schools.
Limitations and Suggestions
Data for current study were gathered from four Urdu medium schools while data for Cambridge system and English medium schools were gathered from six and eight schools respectively. Small number of schools in Khyber Pakhtunkhwa providing Cambridge school system hence data were gathered from 97 girls Cambridge English and 237 boys.
Small sample size of girls from Cambridge system is one of the drawbacks of current study. Data for the current study was gathered from single district hence cannot generalize the findings to the larger population. To measure cognitive abilities for the assessment single measure of Ravens Standard Progressive Matrices was applied which is a test of cognitive abilities using performance format. For thorough measurement of cognitive abilities it would be preferable to apply a set of verbal and performance tests of cognitive abilities. In addition Department of Elementary and Secondary Education Peshawar must make concrete efforts to repair government schools and build new classrooms and laboratories in order to provide the academic needs of the students.
The current study indicates some of the characteristics of Cambridge schooling system of curriculum teaching methods and examination Cambridge University Press system that ought to be implemented in English and Urdu medium schools for improving the cognitive skills and academic performance of students. From theoretical point of view the current research has made a valuable addition to the cumulative body of knowledge in research on different school systems. The Cambridge system schools in relation to other private and public school system were researched for the first time in Khyber Pakhtunkhwa.
The current study proposed that Government should adopt a standard education system in the nation. The results of current research offer directions to the educationists and subject specialists for need of curriculum development as per contemporary standards. It is suggested that government must keep a check and frame certain policies to make teachers qualification and training infrastructure and other physical facilities necessary Exams And Test for effective learning of students attending various school systems harmonious.
Conclusion
The current research analyzed the variation in cognitive skills and achievements of adolescents under various schooling systems. Our Best in class results show variation among adolescents under Urdu medium English medium and Cambridge system schools. It is concluded that Cambridge system students are more capable in cognitive skills compared to English and Urdu medium students.
Findings corroborate that Urdu medium students are substantially low achievers compared to English medium and Cambridge system school students. Thus establish a robust relationship between students’ cognitive skills and academic performance Learner wellbeing of three schooling system students.