Making an impact in the Global Job Market

What are some of the Challenges facing graduates in their search for work? The current economic climate Companies cutting back on recruitment Fierce competition for jobs More graduates entering job market every year Aim: To open a discussion on the difficulties facing students in the job market, in order to lead to the next slide – how to get a competitive advantage The presentation could start with the opening question, followed by the audience brainstorming possible answers. This will of course depend on the size of the audience as it may not be practical to do this. Students may well come up with more items to add to this list, but here are some of the main problems facing students in today’s job market: The current economic climate The current and future economic climate is bleak, with the global recession not likely to hit rock bottom until late 2009 and with no one sure what is going to happen in the future, this can only spell bad news for the job market. Companies cutting back on recruitment Many universities across the world have already seen a downturn in the number of graduate recruiters coming on campus and given the state of the economy, this situation isn’t likely to improve quickly Fierce competition for jobs This all means more graduates going for less jobs, making the search for work even more difficult. More graduates entering job market every year And with more graduates entering the job market every year, the recruitment ‘bottleneck’ is probably going to make this situation even worse.

How can you maximise your chances of success in the global job market? Work experience Excellent CV Confidence and personal presentation Professional qualifications A second language - English Aim: That by speaking English, you can stand out fro the crowd in an overcrowded job market Again,, this question could be answered as a brainstorming activity, but that really depends on the size of the audience. Again, students may well have more examples to add to this list, but the main point of this exercise is to get to the final point, ENGLISH. Work experience By having work experience, job candidates can prove that they already have knowledge of the working world and that they have proved themselves, to a certain degree, in the world of work Excellent CV Having an excellent CV can only enhance your chances of getting an interview Confidence and personal presentation Being confident at interviews and the way you present yourself (how you look as well as what you say) can leave a lasting impression on prospective employers Professional qualifications Qualifications will show you are serious about what you want to do, prove you are qualified and give you the confidence to speak about your specialisation A second language – English On top of all the points already mentioned though, is the reality that if you can speak a second language well – and can prove it, you really could have an edge over your competitors

The importance of a formal English language qualification A qualification from a world-renowned examinations body Relevant to the world of work Linked to a recognised, international scale (CEFR) Proof of your ability in the four skills of English It will give you the knowledge and skills to work in English Aim: To introduce students to the importance of having a formal English qualification a qualification from a world renowned examinations body It seems obvious, but if you are going to attain an English language qualification, it makes sense that it must be from a well respected and trusted organisation. relevant to the world of work Because candidates are applying for jobs in the world of business, they need to have an English qualification that reflects their aspirations linked to a recognised, international scale Employers need to know what your qualification actually means – they need to be able to translate your results into something tangible, and by linking the exam to an international scale (the CEFR for example) they are able to do this. proof of your ability in the four skills of English You need to take a test that examines the 4 skills of English: reading, writing, listening and speaking it will give you the knowledge and skills to work in English A high quality business English exam is more than just a test. In preparing for the exam you should be exposed to a wide range of relevant, business related topics (in order to broaden your understanding of business) as well as have the opportunity to try out a range of practical business tasks, such as business writing, giving presentations and completing case studies to name just a few.

A qualification from a world-renowned examinations body Cambridge ESOL Part of the University of Cambridge Recognised world leader in language assessment Have been offering exams for learners since 1913 Exams Recognised all over the world Taken by more than 2 million people a year Wide range of products in both general and business English Aim: To give more information about Cambridge ESOL – the world leader in English Language Assessment

Relevant to the world of work BEC – Business English Certificate Internationally recognised, certificated examinations Available at three levels (A2-C1) Paper based and computer based options available Designed for those working, or preparing to work, in international business Does not assume specialist business knowledge Sets materials and tasks in the context of international business and in typical work situations Tests candidates’ ability to communicate for essential business needs Aim: to introduce some of the key messages for BEC internationally recognised, certificated suite of examinations Around 2,000 employers have already used BEC, and BEC is also recognised by universities and colleges worldwide, (either for admissions purposes, or as credits towards or exemption from English language courses available at three levels BEC Preliminary is at B1 level, although certification is also given at A2 level for those who don’t quite pass, BEC Vantage is at B2 and Higher is at C1 paper based and computer based options Computer based reading, writing and listening parts available designed for those working, or preparing to work, in international business No specific knowledge of British or International business is required to take the test does not assume specialist business knowledge As previous point sets materials and tasks in the context of international business and in typical work situations Candidates will have to perform real business functions when taking the exam, such as taking down notes, writing reports, skimming texts and justifying their opinions. All tasks are set in an international context, meaning that it is not a ‘British’ test. tests candidates’ ability to communicate for essential business needs

What does BEC involve? Preliminary Vantage Higher Reading 7 parts/45 items 5 parts/45 items 1 hour 6 parts/52 items Writing 2 tasks 1 hour 30 mins (Reading and Writing) 45 mins 1 hour 10 mins Listening 4 parts/30 items about 40 mins 3 parts/30 items Speaking 3 parts 12 mins 14 mins 16 mins Aim: to show what each of the three BEC levels entails.

Delivering Excellence Test Development Consultation Academic and practical research Trialling and analysis Liaison with publishers and schools Quality Assurance Test Validation Pretesting Test technology Integrity and security Aim: to explain our commitment to excellence and to highlight the process of test research, development and quality assurance Cambridge ESOL has an uncompromising commitment to quality Ensuring accuracy and fairness across such a wide range of exams requires a comprehensive programme of quality assurance. The process of creating a new exam begins more than 3 years before the first candidate takes the test. Test Development Our test development methodology, tried and tested over many years is based on a formally documented process of consultation, academic and practical research, trialling and detailed analysis, backed by liaison with publishers and schools to ensure that teachers and learners have the tools to prepare for the exam. All of our exams are constantly reviewed and enhanced to ensure that they meet the changing needs of stakeholders worldwide. Quality Assurance Test validation We conduct on average 70 validation studies each year on existing and proposed exams as well as on assessment approaches and theories to assist test development and production. Validity studies include bias, impact on stakeholders, rater-reliability, and accommodations. Pretesting To make certain our exams are valid, reliable, accurate and practical to administer, we undertake extensive exam trialling for all new exams and exam modifications. This takes place in many countries around the world. Test technology With technology fast becoming central to the process of exams and testing, research into the use of technology and its impact on test takers is essential. We regularly undertake such research to ensure our exams — through whatever means they are delivered — remain relevant, reliable, accurate and fair. Research into the post-launch phases of computer-based testing is ongoing. Integrity and security For a test to have integrity it must not only be a robust and consistent assessment of language skills, it must also be fair to all candidates regardless of gender, first language or cultural difference. Our exams are developed in secure conditions and our centres have to meet exacting administrative demands to ensure the highest of standards. In response to changing stakeholder needs, we will be launching an online results verification service for all our exams, as well as introducing the capacity for receiving organisations to download results electronically in 2010. 8

Cambridge ESOL and the CEFR (Common European Framework of Reference ) A system for defining language learning, teaching and assessment It is comprehensive, transparent and coherent Used by Cambridge ESOL to map language assessments to a recognised, international standard Aim: to introduce the CEFR in an easily digestible format, leading on to ALTE cando statements and their importance for interpreting BULATS results. A system for defining language learning, teaching and assessment – developed between 1993 and 1996, the CEFR aimed to formalise in one framework, what many different teaching and assessment providers had already done, in their different ways for many years (e.g. Using levels such as elementary, pre-intermediate and advanced) It is comprehensive, transparent and coherent – the CEFR covers all levels from beginners to proficient users of the language. It is clear and simple to understand and logical in it’s design. Used by Cambridge ESOL to map language assessments to a recognised, international standard – all Cambridge exams are mapped to the CEFR thus making our assessments easy to quantify in terms of level of difficulty. 9

The Council of Europe Framework of Reference for Languages Elementary user A1 A2 B Independent user B1 B2 A Proficient user C1 C2 Aim: To introduce the CEFR in a simple, easily understood way. The aim is to show, in as simple a way as possible, how the 6 levels of the CEFR work. There are three levels: A, B and C Each level has a sub-level, with 1 being the easier of the two sub-levels. Common European Framework Guided Learning Hours Cambridge ESOL is often asked about the number of study hours required to reach a certain examination level. It is not possible to give a categorical answer to this, as hours of study required will vary depending upon several factors such as the candidates’ language learning background, the intensity of the study, the inclinations and age of the individual as well as the amount of study/exposure outside of lesson times. The following figures are, however, sometimes quoted as an approximate guideline: A2 approximately 180–200 B1 approximately 350–400 B2 approximately 500–600 C1 approximately 700–800 C2 approximately 1,000–1,200 10

What level is the exam? Aim: To show the CEFR levels covered by BEC and also how BEC fits into the suite of World of Work products High level exam Exams cover B1 to C1 on the Common European Framework of Reference for Languages published by the Council of Europe, although BEC P does offer certification down to A2 level for those who don’t quite pass.

Cambridge ESOL and ALTE (The Association of Language Testers of Europe) A group of leading language testing organisations in Europe Members have developed a series of Can Do statements for each CEFR level Statements describe what language users can typically do with the language at different levels Aim: To introduce ALTE in order to better explain Can Do statements and how they relate to BULATS A group of leading language testing organisations in Europe – Cambridge ESOL is a founder member. Other members include the partners involved in the production of BULATS (Goethe Institute, Alliance Française, Universidad de Salamanca). Members have developed a series of Can Do statements for each CEFR level – the aim being to make examination results easier to understand Statements describe what language users can typically do with the language at different levels, in terms of Speaking, Writing, Listening and Reading. 12

‘Can Do’ Summary Typical candidates at B1 level (BEC Preliminary) Listening and Speaking CAN follow a simple presentation/demonstration. CAN deal with predictable requests from a visitor. CAN offer advice to clients within own job area on simple matters. CAN state routine requirements (e.g. asking for typing to be done) Reading and Writing CAN understand the general meaning of non-routine letters within own work area. CAN understand short reports of a predictable nature. CAN make notes on routine matters, such as taking/placing orders. CAN write straightforward, routine letters of a factual nature Aim: To give an example of what Can Do statements look like This slide gives more information on Can Do statements by giving an example of typical statements at B1 level

Reverse of BEC Certificate CEFR levels Explanation of scores Can do statements Aim: To show how BEC scores are reported Highlight that the reverse of the candidate Test Report Form (TRF) gives information on the CEFR levels and the ALTE Can Do statements. 14

Front of BEC Certificate Candidate Information Candidate Grade CEFR Level Aim: To show how BEC scores are reported For consistency, as we have shown the back of the TRF, this slide shows the front of the TRF Candidate Information – Name Candidate Grade – either pass or pass with merit Pass – candidate has achieved a satisfactory level of performance Pass with Merit – Candidate has achieved a good level of performance CEF Level – self explanatory Exam information – date of exam, place and reference number Exam information

Exceptional Speaking Good Writing Listening Borderline Reading Weak Business English Certificates ENGLISH AS A FOREIGN LANGUAGE Statement of results Session March 2002 Candidate Name Reference No To be quoted on all correspondence Place of entry Qualification Business English Certificate- Vantage PAPER PROFILE Score xx Result B Pass Exceptional Speaking Aim: To show an example of the results process This is a copy of the statement of results that candidates receive before they get their certificate, which gives information about their performance in each of the 4 skills. The SOR includes the candidates score (not shown as score needed for a ‘B’ grade can change as exams are graded at Cambridge ESOL) Good Writing Listening Borderline Reading Weak 16 2

It will give you the knowledge and skills to work in English Giving Presentations Attending meetings Report writing Telephone Skills Socialising and networking Negotiating Problem solving Decision making Aim: To inform attendees of the range of relevant, business related topics covered in the BEC exams. It is important to note that this list is not exhaustive.

BEC Reading Preliminary Reading and writing Vantage Reading 7 tasks (in reading section) variety of ‘input’ and ‘output’ tests different types of reading 1hr 30mins (both reading and writing) Vantage Reading 5 tasks variety of ‘input’ and ‘output’ tests different types of reading 1hr Higher Reading 6 tasks variety of ‘input’ and ‘output’ tests different types of reading 1hr Aim: to give further information about the BEC reading paper. 18

Example of BEC Preliminary Reading Aim: To show an example of the BEC reading paper This example is taken from BEC Preliminary This example has been chosen to highlight that the topics used in the reading paper are all relevant, up to ate, international in feel and offer candidates insight into real business situations and business skills.

BEC Writing Preliminary Reading and Writing 1 hour 30 mins Part 1 Internal company communication Part 2 Piece of business correspondence Vantage Writing 45 Mins Part 1 Internal company communication Part 2 Piece of business correspondence, report or proposal Higher Writing 1 hour 10 mins Part 1 Report based on graphic input Part 2 Report or proposal or correspondence (candidate chooses) Aim: The next few slides give further information about each paper and show an example of a task. It is important to note that all writing tasks give candidates the opportunity to practice real business skills.

Example of BEC Vantage Writing Aim: To show examples of the BEC writing paper This example is taken from the Vantage paper.

BEC Listening Preliminary Listening Vantage Listening instructions printed and on CD all texts heard twice 4 tasks 30 minutes listening 10 minutes ‘transfer time’ Vantage Listening instructions printed and on CD all texts heard twice 3 tasks 30 minutes Listening 10 minutes ‘transfer time’ Aim: to give further information about the BEC listening paper. Higher Listening instructions printed and on CD all texts heard twice 3 tasks 30 minutes listening 10 minutes ‘transfer time’ 22

Example of BEC Higher Listening Aim: To show an example of the BEC listening paper This example is taken from the Higher exam. It is important to note that BEC is an international business exam, and this is reflected in the accents used in the listening paper. As well as listening to a range of international business related topics, candidates will hear a wide range of accents, including native English speakers from all over the world (Canadian, Australian, South African, Welsh etc).

BEC Speaking Preliminary Speaking Part 1 Conversation with interlocutor Part 2 Mini-presentation Part 3 Two-way conversation Further prompting from interlocutor 12mins Vantage Speaking Part 1 Conversation with interlocutor Part 2 Mini-presentation Part 3 Two-way conversation between candidates Further prompting from interlocutor 14mins Higher Speaking Part 1 Conversation with interlocutor Part 2 Mini-presentation Part 3 Two-way discussion between candidates Further prompting from interlocutor 16mins Aim: to give further information about the BEC speaking paper. It is important to note that the BEC Speaking test consists of 2 candidates and 2 examiners (interlocutor and assessor). This format is used for all 3 levels of exam. All questions relate loosely to the world of work, meaning that students with no real work experience would still be able to handle the kind of questions being asked of them and respond appropriately. 24

Example of BEC Vantage Speaking Aim: To show an example of the BEC speaking paper This example is taken from the Vantage paper.

What support is available for Students? A range of published material Past papers and examination reports Online support Candidate website: www.candidates.cambridgeesol.org ESOL website: www.cambridgeesol.org/index.html Aim: To give information about the support materials currently available by Cambridge ESOL. It is worth pointing out that there are a great deal of teaching materials available for BEC from all of the major publishers, but that these materials are available free of charge, from Cambridge ESOL. A range of published material A number of course books and practice materials are available from publishers. A list of UK publishers which produce material related to the examinations is available from cambridgeesol. Past papers and examination reports These can be ordered and/or downloaded from our website Speaking test video Again, ordered from us Online support Both teacher and student support websites provided by Cambridgeesol, in key countries we also have dedicated websites with more information: Candidate website: www.candidates.cambridgeesol.org – mention that this is a new website which features lost of free materials and tips to download. ESOL website: www.cambridgeesol.org/index.html 26

BULATS Candidate Support Website Aim: To introduce the Cambridge ESOL candidate Support website The Candidate Support website is an excellent, free resource for exam candidates. It contains a wealth of information including: More information about each exam and what it contains Further analysis of each part of the exam (reading, writing etc) An explanation of the item types used in each paper Practice of each item type Information on what BEC candidates have said about the exam Further support (question papers, handbooks etc) The opportunity to create your own portfolio, where you can save information online Access to the Cambridge ESOL online results service

What our customers say about BEC ‘Working in a marketing department of a foreign company requires very good business communication skills in English, both in written and oral form. The BEC Vantage exam has helped me to standardize my business English and reach to an international business communication level. If my time allows, in the near future, I will take part in BEC Higher exam.’ Phan Thu Ha – Former BEC student from Vietnam ‘Before I started the BEC English Course I had a lot of "adventure" on my journey learning English. Passing BEC Preliminary gave me the safety that I was looking for to use this language in my professional life. In my opinion, BEC is the best way to learn Business English". Giovanni Coradin – BEC student from Brazil “The BEC preparation and exam really helped polish my workplace English skills.” Yousef Khalid Al Badoor – BEC Student from Dubai Aim: to give examples of testimonials from some of our clients. 28

More than 8,500 employers, universities and government bodies around the world recognise Cambridge ESOL qualifications, including… BMW AstraZeneca Nestlé PricewaterhouseCoopers Siemens Johnson & Johnson Coca-Cola Motorola IBM KPMG BP Amoco Microsoft HSBC KLM Shell DHL WHO Airbus Ernst and Young P&G World Bank For more recognition information visit: www.CambridgeESOL.org/recogntion/search.php Aim: To promote how widely Cambridge ESOL exams are recognised internationally. Examples of some of the companies and institutions who have used BEC to date. You may wish to steer potential customers towards our recognition pages at: www.CambridgeESOL.org/recogntion/search.php 29

Keep up-to-date with what's new via the Cambridge ESOL website: University of Cambridge ESOL Examinations 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 1223 553997 Fax: +44 1223 460278 E-mail: ESOLhelpdesk@ucles.org.uk Keep up-to-date with what's new via the Cambridge ESOL website: www.CambridgeESOL.org www.CambridgeESOL.cn