1. Making an impact in the Global Job Market

2. 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.

3. 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

4. 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.

5. 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

6. 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

7. 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.

8. 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

9. 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

10. The Council of Europe Framework of Reference for Languages
Elementary user
A A2 B
Independent user
B B2 A
Proficient user
C 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

11. 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.

12. 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

13. ‘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

14. 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

15. 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

16. 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

17. 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.

18. 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

19. 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.

20. BEC Writing Preliminary Reading and Writing 1 hour 30 mins Part 1
Internal company communication
Part 2
Piece of business correspondence
Vantage Writing 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.

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

22. 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

23. 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).

24. 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

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

26. What support is available for Students?
A range of published material
Past papers and examination reports
Online support
Candidate website:
ESOL website:
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: – mention that this is a new website which features lost of free materials and tips to download.
ESOL website: 26

27. 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

28. 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

29. 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:
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: 29

30. 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:
Fax:
Keep up-to-date with what's new via the Cambridge ESOL website: