International assessment and local contexts: A case study of an English language initiative in higher education institutes in Egypt
Hanan Khalifa and Nahal Khabbazbashi, Cambridge English Language Assessment
Samar Abdelsalam and Mohsen Elmahdy Said, Center for Advancement of Postgraduate Studies, Cairo University
https://doi/10.0000/0000
Volume 4, Issue 1, 2015
Abstract: Within the long-term objectives of English language reform in higher education (HE) institutes across Egypt and increasing employability in the global job market, the Center for Advancement of Postgraduate Studies and Research in Cairo University (CAPSCU), Cambridge English Language Assessment and the British Council (Egypt) have implemented a multi-phase upskilling program aimed at enhancing the workplace language skills of socially disadvantaged undergraduates, developing teachers’ pedagogical knowledge and application, providing both students and teachers with a competitive edge in the job markets through internationally recognised certification and the introduction of 21st century skills such as digital-age literacy and effective communication in HE, and, lastly, integrating international standards for teaching, learning and assessment within the local context. This paper reports on a mixed methods research study aimed at evaluating the effectiveness of this initiative and its impact at the micro and macro levels. The research focused on language progression, learner autonomy, motivation towards digital learning and assessment, improvements in pedagogical knowledge and teaching practices. Standardised assessment, attitudinal and perceptions surveys, and observational data were used. Findings suggested a positive impact of the upskilling program, illustrated how international collaborations can provide the necessary skills for today’s global job market, and highlighted areas for consideration for upscaling the initiative. 
Keywords: Upskilling program, workplace English, learning-oriented assessment, blended learning, Higher Education in Egypt