In the ever-evolving landscape of education, the role of academic institutions and learning resources is continually adapting to meet the dynamic needs of students and learners worldwide. At the forefront of this transformation stands Arun Rajamani, the Managing Director at Cambridge University Press and Assessment South Asia. With a distinguished career spanning over 28 years in the education sector, Rajamani brings a wealth of experience and insight into the intricate workings of the industry.
Having embarked on the journey of shaping Cambridge University Press and Assessment into a not-for-profit organisation, Arun Rajamani has been instrumental in steering its evolution into a global hub for world-leading academic research, learning, and assessment. Backed by the esteemed teaching and research departments of the University of Cambridge, this institution has emerged as a beacon of educational excellence on the world stage.
Rajamani’s professional journey has been marked by his unwavering commitment to education. Prior to his pivotal role at Cambridge University Press and Assessment, he made significant contributions during his 15-year tenure at Microsoft Corporation India Limited in the capacity of the Group Director for Public Sector and Education. His diverse roles have also included serving as Vice President and Managing Director at Pluralsight India, a testament to his dynamic leadership abilities.
As a firm believer in the power of teamwork, precision, and ethical decision-making, Rajamani has a unique perspective on the educational landscape’s challenges and opportunities. In conversation with The Daily Morning, he shared his thoughts on how Cambridge University Press and Assessment is shaping the future of education. From integrating technology for digital skills proficiency to fostering global citizenship, cultivating critical thinking skills, and promoting lifelong learning, Arun Rajamani provides a comprehensive view of the institution’s vision and strategies.
Following are excerpts from the interview:
How does Cambridge University Press and Assessment plan to integrate the latest technological advancements into its curriculum to ensure students are proficient in digital skills?
Cambridge recognises the importance of digital skills in the modern world. Their approach to integrating technology into the curriculum is thoughtful and tailored to the developmental stages of students. For younger children, particularly those in early childhood education, Cambridge understands the need to balance technology usage with the social aspects of learning. While technology can offer valuable learning experiences, it’s crucial not to replace the physical classroom setting entirely, as social interaction is integral to early education.
As students progress through the education system, Cambridge aims to make technology a coexistent element with the physical classroom. This approach is aligned with the idea that learners become more self-driven as they grow older. Instead of relying solely on teachers for information, technology is used to supplement learning, allowing students to explore subjects independently before they even enter the classroom. This shift in the role of technology promotes self-learning and curiosity, empowering students to take charge of their education.
In higher education and adult learning, Cambridge adopts a more intensive use of technology. Here, learners are typically more comfortable with technology and self-directed learning. For these segments, Cambridge leverages technology extensively to impart skills relevant to real-world scenarios. For instance, English communication skills, essential for success in the job market, can be effectively developed through technology-enabled courses and assessments. The focus here is on rigorously using technology to bridge the gap between traditional education and the demands of a rapidly evolving job market.
Could you elaborate on how Cambridge intends to cultivate global citizenship and foster cultural awareness among its students in today’s interconnected world?
Cambridge’s commitment to cultivating global citizenship and cultural awareness is a fundamental aspect of its curriculum. This commitment is particularly crucial in today’s interconnected world, where understanding diverse cultures and global issues is paramount.
One of the key ways Cambridge achieves this is through its subject called “global perspectives”. This subject is designed to provide students with a broader perspective on global affairs, economics, and contemporary issues. It encourages students to actively engage in discussions, research, and critical thinking. Through this subject, students gain a deep understanding of global challenges, helping them develop a sense of global citizenship.
Moreover, Cambridge actively promotes internationalism and collaboration among students. By encouraging students to deliberate on global issues and conduct research, they not only gain knowledge but also develop the critical skills required for effective global citizenship. In this way, Cambridge ensures that its students are prepared to engage in a diverse and interconnected world.
Can you explain the shift towards interdisciplinary curricula and how it equips students with a holistic understanding of complex global issues?
The shift towards interdisciplinary curricula at Cambridge is a strategic move to equip students with a comprehensive understanding of complex global issues. The modern world’s challenges often require solutions that transcend traditional disciplinary boundaries.
Global perspectives, for example, exemplifies this approach. It exposes students to a wide range of global issues, such as economics, environment, and politics, and encourages them to think critically about these topics. By examining these issues from various angles and considering multiple perspectives, students develop a holistic understanding of complex global challenges.
This interdisciplinary approach prepares students to address real-world problems that often require multifaceted solutions. It encourages them to think critically, analyse data, and make informed decisions, essential skills for addressing the complex issues of our time.
What innovative approaches is Cambridge using to tailor education to individual student needs, and how is technology and data leveraged for adaptive learning?
Cambridge’s approach to tailoring education to individual student needs is characterised by several key principles. One of the cornerstones of this approach is maintaining a low teacher-to-student ratio. This ensures that teachers can provide personalised attention to each student, gaining a deep understanding of their strengths and areas that need improvement.
Additionally, Cambridge uses diagnostic assessments like the Centre for Evaluation and Monitoring (CEM) to identify students’ strengths and predict their performance. CEM assists in recommending suitable subject combinations based on students’ capabilities, allowing them to tailor their educational paths.
The integration of technology, including digital learning resources and data analysis, plays a pivotal role in adaptive learning. Students can access resources that align with their learning needs and progress at their own pace. This personalised approach enhances the effectiveness of education and fosters a sense of self-directed learning.
In the context of rapid change and complexity, how does Cambridge see the role of schools and universities in nurturing critical thinking skills among students?
In a rapidly changing and complex world, Cambridge recognises the vital role of schools and universities in nurturing critical thinking skills. The traditional model of education that focuses solely on knowledge transfer is evolving to emphasise skill development, problem-solving, and analytical thinking.
Cambridge’s curriculum encourages critical thinking through various means. Research-based projects and group assignments are integral components of the educational experience. Students are not passive recipients of information but active participants in the learning process. They are challenged to analyse data, form opinions, make logical arguments, and present their findings.
This approach prepares students to thrive in an environment marked by change and complexity. It equips them with the ability to evaluate information critically, solve problems, and adapt to new challenges – essential skills for success in the 21st century.
How is Cambridge addressing environmental challenges and integrating sustainability into its curriculum to promote eco-consciousness?
Cambridge’s commitment to addressing environmental challenges is reflected in its integration of sustainability into the curriculum. Recognising the urgent need to address climate change and promote eco-consciousness, Cambridge has made climate education central to its agenda.
Initiatives like climate change courses offer students a comprehensive understanding of environmental issues. Moreover, practical exercises, such as calculating and reducing carbon footprints, are integrated into the curriculum. These exercises connect theoretical knowledge to real-world actions, empowering students to become environmentally responsible citizens.
By instilling eco-consciousness and sustainability in the curriculum, Cambridge ensures that students are not only aware of environmental challenges but also equipped with the knowledge and motivation to contribute positively to addressing these issues.
Could you share some initiatives that encourage international collaboration among Cambridge students to collectively solve global problems?
Cambridge actively encourages international collaboration among students to collectively solve global problems. The curriculum is designed to foster teamwork, communication, and collaboration across cultures.
Projects and discussions often require students to work with peers from diverse backgrounds. This diversity of perspectives enhances the quality of solutions generated, as students bring unique insights and experiences to the table. These experiences prepare students for the globalised world, where cross-cultural collaboration is increasingly vital.
By promoting international collaboration, Cambridge equips students with the skills and mind-set needed to address complex global challenges that require collective efforts.
What is Cambridge’s approach to instilling leadership qualities in students, with a particular focus on ethics, empathy, and social responsibility?
Cambridge’s approach to instilling leadership qualities is rooted in ethical principles and empathy. Leadership, in today’s context, goes beyond traditional notions of authority and power. It encompasses qualities like empathy, respect for diverse perspectives, and the ability to collaborate effectively.
Group projects, a significant part of Cambridge’s curriculum, provide opportunities for students to develop these leadership qualities. Working in teams, students learn to communicate effectively, manage conflicts, and make decisions collectively. The emphasis on ethical leadership ensures that students understand the importance of values, integrity, and social responsibility in their leadership roles.
Cambridge recognises that ethical and empathetic leadership is crucial in addressing global challenges and promoting a just and inclusive society. Therefore, its curriculum and pedagogy are designed to nurture these qualities in students.
Can you describe some of the innovative assessment methods Cambridge is using that go beyond traditional exams to measure real-world skills and abilities?
Cambridge employs innovative assessment methods that move beyond traditional exams to measure real-world skills and abilities. While exams have their place in assessing knowledge, they often fall short in evaluating practical skills and the ability to apply knowledge to real-world situations.
Projects and group-based assessments are integral components of the assessment process at Cambridge. These assessments challenge students to apply their knowledge and skills to solve complex problems. They require critical thinking, research, teamwork, and effective communication – all essential skills in today’s world.
Furthermore, Cambridge is exploring innovative technologies like artificial intelligence and machine learning to enhance assessments. These technologies can provide more personalised feedback and adapt assessments to individual learning paths.
By adopting these innovative assessment methods, Cambridge ensures that students are evaluated not only on their knowledge but also on their ability to apply that knowledge effectively.
How does Cambridge intend to foster a culture of lifelong learning among its students, preparing them for continuous adaptation and success in a dynamic global landscape?
Cambridge’s commitment to fostering a culture of lifelong learning is deeply rooted in its educational philosophy. The rapidly changing global landscape demands that individuals continuously adapt and acquire new skills throughout their lives.
From an early age, Cambridge sparks curiosity and encourages self-driven research. Students are exposed to research-based projects, problem-solving exercises, and critical thinking challenges. These experiences instil a mind-set of continuous learning and adaptation.
Moreover, Cambridge provides resources and support for adult learners and professionals seeking to acquire new skills or further their education. The institution recognises that learning is a lifelong journey, and its programmes are designed to facilitate this journey at every stage of life.
Cambridge’s approach to education is multifaceted and dynamic, addressing the evolving needs of students in an interconnected world. By integrating technology, fostering global awareness, promoting critical thinking, and instilling leadership qualities, Cambridge equips its students to thrive in the complex and ever-changing global landscape. Furthermore, its commitment to sustainability, innovative assessments, and a culture of lifelong learning ensures that Cambridge graduates are prepared not only for today’s challenges but also for the challenges of tomorrow.
Photo Eshan Dasanyaka