Author profiles

Abbi is responsible for leading the development of Cambridge’s Primary and Lower Secondary curricula, including the expansion of subjects on offer as part of the programme. She has co-developed an approach to education system evaluation based on the theory of curriculum coherence and has most recently carried out evaluation work in the US, Bermuda, Kuwait, India and Ethiopia. She has a particular interest in formative purposes and uses of assessment. Before joining Cambridge International, Abbi worked as a local authority education consultant, focused on school improvement in secondary schools, particularly working with English departments and on whole school literacy. She started her career teaching secondary English in the UK. From 2002-7 she taught IB English A1 and Theory of Knowledge at Bangkok Patana School, a British international school in Thailand. Abbi has a degree in English Studies from the University of Nottingham, and a PGCE from the University of Manchester.

Dr. Adina Chapman is Cambridge International’s Regional Higher Education Manager, North America. She works to develop the recognition of Cambridge qualifications in US and Canadian colleges and universities. Adina’s previous work in higher education includes academic programme and policy review, analysis, and development at institutional, system and state levels.

Alison Borthwick is an international education and mathematics consultant. She is a trainer, teacher, facilitator and advisor and has experience in the UK and internationally. She has worked with many different educational organisations, including several departments within the University of Cambridge. As part of her work for Cambridge International, she has written and delivered training, conducted monitoring and evaluation capacity development, reviewed curricula and been involved in the Cambridge conferences. Alison is also an active researcher, writer and co-author. She has edited and published several books, journals, academic papers and blogs.

Professor Amanda Kirby is a professor in developmental disorders in education. She has a specific interest in digital delivery and is the CEO of Do-IT Solutions. This provides screening and assessment tools for children and adults especially focusing on ascertaining the strengths of those who are neurodivergent and helping support challenges. See www.doitprofiler.com.

Amy is an educational consultant who spent 15 years as a high school teacher and guidance counselor in Canada and The Netherlands. She holds a Masters Degree in Contemplative Education from Naropa University and in 2012 she co-founded MindWell (mindwell-education.com) whose aim is to support educational communities in fostering Awareness-Based Wellbeing through mindfulness and social-emotional learning. She is a lead teacher trainer for the Mindfulness in Schools Project (UK) and is also a facilitator for the CARE program (Cultivating Awareness and Resilience in Education) from the Garrison Institute. Amy supports the Community of Contemplative Education through Mind & Life Europe and she is also a staff member and mentor for Inward Bound Mindfulness Education (iBme UK) teen retreats. Amy works internationally providing workshops and retreats for educators, students and parents with a focus on self-care and stress management. The Mindful Teacher’s Toolkit, written by Amy with Kevin Hawkins for SAGE/Corwin is out now!

Amy is Training Support Coordinator – Exams officers at Cambridge and has been with the organisation since May 2016. Before that, she taught English as a Second Language in the UK with a particular focus on using technology in the classroom.

Andrew Coombe joined Cambridge International as Deputy Director Marketing, Communications and Customers in July 2017. Andrew has a strong background in international business development, marketing and customer service operations. He has over 25 years’ experience of leading strategy, sales and marketing teams principally in the global markets of automotive manufacturers and in education.

Andrew is eLearning Manager at Cambridge Assessment International Education. He has fifteen years’ teaching experience, originally as History teacher then Head of Faculty for Computing and IT. He was an Adobe Educational Leader for ten years, developing a range of eLearning materials and resources.

Andrew Gillespie is a Director of Studies and Head of Business at d'Overbroeck's, Oxford. He has a strong interest in both Business and Economics at all levels from IGCSE through to degree and has written and lectured extensively in these areas.

Anna Smith is Education Manager at Cambridge International Examinations. She has almost twenty years’ experience as a teacher and leader, and was a principal of an international Sixth Form for five years.

Arsalan is responsible for leading Marketing Communications for Cambridge in Pakistan, with 15 years of experience working in the communications, strategy and marketing functions in the advertising, development, financial and education services sectors, he has worked on conceptualising marketing publications for youth, driving content for marketing/advocacy campaigns in the development/healthcare segment and working on student advocacy campaigns for education. He has a keen interest in digital strategy and the use of digital content in creating impactful communications.

After serving as Regional Director for Southeast Asia & Pacific for ten years, Ben Schmidt assumed the role of Global Director International Network within Cambridge International Education in 2022. He leads the regional and central teams who drive business development and support schools in the adoption of Cambridge qualifications and resources worldwide. Ben is a trained lawyer with a master’s degree in education and a doctorate in philosophy. Prior to joining Cambridge he worked in various management and consultancy roles in education, both in the UK and internationally. His first job was as a lecturer at the University of Zurich in Switzerland.

This event was organised by the Cambridge International team in Latin America team. The idea began as an office conversation, pre-pandemic, between Lucila Márquez, Senior Manager, Latin America (Southern Cone & Andes) (Int) and Anik Blanchard, Schools Development Manager, Chile, Central America and the Caribbean (Int). They dreamed of a Cambridge International Primary Schools Global Perspectives Fair for the schools in their region. They imagined an event that would gather schools from Latin America and the Caribbean and provide an opportunity to share their Global Perspectives Checkpoint projects with the rest of the region.

The Cambridge International US Recognitions Team works with higher education institutions across the North America region to develop comprehensive learning policies and agreements that acknowledge and skills and experiences demonstrated by Cambridge students who apply to US universities.

Cambridge Outlook, published three times a year, is for Cambridge schools worldwide. Every issue of the magazine explores an educational theme, with contributions from teachers, school leaders and academics. The magazine also includes all the latest information about events, training and teacher support.

Carl is a Development Officer (Curriculum Support) at Cambridge International and joined the organisation in November 2015. He has a PhD in chemistry and has been developing teaching and learning resources (5–19) for both the UK and international markets for over five years.

Carol Hinde teaches Cambridge Global Perspectives, science and biology at Chisipite Senior School, Harare, a leading private girls’ school in Zimbabwe with 600 learners. It was founded in 1954 and prides itself on offering a holistic education giving learners the opportunity to embrace traditional and modern academic subjects.

Chris is Head of Online Professional Learning at Cambridge and he has over 10 years experience in developing online learning communities and products. He has lived and worked in a number of countries across Europe, South America and Asia.

Dr Chris McLeod has recently completed his PhD in eating behaviour and experimental psychology at Loughborough University after completing Master’s degrees at Loughborough University and the University of St Andrews. His PhD research focussed on the influence of food-to-mealtime associations on eating behaviour and his general research interest is in improving the healthspan of humans through behavioural interventions.

Christine Özden was appointed as the first ever global director for climate education at Cambridge University Press and Assessment. Christine moved into the role after almost four years as Chief Executive of Cambridge International, successfully leading our organisation through its biggest ever exam series in 2022.

Claudia Bickford-Smith is the Director of Development at Cambridge. She is responsible for leading the development of new qualifications, in partnership with Cambridge schools around the world. Claudia worked in the NGO education sector and then in educational publishing in South Africa from the mid-1990s, until she moved to the UK in 2008. She then joined Cambridge University Press, where she was Director of the International Education business unit. She took overall financial and strategic responsibility for developing learner and teacher resources for classrooms in over 160 countries which follow the Cambridge International Examinations system. Claudia holds a History degree from the University of Cape Town, where her postgraduate research focused on the impact of syllabuses introduced by missionaries on schools and communities in rural South Africa.

Conrad Hughes (MA, PhD, EdD) is Campus and Secondary Principal at the International School of Geneva, La Grande Boissière, where he teaches philosophy. He is a UNESCO International Bureau of Education Senior Fellow, research associate with the University of Geneva’s Education and Psychology department and member of the Education Board for the University of the People. Conrad’s most recent books are Understanding Prejudice and Education: The Challenge for Future Generations (Routledge) and Educating for the 21st Century: Seven Global Challenges (Brill).

The Curriculum Support team at Cambridge design, develop and produce a range of teacher support materials for our post-14 qualifications, roughly around 240 programmes. Resources provide advice on planning and teaching, offering demonstration and exemplification for each stage of the teaching journey from implementation through assessment to improving performance. Innovation in the team is motivated by an awareness of the particular range of difficulties that our international customers might face and therefore the support materials focus on these concerns. Support is provided in a range of media depending on the needs of the subject and the types of difficulty identified. The team is ideally located between Teaching and Assessment and is comprised of publishing, eLearning, teaching and assessment specialists. All materials are available on the School Support Hub www.cambridgeinternational.org/support our dedicated, password protected site for Cambridge teachers.

Dang Phuong Dung is the Country Manager in Vietnam for Cambridge Assessment International Education. Before joining Cambridge, she was the CEO of a consulting company in the education sector on school improvement, curriculum development and teacher training in maths. Her background is in finance and leadership management. She runs a maths club and a handmade centre for children during her free time.

Dr Daniel Morrish is a Development Manager at Cambridge International Examinations. Daniel is part of the team responsible for the development of Cambridge ICT Starters as well as bespoke ICT and Computing syllabuses for ministries and other bodies. He has worked at Cambridge Assessment since 2009.

Prior to working in higher education, David taught in schools and colleges for over 16 years. He is interested in all aspects of teacher professional development but has a particular passion for helping teachers engage with some of the most hard to reach students.

David Weston is the Chief Executive of the Teacher Development Trust. He is Chair of the UK Department for Education’s Teacher Professional Development Expert Group. David is a former teacher and is currently a governor of both a primary and a secondary school. Follow him on Twitter at @informed_edu and follow the Trust at @TeacherDevTrust

Denise Nijhuis works at University College Roosevelt (UCR) as Coordinator Student Recruitment and Admissions, where she oversees the admissions process from start to finish. Outside UCR she serves as Vice-President for Professional Development of the International Association for College Admissions Counseling (IACAC) and is a member of the Council of International Schools (CIS) Webinar Committee.

After 15 years of teaching experience joined Cambridge Assessment to work with Ministries on improving schools in relation to teaching and learning and using Cambridge programmes in Cambridge schools. She has managed development of several curricula across various projects, including all curriculum related documents for Primary and Lower Secondary Physical Education.

Dominique is Head of Technical and Vocational Pathways and part of the Education Services team at Cambridge Assessment International Education.

Dr Anthony Dawson is Deputy Director, Assessment Standards and Quality with Cambridge International. After university, Anthony taught Physics in the Maldives for a number of years before beginning a career in assessment. He has been working in various roles within Cambridge Assessment for the last 26 years, 20 of which have been with Cambridge International. Initially he managed our portfolio of Physics and Computing syllabuses. As Deputy Director, Assessment Standards and Quality, he is now responsible for the standards of our qualifications.

Dr Gerard Calnin is a Scholar-Practitioner with the Education University of Hong Kong (EdUHK) and was formerly a Research Fellow at The University of Melbourne. His current research interests are in school leadership, teacher evaluation and school effectiveness. Prior to working at EdUHK, Gerard held senior leadership roles in p-12 schooling and at the system/sectoral level; he was also an international research fellow in the USA and UK. He works with schools and school systems, and presents at conferences globally on a regular basis.

Born and raised in Greece, Lilian soon discovered her love of living abroad after gaining a scholarship to go to Berlin for a few months. Since then, she has lived in Canada, Turkey and the UK. In a former life Lilian was an archaeologist working in excavations and teaching archaeology at universities in Canada and Turkey while completing her PhD. Her first book based on her doctoral research is coming out in a few weeks. Lilian is also an accomplished publishing and assessment professional having worked as a translator, copy-editor, editorial consultant and assessment manager for 15 years, the last 7 of those at Cambridge University Press & Assessment. She recently made yet another career change to take up her current role as Head of Equality, Diversity, Inclusion and Belonging for International Education which combines her knowledge of education with her studies in anthropology. Living with a hidden disability has made her very passionate about accessibility, inclusion and the lived experience of other people. She speaks 4 languages, and she is the mother of a very energetic 3-year-old boy who keeps her on her toes!

Dr Liz Taylor is an experienced educator and teacher trainer. Until recently she was Senior Lecturer in Education at the Faculty of Education, University of Cambridge, UK. Liz has extensive experience in teaching and leading research-based initial teacher education and undergraduate courses. She also supervised MEd and PhD students and undertook research in geography education, textbooks and curriculum issues. Now she works internationally as an Education Consultant, writing and leading training, speaking at conferences and running workshops on topics such as active learning, assessment for learning, metacognition and understanding impact. Recently she has worked in Pakistan, China, Malaysia, the USA, India and Kazakhstan.

Dr Ros McLellan taught psychology and mathematics in the secondary schools for a number of years before joining the Faculty of Education at Cambridge University. Her long-standing interest is student motivation. In recent years, she has also worked on a number of projects focusing not only on achievement motivation but also on student wellbeing, mathematics anxiety, and creativity. Ros works with schools to develop and refine strategies that make a real difference to teaching and learning in the classroom. She coordinates the long-standing SUPER network which is a partnership between the Faculty of Education and local schools that conducts research together that mutually benefits all partners. This work has led to collaboration with a network of schools in Kazakhstan where colleagues from the SUPER network helped to foster teachers' professional learning.

I am very passionate about children and teaching. While being the Principal of schools like Kothari International School, Apeejay and KRM, I always strive to bring out an atmosphere of solace and positivity. I see responsibilities as challenges which helps me in growing as a person and as a Principal. My one seemingly expression of ‘approval’ and ‘appreciation’ makes a big difference in the lives of children and teachers. I am an extremely extrovert person, who had, from the very beginning chosen the noble profession of teaching as my line of work. Educating children comes to me naturally and has become a way of life for me. I have, in a career spanning thirty years developed and worked on different learning strategies. I am of the firm belief that teaching learning situation has to remain contemporary, employing the latest multimedia tools and theories of education to make the learning simpler, interesting and joyful, so that it facilitates the development of an autonomous learner. I have a tendency to take any problem head on and look out of the box for solution in situations, where no obvious solution exists. I have a very friendly disposition and am respected by my juniors, peers and superiors alike. I endeavor the Introduction and Implementation of phonic in the primary to develop reading skills and project based learning in the primary and middle school, commencement of various life skills program for all the grades with a focus on mental well being.

Ecole Bilingue Internationale de Haute-Savoie Collège in France is a bilingual school in France, teaching in French and English, preparing for the Diplôme National du Brevet and IGCSE* certificates of the Cambridge programme, as well as entry to French or international high schools. Since the start of the 2020 academic year, the Collège has joined the prestigious group of Cambridge schools whose programmes and diplomas are recognised by the best universities and post-baccalaureate schools.

Edward Tranter achieved the highest score in the UK when he took Cambridge Pre-U Global Perspectives & Research (GPR) at Spalding Grammar School in June 2018, along with A Levels in law, ethics & philosophy, and history. He is now studying in the United States, reading Philosophy at Swarthmore College, Pennsylvania after winning a place there on a scholarship thanks to receiving significant help and guidance from the Sutton Trust US programme.

Professor Croft is Dean of Monash Engineering, the highest ranked Engineering Faculty in Australia, where she oversees over 8,000 students and 500 academic and professional staff. Professor Croft is recognised internationally as an expert in the field of human-robotic interaction. She has an exceptional record of advancing women’s representation and participation in engineering. She completed a B.A.Sc. (University of British Columbia), an M.A.Sc. (University of Waterloo), and a Ph.D. (University of Toronto). She is a Fellow of ASME, Engineers Canada, Past NSERC Chair for Women in Science and Engineering, BC and Yukon (2010-2015) and received the R.A. McLachlan Award from the Engineering and Geoscientists of British Columbia (EGBC) in 2018.

Ellen is the Head of Science Department at Westlake International School in Malaysia and joined the school in 2013. She has taught Mathematics and Science at secondary schools for ten years and is currently teaching Cambridge IGCSE Chemistry and Cambridge International AS and A Level Chemistry.

Elly Hung is a Cambridge Learner from Hong Kong. Elly's passion for reading helped her record the Top in Hong Kong award for Cambridge IGCSE World Literature.

Professor of Psychology and Public Health, Loughborough University, UK Emma is Professor of Psychology and Public Health in the School of Sport, Exercise and Health Sciences at Loughborough University, UK. She has been conducting research into children’s eating behaviours and caregivers’ feeding practices for over 20 years. Much of Emma’s work has explored the interactions between caregivers and children/adolescents in relation to feeding, eating and mealtimes, with the aim of supporting the development of dietary variety in children from the early years. Emma is proactive in sharing her research findings with those who will benefit from them. She is a co-creator of the award-winning Child Feeding Guide; an evidence-based website and web app which supports caregivers to achieve healthy, happy mealtimes with their children. The Child Feeding Guide is available as a CPD-UK accredited online training course for childcare professionals and health professionals. Emma’s research also explores child nutrition and development in countries such as Kenya, Peru and South Africa, working with local partners to develop ways to foster optimal child development and feeding, and to provide effective support for caregivers.

Ems has been the Director of NRICH since 2015, following her previous role leading one of the country's largest Mathematics Specialist Teacher Programmes. Ems has taught mathematics across the key stages, from Early Years to A Level Further Mathematics, and has worked in a variety of settings including a hospital school.

The English team at Cambridge International are a group of experienced subject specialists with extensive and varied professional backgrounds in teaching, lecturing, and academia. Focused primarily on matters of assessment in English-related subjects, they also apply their expertise to the development of syllabuses, the selection of set texts, and thought leadership in English education in international contexts.

Esther taught Cambridge IGCSE and Cambridge International A Level for a number of years in international schools and colleges. She is currently an Education Officer for Cambridge. Her main role is to oversee the assessment of Cambridge Professional Development Qualifications.

Dr Fiona Jackson, Head of Primary and Lower Secondary Development, Curriculum Programmes Team. Fiona is responsible for managing the development of the ten subjects that comprise the Cambridge’s Primary and Lower Secondary programme. She has also developed and delivered training on curriculum design with many of our ministry partners. She has a particular interest in fidelity of implementation. Before joining Cambridge International, Fiona worked on research projects related to whole school behaviour and Before that she worked for 20 years as a telecommunications engineer. Fiona has a Masters and PhD in Education from the University of Cambridge, a BEd Primary Education from Griffith University in Australia and she is a qualified teacher.

Fleur studied a BA, majoring in Australian Politics and History. She has a post-graduate degree in secondary teaching (English and Humanities) and 18 years teaching experience around the world. Fleur is an international teacher trainer with Cambridge International Examinations.

Galle International College (GIC) and Zahira College Colombo are Cambridge International Schools in Sri Lanka. GIC is based in Galle, Southern Province and offers an international education to learners aged 2 to 18 years. Zahira College Colombo is a trilingual national curriculum school with students from primary to 18 years.

Georgia Robinson is a Senior Product Marketing Manager at Cambridge University Press & Assessment. Responsible for the marketing vision and strategy for products that support learners aged 3-14, Georgia has a passion for education and is a dedicated marketing professional.

Gill Budgell is an Early Years and Primary English specialist for first and second language learners. She has over 30 years’ experience in teaching and publishing.

Gökhan Ünlüer works as the Chairman of the Board at Beştepe College. Founded in 2015, it is currently, the only school in Turkey that actively follows all of the Cambridge Pathway: Cambridge Primary, Lower Secondary, IGCSE, A/AS LEVEL, and Cambridge PDQ programmes. There is also a boarding option at the school. Gokhan created and launched “Misafir Öğrenci”- the “Guest Student” project, to support thousands of students in Turkey affected by the February 2023 earthquakes to continue their education.

Grace Evans is a Marketing Executive Cambridge University Press & Assessment, working within the Centre for Evaluation & Monitoring team. This team specialise in developing digital baseline assessments for learners aged 3-19. Baseline assessment helps teachers and schools measure and unlock potential by measuring the core skills and abilities that are important for academic success. Coming from a teaching background, Grace is passionate about empowering teachers to make a difference.

Helen Rees-Bidder is an independent educational consultant, senior examiner and lead trainer for Cambridge Assessment International Education. She was a teacher of English and Drama for 27 years.

Hema is the Teaching and Learning Support Officer at Cambridge International Examinations. She contributes to the professional development courses and resources, and supports colleagues with trainer recruitment. Hema is also responsible for the ECIS International Teacher Certificate.

Iain has been teaching Cambridge programmes and qualifications in China since 2006. His primary focus is on Economics at both Cambridge IGCSE and Cambridge International A Level.

Jack is the Online Professional Development Coordinator (courses) at Cambridge. His roles involves developing, improving and maintaining online courses. Jack's main hobby is video game development, focusing primarily on level design, game-play, and player psychology.

James de Winter works at the Faculty of Education, University of Cambridge leading the Secondary Physics PGCE initial teacher education course as well as teaching on the Primary PGCE course.

James leads work matching Cambridge International Examination’s education system improvement capability with national level consultancy and project requirements. James’s previous experience includes responsibility for the design and delivery of services supporting education reforms in the UK and internationally for OCR and Pearson. He was a senior policy advisor at the Equality and Human Rights Commission and has taught inter-disciplinary research methodology courses at Cambridge University.

James is Head of Geography at The Perse School. He is an active member of the Geographical Association, lecturing at conferences and organising events across Cambridge. His specialist interests are in climate change and the role of technology in education.

Janet Morris was Director, International Network at Cambridge International Examinations. Her role included managing the business insight, business development, marketing, customer support functions, and all our regional offices.

Jannah Jubori is a Grade (Year) 6 student, studying her Cambridge Primary qualifications at Azzan bin Qais school in Oman.

Ms Javaria Rana teaches O-Level English Language at First Steps School, Pakistan, and is also a certified programme leader for the Educational Leadership certification. She has a BSc Hons in Political Science and Sociology, and began teaching English Language in Pakistan in 2011. Alongside teaching, she has also held an administrative position at First Steps School, as an administrator from 2010-2012 and currently as a Campus Manager.

Jay Sharma is a respected figure in the field of education, currently serving as the Head of School at Harvest International School in Ludhiana, Punjab, India. With a career spanning over two decades, Jay has consistently proven himself as an outstanding educator and visionary in education. At the core of Jay's mission is his exceptional expertise in shaping education. As an educational leader, his main strength is in strategic leadership and forward-thinking planning, which he uses to create dynamic learning environments. Under his guidance, Harvest International School has transformed into a hub of academic excellence and innovative teaching methods. Jay's visionary curriculum development not only matches the school's values but also opens up new opportunities for students. But what sets Jay Sharma apart is his unwavering commitment to his students' academic journey. Despite the demands of his role as the Principal, Jay finds time to personally teach mathematics to his students, instilling in them a love for the subject and a pursuit of excellence. This dedication has yielded remarkable results, with students from Harvest International School securing placements in some of the finest national and international universities, often accompanied by prestigious scholarships. Jay Sharma's influence extends beyond the classroom. His role as a teacher trainer and advocate for professional development shows his commitment to improving teaching quality. His ability to inspire staff and students has created a culture of excellence within the school. Jay's strong interpersonal skills and talent for building relationships with parents, communities, and international organizations have elevated the school's reputation. In an ever-changing educational landscape, Jay Sharma's dedication to innovative teaching methods and emerging technologies makes him a true pioneer. He doesn't just see himself as an educator but as someone who can make a positive change in the world through education. Jay's journey, marked by academic achievements and an unwavering commitment to excellence, firmly establishes him as a distinguished educator and leader in education.

Jay Surti is one of the Group Managers within the Assessment Projects Group and is highly experienced with over twenty-five years of working in assessment. He leads a team of Assessment Managers producing assessments for primary and lower secondary Checkpoint as well as bespoke assessments for international clients. He also, as part of the senior leadership team in APG, contributes to strategic planning and decision making.

JPIS aims to be a leading institution in international education focusing both on conceptual and contextual learning. We will provide avenues for academic and holistic development and create globally responsible citizens who confront challenges without the fear of failure. We aspire to have experienced and exceptional faculty who believe in constant upskilling and professional development. We will carve a community that thrives on teamwork and individual excellence.

Jerry Lucido is the executive director and founder of the USC Centre for Enrolment Research, Policy and Practice at the University of Southern California. As professor and centre director, he initiated the Master’s program in Enrolment Management and Policy at USC and conducts research in the areas of admission and enrolment management.

Jessica is a Development Officer (Curriculum Support) at Cambridge International and joined the organisation in April 2018. She previously worked as a Secondary English Teacher and Whole School Literacy Co-ordinator in both Yorkshire and Cambridgeshire

Jill Elston is Director of Insightful Research (www.insightfulresearch.co.uk), a market research consultancy that specialises in the education and learning sector. She has worked with Cambridge for over ten years, and regularly speaks to schools and universities around the world on behalf of a range of education clients.

Jo Morton-Brown works as an Emotional Health Practitioner, blending different roles into one: she is a BACP accredited school counsellor; a family support worker; and a provider of training to adults on mental health issues affecting children and young people (CYP). Jo recently created a YouTube channel to directly support CYP (aged 10-19) by creating weekly videos aimed at bolstering their mental health: https://www.youtube.com/channel/UCUFB1XwKcbymlIJCzyeo6eg Jo’s videos are professional, motivational and always from the heart; her desire is to inspire CYP to be the best they can be. Jo is a passionate and committed advocate for the improvement of mental health and believes early intervention is key. Combining her academic knowledge with first-hand experience, she offers fellow professionals the chance to gain a better understanding of the mental health and emotional wellbeing issues affecting CYP.

Founding Principal of South City International School in Kolkata, East India. Mr. John Bagul has an impeccable service record spanning 32 years in the field of education. He has been conferred with the highest award at National Level and the most prestigious ‘Derozio Award for Education and Human Enrichment’, for Exemplary Service to School Education and Human Enrichment in the year 2022. He enjoys the recognition of being awarded by multiple organisations for “Exemplary leadership in the field of Education”, “Rashtriya Nirmata Samman”, “Ambassador of Peace Award”. He is presently the Inspector for CISCE Schools. He has also been selected as a Member of the Executive Body, Association of Schools for the Indian School Certificate (ASISC) West Bengal Chapter & NE States”. He has completed a Residential Leadership Management Residential Program on Educational Leadership at IIM Calcutta from 18-20 January 2017 at the prestigious IIM Kolkata, under the aegis of CISCE. Mr. Bagul conducts workshops on critical thinking for principals, teachers and the students. Recently, he has conducted a full day workshop for all Loreto Principals of India at Loreto House Kolkata. A visionary par excellence, he has acquired a rich amount of experience as he moved from College Level Zoology PG to teaching IGCSE abroad to CBSE as the Vice Principal of a leading school in Maharashtra and continuing his journey as a successful Head of the current CISCE Affiliated South City International School.

Jonathan works at Parkside Federation Academies in Cambridge as Professional Development Lead, Professional Tutor and Specialist Leader in Education. He is also the Programme Leader for Cambridge qualifications. He teaches English and Film and still very much loves his time in the classroom.

Dr Jude Brady is a researcher for the Cambridge International Research Hub. In 2020, Jude joined Cambridge International as an Assessment Manager after completing a PhD in Education at the University of Cambridge. Prior to this, she was a secondary school middle leader and teacher of English in England.

Dr Judith Roberts trained at the University of Cambridge, starting as a biologist specialising in parasitology for her PhD. During her time as a researcher, she realised that she was much more interested in teaching and learning than laboratory research. She qualified as a school teacher in 2010, received a Masters of Education in 2012 and joined Cambridge International in 2013. She led the team responsible for the improvements to the Cambridge Primary and Lower Secondary Science programmes.

Dr Julia Yu has a PhD in Educational Psychology, and an MSc in E-learning. She is Cambridge International’s Regional Professional Development Manager for East Asia. A former lecturer in a Chinese higher education institute, Julia is very passionate about education, with a special interest in exploring innovative ways to enhance teaching and learning.

Julie is an Education Officer within the Teaching and Learning team. Her role involves the recruitment, induction and development of Cambridge trainers.

Kathryn Horan is a primary teacher and independent education consultant based in Yorkshire in the UK. She is also a Primary Science Quality Mark Hub Leader and a fellow of the Primary Science Teacher Trust.

Kevin Ebenezer joined Cambridge Assessment International Education in 2013 initially as Assessment Product Manager in the International Projects Team, before joining the Recognitions Team as the Recognitions Manager for the UK and Ireland. In December 2018, Kevin was appointed to the role of Head of Global Recognitions. Prior to joining Cambridge Assessment International Education, Kevin worked in international schools as a Guidance Counsellor, and Assistant Head of School, where he helped many students with the university application process, and developed a deep understanding of international admissions.

Kevin Hawkins has worked with children and adolescents in various contexts for over 30 years as a teacher, school head, and social worker, in the UK, Europe, and Africa. Kevin started teaching mindful awareness to students, teachers, and parents in 2008, and in 2012 he co-founded MindWell which supports educational communities in developing wellbeing through mindfulness and social-emotional learning.

Khanyi Mamba is the Marketing Communications Manager for Sub-Saharan Africa at Cambridge International. In her role she is responsible for leading the organisation’s marketing, events and public relations initiatives across 28 countries in the region. Khanyi has been with Cambridge International since 2017. In the years prior to that she worked in the logistics, automotive and hospitality industries.

Laura is a Development Officer (Curriculum Support) at Cambridge International and joined the organisation in January 2018. She previously worked as a Secondary Modern Foreign Languages teacher and Deputy Head of Faculty in Cambridgeshire.

Lauren is an Education Officer at Cambridge International Examinations. She has a BA in French and Hispanic Studies and an MPhil in Latin American Studies.

Lauren Woods is Assessment Accessibility Advisor in the Assessment Standards and Quality team. Prior to joining Cambridge International, Lauren worked in secondary education, initially teaching French and Italian and latterly as part of a school leadership team. Her remit focused on supporting students with special educational needs and disability, mental health and medical needs, and pastoral care needs. She has been a safeguarding lead, SENDCo and exams access arrangements assessor. Though her role sits in the Assessment division, Lauren works closely with colleagues in other divisions to raise awareness of the spectrum of special educational needs and disability and help to develop the accessibility of Cambridge International qualifications. She is also currently enjoying using her language skills on a part-time secondment managing some of the Cambridge International languages qualifications.

Lee is Deputy Director, Education at Cambridge International Examinations. Prior to joining us in 2014, he held several high profile positions including Director of Academic Planning at The Aga Khan Academies and Head of Online Professional Learning at the International Baccalaureate Organisation.

Lin Whyte is an independent education consultant and a former headteacher. She works in a range of educational organisations including the National College of Teaching and School Leadership, and Cambridge International Examinations.

Lisa Peter is the International Lecturer in Shakespeare Studies at the Shakespeare Birthplace Trust. She has developed sessions and workshops especially designed for language learners of all levels. She specialises in Shakespeare translations and the reception of Shakespeare around the world.

Lloyd Jeeves, Curriculum Development Manager. Lloyd is responsible for Art & Design, Computing and IT related subjects. He has has a deep interest in creative subjects and is keen to promote the educational and broader social benefits that digital technology provide. He has recently developed the new Cambridge Primary and Lower Secondary Computing curriculum, and its supporting resources. Lloyd has also developed a range of other Computing related resources, including training and teaching guides, to cover topics such as programming, artificial intelligence, automation and safety and wellbeing within the digital world. He has previously worked on similar developments for Art & Design and Digital Literacy. Before joining Cambridge International, Lloyd worked for OCR where he researched images for inclusion in assessment materials, managed copyright permissions and supported learners who were switching from one UK awarding organisation to another between their AS and their A Level. Lloyd is a graduate in English Literature and Environmental Studies.

Louis Bone is an education professional with 13 years of experience. He has taught across various age ranges in the UK and internationally, managing teams focused on academic and pastoral progress. Louis also excelled in teaching online before transitioning to his current role as the Online School Development Manager at Cambridge. In this capacity, he oversees the approval process for UK schools and maintains strong relationships with them.

Lucila is Senior Manager, Latin America (Southern Cone & Andes). She has worked with Cambridge for almost 3 years, and her role includes developing awareness of Cambridge programmes and qualifications in the school sector, and working closely with our Associates in her region.

Lynda has been Cambridge International’s School Liaison Manager since 2015 and has worked in the education sector throughout her career as both a teacher and an editor in education publishing. She is passionate about the importance of the role of teachers and learners in the development of new products and services.

Marc works in the Curriculum Programmes team as a Curriculum Programmes Manager. He is a science specialist (Chemistry degrees from the University of Nottingham and the University of York) and has taught in primary schools in the UK and has worked with a Learned Society to develop primary science support materials

Marcus is the Pricing Manager in the Business Insight team at Cambridge International Examinations. He has a BSc in Business Economics and Finance from Loughborough University.

Mark joined the Faculty of Education at the University of Cambridge in 2002 and teaches on the Science/Biology secondary PGCE course and on the BA in educational studies. His research interests are in ICT and the psychology of education.

Martina is a senior researcher in one of the assessment standards teams in Cambridge Assessment. Previously, she worked as a postdoctoral researcher investigating metacognition and self-regulation in young children and as an independent consultant.

Matt James has over 20 years' experience of working with schools and educational organisations around the world, developing strategy, implementing change, developing and delivering products which positively impact teaching and learning. After an early career in radio broadcasting, he taught English, Media and Film Studies in the UK and has held leadership roles at the International Baccalaureate, Fieldwork Education as well as Cambridge University Press & Assessment, where he has led work on professional development, teacher support and assessment. In his current role as Head of Online Education, he oversees Cambridge International's work with online schools.

I have over twenty-five years of experience in the field of education. With a Masters degree in History and Bachelors in Education, I have worked in both international and national boards of education, growing in learning at every stage of my journey as an educator and an administrator. Currently I am working as the Principal at Inventure Academy, Bangalore. I joined the school in 2016 as Head of Middle & Senior and in 2018 was appointed Principal. My years of experience as an educator in the classroom have helped me greatly in bringing both a wider perspective and understanding in my role as Principal. An area that I am passionate about is leadership development. As we continue to grow as a school, with two campuses now, it is essential to identify, train, support and guide a pipeline of leadership. The nurturing and empowering work environment at Inventure Academy enables teacher leadership at multiple levels. Our students and our teachers are our pride!

Melissa Balzano is Training Events Coordinator for Cambridge International Examinations.

Melissa Patterson is Principal at John I Leonard High School, one of the largest high schools in Palm Beach County, US. John I Leonard High School is a Title 1 school characterised for its diverse student population. Under Melissa Patterson’s leadership (since 2017), John I Leonard High School has improved from a C to a B status according to the State of Florida school accountability system. Most recently, Melissa Patterson was selected to represent North America on the International Education Advisory Board for Cambridge International. John I Leonard High School has also been selected as a Demonstration Center by Cambridge International, enabling other US schools to see how the Cambridge curriculum works in the classroom. Melissa Patterson’s educational leadership drive is to provide students of all races, ethnicity, and socioeconomic status with equity and access to high-quality education, with emphasis in advanced coursework while capitalising on the students’ strengths.

Michael O'Sullivan was appointed Chief Executive of Cambridge International Examinations in April 2013. He has a BA in French and German from Brasenose College, Oxford, an MPhil in Linguistics from Wolfson College, Cambridge, and is a fluent Mandarin speaker.

Michael Glueck is the President of the Management Board at SAIL International School in Szczecin, Poland. Previously, he taught German Regional Studies at the University of Szczecin and headed the joint Urban Management Center Poland of the Dutch IHS (now part of Erasmus University Rotterdam) and the Academy of European Integration in Szczecin. Alongside education, he has worked for a total of thirty years in international public service and as an entrepreneur in the international HR sector. He graduated in Political Science and studied Business Administration in Germany and Singapore.

Minal Desai aka the MasterNi is a second- generation 'Edupreneur' who builds schools for the future. She is a thinker, a doer and most of all a change maker. An enthusiast of systematic change, the MasterNi wants to create a vibrant community of passionate and empathetic people. And in order to do so, she sets a high standard for herself and the school which in turn pushes the limits of what is possible within a school. Besides Gems Genesis International School, she also helps with the operations and design of other schools in the city including Genius Gems, Shivashish World School and Wallaroos Tot Atelier. Her Youtube channel-Musings of a MasterNi is dedicated to the new-age education in India and through it, she voices her experiences shaped by students, teachers, and parents. She is an avid reader and off the clock, you might spot her diving into a documentary or a Bollywood movie, philosophising over chai, or playfully debating the real purpose of algebra. Who said reshaping education couldn’t be a blast?

Minhas Tejani (M Ed) has a highly diversified and progressive career spread over more than twenty-eight years at reputed National and International educational institutions. As a leader, he believes in the 3Ps i.e. Purpose, Progress and Perseverance and these have helped him in sustaining change at various educational institutions. Minhas is very passionate about reading, learning, and self-development. He is currently the Principal of Nairobi Jaffery Academy in Kenya.

Ms. Mukherjee is an accomplished educationist with over two decades of experience and two Master's degrees. She is dedicated to providing learners with a strong foundation in international education, and has been a valuable member of the Cambridge International Education Advisory Board from 2018 to 2021, representing 600 schools in South Asia. Ms. Mukherjee played a key role in introducing the Cambridge International Board in 2006 and the International Baccalaureate (IB) in 2022 at the school. She played a key role in digitizing the institution. In 2002, she represented the school to receive the first Computer Literacy Award for School, awarded by the President of India, Shri A P J Abdul Kalam in Delhi. She is the proud recipient of several prestigious awards, including the Iconic Leadership Award 2020, in the presence of the Shri Bhagat Singh Koshyari, Honourable Governor of Maharashtra and Education Warrior for Excellence in Effective Student Leadership by Education Times 2021. She received the Exemplary Leadership Award by World Education Congress in 2022, Prof. Indira Parikh 50 Women in Education Leaders 2022. In 2016, the school adopted a village in Maharashtra, Katkariwadi, as a Sustainable Development project. She developed an internship program with Oxford University, UK, for two consecutive years.

Marcela Villan is a qualified teacher of English in Buenos Aires, Argentina. She works at a bilingual school called Modern School in Lanus. She specializes in Environmental Education and Global Perspectives, as she prepares her students for the IGCSE Cambridge Exams on these subjects. As a Global Schools Advocate and Mentor, Marcela firmly believes in the inclusion of the United Nations 2030 agenda as a framework to work on Sustainable Development and is in contact with numerous organizations around the world that also believe so.

Nicola Morgan is an international speaker and author on topics including: the teenage brain, teenage stress and mental health, wellbeing in schools, reading for pleasure and the reading brain and the effects of the internet and digital distraction. As well as her fiction and non-fiction, she has created the classroom materials, Brain Sticks and Stress Well for Schools.

Nidhi Birla is the Business Management Teacher at Global Indian International School, Smart Campus in Singapore.

Nivedita Bose is our Professional Development Manager, South Asia. She is responsible for promoting and nurturing all professional development activities in the region. Nivedita gained a Master of Science degree in Organic Chemistry, and a Bachelor of Education degree from Delhi University between 1992 and 1995. Since then, she has spent over 20 years teaching in schools across India. Along with classroom teaching Nivedita engaged with curriculum development and has written science course books for the Indian National Curriculum. She has also been actively involved in teacher training and has been a trainer and programme leader for Cambridge PDQ in teaching and learning.

North London Collegiate School Jeju is an international school located on the island of Jeju in South Korea. The school has almost 1500 students aged from four to 18, with many boarding. Students take Cambridge IGCSE qualifications in Years 10 and 11.

Nureldin studied his Cambridge International qualifications at Durban High School in South Africa. He has recently been accepted into Harvard University in the US. He is interested in Artificial Intelligence and Space Colonisation.

Nuria has been the Head of International Education at Regnum Christ Schools, Spain for the last six years where she has supported the implementation of the Cambridge International Curriculum in all private schools within the educational group. She also leads the PDQ project within the organisation. A learning leader and passionate educator, Nuria has previously worked as a teacher, sixth form lecturer, head of year and teacher trainer in the UK for over 15 years. Main research and professional development interests are currently focused on multilingual education, biliteracy and AI applied to teaching & learning.

A student at Sunway College in Kuala Lumpur, Malaysia, who achieved grade A* in all four of her Cambridge International A Levels: Biology, Chemistry, Physics and Mathematics.

Paul is Head of Professional Development Qualifications at Cambridge International Examinations. He has a PhD in Social Anthropology and an MEd in Educational Assessment.

Paul is a Group Manager, Development at Cambridge International, responsible for responsible for the development and review of all our Business, Humanities and Social Science qualifications. He has worked at Cambridge Assessment both in assessment and syllabus development for nine years, prior to that he had nine years as a teacher and Head of Department, and before moving into the educational world he had 20 years’ experience in business, primarily in sales, marketing and general management roles.

Paul Ellis began teaching in schools and universities in the 1990s and has held senior positions in two of the main global education providers. He has been Head of Teaching & Learning Strategy at Cambridge International since 2010. He has worked with teachers and school leaders on all continents as a workshop leader and conference presenter, and to advise and support schools in their professional learning needs. He broadcasts regularly on educational topics and has co-authored or edited more than a dozen educational books, including The Trainer Toolkit (Corwin, 2020), The What, Why, and How of Assessment (Corwin, 2021), and Neurodiversity and Education (Corwin, 2023).

Peter has been part of Cambridge International for 18 years, and held positions managing research and strategy before moving to a schools- facing role, managing UK & Ireland through a period of exceptional growth. He became Regional Director in 2016 and now manages the Europe team. He also has oversight of regional strategy, recognition of Cambridge qualifications, and the training and development requirements of schools across Europe.

Ms Pooja is the Head of The Primary School at the Ardee School, New Friends Colony, South Delhi, India. She has been an educator in India for the past 13 years. She has completed a master’s in international business, is a certified Montessorian and has attended numerous Cambridge International training courses.

Pramod is Head of the High School English Department at Binus School. He has taught English since 2000 and started teaching the Cambridge syllabus in Indonesia in 2005, preparing students for Cambridge IGCSE English as a Second Language, First Language English, Checkpoint and Cambridge International AS & A Level.

Professor Putwain taught in various schools and sixth form colleges in the UK from 1994 to 2006. After completing a PhD in 2006, David joined Edge Hill University working initially in the Department of Social and Psychological Sciences and subsequently in the Faculty of Education. David joined Liverpool John Moores University in May 2016. His research interests focus on how psychological factors influence, and in turn are influenced by, learning and achievement. He has a longstanding interest in test anxiety among school-aged populations and the development of interventions to provide students with the tools they need to manage their test anxiety.

Professor Jonathan Glazzard currently leads on research in The Carnegie Centre of Excellence for Mental Health in Schools. Prior to his appointment at Leeds Beckett University Jonathan led Initial Teacher Education programmes in the primary phase at the University of Huddersfield from 2005-15.

Rachel Logan is a School Liaison and Insight Manager at Cambridge. She previously worked as a Product Manager for Art and Design at Cambridge Assessment International Education. She looked after Ministry Art and Design qualifications and has just launched the new AS & A Level Digital Media & Design. Rachel’s background is in teaching art and design with a specialism in ceramics. She has an MA in Ceramics Design and has exhibited her ceramics internationally.

Rachel recently joined Cambridge having taught art for 15 years to students aged between 16 and 19. Before that she taught in Nigeria between 1998 – 2000 under the auspices of Voluntary Services Overseas.

Raed is Senior Manager, Saudi Arabia & Bahrain. He has over 10 years' experience in the education sector and a postgraduate diploma in marketing communications form Middlesex University London.

Dr Rehema Clarken is Academic Principal at the Beijing Foreign Studies University International Curriculum Centre. The ICC offers three-year full-time high school programmes, with a core module of Cambridge IGCSE and Cambridge International A Level alongside five supporting modules to foster students’ competence in language education, academic skills, and social activities.

Richard Driscoll is the Academic Deputy Principal at Shenzhen College of International Education in China’s Guangdong province. The school was established in 2003 and offers Cambridge IGCSE, Cambridge International AS, and, A-Level courses. The school has more than 1,800 students. and over 180 teaching staff from more than a dozen countries.

Rob Ford is Director of Heritage International School in Chisinau, Moldova, the first international school in Moldova based on global learning principles and following the Cambridge International Assessment curriculum. Rob has been a senior leader in leading schools in Wales and England and was previously Principal of Wyedean School, Gloucestershire, UK where he led a school known for its innovative holistic curriculum and developed model of global learning. Rob is a British Council Ambassador and has worked with and advised schools and school boards around the World. Rob recently published his first book based on his blog at Wyedean School, This Heart Shaped Land, available on Amazon: https://www.amazon.com/THIS-HEART-SHAPED-LAND-Finding-ebook/dp/B08GJZJQTM

Rob has been Head of Business Insight at Cambridge since 2011 & previously worked in a strategic marketing role for OCR. Rob’s team manage our market research, pricing & CRM functions. Rob has been writing as a hobby since he was a teenager; his debut novel Close of Play was published in March 2014.

Roshan Walkerley is the Recognitions Manager for the UK, Ireland and the Netherlands, part of the Cambridge International Global Recognitions team.

Rubina Zahir is associated with Lahore Grammar School for 11 years with an overall 30 years of experience in the field of education as a teacher and school leader. She did her Post Graduate Diploma Course (PGDC) in Advance Professional Studies from the University Of Strathclyde, Glasgow, UK. Since then she has also been working as a master teacher trainer. Rubina is passionate about teachers training and believes that teachers are the most important factor in making teaching and learning more effective and meaningful.

Rukaiya Salman graduated from Lahore University of Management Sciences in 2006, after which she became a certified Chartered Financial Analyst. She has also completed the Post Graduate Certificate of Education International (PGCEi) from the University of Nottingham in 2015. Her passion for the education sector is evident as she has worked in the sector for over 14 years in different teaching and leadership roles. Besides attending Cambridge Schools Conference as a delegate in 2018, 2019 and 2022, she has also conducted multiple workshops with educational professionals from numerous renowned educational institutions. Rukaiya was the lead curriculum developer for Cedar School. Rukaiya is a staunch proponent of EdTech and currently working with educators from the USA and UK to introduce innovative e-learning tools in Pakistan. She has recently met all of the criteria to be accredited as a Cambridge Programme Leader for the Cambridge International Certificate in Education Leadership. Rukaiya Salman was also the co-founder of CSTEC (Cedar School Technology and Education Conference) that took place at Cedar School in November 2021. Rukaiya was also a keynote speaker at Education 2.0 held in Dubai in March 2022. Rukaiya Salman has also spearheaded the Cedar School franchise as the Head of Cedar School System.

I lead Research and Thought Leadership in the Digital Highs Stakes team in Cambridge University Press & Assessment. My particular research interests are in digital assessment with an emphasis on validity. I currently carry out and apply research to support assessment practitioners developing and quality assuring digital assessments. I am passionate about applying research to influence decision making and policy and am building expertise in providing timely and relevant research evidence to practitioners in agile working environments.

Sarah is an Education Officer in the teaching and learning team at Cambridge Assessment International Education. Prior to joining Cambridge, Sarah taught history to students aged from 13 to 18. Sarah has recently completed a Master’s degree in Education with Cambridge University.

Sarah is an Education Manager in the Professional Development Qualifications (PDQ) Team, where she works closely with centres to ensure the quality of the Cambridge PDQs. Sarah is from a teaching background having spent fifteen years as a secondary school English teacher prior to joining Cambridge Assessment.

Shahid is a Senior Manager in Pakistan. Before working at Cambridge Assessment International Education, he worked with the British Council both in Pakistan and the UAE. He holds a Master's degree in Economics from the University of Karachi and an MBA in Marketing from M.A. University also in Karachi.

Simon Armitage is part of the Senior Management Team of The Perse School, Cambridge, UK where he has been appointed Deputy Head (International Schools and Projects). He is the education lead for The Perse Schools in Suzhou and Singapore as well as the school's co-development of the Blutick Mathematics online teaching and learning system. The Perse is also a founding member of the Strategic Alliance of Global Educators (SAGE) and Simon works to promote opportunities for students and teachers to collaborate and learn between the 17 SAGE schools across the world.

Simona Petrescu is Recognitions Manager at Cambridge Assessment International Education, responsible for Continental Europe. In her role she builds relations with the higher education sector and with ministries of education to maintain and expand the recognition of Cambridge International qualifications. She holds an MA in TESOL from Lancaster University and a Postgraduate Certificate in Educational Assessments from University of Cambridge.

Sophie joined Cambridge International Examinations as a Graduate Trainee in September 2014. She studied English at Queen Mary College, University of London.

Our South East Asia and Pacific team are based in Singapore, Malaysia, Indonesia, Vietnam and, New Zealand.

Steve King is Head of Education Services: Central and North Asia for Cambridge International Examinations. Prior to joining Cambridge he designed and implemented online and blended professional development programmes for public sector teachers of English, working with local and national education authorities worldwide. He has also worked in educational publishing, teaching and teacher training

Before leading a research team in the area of mainstream international examinations, Stuart worked on a range of Cambridge ESOL products with specific skill responsibilities for Writing. He is particularly interested in demonstrating how Cambridge Assessment seeks to meet the demands of validity in their tests.

Swetha Krishnamurthy an Educationist and a passionate teacher, currently is the Correspondent of Li’l Pallikkoodam (A Reggio Inspired Play school) and RaK’s Pallikkoodam School of Excellence (A Cambridge International School) in Coimbatore. She is a specialist in teaching, training, and mentoring across various skill sets. Backed with an M.Ed (Research) from the University of Birmingham, and an M.B.A from the Manipal Academy of Higher Education. She belongs to the management of Vidhya Niketan group of Schools, Coimbatore.

Sylwia Placek is a teacher of early childhood education at Cracow International School in Krakow (Poland) and teachers team leader working on the implementation of Cambridge programme standards in the school life. From 2014, she has been working as an educator using international programmes to teach young students with national and cultural diversity.

In partnership with Cambridge University, Cambridge Assessment, and Cambridge University Press, Cambridge Mathematics is developing a flexible, interconnected, and research informed digital Framework to help reimagine maths education from 3 to 19. Tabitha Gould is in the Framework Design team.

Tang Shiyun is student at Shenzhen College of International Education in China. She is one of the students that won the Outstanding Cambridge Learner Awards

Tania Clarke is a Vice Chancellor’s and St Edmund’s Charter doctoral scholar, supervisor and teacher at the Faculty of Education, University of Cambridge. Tania is also a Group Coordinator for children’s charity Centre 33. Prior to undertaking her PhD, she worked at Cambridge Assessment where she led research on curriculum reform and assessment design in Malaysia, India and Indonesia. Tania holds a Master’s in Psychology and Education and a Bachelor's degree from the University of Cambridge.

Temuujin Nyamdavaa is an English teacher who works at Orchlon International School, which offers Mongolian national curriculum along with Cambridge curriculum, based in Ulaanbaatar. He majored in English Education at International University of Ulaanbaatar in 2013 and got a Master’s degree in Linguistics in 2015. He received a Fulbright scholarship for The Fulbright Foreign Language Teaching Assistant Program in 2017 and assisted with teaching of Mongolian language and culture at Indiana University for one academic year. He has 7 years of experience in teaching English. He enjoys watching thriller movies and reading Stephen King novels

The English International College in Marbella, Spain, offers the UK curriculum in an international context to over 500 students of many nationalities aged 3 to 18 years. Students sit IGCSE and GCSE examinations in Year 11, and those who qualify to enter the Sixth Form study for AS Levels and A Level (or International AS & A Level) examinations in preparation for university entrance at 18.

Thomas Kennedy is the Social Media Manager for Cambridge Assessment International Education. A former English teacher and published author he has worked for the company since June 2017.

Tom Parkinson has worked for Cambridge Assessment as the Recognition Consultant for Spain since 2019. Previously he worked as Head of Secondary School for 20 years in a British school in Madrid.

Tony Cotton is an educational consultant and full time writer. His recent publications include Understanding and Teaching Primary Mathematics and How to develop confident mathematicians in the early years for Routledge; three different mathematics programmes for International Primary schools and Approaches to learning and teaching Primary: A toolkit for international teachers for CUP. Tony is the editor of Mathematics Teaching, the journal of The Association of Teachers of Mathematics.

Tristian is Director, Education at Cambridge Assessment International Education . He leads the development of our education strategy for schools, supporting Cambridge teachers and learners.

Uroosa Imran is an Early Years Teacher at Beaconhouse School in Pakistan. She has worked as a teacher for the past 6 years. She is also the regional winner of the Cambridge Dedicated Teacher Award 2022.

Uzma Shakeel is the Vice Principal at Generation’s School, Karachi, one of the most prominent Cambridge International schools in Karachi. Uzma has been serving in the education sector in Pakistan for the past 26 years.

Val Sismey is Head of Recognitions at Cambridge and is responsible for liaising with higher education institutions around the world. She has worked in international education and assessment for over 30 years and she graduated from the University of Leeds with an MA in Linguistics and ELT.

Vidula is the Marketing and Communications Manager at Cambridge International Assessment International Education. She is in-charge of the all the Marketing and Communications activities for the South Asia region including India, Sri Lanka, Bangladesh and Nepal. She holds a Post Graduate Degree in Business Design and her areas of interest are social media marketing, PR and design thinking.

I am Vidya Vinod. I hail from Kerala, otherwise known as “God’s own country“ in India. I have completed my Masters in Special Education with Mental retardation as the main research topic. I have undergone various training in the areas of Learning Disabilities, autism, brain gym, etc. I am here in UAE for the past 20 years and in the field of inclusion for the past 15 years. Now working as a SENCO for the Secondary campus in GEMS Wesgreen International School. My experiences will highlight my commitment to children, showcase my expertise in differentiating instructions, and demonstrate my communication and leadership skills. Being a highly dedicated and versatile educator, I have enjoyed the opportunity to teach a diverse group of children, including those with ADD/ADHD, Autism, Asperger’s syndrome, speech impairments, noncompliant behavior, learning disabilities, and physical challenges. These experiences have helped me blossom into a well-rounded and compassionate individual. I consider each student’s unique goals, needs, and interests into account while creating effective lesson plans and try to accommodate them.

Wellington College Bangkok opened in September 2018. It is a sister school to Wellington College, UK, and a group of Wellington schools in China, with a further school opening in India in 2023.

Six students from Willow International School in Mozambique were declared the Best in Sub-Saharan Africa for their investigation into finding an effective and reusable method to eliminating Methylene Blue from water.

Zoe is the Senior Marketing Manager, Europe for Cambridge Assessment International Education.