Our Experience


CfBT has long practical experience of assisting with education development worldwide, we provide a unique perspective on the full range of issues in the education and training sector. Illustrations of our project experience can be found under the following headings;



Consultancy – material development
Provision of Native English speaking teachers for the in-house English language program

Providing English Language Lecturers to the Colleges of Applied Sciences, Ministry of Higher Education

CfBT was engaged by the Ministry of Higher Education for the recruitment of English Language Lecturers to the Colleges of Applied Sciences. As an international Company with an established reputation in the field of EFL for over 50 years, CfBT was able to recruit from a wider pool of nationalities to ensure a greater variety of choice and the alignment with other members of the English department at each College.

CfBT recognises the need to recruit and support well qualified, culturally adaptable, highly motivated and resourceful personnel, and offers a comprehensive search and selection process to:

  • select the right candidates for Teachers (through our interview and selection process) ensuring we have loyal, motivated staff who will quickly adapt to their new roles and add value to the institution where they work
  • provide them with ongoing support throughout the employment cycle in the form of coaching, mentoring and performance management
  • provide them with prompt and consistent support on all matters concerning their welfare, travel and accommodation needs to ensure that they can concentrate on their jobs without being distracted by personal concerns (through our Project Team at the Muscat office and our team of Field Assistants)

CfBT was able to introduce a range of high caliber native speaking ELT teachers to Oman. Having been through our induction process, a significant number of Lecturers and Teachers  were recruited into private institutions or direct contracts throughout Oman. And we were able to ensure a continuous supply of effective new recruits to meet the demands of our Colleges.

Feedback from each of our colleges indicated a high levels of satisfaction with the quality of our staff. We worked closely with the Head of Department in each of the Colleges, and our teachers were regularly assessed by senior officials for quality assurance purposes. Every year, most of the CfBT Lecturers, who were formally assessed, were regarded as having excellent standards of language teaching knowledge, and pedagogical skills.

We were also able to address a number of educational issues around assessment and reporting, to ensure further improvement in the students results, as the onus was on our demonstrating this as part of our performance management process.

The SCPTT has been designed as the overarching professional development entity for the education workforce in Oman. CfBT has supported the development of the SCPTT since its inception in 2009. We have worked with the Ministry of Education in Oman, to setup  the Centre for professional teacher training. In the first phases, CfBT designed a strategy, developed a comprehensive roadmap to guide implementation, and created a detailed design for the Centre itself and its priority programmes.

Throughout the operational phase CfBT has been awarded three specific contracts:

Component 1: Operations. CfBT have provided an experienced Project Lead embedded in the MoE to offer expert guidance, coaching and mentoring for Omani senior staff leading this initiative, advising on the management of several providers secured to provide training programmes.

Component 2: Training Associates and Supervisors Contract. A full-time Specialist Consultant is responsible for devising and delivering targeted training to 2000 Associates and 500 Expert Supervisors enrolled in the Associates and Expert Supervisors Programmes, designed by CfBT. Following the programme, Associates and Expert Supervisors will be responsible for supporting the improving quality of teaching and learning across the 1031 schools in Oman.

Component 6: Training New Teachers Contract: CfBT mobilised in January 2015 to train over 800 new teachers. The CfBT team has developed the training materials and our Lead Trainer for this contract is working with the SCPTT trainers to prepare for delivery.


  • The Centre is now operational and over 1,800 teachers began two-year diploma courses in 2014
  • In June 2013 CfBT trained and assessed the initial cohort of Omani trainers and helped develop temporary facilities for the SCPTT
  • 1927 teachers are currently enrolled on programmes at the Centre
  • 520 Associates (teachers and senior teachers) are currently enrolled representing nearly half of the schools in Oman
  • 411 Supervisors are currently enrolled representing approximately one third of subject supervisors in Oman 
  • 786 New teachers enrolled representing 91% of the current cohort of teachers for this year
  • Cabinet approval has been granted for the current operating plan and revised structure proposals for the development of a purpose built facility

Provision of Native English speaking Advisors to the curriculum department with expertise in Teacher Training, Inspection, Assessment, Material writing and Media.
Objective: To organize and operate the English language curriculum and build local capacity to achieve independence.

Provision of a team of Native English Speaking Trainers to develop and deliver a one year foundation program, leading to a Bachelor’s degree in Teaching English to speakers of other languages conducted by the University of Leeds, UK.
Objective: To provide an opportunity to in-service teachers to build a career path in Teaching English Language.

This eighteen-month consultancy had wide ranging implications for Educational reforms in Oman. CfBT was chosen amongst many International bidders for the reason of having worked with the MOE in the curriculum development capacity building project and the wide ranging experience its partners – CfBT Education Trust had in the UK and internationally.

  • Provision of strategic advice on implementing curriculum standards
  • Advice on reforms to Education Policy
  • Provision of Benchmark for Evaluation
  • Build local capacity to implement the curriculum standards

Provision of a project team, consisting of a Project Manager and Trainers for a one year teacher training program.

Career guidance familiarisation and tour -UK

Provision of Native English Speaking Teachers on a one year contract to teach levels between Beginner and Pre-Intermediate

Provision of English language teachers for the Oman Tourism and Hospitality Academy

Project Management Training

Consultancy for setting-up of the Joint Technical College

Provision of English language teachers

English language training
Pitman’s Qualification Exams
Provision of Change Analyst/ Learning Consultant
Provision of Learning Facilitators
Provision of a SAP Consultant

Training in English Language

Provision of English language teachers

Consultancy – Design and set up of School

Provision of Teachers – English language and Maths

Provision of academic staff-Principal, Deputy Principal and Teachers



Ofsted is generally regarded as having one of the most significant and influential inspection methodologies in the world. It is responsible for the inspection of 24,000 government schools in England, as well as many private schools, technical colleges and university pedagogical departments. Today CfBT is responsible for about a third of all these inspections, with particular responsibility for the North of England. Our association with Ofsted goes back a long way. CfBT was the partner of Ofsted back in 1993 when the first Ofsted inspections were organised on an outsourced basis. The scale of our operation for Ofsted has greatly increased over the years and we were successful in bidding rounds in 2005 and then again in 2009 when Ofsted reduced the inspection partners first to five and then to three organisations.

Ofsted has extremely high expectations which we consistently exceed. Remarkably high levels of principal satisfaction are in part a consequence of meticulous attention to detail in every process from the first communication with the schools to the delivery of the final report. This success is underpinned by robust quality assurance, good knowledge management systems and excellent training related to the key business processes.


Effective relationships with customers/stakeholders

High quality inspections systems rely on the goodwill and support of a large number of stakeholders. Our contract with Ofsted involves engagement with many thousands of schools, CfBT staff, Ofsted itself, and our inspection workforce. We take this stakeholder engagement extremely seriously and our communications management expertise has been central to our success.

A key part of the stakeholder engagement process is the communications protocol agreed with Ofsted. This defines our respective roles and responsibilities, based on the key requirement of seeking client approval for all communications, both internal and external.

Providing strong customer service

Our inspections service is founded on excellence of service to our key stakeholders – to Ofsted, but also the schools and other education providers we inspect. Excellent communications with schools reduces stress and creates the conditions for professional dialogue. Personalised customer service is provided by our call centre, staffed by Inspection Liaison Officers (ILOs) who have a personal caseload of inspections, and who manage the end-to-end process from notification to the school of the forthcoming inspection, to publication of the approved report.


Inspection is above all about change and improvement. As highlighted above we have met (and continue to meet) challenging key performance indicators as part of our contract delivery. On the key measure of impact for Ofsted inspections – the survey of schools after inspections – CfBT has also performed very strongly. Ofsted conducts a post-inspection survey which ask headteachers questions about the extent to which inspection findings are subsequently used for improvement purposes. The most recent results of CfBT-managed inspections show the following remarkable satisfaction levels: 98% of headteachers stated that our teams had correctly identified clear recommendations for school improvement; an extraordinary 99% of headteachers stated that they would make use of the inspection recommendations in order to take the school forward.

School inspection survey outcomes – autumn 2010

The main aim was to support the school improvement agenda in Lincolnshire schools. The contract has now expanded and CfBT manages, on behalf of the local authority, the entire range of education services for the Council.

CfBT has responsibility and accountability for school improvement in 275 primary schools, 58 secondary schools, 300+ kindergartens and over 100,000 students.

We work with 10,000 teaching and non-teaching staff and directly manage a team of 425 advisors/officers and back office staff. The Service operates to ISO 9001 processes.

We train and accredit 120 new teachers each year, in a programme graded Outstanding by Ofsted, and support over 400 newly qualified teachers.

Lincolnshire is the only major rural education service in England to be rated Outstanding by Ofsted for three consecutive years.

In partnership with the University of Oxford, we are managing a national programme testing and evaluating promising approaches to the teaching of literacy and numeracy; the findings will be shared with all government schools across England.

We are working with government secondary schools and technical colleges across England supporting the introduction of a new course and qualification in mathematics for students aged 16-18; this is a central part of a national plan to improve numeracy learning outcomes for all 16-18 year olds in England

CfBT operates a chain of 14 academies with 9,200 students on behalf of the Department for Education. These schools are fully government funded but they are managed and operated by CfBT.

We operate an earned autonomy management system that encourages all of CfBT’s academies to strive to be the best they can be, with our assistance. The better our schools perform, the more authority we devolve to them.

Two of CfBT’s academies have already been graded as Outstanding by Ofsted and the others are well on their way. Our first ‘turnaround’ academy was in the top 1% of all schools in England for its year-on-year improvement in 2010/11and has moved from ‘unsatisfactory’ to ‘good with outstanding features’ in two years.

CfBT also operates two free schools – community-established schools with the same status as academies.


  • CfBT was a partner to the Abu Dhabi Education Council (ADEC) since the inception of this Public Private Partnership(PPP). CfFT was the largest and most successful provider, working in 36 schools across all phases, with teachers and other school based staff.
  • The Abu Dhabi Education Council (ADEC) was established to improve educational outcomes across the education system. ADEC has developed a Public Private Partnership (PPP) with eight providers from the private and not-for-profit sectors (including CfBT), to increase student achievement towards international standards, improve the quality of school leadership and teaching, increase parent and community involvement, strengthen the quality of Emirati nationals in teaching and administration, and preserve and promote national heritage and culture.

ADEC identified a number of priorities to be supported within the PPP.  These included the launch of a new curriculum, the introduction of English-medium Science and Maths, international baseline testing, performance standards for school leaders and teachers.

CfBT developed models for school improvement, working in close partnership with ADEC, and with each of the 36 schools at all levels.  CfBT recruited, mobilised, and supported the entire school-based workforce, resulting in high retention rates of c. 80% year on year.

CfBT deployed teams of specialists in teaching and school leadership in each school, focused on improving student outcomes and building the capacity of the local staff.  Specifically this included:

  1. In-classroom teacher development, including:
    • Pedagogy for English and English-medium subjects
    • Coaching, modelling and team teaching
    • Support for student-centred, activity-based, differentiated lesson planning, reducing reliance on textbooks
    • Systematic CPD and individual support for assessment for learning and pedagogy
  2. Sustainable leadership development through coaching and modelling to support the implementation of instructional leadership
  3. Integration of ICT across the curriculum

Performance management, reporting (against KPIs) and feedback at all levels of the project, to identify, implement and measure necessary interventions

All school improvement partners working within the ADEC PPP (including CfBT), NordAnglia, SSAT, Sabis, Mosaica, GEMS, Cognition, Taleem, are monitored by an external monitoring agency. Schools were judged on a 5-point scale.

  • CfBT schools made more improvement than schools supported by all other companies.
  • The average number of points increase on the school improvement scale made by each company is represented below:

  • CfBT had continuing positive average point increases over the period 2006–09
  • Average increase in scores for CfBT- supported schools in areas of key educational impact 2006-09


Dubai  (September 2007 – January 2009)

CfBT were engaged by the Knowledge and Human Development Authority(KHDA) in Dubai to design an inspections service that will be responsible for defining and measuring education quality in all of Dubai’s public and private schools.

CfBT produced an Inspection Strategy setting out short and long term plans, and created a complete inspection methodology for schools that centres on a comprehensive set of quality indicators covering all the key aspects of school performance.
We undertook human resource development associated with designing job descriptions and recruitment and training of the new inspectorate, and produced a comprehensive process manual that drew a step-by-step plan on what inspectors must do.

The CfBT team in Dubai, with advice from CfBT Inspection Service in the UK, finalised the processes and procedures necessary for an inspection service of international quality that supports school improvement.

The new service, known as the Dubai Schools Inspection Bureau (DSIB), carried out its first inspections in September 2008.

CfBT advised on the technology solution and designed the stakeholder analysis and communications strategy, and published all core materials in both Arabic and English. We organised successful pilot inspections and helped launch the ‘live’ programme of inspections.

Following on from the successful delivery of a previous large-scale contract the Abu Dhabi Education Council (ADEC) contracted Education Development Trust to deliver the Tamkeen project (2012-16). Under this contract we were responsible for developing and delivering training materials for senior school leaders to enable them to improve their schools in line with Abu Dhabi’s curriculum standards. Our success on this project saw us recognised as the leading provider of school improvement training in Abu Dhabi. This success was based upon:

  • effective engagement with senior leaders and other stakeholders, which helped us to tailor materials to their needs and context, and
  • a capacity building approach that saw us giving school leaders the skills that they needed to pass training on to their teachers

Education Development Trust wrote and resourced modules on all aspects of instructional leadership for school improvement. These included modules on Higher Achievement for All (including students with disabilities and those who are gifted and talented), Arabic-medium teacher orientation and literacy strategies across the curriculum (with three pathways providing choice and opportunities for differentiation). We also worked with ADEC’s Curriculum and Planning Departments to develop training programmes and materials, for example for Science, Technology, Engineering and Maths (STEM) education.

Throughout the project we engaged with senior leaders and teachers in different forums including school-based, in order to produce professional development solutions which met their needs and the specific context of education in Abu Dhabi. This engagement was structured as a Gradual Release Model to ensure that capacity was built throughout the system. The Gradual Release Model operated on various levels as listed below:

  • Group training – engaging principals, vice principals and heads of faculty to communicate “big ideas” on a professional development theme
  • Cluster training – providing principals, vice principals and heads of faculty with more focused support in clusters in accordance with their particular contexts and specific needs
  • be fully prepared to cascade training to other teachers
  • Facilitated training – supporting senior leaders to provide the training to all teachers in their schools
  • Community events – targeted at engaging parents and the wider community and used to raise awareness of the programme

In addition to providing this training, Education Development Trust has also produced guides, classroom and categorisation resources, materials for use with students, and example activities.

The Gradual Release Model has been highly successful in terms of engaging senior staff and others in the process, ensuring their commitment and guaranteeing that the training delivered to teachers is tailored to their context and meets their specific needs.

Feedback on the Tamkeen project from ADEC and from senior school leaders has been highly positive.

The client monitoring agency shared that Education Development Trust was the highest performing professional development provider working with schools and our design and publication of modules has been highly commended. Our ability to meet and exceed our client’s needs was recognised with the award of an 18-month contract extension and a subsequent evolution of the programme which entrusted us with the task of creating the most technically challenging pieces of professional development material.

Academic Quality Improvement Officers, Principals and school leaders have consistently reported that our training specialists are knowledgeable, up to date and have the competency to share and offer relevant examples of ideas in practice.

As providers of inspection services to the Abu Dhabi Education Council, CfBT has developed a robust operational system for the Irtiqa’a Inspection Agency in Abu Dhabi. The evidence based School Inspection Services annually evaluate the educational provision of 80% of private schools and 30% of public schools in Abu Dhabi. To facilitate this work CfBT completed the mobilisation programme within two months; this included: establishing an Inspection Agency Office in Abu Dhabi, recruiting and briefing inspectors; scheduling inspection events and managing the complex logistical programme of flights, visas, accommodation and transport needed to ensure inspectors were in-country and operational.


Our delivery of the Irtiqa’a inspections contract is underpinned by CfBT’s research on the characteristics of effective school review and outstanding inspections practice.

CfBT accredits local inspectors with a ‘Reviewer Competence Quality Mark’ (RCQM). Through the accreditation of inspectors, CfBT ensures that inspectors have the appropriate level of skill and competence to carry out their work to the equivalent level of those inspectors in high performing education systems world-wide. The certification process encompasses all aspects of inspector qualification and competence, from initial selection for training to the recognition of more advanced skills.The inspectors benefit from receiving a recognised award from a leading inspection provider which acts as a ‘passport’/recommendation for other work and evidence of advanced study and professional advancement.


We have received excellent feedback from ADEC for our ability to mobilise the resources quickly and maintain the rapid momentum. This work is an excellent example of CfBT’s ability to be flexible and mobilise a project rapidly.

During the project:

  • Inspections were completed
  • ADEC trainees were trained over a 3 day  highly successful event
  • ADEC Trainees deployed to inspections; and mentored with feedback reports
  • ADEC ASSOCIATE Inspectors deployed and supported at inspections
  • Parental Engagement Survey completed

CfBT managed four school clusters on behalf of the Abdu Dhabi Education Council (ADEC) in a pilot school management PPP. In total, we managed 41 schools which included primary schools, kindergartens, middle schools and high schools.

We were given considerable autonomy and flexibility to operate schools and direct authority over the day-to-day operations of each school. CfBT teams worked within the schools to advise and support the local teachers as they implemented the changes in curriculum and delivery, to work to improve the quality of teaching and learning. The Abu Dhabi Education Council judged our interventions to be highly effective.

In this project we supported KHDA to develop the Dubai Schools Inspection Bureau (DSIB) and the creation of an inspection regime that is bringing about school improvement and raising the standard of education offered in Dubai. The excellence of the resulting agency has been recognised by the World Bank in a 2014 publication identifying the Bureau as a world-class centre of excellence. In 2014, KHDA awarded CfBT with the Supplier of the Year Award (Excellence in Service Delivery), demonstrating their satisfaction with the services we have provided. This award demonstrates the success of our longstanding and productive partnership.



Strengthening English language ability within Technical & Vocational Education Training(TVET) is a key factor in preparing Saudi’s youth for their future careers as our increasingly globalised world uses the English language in research, business, trade and communication. Current levels of English Language achievement are preventing many KSA TVET students from progressing in their vocational studies and careers. To improve English language achievement throughout TVET institutions, the CoE is seeking to improve EFL provision by identifying current institutional and pedagogical needs and developing leadership and pedagogical skills.

Our approach was to deliver a robust and sustainable legacy to the project that supported the continuous improvement of EFL standards and built the EFL capacity of the Colleges of Excellence.

All the final QA resources were developed in collaboration with a sample of representative college staff. Feedback gained throughout the professional development programme, final surveys and the resources developed were informed by a sustainable impact on student achievement. Effective policy and practice design led to measurable and sustainable progress and included the following features:

  • Policy and practice designed with successful outcomes in mind;
  • Outcomes/targets that were ambitious but also achievable;
  • Established monitoring and review processes;
  • Involvement of stakeholders as partners in the process, and recognition of the benefits of, and responsibilities in, achieving the outcomes;
  • A collaborative process towards achieving the desired outcomes

The key to the success of this project was the development of a whole organisation approach, where the needs analysis, training, teacher materials and QA instruments were able to positively influence:

  • English language delivery in the context of vocational learning programmes;
  • The aspirations, perceptions and experiences of the learners and how well the programmes meet their needs;
  • The roles, capacity to deliver and qualifications of the English teachers; and their co-operation with vocational tutors;
  • The management of the programmes and support to tutor teams to promote success;

Our team provided a comprehensive package of training support materials designed to raise standards in each of the CoE departments as well as stimulating the delivery of better English language teaching.

Strengthening English language ability within TVET is a key factor in preparing Saudi’s youth for their future careers as our increasingly globalised world uses the English language in research, business, trade and communication.

The key to CfBT’s success on this project was the development of a whole organisation approach, where the needs analysis, training, teacher materials and QA instruments were able to positively influence:

•  English language delivery in the context of vocational learning programmes

•  The aspirations, perceptions and experiences of the learners and how well the programmes meet their needs

•  The roles, capacity to deliver and qualifications of the English teachers; and their co-operation with vocational tutors

•  The management of the programmes and support to tutor teams to promote success



From 2003-06, CfBT recruited, mobilised and managed professional teacher trainers/curriculum developers to work on a number of contracts in the State of Qatar, which CfBT managed on behalf of the Supreme Education Council. CfBT has been a key partner in the education reform and our Curriculum Standards Development team was contracted by the Supreme Education Council of Qatar to assist them in developing four related frameworks of curriculum standards in English, Arabic, mathematics and science for Grades K to 12. The contract was a key part of a wider strategy for fundamental reform of the Qatari school system.


In addition to the design and delivery of the New National Curriculum documentation, CfBT also mobilised two teams to work for the CfBT School Support Organisation (SSO) in Doha. The CfBT SSO provided support and training, particularly in the areas of school management and pedagogy, to four schools, primary and secondary, in Qatar.

The curriculum standards do not prescribe how teachers should teach, but highlight what students should know.  There are no mandated text books or assessment methods.  This autonomous, yet focused, approach to curriculum reform was developed in line with international best practice and has been employed in curriculum reform efforts all over the world (including England and Singapore).  The standards are deployed in various ways (the school decides on final delivery).


RAND Corporation Evaluation (2009) – Implementation of the K-12 Education Reform in Qatar’s Schools.  In 2005 the Supreme Education Council(SEC), in its role as overseer of the reform, asked RAND to monitor, evaluate, and report on the development and quality of the independent schools. Within its evaluation, RAND reported that the stringent curriculum standards and expectations that independent schools would develop standards-based curricula and instructional materials was a key component of reform. The transition from the Ministry’s predetermined course of study to one selected or developed by principals and teachers was not easy. However, Independent school teachers reported that they often use material developed with others in their school. The collaborative nature of curriculum development in Independent schools suggested that teachers were more active participants in the learning process of their students.



CfBT worked with the Kuwaiti Ministry of Education to survey the provision of  English, American and Baccalaureate curriculum in private schools. This was the first school evaluation project of its kind in Kuwait and resulted in a report on the quality of provision among English-speaking curricula private schools in the country, published in December 2013.



This work involved reviewing all private schools and pre-schools in Bahrain, which included designing, developing and refining a new framework and providing accredited training for Bahrainis and other Arab nationals to implement it.



CfBT has been operating in Brunei since 1984. CfBT continues to assist the Ministry of Education by recruiting and managing English  Language teachers for government schools at primary, secondary and pre-university level. Under the terms of the contracts, CfBT supports its teachers operationally and educationally to meet the requirements of the Ministry of Education, and improve educational outcomes for Bruneian students.

CfBT has developed an integrated approach in Brunei which recognises that expatriate teachers require detailed and comprehensive operational and educational support in order to deliver high performance whilst living and working in a new country.

Accordingly, CfBT’s operational approach emphasises the importance of providing a premium service to teachers and their families with regard to recruitment, arrival, orientation, housing, education of dependents, welfare, and other related areas.

Parallel to this, CfBT’s educational approach emphasizes capacity building, through continual evaluation and improvement of pedagogical practice and an ongoing commitment to learning and development. Training is informed by the need to improve student attainment and focuses on student centred teaching, Assessment for Learning and data –driven interventions. Capacity building involves projects, workshops and formal training all of which involve Bruneian colleagues as well as CfBT teachers.

CfBT’s operational and educational infrastructures are each governed and quality assured by CfBT Education Trust’s UK headquarters, to ensure that the company delivers international best practice in all areas.

In addition to this, a characteristic of CfBT’s approach in Brunei is close cooperation with the Ministry of Education, including Ministry involvement in the recruitment, orientation and performance management process.

Examples of our impact over the last five years are:

  • Recruitment
    We have recruited 6000 teachers to this project since January 1986 and continue to provide teachers to date.
  • Retention
    CfBT Brunei has enjoyed an average retention rate of 85% throughout the project.
  • Educational Outcomes
    Since 2006, CfBT’s SCOPE project has contributed to increasing the number of credits obtained at English O-level by over 100%. In addition CfBT has run a highly successful project focusing on Lower Secondary reading (LSRP), laying the foundations for SCOPE. Detailed case studies of these high impact educational interventions are provided below.
    In primary, CfBT has contributed to the Ministry of Education’s EPPS project through helping to introduce the use of Synthetic Phonics and Read Write Inc.

CfBT is working in a unique and ground-breaking partnership with the Ministry of Education in Brunei Darussalam. The project, which is the largest, longest-running and most successful of its kind in the world, is designed to improve learner attainment in English language and build the capacity of Bruneian teachers of English.



We provide a range of school quality review services to government and private schools in India. Our initial work focused on reviewing quality in private schools. These schools include both budget and ‘high end’ private schools. Since 2009, on behalf of the State Government of Andhra Pradesh – and with funding from the UK government – we have developed a school quality review methodology for government primary schools in Andhra Pradesh.



CfBT was engaged to establish Bilkent University’s School of English language (BUSEL). As one of Turkey’s first private, non-profit institution of higher education, with world-renowned scholars among its faculty and top-notch facilities throughout its campus, Bilkent attracts many of Turkey’s brightest students.

Bilkent University School of English Language (BUSEL) prepares students for the English medium academic studies in the faculties and schools of Bilkent University and professional lives beyond.

BUSEL consists of two programs:

The English Language Preparatory Program brings students’ English level up to the level required for study in their faculties and schools.

The Faculty Academic English Program (FAE) provides credit-bearing English courses for academic or professional purposes once students are in their faculties and schools.

BUSEL is possibly one of the largest English language schools in the world teaching English to around 6,000 students each semester. The school currently has more than 200 instructors, twenty-five percent of whom are native speakers of English, and 15 administrative and support staff.

The school has developed its own English language proficiency exam (COPE), equivalent to 87 on the TOEFL-IBT or 6.5 on the IELTS, which all students must pass prior to starting in their departments. Through a linking project, COPE has been linked to B2 (Vantage, Independent User) level in the Common European Framework of Reference for Languages.

Bilkent University ranks 32nd in the inaugural Times Higher Education 100 under 50 list of the world’s best young universities. According to ISI Citation Indexes, Bilkent continues to rank high in Turkey in number of published papers per faculty member and ranks high internationally.



CfBT helped the Malaysian Ministry of Higher Education to improve the standard of English in primary and secondary schools within designated districts of Peninsular and East Malaysia.

The project had 32 District English Language Coordinators and 10 Project English Teachers working in rural regional training centres throughout Malaysia.  With the reintroduction of English as the medium of instruction for Maths and Science subjects, CfBT was asked by the Matriculation Division of the Ministry of Higher Education to recruit and manage a pilot team of native speaker Science and Maths Lecturers, to work in selected Matriculation colleges.

In Malaysia, where English is viewed as a second language, there had been a general decline in the standard of English over the previous 20 years, and this was particularly apparent in rural and semi-rural areas. As a result, the Malaysian Government implemented a number of initiatives designed to address the imbalance. CfBT worked closely with the Curriculum Development Centre at the Ministry of Higher Education, to recruit and manage teams of regional teacher trainers in rural districts throughout Malaysia.

Drawing on a high quality face-to-face training programmes that were specifically contextualised, PIERS involved 120 hours of face-to-face training and participants moved up an average of at least one CEFR band after undertaking the programme.

This project achieved the dual outcome of improving the English comprehension of rural ELT teachers as well as developing their teaching pedagogy and impact on their students.

This programme achieved significant improvements in English Language teaching.

  • The mean average improvement in Oxford Placement Test score for teachers participating in PIERS was 45.9%. This is significantly above the international average for English language improvement programmes.
  • The mean average increase in teacher lesson observation scores, from start to end of the programme, was 34.52%.
  • An average of 98.9% of all PIERS teacher participants evaluated all aspects of the PIERS programme to be ‘excellent’ or ‘good’
  • Approximately 19,000 students benefited from their teachers’ PIERS training.

CfBT helped the Malaysian Ministry of Higher Education to improve the standard of English in primary and secondary schools within designated districts of Peninsular and East Malaysia.

The project had 32 District English Language Coordinators and 10 Project English Teachers working in rural regional training centres throughout Malaysia.  With the reintroduction of English as the medium of instruction for Maths and Science subjects, CfBT was asked by the Matriculation Division of the Ministry of Higher Education to recruit and manage a pilot team of native speaker Science and Maths Lecturers, to work in selected Matriculation colleges.

CfBT has been an active education partner of governments, corporations and the private sector in Malaysia since 1979, particularly in the fields of English language teaching, methodology training and large-scale production of educational resources, education consultancy and reform. Work includes contracts to employ, manage and support English Language teacher trainers working with schools and teachers in rural areas, and Project English teachers working in residential schools. The highly successful Project for the Improvement of English in Rural Schools (PIERS) raises proficiency among teachers, improves methodology in teaching English and increases English use outside the classroom through external activities. In the remote Lahad Datu district of Sabah, Malaysia 98% of the 45 participating schools evaluated all aspects of the PIERS programme to be ‘good’ or ‘outstanding’.



In 2013-14 we delivered a project supporting the development of a new, comprehensive and internationally benchmarked National Curriculum in Libya. We worked on behalf of UNICEF and in partnership with the Libyan Ministry of Education (MoE) to:

  • Assist the MoE and the Centre for Curriculum and Educational Research (CCER) to undertake a situational analysis of the basic education curriculum;
  • Enhance the capacities of the MoE/CCER staff; and
  • Support local experts to formulate a basic education curriculum development plan with recommendations.


The outputs were to be achieved through a series of carefully planned and targeted activities, all of which centred upon four key workshops and implementation was to be undertaken in a four-phase approach:

  • Identification of the key components of the curriculum
  • Preparation of a situational analysis of the current basic education curriculum in Libya
  • A comparative analysis of curriculum provision
  • Finalisation of a curriculum framework and a curriculum development plan


In order to successfully deliver this project our highly experienced project team used the following approach

  • Inception visit – by the team leader to understand fully our client’s requirements and capacity and the scope of the work.
  • Training programme – for key stakeholders focusing on contemporary approaches to curriculum development and helping them to identify the key components of the curriculum.
  • Review – our team supported the MoE staff to conduct a comprehensive document review of the current curriculum and assessment measures, school observation and analysis of learning outcomes, learner competencies and assessment standards.
  • Data collection – through interviews with senior Ministry of Education officers were to be interviewed with the aim of assessing the current understanding of ‘curriculum development’ and ‘curriculum development processes’ across the country.



The aim of these projects was to implement a sustainable national English Language Teaching (ELT) programme for secondary education, agreeing national curriculum, establishing a supervision system, implementing a national system of in-service teacher training, designing a system of pre-service training, and expanding the supply of basic teaching materials.



CfBT provided support for Government’s Capacity Development in the Education Sector. This project provides capacity development support to the rolling joint Education Strategy Development Framework process and is helping to deliver strengthened institutional and organisational structures and procedures for strategic/financial planning, performance management and demand planning within Ministry of Education (MoE) and Ministry of Finance (MoF).



We provide school quality review to private schools in Thailand in partnership with the Thai Ministry of Education. Joint teams of CfBT reviewers and Thai government inspectors undertake the reviews. We provide training on inspection methods to Thai government inspectors.



CfBT was contracted by the Ministry of Education (MoE) to provide highly qualified and experienced Teaching Consultants to a number of government secondary schools.  These included Singapore’s top-tier independent and autonomous schools, Special Assistance Plan schools and Niche Programme schools.  The MOE aimed to raise already high standards of English language to a world-class level where teachers use a 21st century pedagogy to enable students to speak internationally accepted English confidently and read and write creatively and critically.  The Enhancing School English Language Programme was a pilot project that began with 30 schools.  Through a programme of professional development, it widened its scope of influence to more than 50 schools and over 700 local teachers.


A team of Teacher Consultants, each based in a school, worked closely with the leadership and management team and English department.  They carried out teaching and consultancy activities and were tasked with providing resources that support the English curriculum.  Consultancy activities operated at: teacher, school, cluster and national levels.  These included curriculum review and development, pedagogical training and advice, mentoring, modelling lessons and providing master classes and professional development programmes.

Data about impact and outcomes was gathered from school leaders, Heads of Department, local teachers, students and parents.

Specific interventions

  • Development of baseline assessment activities to measure students’ progress.
  • Professional development workshops and conferences for teachers in schools.
  • Mentoring local teachers in pedagogy and subject knowledge.
  • Forums with senior leaders to share effective practice.
  • Modelling and team teaching, combined with a programme of observations and structured feedback to teachers.
  • Reporting the results of school and national examinations and developing rubrics for assessment.

Creating resources to support the MOE curriculum, including e-learning.


The first chart shows the progress students made between January and October in the areas of English speaking and writing.  There was a significant increase in the proportion of students working at an accomplished level or better.

The second chart shows how students perceived the benefit of working with the Teacher Consultants.



Our new teacher development project in Jordan in partnership with Queen Rania Teacher Academy, is set to help some of Syria’s refugee school children. Six years into the conflict in Syria, access to quality education for Syrian refugees remains an issue.
Our latest project will build the capacity of English language teachers working with Syrian refugee children in Jordanian public schools. Education Development Trust will be funding the project using the ring-fenced funds from our acquisition of the Alexandria Schools Trust whose remit is to improve English language teaching in the Middle East.



To work with the Rwandan Education Board (REB) and the Ministry of Education to develop a Guide to Inclusive Education and provide associated training in support of a more inclusive approach across pre-primary, primary and secondary education.Whilst the primary aim of the project was to develop the guide and related training materials, the contract also provided an opportunity to provide some direct training to REB officials to strengthen and reinforce their understanding of inclusive education, especially in relation to the new curriculum.
The main part of the assignment involved working with REB and a wide range of stakeholders, including district and sector officials, teacher trainers, NGO representatives, head teachers and teachers. This cross-sector representation was critical to the success of the project, using a series of workshops to gather their input, guidance, and comments during the development of the guide.