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Students across India received their Cambridge IGCSE and Cambridge International AS & A Level June 2017 exam results today, with exam entries revealing the growing popularity of Cambridge programmes.
Over 400 schools in India made over 57,000 entries for Cambridge qualifications this year in the March and June exam series, registering a 10 percent increase over last year. Entries for Cambridge International AS & A Level in 2017 have increased by 18 percent on 2016, and Cambridge IGCSE entries have increased by 8 percent.
Entries also show that an increasing number of Indian students are choosing to take their Cambridge IGCSE exams in March, instead of June. Cambridge introduced a March series in India in 2015 specifically to help students meet local college admissions deadlines.
Globally, more schools than ever are choosing Cambridge to educate and assess students at every stage of the curriculum, with entries growing across its programmes.
Cambridge International AS & A Level entries rose by 10 percent in June 2017 and Cambridge IGCSE continues to be the world’s most popular international curriculum for 14 to 16 year olds, with entries increasing by 7 percent internationally.
Cambridge International Examinations has also seen a huge increase in the number of younger students now studying Cambridge programmes. Entries for Cambridge Primary Checkpoint tests grew by 17 percent this year, and Cambridge Secondary 1 Checkpoint tests increased by nine percent globally.
Key highlights for India include:
Ruchira Ghosh, Regional Director for South Asia, Cambridge International Examinations said: 'I would like to congratulate all the Cambridge students getting their results today, and thank all the teachers and parents who guided them to success. Our programmes and qualifications aim to equip students with 21st century skills which are crucial for success in today’s changing world. I’m particularly pleased to see how popular our March exam series is becoming and to hear how much it is benefitting students who aspire to study in India.'
Ms Tanya Valecha, Principal, Rustomjee Cambridge International School, Mumbai said: 'The March exam series is in line with the grade 10 and 12 exams in India. It allows the results to be declared in time for the students to take part in the admission process of colleges and universities in India and abroad. The curriculum offered by Cambridge International Examinations has truly equipped students to excel in the demands and challenges of their undergraduate programmes. Cambridge International Examinations is constantly evaluating and upgrading their structure as well as the assessments, thereby ensuring that it is dynamic and in sync with what is the need of the hour.'
Ms Manisha Malhotra, Principal Senior School, The Shri Ram School (Moulsari campus), Gurugram said: 'The Shri Ram School opted for the March series for the Cambridge IGCSE exams because it’s in line with the national boards and is helpful to students who wish to apply to colleges and universities across India. We have seen many advantages of offering the Cambridge International Examinations curriculum to our students. Besides being dynamic, it is also well structured and organized. I really appreciate Cambridge International Examinations for offering a March series and being dynamic enough to adapt its assessment cycle based on the demand of schools in India.'
Ms. Kavita Kalra, Principal, Sancta Maria, Hyderabad said: 'It is interesting to see how Cambridge International Examinations catered to the Indian student segment by bringing in the March series examinations. Global in context, yet customized to the Indian requisites, the March series is a very encouraging combination that enables students from the region to prepare and apply in time for university examinations. Cambridge International Examinations enables students to bring in flexibility in terms of examination schedules. It has depth of curriculum and enhances student perspectives beyond the limits of the syllabus. It is an immensely successful global curriculum that aptly fits in the educational ecosystem of the country'.