Cambridge Assessment: New HQ Help Staff Work Better Together For International Learners

New headquarters help staff work better together for learners all over the world

One year on from the completion of Cambridge Assessment’s new global headquarters, Triangle, Cambridge learners from all over the world travelled to officially open the building. The project aimed to make a difference to the way staff work together in order to better serve students in the more 170 countries Cambridge Assessment currently provides education solutions to. 

The organisation also looked to reduce its environmental impact with the move. The building itself was designed to be “super energy efficient” and staff are encouraged through a variety of initiatives to use sustainable transport options. 

Nine learners who were guests of honour, visited Cambridge with their families from six different countries around the world including Argentina, Malaysia, Mexico and Brazil. During their stay, they learnt more about what it’s like to be a student in Cambridge, as well as getting an insight into how their exam question papers are made and a glimpse into some of the exciting new ed tech projects currently in development. 

  
Cambridge Assessment’s chief executive Saul Nassé spoke of his pride in Triangle and expressed his thanks to the people involved in making it a reality. He went on to share his pride in the people working across Cambridge Assessment, whether at Triangle or elsewhere in the world. He also paid tribute to the learners, who he said inspire staff by the impact they can have on their lives. Some of the learners spoke about their own experiences during the official opening ceremony. Seventeen-year-old Julieta Barros from Buenos Aries, who is studying A Level Cambridge qualifications, said she is inspired to study as she believes it helps her to build a better future for herself and gives her the experience and knowledge she needs to help make the world a better place. Miwa Ramos, also seventeen, from Brazil, said she is inspired to ‘master’ the English language so she can fund a social project to teach more young learners and give them the same opportunities she has.