concept of the international baccalaureate

7/31/2019 Concept of the International Baccalaureate

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The International Baccalaureate (IB)

Concept:

The International Baccalaureate (IB) is a non-profit educational foundation,

motivated by its mission, focused on the student.

The IB is more than its educational programmes and certificates. At our

heart we are motivated by a mission to create a better world through

education.

We value our hard earned reputation for quality, for high standards and for

pedagogical leadership. We achieve our goals by working with partners and

by actively involving our stakeholders, particularly teachers.

We promote intercultural understanding and respect, not as an alternative to

a sense of cultural and national identity, but as an essential part of life in the

21st century.

All of this is captured in our mission statement.

The International Baccalaureate aims to develop inquiring,

knowledgeable and caring young people who help to create a better and

more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and

international organizations to develop challenging programmes of

international education and rigorous assessment.

These programmes encourage students across the world to become

active, compassionate and lifelong learners who understand that other

people, with their differences, can also be right.


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Main activities

The IB works in four areas.

1. Development of curriculum2. Assessment of students

3. Training and professional development of teachers

4. Authorization and evaluation of school

History of the International Baccalaureate

The International Baccalaureate (IB) was founded in Geneva,Switzerland in 1968 as a non-profit educational foundation.

A group of talented, forward-thinking teachers at the International School of

Geneva, with assistance from several other international schools, created the

IB Diploma Programme. What started life as a single programme for

internationally mobile students preparing for university, has today grown

into three programmes for students aged 3 to 19.

The programme in the early days consisted of a common pre-universitycurriculum and a common set of external examinations for students in

schools throughout the world, seeking to provide students with a truly

international education. Although the first IB schools were predominantly

private international schools, they included a very small number of private

national institutions and schools belonging to state education departments.

This has changed over the years and today over half of all IB World Schools

(authorized to offer one or more of our programmes) are state schools.

Founded in 1968, we currently work with 3,395 schools in 141 countries to

develop and offer three challenging programmes to over 1,015,000 students

aged 3 to 19 years.Our three programmes for students help develop theintellectual, personal, emotional and social skills to live, learn and work in a

rapidly globalizing world.


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Access and Advancement

The IB aims to create and provide access opportunities so that more

students are able to benefit from a high quality, international educationalexperience.

By drawing on our 40 years of experience developed in dynamic

classrooms, our IB teams bring vibrant and contemporary teaching

know-how to improve students educational experience by working with IB World Schoolsand aspiring IB World Schools needing additional support to implement IB programmes

effectively.

The IB seeks to proactively engage like-minded donors, schools, universities, non-

governmental organizations, and ministries to develop specialized educational programmesthat promote concept-based, student-centered, and internationally-minded education.

Increasing access and diversity

How does the IB define "international education"?

The International Baccalaureate (IB) chooses to define "international

education" according to the following criteria.

Developing citizens of the world in relation to culture, language and

learning to live together Building and reinforcing students' sense of identity and cultural

awareness

Fostering students' recognition and development of universal human

values

Stimulating curiosity and inquiry in order to foster a spirit of

discovery and enjoyment of learning

Equipping students with the skills to learn and acquire knowledge,

individually or collaboratively, and to apply these skills and

knowledge accordingly across a broad range of areas Providing international content while responding to local

requirements and interests

Encouraging diversity and flexibility in teaching methods

Providing appropriate forms of assessment and international

benchmarking


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Governance structure:

The International Baccalaureate (IB) governance is composed of:

an IB Board of Governors

six committees (access and advancement, audit, education, finance,

human ressources and governance)

The IB governance plays an important role in ensuring the longevity of the

organization and the continuing relevance of its programmes. The structure

of its different committees are based on respect, representation and

collaboration, it is governed by an elected 17-member Board of Governors,which appoints the director general, sets the strategic direction of the

organization, adopts a mission statement, makes policy, oversees the IB's

financial management, and ensures the autonomy and integrity of IB

Diploma Programme examinations and other student assessment. Board

membership represents cultural and geographical diversity.

Role of the Board of Governors :

As a member of the IB Board of Governors you play a role in setting the

strategic direction of the organization, appointing the director general,

adopting a mission statement, making policy, overseeing the IB's financial

management, and ensuring the autonomy and integrity of IB diploma

examinations and other student assessment. Information about the role and

responsibilities of the Board and its electoral procedures can be found in the

Act of Foundation (PDF) and Rules of Procedure (PDF).

The Board strives to comply with governance best practice standards and has

implemented policies such as the code of conduct and the conflict of

interests.


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The IB Board of Governors

The Board can comprise between 15 and 25 members. Members are elected

by the Board on the recommendation of the governance committee, and

from nominations presented from the Heads Council, Regional Councils and

the Board. To encourage diversity of gender, culture and geography there are

only three ex officio positions taken by the director general (non-voting), the

chair of the Examining Board and the chair of the Heads Council.

The Board, which appoints the director general, sets the strategic direction of

the organization, adopts a mission statement, makes policy, oversees the IB's

financial management, and ensures the autonomy and integrity of the IBDiploma Programme examinations and other student assessment.

The Board has six permanent committees and establishes task force groups

as required. Three of the committees represent best governance practice

audit, governance, human resourses and three deal with policy

education, finance, and access and advancement.

Programmes:

The International Baccalaureate (IB) offers three programmes of

international education for students aged 3 to 19.

The IB is a recognized leader in the field of international education. It is a

non-profit, mission-driven foundation that offers three challengingprogrammes for pupils aged 3 to 19.


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What are the three programmes?

Three programmes at a glance :

The Primary Years Programme (PYP) for pupils aged 3 to 12 focuses

on the development of the whole child in the classroom and in the

world outside.

The Middle Years Programme (MYP) for students aged 11 to 16

provides a framework of academic challenge and life skills throughembracing and transcending traditional school subjects.

The Diploma Programme for students aged 16 to 19 is a demanding

two-year curriculum that meets the needs of highly motivated

students, and leads to a qualification that is recognized by leading

universities around the world.

How long has each programme been established?

The PYP was developed through the vision and effort, sustained over ten

years, of the former International Schools Curriculum Project (ISCP). Itspurpose was to produce a common international curriculum and to develop

international-mindedness on the part of children. It has been offered by the

IB since 1997, and continues to promote inquiry as the leading pedagogical

approach.


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The MYP began as an initiative of the International Schools Association.

The aim was to develop a curriculum encouraging international awareness

with emphasis on the skills, attitudes, knowledge and understanding needed

to participate in a global society. From 1994 it has been one of the three IB

programmes and has continued to grow in the same spirit of collaboration

with and among schools.

The Diploma Programme was established in 1968 to provide students with a

balanced education, to facilitate geographic and cultural mobility and to

promote international understanding. Since then, innovative and committed

teachers and examiners from around the world have played a significant role

in the development of the programme.

How do the three programmes form a coherent sequence ofeducation?

The three programmes form a coherent sequence of education by promoting

the education of the whole person through an emphasis on intellectual,

personal, emotional and social growth.

In all three programmes, the education of the whole person is manifested

through all domains of knowledge, involving the major traditions of learning

in languages, humanities, sciences, mathematics and the arts.

Furthermore, all three programmes:

require study across a broad range of subjects drawing on content

from educational cultures across the world

give special emphasis to language acquisition and development

encourage learning across disciplines

focus on developing the skills of learning

include, to a varying extent, the study of individual subjects and of

transdisciplinary areas provide students with opportunities for individual and collaborative

planning and research

include a community service component requiring action and

reflection.


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Do schools teach more than one programme?

A significant number of schools offer more than one IB programme, thereby

ensuring consistency of education for the student.

IB World Schools, which are schools authorized by the organization, may

choose to offer:

only one IB programme

more than one IB programme, ie any combination of two

programmes, or all three programmes local or national programmes in addition to one or more IB

programmes.

IB World Schools are a mix of international, private and state schools. They

range in size from very small to over a thousand students.

In which languages are students taught?

The Primary Years Programme (PYP) may be taught in any language.

The IB publishes PYP curriculum documents in English, French and Spanishbut this does not prevent schools teaching the programme in other

languages.


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The Middle Years Programme (MYP) may be taught in any language.

The IB publishes MYP curriculum documents in English, French, Spanish

and Chinese but this does not prevent schools teaching the programme in

other languages. However, if schools require the grades of their students to

be validated by the IB then sufficient student work must be produced in

English, French, Spanish or Chinese.

The Diploma Programme may be taught in English, French or

Spanish.

The IB publishes Diploma Programme curriculum documents and produces

examination papers in English, French and Spanish. Schools must thereforechoose at least one of these languages as the language of instruction in the

school.

The IB Primary Years Programme

Students in the 21st century are faced with the challenge oflearning about an interconnected world where knowledge isconstantly developing. The International Baccalaureate(IB) Primary Years Programme prepares students to beactive participants in a lifelong journey of learning. What isthe Primary Years Programme?

The IB Primary Years Programme, for students aged 3 to 12, focuses on the

development of the whole child as an inquirer, both in the classroom and in

the world outside.

The written curriculum

The most significant and distinctive feature of the IB Primary Years

Programme is the six transdisciplinary themes.


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These themes are about issues that have meaning for, and are important to,

all of us. The programme offers a balance between learning about or through

the subject areas, and learning beyond them. The six themes of global

significance create a transdisciplinary framework that allows students to

"step up" beyond the confines of learning within subject areas.

Who we are Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

The taught curriculum

The six transdisciplinary themes help teachers to develop a programme of

inquiriesin-depth investigations into important ideas, identified by the

teachers, and requiring a high level of involvement on the part of the

students. These inquiries are substantial, in-depth and usually last for several

weeks.

The assessed curriculum

Assessment is an important part of each unit of inquiry as it both enhances

learning and provides opportunities for students to reflect on what theyknow, understand and can do. The teacher's feedback to the students

provides the guidance, the tools and the incentive for them to become more

competent, more skillful and better at understanding how to learn.

Primary Years Programme Curriculum framework

At the heart of the programme's philosophy is a commitment to structured,

purposeful inquiry as the leading vehicle for learning.


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Six transdisciplinary themes

Six transdisciplinary themes of global significance provide the framework

for exploration and study:

who we are

where we are in place and time how we express ourselves

how the world works

how we organize ourselves

sharing the planet.

Teachers are guided by these six transdisciplinary themes as they design

units of inquiry that both transcend and articulate conventional subject

boundaries.

The programme can be illustrated by a hexagon with the sixtransdisciplinary themes surrounding six subject areas:

language

social studies

mathematics

arts

science

personal, social and physical education.

The transdisciplinary themes and subject areas outlined above form the

knowledge element of the programme.


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Five essential elementsThe five essential elementsconcepts, knowledge, skills, attitudes, action

are incorporated into this framework, so that students are given the

opportunity to:

gain knowledge that is relevant and of global significance

develop an understanding of concepts, which allows them to make

connections throughout their learning

acquire transdisciplinary and disciplinary skills

develop attitudes that will lead to international-mindedness

take action as a consequence of their learning.

Curriculum model

The curriculum is expressed in three interrelated ways:

the written curriculumwhat do we want to learn?

the taught curriculumhow best will we learn?

the assessed curriculumhow will we know what we have learned?

Under certain conditions, schools may deliver the programme in any

language, although the IB provides services in:

English

French

Spanish.


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Quality assurance and professional development

Any school wishing to offer the Primary Years Programme and attain IBWorld School status must first go through the authorization process. The

requirements for authorization are the same for all schools, even though the

process is administered slightly differently in each IB region. The process is

designed to ensure schools are well prepared to implement the programme

successfully.

This is a challenging programme that demands the best from both motivated

students and teachers. Schools can access an extensive package of IB

professional development for teachers and administrators and commit to

ongoing professional development. Teams from the organization visit IBWorld Schools from time to time in order to support an ongoing process of

review and development, using standards and practices that apply to all IB

World Schools.

The IB Middle Years Programme

Life in the 21st century places many changing demands on students making the

transition through adolescence. They are at a crucial period of personal, social,

physical and intellectual development, of uncertainty and of questioning. TheInternational Baccalaureate (IB) Middle Years Programme is designed to help them

find a sense of belonging in the ever-changing and increasingly interrelated world

around them and to foster a positive attitude to learning.

What is the IB Middle Years Programme?

The IB Middle Years Programme, for students aged 11 to 16, provides a

framework of academic challenge that encourages students to embrace and

understand the connections between traditional subjects and the real world,

and become critical and reflective thinkers.


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The curriculum

The programme consists of eight subject groups integrated through five areas of interaction

that provide a framework for learning within and across the subjects. Students are required

to study their mother tongue, a second language, humanities, sciences, mathematics, arts,physical education and technology. In the final year of the programme, students also

engage in a personal project, which allows them to demonstrate the understandings andskills they have developed throughout the programme.

The curriculum is illustrated by an octagon with eight academic areas or subject groupssurrounding the five areas of interaction. The personal project appears at the centre.

The emphasis is on the fluidity of the curricular framework and the

interrelatedness of the subjects. Aspects of the areas of interaction are

addressed naturally through the distinct disciplines. In particular, the

framework is flexible enough to allow a school to include other subjects not

determined by the IB but which may be required by state or national

authorities.

The overall philosophy of the programme is expressed through three

fundamental concepts that support and strengthen all areas of the curriculum.

These concepts are based on:

intercultural awareness

holistic learning

communication.


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Under certain conditions, schools may deliver the programme in any

language, although IB services are provided in:

English

French

Spanish

Chinese.

Where local conditions prevent a school teaching all five years of the

programme, authorization may be granted for that school to teach the

programme over fewer years.

Taken as a whole, the curriculum provides a balanced education that will

equip young people for effective participation in the modern world.

The IB Diploma Programme

Life in the 21st century, in an interconnected, globalized world, requires

critical-thinking skills and a sense of international-mindedness,

something that International Baccalaureate (IB) Diploma Programme

students come to know and understand.

What is the Diploma Programme?

The IB Diploma Programme is designed as an academically challenging and

balanced programme of education with final examinations that prepares

students, normally aged 16 to 19, for success at university and life beyond.

The programme is normally taught over two years and has gained

recognition and respect from the world's leading universities.

The curriculum

IB Diploma Programme students study six courses at higher level or

standard level. Students must choose one subject from each of groups 1 to 5,

thus ensuring breadth of experience in languages, social studies, the

experimental sciences and mathematics. The sixth subject may be an arts


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subject chosen from group 6, or the student may choose another subject from

groups 1 to 5.

In addition the programme has three core requirements that are included to

broaden the educational experience and challenge students to apply their

knowledge and understanding.

The extended essayis a requirement for students to engage in independent

research through an in-depth study of a question relating to one of the

subjects they are studying.

Theory of knowledge is a course designed to encourage each student to reflect

on the nature of knowledge by critically examining different ways of

knowing (perception, emotion, language and reason) and different kinds of

knowledge (scientific, artistic, mathematical and historical).

Creativity, action, servicerequires that students actively learn from the

experience of doing real tasks beyond the classroom. Students can combine

all three components or do activities related to each one of them separately.

Programme model

The curriculum is modelled by a hexagon with six academic areas

surrounding the three core requirements.


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Over the course of the two-year programme, students:

study six subjects chosen from the six subject groups

complete an extended essay

follow a theory of knowledge course (TOK)

participate in creativity, action, service (CAS).

Normally:

three of the six subjects are studied at higher level (courses

representing 240 teaching hours)

the remaining three subjects are studied at standard level (courses

representing 150 teaching hours).

Subjects, other than languages, may be taught and examined in:

English

French

Spanish

There are pilot projects taking place in German and Chinese.

Quality assurance and professional development

Any school wishing to offer the Diploma Programme and attain IB World

School status must first go through the authorization process. The

requirements for authorization are the same for all schools, even though the

process is administered slightly differently in each IB region. The process is

designed to ensure schools are well prepared to implement the programme

successfully.

This is a challenging programme that demands the best from both motivated

students and teachers. Schools can access an extensive package of IB

professional development for teachers and administrators and commit to

ongoing professional development. Schools are required to participate in an

ongoing process of review and development, using standards and practices

that apply to all IB World Schools.


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What makes the IB unique?

The IB is unique:

We offer a continuum of education, consisting of three individual

programmes. We span the years from kindergarten to a pre-university

diploma. While we are traditionally known for the Diploma

Programme, IB World Schools increasingly offer all three

programmes.

We are proud of our reputation forhigh quality education sustained

for over 35 years. Our curriculum represents the best from many

different countries rather than the exported national system of anyone. Our challenging Diploma Programme assessment is recognized

by the world's leading universities. We maintain our high standards by

actively training and supporting teachers, and by authorizing and

evaluating IB World Schools.

We encourage international-mindedness in IB students. To do this,

we believe that students must first develop an understanding of their

own cultural and national identity. All IB students learn a second

language and the skills to live and work with others internationally

essential for life in the 21st century.

We encourage a positive attitude to learningby encouraging

students to ask challenging questions, to reflect critically, to develop

research skills, and to learn how to learn. We encourage community

service because we believe that there is more to learning than

academic studies alone.

We ensure that our programmes are accessible to students in a wide

variety of schoolsnational, international, public and privatein 141countries. These IB World Schools form a worldwide community in

which there is no such thing as a typical school (more than 50% of

IB students are in state-funded schools). IB World Schools cooperate

in curriculum development, student assessment and the governance of

the IB, making this a unique international collaboration.


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Strategic plan

The International Baccalaureate (IB) adopted its current strategic plan inNovember 2010 after an important and substantial process of consultation

and debate within the organization.

Over the next five years, our vision is clear to more consciously establish

the IB as a leader in international education as we continue to work toward

our mission. To achieve this, the Board has outlined a vision and four

strategic goals with key strategic objective.

Goal 1: Strengthen our leadership in international education

Why is this important?

Schools join the IB community not only because of the IB mission, but also

because of our reputation as a leader in international education. We develop

high quality programmes of international education utilizing the best

research, and we establish and preserve our world class educationalstandards.

Goal 2: Evolve & improve our services and support to schools


We strive to achieve a balance between effective programmeimplementation and meeting the needs of individual schools and school

systems. Services and support need to be improved, updated and enhanced in

some areas, and quality assurance to standards must be upheld.


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Goal 3: Develop a more diverse,inclusive IB community byenabling access to an IB education regardless of personalcircumstances


By working with communities, countries and regions where there is a clear

and credible commitment to educational change, the IB can achieve a more

socioeconomically, geographically, culturally and linguistically varied

community. As a truly international organization, it will provide a range of

perspectives and culturally diverse input into the development of its

programmes. Access is fundamental to achieving our mission. We aim to

break down barriers and create and environment such that more students are

able to access and benefit from an IB education regardless of personalcircumstances.

Goal 4: Build a sustainable,responsible and efficientorganization for the future


We need to ensure that our internal organization is able to support the

growing, diverse community which it serves.

Taking Ownership

Key performance indicators will allow us to actively monitor the progress ofeach of the strategic objectives as they are realized and measure the impact

we are having in the IB community. The IB Board of Governors will

continue to take an active and leading role in ensuring the IB is achieving its

strategic goals and most importantly, we will continue to listen to the needs

of our stakeholders as we move into this new and exciting phase of

development for the IB and for the communities that we strive to serve.


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About IB Asia Pacific

The IB is a trusted and reliable provider of high quality, rigorous

international education for students between the ages of 3 and 19. Ourprogrammes provide them the essential skills and knowledge to thrive and

contribute as active global citizens.

Singapores central location within the Asia Pacific, excellent infrastructure

and business and education-friendly environment, has been deemed the ideal

location to ensure quality growth. For this reason, we have reaffirmed our

choice of Singapore as one of the three global IB centres to support IBs

growth in this region.

IB World Schools

1. While the IB does not own or manage schools, it works

with schools around the world that share our vision of,

and commitment to, international education. These

include state, international and private independent

schools.

2. Our Asia Pacific office serves over 460 IB World Schools located in

27 countries and offers over 630 IB programmes in total.

3. IB World Schools are critical in making the mission and values of the

IB come alive in classrooms and communities. We provide ongoing

support to our IB World Schools in curriculum development, student

assessment and the governance of the IB.

4. The regular, on-going and rigorous evaluations of authorized IB

schools are part of our commitment to keeping high quality, consistent

academic standards around the world.

The IB diploma programme, with its unique balance of breadth anddepth of subject material combined with core components of theory of

knowledge, an extended essay, and community service, is highly

regarded by tertiary institutions around the world as providing an

exemplary preparation for university.


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Professional Development

We are committed to supporting the ongoing development of a worldwide

professional learning community in the form of regional face-to-face

workshops and resource-rich online environments for IB teachers.

We have trained more than 6,000 IB teachers in the Asia Pacific region.

concept of the international baccalaureate

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