IB A meri cas U p da te Drew Deutsch
April 2009 IB programme growth
3500
3000 401 programmes authorized in 2500 2008
2000 PYP MYP 1500 DP
1000
500
0 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 IB programme growth
12000 on target for 2020 growth 10000
8000
6000 PYP MYP DP 4000
2000
0 Number of IB World Schools By Country
IB Americas 28 Countries and Territories Bermuda (4) Bahamas (3) 1,534 IB World Schools Cuba (1) 502 Candidate Schools Canada Jamaica (2) 600 Interested Schools (273) Dominican Republic (1) Cayman US Islands(1) (993) Virgin Islands (British) (1) Mexico (68) Netherlands Guatemala (4) Antilles (1) El Salvador (3) Barbados (1) Honduras (1) Nicaragua (2) Brazil Costa Rica (7) (13) Venezuela (9) Panama (1) Bolivia (2) ClColombi bi(a (21) Paraguay (1) Ecuador (31) Argentina (47) Peru (19) Uruguay (7) Chile (17) Page 4 IB Americas Fast Facts IB World Schools IB Diploma Programme: started in 1968 . Number of IB World Schools with Diploma worldwide: 1,896 Number of IB World Schools with Diploma in the Americas: 1,005 IB Middl e Years Programme: start ed i n 1994 . Number of IB World Schools with MYP worldwide: 690 Number of IB World Schools with MYP in the Americas: 459 IB Primary Years Programme: started in 1997. Number of IB World Schools with PYP worldwide: 505 Number of IB World Schools with PYP in the Americas: 250 Total number of IB World Schools worldwide: 2,553 Total number of IB World Schools in the Americas: 1,534
Page 5 IB Americas Fast Facts (continued)
Professional Development Number of IB teachers trained at regional and contracted workshops in 2008: 21,230 Number of workshops hosted by the 426 regional office (2008): Number of contracted workshops (2008): 494 Total number of workshops by the 920 regional office and providers (2008):
Page 6 Moving forward now – the 2020 IB
• 10,000 programmes across the globe • 2,500,000 IB students from diverse backgrounds • 290,000 teachers delivering IB programmes
Supported by • A focused, effective management structure with motivated, valued staff • 3 global centres and geographically dispersed support offices • Continued excellence in programme development, assessment and delivery Towards 2020 – key steps
• Restructure management to meet our mission • Invest in technology, infrastructure to support growth • Outsource tasks which are not core or IB specific • Establish 3 global centres • Develop our people • Further develop international mindedness New management structure
Clear roles and responsibilities, aligned to core activities
Internal External
Expand Enable Support Define Deliver Advance- Office of Support Academic School s ment the DG services Office Division Office
Steering and The IB quality and Service Defining, guiding the underpinning consistency; excellence, driving and organization support for the define and design delivery and managing the organization standards quality access agenda assurance IB M anagement St ruct ure 27 February 2009
Jeffrey Beard Director General (CEO )
Jeffery Beard, ad interim Daniel Benham (CFSO) Judith Guy Judith Fabian Ian Hill , Deputy DG Chief Operating Officer Chief Financial & Support Advancement Director Office of the DG School Division Academic Office Services Officer
Drew Deutsch Carolyn Adams Simone Emmison Andrea Lucard Daniel Benham Americas Regional Jacqueline Harris Assessment Operating Head of Head of Development Finance Director Director Director of Assessment Director Communications
Glenn Richards Irina Apostolescu Andrew Bollington TiTris tian Stobi e Graeme Donnan Wendy Xerri Head of Access IP and Legal Support AEM Regional Director Head of DP IBAEM Centre ICT Director Projects Manager Development
(tbd ) Siva Kumari Malcolm Nicholson (vacant) Hans Vermeulen Ian Hill , ad interim Head of Recognition Asia -Pacific Regional Head of MYP Americas Centre Human Resources Internal Audit Risk Advancement Director Development Director Manager
Anthony Tait Jennifer Giddings (vacant) Justine Cooper Andrea Smith Professional Head of PYP Asia Pacific Centre Head of IB Publishing Head of Development Director Development Strategy & Planning
Valérie Pioct Ralph Cline Christine Amiss ECMS Carol James School Services Head of Transition Office Governance & Executive Head of Continuum Project Leader Director Support Manager Development
Ian Hill ad interim Beth Brock Ceri Hartnoll Head of Policy and Project Support Global Centres Facilities Research Manager Management
Yolanda Vercher Language Services Manager New schools division
Mission Vision
Quality Based on quality assurance To provide excellent models that demonstrate high quality throughout our service, enabling an services and schools ever-expanding Satisfaction A school-focused approach number of schools to that achieves year-on-year itihlimprovements in school benefit fully from IB satisfaction programmes Scalability So that growth becomes an opportunity to expand the community rather than a constant challenge. Consistency Based on the best of existing international practice , more innovation and new global systems Americas
Regional director Drew Deutsch
Buenos Aires Head of Head of Head of HR Manager Regional Head Communicati Office regional regional regional of Finance: ons Manager: school professional development Merrideth Carlyne Sandra Coyle services development Paul Campbell Gloria McDowell Mallon Cardichon Emily Ross
• Outreach • PD planning & • University and • Works with RD, • Authorization & strategy government recognition SS, and PD to Evaluation • Provider • School associations harmonize • Consultancy relationship mgmt • ARC practices in 2009 and school • Event & travel • support Information Centre logistics • District/Government • Special pjprojects services • Branch offices
Page 12 Schools Division Developments
Short term 2009 Medium term 2010-11 Global Professional Development
Glob al P rof essi onal D evel opment Di rect or Anthony Tait
Head of Teacher Global Head of Head of Online Head of Global Head of Global Head of Global Education PD Business Professional PD (Diploma) PD (MYP) PD (PYP) Services Development Development Vacant - AEM Vacant - AM Vacant - AP Lee Davis Mark Waterson Vacant
Workshop Teacher Resource Educations Head of PD Centre Services Americas Coordinator Informations Emily Ross David Clancy Manager Rob Lasinski Head of PD Asia Online Pacific Workshop Teacher Edward Lawless Coordinator Education Paul Harrington Services Coordinator Emma Gwen Head of PD AEM Online Learning Victoria Pierlot Specialist Teacher James Forbes Educati ons Keir Services PD Manager Administrative Buenos Aires Interactive Officer Susana Designer Abigail Boak Fernandez Will Finch Professional Online Support Development PageOfficer 14 Associate Vacant Vacant Global School Services
Our challenges:
A consistent A consistent Effective global global communication application programme with our schools process evaluation •Clear • Comparable process • Dependable • Transparent • Comparable • Accessible •Fair • Transparent •Fair
Page 15 Policy and Research –What is the purpose of the division?
Schools Division Enable an ever‐expanding number of schools to full benefit from an IB program
How does Policy and Research contribute to this mission?
Provide global leadership for IB’s effort Provide research on both the impact to improve policies by universities and of our programs and the quality of governments our services
Further development of government and Research on the effectiveness of our university policies to support IB are programs and the quality of our services essential for the continued growth and demonstrate the benefits from participation support for our programs . and the added value of our programs for schools.
Page 16 Investment in technology
Assessment Digital space
Teacher Authorization and workshops evaluation Facebook & the Digital Space Initiative (DSI)
www.ibo.org/facebook • In less than 4 months, over 5,000 fans have joined the page. • More than 200 new fans join each week. Widening access
Historic approach: 2020 approach: regional global
Access Advance‐ ment IB World School Schools delivery
IB
Page 19 DP Online
Expand Access “We live in the Canadian Arctic where there is no access to an IB school... Online access would represent an opportunity that might otherwise be prohibited by distance and isolation....” Anne Crawford, Nunavut, Canada Extend Subject Choice “As a small school in Southern Africa, we are extremely thrilled to see this pilot project come on board.” Kathy Ortman, American IS of Lusaka , Zambia Organizational redesign
AEM global centre
Asia Pacific global centre
Americas global centre
Page 21 2020—where we work Singapore metro area
• Singapore, an outstanding international city scoring highly in all criteria • Strong pool of skills , cost effectiveness, freedom of governance and transport links • Board agreed that long term security of the IB best served in Singapore city environs 2020—where we work Washington D.C. metro area, USA
• Washington, an outstanding international city; the IB to locate close-by in Montgomery County MldMaryland • Strong local IB World School links • Good cost structure, substantial pool of skills • Transport links equal to New York or Chicago 2020—where we work Amsterdam metro area, The Netherlands
• Outstanding international city of global culture, tolerance and communications • A bit more expensive than the combina tion of Cdiff/GCardiff/Geneva btbut cost effective • High levels of English language capability combine well with access to long term skill requirements of IB • Transport links both global and regional are excellent
Key messages • Consultative process, with openness and transparency • IB experiencing strong growth; • current offices cannot sustain that growth • the three global centres need to be located near international cities • WlitWe listened dt to opi iinion—key part s of assessment will b e kept in Cardiff • The Buenos Aires office will remain open as part of IB Americas • Future of the IB very positive; opportunities for our staff worldwide to relocate to one of the global centres • Moves to new sites will take place gradually, lead up to 2012. Associations important to IB strategy
Impact: 1. Growth in recognition 40+ Associations; policies from universities (22 signed license 2. Facilitate meetings with agreements) key decision makers at globally national and state level 3. Deliver high quality services to schools (eg. workshops, school visits) Associations of IB World Schools
28 licensed Associations in the Americas
– 6 in Canada – 22 in the UitdUnited Sta tes – 5 beginning the licensing process: • 1 Mexico • 1 Ecuador • 1 Argentina • 1 Colombia • 1 Chile
Page 29 Examppgpgyle: USA recognition progress led/funded by Associations 1. Facilitating recognition policies State Policies Types of Policies Number of States Promoting 21st Century Skills Policies for international education; 21st 13 and International Education Century Skills; P‐20 Alignment
Expanding Access to IB Financial incentives for schools and teachers 16 Programs implementing the IB; Fee subsidies for low‐ income students Supporting IB Professional Funding for IB teacher training 10 Development
Integrating IB into state Substitution or waiver of state assessments in 5 assessment systems high school for students in the IB Aligning IB with higher IB Students qualify for special scholarships or 17 education systems tuition waivers; Favorable admissions and credit policies for IB students within the state higher education systems USA Example (cont’d): Associations’ work has ldtled to st rong poli cy d evel opment
1. Facilitating recognition policies Policies supporting the IB include the following
WA
ME MT ND VT • IB students receive exam fee OR MN NH MA ID SD WI NY WY MI RI subsidies, favorable admissions and CT IA PA NJ NV NE OH DE credit policies at state universities, IL IN UT CO WV MD VA KS CA MO KY based on their IB Diploma or exam NC TN AZ OK AR SC scores on certificates. NM
MS AL GA
TX LA • IB World Schools receive special FL funding for program implementation, administration and teacher training. AK HI • IB Courses are recognized as States with strong policies include meeting high school graduation California, Colorado, Florida, Georgia requirements. Minnesot a, Oregon and Texas. IB Americas Fast Facts
University Recognition Number of colleges / universities offering scholarships for IB Diploma students: 149 Number of colleges/ universities offering recognition for IB Diploma students: 1,241 Country Number of Universities Chile 20 Ecuador 7 El Salvador 3 Guatemala 3 Mexico 6 Nicaragua 4 Panama 2 Paraguay 3 Peru 18 United States 1, 037 Uruguay 3 Venezuela 2 Page 32 1968 – 2008 – 2020 IB: prepar ing f or t omorrow…t od ay
• Delivering high-quality IB programmes, services to a growing number of schools • Enabling more students to benefit from an IB education, regardless of personal circumstance • Responding to increasing demand…creating future organizational capacity with help and support of Associations like IBSCA
High quality education for a better world