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The International Baccalaureate in Australia and Canada: 1980 - 1993

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The International Baccalaureate in Australia and Canada: 1980 - 1993 The International Baccalaureate in Australia and Canada: 1980 - 1993 by Nigel Fraser Bagnall A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy September 1994 (Printed on acid free paper) Abstract The International Baccalaureate in Australia and Canada: 1980 - 1993 This dissertation is a study of the International Baccalaureate(IB) in the education systems of Canada and Australia. The IB has been described as a world movement. The number of global institutions and social movements are increasing greatly in the 1990s. The thesis looks at the historical development of the IB, recent developments of the IB in Canada and Australia and develops the claim that the IB has become a provider of global cultural capital. The theoretical paradigm adopted is that of Pierre Bourdieu. Conclusions of the study are: 1 in Australia and Canada the IB is as important for the 'symbolic imposition' it bestows on holders of the IB as it is for the stated intentions of educating the whole person. 2 the IB functions as an agent of 'reproduction' rather than as an international laboratory for experiment both in curriculum and examining methods as originally intended by the founders of the IB. 3 students participating in the IB increase their potential for advantage in the 'global field'. Acknowledgments II There are many people who made this work possible. Perhaps I should start at the beginning. Thank-you Ursula and Nelson. You taught me that anything is possible. Diana, Sam, Freddy and Claudia for being such supportive and loving family. Roger Woock, a friend and colleague who supported me every inch of the way. A supervisor with the wisdom of Solomon and the patience of Job. Many thanks to the staff and students both in Australia and Canada who completed the questionnaires and provided the data for this study. III Dedication To the memory of my father, Frederick Nelson Bagnall. IV Table of Contents. Preface pages 1-5 Chapter I The Nature of the Study. (i) Introduction to the problem pages 6-12 (ii) Theoretical and methodological approaches to the study pages 13-18 (iii) Definition of Terms pages 19-24 Chapter II Related Literature. (i) The International Schools Movement pages 25-29 (ii) History pages 30-35 (iii) Curriculum pages 36-48 (iv) Current Situation pages 49- 66 (v) Theory pages 67-78 Chapter III The International Baccalaureate. (i) The growth of International Schools and pages 79-98 the birth of the International Baccalaureate V Chapter IV The International Baccalaureate in Australia and Canada: 1980-1993. (i) The background in Australia pages 99-115 (ii) The Australian Survey pages 116-129 (iii) The background in Canada pages 130-133 (iv) The Canadian Survey pages 134-148 (v) Canadian and Australian International pages 149-161 Baccalaureate Programs Chapter V Global Cultural Capital. (i) The Global Field pages 162-177 (ii) The focus of the IB program pages 178-183 and implications for the future (iii) Areas for future research on the International Baccalaureate. pages 184-188 VI Appendices. pages 189-356 Bibliography. pages 373-392 VII Appendices. Appendix I. International Baccalaureate Co-ordinators Questionnaire. pages 189-193 Appendix 2. International Baccalaureate Questionnaire for students. pages 194-198 Appendix 3. Survey results of Australian IB schools. pages 199-219 Appendix 4. Student questionnaire results of Narrabundah College and St Leonards College. pages 220-252 Appendix 5. Survey results of Canadian IB schools. pages 253-293 Appendix 6. Student questionnaire results of Ashbury College and the Toronto French School. pages 294-331 Appendix 7. Summary of the General scheme of the Curriculum and Examination of the International Baccalaureate. pages 332-333 Appendix 8. Narrabundah College Aims. pages 334 Appendix 9. The International Baccalaureate Program at Narrabundah College. pages 335 Appendix 10. The University of Melbourne Academic Procedures Committee. (Appendix E) International Baccalaureate. pages 336-340 Appendix 11. A Comparative Table of Year 12 Overseas Equivalents to the VCE. pages 341-342 Appendix 12. Languages A1 General Information. Vade Mecum. Section 1. Group 1. Langua ges A1. VIII page 343 Appendix 13. Languages B1 General Information. Vade Mecum. Group 2 Languages B. page 344 Appendix 14. Ashbury College Academic Guide 1993-1994. pages 345-346 Appendix 15. The Toronto French School Policies. pages 347-350 Appendix 16. IB Scale of Fees. 1992/1993(Swiss Francs) pages 351-354 Appendix 17. List of People Interviewed for the Study. pages 355-356 IX List of Tables. Table 1. Trial examination schools for the IB. 1968. page 86 Table 2. Australian IB students university destinations on completion of secondary studies. (By continent) page 167 Table 3. Canadian IB students university destinations on completion of secondary studies. (By continent) page 167 Table 4. Australian student occupational choice preferences. page 173-174 Table 5. Canadian student occupational choice preferences. page 175-176 Table 6. Summary of International Baccalaureate Examination Entries May 1970-May 1990. page 357 Table 7. International B accalaureate Schools in Australia by State. page 358 Table 8. International Baccalaureate Schools in Canada by Province. pages 359-361 X Table 9. Report on November Examinations 1986-1989. page 362 Table 10. Number of Full-Time Students in Australia: Category of School (And Non-Government Affiliation) and level of Education, 1990 pages 363-364 Table 11. Perceived Quality of Schooling in Ontario. Results of OISE survey 1992. page 365 Table 12. Higher Education Figure s For International Schools. page 366 Table 13. Schools Registered with the International Baccalaureate Organisation (IBO) 1977- 1992. page 3 67 Table 14. International Baccalaureate Certificate and Diploma Candidates, 1970 - 1975. page 368 Table 15. International Schools in the World. 1989. page 369 Table 16. Australian IB students university destinations on completion of secondary studies. page 370-371 Table 17. Canadian IB students university destinations on completion of secondary studies. page 372 XI Preface. This thesis is a study of the International Baccalaureate(IB). The IB could be described as a world movement that has developed within the European international school system or as an international curriculum that can also be classified as a social movement. The story of the IB in this thesis is in three parts. 1.The history of the IB and its changing focus. Since its introduction some1 twenty five years ago the IB has created an essential focal point for the large numbers of students who have by choice or otherwise been a part of this body of students studying abroad. While most educators would agree that such an entrance qualification is needed for this group of internationally mobile students, the role of the IB alongside already existing secondary systems in developed countries is open to debate. The IB has been accepted within the community of international schools but it has not been widely adopted by the national education systems with which these international schools coexist. In the case of France, for example, there are presently only seven schools offering the IB. Hayot wrote of the French position; From an initial, increasing support for the IB program, the French government under newly elected Socialist leadership, moved to reject the program as élitist and irrelevant to national educational policies...... the shifting political and social national priorities, led by 1984, to a firm rejection of the International Baccalaureate for all French students.(Hayot 1984. p.’s 210-11) The number of schools offering the IB in most other European countries is 1The IB was used in an experimental manner between 1968 and 1969. The first official examinations were conducted in 1970. After this experimental period, the IB was open to any school that applied to offer it and met the standards of the IBO. equally small2. The majority of these European IB schools have been established to service the large numbers of international students living within the principal European cities. The original international schools that were largely responsible for its development continue to use the IB. There are a number of countries that offer the IB alongside the local curriculum. The area for future growth of the IB is most likely to come from these schools in developed countries that have a pre-existing curriculum. Both Australia and Canada have shown a willingness to adopt the IB within their national/state systems. The second part of this story looks at the IB in these two countries. 2. Recent developments of the IB in Canada and Australia. The IB has developed as an alternative to the education systems of some developed countries. As mentioned above, European nations have decided against such a use of the IB. In the case of France, it was felt that the adoption of the IB as an alternative to the French 'bac' would devalue the local examination by providing a 'back door' entry to the universities and Grandes Écoles. The view was that the IB was an inferior product to the local 'bac' and its adoption would enable weaker students to gain access to the tertiary institutions. By contrast, Australian and Canadian schools have adopted the IB for perceived 2While acknowledging that the IB has expanded in recent years, Paul O’Shea notes that it has not in England. But why are there only 20 schools in England and Wales currently offering IB courses and examinations?Why are only four of these maintained schools, and what would be the advantages, if any, of the IB for other state schools? (TES 2.3.90 page 22. ) {There were 24 IB schools in the U.K. in 1992.} 2 advantages that an internationally recognised diploma holds. The use of the IB as a substantive honors programme in Canada, highlights the revered position in which the IB is held by some Canadian schools.
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