DOCSLIB.ORG

The History of the IB

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The History of the IB The history of the IB © International Baccalaureate Organization 2017 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® The IB Mission 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. © International Baccalaureate Organization 2017 2 Education trends (by the 1960s) Traditional Progressive Memorization Critical analysis Same content for all Student choice Hermetic subjects Transdisciplinarity IQ tests Range of skills testing Didactic Constructivism Teacher-centred Child-centred Academic intelligence Education of the whole child Norm-referenced Criterion-referenced Machine-scored tests AV and AL (languages) Translation (languages) Open plan rooms Closed classrooms Multiple perspectives National perspective © International Baccalaureate Organization 2017 3 Key influential educationalists John Dewey A.S Neill Jean Piaget Jerome Bruner 1883 – 1973 1859 – 1952 1896 – 1980 1915 – present Scottish progressive educator, American philosopher, Swiss developmental American psychologist and author and founder of psychologist and psychologist and philosopher author of The Process of Summerhill School educational reformer Education Director, International Bureau of Education, 1929 – 1967 Key insight: Key insight: Key insight: Key insight: Learning by doing and Personal freedom for children The importance of tapping into Academic intelligence self-discovery of information – students developing in an students’ natural curiosity develops in children through makes students better environment free of a cognitive cycle problem solvers constraints © International Baccalaureate Organization 2017 4 Building the foundations of the IB: 1962 - 1975 • Atlantic College founded • International Schools Association (ISA) conference of teachers of social studies recommends that International 1962 Passport to Higher Education be called “International Baccalaureate”, following Bob Leach report • IB Organization registered in Geneva 1968 • First official IB Diploma Programme exams taken by students at 12 schools from 10 countries – including two state schools (Germany and France) 1970 • Recognition of the IB programmes negotiated in many countries 1970 - 1980 • North American Regional Office opens in New York 1975 © International Baccalaureate Organization 2017 5 Early IB influencers Robert Leach John Goormaghtigh Alec Peterson Kurt Hahn The original promoter of the IB Belgian lawyer Instrumental in the formation Founder of Atlantic College of the International in 1962 (Wales) Organised the Conference of Treasurer, International Baccalaureate Organization Internationally-minded Schools Schools Association (1968) His theory of “Outward Bound” (1962) where the term (1957 – 1962) Four Pillars inspired the CAS “International Baccalaureate” Chair, Board of the Driving force behind IB curriculum element of the IB DP: was first mentioned International School of Geneva design (1960 – 1966) 1. physical fitness Developed a contemporary First Director General 2. expedition of challenge and history syllabus and exam, President , International (1968 – 1977) adventure which promoted critical inquiry Schools Examination Syndicate 3. project to develop self- (1965 – 1967) First honorary member of the reliance and self-discipline This pedagogy was applied to all organisation's Council of 4. sense of compassion IB Diploma Programme subjects President, IB Council of Foundation (1983 – 1988) through service and later to the MYP and PYP Foundation (1968 – 1980) © International Baccalaureate Organization 2017 6 The IB journey continued: 1975 onwards 1976: First inter-governmental IB Conference, The Hague; Piet Gathier 1970s 1977: Heads Standing Conference, Palais des Nations, Geneva 1978: Standing Conference of 1980s Governments London - 32 countries represented 1982: Regional offices open in Buenos 1983: IB Diploma Aires, London and Singapore Programme becomes available in Spanish 1994: Middle Years Programme 1990s introduced 1997: Primary Years Programme introduced 1997: IB becomes available in Chinese 1998: IB develops mission statement 2006: IB develops Learner profile 2000 2012: Career-related Programme (CP) introduced Opening of Washington DC (2010), The Hague (2011), Singapore (2012) and Cardiff (2016) IB Global Centres © International Baccalaureate Organization 2017 7 Diploma Programme curriculum development Alec Peterson authors: Arts and Science in the Sixth Form (Oxford Department of Educational Studies, 1960) Ideas incorporated into the IB curriculum: • Broader education with some degree of specialization • Ethics in science • Humanities specialists ought to know about “the beauty of mathematics” • Critical analysis and learning to learn rather than to accumulate encyclopaedic knowledge and learning through memorization • Moving from three specialized subjects to four, spread over humanities and sciences Philosophy, structure, content and Pedagogy Creativity, Activity, Service of the IB Diploma Programme developed (CAS) introduced 1962 1968 Theory of Knowledge (TOK) introduced Extended Essay introduced 1967 1974 © International Baccalaureate Organization 2017 8 Middle Years Programme 1980 1992 1994 International Schools Association IB formally takes over IB introduces the Middle Years Conference (ISAC) at Moshi IS, Tanzania responsibility for ISAC Programme (MYP) recommends the development of a pre-IB course to meet the needs of students aged 11-16 years with a focus on six ‘needs’: 1. GLOBAL 2. INTELLECTUAL 3. PERSONAL 4. PHYSICAL 5. CREATIVE 6. SOCIAL © International Baccalaureate Organization 2017 9 Primary Years Programme 1990 1992 1997 Idea for a programme for students aged Frankfurt IS steering committee, IB introduces the Primary Years 3-12 is first discussed at the ECIS led by Kevin Bartlett (Vienna IS), Programme (PYP) (European Council of International started the International Schools’ Schools) Conference in Rome Curriculum Project (ISCP) ages 3- 12 Curriculum based around six transdisciplinary themes: 1. WHO WE ARE 2. WHERE WE ARE IN PLACE AND TIME 3. HOW WE EXPRESS OURSELVES 4. HOW THE WORLD WORKS 5. HOW WE ORGANIZE OURSELVES 6. SHARING THE PLANET © International Baccalaureate Organization 2017 10 Career-related Programme 2000s 2010 2012 IB identifies a need to develop a career- IB pilots CP in schools around the world IB introduces the CP related approach to learning Result of global trends and attempts to The CP incorporates the vision and educational bring academic and career-related study principles of the IB into a unique programme closer together specifically developed for students who wish to Recognition that the development of an IB engage in career-related learning career related certificate to support local Flexible educational framework allows schools to vocational/career-related studies would meet the needs, backgrounds and contexts of broaden access to an IB education students Each school creates its own distinctive version of the CP © International Baccalaureate Organization 2017 11 Some IB statistics: then and now 1971 2016 681 DP exam 161,104 DP candidates exam candidates Estimate of Estimate of 749 students 1,250,000 students 7 schools 4,538 IB World Schools Private Private schools schools State 44% schools State 100% 56% schools 0% © International Baccalaureate Organization 2017 12 © International Baccalaureate Organization 2017 Page 13.
Load more

Recommended publications
  • The Diploma Programme from Principles Into Practice
    Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme: From principles into practice Published April 2009 International Baccalaureate Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website: http://www.ibo.org © International Baccalaureate Organization 2009 The International Baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. The IB is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 Email: [email protected] Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire GD190 Contents
    [Show full text]
  • Guide for IB Students Applying to US Institutions
    Guide for IB students applying to US institutions This guide provides a brief introduction to the US higher education system and its application process, as well as information specifically relevant to IB students applying to US institutions from outside of the US. The US context search opportunities and classes in a wide variety of fields of study. Because of the high number of faculty research More than 4,500 accredited institutions make up higher grants, public institutions tend to have large departments education in the US. Unlike in many countries, US higher offering a variety of degrees. These institutions tend to education institutions are not centrally organized or man- be very large and, because of government subsidies, are aged, but are autonomous and accredited by indepen- typically less expensive to attend than private institutions. dent regional bodies. Private institutions receive the majority or entirety of Bachelor’s degrees their funding from alumni donations, faculty research grants and tuition fees. This typically makes them more The bachelor’s degree is the main undergraduate degree expensive to attend, but allows for more resources avail- type at US universities and colleges. It is usually complet- able to students. ed in four years of full-time study and is awarded after completing a specified number of credits in a major field. Liberal arts institutions offer courses in the arts, hu- Students typically earn credits for courses they take, and manities, languages, mathematics and social and phys- these credits count towards the completion of a pro- ical sciences. The majority of liberal arts institutions are gramme.
    [Show full text]
  • Course Guides 2017-19 IB Diploma Programme & DIS Diploma
    Course Guides 2017-19 IB Diploma Programme & DIS Diploma Contents Page Number General Info Introduction, process and contacts 4 What is the IB Diploma? 5 Assessment 5 Examinations 5 Award of the Diploma 5 IB learner profile 7 Entry Requirements 8 Subject Choices 9 How should students select subjects? 10 What if a student does not meet the minimum requirements for entry? 11 What do I need to do in order to get an IB Diploma? 11 German Recognition 12 The DIS Diploma 13 The Core Theory of Knowledge 15 Extended Essay 16 Creativity, Activity, Service 17 Group 1 English & German Literature 20 English & German Language & Literature 22 Group 2 German B / English B 25 German ab initio 26 Spanish B 27 Group 3 History 28 Geography 29 Business Management (possible) 30 Economics (possible) 31 Group 4 Biology 32 Chemistry 33 Physics 35 Group 5 Mathematics 36 Group 6 Theatre Arts 38 Visual Arts 40 2 General Information The Options Process The options process for Grade 10 fits into a schedule whereby we aim to give students and parents information and advice in which to make the best decisions. 7 November Letter sent home to parents/students outlining DP entry requirements. 7 December IB/DIS Diploma Options Evening & opportunity to meet subject teachers. Nov/Dec Recommended Step One Testing - careers inventory and aptitude. 16 & 17 February: Portfolio Conferences & Semester One Reports issued. Teacher recommendations for student subject choices will be issue at this time. 1 March: Parent-Teacher Conferences. 17 March: Deadline for submission of ‘Subject Choice Form’ 7 April: Provisional option choice confirmations will be sent out by this date.
    [Show full text]
  • History of IB
    The IB: an historical perspective © International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® The IB Mission 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. © International Baccalaureate Organization 2015 1 Education trends (by the 1960s) Traditional Progressive Memorisation Critical analysis Same content for all Student choice Hermetic subjects Transdisciplinarity IQ tests Range of skills testing Didactic Constructivism Teacher-centred Child-centred Academic intelligence Education of the whole child Norm-referenced Criterion-referenced Machine-scored tests AV and AL (languages) Translation (languages) Open plan rooms Closed classrooms Multiple perspectives National perspective © International Baccalaureate Organization 2015 Key influential educationalists John Dewey A.S Neill Jean Piaget Jerome Bruner 1883 – 1973 1859 – 1952 1896 – 1980 1915 – present Scottish progressive educator, American philosopher, Swiss developmental American psychologist and author
    [Show full text]
  • Education As a Political Act: Dewey, Freire and the (International Baccalaureate) Theory of Knowledge Curriculum
    EDUCATION AS A POLITICAL ACT: DEWEY, FREIRE AND THE (INTERNATIONAL BACCALAUREATE) THEORY OF KNOWLEDGE CURRICULUM by Bob Darwish A thesis submitted to the Faculty of Education In conformity with the requirements for the degree of Master of Education Queen’s University Kingston, Ontario, Canada (August, 2009) Copyright ©Bob Darwish, 2009 Abstract Active learning should be the ultimate aim of education. I argue that it is a three interrelated-step model of curriculum: one which promotes critical thinking, involves dialogue and ultimately indicates growth. It is a model intertwined in an intricate web of ideas borrowed from John Dewey and Paulo Freire. In this thesis, I analyze the International Baccalaureate (IB) Theory of Knowledge (TOK) curriculum as an example of a document that seeks to foster active learning. To be able to analyze whether the IB TOK curriculum promotes active learning, I dissect the curriculum in terms of its philosophy and objectives. Curriculum theorists do not agree on a universal definition of curriculum. Therefore, I explore four distinctive theories of curriculum and theory in order to find a definition that best fits the IB TOK curriculum and philosophy: 1) curriculum as a body of knowledge to be deposited, 2) curriculum as a product theory, 3) curriculum as a process, and 4) curriculum as praxis. I argue that in order for active learning to take place, the three components of active learning need to exist together. Active learning needs to promote critical thinking as a means to understanding one’s self and others. And, active learning needs to involve dialogue to enable people to become fully aware of their own position within the community and the world, and that of others.
    [Show full text]
  • IB Recognition in AEM and Spain
    IB Recognition in Africa, Europe Spain and Middle East AEM Regional Conference 11.15-12.15 October 26 2013 Room: Africa Adzo Ashie, Åke Sörman, Maripe Menendez, Mary Tadros Recognition & Development Team AEM Working in the Global Centre, The Hague • Richard Henry, Head of Regional Development • Eleni Kanava, Development Associate • Genevieve Marshall, Administrator Development & Recognition • Åke Sörman, Development and Recognition Manager Working outside the Global centre • Adzo Ashie, Regional Manager Africa • Julian Metcalf, UK Associate Manager • Mary Tadros, Regional Manager Middle East • Maripe Menendez, Regional Manager Spain Page 3 Recognition of IB qualifications in Africa Adzo Ashie Regional Manager, Africa Developing a strategy for recognition • April 2012 IB Africa Symposium • Recognition Ambassador Training December 2012 • Africa Strategy Key Recommendations from 2012 Africa Symposium • Obtain recognition statements from an identified list of the top 50 African universities • Renew all recognitions statements from ministries • Work with educational regional associations and bodies to obtain recognition statements e.g. Association of African Universities • Improve awareness of the IB programme through targeted media coverage in countries where recognition remains a challenge • Create a database of highly placed IB advocates (alumni, parents, educators) to lobby for IB recognition University and Government Strategy • Identified top universities IB students attend • Contacted all the school counselors/DP coordinators of IB schools to enquire about recognition in their countries • Prioritized countries with recognition problems Initiatives to improve recognition 1. IBO Regional Staff direct engagement with university officials and government officials e.g. University of Nairobi 2. HEI orientation seminar in Kenya (first ever in Africa) 3. Orientation Seminar in Ghana (Africa symposium) 4.
    [Show full text]
  • IB Grade Descriptors
    Grade descriptors For use from December 2017 Grade descriptors For use from December 2017 Diploma Programme Grade descriptors Published December 2017 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International Baccalaureate Organization 2017 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http:// www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org.
    [Show full text]
  • IB Diploma Programme Handbook 2017-2018
    IB Diploma Programme Handbook 2017-2018 IB Diploma Programme Handbook ___________________________________________________________________ Table of Contents The IB Mission Statement 3 The IB Learner Profile 4 The Curriculum 5 Core Requirements 6 Theory of Knowledge 6 Creativity, Action, Service (CAS) 6 The Extended Essay 6 The Diploma Points Matrix 7 Subjects Offered at Amman National School 8 IB Assessment 9 Academic Honesty 9 Tawjihi Equivalency for the Literary and Scientific Streams 11 Ministry of Education Documents (Arabic) 12 2 IB Diploma Programme Handbook ___________________________________________________________________ The IB 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 programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 3 IB Diploma Programme Handbook ___________________________________________________________________ The IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
    [Show full text]
  • COVID-19 Response Faqs Related to College Admissions and IB Diploma Programme Exams
    COVID-19 response FAQs related to College Admissions and IB Diploma Programme exams Will the cancelation of IB exams affect college acceptances? It should not. Offers of admission to US universities should remain the same. If you received a conditional offer based on your IB score, know that these universities are working to figure out how to best assess your work. Per the UCAS system: “We want to reassure you that we remain focused on making sure no applicant is disadvantaged during this time of uncertainty, and will continue to be on hand to support you and your students each step of the way.” Canadian colleges, like UBC, have not provided specific information on how they will move forward without IB scores, but they have repeatedly reassured students that they will not be disadvantaged because of COVID-19 related circumstances. Do students still need to commit to a college by May 1? Many colleges have formally extended the May 1 deadline to commit. If you need more time, do not hesitate to ask for an extension. Some colleges, especially colleges with competitive admissions, are not advertising extensions but are offering them on a case- by-case basis. What should a student do if their family’s financial situation has changed? Call the financial aid office. The COVID-19 situation has created an unprecedented level of uncertainty. You may be able to negotiate regarding your aid offer. Are colleges still offering credit for IB courses? Colleges are in the process of deciding how they will award IB credit in the absence of exams.
    [Show full text]
  • International Baccalaureate - Wikipedia, the Free Encyclopedia International Baccalaureate from Wikipedia, the Free Encyclopedia
    12/5/13 International Baccalaureate - Wikipedia, the free encyclopedia International Baccalaureate From Wikipedia, the free encyclopedia The International Baccalaureate (IB), formerly the International Baccalaureate Organization (IBO), is an international educational foundation headquartered in Geneva, Switzerland and founded in 1968.[1][2] IB offers four educational programmes for children aged 3–19.[3] The organization's name and logo were changed in 2007 to reflect a reorganization. Consequently, "IB" can refer to the organization itself, any of the four programmes, or the diploma or certificates awarded at the end of the diploma programme.[4] Contents Logo of the International Baccalaureate. 1 History 2 Diploma Programme curriculum outline 2.1 Extended essay 2.2 Theory of knowledge (TOK) 3 Middle Years Programme curriculum outline 4 Primary Years Programme curriculum outline 5 Organization 6 Governance 7 Reception 8 Allegations of plagiarism 9 See also 10 References 11 External links History Marie-Thérèse Maurette[5] created the framework for what would eventually become the IB Diploma Programme in 1948 when she wrote Is There a Way of Teaching for Peace?, a handbook for United Nations Educational, Scientific and Cultural Organization (UNESCO).[6] In the mid-1960s, a group of teachers from the International School of Geneva (Ecolint) created the International Schools Examinations Syndicate (ISES), which would later become the International Baccalaureate Organization (IBO).[7] The IB headquarters were officially established in Geneva,
    [Show full text]
  • Hhs Ib Handbook
    Highland High School IB Handbook Third Edition Highland High IB Handbook Letter from the IB Team Congratulations! Welcome to Highland High School International Baccalaureate! You are choosing to embark on a wonderful educational pathway which we believe will help you to learn and grow in ways that you may not have expected. The IB program offers an opportunity to build on your strengths, stretch past your challenges, and integrate all of the incredible things you do as you seek to reach your goals. You will begin to think about things that are new to you and rethink about things are not. We want you to explore and direct your own knowledge acquisition. We encourage you to ask questions. Our goal at Highland High School is to find a way to support you in your educational needs. We want to watch you grow into a successful, productive contributor to our world. Throughout all of the components of the IB Diploma program, we seek to teach you to evaluate information and make sound decisions. In your courses, through your CAS (creativity, action, and service) involvement, and your extended essay, we hope you will continue to find satisfaction in the journey, as well as, reaping the benefits of the results. Once again, congratulations! You are truly remarkable! The IB Support Team, Highland High School [email protected] IB Coordinator [email protected] IB Administrator [email protected] IB Counselor [email protected] IB CAS Hour Coordinator 2 Highland High IB Handbook Table of Contents I. General Information about the International Baccalaureate Program Background ................................................................................................
    [Show full text]
  • IB Statements & Sentiments
    International Baccalaureate® (IB) Statements & Sentiments DISCLAIMER International Baccalaureate® (IB) The IB websites are owned and operated by the International Baccalaureate Organization (the "IB Organization"), which is a foundation under Swiss law whose registered office is in the canton of Geneva, Switzerland, at Route des Morillons 15, Grand-Saconnex, Geneva, CH-1218, Switzerland. http://www.ibo.org/general/terms.cfm • FAIR USE NOTICE This power point contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to advance understanding of education issues vital to a republic. We believe this constitutes a "fair use" of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U.S.C., Chapter 1, Section 107 which states: the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching, scholarship, or research, is not an infringement of copyright," the material in this power point is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. If you wish to use copyrighted material from this site for purposes of your own that go beyond "fair use" you must obtain permission from the copyright owner. NB: {} denotes research outside of IBO.org Words in bold or red are researcher’s emphasis “IB 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.
    [Show full text]