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This article is part of a series on the International Baccalaureate IB programmes: Primary Years Programme (PYP) Middle Years Programme (MYP) Diploma Programme (DP) Institutions: International Baccalaureate (formerly IBO) United World Colleges Lists: IB people IBDP curriculum: Group 1: Language A1 Group 2: Second language Group 3: Individuals and societies Group 4: Experimental sciences Group 5: Mathematics and computer science Group 6: The arts Extended essay (EE) Theory of knowledge (TOK) Creativity, action, service (CAS)

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 three educational programmes for children ages 3–19.^[3] The organization's name and logo were changed in 2007 to reflect a new and for legal reorganization. Consequently, "IB" can refer to the organization itself, any of the three programmes, or the diploma or certificates awarded at the end of the diploma programme.^[4] IB is generally referred to as the Diploma program. This is incorrect and the IBO is moving to correct this global generalization.

History[link]

Marie-Thérèse Maurette 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 UNESCO.^[5] 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).^[6] The IB headquarters were officially established in Geneva, Switzerland, in 1968 for the development and maintenance of the Diploma Programme which would "provide an internationally acceptable university admissions qualification suitable for the growing mobile population of young people whose parents were part of the world of diplomacy, international and multi-national organizations," and offer internationally standardized courses and assessments for students ages 16 to 19.^[7][8] International Baccalaureate North America (IBNA) was established in 1975,^[9] by Peter Nehr, International Baccalaureate Africa, Europe and Middle-East (IBAEM) was established in 1986,^[10] and International Baccalaureate Asia Pacific (IBAP) established during the same period.^[11]

The Middle Years Programme (MYP)—which adheres to the study of eight subject areas—was developed and piloted in the mid-1990s, and within five years 51 countries had MYP schools.^[12] The Primary Years Programme (PYP) was piloted in 1996 in thirty primary schools on different continents, and the first PYP school was authorised in 1997, with as many as 87 authorised schools in 43 countries within five years.^[13]

Alec Peterson was appointed as the IB's first director general (1968–1977). Peterson was followed by Gérard Renaud (1977–83); Roger Peel (1983–98); Derek Blackman (1998–99); and George Walker (1999–2005). Jeffrey Beard is currently director general of the IB.^[14]

IB Diploma Curriculum Outline[link]

For more detailed information: Diploma Programme (DP)

Extended Essay[link]

The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. As a required component, it provides:

• practical preparation for the kinds of undergraduate research required at tertiary level
• an opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject. The subject can come from any of the six groups (Areas of Knowledge).

Emphasis is placed on the research process:

• formulating an appropriate research question
• engaging in a personal exploration of the topic
• communicating ideas
• developing an argument.

Participation in this process develops the capacity to:

• analyse,
• synthesize, and
• evaluate knowledge.

Students are supported throughout the process with advice and guidance from a supervisor (usually a teacher at the school).

Creativity, Action and Service (CAS)[link]

Fulfilment of a total of 150 hours of creativity, action, or service activities, with at least some hours in each of the three categories, are required to fulfil this requirement. In order to learn from their experiences, students complete a number of reflections.

Theory of Knowledge (TOK)[link]

Theory of Knowledge (TOK) is a compulsory subject all IB diploma students are obligated to take. It intends to give students a broader understanding of the interactions between their different school subjects as well as creating greater open-mindedness among students. It is based on a system of Ways of Knowing and Areas of Knowledge, each of which is discussed in detail.

Ways of Knowing (WOK):

• Sense Perception
• Reasoning
• Language
• Emotion
• Several other WOK which are discussed in less detail

Areas of Knowledge (AOK):

• Natural Sciences
• Human Sciences
• Arts
• Mathematics
• Ethics
• History

The subject is assessed by a recorded presentation and a 1500 word essay, the final score, together with the Extended Essay, influences 3 points of the overall 45 possible total score.

IB Middle Years Programme (MYP) Curriculum Outline[link]

For more detailed information: Middle Years Programme (MYP)

Three Fundamental Concepts

• Holistic Learning
• Intercultural Awareness
• Communication

Five Areas of Interaction

• Approaches to Learning
• Community and Service
• Human Ingenuity
• Health and Social Education
• Environments

Subject Areas

• Language A
• Language B
• Mathematics
• Humanities
• Arts
• Sciences
• Physical Education
• Technology

Culminating Activity for schools offering a 4 - 5 year program

• Personal Project

^[15]

IB Primary Years Programme (PYP) Curriculum Outline[link]

For more detailed information: Primary Years Programme (PYP)

Six Transdisciplinary Themes

• 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

Six Subject Areas

• Language
• Social Studies
• Mathematics
• Arts
• Science
• Personal, Social and Physical Education

Five Essential Elements

• Concepts
• Knowledge
• Skills
• Attitudes
• Action

The curriculum is expressed in three ways

• The written curriculum
• The taught curriculum
• The assessed curriculum

^[16]

All three programmes (PYP, MYP and DP) use the IB Learner Profile

IB Learner Profile[link]

IB learners are:

• inquirers—their natural curiosity has been nurtured and they actively enjoy learning
• thinkers—they exercise initiative in applying thinking skills critically and creatively to solving complex problems
• communicators—they receive and express ideas and information confidently in more than one language
• risk-takers—they approach unfamiliar situations without anxiety and have the confidence to explore new ideas
• knowledgeable—they have explored themes that have global significance and have acquired a critical mass of knowledge
• principled—they have a sound grasp of the principles of moral reasoning and have acquired integrity, honesty and a sense of justice
• caring—they show sensitivity towards the needs and feelings of others, and have a sense of personal commitment to helping others
• open-minded—they respect the values of other individuals and cultures and seek to consider a range of points of view
• well-balanced—they understand the importance of physical and mental balance and personal well-being
• reflective—they give thoughtful consideration to their own learning by constructively analysing their personal strengths and weaknesses.

^[17]

Organization[link]

The IB is a non-governmental organization (NGO) of UNESCO and has collaborative relationships with the Council of Europe and the Organisation Internationale de la Francophonie (OIF).^[19] The IB's alliance with UNESCO encourages the integration of its educational goals into the IB curriculum.^[20]

The IB maintains headquarters in Geneva, Switzerland, and currently the Curriculum and Assessment Centre is located in Cardiff, Wales. The IB recently announced relocation of the curriculum centre in Cardiff to The Hague, Netherlands, the opening of the IB Americas Global Centre in Maryland, United States, and a new centre to be opened in Singapore by 2020.^[21][22][23]

The organization is divided into three regional centres: IB Africa, Europe and Middle East (IBAEM), administered from Geneva and Cardiff; IB Americas (IBA), administered from New York and Buenos Aires, Argentina; and IB Asia-Pacific (IBAP), administered from Singapore.^[24]

Sub-regional associations "are groups formed by and for IB school practitioners to assist IB schools, teachers and students in their communities—from implementing IB programmes to providing a forum for dialogue."^[25]

• There are two in the IB Africa, Europe and Middle East region.^[26]
• There are thirty sub-regional associations in the IB Americas region.^[27]
• There are five in the Asia Pacific region.^[28]

In 2003, the IB established the IB Fund, incorporated in the United States, for the purpose of enhancing fundraising and keeping funds raised separate from operational funds.^[29] In 2004, the IB approved a strategic plan to "ensure that programmes and services are of the highest quality" and "to provide access to people who are socio-economically disadvantaged."^[30] The United States has the largest number of IB programmes (1,477 out of 3,998) offered in both private and public schools.^[31]

Governance[link]

The IB governance is composed of an IB Board of Governors. The Board 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 autonomy and integrity of the IB Diploma Programme examinations and other student assessment.^[32]

Reception[link]

The IB Diploma Programme (IBDP) was described as "a rigorous, off-the-shelf curriculum recognized by universities around the world” when it was featured in the December 18, 2006, edition of Time titled "How to bring our schools out of the 20th Century".^[34] The IBDP was also featured in the summer 2002 edition of American Educator, where Robert Rothman described it as "a good example of an effective, instructionally sound, exam-based system."^[35] In 2006, as part of the American Competitiveness Initiative (ACI),^[36] President George W. Bush and Education Secretary Margaret Spellings presented a plan for the expansion of Advanced Placement (AP) and International Baccalaureate mathematics and science courses, with the goal of increasing the number of AP and IB teachers and the number of students taking AP and IB exams, as well as tripling the number of students passing those exams.^[36] Howard Gardner, a professor of educational psychology at Harvard University, said that the IBDP curriculum is "less parochial than most American efforts" and helps students "think critically, synthesize knowledge, reflect on their own thought processes and get their feet wet in interdisciplinary thinking."^[37]

In the United Kingdom in 2006, government ministers provided funding so that "every local authority in England could have at least one centre offering sixth-formers the chance to do the IB."^[22] In 2008, due to the devaluing of the A-Levels and an increase in the number of students taking the IB exams, then-Children's Secretary Ed Balls abandoned a "flagship Tony Blair pledge to allow children in all areas to study IB." Fears of a "two-tier" education system further dividing education between the rich and the poor emerged as the growth in IB is driven by private schools and sixth-form colleges.^[38]

Political objections to the IBDP in the United States have resulted in an attempt to eliminate it from a public school in Pittsburgh.^[39][40] Some schools in the United States have eliminated the IBDP due to budgetary reasons and low student participation.^[41][42] In Utah, funding for the IBDP was reduced from $300,000 to $100,000 after State Senator Margaret Dayton objected to the program, stating, "I don't want to create 'world citizens' nearly as much as I want to help cultivate American citizens who function well in the world."^[43][44]

Allegations of plagiarism[link]

After Jeffrey Beard, the director-general of International Baccalaureate, gave a talk on "Education for a Better World" on August 5 2010 at the Chautauqua Institution in New York State, the institution issued a statement the next day in which it expressed "genuine disappointment" with the talk, noting that it "drew heavily upon and quoted extensively from a speech given earlier in the year by Sir Ken Robinson", while adding that he "neglected to cite his source or reveal the quotations for what they were".^[45] Ken Robinson is a renowned British educationist who lives in the United States. Through an IB spokesperson, Beard admitted that "he could have been more explicit about the sources and authors that inspired him for the content of this speech".^[45] In a letter sent to heads of schools that offer the IB curricula, he described this as an "unfortunate incident" due to an "oversight".^[46]

In an apparently unrelated development, the Times Educational Supplement revealed on October 8, 2010, that significant portions of some of IB's marking guides for the IB Diploma Programme were lifted wholesale from unattributed websites, including Wikipedia.^[47] In a letter to schools, IB director-general Beard wrote: "We have and always will take immediate and appropriate action when we discover any violation of our policies or standards." The examiner responsible for the plagiarism resigned from the examination board five weeks after the issue came to light.^[48]

See also[link]

• Baccalaureate School for Global Education
• Cambridge International Examinations

References[link]

External links[link]

Wikibooks has a book on the topic of International Baccalaureate

• International Baccalaureate official site
• International Baccalaureate Preparation, Centre for Continuing Education, The University of Sydney
• Critical view of IB (pdf)