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.

Main activities The IB works in four areas. 1. 2. 3. 4. Development of curriculum Assessment of students Training and professional development of teachers 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-university curriculum 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 the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world.

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 educational experience. 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 Schools and aspiring IB World Schools needing additional support to implement IB programmes effectively. The IB seeks to proactively engage like-minded donors, schools, universities, nongovernmental organizations, and ministries to develop specialized educational programmes that 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

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.

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 IB Diploma 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 challenging programmes for pupils aged 3 to 19.

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 through embracing 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). Its purpose 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.

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 of education?

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.

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 Spanish but this does not prevent schools teaching the programme in other languages.

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 therefore choose 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 of learning about an interconnected world where knowledge is constantly developing. The International Baccalaureate (IB) Primary Years Programme prepares students to be active participants in a lifelong journey of learning. What is the 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.

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 they know, 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.

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 six transdisciplinary 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.

Five essential elements

The 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.

Quality assurance and professional development

Any school wishing to offer the Primary Years 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. Teams from the organization visit IB World 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. The International 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.

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 and skills they have developed throughout the programme. The curriculum is illustrated by an octagon with eight academic areas or subject groups surrounding 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.

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

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 essay is 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, service requires 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.

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.

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 for high quality education sustained for over 35 years. Our curriculum represents the best from many different countries rather than the exported national system of any one. 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 learning by 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 141 countries. 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.

Strategic plan
The International Baccalaureate (IB) adopted its current strategic plan in November 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 educational standards.

Goal 2: Evolve & improve our services and support to schools Why is this important? We strive to achieve a balance between effective programme implementation 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.

Goal 3: Develop a more diverse,inclusive IB community by enabling access to an IB education regardless of personal circumstances

Why is this important? 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 personal circumstances.

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

Why is this important? 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 of each 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.

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. Our programmes 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 and depth 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.

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.