Taking The Ib Diploma Programme Forward

Expert writers share their thoughts and opinions on the future of the International Baccalaureate Diploma Programme. The editors and contributors, all experts in their field, identify issues arising from current practice and indicate how those issues need to be addressed as part of a policy for future growth.

The IB Career-related Programme for 16 to 19 year olds was launched in 2012. Designed for young people who want to prepare for a career and the world of work alongside their academic studies, this innovative programme adds a new dimension to an IB education, opening it up to a wider range of student needs and aspirations. This edited collection provides ideas and support for those involved in implementing the CP, or planning to introduce it in the future. The chapters are written by practitioners, some of whom have been involved with the CP from its earliest days, who provide forthright accounts of the significant rewards the introduction of the CP has brought to their students. Taking the IB CP Forward explores the key elements of the programme, its flexibility and how it can implemented to meet the needs of a range of educational contexts. Contributors: Dominic Robeau, Theresa Forbes, Chantell Wyten, Cathryn Berger Kaye, Patrick Daneau, Alexandra Juniper, Sara Woodcock, Ramona Dietrich, Mike Worth, Catheryn Phipps-Orive, Paul Campbell, Natasha Deflorian, David Barrs, Tony Smith, Kate Greig, John Carozza, Conan de Wilde, Peter Kotrc, Julia Peters, Stewart Redden, John Bastable.

The International Baccalaureate Primary Years Programme stands in a proud tradition of reflective educators incorporating best practice into international schools. For the PYP to maintain relevance in education today, inquiry has to be rethought, refreshed and reapplied. Taking the PYP Forward does exactly that. Raising many questions and recognising the new challenges facing educators, this collaborative work brings together voices from both within and outside of the PYP. Intending to broaden our view of inquiry and circulate fresh thinking about the relevance of the PYP for all areas of learning, this is an essential contribution.

Schools wishing to introduce the IB diploma programme are faced with major investment in terms of time, effort and money in order to become authorised. This manual is a resource for schools already offering the diploma, as well as for prospective diploma schools.

There are currently more than 3600 IB World Schools and this number is growing annually. The IB World Schools Yearbook is the official guide to schools authorised to offer the International Baccalaureate Primary Years, Middle Years Diploma and Programmes. It tells you where the schools are and what they offer, and provides up-to-date information about the IB programmes and the International Baccalaureate. This is an ideal reference for schools administration, parents and education ministries worldwide as it: provides a comprehensive reference of IB World Schools for quick and easy access raises the profile of schools within the IB World School community, and beyond reinforces a sense of belonging to the IB World School community

Exploring Issues of Continuity: The IB in a wider context examines ‘continuity’ across the IB programmes and more widely across the sphere of international education.

The Diploma Programme was the first programme to be devised and implemented by the International Baccalaureate over fifty years ago. Since its creation, the curriculum upon which the programme is based has been continuously developed to take into account the rapidly changing needs of students, schools, higher education and employment contexts. For much of that time, the programme has included three essential components that must be undertaken by students who wish to graduate with the Diploma: Theory of Knowledge, Extended Essay and Creativity, Activity, Service (CAS). Taken together, over time these have come to be regarded as a "core" of the Diploma Programme, although they were not described as such at the outset. This edited collection is intended to provide input into the current review of the IB Diploma Programme. It comprises contributions from experienced authors - researchers and practitioners - who were invited to reflect upon the nature of the core as it exists at present, to raise issues in relation to the future development of the core, and to share experience in the learning and teaching of the core components across a wide range of schools, in both national and international systems of education. Questions concerning the concept of the core as a whole, developing students as internationally-minded thinkers, and the challenges of bringing coherence to the core in establishing a holistic approach to the curriculum, underpin the individual chapters throughout. Contributors: Edward Allanson, Tom Brodie, John Cannings, Christian Chiarenza, Mary Donnellan, Jenny Gillett, Robin Julian, Julian Kitching, Justin Laleh, Ann Lautrette, James MacDonald, Shona McIntosh, Heather Michael, Paul Regan, John Royce, John Sprague, George Walker.

Expert writers share reflections on their experience, and explore issues for the future, of the International Baccalaureate Middle Years Programme. The issues raised are of interest and relevance to those with responsibility for MYP teaching, learning and administration in schools and will provoke interest in the programme amongst those considering its adoption.