The International Baccalaureate: Values, Programmes, Technologies, Prospects. Richard Henry

1. The International Baccalaureate: Values, Programmes, Technologies, Prospects. Richard Henry Head of Development - Africa, Europe, Middle East Eleni Kanava Development Associate – Africa, Europe, Middle East

2. VALUES

3. An IB education The IB prepares students to succeed in a rapidly changing world. The IB is more than a set of rigorous academic standards The IB is a community forged by passionate educators

4. IB Mission Statement High quality international education for a better world 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.

5. Draw a Map of the World....

6. Committed to International Education The IB does not own or manage any schools. Instead, we work with schools that share our commitment to international education. These schools: • Share the mission and commitment of the IB to quality international education • Play an active and supporting role in the worldwide community of IB schools • Share their knowledge and experience in the development of the IB programmes. • Are committed to the professional development of teachers and administrators.

7. Key Elements of IB Programmes: • Cross-cultural study of a broad range of subjects • Language learning • • Learning across disciplines • • Learning to learn • Inquiry • • Action and reflection oriented community service The four IB programmes form a continuum of education

8. What does this mean for schools? • Cognitive Growth • Critical thinking • Inquiry • Creativity • Academic Rigor • Relevancy • Life-long learners • Action • Learner Profile • Affective Growth • Caring • Intercultural understanding (IM) • Respect • Collaboration • Reflection • Action • Learner Profile

9. Serving schools worldwide 4,564programmes in 3660 IB World Schools IB ASIA PACIFIC 834 programmes 592 schools IB AMERICAS 2571programmes 2183schools IB AFRICA,EUROPE, MIDDLE EAST 1159 programmes 885schools

10. PROGRAMMES

11. The models show coherence across the programmes through: Coherence across the continuum • The learner and the learner profile • Approaches to Teaching and Approaches to Learning • International-mindedness • Culminating experience of each programme

12. Four NEW Programme models

13. The three components of the PYP curriculum cycle (written, taught and assessed) now embodied in Approaches to Teaching. Aligned with MYP, DP and IBCC. It reinforces the PYP pedagogy of authentic learning that is inquiry-based and conceptually driven The essential element of skills (subject related and transdisciplinary) represented on the new model as Approaches to Learning, is also in alignment with MYP, DP and IBCC Conceptsfeature separately to show alignment with MYP PYP – model adjustments

14. Attitudes remain one of the PYP essential elements The PYP culminates in the Exhibition, and this features on the new model. This circle demonstrates the clear alignment with action, and with the culminating activities in MYP, DP and IBCC There are still six subject groups in the next inner circle The six transdisciplinary themes remain. PYP – model adjustments cont’d

15. The circle closest to the centre of the model now contains four elements Approaches to learning—this demonstrates the commitment to approaches to learning as a key component of the MYP for developing skills for learning Approaches to teaching—this emphasizes the MYP pedagogy, including collaborative, authentic learning through inquiry Concepts—this shows the emphasis placed on a concept-based curriculum Areas of interaction—shows how learning best takes place in context, and can help to develop international-mindedness MYP – model adjustments

16. Action. Personal Project, There are still eight subject groups. From 2014 Many subject group names will change in order to better align with PYP and DP; MYP – model adjustments cont’d

17. The shape of the model changes from a hexagon Approaches to teaching and learning (skills for learning. social skills, research skills, communication skills, thinking skills, self-management skills) The term experimental sciences has changed to the term sciences. DP - model adjustments

18. The first new programme from the IB in 15 years has just gone mainstream in 40 schools across the world The IBCC incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning New programmeThe IB Career-related Certificate

19. At least two Diploma Programme courses alongside career-related studies and the distinctive IBCC core. Schools retain the ability to choose the career-related courses that are most suited to local conditions and the needs of their students. Each school creates its own distinctive version of the IBCC. New ProgrammeThe IB Career-related Certificate

20. The IB Career-related Certificate

21. TECHNOLOGIES

22. Technology enhanced learning: collaborating and connecting We have all the technology but how do we best use it? • It can enable us to see the world through another’s eyes • It can enable diversity of thinking and approaches to problem-solving • It can enable users.......or make them dependent We must set LEARNING GOALS! It is global and democratic

23. Technology enhanced learning in the IB: collaborating and connecting PYP Exhibition 5 PYP schools (Germany, Switzerland, Croatia, Finland) Collaborative planning for teachers; student interaction across schools Opportunities to share reflections Resource creation and sharing: teachers AND students IB Portal – collaborative possibilities The role of technology in addressing needs of diverse learners Focus groups at regional conferences

24. IB Open World Schools (IBOWS) Current model: link school (2012 – 2014) IB Pilot feasibility Pilot support IBOWS • Partnership • Recruitment • Registration • Support (SBC) • Exams Link School Quality Assurance Link Mentor Pamoja Education Teaching and Learning Reporting Technical Support Course provider

25. DP courses online: September 2013 Group 2 Group 5 Mandarin ab initio Group 3 Group 6 Film SL N Philosophy SL Philosophy HL

26. Development of a Schools Portal The ‘Services to Schools Portal’ will be a single access gateway for IB School based stakeholders and the IB Educator Network that provides role based, seamless access to all relevant IB information, websites, systems and services Individualised ‘dashboard’ approach. Incorporate IBVC (IB Virtual Community)

27. E-Assessment: paper digital • e-marking: 2011 – 2013 • May 2012: 5000 examiners used new tool to mark two-thirds of total scripts • Quality assurance assured through pre-marked, random “seeding” • Reduces paper-based script logistics for schools; eliminates for examiners

28. E-Assessment: paper digital e-reports for schools (2014) • meta-tagging permits learning reports for school/teacher improvement (IB Results-Extra) • capability for individual student profile reports

29. Final assessment • Year 5: • Mandatory: • Moderation of personal project • Optional: • External summative • e-assessment • Monitoring Year 3/4: Collaborative project

30. PROSPECTS

31. IBAEM Overview

33. MAIN FOCUS : GOALS 2 & 3 Goal 2: Evolve & improve our services and support to schools Goal 3: Develop a more diverse, inclusive IB community by enabling access to an IB education

34. GOAL 2 Evolve and improve our services and support to schools • Deliver high quality, affordable, stakeholder-focused professional development • Strengthen and further develop our work the IB educator network

36. GOAL 3 Develop a more diverse, inclusive IB community by enabling access to an IB education

37. Europe, Eurasia – Key achievements 2012-2013 Recognition & Development Updates The regional office has been working closely with governments in various countries such the Republic of Macedonia, Russian Federation, the Netherlands to improve recognition of IB qualifications and to increase awareness about the IB Building key partnerships In 2013, Regional and Development team has met and attended conferences with the following stakeholders such as the Council of Europe, European Association of Universities, European association of Higher Education Institutions (EURASHE) IB World Schools Associations 11 new Associations of IB World Schools are currently under formation in AEM

38. An example: Spain - Key Achievements 2012-2013 • MOU signed with Ministry of Education in Spain regarding recognition of MYP, PYP, IBCC. PD official recognition and research agenda. • IB has been awarded the Magisterio Prize for playing a leading role in Education in 2013 in Spain

39. Projects and initiatives World Student Conferences -Wake Forest University, North Carolina, USA: June 23-28 -UBC, Vancouver, British Columbia, Canada:  July 21-26 -University of Warwick, Coventry, England: August 4-9  -Hong Kong University, Hong Kong, China: August 11-16 IB Higher Education Conference: San Francisco, USA-September 2013 IB Higher Education Event: The Hague, Netherlands, October 2013

40. Quality Assurance Framework for Schools Division • Feedback on the services provided to schools in terms of: • their experiences when becoming an authorized IB World School • and the evaluation visit process. • Regular review.

41. Differentiated Services and Groups of schools project Better respond to the needs of differing educational systems. Support groups of schools and implement processes which will foster effective working relations.

42. Discussion and feedback