“The IBO, formal recognition in Australia alignment with the National Declaration

of Educational Goals for Young Australians and its role as a ‘driver’ of

International Education.”

Greg ValentineManager Development, Australasia

AIE Conference Melbourne July 7th- 9th 2010

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Who and What is the IBO?• A not-for-profit educational foundation

• Established in 1968 by a small group of international schools.

• They wanted a common curriculum and university entry credential.

• Now offers Primary Years, Middle Years and Diploma Programmes.

• They had a vision of developing students for a more international world.

• Today 3625 IB programmes exist in internationally-minded schools for students 3 years to 19 years of age. (55 : 45 Government : Independent)

• 60,000 students , 6,000 teachers and 229 Authorised and Candidate programmes in Australia.

“A Quality Education for a Better World”

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The IB Mission – a mission for allThe IB

“aims to develop inquiring, knowledgeable and caring young people...

…who help to create a better and more peaceful world through intercultural

understanding and respect.

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To this end the IB works with schools, governments and international organizations…

…to develop challenging programmes of international education and rigorous assessment.

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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.”

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The IB Learner Profile – for all learners

• The IB Learner profile is a set of attributes that the IB Learner (staff, students and parents) in an IB World School should demonstrate or develop.

• These attributes embody the IB Mission statement in action.

• IB World Schools should aim to create a learning environment that fosters the development of these attributes.

• These are (should be) life-long attributes…

IB learners should be…

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InquirersAcquire the skills necessary to conduct constructive inquiry and research and

become independent, active and life-long learners.

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ThinkersExercise initiative in applying thinking skills critically and creatively to

approach complex problems and make reasoned decisions.

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CommunicatorsUnderstand and express ideas and information confidently and creatively in

more than one language and in a variety of modes of communication.

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Open minded

Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures.

Are accustomed to seeking and considering a range of points of view.

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Risk takers who…• approach unfamiliar situations without anxiety• have confidence and independence of spirit to explore new roles, ideas and

strategies• are courageous and articulate in defending those things in which they believe

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CaringShow empathy, compassion and respect towards the needs

and feelings of others.

Have a personal commitment to action and service to make a positive difference to the environment and the lives of others.

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Knowledgeable Explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of,

a significant body of knowledge across a range of disciplines.

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Principled

Have a sound grasp of the principles of moral reasoning

As well as integrity, honesty and a sense of fairness and justice and respect for the dignity of the individual.

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BalancedUnderstand the importance of physical and mental balance and personal

well-being for themselves and others.

They demonstrate perseverance and self-discipline.

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Reflective

Give thoughtful consideration to their own learning and personal development.

Analyse their personal strengths and weaknesses in a constructive manner.

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Diploma Programme Six subjects studied concurrently

Three subjects are studied at higher level.

Three subjects are studied at standard level.

All three parts of the core – extended essay, theory of knowledge and creativity action service – are compulsory and are central to the philosophy of the Diploma Programme.

860,000 Diploma students 1968-2010 and 740,000 expected 2011-2015

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Middle Years Programme

The MYP provides a thorough study of various

disciplines

It accentuates their interrelatedness

Students study subjects from each of the eight subject groups through the five

areas of interaction

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Primary Years Programme Focuses on the development of the whole child, in the classroom but also in the world outside

• for students 3-12 yrs

• inquiry based learning

• concept driven

• encourages international-mindedness

• positive attitude to learning & how to learn

Worldwide growth of IB Programmes

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Programme distribution Jan 2010 Asia Pacific

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87 Schools in China/Hong Kong

70 Schools in India

128 Schools in Australia

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IB Asia Pacific Region 598 Programmes, 436 Schools, 28 countries

Copyright 2010. All rights reserved. For use within the IB school community. No material from this slide may be used for any commercial gain.

May 2008 IB candidates - worldwide

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November 2008 candidates - worldwide

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Formal Recognition of IBDPVictorian Registration & Qualifications Authority

• Formal accreditation of IBDP in Victoria by the Victorian Registration and Qualification Authority (VRQA).

• Strong relationship with VTAC and Universities but limited with DEECD. • All 15 DP schools are Independent schools. • Current problems with Government School Authorisations. • Teachers and IBPD recognised through VIT. • Largest cohort of DP students and world-class results. • University of Melbourne PYP Teacher Education Accredited Course.

Formal Recognition of IBDPQueensland Studies Authority

• Formal Recognition of the DP by QSA. • Students earn 4 points for ‘satisfactory completion’ (grade 4+) per DP subject and

2 each for satisfactory completion (grade C+) TOK and EE towards the QLD Certificate of Education.

• If IB students earn 20+ points they get their QCE. • Individual subjects can contribute to the QCE. • 11 DP schools with a mix of Government and Independent. • Good (satisfactory) working relationship with QSA, QTAC, Universities, Minister

and the Department of Education.

Formal Recognition of IBDPSouth Australian Certificate of Education Board

• IB Diploma recognised as contributing to the SACE. • Each IBDP component successfully completed earns credit points up to a maximum of

120 points out of 200 needed for the SACE. • Students can count one DP subject grade along with 3.5 SACE subject scores towards

their Uni Entry rank.• Seven Government and Independent DP Schools. • Traditionally strong IB State (all Programmes) with long period of cooperation.• Very good working relationship with SATAC and Universities• Flinders University offers IB Accredited MYP Teacher Education Courses.

ACARA Recognition of IB K-12• The IB will seek Recognition for PYP, MYP and DP as ‘Recognised Alternatives’ to the Australian Curriculum.

• The criteria for recognition have been drafted. This process will commence when the Curriculum documents are finalized later this year.

• IBO will have to ‘map’ against the AC and also show how IB meets the general capabilities and the National Goals for Young Australians (Melbourne Declaration 2008).•Some concern about how IB Assessment Principles and Practices will also be ‘recognised’ under DEET’s Assessment and Reporting Act. The integrity of IB Assessment and Reporting has to be maintained if IB Curriculum is recognised

Australian Curriculum Characteristics of National Curriculum Framework

• Global – cultural diversity, mobility etc• Technological change• Environmental pressures• Holistic• High quality, high equity, high expectations• Quality teaching/leadership• Active, informed citizens• Successful learners• Foundation in skills, deep knowledge and general capabilities

A lot of alignment and resonance with IB. IB was one of four original options!

Melbourne DeclarationGoal 2:

All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

Melbourne DeclarationActive and informed citizens…• act with moral and ethical integrity

• appreciate Australia’s social, cultural, linguistic and religious diversity, and have an understanding of Australia’s system of government, history and culture

• understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians

• are committed to national values of democracy, equity and justice, and participate in Australia’s civic life

• are able to relate to and communicate across cultures, especially the cultures and countries of Asia

• work for the common good, in particular sustaining and improving natural and social environments

• are responsible global and local citizens.

General capabilities. flexible and analytical thinking. a capacity to work with others . an ability to move across subject disciplines to develop new expertise. planning and organising . the ability to think flexibly . to communicate well . to work in teams . capacity to think creatively, innovate, . solve problems. engage with new disciplines. . conduct national and international comparisons of approaches and performance

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IB Standards (for school authorisation and review) Section A: Philosophy• Standard A: The school’s educational beliefs and values reflect IB philosophy.

Section B: Organization• Standard B1: Leadership and structure: The school’s leadership and administrative

structures ensure the implementation of the IB programme(s).• Standard B2: Resources and support: The school’s resources and support structures

ensure the implementation of the IB programme(s).

Section C: Curriculum• Standard C1: Collaborative planning: Collaborative planning and reflection supports

the implementation of the IB programme(s).• Standard C2: Written curriculum: The school’s written curriculum reflects IB

philosophy.• Standard C3: Teaching and learning: Teaching and learning reflects IB philosophy.• Standard C4: Assessment: Assessment at the school reflects IB assessment philosophy.

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Key ‘International’ IB Practices - A

• The school’s published statements of mission and philosophy align with those of the IB.

• The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy.

• The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.

• The school places importance on language learning, including mother tongue, host country language and other languages.

• The school promotes open communication based on understandingand respect.

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• The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).

• The school develops and implements a language policy that is consistent with IB expectations.

• The school ensures that teachers and administrators receive IB recognized professional development.

• The school ensures access to information on global issues and diverse perspectives.

Key IB Practices - B

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• The written curriculum promotes students’ awareness of individual, local, national and world issues.

• The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.

• The written curriculum fosters development of the learner profile attributes.

Key IB Practices - C

• Teaching and learning addresses human commonality, diversity and multiple perspectives.

• Teaching and learning addresses the diversity of student language needs including those for students learning in a language(s) other than the mother tongue.

• Teaching and learning builds a stimulating learning environment based on understanding and respect.

• Teaching and learning develops the IB learner profile attributes.

• The school uses a range of strategies and tools to assess student learning

Key IB Practices - C (cont)

Current Australian ‘scenario’• New Australian Curriculum hopefully is not an opportunity lost – it appears at present to be

content driven, back to basics, MySchool and teaching-to-the-test, not philosophically driven, limited emphasis on teacher quality and professional development. Partly a belief that a world-class curriculum can be developed in isolation as well as imitating models not worthy of imitations. “Not everything that is counted, counts. Not everything that counts, can be counted.” Hopefully it will evolve over the next 5 years as may MySchool.

• An emphasis on our place in Asia and second language learning but second language learner numbers are declining.

• Victorian DEECD imperative on ‘internationalising’ its schools led to a Forum last year and from an IB perspective little has happened since and some Victorian schools are currently being stopped from commencing IB Programmes. Eg Werribee Sec College, Berwick Sth PS

• Reluctance by some State Education Authorities to work with IBO yet IB programmes in 3000 schools in 139 countries. In some States Government schools can not introduce IB Programmes and IB teachers and IB professional development are not recognised by some Teacher Institutes. IBO would be happy to work with ACARA and DEET in the development of the new Australian Curriculum.

Potential Scenario?Strategic partnerships/opportunities for collaboration to be developed by DEET, DEECD, ACARA with

other bodies engaged in International Education – IBO, CIS, AIE etc - in the following areas to share expertise and experience.

• Curriculum Design• Professional Development/Teacher Education• Assessment, International Benchmarking• Quality Assurance of Schools• Language Learning• Mission/Philosophy, Service opportunities• Model schools/mentors• Research into International Education• Shared Expertise/Understanding