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The International Baccalaureate Organization At a Glance

Organization: What is the IBO mission?

We are motivated by a mission to create a better world through education.

Mission The International Baccalaureate Organization 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 IBO 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.

Organization: Who governs and manages the IBO?

An elected council govern the IBO and the director general along with more than 300 staff are located in 11 offices for a balance of global coverage and administrative efficiency/focus.

New York, United States

Regional office for North America and the Caribbean

Bath, United Kingdom

Research

Vancouver

Regional office for North America and the Caribbean

Cardiff, United Kingdom

Academic, assessment, HR & building services, finance and publications, ICT, strategic planning and communications

Yokohama, Japan

Regional representative for Japan

Beijing, China

Regional representative for Mongolia and China

Singapore

Regional office for Asia Pacific Buenos Aires, Argentina Regional office for Latin America

Geneva, Switzerland

Headquarters Regional office for Africa, Europe and the Middle East

Sydney, Australia

Regional representative for Australasia

Mumbai, India

Regional representative for South Asia © International Baccalaureate Organization 2006

Organization: What does the IBO offer?

The IBO develops three programmes of international education for students aged 3 to 19, working in cooperation with IB World Schools.

Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum.

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The Primary Years Programme

(PYP) for students aged 3 to 12.

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The Middle Years Programme

(MYP) for students aged 11 to 16. 

The Diploma Programme

19. for students aged 16 to © International Baccalaureate Organization 2006

Organization: What is the learner profile?

It’s the IBO mission statement translated into a set of learning outcomes for the 21st century.

The attributes of the learner profile express the values inherent to the IB continuum of international education. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

IB learners strive to be:

Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective © International Baccalaureate Organization 2006

Organization: What makes the IBO unique?

The IBO offers a continuum of high-quality education that encourages international mindedness and a positive attitude to learning.

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The IBO is proud of its high quality education sustained for over 35 years.

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The Diploma Programme assessment process is recognized by the world’s leading universities.

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The IBO actively trains and supports teachers to maintain its high standards.

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The IBO encourages international-mindedness in IB students who must firstly develop an understanding of their own cultural and national identity.

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The IBO encourages a positive attitude to learning.

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The IBO ensures that its programmes are accessible to students in a wide variety of schools.

Programmes: What are the common characteristics?

All IB Programmes include

:

 a curriculum and pedagogy  student assessment appropriate to the age range  professional development for teachers  a process of school authorization and evaluation.

Programmes: What are the common characteristics?

The education of the whole person is manifested through all domains of knowledge.

 Covers a broad range of subjects drawing on content from educational cultures across the world.

 Gives special emphasis to language acquisition and development.

 Encourages learning across disciplines and focuses on developing the skills of learning.

 Includes study of individual subjects and of transdisciplinary areas.

 Provides opportunities for individual and collaborative planning and research.

 Include a community service component requiring action and reflection.

Programmes: What makes the PYP special?

An opportunity for learners to construct meaning.

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Designed to foster the development of the whole child.

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Organized around six transdisciplinary themes of global significance intended to help children engage with their world and the world around them.

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Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, take action.

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Supported in English, French and Spanish but can be taught in other languages.

Programmes: What makes the MYP special?

A framework of academic challenges and life skills.

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Students develop knowledge, understanding, attitudes and skills to participate actively in a changing world.

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Includes all major disciplines but is flexible enough to accommodate “national curriculum” requirements.

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Offers holistic education, communication and intercultural awareness.

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Supported in English, French, Spanish and Chinese but can be taught in other languages.

Programmes: What makes the Diploma Programme special?

A rigorous two year pre-university course that leads to examinations.

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Diploma students take six subjects plus they write a 4,000 word extended essay, complete a course in theory of knowledge (TOK), and complete a number of creativity, action and service (CAS) projects.

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The diploma is well recognized by the world’s leading universities.

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Many IB schools teach the diploma programme along side the national curriculum.

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Supported in English, French and Spanish.

Programmes: How are the students assessed?

IB assessment is rigorous, criterion-referenced, consistent and differentiating of student ability.

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PYP : teachers select methods of assessment appropriate to the learning outcomes they wish to capture. Students receive feedback to encourage the start of lifelong learning.

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MYP : teachers organize continuous assessment taking account of specified criteria that correspond to objectives for each subjects. Students receive feedback on thinking processes as well as the finished piece of work.

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Diploma Programme : students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject. Externally marked examinations form the greatest share of the assessment for each subject.

Services: How is a school authorized?

Any school wishing to offer an IB programme must be authorized by the IBO.

Schools must go through an intensive authorization process that lasts at least two years covering a number of key stages.

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First key stage includes:

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Feasibility study and identification of resources

 Obtaining appropriate publications    Examining the programme’s philosophy and curriculum Conduct a feasibility study on possible outcomes Arrange for staff to undertake IBO-approved training.

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Second key stage (for MYP and PYP candidate schools only) includes:

 A trial implementation stage as a candidate school  Third key stage is a visit from an IBO team to:    Consult those involved in implementation Evaluate the school’s readiness to implement the programme Complete a report on the school’s commitment and ability to deliver the programme.

Services: How does the IBO provide professional development for teachers?

The IBO supports teachers through both face-to-face workshops and online.

Face-to-face workshops

Organized by each IB region for all programmes and all levels. Nearly 30,000 teachers were trained in 2005 .

The

Online Curriculum Centre (OCC)

is an international community of practice for 44,465 registered IB teachers at http://occ.ibo.org

• Teacher support materials • Online courses • Teacher qualifications in development.

Schools: Where will you find IB World Schools?

The IBO does not own or manage any schools but works with schools around the world that share a commitment to international education.

Schools by country type* Programmes by region

low income countries lower middle income countries

10%

upper middle Income countries

13%

North America

49%

high income countries

73% * Based on World Bank list of economies (July 2005) 27%

Africa, Europe, Middle East

13% 11%

Asia Pacific Latin America

Schools: How has the IBO grown?

The IBO has experienced rapid and consistent growth over the past 15 years.

Annual growth rates for the three programmes demonstrate strong year-on-year growth. The IB is currently estimated to reach over 200,000 students

Programme Apr 2005

PYP 208 MYP DIPLOMA 443 1,253

Apr 2006

259 491 1,373

Increase

24.5% 10.8% 9.6%

Totals

1,904 2,123 11.5%

Future: Where does the IBO want to be in the future

In eight years time many more people will be able to experience a high quality IB education.

Impact through planned growth STRATEGY A: To improve continuously the quality of our curriculum, assessment and professional development.

STRATEGY B: To broaden access purposefully where we can have the most impact, particularly with disadvantaged students.

STRATEGY C: To build a highly effective and efficient organization and infrastructure to serve students and schools.

For further information visit http://www.ibo.org.