Transcript Towards a Convergence of Knowledge Acquisition and Skills

The IBCC –
A Convergence of Knowledge
Acquisition and Skills Development
Wendie Palazzo and Paula Palmer
Minneapolis Public Schools, Minneapolis, Minnesota USA
The International Baccalaureate Career-related Certificate (IBCC)
Guiding principles
 The IBCC needs to broaden access
 The IBCC needs to offer an IB education
 The IBCC needs to encourage flexibility
 The IBCC needs to provide multiple pathways
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© International Baccalaureate Organization 2007
What are the components of the IBCC?
 At least two Diploma Programme subjects – one must
be a world language (Group 2)
 A specially designed IBCC core recognising IB values
and the needs of career and technical education
students
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© International Baccalaureate Organization 2007
Why do the IBCC?
“Secondary-level education should provide effective
preparation for those proceeding to academic or
professional tertiary education as well as for those
entering the world of work either as trainees, wage
employees or as self-employed entrepreneurs, while
inculcating the social skills for productive and peaceful
life in today’s interdependent communities. Such an
education must necessarily comprise a harmonious
balance of academic disciplines, general practical and
social skills and civic responsibility”. (UNESCO 2005)
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What the IBCC is not
 It is not a career-related/technical qualification
 It is not a prescribed curriculum
 It is not a crowded curriculum
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The three strands of the core
 A community and service programme –
emphasises partnership and the principles of service learning
• based on the zulu maxim umuntu ngumuntu ngabantu
(a person becomes a person through others)
 An approaches to learning course of study –
emphasises the development of transferable skills that students
need for further education, in the workforce and in life
 A reflective project –
based on exploring the ethical dimensions associated with an
issue related to the student’s career-related studies
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© International Baccalaureate Organization 2007
Assessment
Components
How are they assessed?
 DP subjects
 Community and Service
 Reflective Project
 Externally by IB DP
 Internally
 Moderated externally by the IB
(like DP internal assessment)
 Internally
 Formative Assessments
 CTE subjects
 CTE certifications or licensure
 Internally or externally
 Externally by CTE
requirements and regulations
Using a methodology of a
constructivist approach to teaching and learning
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© International Baccalaureate Organization 2007
To become an IBCC school
 Existing IB-DP Schools
 Questionnaire/Application
 Partnership Model
 A non-IB school partnering with an authorized DP school
 Will involve a joint, more detailed questionnaire/application
 Open to using technology to facilitate partnership
 IB Open School (IB Online)
 IBCC Providers
 Non-IB schools going it independently
 Most rigorous authorization process – similar to DP
authorization process
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© International Baccalaureate Organization 2007
What we have learned along the way…
 Design and implementation is a collaborative,
constructive process.
 IBCC “casts a wide net.”
 Need to create awareness and support at all levels
 Carefully choose your IBCC schools.
 Leverage your current resources.
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© International Baccalaureate Organization 2007
For more information
 Director of IBCC – Chris Mannix
[email protected]
 Presentation Information:
https://alwaysthere.info/MinneapolisIBCC.aspx
 International Baccalaureate
 IBCC
 Wendie Palazzo
 Paula Palmer
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http://www.ibo.org
http://www.ibo.org/mission/ibcareercertificate/
[email protected]
[email protected]
© International Baccalaureate Organization 2007
Questions?
© International Baccalaureate Organization 2007