The International Baccalaureate Diploma ( IBDP ) program is a two-year education program aimed at children ages 16 to 18. The program provides internationally accepted qualifications for entry into higher education and is recognized by many universities worldwide. It was developed in the early to mid 1960s in Geneva, Switzerland, by a group of international educators. After a six-year pilot program ended in 1975, bilingual diplomas were established.
Managed by the International Baccalaureate (IB), IBDP is taught in schools in more than 140 countries, in one of three languages: English, French, or Spanish. To participate, students must attend the IB school. IBDP students complete assessment in six subjects, one from each subject, and three core requirements. Students are evaluated using internal and external assessments, and the course ends with a series of externally assessed exams, typically consisting of two or three written timed tests. Internal assessments vary by subject: there may be oral presentations, practical work, or written work. In most cases, this is initially assessed by the classroom teacher, whose value is then verified or modified, if necessary, by the designated external moderator.
Generally, IBDP has been well received. It has been praised for introducing interdisciplinary thinking to students. In the UK, The Guardian newspaper claims that the IBDP "is more academically challenging and broader than three or four A-levels". However, the promise to allow children in all fields to participate in the program was suspended amid fears that a "two-tier" education system emerged, as the growth of IB was boosted by private schools and colleges form sixth. British students who take the IB with six subjects, Extended Essay (EE), Theory of Knowledge (TOK), and Creativity, Action and Service (CAS) receive different structured university offerings for those who sit three A-levels, with university employed be careful to build appropriate equivalent supply conditions.
Video IB Diploma Programme
​​â € <â €
In 1945, the "International School of Thinking Thought" asked the International School of Geneva (Ecolint) to create an international school program. When he became director of the Ecolint English division, Desmond Cole-Baker began to develop the idea, and in 1962, his colleague Robert Leach held a conference in Geneva, where the term "International Baccalaureate" was first mentioned. An IPS teacher, Leach organizes the conference - with the help of $ 2500 from UNESCO - attended by observers from European and UNESCO schools. Writing on the origins of International Baccalaureate at Schools Across Frontiers, Alec Peterson praises Leach as "the original promoter of the International Baccalaureureate." At the end of the conference, Unesco funded the International School Association with an additional $ 10,000, which was not enough to do more than produce some papers, or bring teachers together for meetings.
In 1964, international educators such as Alec Peterson (director of the Department of Education at Oxford University), Harlan Hanson (director of the University Board's Advanced Placement Program), Desmond Cole (director of the International School of the United Nations in New York) and Desmond Cole -Baker International School of Geneva) established the International Schools Examination Syndicate (ISES). Cole and Hanson bring experience with college entrance exams in the United States, and Hanson, in particular, brings his experience from a long relationship with the College Board. According to Peterson, "a breakthrough in IB history" came in 1965 with funding from the Twenty-Century Fund, which commissioned Martin Mayer, author of The Schools, to produce a report on its feasibility. establish curricula and general exams for international schools that will be accepted for admission to universities worldwide. This led to a conference involving Ecolint, the United World College of the Atlantic (UWC Atlantic College), and others in the spring and fall of 1965, where details on the curriculum for the Diploma Program were discussed and agreed upon.
The Ford Foundation Fund, guaranteed in 1966, funded Peterson's research at Oxford University, focusing on three issues: a comparative analysis of "secondary education programs in European countries... in collaboration with the Council of Europe"; university expectations for middle students who want to enter university; and "statistical comparison of IB pilot exam results with... national schools that leave exams such as British A Levels and US College Board (AP) Tests". As a result of curriculum studies and models developed at UWC Atlantic College, Peterson initiated a pattern of incorporating "generalized specialization", which blends into the curriculum of the United States and Canada, and became the "curriculum framework" proposed at the UNESCO conference in Geneva in 1967 In late 1967, ISES was restructured and renamed IB Council of Foundation, and John Goormaghtigh became its first president in January 1968. In 1967, the group, which at that time included Ralph Tyler, identified eight schools to be used for curriculum experiments.
In 1968, the IB headquarters was formally established in Geneva for the development and maintenance of IBDP. Alec Peterson became the first director-general of the IBO, and in 1968, twelve schools in twelve countries participated in the IBDP, including UWC Atlantic College and UNIS New York. The goal is to "grant qualified acceptance of an internationally acceptable university suitable for the growing population of mobile youth whose parents are part of the world of diplomacy, international and multinational organizations."
The first six years of the IB Diploma Program, with a limited number of students, are referred to as "experimental periods". Each school must be examined by ISES or IBO and must be approved by their government. The trial period ended in 1975, and in that year, the International Baccalaureate North America (IBNA) was established as a separate entity, allowing funding for the implementation of IBDP to remain in the country rather than being sent to Geneva. The first official guidelines for programs containing syllabus and official appraisal information were published in 1970 and included knowledge theory alone. An extended essay was introduced in 1978, but creativity, action, service (CAS), though mentioned in previous guides, was not specifically identified in the guides until 1989.
In 1980, responding to criticism that "internationalism" was Eurocentric, IB organized a seminar in Singapore with the aim of combining Asian culture and education into the IB curriculum. In 1982, the Standing IB's Headmaster Conference took steps to modify Eurocentrism in the curriculum. In the same year, the Japanese government held a science conference for IBO "as a mark of Japanese interest in various IB dimensions".
From the beginning, all subjects of the IB Diploma Program are available in English and French, and it is compulsory for all students to learn the first and second languages. In 1974, a two-language diploma was introduced that allowed students to take one or more of their humanities or science subjects in languages ​​other than the first. The subject of the IB Diploma Program became available in Spanish in 1983.
Maps IB Diploma Programme
Core terms and subject group
To obtain an IB degree, a candidate must meet three core requirements, in addition to passing the exam of his course:
- Extending essays (EE). Candidates should write an independent research essay of up to 4,000 words in the subject from the list of approved EE subjects. Candidates may choose to investigate topics in the subject they are studying, although this is not necessary. EE can be written on interdisciplinary topics.
- Knowledge theory (TOK). This course introduces students to theories about the nature and limitations of knowledge (basic epistemology) and provides practice in determining the meaning and validity of knowledge (critical thinking). It is claimed to be the "main element" of the Diploma Program, and is the only course that all diploma candidates must take. TOK requires 100 hours of instruction, an externally estimated extraction of 1600 words (from a choice of six titles determined by IB at 67%), and internally assessed (33%) presentations on selected topics of the candidate./li>
- Creativity, activity, service (CAS). CAS aims to give students opportunities for personal growth, self-reflection, intellectual, physical and creative challenges, and their self-awareness as responsible members of their community through participation in social or community work (services), athletics or other physical activities ), and creative activity (creativity). Guidelines for minimum number of CAS activities during the two-year program are about 3-4 hours per week, although "clock counting" is not recommended. Previously, there was a requirement that 150 CAS hours be completed, but this was removed in 2010. However, some schools still need these hours.
- Subject group
Students who pursue an IB diploma must take six subjects: one each from Group 1-5, and one from Group 6 or a permitted substitute from one of the other groups, as described below. Three or four subjects should be taken at a higher level (HL) and the remainder at the Standard (SL) level. IB recommends a minimum of 240 hours of learning time for the HL program and 150 hours for the SL course.
While IB encourages students to pursue full IB degrees, "a large workload requires a lot of commitment, organization, and initiative". Students may choose to register for one or more individual IB subjects, without core requirements. Such students will not receive full diplomas.
The six subject groups and IBDP course offerings are summarized below. More information about individual subject groups and courses can be found in the respective subject group articles:
- Group 1: Study in language and literature. Taken in SL or HL, this is generally the student's native language, with more than 80 languages ​​available. Like the course that began in the summer of 2011, there are two options for Languages ​​A (formerly A1): Literature, which is very similar to the old course, and Language and Literature, a slightly more challenging adaptation of a previously drawn Group 2 Group A2 subject. Literature and Interdisciplinary subject performance can also be taken at SL.
- Group 2: Language acquisition. Additional languages, taken at the following levels: Language B (SL or HL), or Ab initio (SL only). Latin and Classical Greek are also offered and can be taken at SL or HL. After the replacement of the A2 Language option with the Class 1 Language and Literature offerings for the course that began in the summer of 2011, the B Language syllabus is changed: the course is now more stringent, and in HL, there is a mandatory study of two literary works (though this is for understanding rather than analysis and only assessed through the course). In addition, B SL students can learn one text as a substitute for optional topics.
- Group 3: Individuals and communities. Humanities and social sciences courses are offered at SL and HL: Business and Management, Economics, Geography, History, Information Technology in Global Societies (ITGS), Philosophy, Psychology, and Social and Cultural Anthropology and Global Politics. World Religions Course and Interdisciplinary Environmental and Community courses are also offered only at SL.
- Group 4: Experimental science. Five courses are offered in SL and HL: Chemistry, Biology, Physics, Design Technology and Computer Science. The Sport, Exercise and Health Sciences course and interdisciplinary course of Environmental and Community Systems are only offered at SL.
- Group 5: Math. In order to increase the difficulty, the courses offered are SL Mathematics Studies, SL and HL Mathematics, and Advanced HL Mathematics. The computer science elective course was moved to Group 4 as a complete subject of the first exam in 2014.
- Group 6: Art. Courses offered at SL and HL: Dance, Foreign languages, Music, Theater, Visual Arts, and Movies. Instead of taking a Group 6 course, students may choose to take additional courses from Group 1-4 or either Advanced Mathematics HL (if HL Mathematics has studied) a computer science course from Group 4, or an IB-approved school syllabus course. Literature and Interdisciplinary subject performance are also offered, although currently only in SL.
The environmental and community system SL is an interdisciplinary program designed to meet the diploma requirements for groups 3 and 4, while Literature and Performance SL meet the requirements of Groups 1 and 6.
- Online Diploma Program and pilot course
IB is developing an IBDP pilot online version and currently offers several online courses for IBDP students. Finally, they expect to offer online courses to every student who wants to enroll. In addition, IB has developed a pilot course that includes World Religions; Sports, Exercise and Health Sciences, Dance, and Transdisciplinary Trial Course, Literature and Performance, Global Politics. This pilot course has now become part of the main course.
Ratings and rewards
All subjects (with the exception of CAS) are evaluated using internal and external assessors. Externally assessed assessments were given worldwide in May (usually for Northern Hemisphere schools) and in November (usually for southern hemisphere schools). Each exam usually consists of two or three papers, commonly written on the same or consecutive day of work. Different papers may have different forms of questions, or they may focus on different areas of the course syllabus. For example, in Chem SL, paper 1 has multiple choice questions, paper 2 has extended the question of response. Paper 3 focuses on "Option (s)" chosen by teachers and data analysis questions. Assessment of all external assessments is performed by independent auditors appointed by IB.
The nature of the internal assessment (IA) varies by subject. There may be oral presentations (used in the language), practical work (in experimental science and performing arts), or written work. Internal assessments contribute 20 to 50 percent of the grade given to each subject and are marked by a teacher at the school. A sample of at least five per subject at each level of the school will also be assessed by a moderator designated by the IB, in a process called external moderation of internal assessment. Based on this moderation, the entire subject value of the school will change.
Points are given from 1 to 7, with 7 equal to A *, 6 equals A, and so on. Up to three additional points are given depending on the value achieved in the extended essay and the theory of knowledge, so that the maximum possible maximum points in the IBDP are 45. The global graduation rate for the IB diploma is approximately 80%. To receive an IB degree, candidates must receive a minimum of 24 points or an average of four (or C) of a possible seven points for six subjects. Candidates must also receive a minimum of 12 points from their Higher Level subjects and a minimum of 9 points from their Standard Level subjects. In addition, candidates must complete all requirements for EE, CAS, and TOK. A failed condition that will prevent a student from being awarded a diploma, regardless of points received, does not complete the CAS, more than three grades 3 or below, does not meet the special points required for High Level or Standard Level subjects, or plagiarism in addition to printing higher than score 1 in each subject/level.
Candidates who successfully complete all the requirements of the IB Diploma Program and one or more of the following combinations are eligible to receive bilingual diplomas: two Group 1 subjects (of different languages), Group 3 or 4 subjects taken in languages ​​other than the candidate's Group 1 Language, or Extended Essays in Group 3 or Group 4 subjects written in a language other than the candidate Group 1 language. The IB Certificate is issued to indicate completion of diploma and examination programs for non-diploma student candidates.
- Special circumstances
If standard assessment conditions can place students with special educational needs at a disadvantage, special arrangements may be permitted. The Candidate with Special Assessment Needs The publication contains information on procedures and settings for students with special needs.
To offer the IB Diploma Program, the institution must go through the application process, and during that period the teachers are trained in the IB. At the end of the application process, IB makes an authorization visit. After the school is authorized to offer the program, annual fees ensure continuous support from IB, legal authorization to display the IB logo, and access to the Online Curriculum Center (OCC) and IB Information System (IBIS). OCC provides information, resources, and support for teachers and IB coordinators. IBIS is the database used by the IB coordinator. Other IB fees also include student enrollment and examination fees for individual diploma subjects.
Recognition of the university
IB diplomas are accepted in 75 countries in more than 2,000 universities, and IB has a search directory on its website, although it advises students to check the direct introductory policy with each university. The IB also has a list of universities offering scholarships to IBDP graduates under conditions specified by each institution, including 58 colleges and universities in the United States. The following is an overview of university recognition policies in different countries.
For the purpose of university admission in Austria, an IB diploma is considered a foreign secondary school that leaves the certificate, even if the school issuing the diploma is in that country. The acceptance decision is the policy of the higher education institution.
In Finland, the IB diploma provides the same qualifications for matriculation as a national matriculation exam. The core requirements differ very little, although the Finnish degree has more choices and the language is a larger part of the final judgment.
In France, the IBDP is one of the foreign diplomas that allow students access to French universities.
Germany stipulates certain conditions for the acceptable diploma of IB. Students must have Group 1 or 2 (or both) in HL; Minimum Level Mathematics Standard; and at least one subject of science or math at the Higher Level. International German Baccalaalureate students in some schools may obtain a "bilingual diploma" which enables them to access universities in Germany; half of the classes in the program are held in Germany.
The Italian Ministry of Education recognizes an IB diploma as academically equivalent to a national diploma, provided that the curriculum covers Italian and certain IB programs are accepted for H.E.D. matriculation in Italy.
Spain considers IB diploma equivalent academically with "TÃÆ'tulo de bachillerato espaà ± a ol". Beginning June 1, 2008, holders of an IB diploma no longer need to pass the University Entrance Exam to be accepted into the Spanish universities.
Turkish universities receive an IB degree, but all applicants are required by law to take the university entrance exam.
According to IB, there are two universities in Russia that officially recognize IB diploma that is subject to certain guidelines. The Russian Ministry of Education considers the IB diploma issued by state-recognized IB schools in Russia equivalent to a complete (complete) general education certificate (attestat).
In the UK, UCAS publishes a university admission rate table that converts IBs and other qualifications into standard "tariff points", but these are not binding, so agencies are free to set minimum entry requirements for IB candidates that are not the same as for Level candidates. Most UK universities require IB students to take more courses than A-level students - requiring, for example, four As and two Bs from IB students, while A-level students will only need ABB - as each subject is taken as part of the IB provides less extensive coverage of similar subjects taken on A-levels.
Although every university in Australia receives an IB diploma, entry criteria differ from university to university. Some universities accept students on the count of their IB points, while others require points to convert. In most states, this is based on the Australian Tertiary Entry Rating (ATAR). In Queensland, IBDP scores are converted to QTAC scales to rank the selection.
In the United States, higher education institutions establish their own admissions and credit policies for the recognition of an IB diploma. Colorado and Texas have laws that require universities to adopt and implement policies that provide college credit to students who have successfully completed IBDP.
In Canada, IB North America publishes the Policy Brief of IB Recognition for Canadian Universities. The University of Peru does not officially receive an IB diploma. However, the Ministry of Education can provide partial equality for the national diploma for students who have completed the fourth year of high school in this country satisfactorily.
In Hong Kong, IB diploma students may apply to the university as non-JUPAS (Joint University Program Acceptance System).
The People's Republic of China does not officially receive an IB degree for a university qualification.
In the 2008-2009 prospectus in Singapore, the National University of Singapore (NUS) received IBDP as a high school qualification for Singapore universities. The university requirements are as follows: three HL subjects with 5 or more grades, two SL subjects with a grade of 4 or better, and a grade of 4 or better in English A, Standard Level. In addition, Singaporean students must meet the Mother Tongue criteria with a score of 4 or better for A/B Mother Language.
In India, the University of India Association acknowledges IBDP as a qualification entry to all universities, provided that applicants include documents from the IB detailing the equivalence percentage and the specific course requirements for admission to medical and engineering courses are met.
Reception
IBDP is described as a "rigorous curriculum, outside the shelves recognized by universities around the world" in the December 10, 2006 issue of Time magazine, in an article titled "How to take us to school from the 20th century" < i>. It was also featured in the 2002 summer edition of American Educator, where Robert Rothman describes it as "a good example of an effective, instructionally sound, test-based system". Howard Gardner, a professor of educational psychology at Harvard University, said that the IBDP curriculum is "less parochial than most American efforts" and helps students "think critically, synthesize knowledge, reflect on their own thought processes and get them wet in interdisciplinary thinking." An admissions officer at Brown University claimed that IBDP garnered wide respect.
In the United Kingdom, the IBDP "is considered to be more academically challenging but broader than three or four A-levels", according to an article in Guardian . In 2006, government ministers provided funds so that "any local authority in the UK can have at least one center offering a sixth chance to conduct an IB". In 2008, the Children's Secretary Ed Balls left "Tony Blair's headline promise to allow children in all areas of the IB study". The fear of a "two-tier" educational system that is increasingly divisive education between the rich and the poor arises because the growth of the IB is driven by private schools and colleges form sixth.
In the United States, criticism of IBDP centers on the unclear claim that it is anti-American, according to anonymously quoted parents at The New York Times, who objected to UNESCO's funding of the program within a year - early year. The basic cost is considered higher than other programs. In 2012, the school council in Coeur d'Alene, Idaho, chose to eliminate all IB programs in the district due to low participation and high costs.
See also
- European Baccalaureateate
- List of secondary school residual certificates
- International school
Note
References
External links
- Diploma Program IB official website
Source of the article : Wikipedia
0 Comments