The International Baccalaureate (IB) is a non-profit educational foundation, motivated by its mission, focused on the student.

The International Baccalaureate (IB), formerly the International Baccalaureate Organisation (IBO), is an international educational foundation headquartered in Geneva, Switzerland. Founded in 1968 in Geneva, IB offers three educational programmes for children ages 3–19. Consequently, "IB" can refer to the organization itself, any of the three programmes or the diploma or certificates awarded at the end of the diploma programme.

IBO currently work’s with 3,071 schools in 139 countries to offer the three IB programmes to approximately 877,000 students.

In 1994, the IB added the IB Middle Years Programme, for students between the age group 11 to 16. Also known as the MYP, the middle years programme consists of eight subject areas and five areas of interaction. In 1997, the IB added the IB Primary Years Programme for three to ten year olds. Also known as the PYP, the primary years programme is inquiry-based, and consists of six transdisciplinary themes supported by six subject areas.

To maximize the benefit of professional development, the IB has established the professional development division (PDD). Its role is to formulate and coordinate an organization-wide PD strategy

For instance taking the scenario of BRIC countries, there are 16 IB World Schools in Brazil offering one or more of the three IB programmes. 6 schools offer the Primary Years Programme, 2 schools offer the Middle Years Programme and 13 schools offer the Diploma Programme. The first school was authorized in 1980. Russian Federation has 18 IB World Schools in Russian Federation offering one or more of the three IB programmes. 5 schools offer the Primary Years Programme , 8 schools offer the Middle Years Programme and 13 schools offer the Diploma Programme. The first school was authorized in 1993. In India there are 71 IB World Schools offering one or more of the three IB programmes. 20 schools offer the Primary Years Programme ,7 schools offer the Middle Years Programme and 67 schools offer the Diploma Programme. The first school was authorized in 1976. There are 53 IB World Schools in China offering one or more of the three IB programmes. 17 schools offer the Primary Years Programme , 17 schools offer the Middle Years Programme and 45 schools offer the Diploma Programme. The first school was authorized in 1991.

Just International Schools was started with an aim to make life simpler for parents. It started with a common goal of providing in-depth, relevant and true information about international schools in India, to all parents of school going children. JustInternationalSchools.com offers various online and print publications & services to international schools in India. JustInternationalSchools.com provides a unique platform for parent-school interaction. One among the various educational boards covered by Just International Schools, IB programme is more practical and application-based curriculum.

Ambarish Verma, Proprietor of eduFYI, the parent company of JustInternationalSchools.com says “Today parents are in a dilemma regarding the choice of an international school where their child is imbibed with good values and learns to play and interact with other children. As well as an international school which contributes and nurtures the overall growth and development of their child. IB programmes continue to imbibe international mindedness in students and educators through the IB learner profile. In the 21^st century students are faced with the challenges of learning about an interconnected world with ever changing growth opportunities. International School education not only limits itself in the confines of the textbooks but is also taught in an interesting and interactive manner preferably with the help of tools and practical aids” adds Ambarish.

JustInternationalSchools.com will be coming up with information directory services and would be adding different service verticals in near future. JustInternationalSchools.com plans to cover all international schools in India by 2010 year end. We will be discussing “The Middle Years Programme” in detail in this beginner’s guide, a programme aimed for pupils aged between 11 to 16 for Class 6 to Class 10 focused on the development of the whole child in the classroom and in the world outside.

The IB is a non-governmental organization (NGO) of UNESCO (United Nations Educational, Scientific and Cultural Organization) and has collaborative relationships with the Council of Europe and the Organisation Internationale de la Francophonie (OIF).The IB's alliance with UNESCO encourages the integration of its educational goals into the IB curriculum.

The IB diploma prepares students for entrance into universities in many countries, since it is equivalent to the British ‘A' levels, the Australian Higher School Certificate, the German Abitur, the French Baccalaureate and other similar examination-based systems. Schools recognised by the International Baccalaureate Organisation and offering the IB curriculum are known as IB World Schools. The IB Programme is recognized by all the leading foreign Universities & the association of Indian Universities. IBO accreditation is proposed for the Diploma Programmes of Singapore International School.

The rigorousness and high standards of IB ensure that colleges and universities around the worldwide recognise the IB Diploma as a superior academic programme and a strong university entry credential. Over 50,000 students appeared for the IB Diploma Programme in May 2004.

The Association of Indian Universities (AIU) rates IB at par with Class 12 CBSE, ICSE, NIOS or State Boards.

The International Baccalaureate (IB) provides short-term grants for schools experiencing temporary financial challenges or schools that are demonstrably increasing access to IB programmes. A foundation registered in Switzerland. The IB is non-profit body.

Who can apply?

This fund offers grants to schools or education districts in two categories.

Category 1: IB World Schools experiencing temporary financial difficulties owing to unpredictable circumstances beyond their control

Category 2: IB World Schools or Implementing Schools that can clearly demonstrate that they are significantly widening access to IB programme’s and/or that they will be significantly contributing to a more diverse, inclusive IB Community

Nature of the grants

Grants are short term, valid for one year with a possible extension to two years maximum. Funds can be used for the training of teachers and administrators, the payment of the IB annual school fee for one or more programmes, or to support creative schemes to widen access and diversity.

Grants will take the form of a credit to the school's IB account. This will enable a rebate in annual fees or payment of workshop expenses in lieu of reimbursement of costs incurred through schemes to widen access and diversity. Schools will be expected to submit a report after the funds have been expended. The ongoing sustainability of an IB programme in the school is a key consideration in the award of a grant. Schools will not normally be eligible for more than two awards.

Governance

The IB is governed by an elected 17-member Board of Governors, which appoints the director general, sets the strategic direction of the organization, adopts a mission statement, makes policy, oversees the IB's financial management; and ensures the autonomy and integrity of IB Diploma Programme examinations and other student assessment. Board membership represents cultural and geographical diversity.

We cover our main operational costs by charging fees to schools for providing services to support the implementation of the Diploma Programme. We value our reputation for providing high-quality services.

Annual school fee

IB World Schools pay an “annual school fee” for each programme they are authorized to teach, but if schools offer two or more programmes they pay a reduced fee to reflect their greater commitment.

The annual school fee charged by the IBO for Middle Years Programme can be compared with the PYP and DP programmes as shown in exhibit 5.1

Annual school fee	USD	GBP	CHF	CAD
Diploma programme	10,000	5,710	13,000	12,000
Middle years programme	8,400	4,800	10,920	10,080
Primary years programme	7,300	4,170	9,490	8,760

(Fees valid to September 2011)

Exhibit 5.1 – The annual school fee’s charged by the IB Board                                                      Source: IBO Website

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Applications

The deadlines for receipt of applications are 30 September 2010 and 30 March 2011.

The application form should be completed and emailed to the Access and Advancement Office in the Singapore Global Centre at This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

IB has a broader spectrum of subjects that lead to all-round development. IB examinations test students' knowledge, not their memory and speed. There are no examinations till the Middle Years Programme (Class 10). The focus of the IB pedagogy is on 'how to learn' rather than 'what to learn'. There are no prescribed textbooks; students can choose their own books. The purpose of IB is to produce global citizens. But sometimes, the IB programme does use the local curriculum as a base. For example, Marathi can be offered as a second language in the IB Diploma Programme. The IB curriculum is more challenging than educational boards like CBSE and ICSE. But the challenge is in the quality of assignments, not in the amount of work assigned.

The IB Organization works in four areas, namely:

1. Development of curriculum
2. Assessment of students
3. Training and professional development of teachers
4. Authorization and evaluation of schools

This internationally-recognised school system is made up of three educational programmes
i. PYP: The Primary Years Programme (Kindergarten to Class 5)

For pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside. Started in 1997 and is now offered by 721 IB World Schools

ii. MYP: The Middle Years Programme (Class 6 to Class 10)

For students aged between 11 to 16. It provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects. Started in 1994 and is now offered by 849 IB World Schools.

iii. DP: The Diploma Programme (Class 11 to Class 12)

For students aged 16 to 19, the DP programme is a demanding two-year curriculum that meets the needs of highly motivated students and leads to a qualification that is recognized by leading universities around the world. Started in 1968 with first examinations in 1970 and is now offered by 2,181 IB World Schools.

What makes the IB unique

1. IB offers a continuum of education, consisting of three programmes for students aged 3 to 19.
2. IB is proud of its reputation for high quality education sustained for over 35 years.
3. IB encourages international-mindedness in IB students. To do this, IB believe’s that students must first develop an understanding of their own cultural and national identity.
4. IB encourages a positive attitude to learning by encouraging students to ask challenging questions, to critically reflect, to develop research skills, to learn how to learn and to participate in community service

5. IB ensures that all its programmes are accessible to students in a wide variety of schools- national, international, public and private - through their unique relationship with IB World Schools worldwide.

The IB schools region wise statistics are given in the exhibit 7.1 below. The highest number of MYP only, PYP+MYP and MYP+DP programme’s are registered in the North America & the Caribbean.

IB Programme	Africa/ Europe/ Middle East	Asia-Pacific	Latin America	North America & the Caribbean	Total schools
PYP only	33	87	22	251	393
MYP only	12	31	4	371	418
DP only	602	209	206	714	1,731
All three	59	50	26	21	156
PYP+MYP	20	14	14	28	76
PYP+DP	34	40	17	5	96
MYP+DP	41	18	11	126	196
Total Schools	801	449	300	1516	3,066

 Exhibit 7.1 – The IB Schools region wise statistics                                                                             Source: IBO Website

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The number of IB Programmes by region are shown in exhibit 7.2. North America & the Caribbean lead in case of all IB programmes followed by Africa/ Europe and Middle East

IB Programme	Africa/ Europe/ Middle East	Asia-Pacific	Latin America	North America & the Caribbean	Total schools
Total PYP	146	191	79	305	721
Total MYP	132	113	55	546	846
Total DP	736	317	260	866	2,179
Total Programmes	1,014	621	394	1,717	3,746

Exhibit 7.2 – The number of IB Programmes region wise                                                                  Source: IBO Website

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The countries enrolled for IB Schools with programme wise data on PYP, MYP and DP level are shown in the exhibit 7.4. The ten largest IB countries include:

Country	Region	IB World Schools	Programmes
			PYP	MYP	DP
United States	NA	1,206	245	405	717
Canada	NA	296	53	138	137
United Kingdom	AEM	222	12	10	215
Australia	AP	133	62	47	61
Mexico	LA	82	39	24	54
India	AP	71	20	7	67
China	AP	53	17	17	45
Argentina	LA	49	7	3	48
Spain	AEM	49	3	8	49
Ecuador	LA	46	4	4	44

Exhibit 7.3 – Programme-wise ten largest IB countries                                                                      Source: IBO Website

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Staffing at IB

The IB organization employs staff/representatives in Beijing, Buenos Aires, Cardiff, Geneva, Mumbai, New York, Singapore, Sydney, Tokyo and Vancouver.

The IB world wide organization works with more than 5,000 examiners located worldwide. IB examiners are frequently teachers. Each subject has a chief examiner who is always a senior university academic with international standing in their subject.

The IB Budget Source

The main sources for IB income are:

• authorization and evaluation fees
• workshops and conferences
• publications
• annual school fee
• examination fees
• other

The IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

The Middle Years Programme curriculum

The programme consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects. Students are required to study their mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. In the final year of the programme, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the programme.

The cost of IB Middle Years Programme is $8,000 annual fee charged from the school. Moderation of $639 per subject and $62 per student. There is a evaluation fee charged every 5 years.

The MYP curriculum framework is illustrated in exhibit 8.1 below, by an octagon with eight academic areas or subject groups surrounding the five areas of interaction. The personal project appears at the centre.

 

Exhibit 8.1 – The MYP Curriculum Framework                                                                      Source: IBO Website

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The emphasis is on the fluidity of the curricular framework and the interrelatedness of the subjects. Aspects of the areas of interaction are addressed naturally through the distinct disciplines. In particular, the framework is flexible enough to allow a school to include other subjects not determined by the IB but which may be required by state or national authorities.

The overall philosophy of the programme is expressed through three fundamental concepts that support and strengthen all areas of the curriculum. These concepts are based on:

• intercultural awareness
• holistic learning
• communication

Under certain conditions, schools may deliver the programme in any language, although IB services are provided in:

• English
• French
• Spanish
• Chinese.

Where local conditions prevent a school teaching all five years of the programme, authorization may be granted for that school to teach the programme over fewer years.

Taken as a whole, the curriculum provides a balanced education that will equip young people for effective participation in the modern world.

Middle Years Programme assessment

Continuous assessment

Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Regular school assessment and reporting play a major role:

• in the students' and parents' understanding of the objectives and assessment criteria
• in the students' preparation for final assessment
• in the development of the curriculum according to the principles of the programme.

Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:

• open-ended, problem-solving activities
• investigations
• organized debates
• hands-on experimentation
• analysis and reflection.

In keeping with the ethos of approaches to learning, schools also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer and self-assessment.

The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group.

Quality assurance and professional development

Any school wishing to offer the Middle Years Programme and attain IB World School status must first go through the authorization process. The requirements for authorization are the same for all schools, even though the process is administered slightly differently in each IB region. The process is designed to ensure schools are well prepared to implement the programme successfully.

This is a challenging programme that demands the best from both motivated students and teachers. Schools can access an extensive package of IB professional development for teachers and administrators and commit to ongoing professional development. Teams from the organization visit IB World Schools from time to time in order to support an ongoing process of review and development, using standards and practices that apply to all IB World Schools.

Since 1968, the IB organization has grown rapidly, and for the past five years student numbers in the three programmes have grown by nearly 20% each year. However, it is the rate and direction of this growth that presents IB with their greatest challenges.

Three major themes

These questions help to identify the three major themes of our strategic plan.

Quality: continuously improving the quality of our three programmes

Access: enabling more students to experience and benefit from an IB education, regardless of personal circumstances

Infrastructure: building a highly effective and efficient infrastructure so that we can provide excellent service to students and schools. The plan sets out 28 actions that identify the major developments we will need to implement over the next 5 to 10 years. The delivery of these themes and actions is managed through the annual process of business planning.

The number of schools following the Middle Years Programme and Partner Programmes between 2005–2009 is shown in exhibit 9.1 and 9.2

(*As of 30th June each year)

Exhibit 9.1 – Number of Schools following MYP                                                                                    Source: IBO Website

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Exhibit 9.2–Progressive increase in the number of schools conducting the MYP                        Source: IBO Website

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Number of schools following the Middle Years Programme by working language between 2005–2009 is shown in exhibit 9.3 and 9.4

Number of schools following the Middle Years Programme by working language*	2005	2006	2007	2008	2009
English	349	376	415	501	587
French	89	89	91	94	92
Spanish	22	28	37	41	44
Chinese	5	7	7	7	6
Total	465	500	550	643	729

(*As of 30th June each year)

Exhibit 9.3 – Number of MYP Schools by working language                                                         Source: IBO Website

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Exhibit 9.4 – Comparison of number of MYP Schools by different working languages                      Source: IBO Website

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Percentage of schools following the Middle Years Programme by working language between 2005–2009 is shown in exhibit 9.5.

Percentage of schools following the Middle Years Programme by working language*	2005	2006	2007	2008	2009
English	75.05%	75.20%	75.45%	77.92%	80.52%
French	19.14%	17.80%	16.55%	14.62%	12.62%
Spanish	4.73%	5.60%	6.73%	6.53%	6.04%
Chinese	1.08%	1.40%	1.27%	1.09%	0.82%

(*As of 30th June each year)

Exhibit 9.5 – Percentage of schools with MYP by different working languages                                Source: IBO Website

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The one-year growth of IB by programme’s offered is shown in exhibit 9.6

Exhibit 9.6 – The one-year-growth of IB by programmes                                                       Source: IBO Website

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The Five-year growth percentage by IB programme offered is shown in exhibit 9.7 below

Exhibit 9.7 – Five-year-growth of IB by programme                                                                  Source: IBO Website

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All subjects (with the exception of CAS) are assessed using both internal and external assessors. The externally assessed examinations are 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, generally written on the same or successive weekdays. The different papers may have different forms of questions, or they may focus on different areas of the subject syllabus. For example, in Chemistry, paper 1 has multiple choice questions, paper 2 has extended response questions, and paper 3 focuses on the "Option(s)" selected by the teacher. The grading of all external assessments is done by independent examiners appointed by the IB.

The nature of the internal assessment (IA) varies by subject. There may be oral presentations, practical work (in experimental sciences and performing arts), or written works. Internal assessment accounts for 20 to 50 percent of the mark awarded for each subject and is marked by a teacher in the school. A sample of at least five per subject at each level will also be graded by a moderator appointed by the IB, in a process called external moderation of internal assessment.

Points are awarded from 1 to 7. Up to three additional points are awarded depending on the grades achieved in the extended essay and theory of knowledge, so the maximum possible point total in the IBDP is 45.

• The IB MYP programme is more practical and application-based. It has a broader spectrum of subjects that lead to all-round development.
• IB MYP examinations test’s student’s knowledge, not their memory and speed. There are no examinations till the Middle Years Programme (Class 10). The focus of the IB pedagogy is on 'how to learn' rather than 'what to learn'.
• There are no prescribed textbooks; students can choose their own books unlike CBSE/ICSE boards which have a fixed syllabus and standard textbooks.
• The purpose of IB MYP is to produce global citizens.
• But sometimes, the IB MYP programme does use the local curriculum as a base. For example, Hindi can be offered as a second language in the IB Diploma Programme.
• The IB –MYP curriculum is more challenging than educational boards like CBSE and ICSE. But the challenge is in the quality of assignments, not in the amount of work assigned.
• The MYP curriculum is illustrated by an octagon with eight academic areas or subject groups surrounding the five areas of interaction. There is no such planning in case of CBSE/ICSE and other Indian state boards.
• The emphasis is on the fluidity of the curricular framework and the interrelatedness of the subjects. Aspects of the areas of interaction are, addressed naturally through the distinct disciplines.
• Like CBSE/ICSE and other school education boards, the MYP programme is open-ended & encourages problem-solving activities.
• Involved in providing hands-on experimentation across many topics while students are studying.
• The MYP IB school board spends a considerable amount of time on analysis and reflection of past board performance
• Finally, schools with MYP curriculum, in keeping with the ethos of approaches to learning, also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer and self-assessment.

Pursuing the IB programme can be very expensive, with annual fees as high as Rs 250,000. But the IBO vigorously maintains the same, hence the IB programme is not elitist.

1. The IB Diploma has earned universal reputation for rigorous assessment, giving students access to the top colleges and universities in India and the world. IB is fast becoming the programme of choice for Indian students preparing to pursue higher education abroad.
2. The IB curriculum equips students with the tools needed to succeed in higher education, such as self-confidence, preparedness, research skills, organisational skills and being actively engaged in own learning.
3. Some universities even offer scholarships to IB diploma holders.
4. University admissions around the world are getting competitive by the day. Admission officers are increasingly looking for other evidence that a student will succeed in the university - such as exposure to quality curriculum, research abilities, international outlook and social service all enhanced by IB.