International Education as Developed by the International Baccalaureate Organization

2012 ◽  
pp. 25-37 ◽  
Author(s):  
Ian Hill
Keyword(s):  
International Education ◽  
International Baccalaureate ◽  
International Baccalaureate Organization

Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness

2016 ◽  
Vol 15 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Victoria Wasner
Keyword(s):  
Service Learning ◽  
International Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
International Schools ◽  
Ivory Tower ◽  
Pedagogical Approach ◽  
Effective Pedagogy ◽  
Key Terms ◽  
International Baccalaureate Diploma

International mindedness and global citizenship are two key terms within international education, which underpin much of the discourse within the International Baccalaureate Diploma Programme. This article proposes how a participatory approach to education for international mindedness and global citizenship can help educators within international schools to encourage students to think critically about reality beyond their ‘ivory tower isolation’, questioning the inequalities in the world that surrounds them. The article shows how the use of a critical, participatory pedagogy within the field of service learning can be employed in order to explore what global citizenship and international mindedness mean in the context of the International Baccalaureate Diploma Programme. The article also proposes that this participatory, critical inquiry involves engaging students as researchers as an effective pedagogy in order to bring about new knowledge and understandings relating to the concepts of global citizenship and international mindedness.

scholarly journals El sistema de bachillerato internacional y su enseñanza en idioma inglés como factores claves para la excelencia académica de los bachilleres del Colegio Americano de Guayaquil

2021 ◽  
Vol 2 (3) ◽  
pp. 4313-4323
Author(s):  
Wagner Cristhian Cañizares Albán
Keyword(s):  
High School ◽  
Bilingual Education ◽  
Chemical Biology ◽  
International Baccalaureate ◽  
High School Graduates ◽  
Added Value ◽  
International Baccalaureate Organization ◽  
El Sistema ◽  
High School Diplomas ◽  
Coast Region

RESUMEN El colegio Americano de Guayaquil fundado hace 79 años se caracteriza por ser líder en la enseñanza bilingüe, habiendo graduado bachilleres en las especialidades de físico matemático, químico biólogos, comercio y de acuerdo a las reformas educativas actualmente gradúa bachilleres en ciencias, ciencias empresariales, y ciencias humanísticas. A lo cual debe agregarse que desde 1985 mediante convenio con la Organización de Bachillerato Internacional con sede en Ginebra, Suiza, imparte la educación IB como un agregado académico que ha dado relevancia a los graduados de esta institución, por cuanto además de ser bachilleres de calidad internacional, dominan el inglés como un segundo idioma, lo que permite que tengan acceso para realizar sus estudios superiores en prestigiosas universidades del exterior. Las autoridades de educación del país han otorgado los permisos correspondientes, autorizando que el Colegio Americano de Guayaquil enseñe su malla curricular de estudios bajo el sistema de IB en idioma inglés, lo cual lo ha convertido en el pionero y líder de este sistema de enseñanza en la región Costa.   ABSTRACT The Colegio Americano de Guayaquil was founded 79 years ago.  It is characterized by being a leader in bilingual education.  It has submitted High School Diplomas to many students in the Physical Mathematic Science, Chemical Biology Science and Business specializations.  According to the educational reforms, currently it graduates students in Science, Business Science and Humanistic Sciences.  It must be added that since 1985, the International Baccalaureate Organization, Geneva, Switzerland, provides IB education as an academic added value, which has given a high relevance to the graduates of this institution since, besides being international high school graduates, they are proficient in English as a second language; this allows them to enter prestigious universities abroad. The Ecuadorian education authorities have authorized the Colegio Americano to teach the curriculum under the English IB system.  In this way, the School has become the pioneer and leader of this education system in the Coast region.

Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective

2019 ◽  
Vol 18 (3) ◽  
pp. 257-273
Author(s):  
Niranjan Casinader ◽  
Lucas Walsh
Keyword(s):  
International Education ◽  
Student Outcomes ◽  
International Baccalaureate ◽  
Research Study ◽  
Modern Society ◽  
Teacher Expertise ◽  
Cultural Education ◽  
Teacher Capacity ◽  
Primary Years Programme ◽  
Cultural Reality

It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.

Fiji Implements Blended E-Learning as Appropriate Flexible Learning

2007 ◽  
pp. 189-201
Author(s):  
Elspeth McKay
Keyword(s):  
Learning Environment ◽  
Instructional Strategies ◽  
International Baccalaureate ◽  
Classroom Teacher ◽  
Zoom Lens ◽  
National Context ◽  
Self Reflection ◽  
The Social ◽  
International Baccalaureate Organization ◽  
E Learning

This chapter describes a learning environment that implements a learning design that promotes an adaptive approach towards e-learning. A theoretical model describes the interactive components of an e-learning environment. This model can be used as a designing tool for implementing an effective framework to support the social aspects of human-computer interaction. It discusses the institutional and national context of the e-learning programme offered by a school in Fiji that is accredited by the International Baccalaureate Organization. A zoom-lens approach is taken by the year-5 classroom teacher to encourage her students’ experiential learning. However, alternative instructional strategies are required when the Internet becomes unstable. This means extra activities are required that do not involve computers. Some of these tasks are self-reflection diary entries that produce added interest for the students as they prepare for their presentations at the school assemblies.

The International Baccalaureate

English Today ◽  
1988 ◽  
Vol 4 (2) ◽  
pp. 33-38
Keyword(s):  
International Baccalaureate ◽  
Deputy Director ◽  
Director General ◽  
International Baccalaureate Organization ◽  
The World ◽  
World English ◽  
Deputy Director General

Examination, curricula, and standards of education are currently hot topics in many parts of the world. English Today talks to ROBERT BLACKBURN, Deputy Director General of the International Baccalaureate Organization, about how the IBO does its work.

scholarly journals A critical study into the extent that co-operative learning promotes a greater confidence and a more accurate rendering of syntax in unseen translations for Year 12 IB Higher Latinists

2021 ◽  
pp. 1-9
Author(s):  
Emma Law
Keyword(s):  
International Baccalaureate ◽  
Critical Study ◽  
Latin Poetry ◽  
Original Language ◽  
International Baccalaureate Organization

The ability to translate unseen passages is a skill tested in both Latin A-level and the International Baccalaureate (IB) Diploma. Higher IB candidates are expected to translate a passage of 105–125 words of Latin poetry (in this case, Ovid's Metamorphoses) as the first of their externally marked papers. The International Baccalaureate Organization (IBO) uses unseen passages to ‘measure the [students’] ability to understand and translate texts in the original language’ (2014, p. 25). The passages are marked according to two criteria: (a) meaning; (b) vocabulary and grammar. In order to access the highest grades, the students must provide a ‘logical translation [in which] errors do not impair the meaning’ and ‘render vocabulary appropriately and grammar accurately and effectively’ (IBO, 2014, pp. 28–9).

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