The International Baccalaureate programme was crafted in the 1960s to promote holistic development and has been operating in Hong Kong since 1988– it is one of the world’s most respected curricula
- The I.B. programme’s global expansion and popularity over the last 10 years has been dramatic, especially across Asia including mainland China
Responding to the fallout from two world wars, a group of educators came together in the 1960s with a vision to create a standardised curriculum and assessment system called the International Baccalaureate Diploma Programme (IBDP), which would prepare students for a new global landscape and help ensure future world peace.
By contrast with the purely academic focus of traditional curricula prominent in the mid-20th century, the IBDP was crafted to promote students’ holistic development. Besides bringing academic rigour, the system challenges students to think critically, communicate effectively, and become active, compassionate members of their communities.
“The IB was born out of a commitment to develop a new way of thinking about teaching, learning and assessment – grounded in education for a better and more peaceful world,” says Stuart Jones, head of IB World Schools.
In the early days, the IBDP was a niche offering taught in elite schools to the children of transient professionals such as diplomats. Today, the programme has exploded in popularity and spread to over 150 countries, becoming one of the world’s most respected curricula.
The International Baccalaureate Organization (IBO) notes that the programme’s global expansion over the last 10 years has been dramatic, citing a 64.5 per cent growth rate; while the number of IB World Schools has increased at a rate of 47.9 per cent. Programme uptake has been particularly rapid across Asia including mainland China, with 267 of the nation’s schools having adopted the curriculum.
The IB programme has been operating here in Hong Kong since 1988. Today, there are 71 IB World Schools in the city, of which 38 offer the IBDP.
Common reasons cited for the increased uptake in IB curricula include its broad and balanced approach, and a structure that provides an excellent pathway for students to develop their self-confidence, a sense of purpose and a lifelong love of learning.
The curriculum is also devised and monitored by educators with a willingness to change and stay abreast of world affairs. This is evidenced by the fact that the programme is fully reviewed and updated every seven years to ensure it remains topical.
An emphasis on values, attributes and critical thinking – as opposed to testing students on rote memorisation and the regurgitation of information – also appeals to those with aspirations towards higher education. IB students are graded on their ability to apply their knowledge, as opposed to what they have memorised. The different curricula also place great emphasis on students’ soft skills and life skills – abilities valued by universities and employers alike.
The IB is now the platinum standard for university admission
“It’s now the platinum standard for university admission,” explains Dr Harry Brown, principal at ESF Renaissance College Hong Kong (RCHK). “And this is because students have to be good at everything, and put their shoulder into everything.”
With academic rigour overseen by an international body, the IB bypasses issues of grade inflation, which Edwards says some universities have been concerned about in recent years.
“With the IB that has not been the case: we have been able to grow and show results based on an international standard, so it’s a very well-respected programme by universities,” he adds.
Another advantage of the IB is the way it gets students thinking across subject areas. With an emphasis on critical thinking, cultural understanding and community service, the interdisciplinary nature of the programme encourages students to bring an inquisitive spirit while forming connections between subjects – something that’s arguably an essential skill for success in the 21st century.
“It doesn’t just focus on academic subjects but also brings in theory of knowledge [as a subject], which gets students thinking about cross-curricular subjects to write an extended essay,” Edwards adds.
Students finish the programme having undertaken deep research into a topic they are passionate about and which draws on their subject learnings. They are also required to complete a CAS (creativity, activity, service) component, with points for service work performed in the community added to their final IB score.
With so many advantages to the programme, Jones believes the curriculum will continue to see a steady uptake across the world.
“The IB curriculum is designed to develop inquiring, knowledgeable and caring young people who help to create a better world through intercultural understanding and respect,” he says.
“It provides a framework for educating students with the aim of developing their intellectual, personal and social skills so they can participate fully in life at school as well as at home and at work later on.”
