The International Baccalaureate (IB) programme: An international gateway to higher education and beyond
This paper begins with a discussion of the origins of the IB and how, in the hands of some remarkable educators and statesmen, that pedigree has determined the knowledge, skills, and values that the IB represents. The nature of the Diploma Programme (DP) and its core components is briefly outlined a...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universidad Europea (UEM) |
| Repositorio: | ABACUS. Repositorio de Producción Científica |
| Idioma: | inglés |
| OAI Identifier: | oai:abacus.universidadeuropea.com:11268/4634 |
| Acceso en línea: | http://hdl.handle.net/11268/4634 |
| Access Level: | acceso abierto |
| Palabra clave: | International baccalaureate international education Enseñanza superior Programas de formación internacional |
| Sumario: | This paper begins with a discussion of the origins of the IB and how, in the hands of some remarkable educators and statesmen, that pedigree has determined the knowledge, skills, and values that the IB represents. The nature of the Diploma Programme (DP) and its core components is briefly outlined and followed by what authoritative reports identify as skills for the future, esteemed by universities and the job market. There is a striking match between these skills and IB outcomes; thus, DP graduates perform well in higher education and add to the reputation of those institutions. Moreover these graduates are imbued with values of international mindedness that have become increasingly sought after by universities, along with cognitive attributes. The claims made are supported by examples of significant research, noting that there is a dearth of qualitative longitudinal studies to sufficiently substantiate the affective domain claims that currently rely more on anecdotal evidence. |
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