The International Baccalaureate primary years programme in Spain: A complementary curriculum framework

To date educational reforms have not yet succeeded in addressing the standstill average results of Spanish children on different international assessments. Some schools in Spain are implementing the International Baccalaureate (IB) programme in primary education, as a curriculum framework that align...

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Detalles Bibliográficos
Autores: Menéndez, María Paz (Maripé), Manso Ayuso, Jesús
Tipo de recurso: artículo
Fecha de publicación:2018
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/684370
Acceso en línea:http://hdl.handle.net/10486/684370
Access Level:acceso abierto
Palabra clave:International Baccalaurate (IB)
Primary years programme
Key competences
Primary education
Curriculum
Educación
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oai_identifier_str oai:repositorio.uam.es:10486/684370
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
El programa de la escuela primaria del Bachillerato Internacional en España: Un marco curricular complementario
title The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
spellingShingle The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
Menéndez, María Paz (Maripé)
International Baccalaurate (IB)
Primary years programme
Key competences
Primary education
Curriculum
Educación
title_short The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
title_full The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
title_fullStr The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
title_full_unstemmed The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
title_sort The International Baccalaureate primary years programme in Spain: A complementary curriculum framework
dc.creator.none.fl_str_mv Menéndez, María Paz (Maripé)
Manso Ayuso, Jesús
author Menéndez, María Paz (Maripé)
author_facet Menéndez, María Paz (Maripé)
Manso Ayuso, Jesús
author_role author
author2 Manso Ayuso, Jesús
author2_role author
dc.contributor.none.fl_str_mv Facultad de Formación de Profesorado y Educación
UAM. Departamento de Didáctica y Teoría de la Educación
dc.subject.none.fl_str_mv International Baccalaurate (IB)
Primary years programme
Key competences
Primary education
Curriculum
Educación
topic International Baccalaurate (IB)
Primary years programme
Key competences
Primary education
Curriculum
Educación
description To date educational reforms have not yet succeeded in addressing the standstill average results of Spanish children on different international assessments. Some schools in Spain are implementing the International Baccalaureate (IB) programme in primary education, as a curriculum framework that aligns with the skills, attitudes and knowledge students need in order to become active citizens in a globalized world. This exploratory research is set out to investigate how the IB Primary Years Programme (PYP) is being implemented at Spanish schools. Although the community of IBPYP schools is still very limited in Spain and amounts a total of 18 schools, the current education law (LOMCE) has increased the level of school autonomy and therefore schools have the opportunity to look out for other educational frameworks. The IB is forecasting an increasing number of schools seeking to implement the PYP programme and this research aims to gain a deeper understanding of how schools might integrate the programme while complying with Spanish regulations. To do so, this research paper applies the comparative method based on 7 parameters that allow comparison between the Spanish national curriculum and the IBPYP framework. This research highlights as main finding, a clear possibility for any school to complement both curriculums. Moreover, and in concrete, the IBPYP may be considered as an engine to complete some aspects non-addressed by the national offering in relation to international standards of an up-to-date and future education
publishDate 2018
dc.date.none.fl_str_mv 2018
2018-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/684370
url http://hdl.handle.net/10486/684370
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES)
publisher.none.fl_str_mv Universidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES)
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling The International Baccalaureate primary years programme in Spain: A complementary curriculum frameworkEl programa de la escuela primaria del Bachillerato Internacional en España: Un marco curricular complementarioMenéndez, María Paz (Maripé)Manso Ayuso, JesúsInternational Baccalaurate (IB)Primary years programmeKey competencesPrimary educationCurriculumEducaciónTo date educational reforms have not yet succeeded in addressing the standstill average results of Spanish children on different international assessments. Some schools in Spain are implementing the International Baccalaureate (IB) programme in primary education, as a curriculum framework that aligns with the skills, attitudes and knowledge students need in order to become active citizens in a globalized world. This exploratory research is set out to investigate how the IB Primary Years Programme (PYP) is being implemented at Spanish schools. Although the community of IBPYP schools is still very limited in Spain and amounts a total of 18 schools, the current education law (LOMCE) has increased the level of school autonomy and therefore schools have the opportunity to look out for other educational frameworks. The IB is forecasting an increasing number of schools seeking to implement the PYP programme and this research aims to gain a deeper understanding of how schools might integrate the programme while complying with Spanish regulations. To do so, this research paper applies the comparative method based on 7 parameters that allow comparison between the Spanish national curriculum and the IBPYP framework. This research highlights as main finding, a clear possibility for any school to complement both curriculums. Moreover, and in concrete, the IBPYP may be considered as an engine to complete some aspects non-addressed by the national offering in relation to international standards of an up-to-date and future educationHasta ahora, las reformas educativas acaecidas en España no han permitido superar el estancamiento de los resultados medios de los estudiantes en las diferentes pruebas de evaluaciones internacionales. Algunos colegios en España están implementando el Programa de la Escuela Primaria (PEP) del Bachillerato Internacional (IB), como marco curricular que se alinea con las habilidades, actitudes y conocimientos que los alumnos necesitan para convertirse en ciudadanos activos en un mundo globalizado. Esta investigación exploratoria pretende conocer cómo el PEP de IB está siendo implementado en colegios españoles. Aunque la comunidad de colegios que ofrecen el PEP se limita hoy a un total de 18 centros, la actual ley de educación (LOMCE) ha incrementado el grado de autonomía de centros y dota a los colegios la oportunidad de buscar otros marcos curriculares. El IB prevé un incremento del número de colegios que soliciten implementar el programa del PEP y esta investigación pretende conocer, en más profundidad, cómo los colegios podrían realizar la integración de dicho programa y cumplir, al mismo tiempo, con la regulación española. Para ello, se aplica el método comparado en base a 7 parámetros que sirvan para contrastar el curriculum español y el marco correspondiente del IBPEP. Como principal resultado de esta investigación, se encuentra la clara posibilidad de que cualquier centro pueda completar uno y otro curriculum. Más en concreto, que el IBPEP puede considerarse como un motor para completar los aspectos no cubiertos en la oferta nacional en relación a los estándares internacionales de una educación actual y futuraUniversidad Autónoma de Madrid. Grupo de Investigación sobre Políticas Educativas Supranacionales (GIPES)Facultad de Formación de Profesorado y EducaciónUAM. Departamento de Didáctica y Teoría de la Educación20182018-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/684370reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6843702026-06-23T12:46:27Z
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