Question 2 . - Some believe the Intercontinental Baccalaureate is a Western instead of an international curriculum. How worldwide do you feel it is? Whose values and culture can it support?
All of us live in a global that is shrinking. Transport and communications revolutions have brought us nearer together (Teasdale, 1999, s. 81). The field of international education is one which has grown quickly over the past few decades. With elevating global mobility of professionals, and associated expansion in the amounts of families becoming based for periods of time in countries faraway from their home environment. The Intercontinental Baccalaureate (IB) is an internationally acknowledged pre-university qualification which, since its origins almost 50 years ago, has increased in popularity until it is now are available in 141 countries worldwide. Rendering international schools with a pre-university curriculum accepted by universities around the world. The educational programmes proposed by the Foreign Baccalaureate Business (IBO) claims to foster intercontinental understanding and an appreciation of the various cultures.
This paper will certainly address the long-standing debate that the Worldwide Baccalaureate (IB) although overloaded international on the content level it is thoroughly western on the epistemological level.
The Worldwide Baccalaureate (IB) was developed in the late 1960s with all the purpose of offering the growing number of international schools using a pre-university curriculum recognised by simply universities around the globe. Those mixed up in development of the IB set out to create a great educational system that would provide students using a sense of international understanding and citizenship (Peterson, 2003). This Degree or diploma Programme was initiated with the International School of Geneva with other worldwide schools walking on board during the developmental stage. The first trial exams took place in 1967; the first standard diplomas had been awarded several years later (Hill, 2004). The IBO launched the Middle Years Plan in year 1994. Three years after, the Primary Years Programme used. From in that case onwards, the IBO was able to offer вЂa continuous international educational experience from early childhood to school graduation' (IBO, 2002, s. 3).
While the volume of schools supplying the Primary Years and Central Years Programs is growing yearly, the Diploma Programme is still the most popular. In 2005, over 30, 500 candidates from 1335 universities in some 120 countries composed the Degree or diploma Programme exam, making the Diploma Program the leading foreign pre-university program (IBO, 2006). The biggest progress takes place, amazingly, among national schools in the uk and usa who wish to present their learners an international education within or in addition to their national systems. It is therefore believed that the Degree or diploma Programme has created вЂfrom a programme for international universities, to an international programme to get schools' (Hagoort, 1994, s. 11).
Thus successful gets the IBO turn into in the realm of international education today that few could disagree with all the claim that its programmes give you the most appropriate pre-university bridge to get the quest for intercultural consciousness. However scholars continue to problem the degree to which вЂthe curriculum either is definitely genuinely foreign or is still Eurocentric and western biased' (Heyward, 2002: 24). The IBO appreciates that the Degree or diploma Programme grew from a вЂwestern humanist' tradition with its promotion of вЂindividual talents', вЂresponsible citizenship', вЂcritical thinking' and вЂinformed participation' but also says that the вЂincreasing influence of non-western ethnicities on all three programmes isn't only being recognized, but is becoming increasingly significant' (IBO, 2002, p. 4). However , At the Fox (1985) states that, despite the best motives, the IB curriculum was prone to perpetuating cultural imperialism....
References: Drake, B. (2004). International education and IB programmes: Throughout the world expansion and potential ethnic dissonance. Diary of Research in Intercontinental Education several: 189-204.
Fox, E. (1985). International colleges and the foreign baccalaureate. Harvard Educational Review, 55: 53вЂ“68.
Hayden, Meters. C. and Thompson, L. J. (1995). Perceptions of the international education: a preliminary study'. International Report on Education, 41(5): pp. 389вЂ“404.
Hayden, M. C. and Wong, C. S. M. (1997). The international baccalaureate: international education and social preservation. Educational Studies, 23(3): pp. 349-361.
Hill, We. (2004). Early stirrings in international education part VIII: IB trial examinations and experimental period 1967вЂ“1976. Intercontinental Schools Journal, 24(1): 59вЂ“69.
Hill, We. (2006). Perform international baccalaureate programs internationalise or globalise? International Education Journal, 7(1): pp. 98-108.
Heyward, M. (2002). Coming from international to intercultural: defining the international school to get a globalized world. Journal of Research in International Education 1(1): 9вЂ“32.
IBO (2000). Diploma plan guide: aesthetic arts. To get first evaluation in 2002. Geneva: IBO.
IBO (2002). A Continuum of Foreign Education. Geneva: IBO.
IBO (2008). Towards a entier of intercontinental education. Cardiff. IBO.
Paris, france, P. (2003). The worldwide baccalaureate: An instance study in why college students choose to do the IB. Intercontinental Education Diary, 3 (2): 232-243.
Peterson, A. Deb. C. (2003). Schools throughout frontiers: the storyplot of the Foreign Baccalaureate plus the United Universe Colleges. La Salle, Wide open Court: Chi town.
Van Oord, L. (2007). To westernize the countries? An analysis of the Intercontinental Baccalaureate's philosophy of education. Cambridge Record of Education, 37(3): pp. 375-390
Master, G. (2010). East is usually East and West is usually West. Geneva: IBO